This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Emiliano Martinez, Nancy Seifer, Arnold H. Leibowitz, Kenneth S. Majer, Edward Mapp, Gloria Mattera, Muriel Saville-Troike, Eric M. Steel, Perry Alan Zirkel, and Donald J. Reyes.
(1974). Language as a Means of Social Control: The United States Experience. Language is defined here as a means of social control, a viewpoint by which language restrictions can be seen as a method of discriminating against speakers of minority languages. A government designates an official language to restrict access to economic and political power. This view of language is substantiated by an analysis of the United States' experience with official language designation in three areas: the school systems, in which English has been required; the political institutions, which require voting and naturalization processes in English; and economic life, in which many occupations have been open only to citizens. The patterns have been similar, in that they were affected by three historical trends: the initial period of relative tolerance toward the use of other languages (1780-1880), active development and support of English language qualifications in order to exclude (1880 through World War II), and then active questioning and reversal of these official actions. In general, language control has been evidenced in the language restrictions imposed legislatively when an ethnic group was viewed as irreconcilably alien to a prevailing concept of American culture. [More] Descriptors: Bilingual Education, Bilingualism, Discriminatory Legislation, Ethnic Status
(1974). Puerto Rican Perspectives. The contents of this compendium are organized in four parts, as follows. Part one, "From Education," includes the following essays: "A Positive View of Bilingualism," Bejamin Pacheco; "Puerto Rican Children and the New York City Public Schools," Luis Fuentes; "Why Puerto Rican Students Drop Out of School: An Explanatory Analysis," Alexander Bazquez; "A Case for Puerto Rican Studies Programs," Richard Rivera; and, "Affirmative Action in Higher Education," Frank Negron. Part two, "From the Arts," includes the following essays: "Television and the Puerto Rican," Marife Hernandez; "Puerto Ricans in American Films: Peliculas sin Personajes," Edward Mapp; "The Anguish of the Expatriate Writer," Luis Quero-Chiesa; and, "The Playwright and the Puerto Rican Theatre," Jaime Ruiz-Escobar. Part three, "From the Community," includes the following essays: "Self-Help Efforts in the Puerto Rican Community," Jacinto Marrero; "Reminiscences of Two Turned-on Puerto Rican Librarians," Lillian Lopez, with Pura Belpre; "Library Service to Puerto Ricans: An Overview," Jose Betancourt; "The Police as Viewed by New York City Puerto Ricans," John Bazquez and Charles Bahn; and, "Religion and the Puerto Ricans in New York," Antonio Stevens-Arroyo. Part four, "From the Individual," includes the following essays: "The Puerto Rican Woman in Business," Celia Vice; "The Puerto Rican Professional in America," Amalia Betanzos; "A Puerto Rican American Speaks," Luis Mercado; and, "Across Third Avenue: Freedom," Humberto Cintron. Descriptors: Bilingual Education, Community Problems, Dropout Research, Educational Needs
(1973). The Relative Development of Spanish and English as Abstract and Conceptual Languages in Bilinguals. The ability of bilingual students to profit educationally when Spanish is the vehicle of instruction was inferred from a qualitative analysis of their responses to matched Spanish-English vocabulary tests. The responses of 53 bilingual junior high school students with strong Spanish language histories were classified as qualitatively higher or lower definitions. Higher level definitions were considered more abstract and conceptual in nature. No significant differences were found between the proportion of higher level definitions given in Spanish and those given in English, nor for the same proportions when the sample was grouped by sex and by Spanish language history. It was inferred that students could profit equally well from instruction that used Spanish or English as the vehicle of communication. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, English
(1972). Lee y trabaja: Libro de actividades, 2 (Read and Work: Workbook 2). This workbook, designed to be used with the textbook of the same title (FL 004 272), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability to get meaning from the printed page. Descriptors: Basic Reading, Beginning Reading, Bilingual Education, Developmental Reading
