This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Theodore Abramson, Selim Abou, Jacqueline Butler, Juanita Quinones, Hamden. Connecticut Staff Development Cooperative, William L. Leap, Arlington Center for Applied Linguistics, Champaign ERIC Clearinghouse on Early Childhood Education, John McGinty, and John L. Feirer.
(1978). Minorities linguistiques et interventions. Essai de typologie (Linguistic Minorities and Interventions. Towards a Typology). This volume contains six major papers on the following topics: (1) the concept of linguistic minority; (2) juridical approaches in linguistics; (3) a typology of interventions in the public sector; (4) a typology of interventions in education; (5) the use of language in private enterprise; and (6) the concept of ethnic group. The necessity of securing the collaboration of various backgrounds in the study of linguistic minorities is noted. Each paper is followed by commentaries. The contributors to the volume are: Jean-E. Humblet, Guy Heraud, Jean Poirier, Alain Prujiner, Servio Salvi, Peter Pernthaler, Alberto Escobar, Marc Lengereau, Rudolph Viletta, Guy Plastre, Heinz Kloss, Fried Esterbauer, Alain Fenet, William F. Mackey, Pierre Maranda, John Macnamara, Guiu Sobiela-Caanitz, Gerardo Alvarez, Jacques Brazeau, Pierre Laporte, Toussaint Hocevar, M.P. Herremans, Selim Abou, and Jean-Marc Leqer. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Business
(1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume II. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices one through five: Kindergarten through sixth grade student performance objectives, criterion-referenced tests for reading in English, Spanish, and Portuguese, and a criterion-referenced test for math skills in English. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Criterion Referenced Tests
(1978). Bi-lingual Learning in Multi-Racial Societies. Selected Titles. This bibliography is intended to help people who are concerned with bilingual, bicultural situations and particularly with the educational aspects of these situations. Reflecting a variety of viewpoints, it contains studies on all aspects of bilingualism. In addition to the 2,363 titles, there is a subject index and two appendices. Appendix I presents a list of institutions and/or periodicals in the field of bilingual, bicultural, and migrant education. Appendix II provides information on obtaining materials from data bases in many countries. Descriptors: Bibliographies, Biculturalism, Bilingual Education, Bilingualism
(1975). On Keeping Lines of Communication with Indochinese Children Open. Elementary Education Series, No. 1. Indochinese Refugee Education Guides. This guide addresses itself to elementary school teachers who may have Vietnamese and/or Cambodian children in their classes. The guide gives pointers on how to establish and maintain communication with the children and emphasizes the important role the teacher will play in the children's happiness and success in this country. The following suggestions are made: (1) use the services of a Vietnamese-speaking teacher or teacher aide, if one is present in the school; (2) use peer group instruction in the child's language wherever possible; (3) both English-speaking teachers and students in class would do well to learn a little Vietnamese or Cambodian; (4) use simple and basic English in talking with the child; and (5) teach him English as a second language as efficiently and as rapidly as possible. An annotated bibliography follows the text. [More] Descriptors: Acculturation, Annotated Bibliographies, Biculturalism, Bilingual Education
(1977). Science for Grade 1. Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers in efforts to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. It is felt that an effort should be made to discover the skill level at which a child is functioning, to choose materials from curriculum guides at that skill level, and to move to more difficult materials when the child is ready. Skills are suggested at given grade levels to provide a logical sequence of skill development. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is for science instruction at the first grade level, and is divided into eight units: (1) Myself, (2) My School, (3) My Family, (4) My Home, (5) My Community, (6) Transportation, (7) Communication, and (8) Animals. Each unit is further divided into skills which combine the topic of the unit with basic scientific concepts that the child must master. Activities for each skill are suggested. A vocabulary list is provided in each unit, and the guide is illustrated with black-and-white drawings. Descriptors: Bilingual Education, Bilingual Students, Curriculum Guides, Elementary Education
(1977). Bilingual-Bicultural Curriculum, Pre-Kindergarten (4 Years). Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. It is felt that an effort should be made to discover the skill level at which a child is functioning, to choose materials from curriculum guides at that skill level, and to move to more difficult materials when the child is ready. Skills are suggested at given grade levels to provide a logical sequence of skill development. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is designed to aid teachers of preschool children. It is divided into three units: (1) Sensory Education Curriculum; (2) Psychomotor Education Curriculum; and (3) Language and Number Readiness Curriculum. Each unit states goals and concepts and suggests activities. The guide is illustrated with black-and-white drawings of the materials to be made. Descriptors: Biculturalism, Bilingual Education, Concept Formation, Curriculum Guides
