This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lilia Stapleton, Betty M. Madsen, Robert Gilman, Judith Walker Palmer, Austin. Texas Univ., John Macnamara, William R. Slager, John Singleton, TX. Laredo Independent School District, and Washington Department of Labor.
(1975). Health Career Education Program. Instructional Television. This curriculum guide for teachers and its accompanying bilingual (English-Spanish) videotaped series for students are part of a program for improving health education for the Laredo (Texas) district elementary school children, grades K-5. Recommended for children for whom English is a second language, the guide and videotaped series infuse career elements within each of eight basic areas of health, and are intended as a weekly television series. Each basic area listed as a unit contains from one to three lessons. Videotape cassettes accompany each lesson. Units and respective unit lesson titles (12) are (Unit I) Community Health–"Peppy Pets' Frolic Time"; (Unit II) Environmental Health and Safety–"Play It Safe at Home and in the Neighborhood", "Every Litter Bit Hurts; Every Little Bit Helps", and "Safe Way"; (Unit III) Prevention of Communicable Diseases–"At Home, at School, at Play"; (Unit IV) Chronic and Degenerative Diseases–"Aunti Cavity vs. the Tooth Decay Diablos"; (Unit V) Consumer Health–"Facing the Unexpected" and "Get Well-Stay Well"; (Unit VI) Growth and Development–"Growing"; (Unit VII) Family Living–"A Family Is for Sharing"; and (Unit VIII) Nutrition–"The Basic Four" and "Get on the Super Snack Train." Each lesson includes behavioral objectives, summary, viewer preparation, bilingual vocabulary, suggested activities, and evaluation. The seven appendixes include a teacher health education guide, career education activities, pre/post series tests information, and a unit lesson evaluation form. Descriptors: Allied Health Occupations Education, Audiovisual Instruction, Bilingual Education, Career Awareness
(1969). Cross-Cultural Approaches to Research on Minority Group Education. Comparative studies of education, discrimination, and poverty in cross-cultural context are held as contributing towards a better understanding of the social nature of poverty and the complex processes of cultural transmission, continuity, and change. Seven strategies or models of research are suggested: (1) study of secondary and tertiary socialization in schools; (2) inquiry into the relationship of minority group language and conceptual styles to learning; (3) consideration of education's relationship to needs of the adolescent in societal initiation and personal identity; (4) study of patterns of minority group interaction with school; (5) systematic description of options and requirements for diversity offered through the schools, such as counseling, discipline, vocational-academic curricula, and bilingual and bicultural schooling; and, (7) study of education as a social problem, i.e. how the school fails, instead of how students fail. [More] Descriptors: Adolescents, Bilingual Education, Black Students, Conformity
(1976). Alianza Bilingue Cultural Progress Inventory. Revised September 1976. The continuum was developed to provide: (1) a uniform measure of student progress and (2) a progress inventory of the ABC Unified School District's Bilingual Multicultural Program. Six components of the Bilingual Multicultural Curriculum are considered in this management system: Spanish Oral Language Development Objectives, Spanish Reading Readiness Objectives, Spanish Reading Objectives, English Oral Language Development Objectives (ESL), Spanish as a Second Language Objectives, and Multicultural Objectives. A non-graded approach is used in order to provide for individual differences. However, grade levels, K-6, are identified in the multicultural component. In utilizing the management system, the teacher should be aware that objectives and subobjectives are identified within each component. A check-off sheet for each is also provided. Descriptors: Achievement, Bilingual Education, Check Lists, Continuous Progress Plan
(1970). English for American Indians: A Newsletter of the Office of Education Programs, Bureau of Indian Affairs, United States Department of the Interior. This Bureau of Indian Affairs publication focuses on the problems of beginning reading in English. Ralph Robinett's "The Teaching of English Reading to American Indian Children" discusses basic premises and approaches to reading for speakers of English as a second language or as a standard dialect. The "Information Exchange" describes projects and reports primarily concerned with the Navajo–a reading study, a reading survey, a kindergarten program, and an orthography conference. Reviewed also are articles by Roger Shuy, William Labov, and Ronald Wardhaugh, and an anthology edited by A. C. Aarons, B. Y. Gordon, and W. A. Stewart. The subjects reviewed cover reading materials, problems, and instruction, and linguistic-cultural differences in American education. The "Materials" section describes the Sullivan Programmed Readers, the Miami Linguistic Readers, the Alaskan Readers, and readers for Cherokee, Hopi, and Apache. See ED 026 629, ED 027 546, and ED 029 298 for the first three "English for American Indians" publications. [More] Descriptors: American Indians, Annotated Bibliographies, Anthologies, Beginning Reading
(1970). The Educational Disadvantage of the Indian American Student. The main body of this research synthesis serves to point out research findings regarding the educationally disadvantaged Indian American school children. The decade of the 1960's is noted to be the significant period in bringing to the attention of educators and the American public the educational problems facing the Indian American. Some of the factors reported to be the underlying causes for the educational retardation of the Indian children include (1) the Federal Government's policy of coercive assimilation which has resulted in disorganization of the Indian communities, (2) a lack of self-fulfillment of Indian students at every age level, (3) the negative self-images of the Indian students, and (4) a lack of understanding of cultural differences on the part of many schools. The study cites the efforts of some schools to combat this problem through implementation of programs that are bicultural and bilingual in nature. The bibliography lists 153 relevant documents, the contents of which are synthesized in the monograph. [More] Descriptors: Academic Achievement, Agency Role, American Indians, Attitudes