(1973). Bilingual Children: A Resource Document Prepared for Child Development Associate Consortium, Inc. This resource document presents research on first and second language acquisition, home environments, and other cultural factors that affect the cognitive or affective development of bilingual minority-group children, such as child-rearing practices, styles of learning and coping, and values and attitudes. Sections are devoted to the nature of language, linguistic diversity, child language acquisition, becoming bilingual, profiles of bilingual children, and implications for early-childhood program development. Included are appendixes which provide more detailed information on the specific ethnic groups and an extensive bibliography. [More] Descriptors: Bibliographies, Bilingual Education, Bilingual Schools, Bilingual Students
(1973). A Method for Determining and Depicting Language Dominance. This article suggests a method for determining and depicting language dominance through the use of parallel tests of aural ability in two languages. In addition, the use of a two-dimensional graph consisting of the proficiency levels within each language appears fruitful as a means of depicting such dominance scores in the initial placement of pupils into instructional groupings. However, the complexity of human behavior across a dual language matrix as well as the limitations of brief group testing preclude anything more than a tentative judgment with respect to any pupil's language dominance, which should be verified by subsequent diagnostic testing and prescriptive teaching. Given the restricted resources of the typical educational setting, the circumspect use of such a method offers a simple and systematic starting point for pupil placement and programmatic progress. Descriptors: Bilingual Education, Bilingualism, Language Fluency, Language Proficiency
(1974). Culture, Psychological Characteristics, and Socioeconomic Status in Educational Program Development for Native Americans. Addressed to educators who have the responsibility for developing curriculums or educational programs that will serve Native American students, the document does not present new information on the status of education in Native American communities. Rather, it discusses ways in which available information, such as the 1928 Meriam Report, can be used to initiate program development. Emphasizing that educational opportunities for Native American children must be developed on the middle ground between life in Native communities and established educational institutions, the paper states that the clear need in "Indian education" is for curriculum and program development. Future research efforts should objectively monitor the effectiveness of curricular approaches rather than rediscover the symptoms. Local control of reservation schools and contracting Johnson-O'Malley monies directly with tribes are desirable, but are only intermediate goals at best. The primary question still remains one of educational programs, after control or influence are attained. Also, because of the diverse conditions among Native American communities, a wide variety of approaches and materials are needed. Every school which serves Native American students should have the programmatic capability of making them feel comfortable in the learning environment and of enhancing their chances for a higher quality life. [More] Descriptors: American Indians, Bilingual Education, Community Control, Cultural Background
(1973). Education and the New Pluralism: A Preliminary Survey of Recent Progress in the 50 States. The National Project on Ethnic America has been focusing considerable attention over the past few years on the multi-cultural dimensions of American education, and particularly those areas in need of revision, reform and innovation. We have designed an approach which extends beyond "ethnic studies," to a more comprehensive rubric that we call "ethnicity in education." It pursues three major activities: (1) devising new curriculum materials; (2) raising the consciousness of teachers and other school personnel; and, (3) designing programs. Last fall we wrote to the 50 state education agencies, requesting information on the status of their activities in the ethnic studies area. Thus far, we have heard directly from about 40 states. With the help of additional statistics gathered by HEW's Office of Education we compiled a preliminary report: In some states, there is no apparent interest whatsoever in ethnic studies. In others there is a considerable amount of legislation and policy on the books, but limited evidence of implementation. And in still others, with no law or policy, there is a tremendous amount of local activity. Thirty-three states publish materials including curriculum guides, teaching supplements, bibliographies, textbook listings and audio-visual aids which they distribute to local school boards. Twenty-six states have formal policy statements on ethnic studies which are purportedly implemented by local school districts. Moreover, 13 states currently have laws on the books which mandate the inclusion of ethnic studies in the curriculum, and four more have passed bilingual laws. [More] Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Cultural Education
