This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ofelia Halasa, Beverly McConnell, Carolyn Monka, Washington National Inst. of Education (DHEW), John Penkala, Dorothy Gregory, Meredith Davis, Erica McClure, Frank Pialorsi, and Robert E. Shepack.
(1977). Construction of a Bilingual Attitude Rating Scale. A bilingual rating scale was constructed to determine teachers' ratings of attitude and proficiency among Anglo and Spanish children in Title VII classes. This instrument was designed to ascertain how teachers perceive the pupils in their classroom and how two teachers representing different backgrounds perceive children of similar and different backgrounds. Ratings were completed on a total of 373 children in 12 bilingual classrooms. Each participant was rated by a bilingual and monolingual English teacher at the beginning and at the end of the school year. The 20-item bilingual scale which was organized along three levels of abstraction was reduced, through factor analytic techniques, to three factors labeled as Spanish Orientation, Task Orientation and English Orientation. The observed high reliability in ratings between the English and bilingual teachers indicated high teachers' agreement for the three factors, and suggest that behaviors inferred by the three factors are readily observable and measurable. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism
(1974). Teaching the Bilingual: New Methods and Old Traditions. This collection of readings on teaching bilingual and bidialectal students, particularly the American Indian, the Spanish speaking, and the urban black, is divided into three sections, headed by a general overview of the problems. The first section deals with bicultural understanding; the readings are intended to help the teacher assess his own role, whom he teaches, what he teaches, and what he can teach. The second section is devoted to theories and experiments in multilingual communication and language learning. The readings in this section, which were selected to provide the teacher with a view of possible applications and approaches, range from general theoretical discussions to specific field surveys. The third and final section deals with practical applications of theories and techniques in actual school programs. A list of suggested reading concludes the volume. Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students
(1976). Bilingual Consciousness, Alberta Modern Language Journal. This paper is concerned with the role of speech in the development of control of cognitive processes, with particular attention paid to the nature of bilingualism. It is stated that exposure to a second language provides a way of overcoming the encapsulation of the mind that develops when an individual is exposed to only one language. In order to understand the phenomenon of bilingualism, it is necessary to adopt a historical perspective and to note what has changed and developed in the lifetime of both a group and an individual. There is a need to explain how it is that two languages interact so that a new kind of consciousness is the outcome. In considering bilingualism, three central questions are: (1) What is consciousness? (2) How did it come about? (3) What are the particular understandings of a given cultural group and what is that individual's experience within that cultural group? These questions are discussed in light of Bain's work on the nature of human consciousness. Descriptors: Bilingual Education, Bilingualism, Cognitive Development, Cognitive Processes
(1973). ERIC Documents on the Teaching of Foreign Languages: List Number 11. This is the 11th in a series of bibliographies of those documents related to the teaching of foreign languages available from the ERIC Document Reproduction Service. This list consists of documents processed into the ERIC system by the various clearinghouses from October 1972 through March 1973. The 404 entries are arranged in alphabetical order by author, and a user index of 15 topics is provided. Each citation refers the reader to the page and issue of Resources in Education (RIE) where he or she can examine an abstract of the document. Price information for microfiche and hard copy reproductions is also given. Descriptors: Audiovisual Aids, Bibliographies, Bilingual Education, Bilingualism
(1974). Equal Protection for Non-English-Speaking School Children: Lau v. Nichols, California Law Review. This is a commentary on Lau v. Nichols, in which the issue is stated as the constitutional right of non-English-speaking children to a meaningful public education. The principal legal argument of the plaintiffs is that the San Francisco school district's "English-only" policy denies them equal protection of the laws by placing non-English-speaking students in an educational environment not designed to educate them. Considerations are offered as to the manner in which various equal protection doctrines may be applied by the Supreme Court in this case. Decisions affecting educational discrimination against blacks are cited, as well as other decisions dealing with educational discrimination and constitutional rights. Consideration is also given to legal theories to which the plaintiff may have recourse. It is concluded that the argument that the English-only policy violates the Civil Rights Act of 1965 may be an alternative to the equal protection approach. The commentary concentrates on these underlying issues and policy considerations: (1) whether non-English-speaking children need judicial help; (2) what the extent and nature of the harm is; (3) reasons for the English-only policy; and (4) whether the problem is judicially manageable. It is noted that in the event of a victory in Lau, problems may arise in the form of efforts to circumvent the ruling or opposition from ethnic groups interested in ethnic culture preservation. [More] Descriptors: Asian Americans, Bilingual Education, Bilingual Schools, Educational Legislation