(1976). Bilingual Instructional Materials Dissemination Project. Report I: A Follow-Up Survey of SEDL Product Adopters. The Southwest Evaluation and Research Division conducted a survey of 165 purchasers of bilingual instructional materials produced by SEDL to determine which information channels predominate in the curriculum adoption-decision process. The findings of this survey may be useful in the selection of the most efficient ways to communicate information to educators about new instructional products and practices. A survey form was distributed which asked the purchasers to indicate the following: (1) how they first became aware of the SEDL bilingual instructional materials; (2) other sources by which they obtained information; (3) what single information source was most influential; (4) the degree of their personal involvement in this decision; (5) others within their school district or agency who participated in the decision making; (6) availability for further survey information-gathering assistance; (7) current use of the purchased SEDL materials in the classroom; (8) general comments regarding the purchase of the materials. Results and discussion with respect to each of the eight issues are reviewed in turn. The major conclusions were: (1) adopters most often obtain initial information about new instructional products from personal information sources; (2) few purchasers based their adoption-decision on the single initial product information source; (3) the most influential factors were observation of the products in use and personal communication with SEDL personnel; and (4) decisions are most often group decisions. [More] Descriptors: Administrators, Bilingual Education, Bilingual Teachers, Demonstrations (Educational)
(1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume IV. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices 15 through 27: reading, math, and second language mastery tests for English, Spanish and Portuguese, answer sheets for the criterion-referenced tests and mastery tests provided, and printout sheets for the criterion reference tests and mastery tests. [More] Descriptors: Academic Achievement, Answer Sheets, Bilingual Education, Criterion Referenced Tests
(1974). Ethnics, Emics, and the New Ideology: The Identity Potential of Indian English. This paper considers some aspects of the role of language in the maintenance of social and cultural identity by examining the identity potential of Indian English in the United States. A main point is that identity concepts cannot be taken at face value, but must be considered in terms of their sociocultural consequences. In the case of Indian English, the co-existence of standard American English and the local nonstandard code is an indication of the desire to maintain an Indian identity, of not wanting to conform completely with Anglo norms. A second point concerns the responsibility of the social sciences to go beyond mere documentation. In this case, the social scientist has the responsibility to reveal the contradictions inherent in the use of the identity concept. That is, while a desire to encourage the use of local nonstandard codes may be well-meaning, it also encourages de facto segregation of the Indian community from the mainstream of American life. It is therefore suggested that Indian education programs aim for control over the standard Anglo code as well as the local Indian language. Descriptors: American Indian Culture, American Indians, Bilingual Education, Cultural Influences
(1975). American Indian Education: An Abstract Bibliography. This bibliography is composed of selected documents on American Indians in the ERIC microfiche collection and in journal literature dating from 1973 to 1975. Included among the entries are surveys of the special needs of American Indians, descriptions of federally-sponsored projects on American Indian education, evaluations of American Indian schools, studies of American Indian cultural traits that might affect the educational process, research on instructional approaches and techniques used with American Indian children, documents on special techniques for the education of teachers who work with American Indian children, and curriculum materials for and about American Indians. The 73 entries include 45 document abstracts taken from "Resources in Education" (RIE) and 28 journal article annotations from the "Current Index to Journals in Education" (CIJE). [More] Descriptors: Adult Education, American Indian Culture, American Indians, Annotated Bibliographies
