This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Pauline M. Rothstein, Gabriel H. L. Jacobs, Joseph F. Brunner, Maria E. Schantz, Flora V. Rodriguez-Brown, Frank Aquila, Urbana ERIC Clearinghouse on Reading and Communication Skills, Jane Stoehr, Pomona. California State Polytechnic Univ., and Mary Ellen Quinn.
(1980). Teacher Characteristics and Teacher Education in Reading and English Language Arts Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1980 (Vol. 41 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles deal with the following topics: (1) teacher training of bilingual teacher aides; (2) teaching strategies for secondary school English teachers; (3) the effectiveness of inservice training that used the publication "Teaching Early Reading"; (4) individualized versus group inservice education for elementary school teachers; (5) sex of speaker-listener in preschool teachers' language usage; (6) the composing processes of prospective elementary teachers; (7) the language attitudes of English teachers at two-year colleges in Alabama; (8) the effects of male versus female teachers on primary students' mathematics and reading achievement; (9) preservice and inservice teachers' perceptions of the reading process; (10) stages of concerns of secondary school English teachers during the adoption of minimum competency testing; (11) school desegregation and teacher attitude toward the nonstandard black dialect; (12) strategies to develop selected skills in bilingual-bicultural preservice teachers; (13) inservice training in oral reading assessment; (14) the effects of arts experience and group discussion during prewriting on the composing processes of preservice teachers; and (15) high school English teachers' response style preferences. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Black Dialects, Doctoral Dissertations
(1979). Monograph for Bilingual Training. This monograph addresses the task of designing, operating, and evaluating bilingual vocational instruction programs. It is intended to help administrators, program planners, evaluators, and staff responsible for providing an efficient, effective, and relevant program for adults and youth who are unemployed or underemployed having insufficient job skills and who lack sufficient English to permit them to function in an English-speaking work environment. Chapter 1 addresses organizing a bilingual vocational training program. Specific topics include six prerequisites to program planning and effective program implementation. Chapter 2 focuses on adapting English to vocational instruction by discussing making ESL (English as a Second Language) relevant to vocation, task of mastering English, oral approach to mastery of English, and strategies in adapting ESL to vocational Skills. Chapter 3 is designed as a guide to the evaluation of bilingual vocational training programs. It provides a set of basic techniques to plan and conduct an evaluation of project effectiveness. It discusses purpose and description of evaluation method, steps in the evaluation process, type of information needed by project directors and evaluators, data collection and assessment, and use of findings in program planning and operation. A model evaluation form is provided. Descriptors: Adult Vocational Education, Bilingual Education, Data Collection, English (Second Language)
(1970). A Point of View. Education of Mexican-American Children. Community involvement, administrator and teacher education, student self esteem, and cultural awareness are four priorities for Mexican American education at all levels–from early childhood programs through higher education opportunities. The community involvement necessary for effective education requires sincere two-way communication; the recipients of an educational program must be involved in planning and executing the program and must feel it is relevant and important. Administrator and teacher education is essential for the successful instruction of Mexican American students; undesirable attitudes, perceptions, and judgments on the part of educators undermine programs which might otherwise be effective. The student's self image is a critical factor in school success; in order for the Mexican American child to have a positive image of himself as a learner, educators must perceive the child as bringing assets to the classroom, not liabilities. Cultural awareness includes educating the majority of society concerning Hispano-Mexican contributions to this nation's history and culture. Actions can be taken to provide meaningful education for Mexican American students, but effective educational change means revision of educational curriculum and objectives; piecemeal projects will not suffice. Descriptors: Administrator Attitudes, Bilingual Education, Community Involvement, Cultural Awareness
(1978). Home Task Book for Parents and Kids. The bilingual Spanish-English book contains 61 learning activities and educational games that parents can use to help their preschool children develop readiness skills. The activities are generally intended to develop gross and small motor skills, an awareness of the world around, independence, social awareness, and curiosity, although some are specifically designed to acquaint preschoolers with basic concepts, colors, numbers, and letters. Activities such as sorting clothes; making puzzles, instruments, and books; conducting simple experiments; pasting; and lacing are organized according to 13 major skill areas: categorizing; listening; touching; matching; sequencing; speaking; shapes; colors; music; numbers; letters; art; and science. Each activity or game is presented in large print on a separate page and is illustrated with-cartoons and drawings. The Spanish translation of the activity appears on the facing page. A list of interrelated skills is included for each activity in both Spanish and English. Descriptors: Basic Skills, Bilingual Education, Educational Games, English
(1977). Foreign Language Study for a World in Transition. The Language Connection: From the Classroom to the World. ACTFL Foreign Language Education Series, Vol. 9. In a world in the throes of rapid and irreversible transitions–a world in which the common experiences of its peoples are converging–teachers of foreign languages have new needs and responsibilities. First, language teachers need an insightful world view characterized by empathy with others. Second, teachers need to have an even more intimate knowledge of the interrelationships that bridge languages and their cultural dimensions. Finally, there is a need to develop a sophisticated concept of broadening functions and increasing multiple language study that mandates new, imaginative blends of ideas that transcend traditional schooling. Descriptors: Bilingual Education, Career Education, Cultural Pluralism, Economic Factors
