This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Rick Topolewski, JoAnn McCarthy, Lily Wong Fillmore, Joanne M. Yates, IL. Dept. of Curriculum. Chicago Board of Education, Phillip C. Gonzales, Cheryl Yelich Wilkinson, Steven Gelb, Susan Field, and Margaret Kang.
(1982). A Guide to Working with Minority Language Students in Special Education. This monograph provides special educators with guidelines to help them succeed in their work with minority language students. It emphasizes the necessity for bringing the social context into educational planning, in its discussion of such topics as the history of limited English proficient (LEP) children in special education, classroom needs of LEP handicapped children, methods of working with minority language parents, and issues in the assessment of LEP children. An introductory chapter discusses the diversity among LEP children and the achievement of LEP children in schools. An historical perspective on minority language students and special education focuses on the growth of ungraded classes for "backward" children between 1900 and 1920, the rise of intelligence tests and their use on LEP children, overrepresentation of minority children in special education, and current efforts toward change. Classroom needs call for consideration of assimilationism versus pluralism, teacher attitudes, cross-cultural communication, motivation, multicultural curriculum, and teaching English as a second language. Assessment of minority language students requires standardized testing as well as nonstandardized measures of language proficiency in both the child's first and second languages, measures of adaptive behavior, and naturalistic observations of the child in various settings. Descriptors: Bilingual Education, Disabilities, Educational History, Elementary Secondary Education
(1985). Printers' System of Measure. Fordson Bilingual Demonstration Project. This vocational instructional module on the printers' system of measure is one of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the student enrolled in graphics courses to learn the printers' system of measure. Each module consists of these parts: title; program goal and performance objectives; a pronunciation key; a language page which offers the pronunciation, definition, and usage of key terms in English and in Arabic; a pretest; bilingual (English and Arabic) language (vocabulary and usage) activities; evaluation; pretest and activity answer sheets; and a list of supplementary materials and their location. For each of the four activities in this module the objective, a list of materials needed, procedure, and evaluation are provided in addition to the necessary activity sheets or pages. [More] Descriptors: Arabic, Behavioral Objectives, Bilingual Education Programs, Bilingual Instructional Materials
(1985). Learning English through Bilingual Instruction. Final Report. A three-year research project investigated the effects of instructional practices and patterns of language use in bilingual and English-only classrooms on general academic development and the development of English language skills by limited-English-proficient students, especially those skills needed to participate fully in the society's schools. The subjects were native Chinese- and Spanish-speaking students with two to three years of exposure to English, from 17 bilingual program classes. Tests, classroom observation, and audio and video recordings focusing on instructional situations were used to assess oral and written language comprehension and production, subject-area academic achievement, and the instructional practices and patterns of instructional language use. It was found that variables influencing development of English production skills included: interactional opportunities, especially for Hispanic students and those with lower initial English proficiency; quality of the learning environment, especially for Chinese students with low initial English proficiency; and quality of language and teaching, largely for Hispanic students. Variables affecting English comprehension skills included: percent of time in teacher-directed activity; quality of learning environment, for Hispanics at all levels and for Chinese at the intermediate level; quality of instructional language, only for Hispanics; interactional opportunities, for Hispanics; and verbal and extended-response practice, for the Chinese. [More] Descriptors: Academic Achievement, Bilingual Education, Chinese Americans, Classroom Communication
(1983). Language and Literacy Learning in Bilingual Instruction: Executive Summary. A study of the kinds of educational services provided to limited English speaking students, how schools provide these services, factors shaping and guiding the programs, and instructional practices fostering the development of school-related language of bilingual students is summarized. The report is divided into two parts: (1) a descriptive study of the services offered to three bilingual groups (Asian, Spanish-speaking, and Navajo) in three regions of the country, and (2) a study of the language characteristics, educational histories, and educational achievement of a selected group of 150 native Cantonese-speaking elementary school students at the Asian site. The overall study's major conclusions are that: (1) English instruction is critical for the development of reading and writing skills in English, but those students coming to school with a greater command of natural language in English maintain an advantage in the long-term development of those skills; (2) To the extent that native-language instruction is effective in developing native language literacy skills, transfer of the underlying academic proficiency occurs with mastery of the second language; and (3) English oral grammar skill is advanced through exposure to both natural and formal language in English, but oral discourse skill, a formal language factor, will most likely be developed through formal rather than natural language exposure. [More] Descriptors: Academic Achievement, American Indians, Asian Americans, Bilingual Education
