This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Sandra Maciell Franco, Benjamin H. Alexander, Robert L. Carrasco, Michael S. Knapp, Josefina Pulido, Joyce Freundlich, Valerie J. Vernon, Michael H. Long, Herbert W. Seliger, and Henry S. Lufler.
(1981). Bibliography of Materials. This annotated bibliography of social studies materials, language arts materials, mathematics materials and miscellaneous publications was developed by the Asian American Bilingual Center. The materials are organized in the form of kits designed for ten weeks of instruction in each of three curriculum levels: identity, needs, and interaction. The social studies materials list includes entries in environmental studies and fine arts which are available in both Chinese/English and Pilipino/English editions. Chinese, Pilipino, Japanese and Korean materials are featured in the language arts section which emphasizes the gradual introduction of language patterns relative to speaking, writing, reading and listening of each respective language. Mathematics materials are available in Chinese English and Pilipino English editions. The three curriculum levels correspond with each of two elementary grades. The social studies materials list contains a limited number of entries suitable for high school students. Descriptors: Annotated Bibliographies, Asian Americans, Bilingual Education, Chinese Americans
(1979). Expanded Awareness of Student Performance: A Case Study in Applied Ethnographic Monitoring in a Bilingual Classroom. Sociolinguistic Working Paper Number 60. The case study of the use of a classroom observation technique to evaluate the abilities and performance of a bilingual kindergarten student previously assessed as a low achiever is described. There are three objectives: to show the validity of the ethnographic monitoring technique, to show the value of teachers as collaborating researchers, and to demonstrate how information gathered in a natural classroom setting is useful as immediate feedback and can be incorporated into ongoing planning. Ethnographic monitoring, or focused ethnography, takes personal observation of social behavior and constructs a social theory of the working of a particular culture in terms as close as possible to the way its members view the universe and organize their behavior, and focuses on particular aspects of variation in observations that are theoretically and practically salient. The approach was applied here by videotaping a low-achieving student's behavior outside the teacher's view and immediately presenting it to the teacher, expanding her awareness of the child's communicative competence and other positive social qualities. The process resulted in an improved student-teacher relationship, changed instructional strategies and teacher expectations, and improved student performance. [More] Descriptors: Academic Ability, Bilingual Education, Bilingual Students, Case Studies
(1978). Metric System Resource Units = Unidades de Trabajo del Sistema Metrico Decimal. K-12. Project C.A.M.B.I.O., Changing Attitudes towards Metrics for Bilingual Instruction & Operations. Four resource units are included in this document. For each, general objectives on knowledge and concepts, skills, and attitudes are given; content is outlined; and some suggestions for initiating the unit are listed. The first unit, on measuring length, provides six lesson plans, to teach about the meter, the smaller units of the meter, units larger than the meter, and converting within the metric system. Over 25 activity worksheets follow; each uses both English and Spanish (on reverse sides). The second unit focuses on measuring weight/mass, with three lesson plans on the gram, smaller and larger measures, and converting. Over 20 activity worksheets in English and Spanish follow. The focus of the third unit is on measuring capacity/volume, with three lesson plans on liters, smaller and larger measures, and converting. About 20 activity worksheets follow. In the fourth unit, the focus is on temperature, with four lesson plans on developing the concept of temperature, learning about thermometers, learning to read a Celsius scale, and relating estimates with measures. About 15 activity worksheets are included. Descriptors: Attitudes, Bilingual Education, Elementary Education, Elementary School Mathematics
(1981). Ciencias 2. Manual do Professor (Science Teacher's Manual). This is the teacher's manual for Ciencias 2, the second in a series of elementary science textbooks for Portuguese-speaking students. The student textbook contains 10 chapters and 57 activities. The teacher's manual presents an explanation of the educational goals and the organization of the content, Topics included are environment, the human, air, nutrition, astronomy, soil, magnetism, and measurement. Also provided are the objectives for each lesson and multiple suggestions for lesson presentation, classroom activities, and evaluation. [More] Descriptors: Astronomy, Behavioral Objectives, Bilingual Education, Biological Sciences
(1981). How to Design a CAI Course for Mexican American Migrant Students. This course design is presented as an example of a computer assisted instructional program for adolescent Mexican American migrants. Like other migrants, they suffer from poor socioeconomic conditions, language and literacy problems, and intermittent classroom attendance. In addition, the regular American course of studies does not appear to have any bearing on their present or future way of life. The four-module format for this course was chosen so that students could begin with the workbook and tape components (modules 1-3) covering very specific, student-centered objectives and then progress to the computer portion in module 4. The program illustrated here deals with the sound symbol correspondence of English and is designed for students who have limited skills in English. Listening and speaking skills are practiced and reinforced in modules 1 and 2; reading is practiced in modules 3 and 4. The contents and methodology of the four modules are set out in six tables with accompanying explanation. Descriptors: Adolescents, Audiolingual Skills, Bilingual Education, Computer Assisted Instruction