(1980). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1980 (Vol. 41 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 26 titles deal with a variety of topics, including the following: (1) comparison of achievement test scores between bilingually and nonbilingually instructed Cherokee Indians; (2) issues related to the social phenomenon of black English; (3) comparison of the form and function of code switching of Chicano and Puerto Rican children; (4) selection of reading materials relevant to the culture of black people; (5) peer tutoring, social interaction, and the acquisition of English as a second language by Spanish speaking children; (6) teachers' responses to bilingual students' oral language errors; (7) the effect of the language of instruction on the reading achievement of limited English speakers; (8) linguistic demands and cognitive functioning of standard versus black English; (9) attitudes toward reading and self-concept of students in an individualized bilingual reading program; and (10) the transfer of reading skills between first and second language. [More] Descriptors: Annotated Bibliographies, Biculturalism, Bilingual Education, Bilingual Students
(1978). School Desegregation: A Model at Work. This volume presents a series of papers by educators involved with the issues of race, sex, and national origin desegregation. The focus is on provision of equal educational opportunities and the development of quality integrated education. The papers included are: (1) "Advocating Change in the White Male Club" by Bruce Gibb and Robert Terry; (2) "Education: Integration, Welfare and Achievement" by Barbara A. Sizemore; (3) "Cultural and Academic Stress Imposed on Afro Americans: Implications for Educational Change" by William C. Parker; (4) "Toward the Development of Minimal Specifications for Lau-Related Language Assessments" by Josue M. Gonzalez and Ricardo Fernandez; (5) "Impact of Desegregation: A Historical and Legal Analysis" by J. John Harris, III; (6) "Warmest Personal Regards" (anonymous); (7) "New Directions in Desegregation Litigation" by Martha M. McCarthy; (8) "The Burger Court and School Integration, 1978: The End of the Second Reconstruction Period, 1954-1974" by Frank Brown; (9) "Desegregation: Futuristic Considerations" by David G. Carter; and (10) "U.S. v. Board of School Commissioners, Indianapolis: A Case in Point" by Frank D. Aquila. [More] Descriptors: Bilingual Education, Black Culture, Change Strategies, Civil Rights Legislation
(1980). Back to School, Parts One and Two, Program Nos. 264-265. Scripts of public radio programs on educational concerns and specifically on the topic of entering college are presented. The following scripts are included: "Mother Helps Her Daughter to Move into Her New Dorm Room;""Another Student Talks About Her Hopes and Fears as She Packs;""One Student Can't Even Get His Key to Unlock His Room;""A Young Woman Who Already Misses Home;""Psychologist Michael Stadder;""Parents Describe Their Feelings of Loss;""Two Young Women Discuss the Importance of Living with a Compatible Roommate;""Michael Stadder on How Today's Freshman Class Is Different from That of Ten Years Ago;""A Group of Students;""Vice President of Student Affairs, Bruce Poynter;""A Resident Advisor Tells of a New Freshman;""Class Roll Call;""Albert Shanker on School Money Problems;""Tom Shannon of the National School Boards Association;""Education Secretary Shirley Hufstedler Says Those Rules Are Crucial;""Teacher Reading Roll;""Terry Herndon of the National Education Association;""According to Al Shanker It Is the Other Children Who Lose Out When Handicapped Kids Are Mainstreamed;""Kids Finding Their Way in Their New School;""Tom Shannon and Terry Herndon Discuss Whether or Not Today's Schools Are Outmoded;" and "Stan Salett of the National Committee for Citizens in Education." Descriptors: Bilingual Education, College Attendance, College Freshmen, Disabilities
(1977). El Transportador de las Particulas. Explorando el Mundo Natural-Nivel 3 (The Transporter of the Particles. Exploring the Natural World–Level 3.). The Intermediate Science Curriculum Study Spanish language science instruction manual for the intermediate grades focuses on energy of many types. The soft bound volume uses self-pacing and individualized learning to guide the students through a series of experiments. Basically, the students are asked to think about what they do and see, evaluate whether or not they understand, and review the material. Subject material includes: electrical energy; making batteries; electrolysis; energy in action; various types of energy; a model of particles; particle reactions; and calories. Each chapter contains a materials list, a short note about chapter emphasis, and specific points of interest, followed by an introduction of the subject. A series of related experimental activities follows, with notes and questions for the student based on observation of the particular phenomena involved. Illustrations often indicate correct methodology for the experiments and related principles. English language teacher education materials and a separate student workbook which contains self-evaluation forms for each chapter are available for this module. [More] Descriptors: Bilingual Education, Elementary Education, Energy, Experimental Curriculum
