Bibliography: Bilingual Education (page 734 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Niltza M. Olais, Washington Library of Congress, Albuquerque Bureau of Indian Affairs (Dept. of Interior), Joanne Bisagna, Los Angeles. National Dissemination and Assessment Center. California State Univ., Betty Mace-Matluck, Vera Oovi Kaneshiro, Alexey M. Yachmeneff, Yolanda R. Sole, and Joseph H. Matluck.

Bureau of Indian Affairs (Dept. of Interior), Albuquerque, NM. (1977). Review of the Literature on Educational Needs and Problems of American Indians and Alaska Natives 1971 to 1976; National Indian Education Needs Assessment Project. Research and Evaluation Report Series No. 64:00. Findings from nearly 800 research reports, evaluation studies, needs assessments, dissertations, theses and personal commentaries are included in this review of national Indian educational needs. The sources are dated from 1971 to 1976. Objectives were to: (1) compile a literature review that summarized information about Indian educational needs; (2) include information on specific populations studied; (3) include information on the adequacy of instruments employed, sampling and methodological procedures used, and methods for choosing and training researchers; and (4) note regional differences in data collection techniques. The document is divided into three parts: "Review of the Literature" summarizes findings of eight broad educational areas, e.g., administration, students, and counseling. The first part concludes with a general review of educational needs as indicated by both research studies and personal commentaries. "Summary of Information Gaps in the Knowledge of American Indian Educational Needs" identifies the needs as expressed in the literature and then uses a multilevel classification schema to break them down into tables reflecting needs categories, geocultural regions, and education level. The final section is the bibliography listing the source material.   [More]  Descriptors: Alaska Natives, American Indian Education, Aspiration, Bibliographies

Otayahak, Jimmy (1973). Otayahuk Ungazimi (Otayahuk in Ungaziq). This story in the Siberian Yupik language is about a visit the author made to Siberia. It is intended for competent speakers of the language who have knowledge of the writing system. Pen-and-ink drawings illustrate the text. Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Background

Matluck, Joseph H.; Mace-Matluck, Betty (1976). The MAT-SEA-CAL Instruments for Assessing Language Proficiency. The Multilingual Test Development Project, recently completed in Seattle, Washington, has yielded a series of comparable oral proficiency tests in six languages designed for use with elementary school children, K-6. Extensive field-testing of the English, Spanish, Cantonese, Mandarin, Tagalog, and Ilokano tests was conducted with a research sample of several thousand students, both in the metropolitan area of Seattle and in several of the large migrant centers of eastern Washington and southern Idaho. This paper describes the project, reports on the preliminary findings, and focuses on the problems encountered and the solutions devised in attempting oral language assessment in a multilingual community. Both the findings and the research design will have implications for educational planning and program development by school districts throughout the country and for further research in these areas.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary Education

Risinger, C. Frederick (1976). Group Identity, Multiethnicity and Cultural Variations in Education. "Controversial Issues Kit" No. 3. This kit provides a summary of a scholarly paper, discussion questions, and activities to promote constructive debate between scholars and ethnic groups about the concepts of cultural identity and multiethnicity in American education. Although in the early 1900s the political ideal of "The Great American Melting Pot" discouraged bilingual-bicultural approaches, a few schools managed to provide cultural education. German and Polish-American schools are examples. Only in the past two decades has the concept of "multiethnic education" influenced the philosophy and curriculum of American schools. Research shows that bilingual and multiethnic programs strengthen children's development and that learning from a child's cultural mode can be destructive. An important concern is that community groups are able to participate in educational decision making. Among discussion questions are why is the school singled out as the primary social institution for achieving a pluralistic society, and what pros and cons of multicultural education can be identified. Related activities include role-playing the concerns of an immigrant family and educators who promote bilingual programs, and identifying social agents other than schools which promote cultural pluralism.   [More]  Descriptors: Adult Education, Biculturalism, Bilingual Education, Controversial Issues (Course Content)

Bisagna, Joanne (1978). Materials Development and Lesson Planning for Elementary School ESL Instruction. This paper is the narrative portion of a workshop presentation on lesson planning and materials development for ESL instruction. The specific materials and lessons which were demonstrated and which are discussed in this paper, had been designed and used in English as a Second Language classes for students ranging from Kindergarten to eighth grade in a Title I program in New York City. Six areas are dealt with: (1) Lesson Planning; (2) Classroom Routines; (3) Independent Activities; (4) Games; (5) Poems, Rhymes and Songs, and (6) Creating and Adapting Materials. The suggestions emphasize the development of communicative competence by the use of functional language in meaningful settings. Activities are discussed which facilitate the use of communicative language in the classroom.  Materials are recognized to be most effective when they are prepared or adapted for a particular group of students with particular language needs. All the areas discussed are accompanied by sample exercises, dialogues, games, songs and other activities. Descriptors: Bilingual Education, Class Activities, Classroom Techniques, Educational Games

