This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Cecilia Campoverde, Monica Turner, Marie Egbert, Betty J. Mace-Matluck, Chicago Saint Augustine Coll., New York China Inst. in America, D. Scott Enright, Carmen Simich-Dudgeon, Masako T. Shin, and Washington Trinity Coll..
(1982). Automotive Mechanics Technical Terms. English-Thai Lexicon. Introduction to Automotive Mechanics. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This English-Thai lexicon and program introduction for automotive mechanics is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English automotive mechanics technical terms and Thai equivalencies of English automotive mechanics equipment and tools. Section 3 is the Thai version of "Introduction to Automotive Mechanics." The duty-task index is then provided in Thai with major headings also given in English. Descriptors: Administrator Education, Adult Vocational Education, Auto Mechanics, Bilingual Education
(1985). Literacy and Second Language Speakers of English. Viewpoints. A Series of Occasional Papers on Basic Education. Issue No. 3. This collection of papers focuses on literacy and the special educational needs of speakers of English as a second language (ESL). In a paper entitled "Ethnic Minority Educational Needs in the 1980s," Gurnam Heire examines some of the changes in employment and training that have taken place over the past few years and how these affect the educational needs of ethnic minority communities. Jane McLaughlin's paper, "Creative Writing in English as a Second Language Work," makes a case for not neglecting the important part that writing can play in working with persons for whom English is a second language. In "Bilingual Teaching and ESL," Sufia Majid emphasizes the importance of the mother tongue and of the bilingual teacher in language and literacy work. Jane Rawlingson Mackillop draws on her experience in southern California in her paper, "Acquisition: A Common Factor in Teaching Literacy to Native and Non-Native Speakers." In the final paper, "Integrating First and Second Language Speakers of English," Frances Graham examines some of the possibilities and problems of mixed literacy provision for those for whom English is a first or second language. Descriptors: Adult Basic Education, Adult Learning, Adult Students, Basic Skills
(1986). Issues of Parent Involvement and Literacy. Executive Summary of the Symposium Held at Trinity College (Washington, D.C. June 6-7, 1986). The symposium on Issues of Parent Involvement and Literacy marked the culmination of a collaborative project of Trinity College in Washington, D.C. and the Arlington (Virginia) Public Schools to reach out to limited-English-proficient (LEP) parents. This was accomplished by providing cultural and language information so that parents could become more knowledgeable about and involved in their children's education. The conference's participants included researchers, educators, policymakers, community workers, and community leaders. Presentations addressed these issues: past and current federal legislation and policy concerning the needs of the language-minority students' community; the forms, objectives, and effects of parent involvement in the schools; how illiteracy is addressed in the United States and what it implies for this population; materials and methods for teaching the LEP student; cross-cultural issues in parent involvement; involving LEP parents; and existing programs to promote parent involvement and literacy. [More] Descriptors: Adults, Basic Skills, Bilingual Education, Community Involvement
(1984). Bilingual Vocational Training Program for Chinese Chefs. This document contains materials that can be used by instructors in an English-as-a-second-language course for Chinese kitchen workers or chefs. The materials consist of lessons on various topics that occur in the everyday life of Chinese chefs. Topics include: English names for Chinese dishes; phrases to employ when meeting people and when using the subway or visting the bank, the post office, and the supermarket; kitchen instructions and safety in the kitchen; conversation; time expressions; and a cooking test. Each topic contains practice sentences in English with Chinese translations, vocabulary, and sentence structure tips. Midterms and final tests are included. Other information for teachers includes letters and other materials needed to supervise students in field practice, information forms, graduate followup materials, and a newsletter. Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Chinese, Cooking Instruction