(1978). Emergence of Semantic Notions in Child Bilingualism. In order to examine the emergence of semantic notions and their interaction with the linguistic codes of bilingual children, this paper focuses on acquisition of a semantic field related to Piagetian tasks of conservation. The hypothesis examined in this study states that the manifestation of a concept will occur first in the bilingual's dominant language and only later in the weaker language. Subjects were two groups of Mexican-American children, first graders and sixth graders, bilingual in Spanish and English. In terms of the school setting, the older bilinguals had shifted language dominance from first to second language; the younger group was developmental, but dominant in first language. Using a cross-sectional approach, the study investigated some of the complex interactions between first and second language cognitive development. The view is taken that the manifestation of certain aspects of conceptual development in the bilingual child's two languages does not involve a simple lateral transfer of a particular concept from one language to the other but, rather, that both languages draw from a shared set of linguistic principles and conceptual notions. In addition to a discussion of the theoretical issues, practical implications for assessment and placement of children in bilingual programs are noted. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Child Language
(1980). Reading in American Schools: A Guide to Information Sources. Education Information Guide Series, Volume 5. Addressing the needs and concerns of educators, parents, and others interested in the development of reading programs for children, this guide contains 1,032 annotations of resources that focus on the major issues in reading and reading instruction in public schools in the United States. The guide is divided into five major parts, beginning with a theoretical orientation spanning almost 100 years of reading research and reading theory. The other four sections provide annotations of resources on children's literature, adolescent literature, diagnosis and remediation, bilingualism (texts and programs), law, leisure, and literacy. An appendix provides information on professional journals that help teachers keep abreast of current and emerging trends, research, and practice in reading. Three indexes list the citations by author, title, and subject. Descriptors: Annotated Bibliographies, Bilingual Education, Bilingualism, Educational History
(1980). ERIC References on Urban and Minority Education, Equal Opportunity Review. This issue of the "Equal Opportunity Review" is devoted to an annotated bibliography to be used as a guide to recent literature on urban and minority education accessible through the ERIC system. The following topics are addressed in the bibliography: (1) integration and urban life (46 citations); (2) bilingual, bicultural, and multicultural education (17 citations); (3) ethnic and racial groups (24 citations); (4) higher education (22 citations); and (5) sex equity (31 citations). Information on document availability is included. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Elementary Secondary Education, Equal Education
(1978). An American Foreign Language Immersion Program: How To. CAL-ERIC/CLL Series on Languages and Linguistics, No. 59, Foreign Language Annals. An immersion program in a public elementary school in Montgomery County, Maryland, uses French as the medium of instruction in academic subjects. The program is based on the theory that language is learned best when there is a need to understand and communicate in that language. All students are eligible for enrollment in the multi-age classes. The Montgomery County curriculum is followed, using French materials. The major aims of the program are for the children to master their school subjects and to acquire substantive fluency in French. Standardized test results show the immersion students to be comparable in ability and achievement to their peers in English-speaking American classes and in French immersion classes in Canada. Immersion in general requires a great deal of planning and extra effort on the part of the teachers. Parents, other adults, and high school students work in the classroom to assist the teachers and to learn French. The program's only added cost to the school system is for foreign language materials. [More] Descriptors: Bilingual Education, Bilingual Students, Communicative Competence (Languages), Elementary Education
(1979). The Effect of Language Used for Early Reading Instruction: A Bilingual Perspective. A study of Spanish-speaking children in the first and third grade showed that English proficiency was least fostered by reading instruction in Spanish only, followed by bilingual instruction, with those students receiving instruction in English only becoming most proficient but still far less so than their English-speaking peers. Besides differences in general proficiency, there were differences in the areas of self concept, general ability, and reading. The gap between English-speaking and Spanish-speaking narrowed by the end of third grade. In the first grade, parents' English proficiency and language preference, and number of children in the family accounted for most of the variance. By third grade, previous school experience appeared to explain the variance. [More] Descriptors: Bilingual Education, Bilingual Students, Educational Research, Elementary Education
(1979). Design, Development, and Evaluation of Career Education Materials for Adult Farmworkers with Limited English-Speaking Ability Who Return to Formal Education. Final Report, Volume I. A project was conducted to design, develop, and evaluate the effectiveness of bilingual (Spanish and English) career education materials for adult farmworkers with limited English-speaking ability. A career education manual, a series of audio- and video-taped interviews with former farmworkers employed in various job cluster areas, and a curriculum guide incorporating the manual and taped interviews were developed and field-tested. Volunteer adult farmworkers attending one of two existing education programs were assigned to either a career education class (utilizing the above curriculum materials) or a waiting list control group. A pre-posttest control group experimental design was used to evaluate the impact of the course on each student's knowledge of career information, realistic career alternatives, educational and vocational aspirations/expectations, career maturity, and self-esteem. Results of field-testing at both sites indicated that the amount of career information obtained by the students in the career education course was significantly greater than the control group students. The career education course did not appear to have a similar positive effect on the other major dependent variables. The students, however, did indicate that they were very satisfied with the utility, helpfulness, clarity, and realism of the course. Descriptors: Adult Education, Agricultural Laborers, Bilingual Education, Career Education