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1978). Instructional Materials Selection Guide. Bilingual/Bicultural ESL. This guide describes bilingual, bicultural, and English as a Second Language (ESL) materials adopted for use in California. The guide is divided into three sections: (1) a list of publishers, including addresses and phone numbers; (2) an annotated index to the guide that includes basic information about each item; and (3) detailed information on each set of materials. The annotated index provides the following information: type of material (basic or supportive), kind of material, publisher's grade level, State Matrix grade level, instructional emphasis, special conditions or comments, and page reference in the guide. The following information is provided on each set of materials: (1) components; (2) general description; (3) goals and objectives; (4) organization–scope and sequence; (5) methodology; (6) provisions for student evaluation; and (7) related materials. On each page, the indication is given that materials should be carefully reviewed before ordering. The instructional materials listed include textbooks, workbooks, filmstrips, tapes, records, multi-media kits, games, maps and charts, tests, dictionaries and a duplicating master set. Descriptors: Annotated Bibliographies, Audiovisual Aids, Biculturalism, Bilingual Education

Sole, Yolanda R. (1976). Variantes morfosintacticas en el espanol de Tejas (Morphosyntactic Variants in the Spanish of Texas). Lektos: Interdisciplinary Working Papers in Language Sciences, Special Issue. Foreign language teaching methodology is confronted with the problem of teaching Spanish to English-dominant native Spanish speakers. Linguistic documentation is lacking to accurately evaluate the linguistic competence of the bilingual student, documentation also useful in the preparation of adequate instructional materials. This paper describes some morphosyntactic variants in the Spanish of bilinguals in Texas, and compares these variants to equivalents in Latin American Spanish. Data for the study come from questionnaires administered to second- and third-generation Mexican-American university students, the focus being the morphosyntax of the verb phrase. Phonological variation, including vowel reduction, vowel alternation, consonant reduction, verbal inflection, and variation due to the influence of English, is discussed. Morphosyntactic variation includes reduction in the use of certain tenses and alternation between moods, and can be explained partially in terms of semantic and contextual factors. Phonological and morphological variation is the result of a simplification process eliminating non-meaningful distinctions or irregular forms. This process occurs where the pressure exerted by educational institutions and other cultural establishments making for linguistic homogeneity is absent. It is present also in some Latin American dialects of Spanish. Syntactic variation is due to a restructuring process in which the influence of English is clear.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, College Students

Kaneshiro, Vera Oovi (1975). Piyaataalghiit (Going for a Walk). This reader in the Siberian Yupik language is intended for beginning readers on the elementary school level. Pen-and-ink drawings illustrate the text and a free English translation is appended. Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Background

Library of Congress, Washington, DC. Congressional Research Service. (1976). Selected Federal Programs Which Provide Services Relating to Child Care. This publication lists federal programs which provide services relating to child care, grouped under the sponsoring agencies: Department of Health, Education, and Welfare; Department of Agriculture; Department of Labor, Community Services Administration, Appalachian Regional Commission, Department of the Interior, Internal Revenue Service, and Department of Housing and Urban Development. A brief description of each program is provided along with the legislation that established the program, authorization, expenditures in 1975, and comments. The appendix contains a list of federal agencies which can be contacted for further details regarding specific services for child care programs.   [More]  Descriptors: Bilingual Education, Child Care, Day Care, Early Childhood Education

Yachmeneff, Alexey M. (1976). Unangam Ungiikangin I (Aleut Traditions). This volume of Aleut traditions contains seven stories written in the Aleut language with a page-by-page free English translation. This is the first of a series of booklets designed to bring back to the Aleut people some of the traditions collected in the years 1909-1910 by a Russian ethnologist. Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Background

Olais, Niltza M. (1978). Las Tres Comidas del Dia (The Three Meals of the Day). A sixteen line poem in Spanish provides the text of this short booklet on the three meals of the day. Designed for use as supplementary reading materials for the elementary grade Spanish speaking child, the booklet was developed by students in the Bilingual Teacher Aide Program at Mesa Community College. Content and language have been controlled to provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. Large, black and white illustrations accompany the text, which centers around Panchito and the three meals he eats one day. For breakfast he may have orange and apple juice, eggs with sausage, grapes, bananas, and toast with butter and jam. Lunch time brings various salads, tacos and enchiladas. At dinner Pancho has fruit, cantaloupe, watermelon, tortillas, beans, tostadas, and taquitos. Descriptors: Bilingual Education, Child Language, Childrens Literature, Elementary Education