(1985). Building Bridges: Vocational Educators and Developmental Education. TECHNIQUES, Lifelong Learning. Vocational educators need to build bridges for student's transition into and success through the vocational program of their reasoned choice by communicating and cooperating with developmental education instructors. The major focus of the role of the vocational instructor in working with the developmental educator concerns assessment of students to determine who may require the services of the developmental education division. An example of how the vocational instructor can work with developmental education is the technical learning program for Indochinese students at Portland Community College (Oregon). Technical concepts, aural comprehension of shop commands and trade talk, technical vocabulary, and hands-on practices. The technical learning skills concept prepares students for success in technical career programs because basic concepts are written by the developmental education staff in easy-to-understand technical English with concepts and technical vocabulary coming directly from vocational instructors. Visual aids include chalkboards, overheads, written materials, and audiotapes developed by the vocational instructor or directly from classroom instruction. Vocational instructors supervise hands-on skills practiced in a supportive atmosphere and provide input for correct procedures and for tests similar in format and content to those given in regular technical programs. Descriptors: Bilingual Education, Community Colleges, Developmental Studies Programs, Educational Cooperation
(1984). Teaching Reading to Bilingual Children Study. Final Report. This eight-volume final report of a federally-funded longitudinal study on the teaching of reading to bilingual children provides information on and insight into characteristics of a favorable learning environment for Spanish-speaking children, instructional sequences and events that promote successful and efficient learning of literacy skills, and the language and literacy outcomes of current schooling practices. The volumes deal with the following topics: (1) an introduction to and overview of the study; (2) a description of the study's design; (3) an outline of the analyses used to summarize patterns of growth in language skills, prereading skills, and reading comprehension, and to examine the link between instruction and achievement growth; (4) analyses of growth in oral language proficiency; (5) analyses of growth in reading skills; (6) data on the specific instructional techniques used in the classrooms studied; (7) a discussion of statistical techniques for integrating the findings on language, literacy, and instruction; and (8) the executive summary. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Bilingual Students, Classroom Techniques
(1982). Combination Welding Technical Terms. English-Thai Lexicon. Introduction to Combination Welding. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This English-Thai lexicon and program introduction for combination welding is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English combination welding technical terms and Thai equivalencies of English combination welding equipment and tools. Section 3 is the Thai version of "Introduction to Combination Welding." The duty-task index is then provided in Thai with major headings also given in English. Descriptors: Administrator Education, Adult Vocational Education, Bilingual Education, Bilingual Instructional Materials
(1985). Assistant Chef Program. Vocational Objectives and Sample Menus. Instructor materials are provided for an assistant chef program intended for English as a second language (ESL) or bilingual (Spanish-speaking) students. Vocational objectives are presented for over 20 cooking projects. Components of each include a task analysis; ESL related objectives, vocabulary, and/or structures; and vocational and/or ESL materials and strategies that are required. Other contents include two lesson plans: dry heat cooking methods and moist heat cooking methods. Components of each lesson plan are vocational objectives, language objectives, content/process, materials needed, and evaluation. Over 30 pages of menus conclude this packet of materials. Descriptors: Adult Vocational Education, Behavioral Objectives, Bilingual Education, Cooking Instruction
(1982). Food Service Technical Terms. English-Thai Lexicon. Introduction to Food Service. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This English-Thai lexicon and program introduction for food service is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English food service technical terms and Thai equivalencies of English food service equipment and tools. Section 3 is the Thai version of "Introduction to Food Service." The duty-task index is then provided in Thai with major headings also given in English. Descriptors: Administrator Education, Adult Vocational Education, Bilingual Education, Bilingual Instructional Materials
(1982). Auto Body Repair Technical Terms. English-Thai Lexicon. Introduction to Auto Body Repair. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This English-Thai lexicon and program introduction for auto body repair is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English auto body repair technical terms and Thai equivalencies of English auto body repair equipment and tools. Section 3 is the Thai version of "Introduction to Auto Body Repair." The duty-task index is then provided in Thai with major headings also given in English. Descriptors: Administrator Education, Adult Vocational Education, Auto Body Repairers, Bilingual Education