(1984). A Naturalistic Study of Literacy in Bilingual Classrooms. A naturalistic study of two bilingual first grade classrooms was conducted to gain an increased understanding of the cultural literacy instruction beliefs in society and to better understand the process by which literacy instruction beliefs influence the classroom. One Anglo and one Hispanic teacher working in different midwestern school systems were observed for four months. Both were considered competent bilingual educators, but each exemplified a different approach to teaching literacy. The Hispanic teacher was a strong proponent of the sight word approach and the basal reader from which she taught also emphasized this approach. The Anglo teacher taught reading from a phonics basal and personally advocated this approach. Strong cultural beliefs about how literacy most effectively develops guided the curriculum and instruction. The very strategies that both teachers attempted in order to simplify English literacy instruction frequently made the process more difficult for Spanish speaking children, who did not have the knowledge Anglo children learn at home. The results gave support for a literacy program based on psycholinguistic principles, stressing the immediate use of whole texts by children rather than emphasizing skills and smaller bits of language. Descriptors: Basal Reading, Bilingual Education, Comparative Analysis, Cultural Differences
(1983). An Effective School: A Case Study. An elementary school principal's successful attempts to improve her inner-city school are described in this case study, which includes a diagram representing her formula for better education. The principal, a charismatic, elderly woman, takes an aggressive role in improving the school environment and student nutrition, encouraging and monitoring the improvement of teachers' skills, increasing discipline, and communicating individually with students and teachers. Her tasks are made difficult by lack of parental support, crime, high transiency rate, and the economic disadvantages of her students. Most of her students are Black and Hispanic; for the Hispanics she helped write a grant that resulted in an examplary bilingual program. This principal emphasizes listening, taking into account the needs of the whole child, consistency in discipline, developing a staff with unified goals, team teaching, holding teachers accountable for the progress of their students, and developing independent thinking in the students. Her methods have been successful in raising performance scores and improving attitudes in the school and the community. [More] Descriptors: Achievement Gains, Administrator Role, Bilingual Education Programs, Creative Teaching
(1985). Welding: Safety Clothing. Fordson Bilingual Demonstration Project. This vocational instructional module on safety clothing for welding is one of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the student enrolled in welding classes to learn the terminology of safety clothing and be able to dress for arc welding. Each module consists of these parts: title; program goal and performance objectives; a pronunciation key; a language page which offers the pronunciation, definition, and usage of key terms in English and in Arabic; a pretest; bilingual (English and Arabic) language (vocabulary and usage) activities; evaluation; pretest and activity answer sheets; and a list of supplementary materials and their location. For each of the four activities in this module the objective, a list of materials needed, procedure, and evaluation are provided in addition to the necessary activity sheets or pages. [More] Descriptors: Arabic, Behavioral Objectives, Bilingual Education Programs, Bilingual Instructional Materials
(1985). Safe Driving and Road Signs. Fordson Bilingual Demonstration Project. This vocational instructional module on safe driving and road signs is one of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the student preparing for driver's education to recognize, pronounce, and identify traffic signs and define their usage and importance. Each module consists of these parts: title; program goal and performance objectives; a pronunciation key; a language page that offers the pronunciation, definition, and usage of key terms in English and in Arabic; a pretest; bilingual (English and Arabic) language (vocabulary and usage) activities; evaluation; pretest and activity answer sheets; and a list of supplementary materials and their location. For each of the six activities in this module the objective, a list of materials needed, procedure, and evaluation are provided in addition to the necessary activity sheets or pages. [More] Descriptors: Arabic, Behavioral Objectives, Bilingual Education Programs, Bilingual Instructional Materials
(1987). Research Implications for Writing in the Content Areas. What Research Says to the Teacher. Second Edition. The ideas of John Dewey and his fellow progressives have resurfaced in a movement called "writing across the curriculum." Interdisciplinary studies are now being seen as a way to break down the artificial boundaries between subject areas. Research has confirmed that language learning and experience are at the heart of education. The implications are that instruction should be based on the personal and linguistic growth of the child rather than on the mastery of facts or concepts in particular disciplines, and subject areas should be used to provide students with the new experiences they need to broaden their knowledge. Researchers and educators propose a teaching philosophy and approach based on the concept of "learning by doing," which would mean much more talking, writing, and reading in the classroom. A number of ways for teachers to promote more language activities to help students learn include (1) organizing course content around central ideas or themes to give language assignments direction, focus, and purpose; (2) using the writing process to give teachers a more active role in their students' learning; and (3) utilizing journals, reading notes, or learning logs to provide students with the opportunity to describe and explore their own experiences. Teachers can use these and other ideas to integrate new techniques and current information into their teaching methods. (One hundred and eighty-six references are appended. [More] Descriptors: Bilingual Education, Content Area Writing, Educational Objectives, Elementary Secondary Education
