This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Francis Benjamin Evans, Atilano A. Valencia, Jorge Lara-Braud, Armando Rodriguez, Nora Holland, Mary T. Keith, Martha V. Tome, Patricia G. Adkins, Antonia R. Micotti, and Lansing. Michigan State Dept. of Education.
(1970). Michigan Oral Language Productive Test. Conceptual Oral Language Test. Michigan Oral Language Series. Two separate tests which measure children's ability to produce standard grammatical and phonological features when they speak, provide pre-instructional and post-instructional data to help determine instructional emphases. The structured response test, requiring 15 minutes to administer, yields a profile of group performance in the production of standard grammatical (word formation and word order) and phonological features in English. The test consists of 43 items which refer to three pictures. The group score indicates which features of the language are most troublesome for a particular group of students. The conceptual oral language test (COLT) is used with pupils in the primary block who are low achievers because of inadequate control of standard English. The COLT is designed to assess the pupil's ability to solve problems and talk about basic concepts in mathematics, science, and social sciences. This test consists of 60 items divided into four formats: differentiation, classification, seriation, and analogy. Test administration requires approximately 35 minutes. Assessment of instructional programs for bilingual and non-standard English speakers is facilitated through the evaluation of the results of this test. [More] Descriptors: Bilingual Education, Bilingual Students, Child Language, Concept Formation
(1970). Developing Language Curricula: Programed Exercises for Teachers. Michigan Oral Language Series. This manual is designed to introduce teachers to basic principles of language analysis which can be immediately applied to classrooms populated by non-English speaking or language handicapped children. Programed exercises covering major units of study are included with follow-up discussion on: (1) nature of language; (2) attitudes toward language; (3) contrast in vowel sounds; (4) consonant sounds; (5) suprasegmentals; stress, pitch, and pause; and (6) the ordered forms of words. The exercises involve the teacher in a detailed analysis of language interference problems which can be anticipated when Spanish background youngsters try to learn English. The manual is intended for use in workshops or by individuals. [More] Descriptors: Attitudes, Bilingual Education, Contrastive Linguistics, Cross Cultural Training
(1970). DINE BI'OLTA SAAD NAAKI YEEYALTI'II BINAALTSOOS T'AALA'IGII. Navajo-English Curriculum Guide, Kindergarten Level. A successful bilingual kindergarten program has to utilize fully the results of three areas of modern research and development: linguistics, psychology, and education. The preparation and implementation of curricular materials for teaching in Navajo and English to five-year-old Navajo children requires an understanding of at least the following areas: (1) the nature and consequences of bilingualism; (2) the individual, social, cultural and academic characteristics and needs of the Navajo children; (3) the Navajo and English languages; (4) methods for both first and second language instruction which are appropriate for use with young children; and (5) evaluation techniques for teaching methods, materials, and the children's progress. The present Guide is intended to provide additional information in these areas to participating teachers and aides, and to provide them with specific suggestions for teaching in the four curriculum content areas listed above. Sample instructional materials for each area are also included. [More] Descriptors: Bilingual Education, Bilingualism, Concept Formation, Creative Activities
(1969). A Selected ERIC Bibliography on the Education of Urban American Indian and Mexican American Children. ERIC-IRCD Urban Disadvantaged Series, Number 5. The selected bibliography on American Indian and Mexican American children in urban schools contains abstracts of 36 documents. Two themes in the writings about these minority groups are noted. One trend stresses concern about assimilation and the acculturation process, while another theme stresses the need for bilingual schooling. [More] Descriptors: Acculturation, American Indians, Annotated Bibliographies, Bilingual Education
(1970). Dame School Project (Bi-Lingual Pre School Project), Santa Clara County Office of Education. Final Report, August 1, 1970. The objectives of this 1-year project were (1) to demonstrate an at-home procedure of teaching in order to improve the concept formation and language development environment of 40 children (3-5 years) residing in low income homes where the primary language was Spanish; (2) to train 11 women from the community as home teachers; and (3) to give training to the mothers of the project children so that they could improve their teaching techniques with their own children. The pretests and posttests administered were the Test of Basic Language Competence, given in Spanish and English, the Inventory of Developmental Tasks, given in Spanish, and the Maternal Teaching Style Instrument (Mother/Child Test) given in Spanish. After the year, the children demonstrated marked improvement in concept and language development; all home teachers had received 370 hours of inservice and preservice training; and mothers showed considerable changes in terms of attitudes, educational materials apparent in the homes, and upkeep of themselves and their homes. The report recommends extension of the curriculum to kindergarten, revision of training models and development of "home packets" for the project children. Descriptors: Attitude Change, Bilingual Education, Concept Formation, Curriculum Development