(1983). Classroom Oriented Research in Second Language Acquisition. A collection of works concerning classroom research methodology, learner strategies and variables, teacher speech, teacher and learner feedback, and second language classroom communication has been compiled. It includes: "What Is Classroom Oriented Research?" (Herbert W. Seliger and Michael H. Long); "Inside the 'Black Box': Methodological Issues in Classroom Research on Language Learning" (Michael H. Long); "Risk-Taking and the Language Learner" (Leslie M. Beebe); "Competitiveness and Anxiety in Adult Second Language Learning: Looking "at" and "through" the Diary Studies" (Kathleen M. Bailey); "Inferencing: Testing the 'Hypothesis-Testing' Hypothesis" (Ellen Bialystok); "Foreigner Talk in the Classroom–An Aid to Learning?" (Craig Chaudron); "Foreigner Talk in Content Classrooms" (Linda A. Schinke-Llano); "Teacher-Student Interaction in Bilingual Classrooms: Four Approaches to Error Feedback" (Nancy Johnson Nystrom); "Learner Feedback: An Exploratory Study of Its Role in the Second Language Classroom" (Stephen J. Gaies); "Exploring Relationships between Developmental and Instructional Sequences in L2 Acquisition" (Patsy M. Lightbown); "Learner Interaction in the Classroom and Its Effects on Language Acquisition (Herbert W. Seliger); "Classroom Foreigner Talk Discourse: Forms and Functions of Teachers' Questions" (Michael H. Long, Charlene J. Sato); and "Assessing Global Second Language Proficiency" (Diane Larsen-Freeman). Descriptors: Adult Learning, Anxiety, Bilingual Education, Classroom Communication
(1983). Cumulative Effects of Federal Education Policies on Schools and Districts. To determine how federal assistance and regulation affect the programs and operation of the educational system at the school and district level, this study concentrates on the cumulative effects of a number of categorical programs and related civil rights mandates. The focus of the 8-state study was on 20 school districts, from which 56 elementary and 25 secondary schools were selected. Onsite interviews with approximately 900 school and district respondents formed the primary data source, supplemented by information from documents and telephone interviews. Areas examined were target students' access to services that are considered appropriate; organizational and administrative features of schools and school districts; and local decision-making. General conclusions reached were that federal and state policies for special populations have substantially improved and expanded services for the intended target students; these policies have increased the structural complexity of schools and districts; and programs settle in more comfortably over time. [More] Descriptors: Bilingual Education, Categorical Aid, Civil Rights Legislation, Compliance (Legal)
(1982). Pupils. This chapter focuses on 1981 cases involving students. The author notes that litigation involving pupils occurred with greater frequency in the areas of handicapped students, student testing, and church-state separation. The most important cases involving students concerned circuit courts of appeal decisions in the handicapped and testing areas. Fewer cases addressed issues concerning student transportation and discipline. Desegregation litigation continued. Cases in this chapter are organized under the headings of handicapped and exceptional children, public school assignment, tuition and transportation, bilingual-bicultural programs, private and parochial schools, school sports, substantive rights of students, sanctions for student misconduct, testing and placement, and desegregation. Descriptors: Athletics, Bilingual Education Programs, Court Litigation, Desegregation Litigation
(1981). Evaluating Ethnic Literature from a Cross-Cultural Perspective: Implications for the Bilingual Classroom. Training of four Puerto Ricans and four non-Puerto Ricans to assess the portrayal of Puerto Ricans in a sample of ethnic literature using a holistic approach is described. Basic assumptions involved in a holistic reading or scoring are as follows: (1) readers judge each textual unit as a whole and also within the context of the range of categories of a particular instrument; (2) the group develops evaluative criteria from the content; and (3) the analytical task occurs after the readers have formed their initial perceptions. The training had three major objectives: to interpret the categories of the instrument, to develop criteria to determine the positive or negative image of the principal character, and to enable the reviewers to reach a reasonable degree of consensus in their analysis of the literature. An analytic scale provided specific data regarding the character's image. Three different responses to the same content during the early training period indicated the need for adjustment and further content clarification in order to achieve the purpose of the training: group consensus. Generally, the ratings varied more among individuals than between ethnic groups, with one exception. With the exception of a story that concerned indiscriminate sexual behavior, use of drugs, and confrontations with legal authority, the consensus of the readers drew closer, and an analysis of variance of the nine readers' ratings of six stories indicated a significant decrease in variability on each dimension from the onset of the training to its conclusion. Implications of cross-cultural training for the bilingual classroom are addressed. References and instructions for coding the image of principal characters are appended. Descriptors: Bilingual Education, Book Reviews, Cross Cultural Training, Cultural Awareness
(1981). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1981 (Vol. 42 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with a variety of topics, including the following: (1) the communicative competence of teenage boys in a northern United States urban warren; (2) the effects of second language learning upon reading achievement in selected English speaking second and fifth grade students; (3) differences in WISC verbal-performance categories and reading achievement among black, urban school children; (4) the development of a language arts program designed to improve reading and writing skills in Spanish or bilingual secondary level students using their interest as motivation; (5) the effects of race and dialect on decoding; (6) racial similarities and differences in adolescents' proverb comprehension; (7) the effects of dialects in selected passages on black third grade students' reading strategies as revealed by miscue analysis; (8) children's acquisition of variable features; (9) factors associated with low achievement among Mexican-American college students; (10) the speaking and reading durations of young black adults; (11) the effects of content schema on reading comprehension for Hispanic, black, and white cultural groups; and (12) black English and the Stanford-Binet test of intelligence. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Black Students, Communication Skills