(1985). Terms for Basic Electricity. Fordson Bilingual Demonstration Project. This vocational instructional module on common terms used in the study of electricity is one of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the student enrolled in electronics courses to know how to use the most common terms in the study of electricity. Each module consists of these parts: title; program goal and performance objectives; a pronunciation key; a language page which offers the pronunciation, definition, and usage of key terms in English and in Arabic; a pretest; bilingual (English and Arabic) language (vocabulary and usage) activities; evaluation; pretest and activity answer sheets; and a list of supplementary materials and their location. For each of the three activities in this module the objective, a list of materials needed, procedure, and evaluation are provided in addition to the necessary activity sheets or pages. [More] Descriptors: Arabic, Behavioral Objectives, Bilingual Education Programs, Bilingual Instructional Materials
(1988). Relationships among Language Proficiency, Language of Test Administration and Special Education Eligibility for Bilingual Hispanic Students with Suspected Learning Disabilities. The relationship between the relative language proficiencies of bilingual children and their scores on tests administered in one or both languages was studied in students referred to special education because of suspected learning disabilities. Bilingual Hispanic students (25 males and 15 females) in grades 2 through 4 from an urban school district, who had been referred to special education and were considered as limited English proficient, were assessed using intelligence and achievement tests in English and Spanish. Only a moderate relationship was found between language proficiency and IQ and achievement test scores. Most test means did not differ for Spanish- and English-dominant children. Most of the children demonstrated fairly equal proficiency in both languages. Stronger relationships might have been obtained for children whose proficiency in one language much exceeded their proficiency in the other. The effect of the language of test administration on IQ scores was difficult to assess. However, between 9% and 17% of the group qualified for learning-disabled services on the basis of English (but not Spanish) scores; thus, underscoring the need to consider native language assessment for all bilingual children. Twelve data tables and one graph conclude the document. Descriptors: Achievement Tests, Bilingual Education, Bilingual Students, Diagnostic Tests
(1981). A Selected Annotated Bibliography of Educational Materials for Teachers of Limited English Speaking Vocational Students and a Selected Review of Its Literature. Technical Assistance Services: Illinois Special Needs Populations. The annotated bibliography contained in the second part of this two-part document is a presentation of the literature related to the field of English language teaching within a vocational training framework. The review, the first two/thirds of the document, addresses itself primarily to the monolingual vocational teacher who may not have at his or her disposal the services of a bilingual or English as a second language assistant or team teacher. Its objective is to help the vocational teacher acquire insights and skills in the area of second language learning so that he or she may be able to understand those students who have not yet mastered the English language but are enrolled in vocational training. In the second part, the document reviews this literature that reflects the myriad of approaches used in bilingual or second-language vocational programs in various parts of the world. The review attempts to condense the knowledge already gained in the field of vocational English from the studies cited. Descriptors: Bilingual Education Programs, Bilingual Instructional Materials, Citations (References), Classroom Techniques
(1984). Vocabulary for the Spanish-English Bilingual Program. [Grades K-6.]. Materials for Spanish-English bilingual children's vocabulary development in grades K-6 include lists of English words and their Spanish counterparts for the typical course of study, which in grades one through six includes social studies, science, language arts, health and safety, and math. Related class activities in each area are suggested after each grade level list. For the five-year-olds, the scope of the vocabulary includes body parts, clothing, food, communications, school, and transportation. Descriptors: Bilingual Education, Bilingualism, Class Activities, Elementary Education
(1975). Spanish Language Arts. A Handbook for the Primary Teachers = Las artes del lenguaje espanol. Un manual para maestros de nivel primario. A teaching guide for teachers of language arts for native Spanish-speaking primary school students in the Chicago public schools consists of four sections and appendices. Part I introduces the concepts of the language arts program, its behavioral objectives, suggestions for teachers, and notes on the characteristics of students of this age group. Part II outlines the development of listening and speaking skills and five examples of related student activities. Part III discusses aspects of reading instruction: an eclectic approach, teaching the association of sound with letters, word-referent correspondence, a suggested plan to make reading automatic, and orthography. Five sample activities are also presented. Part IV addresses writing instruction and the development of an understanding of grammar, and suggests two activities. An alphabet with letter names, a vocabulary list, notes on language irregularities, and a bibliography are appended. The text is entirely in Spanish. Descriptors: Behavioral Objectives, Bilingual Education, Class Activities, Curriculum Guides
(1984). Materials for Indochinese Students. An Annotated Bibliography. Second Edition. This annotated bibliography focuses on classroom materials for Indochinese students, but also includes teacher-training materials. The bibliography also serves as a practical means of assisting teachers and program coordinators to obtain materials by providing information on publishers, distributors, and listed prices. The bibliography is divided into the following major sections: Indochinese; Vietnamese; Lao and Hmong; Cambodian (Khmer); and Chinese. The above major sections are further subdivided into three subject categories: (1) language arts (includes materials in the primary language or English language and bilingual materials on language arts, dictionaries, readers, translated novels, fables, legends, and fairy tales); (2) social studies (includes materials on the students' culture and history and U.S. History); (3) mathematics and science (includes technical glossaries and dictionaries, bilingual textbooks, and other supplementary materials on mathematics and science). Descriptors: Asian Americans, Bilingual Education, Cambodians, Chinese Americans