(1975). New Curricula for Multi-Ethnic Schools. Equal Opportunity Review, June 1975. This paper asserts that most of the urban and suburban schools are racially and ethnically isolated. Consequently, what are needed are curricula suited to a culturally diverse population which does not attend culturally and ethnically diverse schools. Thus, one issue requiring examination, it is stated, is the extent to which curricula are similar or different for culturally diverse student populations in contrast to culturally homogeneous groups. A definition of cultural pluralism proposed by the National Coalition for Cultural Pluralism suggests curricular strands that deal with (1) ethnic and cultural awareness of one's own identity, (2) understanding of other cultures, and, (3) awareness of the nature of racism and sexism as these affect individual and group behavior. It is a definition which has implications for both cognitive and affective development of the individual. While it is held that schools must certainly do a far more effective job in the basic skills areas, an education for a culturally pluralistic society must have a broader focus which deals with affective and cognitive development, with personal and interpersonal skills, and with an understanding by the individual of who he is and how he relates to others. Changes are considered to be needed in content, strategies, resources-but most of all in the people who create the conditions for curriculum and instruction. [More] Descriptors: Bilingual Education, Cultural Background, Cultural Pluralism, Curriculum Development
(1976). Asian Americans: Now. This paper reviews the current status of Asian Americans in the U.S. schools from perspectives of textbook content and teaching methods. The author points out that findings of a survey of the 1950s and early 1960s textbooks reveal limited inclusion of references to anything Asian. This lack of interest can be seen, also, in American society, as represented by current difficulties of assimilating Vietnamese refugees into schools and community life. In terms of schools, there are some positive developments: little overt discrimination, bilingual instruction, and increasing recognition of cultural differences in general. Negative points include continued omission of Asian references in texts and curriculum; continued ethnocentrism and evaluation by Western standards; need for teacher education to include Asians; and overemphasis on blacks and Spanish-speaking groups to the exclusion of other minorities. The urgency of integrating multicultural studies into the elementary curriculum is confirmed by research showing that children's attitudes toward other nations and peoples stabilize by grade 8. Ideas are offered for developing multicultural curricula. [More] Descriptors: Asian Americans, Bilingual Education, Chinese Americans, Cultural Pluralism
(1970). Interdisciplinary Oral Language Guide-Primary One. Part Three: Lessons 81-120. Michigan Oral Language Series. This language program guide is designed for teachers of primary age children whose native language is Spanish or of children who are limited in their command of standard English, the oral language necessary for success in the usual school environment. The referential content for the 40 lessons is drawn principally from three areas: (1) social sciences, (2) science, and (3) mathematics. Concepts are integrated into a set of oral language lessons which progress sequentially, both conceptually and linguistically. Contrastive analysis of Spanish and English is developed in the study of linguistic features. There is a Spanish support activity for each lesson which introduces the conceptual content the student encounters in the corresponding English lessons. There are four units in this guide, each containing ten lessons. Five review lessons, five evaluation lessons, an art supplement, and a vocabulary index are included. For Parts One and Two of the guide see FL 001 772 and FL 001 793. [More] Descriptors: Bilingual Education, Bilingual Students, Concept Formation, Cross Cultural Training
(1970). Interdisciplinary Oral Language Guide-Primary One. Part Two: Lessons 41-80. Michigan Oral Language Series. This language program guide is designed for teachers of primary age children whose native language is Spanish or of children who are limited in their command of standard English, the oral language necessary for success in the usual school environment. The referential content for the 40 lessons is drawn principally from three areas: (1) social sciences, (2) science, and (3) mathematics. Concepts are integrated into a set of oral language lessons which progress sequentially, both conceptually and linguistically. Contrastive analysis of Spanish and English linguistic features is used to develop language skills. There is a Spanish support activity for each lesson which introduces the conceptual content the student encounters in the corresponding English lessons. There are four units in this guide, each containing 10 lessons. Five review lessons, five evaluation lessons, an art supplement, and a vocabulary index are included. For Parts One and Three of the guide see FL 001 772 and FL 001 794. [More] Descriptors: Bilingual Education, Bilingual Students, Concept Formation, Cross Cultural Training
(1974). Some Suggested References for the Busy FL Teacher. How to Make the Most of Day-to-Day Language Activities. This is an annotated listing of bibliographies and reference works that provide retrospective and current coverage of the monographic and periodical literature of FL education and that have been selected for the assistance they offer in locating materials judged to be of greatest utility in the teaching of Spanish, Portuguese, and English to speakers of Spanish or Portuguese. Sources include ACTFL, ERIC, LLBA, LTA, DCBBE, and IRAL. Other recommended readings include books, articles, reports, journals, and other sources, such as foreign language newsletters and various language learning guides. [More] Descriptors: Abstracts, Annotated Bibliographies, Bibliographies, Bilingual Education
