This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include William Francis Mackey, William M. Shanner, Charles J. James, Charles H. Herbert, Julia Gonsalves, Joseph J. Garcia, Anthony R. Sancho, Inc. Heuristics, John R. Jourdane, and Elaine C. Condon.
(1971). Teaching English to Speakers of Other Languages: Problems and Priorities, English Record. Many problems in English as a second language (ESL) programs arise because learners and teachers have subscribed to false statements and labels concerning cultural situations and teaching methods. The teaching approach should make provision for the differing learning styles of the pupils. A bilingual-bicultural program should be instituted in all schools to enable the ESL learner to develop his native language skills and to understand his cultural heritage as a source of pride, as well as to know English well enough to communicate with his English-speaking neighbors and to avail himself of all educational opportunities. Colleges and educational agencies must develop teachers and other personnel to teach ESL with these concepts in mind. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cultural Pluralism
(1972). Foreign Language Education: A Reappraisal. This fourth volume in a series on foreign language education develops a cohesive review of language instruction in American public schools and also forecasts probable trends for the 1970's. The dominant themes which prevail in this study are individualization of instruction, pluralism of group interests, and technical assistance in learning. Chapters included material on: (1) purposes and goals in future foreign language programs, (2) teacher attitude, aptitude, and motivation, (3) teaching as facilitation and management of learning, (4) teacher education for new goals, (5) student aptitude, attitude, and motivation, (6) implications of psychological research for second language learning, (7) curriculums for new goals, (8) measurement implications of recent trends in foreign language teaching, (9) interaction of student and teacher with the learning environment, (10) teachers, students, and media as coagents in learning, (11) extra-school factors that influence language learning, (12) bilingualism in a pluralistic society, and (13) reappraisal of foreign language education. An index is provided. Descriptors: Bilingual Education, Cultural Education, Curriculum Development, Curriculum Research
(1972). Language Status and Language Contact in Geolinguistic Perspective. This study presents the theories that contribute to what the author has called geolinguistics, a discipline that deals with the external fate of languages as they are distributed over the face of the globe. Such a study is relevant in terms of official language planning when legislators seek to impose a given language on people of varied backgrounds. Such language planning requires the study of the linguistic forces of a given situation, including such characteristics as language power, language attraction, and language pressure. The author defines, illustrates, and discusses these terms and indicates their application to his theory of geolinguistics. [More] Descriptors: Behavior Patterns, Bilingual Education, Bilingualism, Cultural Influences
(1971). The Young Child Learns: A Guide for Four-Year-Olds. The purpose of this teaching guide is to orient preschool teachers to the unique needs and abilities of the four-year-old child and to offer a suggested program of pre-kindergarten activities. Specific capabilities characteristic of the four-year-old are listed, followed by the scope of the preschool program in the areas of cognitive development, language development, personal and social development, creative thinking, and motor skills. A daily schedule and suggestions for room arrangement are also presented. Specific activities are grouped under the headings: (1) living together–block center, water play, sand play, woodworking center, housekeeping center; (2) enjoying foods–peeling vegetables, applesauce, party food, popping corn, ice cream, oranges or lemons, peas, whipping cream, concentrated foods, flour tortillas; (3) art activities; (4) recreation–walking, crawling, jumping, climbing and running, wheel toys, digging and gardening, whole body movements, parts of body movements, eye motor coordination, auditory visual matching; (5) new experiences–bathing the baby, playing store, doll's birthday party, beauty shop, playing doctor and nurse, playing school, sewing, shaving, going places, train games; (6) interesting discoveries–self-awareness, animals, plants, air, sound; (7) now and then–Halloween, Thanksgiving, Christmas, Easter; (8) guiding the teacher–classroom organization, parent meetings, additional enrichment, supplementary materials, bibliography. Instructions are given in both Spanish and English for most activities. [More] Descriptors: Bilingual Education, Classroom Design, Cognitive Development, Creative Activities
