This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Alfonso R. Ramirez, Marvin G. Cline, Bernard Spolsky, Eugene Arce, Washington American Association of Colleges for Teacher Education, Gladys C. Lipton, William H. Vogler, Emiliano Martinez, John F. Joyce, and Earl Rand.
(1971). An Evaluation of the EDC Role in the Bilingual Transitional Clusters of the Boston Public Schools. The report documents the early stages and reflections of some of the initial staff of the Boston Bilingual Clusters program designed for public school instruction for Puerto Rican immigrant children. Conceived as a transitional educational experience, the program seeks to effect the diagnosis and remediation of school problems and unmet needs in the system. The problems of establishing a bilingual transitional school and reactions of the staff of the Boston Bilingual Clusters are discussed. Included in the report are remarks by the head teacher, staff, and teacher aides. Appendixes contain assessment instruments, interview questions, and reports on teacher aide workshops. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teacher Aides, Curriculum Development
(1971). H-200 Plus Five. Project H-200 is a series of English-as-a-second-language (ESL) lessons for the primary grades. To supplement direct language instruction by the Project H-200 classroom teacher, two mechanical aids have been devised. These units are designed to reinforce the language patterns that the children learn in the daily lesson. One type projects a filmstrip which is advanced automatically and inaudibly by the accompanying recording. Stories interesting to small children have been adapted for this machine. Songs and language drills accompany each story. Each story has a Spanish and an English version. The other unit, which plays back a six-second recording on individual, illustrated cards, permits endless repetitions of each recorded utterance but does not guarantee a fixed sequence of illustrations and sounds. Additional activities, songs, and games have also been created. Testing has been modified into a telephone-circuit arrangement with the examiner and tape recorder, the subject, and a third party. This system permits the examiner to ask the subject questions that are perfectly normal and avoids unnatural statements such as "Ask me what my name is." [More] Descriptors: Audiovisual Aids, Bilingual Education, Curriculum Development, Elementary Education
(1972). The Navajo Reading Study: An Illustration of the Scope and Nature of Educational Linguistics. It is the task of educational linguistics to describe and analyze language education in all aspects. With respect to the Navajo Reading Study, it is within the realm of educational linguistics to develop and make available information that will permit the Navaho people, working through their own institutions, to make informed decisions about educational language policy. Two main questions are posed in planning educational policy for Navaho language education: (1) What is the communicative competence of children entering schools? and (2) What is the nature of the language used by children? From consideration of these and related questions, language education planning can be conducted. [More] Descriptors: Applied Linguistics, Bilingual Education, Child Language, Diglossia
(1971). Report of Final Evaluation, ESEA Title I Projects, Fiscal Year 1971. The report addresses itself to the Elementary and Secondary Education Act Title I projects operated via the Bureau of Indian Affairs. Phoenix Area, during fiscal 1971. Projects are classified by components in the cognitive, psychomotor, and affective domains (e.g., reading, physical fitness, and dropout reduction). Within each component, project statistics are followed by a discussion of the evaulation results. Because the success of any program is based upon the correction of the problem areas encountered, the chapter containing the summary, conclusions, and recommendations is followed by a discussion of fiscal 1972, which presents specific modifications designed to improve new projects in the Phoenix Area. [More] Descriptors: Accountability, Affective Objectives, American Indians, Annual Reports
(1970). Interdisciplinary Oral Language Guide-Primary One. Part Four: Lessons 121-160. Michigan Oral Language Series. This language program guide is designed for teachers of primary age Spanish-background children who have limited control of standard English, the oral language necessary for success in the usual school environment. The materials included comprise Part Four of the "Primary One Guide." 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 extensive art supplement and a word list covering lessons 1-160 are included. For a companion document see ED 039 815. [More] Descriptors: Bilingual Education, Bilingual Students, Concept Formation, Cross Cultural Training
(1971). Motivating through Classroom Techniques. Motivation is the normal state of the individual, and the language teacher is responsible for identifying the individual nature of the student's motivation and directing it through his design of learning activities. The personal goals of the students should be kept in mind; the subject matter should be what interests the student, and the characteristics of the students must be considered. The teacher should use imagination in curriculum planning and should adapt and adjust the curriculum to his own students. The language teacher must know how to use the motivation which already exists to increase the student's knowledge of the new language. [More] Descriptors: Behavioral Objectives, Bilingual Education, Classroom Techniques, Communication (Thought Transfer)
(1972). Trabaja y aprende: Libro de lectura 3, nivel 1 (Work and Learn: Reader 3, Level 1). This reading textbook, the third of a series, is an anthology of stories designed to relate to the natural interest of the elementary school child. In the book, students learn about a Puerto Rican family living in New York. Attention is paid to visual and auditory discrimination of consonant groups and normal endings. Included are exercises which are intended to perfect pronunciation and intonation. Work is begun on the reading of symbols such as dashes, accents, and numbers. New vocabulary words are introduced with greater frequency. The book contains many color illustrations. Descriptors: Auditory Discrimination, Basic Reading, Bilingual Education, Developmental Reading