(1976). The Status of Bilingual Vocational Training, Fiscal Year 1976. Report of the Commissioner of Education and the Secretary of Labor to the President and to the Congress. This report on the status of bilingual vocational training programs for adults was the result of a mandate requiring the Commissioner of Education and the Secretary of Labor to develop and disseminate information on the status of such programs in all parts of the United States and to evaluate the impact of such training on the shortages of well-trained personnel, the unemployment and underemployment of persons with limited English-speaking ability, and their ability to contribute fully to the economy of the United States. Chapter 2 summarizes the educational attainment and labor force participation of adults with non-English-speaking backgrounds. An inventory of bilingual vocational training programs for adults sponsored by the United States Office of Education and the Department of Labor and other public funds in each of the fifty states is provided in chapter 3. Chapter 4 gives a brief legislative history of the programs which have provided training for the limited-English-speaking populations. Chapter 5 consists of a brief literature review. A list of bilingual vocational training programs funded since June of 1976 is given in the appendix, as well as statistical information concerning the number and distribution of such programs by state and vocational offerings. [More] Descriptors: Adult Education, Adult Programs, Annual Reports, Bilingual Education
(1975). UNESCO-FIPLV Symposium on "Teaching the Children of Immigrants," January 27-31, 1975, Report. The conclusions of the UNESCO-FIPLV symposium on the education of the children of migrant workers are reported here. It is felt that the scope and nature of migration creates many different and complex interrelated problems that call for interdisciplinary approaches, both on a national and an international level. The objectives of the education of migrant children are to: (1) integrate them into a multicultural society; (2) make it possible for them to enjoy equal opportunities both in educational and sociocultural development; (3) foster their native language and culture; (4) involve the migrant parents in the education of their children; (5) involve the various countries in a cooperative educational effort; and (6) make all members of society aware of the role that everyone can play in the education and social integration of migrant children. The recommendations of the symposium to the various countries involved deal with: (1) the reception of migrant families into the host country; (2) the placement of migrant children in schools; (3) the training and the status of teachers who will work with migrant children; (4) curriculum adaptation and certification; and (5) the assurance of integration and active participation of migrant children and their parents in school and community life. Descriptors: Biculturalism, Bilingual Education, Conference Reports, Educational Planning
(1968). Bilingual Elementary Schooling; A Report to Texas Educators. A study of bilingual elementary schooling made at a 1968 summer bilingual institute held at the University of Texas includes an extensive introduction covering basic principles, definitions, misconceptions, bilingualism in the United States and abroad, variations in program design, and suggested program guidelines. The body of the document is comprised of suggestions for boards of education, administrators, teachers, parents, and children involved in initiating new bilingual programs. A selected bibliography on research in bilingualism concludes the study. [More] Descriptors: Bibliographies, Bilingual Education, Bilingual Schools, Bilingualism
(1975). Developing a Competency-Based Bilingual Teacher Training Program. A competency-based teacher education program is the most complete approach to training bilingual teachers because trainees know what is expected to be certified, change is built into the program, and students receive credit for life experiences. In the sample program described here, an interdisciplinary committee first stated an integrated view of the bilingual teacher in the role description. They then defined the competencies which lead to the development of the abilities described in the role. The complete list of competencies is included and contains the following categories: working with children, working with parents, cultural interactions, diagnosis and prescription, communication skills in the native language, communication in the target language, subject areas, and personal and professional development. When the list of competencies was complete, they were clustered according to general areas and assigned to classes on that basis. Individual instructors then agreed to develop and assess competence within their areas of specialization. A sample class schedule of a methods course in which specific bilingual competencies were to be developed and assessed through sequenced modules is included. [More] Descriptors: Behavioral Objectives, Biculturalism, Bilingual Education, Bilingual Teachers
(1967). Problems of Bilingualism, Journal of Social Issues. This issue of The Journal of Social Issues is devoted to nine articles on the topic of bilingualism written by authorities in the fields of linguistics, anthropology, sociology, psychology, and education. The authors and their topics are: (1) Dell Hymes, "Models of the Interaction between Language and Social Setting," (2) Joshua A. Fishman, "Bilingualism With and Without Diglossia; Diglossia With and Without Bilingualism," (3) Heinz Kloss, "Bilingualism and Nationalism," (4) John J. Gumperz, "On the Linguistic Markers of Bilingual Communication," (5) John Macnamara, "The Bilingual's Linguistic Performance–A Psychological Overview," (6) Susan Ervin-Tripp, "An Issei Learns English," (7) Wallace E. Lambert, "A Social Psychology of Bilingualism," (8) A. Bruce Gaarder, "Organization of the Bilingual School," and (9) John Macnamara, "The Effects of Instruction in a Weaker Language." Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Child Language