(1973). ERIC Documents on the Teaching of Foreign Languages: List Number 10. This is the 10th in a series of bibliographies of those documents related to the teaching of foreign languages available from the ERIC Document Reproduction Service. This list consists of documents processed into the ERIC system by the various clearinghouses from May 1972 through September 1972. The 377 entries are arranged in alphabetical order by author, and a user index of 15 topics is provided. Each citation refers the reader to the page and issue of Resources in Education (RIE) where he or she can examine an abstract of the document. Price information for microfiche and hard copy reproductions is also given. Descriptors: Audiovisual Aids, Bibliographies, Bilingual Education, Bilingualism
(1976). The Assessment of the Intelligence of Latinos in the United States. (La Medicion de la Inteligencia de los Latinos en los Estados Unidos). Most of the research on the assessment of the intelligence of Latinos in the United States appears to be based on some possibly erroneous or at least dubious assumptions. Among these are the following: (1) the assumption of bilinguality; (2) the assumption of equal proficiency in the English language; (3) the assumption of the equivalence of literal translations from English to Spanish; (4) the assumption of population homogeneity with respect to socioeconomic, religious, and ethnic factors; (5) the assumption of the language uniformity of Spanish; (6) the assumption that testing can be culture-free; (7) the assumption of the superior quality of investigations of Latinos conducted by Latinos. This paper evaluates the evidence for each of the above assumptions, and concludes that great caution should be exercised to avoid taking them too much for granted. Descriptors: Bilingual Education, Culture Fair Tests, Error Patterns, Ethnic Stereotypes
(1978). The Acquisition of Communicative Competence in a Bicultural Setting. This research study focuses on two interrelated aspects of the development of bilingualism, the development of awareness of two separate linguistic systems and the occurence of interference phenomena. The research was conducted in a small town in East Central Illinois. The sample for the study included all the Mexican-American children enrolled in kindergarten through the fourth grade and three preschool children. The primary sources of data were tape recordings of natural discourse. The study is divided into the following chapters: (1) Introduction; (2) Deviations from Standard English and Spanish; (3) An Evaluation of the Spanish and English Deviations from Standard Language Norms; (4) The Acquisition and Use of Spanish and English Color Terms; (5) Special Functions of Code-Switching; (6) Stylistic Code-Switching in Narratives; (7) Bilingual Strategies of Communication; (8) Intra-Sentential Code-Switching; (9) Language of the Sentence; (10) Ellipsis in Bilingual Discourse; (11) Developmental Trends in the Syntax of Code-Switching; and (12) Conclusion. An appendix provides demographic information on the population studied and references. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Child Language
(1977). A Model for the Implementation of Bilingual Vocational Training. Final Report. Objectives of this second-year program conducted at a community college skill center were to recruit individuals of limited English background and provide them with academic and vocational training to prepare them to enter and advance in occupations, using parallel courses in Spanish (e.g., English-as-a-Second-Language) to achieve this goal. Students recruited were offered career and placement counseling, language instruction as needed, basic job-related communication and computation skills, and training in the following programs: industrial sewing machine repair mechanic, industrial sewing machine operator, radio and television repair technician, opthalmic dispensing technician, building trades, cash register management, clerical business office procedures, general education diploma (G.E.D.), and English-as-a-Second Language/Job-Related-English (ESL/JRE). The skills center staff developed much of the curriculum and used an individualized approach to instruction. Negotiations were begun with other local agencies to provide training on a limited basis. The program had 1,099 enrollees, 878 of whom graduated, with 651 gaining employment. (A third-party evaluation of the program is included in the appendix, along with a graphic presentation of the instructional model.) Descriptors: Adult Vocational Education, Bilingual Education, Career Counseling, Career Guidance
(1975). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Final Evaluation, 1974-75 Program Year. Progress Report No. 7. Initiated in 1971, this early education program for children of migrant farm workers uses the adult members of the child's extended family as paraprofessional teachers who have full responsibility for teaching the child. Professional teachers, employed to "back up" the parent teacher, help with training, curriculum planning, securing teaching materials, and performing other services which will help the parent teacher do a more effective teaching job. The program design as 2 components: the "mobile" and the "stationary" components. In the mobile component, the teaching adult brings the children together as they move from La Grulla (Texas) to various work stops in Washington, Oregon, Idaho, and Illinois and continues to teach them. In the stationary program, year-round centers are operated in Connell and Moses Lake (Washington) to serve the settled-out migrant who is still a seasonal farm worker and the migrants who come in temporarily during the peak seasons. Programmed curriculum materials are used to teach math, reading, handwriting, and language in Spanish and English. Weekly "placement" reports are kept for each child in each subject. The program has provided a significant educational advantage to the children served. This detailed report of program effectiveness covers the instructional, staff development, parent and community involvement, and materials development components and the management for an interstate delivery system. [More] Descriptors: Academic Achievement, Bilingual Education, Community Involvement, Curriculum Development