(1972). Mira: Libro de apresto (Look: Preparatory Book). This primer picture book may be used in various games and activities to extend the child's vocabulary and to provide pre-reading practice in letter and sound identification, categorization, and audio-visual discrimination. Descriptors: Beginning Reading, Biculturalism, Bilingual Education, Cartoons
(1972). Mira y lee: Libro de lectura 1, nivel 1 (Look and Read: Reader 1, Level 1). This reading textbook contains a series of stories designed to relate to the natural interest of the school child. Students learn about a Puerto Rican family living in New York. New vocabulary is introduced gradually for the student to memorize. Included are exercises in oral expression and comprehension, auditory discrimination, intonation, pronunciation, and visual discrimination. The book contains many color illustrations. Descriptors: Basic Reading, Bilingual Education, Bilingualism, Developmental Reading
(1974). Exemplary Programs for Migrant Children. Since 1966, more than 1,900 projects have been funded by the 1965 Title I Elementary and Secondary Education Act Migrant Amendment and the 1964 Economic Opportunity Act for migrant children's problems of educational continuity, health, and other needed services. This paper describes various exemplary programs selected for comprehensiveness of services (both ages served and variety) and replicability in migrant or regular educational programs. The programs, separated into national, interstate, state, and local programs and special services, are: Migrant Student Record Transfer System; High School Equivalency Program; Texas Child Migrant Program; Interstate Cooperation Project; Texas Migrant Council – Mobile Head Start Program; California Plan for the Education of Migrant Children – Regional Plan; Florida Migratory Child Compensatory Program – Early Childhood Learning, Learn and Earn, and Language Arts Tutorial Programs; New Jersey Migrant Education – Recruitment Program; Demonstration Schools – Somerton (Arizona) and Geneseo (New York); Transitional Program – Springfield (Massachusetts); Secondary Programs (North Carolina); Mobile Units (Colorado); Migrant Centers (Washington, Toppenish Center for the Study of Indian and Migrant Education); and Staff Development Programs – Master's Degree Program (Oregon) and Migrant Teacher Assistant Mini-Corps Program (California). [More] Descriptors: Bilingual Education, Community Programs, Educational Programs, Financial Support
(1973). Contemporary Comment on Changing Teacher Education, Viewpoints. A series of writings describing some contemporary thoughts about training professional educators and some efforts to meet changing needs are collected in this issue of "Viewpoints." An article on methods of inquiry, written by Ivor Davies, is the first chapter. The problems of the bilingual Latino, with respect to his American schooling, are described by Horacio Lewis. Beryl Brown discusses the problems in building a single college curriculum in educational psychology to meet a plurality of needs for a variety of programs and students. The editor, Kenneth Majer, describes a program for preparing college teachers. Some guidelines for performance-based teacher education are provided by Jerry Brown and James Okey. Robert Barr and Daniel Burke recount how they are training student teachers for alternative schools. In a chapter on preparing English teachers to meet changing needs, Michael Flanigan articulates a need for cooperative effort among schools of education, departments of English, and the public schools. The need for becoming aware of our own creative nature is stressed by Vivian Sherman. In the final chapter, Majer and Nicholas Anastasiow offer some practical thoughts on how teachers can put their new program efforts into an evaluation perspective. Descriptors: Accountability, Bilingual Education, Bilingual Schools, College Curriculum
(1972). La ciudad: Libro de actividades, 1 (The City: Workbook 1). This workbook, designed to be used with a textbook of the same title, contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to apply their ability to get meaning from the printed page. Descriptors: Basic Reading, Beginning Reading, Bilingual Education, Developmental Reading
(1972). Mira y lee: Libro de actividades, 1 (Look and Read: Workbook 1). This workbook, designed to be used with the textbook of the same title (FL 004 271), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability to get meaning from the printed page. Descriptors: Basic Reading, Beginning Reading, Bilingual Education, Developmental Reading
(1972). Trabaja y aprende: Libro de actividades, 3 (Work and Learn: Workbook 3). This workbook, designed to be used with the textbook of the same title (FL 004 273), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability to get meaning from the printed page. Descriptors: Basic Reading, Beginning Reading, Bilingual Education, Developmental Reading