(1985). Metacognitive Language in Bilingual Children. An exploratory study was conducted to identify the degree of language performance in native and bilingual English- and Spanish-speaking children under circumstances of native and bilingual language instruction. The study is a first step in testing the hypothesis that the underachievement of children in English-as-a-second-language programs and bilingual programs reflects an inadequate process of instruction. In those programs, the syntactical aspects of English is emphasized to the detriment of the children's conceptual development. Two hundred children, aged 9-12, in four groups (native English-speaking, native Spanish-speaking in Colombia, bilingual tested in English, and bilingual tested in Spanish) were administered a 33-item test based on a fable, and asked to interpret the story and answer questions. The results indicated that the native Spanish-speaking and native English-speaking children receiving instruction in their native countries performed significantly better than the bilingual groups receiving instruction in U.S. bilingual programs, and that all groups performed at much lower levels of abstraction than anticipated according to theory. The need for experimental research on the effects of instructional methods that use language as a mediating tool in conceptual development is suggested. Descriptors: Bilingual Education Programs, Bilingual Students, Cognitive Development, Comparative Analysis
(1986). A Parent Involvement Model for Use with Limited English Proficient High School Students. Teacher's Guide: The Vocationally Oriented Bilingual Curriculum. This teaching guide accompanying materials for parents to support the efforts of their limited-English-speaking high school children in a vocationally-oriented bilingual secondary program provides an explanation of the program and its objectives and suggests techniques for introducing and using the materials effectively with the parents. Steps to use in replicating the program in other districts, beginning with identification of the target population and proceeding through implementation, identifying community liaisons, selecting educators, scheduling, orientation, and evaluation are provided. A sample parent introduction letter, certificate of participation, and teacher's record chart are also included. [More] Descriptors: Acculturation, Bilingual Education, Career Guidance, Classroom Techniques
(1983). The Organization of Interaction in Elementary Classrooms. Despite the surrounding controversy, second language instruction for America's language minority children is an important educational issue for continued methodological innovation and examination. The most effective and productive classroom interaction processes and dynamics in bilingual and second language instruction are still not appropriately described. Researchers must work to measure the effects of particular instructional approaches on student learning outcomes and to "unpackage" those approaches and accurately describe what they entail. Using the technological tools of videotaping and the methodological tools of microethnography, researchers are just beginning to construct the detailed, multifaceted description of the processes of classroom interaction, and use it to facilitate second language learning in limited English-speaking children. Descriptors: Bilingual Education, Classroom Communication, Classroom Environment, Classroom Observation Techniques
(1982). Clerical Cluster Technical Terms. English-Thai Lexicon. Introduction to Clerical Cluster. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This English-Thai lexicon and program introduction for the clerical cluster is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English clerical cluster technical terms and Thai equivalencies of English clerical cluster equipment and tools. Section 3 is the Thai version of "Introduction to Clerical Cluster." The duty-task index is then provided in Thai with major headings also given in English. Descriptors: Accounting, Administrator Education, Adult Vocational Education, Bilingual Education
(1985). Literacy Work with Bilingual Students. A Resource for Tutors. This handbook is intended to introduce tutors to literacy work with bilingual students who are fairly fluent speakers of English and who are often to be found in a literacy class for native speakers of English. The introductory section, which deals with literacy and the second language learner, covers influences on and difficulties encountered while learning a second language as well as the processes involved. The next five sections cover the following aspects of helping nonnative speakers of English improve their literacy skills: giving students responsibility (students' expectations and examples); developing writing skills (personal expressive writing, techniques in correcting students' writing, more formal writing, and materials); learning to spell (influence of the mother tongue and ways of developing strategies for spelling); developing reading skills (practical approaches to work with beginning readers, materials, and methods of developing reading skills); and developing language (language in the context of literacy, methods, the role of listening and speaking, and materials). The section on practical approaches for work with beginning readers includes language experience, unfamiliar words, cloze, phonics, and visual recognition, and the section on reading materials contains guidelines for selecting and using texts. Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education, Case Studies