(1972). A Selective Bibliography of Doctoral Dissertations in Modern Language Education. This bibliography of doctoral dissertations completed from July 1961 through June 1971 in modern language education is a study of trends which suggest new directions for further research in foreign language learning and teaching. Some 841 dissertations are listed under these categories: (1) general, (2) linguistics, (3) culture, (4) teaching the foreign literature, (5) curriculum in foreign languages, (6) physiology and psychology of language learning, (7) bilingualism, (8) teacher education in foreign languages, (9) methods in foreign language teaching, (10) teaching English to speakers of other languages, (11) equipment, and (12) testing the foreign language. Dissertations of a strictly literary or linguistic nature are not included in the bibliography. Most of the items pertain to the commonly taught foreign languages; abstracts are not included. [More] Descriptors: Bibliographies, Bilingual Education, Cultural Education, Curriculum Development
(1971). Project Sell, Title VII: Final Evaluation 1970-1971. This evaluative report consists of two parts. The first is a narrative report which represents a summary by the evaluation team and recommendations regarding project activities; the second part provides a statistical analysis of project achievements. Details are provided on evaluation techniques, staff, management, instructional materials, activities, community involvement, and external problems. The second part involves component analyses and a quantitative study of program achievement. [More] Descriptors: Administration, Affective Objectives, Bilingual Education, Cognitive Objectives
(1972). Puedo Leer/I Can Read: Initial Reading in Spanish for Bilingual Children. This manual contains some of the history of the project "Initial Reading in Spanish for Bilingual Children," undertaken by the U.S. Office of Education in the spring of 1970. The objective of the project was to gather detailed information and to produce a descriptive analysis of the methodologies employed by teachers in the teaching of initial reading to Spanish-speaking children. The manual is based on research reports from four project sites in Texas, as well as on information gathered from videotapes made in Texas and Mexico. Subjects treated are "The Bilingual Child's Right to Read,""Initial Reading in Spanish for Bilinguals,""Pre-Reading Period," and "The Introduction of Letters." A bibliography, a list of book suggestions, and an index are included. [More] Descriptors: Bilingual Education, English, Guides, Language Instruction
(1970). Iterative Research in Curriculum Development: A Preschool Language Module. A Section of the Final Report for 1969-70. The child in a bilingual or bidialectal situation must increase his skills so that he may function successfully in a wider variety of situations and know how and when to use both language codes. The curriculum described here, used in Head Start classes, is a carefully programmed, very detailed presentation of syntactic patterns that appear with high frequency in the standard dialects of American English. Details of the classroom techniques are provided in this report as are the results observed from tests administered to young children under the new curriculum and to those under other nursery school programs. The various tests and their particular results are discussed. A list of references is given. For additional information; see ED 048 924. [More] Descriptors: Analysis of Covariance, Bilingual Education, Bilingualism, Classroom Techniques
(1973). Meeting Instructional Needs of Chicano Students. NCRIEEO Newsletter, Volume 3, Number 3, February 1972. The black and brown minorities which constitute about 16 percent of the total U.S. population today are demanding equal opportunities and quality education. The fact that more and more of these students are attending high schools and colleges will accelerate these demands. The demands are not only to reinforce their own ethnic heritage, but also to educate the dominant majority in the realities of a true history; that is, through economic development and land expansion, the United States inherited a diverse citizenry whose potentials and contributions still require recognition. All institutions, particularly institutions of higher education, can either re-examine traditional white elitist beliefs and create real and equal opportunity, or risk that violence which increasingly has become the dominant instrument of social change. In meeting the instructional needs of Chicanos, both in the public schools and institutions of higher learning, standards must be reassessed regarding achievement and IQ test, admission and academic requirements, and teaching competencies for both pre- and in-service teachers. What is needed is not fewer standards but better standards. Teachers–particularly culturally deficient teachers–need training to work with linguistically and culturally distinct students. [More] Descriptors: Admission Criteria, Admission (School), Bias, Bilingual Education
(1973). Procedures for the Preparation of Descriptions on Assessment of Exemplary Programs. Final Report. The chief purpose of this project was to prepare descriptions of exemplary programs in childhood education and reading having sufficient merit to be considered as visitation sites for other educators. The childhood education phase of this project was funded jointly by the Office of Economic Opportunity and the Office of Education. Its purpose was to select and document a variety of programs including Head Start, Follow Through, elementary and secondary programs in inner city schools, programs for Spanish-Speaking, and programs in basic skills and vocational areas for initial dissemination through the six Regional and National White House Conferences. In addition it was planned that OEO and OE could use the print and nonprint materials developed by the project for independent dissemination efforts. The exemplary reading programs phase of the project involved the field assessment of selected programs related to reading instruction and the verification of their effectiveness as demonstration sites for visits by personnel from other school districts. Program descriptions and leaflets were prepared for the 37 reading programs and 34 childhood education programs. Audio-visual documentation was prepared for 12 childhood education programs. This project was one in a series directed toward the wider dissemination of new and innovative practices in education, and was funded by the Office of Information Dissemination of OE. [More] Descriptors: Basic Skills, Bilingual Education, Compensatory Education, Educational Change