Perez Ponce, Jorge M.; And Others (1978). Success and Failures–The Bilingual Student in Higher Education: Community-Junior Colleges at the Crossroad. While the community-junior college is the single most viable institution to meet the challenges of diverse students, the specific needs of the Spanish-speaking student are currently being met marginally or not at all. Student profiles at selected institutions indicate that there has been a continuing increase in minority enrollments, both of males and females, in public and private institutions. This is reflective of efforts made by many institutions to attract new clients, but should not be equated with the development of instructional strategies to meet their needs, nor are the figures reflective of the holding power of the institutions. Studies indicate that linguistic factors are of major importance in producing successful educational outcomes; the fact that only 5.23% of Hispanic males enrolled in community colleges complete their associate degree work may indicate that adequate bilingual programs have not been provided. Twelve data tables derived from government sources present information on comparative changes in enrollments, by sex, institutional level, ethnic background of those in public and private institutions, educational status of two-year college entrants, community college growth, associate degrees awarded, minority group representation in higher education, household languages, and enrollment and dropout information by language usage. Descriptors: Academic Achievement, Access to Education, Accountability, Bilingual Education

Elias-Olivares, Lucia; Valdes-Fallis, Guadalupe (1979). Language Diversity in Chicano Speech Communities: Implications for Language Teaching. Working Papers in Sociolinguistics, No. 54. This paper focuses on language diversity in Chicano speech communities in the United States and its relation to the teaching of Spanish to Chicano bilinguals. Attempts to teach standard Spanish to Spanish-speakers in the United States have been unsuccessful for the most part, because the schools recognize only a single standard of "correctness" that is not always the same as that used in the communities. Attempts to teach Spanish as a mother tongue to Chicano students are reviewed, and the need to establish guidelines for the evaluation of current positions and programs is addressed. The sociopolitical, socioeconomic, and educational experiences of Chicanos are reviewed based on an assessment of the present sociolinguistic situation of Chicanos. This situation consists of a language repertoire with various codes that depart from the Mexican Spanish linguistic tradition, an asymmetrical type of bilingualism, and the use of Spanish viewed as transitional and not valued in the broader society. It is concluded that collaboration between sociolinguists and language instructors is needed since Spanish language instruction for Chicano bilinguals is not equivalent to instruction in a first language.   [More]  Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Elementary Secondary Education

Locks, Nancy A.; And Others (1978). Language Assessment Instruments for Limited-English-Speaking Students: A Needs Analysis. A catalog of tests for limited English speaking students and an assessment of needs for new test development are presented. The most important priorities are improved communication between test developers and users, and funding to refine available tests. The most cost effective solution would be the revision, technical improvement, and translation of selected instruments. The catalog lists tests for students in grades K-6 whose first language is Chinese, French, Italian, Navajo, Portuguese, Spanish, or Tagalog. Within each language, tests are grouped as publicly available, or currently unavailable. Available tests are rated acceptable or unacceptable for technical as well as cultural adequacy, and categorized as follows: (1) language dominance; (2) non-English language proficiency; (3) English language proficiency; (4) mathematics; (5) science; (6) social and ethnic studies; (7) multi-subject achievement; (8) attitude and self concept; (9) cognitive style; and (10) general ability and scholastic aptitude. Approximately 150 tests are rated, while 132 are unavailable; about half of both lists concern Spanish tests. Crucial needs cited by the bilingual educators surveyed are summarized for each language; the need for an improved language test is mentioned frequently. The questionnaires, rating forms, a list of criteria used to evaluate the tests, and of participating reviewers are appended. Descriptors: Achievement Tests, Aptitude Tests, Bilingual Education, Bilingual Students

Randall, Clint; Van Buskirk, Sue (1978). Aprendemos de carreras (We Learn about Careers). Designed to help Spanish speaking children learn more about various professions, this book features scenes of people at work in 22 different occupations. The Spanish text, illustrations and learning exercises were developed as supplementary reading materials for elementary grades by students in a Bilingual Teachers Aide Program at Mesa Community College. Both language and content provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. The different types of occupations which are described include a judge, teacher, doctor, nurse, carpenter, electrician, painter, garbageman, postman, bus driver, shoe salesman, butcher, waitress, policeman, photographer, fireman, bank teller, barber, and cashier. The large illustrations are black and white "coloring book" style. Descriptors: Bilingual Education, Career Awareness, Career Education, Child Language

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