(1982). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with a variety of topics, including the following: (1) the influence of black nonstandard English on how a person is perceived, (2) Navajo language maintenance and shift, (3) the relationship of the syntactical features of ebonics and the reading comprehension achievement of middle class black children, (4) the communication patterns of aged Jews in a modern urban setting, (5) techniques for aiding black basic writers, (6) the relationship between understanding grammatical conjunction and reading comprehension in Native American children, (7) idiomatic communication behaviors as indicators of acculturation, (8) the determination of the scoring criteria for a Spanish informal reading inventory for bilingual students, (9) inner-urban schools and reading achievement, (10) the effects of an intercultural communication workshop on American participants' intercultural communication competence, and (11) the use of linguistic structures in folklore for teaching Spanish reading comprehension skills to fourth grade Puerto Rican children. [More] Descriptors: American Indians, Annotated Bibliographies, Bilingual Education, Bilingual Students
(1984). Vocational Education for Limited English Speaking Students: A Handbook for Educators. This handbook was developed to assist vocational educators in meeting the needs of the growing Limited English Speaking (LES) population in the regular classroom. The guide is organized in five sections. The first section of the handbook provides a list of needed teacher competencies for teachers of LES students in regular vocational classrooms, while section II gives specific strategies for implementing these competencies. Section III describes sources of instructional support that can be found in the school setting. Cultural background and educational needs of two cultures, Hispanic and Indochinese, are found in Section IV. The final section contains appendices which detail where instructional materials and resource assistance specifically designed for LES students can be obtained. (Bilingual materials are listed in this section.) Descriptors: Bilingual Education, Bilingual Instructional Materials, Classroom Techniques, Community Resources
(1984). Issues in the Educational Progress of Black People. Educational progress for black people requires elimination of racial prejudice and discrimination against the poor. Several issues relating to the education of black people are discussed: (1) blacks continue to be incorrectly stereotyped as intellectually inferior; (2) historically, blacks suffered from discriminatory educational practices; (3) parents, friends, and relatives of some black students, as well as the students themselves, need to provide educational motivation because it is evident that achievement is possible despite the obstacles set up by others; (4) the academic environment needs attention–with efforts being made toward making learning as interesting and enjoyable as possible; (5) failing students should be retained until they learn a given grade level's material–past problems in this area have caused many students to be unprepared for high school and college work; (6) universities should be relatively flexible in their admissions policies, denying admission only to those students with no possibility of successfully performing college work; (7) a return to the basics in education can be based on a national or core curriculum; (8) both the minds and bodies of athletes need to be developed in colleges; (9) standard English, not black English, should be stressed in all schools; and (10) affirmative action efforts should continue, since they have generally been helpful. Descriptors: Academic Achievement, Affirmative Action, Athletics, Basic Skills
(1981). Linking Teacher Behavior with Learning Style. Tucson Model for Effective Staff Development. The University of Arizona College of Education and the Tucson (Arizona) Unified School District have cooperatively developed a staff development program that addresses the needs of teachers who are implementing bilingual and multicultural curricula. The Tucson Model for Effective Staff Development is based on the belief that successful integration of diverse students begins with the belief systems of the educator. A three-week summer training institute provided opportunities for workshop activities and feedback through the initial daily meeting of all participating staff. School-centered special interest projects met in the afternoons and were the responsibility of the school principals. A followup program, consisting of six Saturday workshops, is planned to reinforce the skills taught in the summer institute. An illustration of two components of the model are the workshops on learning and teaching styles. The rationale behind the workshops is that, if teaching is interaction, then, to improve teaching, the interaction must change. Teachers should understand interactions that can result from supportive behavior patterns such as proximity, listening, touching, and asking a higher level question. Another useful tool for teachers is the Hill Model of Cognitive Style Mapping, which is an inventory designed to personalize instruction for students having difficulty in achieving academic success. [More] Descriptors: Bilingual Education, Classroom Desegregation, Classroom Environment, Cognitive Style
(1979). Physical Verbalization: A Motor-Language Based Developmental Program. Physical Verbalization (PV) is a program designed to encourage language/speech development by combining movement with appropriate verbal patterns. Using the normal developmental stages of listening/watching, imitating, and initiating, the program allows the child to "play" with standard English in a nonthreatening and rhythmic fashion and to be less intimidated by the language. PV is useful for: (1) children who have demonstrated ability in the use of standard patterns of language and speech; (2) children who have had insufficient exposure in use of the oral communication skills of listening and speaking; and (3) children who show difficulty in attaining anticipated levels and for whom PV can become a diagnostic and remedial process. The program is applicable in English and non-English classes and has been field tested in urban bilingual classes, in inner city schools, and among children with language disorders and learning disabilities. Descriptors: Bilingual Education, Early Childhood Education, Elementary Education, English Instruction