(1970). A Look at Minority Education Today with Implications for the Teaching of English. American education must develop a system for promoting understanding among and with minority cultures. Curriculums should be designed which add relevancy to the education of minority groups and abandon the traditional ideas of Americanization which call for, among other things, the foreigner to become a good speaker of English. English-as-a-second-language programs have helped to develop a kind of mutual respect for foreign and American cultures. Bilingualism is making negative contributions to the American educational scene. These negative aspects should be taken into consideration when developing curriculums which will incorporate minority recognition while operating within the English language framework. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cultural Differences
(1971). An Evaluation of the St. John Valley Title VII Bilingual Program, 1970-1971. The St. John Valley Bilingual Program for 1970-71 was instituted to help overcome the educational problems of French-speaking children in schools where lessons are conducted in English. Basically the program conducts instruction in the student's first language with an increasing use of the second language. This report focuses on the assessment of each objective within each project component: instruction, staff development, community involvement, materials development, and program management. The first part of the report summarizes the status of accomplishment of the first-year program goals for each component. Part 2 discusses the evaluation of each specific program objective and its status at the end of the program. Part 2 also presents the results of additional data gathered on the particular project components and commendations and recommendations for each component. Details on evaluation procedures are included. [More] Descriptors: Administration, Bilingual Education, Community Involvement, Educational Objectives
(1970). A Bilingual Math-Science Learning Center. The purpose of this study is to determine if children who attend a bilingual math-science center will increase their level of performance to a greater degree than their counterparts on a test of problem solving and scientific thinking. The study tests 86 sixth-grade students in the Cutler Elementary School in the Cutler-Orosi Unified School District, California. The Sequential Test of Educational Progress (STEP): Science 4B, developed by the Educational Testing Service, was administered to the students. Results point out that the experimental group which attended the Center improved considerably more than the control group. The author concludes that a math-science center should be a basic part of every bilingual school. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Educational Research
(1971). Bibliography of Spanish Materials for Children: Kindergarten Through Grade Six. This annotated bibliography of instructional materials, intended for students, teachers, and native speakers of Spanish, contains more than 400 items emphasizing both language and culture. The entries are arranged alphabetically in sections including: (1) books in series; (2) children's literature; (3) dictionaries and encyclopedias; (4) dramatization, rhymes, and poetry; (5) games, puzzles, and activities; (6) health and science; (7) mathematics; (8) music; (9) reading and language arts, and (10) social science. Bibliographic information includes the price of the publication, availability, and suggested readership. Appendixes contain a directory of publishers and distributors, and a book evaluation form. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Books, Childrens Games
(1970). Clark County School District ESEA Title I Final Evaluation, 1969-70. This document presents statistical data with evaluative commentary on the various aspects and activities of the Clark County, Nevada, Title 1, ESEA Project. The activities evaluated include: (1) social experiences for language development, (1a) summer extension of social experiences for language development, (2) bilingual language development program for Spanish-speaking students, (2a) summer extension of bilingual language development program for Spanish-speaking students, (3) Moapa migrant student program, (3a) summer extension of Moapa migrant student program, (4) St. Yves remedial program, (5) St. Judes summer program, (6) Spring Mountain summer program, (7) southern Nevada children's home remedial program, and (8) preservice activity. Appendixes for many of the activities include results derived from a Title 1 teacher opinionnaire, a family-aide opinionnaire, and a parent-reaction form. [More] Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students