(1977). ABC's of Languages and Linguistics. A Practical Primer to Language Science in Today's World. This book is intended to serve as a broad orientation to the discipline of language study rather than as an introduction to be employed in technical linguistics classes. The 13 chapters touch upon aspects of theoretical as well as applied linguistics, including psycholinguistics, sociolinguistics, and language instruction. Each chapter is followed by study questions and activities, and by a bibliography. The chapter headings are: (1) Facts and Fantasies about Language; (2) The Beginnings of Language; (3) Languages and More Languages: A Tour; (4) Winds of Change: The New Linguistics; (5) Phonology: A Sign of Structure; (6) Morphology and Syntax: More Signs; (7) Semantics: The Study of Meaning; (8) Writing Systems of the World; (9) Other Systems of Communication; (10) One Language for the World? (11) Implications and Applications: Social, Political, and Educational Consequences; (12) Second Language Learning and Teaching: Gaps in a Crucial Area; and (13) The X,Y,Z,'s of Language Learning: Bilingual and Second Language Education. An appendix lists the languages of the world in alphabetical order, along with information on place spoken, family, and speaking population. Descriptors: Applied Linguistics, Bilingual Education, Grammar, Instruction
(1971). El Chicano: A Call for Cohesion. The purpose of the paper is to outline some of the problems and constraints which currently prevent the use of scarce resources to provide effective programs for Mexican-Americans and Indians in the Southwestern United States, and to propose a project designed to reduce bureaucratic constraints; focus is primarily on the preschool and elementary child (on developing programs which will help him negotiate the schools and on charging the schools to meet his needs). In addition, adults are involved in a three-phase program which includes adult basic education, training activities for adults who wish to work as teacher aides, and alternative training activities enabling adults to initiate "cooperatives" for establishing self-directed economic development enterprises of their own. Support activities include specific training for teachers and adults, as well as curriculum development efforts where materials are irrelevant or non-existant. Among the appendixes is a 45-page report titled "Research and Development Needs and Priorities for the Education of the Spanish-Speaking People," by Dr. Atilano A. Valencia in 1970, a Bureau of Research project undertaken by a selected committee for the Southwestern Cooperative Educational Laboratory, Inc. Descriptors: Adult Basic Education, Adult Vocational Education, American Indians, Bilingual Education
(1974). ERIC Documents on the Teaching of Foreign Languages: List Number 12. This is the twelfth in a series of bibliographies of those documents related to the teaching of foreign languages available from the ERIC Document Reproduction Service. This list consists of documents processed into the ERIC system by the various clearinghouses from April 1973 through September 1973. The 452 entries are arranged in alphabetical order by author, and a user index of 15 topics is provided. Each citation refers the reader to the page and issue of Resources in Education (RIE) where he or she can examine an abstract of the document. Descriptors: Audiovisual Aids, Bibliographies, Bilingual Education, Bilingualism
(1976). Multicultural Planning Conferences: Summary. This is a summary report of recommendations made at ten multicultural planning conferences conducted by the National Institute of Education in 1974. The purpose of the conferences was to elicit ideas for developing a research agenda from individuals with diverse backgrounds, all of whom had expertise in working with bicultural or bilingual students. Recommendations in the conferences were for the National Institute of Education to support a variety of activities that were grouped under the following areas: (1) professional participation of minorities in policy formulation and research; (2) research themes and investigations related to cultural pluralism; (3) specific research studies in policy, language acquisition, and assessment; (4) research on curriculum; and (5) research on teacher preparation. The most pervasive theme to emerge from the conferences was that education should acknowledge and promote the pluralistic reality of American society. Included are a directory of conference participants and a listing of recommendations by participation groups. [More] Descriptors: Bilingual Education, Conference Reports, Cultural Awareness, Cultural Pluralism
(1974). Workpapers in Teaching English as a Second Language. Vol. 8. This is the eighth volume in a continuing series of papers on the teaching of English as a second language. The 14 papers included here represent work in progress and cover a wide range of topics. In the first paper, E. Hatch summarizes recent studies in language switching and mixing. Specific ESL teaching techniques are suggested in articles by M. Celce-Murcia, J. Povey, L. McIntosh, and J. Heaton. J. D. Bowen discusses ways of measuring language dominance in bilinguals. The first three years of the Culver City, California, Spanish Immersion Program are described by A. D. Cohen and S. M. Lebach, and R. D. Wilson writes about teacher attitudes toward minority students. Some evidence for the predictive validity of the UCLA English as a Second Language Placement Examination is provided by E. Rand. Training programs for ESL teachers are described in papers by R. N. Campbell and Y. A. El-Ezabi. T. P. Gorman uses the UCLA English Language Policy Survey of Jordan as a basis for discussing a variety of approaches to the study of educational language policy in developing nations. The achievements and long-term goals of the English Language Institute of the American University in Cairo are discussed by C. H. Prator. The final paper, by Y. Akai, deals with problems in college-level English instruction in Japan. [More] Descriptors: Bilingual Education, Bilingualism, Developing Nations, Educational Policy