(1969). A Study of Sociocultural Characteristics of Mexican-American and Anglo Junior High School Students and the Relation of These Characteristics to Achievement. Purposes of this study were to detect some of the sociocultural differences between Mexican American and Anglo junior high school students; to determine how the sociocultural characteristics of the Mexican American students were related to their language background; and to ascertain how characteristics of both groups were related to their achievement. The sample consisted of 126 male and female students, 87 of whom were Mexican American. Scales were developed from questionnaire and interview data to measure language background, self-concept of ability, achievement orientation, parental independence training practices, parental achievement pressure, social distance, and socioeconomic status. Student achievement was measured both by English and mathematics grades and by standardized tests. Observed sociocultural differences between Mexican American and Anglo students appeared to be due to ethnic backgrounds and socioeconomic and other social conditions associated with this background. Mexican American students exhibited many of the characteristics of the culture of poverty described by Oscar Lewis. Part of the depressed achievement of Mexican Americans, when compared to Anglo students, can be attributed to their lower self-concepts of ability; fatalistic, present-time orientation; non-democratic independence training experiences; and high religious social distance. [More] Descriptors: Academic Achievement, Achievement Tests, Anglo Americans, Bilingual Education
(1968). Urban Education and the Mexican-American. With 90% of about 4.7 million Mexican Americans living in the 5 Southwest States and 80% of these living in an urban environment, Mexican American students face several educational problems in the urban setting, including high dropout rate, low educational achievement, and ineffective institutions. Schools fail to recognize the cultural richness of the student's bilingualism which can be made a positive force helping to retain personal identity and self-esteem. Possible solutions lie in the areas of teacher and administrator training, focusing on in-service curriculum, pre-service curriculum, recruitment and retention of teacher candidates, and scholarships and aid programs. By developing relevant curriculum and materials through redirecting available federal funds and through the community and school working together, the problems of Mexican American students in an urban environment can be met. Several statistics are included. [More] Descriptors: Bilingual Education, Community Involvement, Cultural Awareness, Curriculum Development
(1968). Teaching Idioms and Figures of Speech to Non-Native Speakers of English, Modern Language Journal. A review of the difficulties Spanish-Americans and Mexican-Americans encounter in learning English, caused by a lack of knowledge of common idioms and figures of speech in current usage, leads to a discussion of two pilot studies in which the frequency of occurrence of idiomatic and figurative constructions in the reading materials presented to ninth grade classes in Texas and New Mexico is determined. Another experiment involving a class of 15 students, tested for linguistic proficiency in English and taught idioms and figures of speech for six weeks through various innovative approaches, is examined. [More] Descriptors: Bilingual Education, Bilingual Students, English (Second Language), Expressive Language
(1968). Active Methods and Modern Aids in the Teaching of Foreign Languages. Conclusions and recommendations of the 10th Congress of the Federation Internationale des Professeurs de Langues Vivantes based on papers, speeches, and discussions of language research in many different countries are presented. A three-part section on audio-visual aids comments upon: (1) the value and limitations of the language laboratory, (2) the relative merit of radio and television in foreign language teaching, and (3) the use of audio-visual methods in the areas of writing, exercises, and grammar. A section on foreign language teaching in a bilingual community questions: (1) the effect of universally required second language study on child personality, (2) the effect of bilingual status on the teaching of a third language, and (3) the degree of bilingualism for which the intensive language program should aim. Many research recommendations are offered in the section on contrastive linguistics and its pedagogical implications. Other sections deal with programed foreign language teaching, literature and civilization in foreign language teaching, and technical language in secondary and adult education. A program schedule is included. [Not available in hard copy due to marginal legibility of original document]. Descriptors: Audiovisual Instruction, Bilingual Education, Conference Reports, Contrastive Linguistics
(1970). The Relative Effects of Early Spanish Language Instruction on Spanish and English Linguistic Development. An Evaluation Report on the Pecos Language Arts Program for the Western States Small Schools Project. Relative effects of early Spanish language instruction on English and Spanish language development of school children with Hispanic or Mexican American backgrounds were examined. The study endeavored to answer questions relative to Spanish language learning in the elementary grades and to inspire educators in geographical areas with a Spanish-speaking population to consider the development and implementation of a bilingual/bicultural program relevant to local population needs. Data were obtained on attitudes toward Spanish usage, instruction, and language development from an experimental and a control group composed of elementary students from 2 schools. In addition, questionnaires were used to determine attitudes of school personnel involved and of parents of children in the study. Findings revealed that (1) students improved in Spanish vocabulary, spelling, and reading comprehension as a result of early Spanish language instruction; (2) Spanish language programs had no notable effect on English language development in the school curriculum; and (3) parents indicated an interest in becoming involved in the programs. The document is appended with materials relative to the study. [More] Descriptors: Bilingual Education, Control Groups, Elementary School Students, English (Second Language)