(1970). Espanol para alumnos hispanohablantes: Niveles I y II de secundaria (Spanish for Spanish-Speaking Students: Secondary Levels I and II). A curriculum guide for secondary levels 1 and 2 offers a linguistic and cultural program for native speakers of Spanish. Designed especially for bilingual students in Texas, the guide recognizes the high level of linguistic achievement of the Spanish-speaking pupils, and stresses an appreciation of Hispanic culture. The bulletin provides administrators, supervisors, and teachers with specific guidelines for specialized classes, selection of teachers, objectives, methods and approaches, teaching techniques, materials, and equipment. An appendix covers a bibliography, cultural-context topics, pronunciation exercises, and a list of phonetic symbols. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Charts
(1972). Lee y trabaja: Libro de lectura 2, nivel 1 (Read and Work: Reader 2, Level 1). This reading textbook, the second of a series, is an anthology of stories designed to relate to the natural interest of the elementary school child. On this level the number of words to memorize is increased (on the average, four per unit) while at the same time, the study of word variants is introduced to begin analysis exercises based on the configuration of each. The exercises of auditory discrimination are completed with the visual recognition of normal endings–diminutives, verbs, etc. Stress is paid to the intonation and writing of the letters. The tests which students must read increase in complexity–from the phrase to the sentence. The book contains many color illustrations. Descriptors: Auditory Discrimination, Basic Reading, Bilingual Education, Bilingualism
(1973). Bilingual Audiovisual Materials. This booklet contains an annotated list of bilingual audiovisual materials. It discusses films, records, cassettes, and tapes. Other information includes periodicals, a list of distributors, and bibliographies. Descriptors: Annotated Bibliographies, Audiovisual Aids, Audiovisual Instruction, Bibliographies
(1971). Excellence in Teacher Education. 1971 Distinguished Achievement Awards Program. This booklet contains brief descriptions of all the teacher education programs submitted in competition for the Distinguished Achievement Award (DAA) of the American Association of Colleges for Teacher Education. The 1971 DAA was awarded to Weber State College in Ogden, Utah, for its "Individualized, Performance Based Teacher Education Program." Of the 71 other programs submitted, four programs received special mention, and five were awarded a certificate of recognition. In addition, a Special International Award, inaugurated in 1971, was given to Wayne State College, Wayne, Nebraska, for its student and teacher exchange program with Scandinavian countries. Descriptions of 15 other programs submitted for the Special International Award are also included. Most of these programs involve exchanges with foreign countries or special comparative education courses. [More] Descriptors: Bilingual Education, Elementary School Teachers, Field Experience Programs, Individualized Programs
(1968). Workpapers in English as a Second Language, [Volume II]. This volume presents the 1968 collection of working papers in the field of teaching English as a second language (TESL). It includes discussions of several practicalities in the field of English language teaching such as choosing literature and short stories for non-native speakers, criteria for selecting textbooks, educational problems involved in TESL, language learning among the Navaho, English language teaching at home and abroad, TESL in a planned multilingual situation, and free recall of orally presented sentences as a test of English competence. Several articles discuss applied linguistic theory on such diverse topics as the role of rules in second language learning, teaching pronunciation, and a rationale for teaching a second language. [More] Descriptors: American Indians, Applied Linguistics, Bilingual Education, Curriculum Development
(1969). FLES: Projections into the Future. A Report by the FLES Committee of the American Association of Teachers of French. Twelve articles on current and projected trends in the teaching of foreign language in elementary schools (FLES) focus on four major areas of concern. A look at the present state of FLES instruction includes articles on programs in various parts of the world, the potential of FLES, and teacher preparation. Two articles on innovations and school facilities and programed instruction focus on the impact of technological advances. A section on bilingualism includes an article on ethnic groups and language maintenance. The last group of articles predicts directions which sequential programs are likely to take and the potential use of media for purposes of instruction. Descriptors: Advisory Committees, Articulation (Education), Bilingual Education, Communications
(). Chicano Multilingualism and Multiglossia. The linguistic situation of the Mexican-American community is complex, involving multiglossia and multilingualism. Various language codes and different blendings of English and Spanish are in use within the community. Educators should decide which code they will use in their planning. Research is needed to consider the various codes and their roles and relationships to improve the educational system for the Mexican American. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cultural Differences
(1971). 1970-71 Evaluation Report of ESEA (Title III) Inner City Education Project. In this evaluation report, considerable analysis is devoted to the definition of program development in each of the three years of funding, as well as an evaluation of third year objectives attainment. Emphases include project history prior to 1970-71 and context definition, project inputs, fiscal and staff resources, and terminal product evaluation of the 1970-71 (final) funding year. Results of terminal evaluation indicate that: (1) the Inner City Project Staff, by the end of the second year, had increased parent-school-community interaction and had supplemented district services in educational areas found deficient for adequate Inner City pupil instruction and guidance; (2) the three-year Inner City Project was instrumental in sustaining high pupil-school-community cooperation during the 1970-71 year; (3) project efforts made positive changes in parent involvement, English acquisition by pupils whose native language was Spanish, unexcused absences, health absences, and teacher empathy toward their pupils; and, (4) project criterion levels fell short of expectations in the areas of secondary unexcused absences, health absences, and reading and mathematics achievement. Conclusions and recommendations for the San Diego City Schools and other School Districts are provided, as well as appendices. [More] Descriptors: Bilingual Education, Career Planning, Community Involvement, Community Role