(1978). Evaluation of the Flexible Laboratory Instruction Program II. An evaluation was made of the Flexible Laboratory Instruction Program II, a New York State project for the development and utilization of audiovisual modules to assist Spanish-speaking students in their basic accounting courses at Bronx Community College of the City University of New York. A description of the program and evaluation activities and data concerning student reaction and student usage of the modules is presented. Student reactions to the English versions of the sample modules were positive; responses of most of the 23 students indicated that they felt the materials were easily understood and would be helpful. The two Spanish modules were not well received by the Hispanic students. Sixty-three modules were completed and available for student use during the fall 1977 semester. Of the 114 students who borrowed these modules from the college library, 51 were Spanish-surnamed. Synchronization of the modules with regular course work is suggested. Descriptors: Accounting, Audiovisual Instruction, Bilingual Education, College Students
(1976). Metric Conversion in Vocational Education. Final Report. Volume II of Two Volumes. This volume is the second half of a final report of a project concerned with developing indepth metric teaching units in the areas of carpentry and machine shop, preparing instructional materials to teach metrics in Spanish, and developing three-dimensional metric instructional materials and cassette tapes for persons with reading difficulties and sight handicaps. The volume contains the metric instructional materials developed for persons with reading difficulties and sight handicaps including an article on metrics for the visually impaired, guidelines for developing learning kits to teach metrics to students with low aptitudes or reading difficulties, and a handbook on teaching metrics to the sight handicapped. Conclusions and recommendations from the total project, presented at the end of this volume, emphasize the following: All State and city courses of study in vocational education should be re-evaluated to determine the amount of metrics that should be included in each of these study areas. Plans should be made to provide curriculum makers with up-to-date information on metric standards. Inservice training is essential in a well-planned, coordinated effort of metric conversion in vocational education. Metric materials in foreign languages should be made available to those groups who can use them. Ample funds must be provided in all areas of vocational education to purchase measuring tools and conversion equipment. The metric kits developed for persons with reading difficulty should be reproduced on a commercial basis. The three-dimensional material for persons with sight handicaps should be reproduced in quantity and made available at a low cost to all school programs for the blind. The most common weakness of most curriculum projects is the lack of adequate dissemination. There should be a followup study to refine and reevaluate the materials for persons with reading difficulty and for those with sight handicaps. Descriptors: Audiolingual Methods, Audiovisual Aids, Bilingual Education, Curriculum Design
(1977). Language Arts Bilingual-Bicultural Curriculum, Grade 2. Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. It is felt that an effort should be made to discover the skill level at which a child is functioning, to choose materials from curriculum guides at that skill level, and to move to more difficult materials when the child is ready. Skills are suggested at given grade levels to provide a logical sequence of skill development. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is for language arts instruction at the second grade level, and is divided into eight units: (1) Myself; (2) My School; (3) My Family; (4) My Home; (5) My Community; (6) Transportation; (7) Communication; and (8) Animals. Each unit is further divided into skills which combine the topic of the unit with basic concepts that the child must master. Activities for each skill are suggested. A vocabulary list is provided in each unit, and the guide is illustrated with black-and-white drawings. Descriptors: Bilingual Education, Bilingual Students, Curriculum Guides, Elementary Education
(1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume III. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices 6 through 14: criterion-referenced tests for mathematics in Spanish and Portuguese; English/Spanish and English/Portuguese multicultural social studies; multicultural social studies in Spanish and Portuguese, English, Spanish and Portuguese as second languages; and a criterion-referenced tests item bank and item critique cards. [More] Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Criterion Referenced Tests
(1975). A Bilingual Librarian Looks at Book Selection for Children and Young Adults. With a multicultural approach to education, picture books and story books which provide children with their first experience in art and literature must be selected with consideration of the needs of the individual child, and of the culture he or she belongs to. This paper provides a list of criteria that children's literature should adhere to, with particular attention given to the bilingual situation. Past tendencies in bilingual books are described. Most books depicting the Spanish-American in the United States have been written by Anglos not familiar with the culture of each Spanish group. A checklist for evaluating Chicano materials provides a guideline based on relevancy, authenticity, racist and sexist stereotypes, language, and history, and some titles for children and adolescents are given including picture books, folk tales, and adolescent novels. Descriptors: Adolescents, Biculturalism, Bilingual Education, Bilingual Students