(1970). Interdisciplinary Oral Language Guide-Primary One. Part One: Lessons 1-40. Michigan Oral Language Series. This language program guide is designed for teachers of first grade children whose native language is Spanish or for children who are limited in their command of standard English, the oral language necessary for success in the usual school environment. The conceptual content for the 40 lessons is drawn principally from three areas: (1) social science, (2) science, and (3) mathematics. Concepts are integrated into a set of oral language lessons which progress sequentially, both conceptually and linguistically. There is a Spanish support activity for each lesson which introduces the conceptual content in the first language. Five review and five evaluation lessons are contained in the guide. An art supplement and a vocabulary index are included. [More] Descriptors: Bilingual Education, Bilingual Students, Concept Formation, Cross Cultural Training
(1969). Sustained Primary Program for Bilingual Students. The Sustained Primary Program for Bilingual Students is an ESEA/Title III program which emphasizes understanding and appreciating the Spanish, Mexican, Anglo heritage of the Mesilia Valley and southwestern New Mexico, discovering the structure of the language, recognizing how learning occurs, identifying the methodology and strategy needed to create the best learning climate, and exploring ways of expanding the learning environment into the home and community. This 12-month program includes 200 instructional days and short vacation periods. Teachers and pupils remain together from kindergarten through grade 3, and advancement is continuous and nongraded. The language experience approach to reading is incorporated in the culturally centered curriculum. Bilingual instructional aides assist the master teachers, and parent participation is encouraged. Statistical data for the project's first year (1966-67), comparing program children with control groups on the California Test of Mental Maturity, the Metropolitan Reading Readiness Test, and other measures, indicate that dual language instruction enhanced school achievement. Tables and references are included. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teacher Aides, Cultural Interrelationships
(1969). Proyecto Leer Bulletin Number 6. This annotated, cumulative bibliography, developed by the Proyecto Leer Program, of more than 600 selected works in Spanish focuses on works which meet the following criteria: (1) reading difficulty does not exceed 10th grade level, and (2) selections are suitable for a Spanish-American community. Books for children are listed separately from those selected for adult readers. Availability, price, and binding are noted. [More] Descriptors: Adult Reading Programs, Annotated Bibliographies, Biculturalism, Bilingual Education
(1969). Browns in Anger: The Overlooked Minority. This speech advocates that Mexican-Americans must undergo a process of radicalization to attempt to transfer anger from deeds to words. This minority is losing faith in speech as a means of redress, but corrective measures should come through dialogue and not collision. Few Mixican Americans designated themselves "browns" a year ago–but it is now necessary, given the growing black-white polarization. This affirms the Mexican-American self-identity. Browns constitute the second largest and most destitute minority, yet they retain faith in and patriotism toward America. Lack of collective bargaining and "green card" practices maintain an oversupply of unskilled labor and depressed wages. Brown education is a disaster area. Justice is arbitrary, and police seem to be waging undeclared war in brown communities. Equal opportunity in employment is a hoax to a people denied the basic rights of collective bargaining, education, and justice. The author says the situation can lead to anarchy; without the protection of the rights of minorities, the majority flirts with its own eventual demise. [More] Descriptors: Bilingual Education, Civil Disobedience, Collective Bargaining, Culture Conflict
(1966). Bilingual Readiness in Primary Grades; An Early Childhood Demonstration Project. The dual objective of this demonstration project was to show "how the reality of two or more language and ethnic groups present within one integrated classroom could be utilized to develop (1) bilingual readiness in both English-speaking and Spanish-speaking children, and (2) positive attitudes toward and respect for one's own native language and culture as well as the language and culture of other groups by the children of all backgrounds, by school personnel, by parents, and other community groups." The major ethnic/racial populations of the three participating New York City public schools consisted of Spanish-speaking children of Puerto Rican and Central and South American backgrounds, and English-speaking Negro and white children. A total of 15 kindergarten and four first-grade classes participated in the program, which was conducted by a bilingual teacher specialist for approximately 15 minutes per day throughout the 1964-65 and 1965-66 school years . Despite "horizontal differences in background" and "vertical differences in experience and personality," the kindergarten children appeared "unusually ready" for a program matching their stage of development and maturity. This report consists of an outline of the rationale and objectives of the Project; a discussion of the methods, results, conclusions, implications, and recommendations; and related correspondence. [More] Descriptors: Acculturation, Bilingual Education, Bilingual Students, Bilingual Teachers