This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Raymond Buriel, Brooklyn New York City Board of Education, Laurence Frame, Marilyn Martin-Jones, Michele R. Hewlett-Gomez, Adela Solis, Lutz-Rainer Reuter, J. Alex Pulido, Los Angeles. Univ. Extension. California Univ., and Elaine Burrow.
(1996). Turn-Taking, Power Asymmetries, and the Positioning of Bilingual Participants in Classroom Discourse, Linguistics and Education. Analyzes discourse practices in British urban primary schools providing marginal bilingual support to immigrant minority-group students as a means to facilitate their social transition to school and eventual access to an English-medium education. The article describes teaching strategies in two classrooms implementing the bilingual approach. (eight references) Descriptors: Bilingual Education, Change Strategies, Child Language, Class Activities
(1981). English for Driving–Teacher's Guide. Intended for use in conjunction with an accompanying student workbook and visuals, this handbook is designed to assist school administrators and teachers in organizing and instructing an English for driving course to help non-native speakers of English, particularly refugees, in comprehending driver training classes and in being better drivers. Objectives of the course are set forth. In a section on requirements for implementing the course various factors are discussed, including the instructor, students, the classroom, time, attendance, and instructional materials. Described next are the contents of and methodology followed in the volumes of materials used in the course. Evaluative criteria employed in the course are explained. Provided after a brief bibliography, are a list of supplemental materials available in Vietnamese and questions and answers from the 1980 Utah Drivers Test. (The related student workbook and visuals are available separately–see note.) Descriptors: Administrator Guides, Behavioral Objectives, Bilingual Education, Driver Education
(1983). Education and Cultural Transition: The Case of Immigrant Youth. Labour Migration and the Role of Education. West Germany represents a typical case of how most West European countries have dealt with labor migration, common since World War II. West Germany's foreign workers are called "Gastarbeiter" (guestworkers), which implies that they are in Germany at the behest of the Germans, and for only a short period of time. Nonetheless, statistics show that the number of foreign workers is less than the number of foreign residents. This indicates that social immigration is occurring more often than simple transitory labor migration, that West Germany has indeed become an immigration country. Furthermore, the migrant population is apparently undergoing a process of normalization (i.e., the wage earner's separation from his family and the male/female imbalance in the foreign population are being eliminated). This makes necessary an immigration policy that addresses the needs of the new immigrants for social integration, higher social status, and, especially, improved employment prospects. Because the Gastarbeiter are concentrated in positions requiring less education, they are the most vulnerable to job loss and discrimination in personnel policy. Existing systems for educating immigrants include bilingual programs (allegedly, to give the chance of return to the origin country), but these actually help to hold immigrants at the lowest social step. The immigrants and their children must be given the linguistic and cultural means of integration that will, in turn, improve their employment prospects. (The paper concludes with a list of recommendations for migration policy and intercultural education; nine statistical tables are appended.) [More] Descriptors: Acculturation, Adult Education, Bilingual Education, Economic Factors
(1981). John Jay High School Project "Rescate." E.S.E.A. Title VII. Final Evaluation Report, 1980-1981. This report describes and presents 1980-81 evaluation results for Project Rescate at John Jay High School in New York City. The project, which was funded under Title VII of the Elementary Secondary Education Act, provided instruction in English as a Second Language and in native language skills for limited proficient students. Bilingual instruction in science, mathematics, and social studies was provided for Spanish speaking students, while those from French Creole (Haitian), Italian, or Portuguese backgrounds were placed in mainstream classes for content area instruction, but were eligible for tutorial support through the bilingual program. Some students whose dominant language was English were involved in the program to facilitate social integration. The report describes the setting in which the program was carried out; student characteristics; program history, funding, organization, goals and objectives; instructional content and procedures; strategies to avoid participant dropouts; curriculum development; staff development; and parent/community involvement. Student response to the program is determined by examining students' attendance, participation in extracurricular activities, achievement of honors/awards, post-graduation plans, and general behavior patterns. Evaluation results presented include student achievement in English language development; growth in mastery of their native language; achievement in mathematics, social studies, science, and native language arts; and student attendance rates. Recommendations for program improvement are included. [More] Descriptors: Academic Achievement, Bilingual Education, English (Second Language), Ethnic Groups
(1984). Project Get Set, 1983-1984. O.E.A. Evaluation Report. This multi-site project, in its first year of funding, proposed to serve approximately 100 Hispanic students of limited ability in English and Spanish at two junior high schools in economically depressed areas of the Bronx. The project was planned to develop English language skills, to reinforce Spanish language skills, to offer counseling support services, and to provide career guidance information. Students from Theodore Roosevelt High School were to tutor project participants in English reading. Project implementation was delayed for a number of reasons. Nevertheless, the project director was able to identify and establish contact with the new participating sites; review student records to determine student eligibility; advertise and interview condidates for staff positions; hire hourly personnel to develop career awareness curriculum; and identify, review, and purchase textbooks, workbooks, reference books, instructional supplies, and audiovisual materials. For the second year of the project it is recommended that (1) hiring and orienting of staff be expedited; and (2) given the modified project's reduced staff, the most fundamental component, instruction, be given priority. [More] Descriptors: Bilingual Education Programs, Career Counseling, Counseling Services, Economically Disadvantaged
(1980). Practicas de Oficina Para Duplicados, Volumen 2. Spanish Translations for Office Duplication Practices, Volume 2. First Edition. Intended to help bilingual office duplication practices instructors to better communicate to the student with limited English speaking ability the more technical aspects of information presented in class, this supplement consists of a series of transparency masters with Spanish sub-titles for key words. It consists of 15 units. Presented first are a sample credit application and bank statement and stub. Various stock and purchase forms are covered. Following a section dealing with paper and envelopes, transparency masters are provided dealing with typewriter components as well as typewriter use and maintenance. The next three sections contain examples of various types of business letters, cash register and refund slips, and cash receipts and vouchers. Also included are transparency masters illustrating such office equipment as paper collaters, paper cutters, paper folders, and photo copiers as well as styles of print and measurement scales. The final section covers pyramid blocks of success, cheerful voices, and communication skills. (The other two volumes in this series are available separately–see note.) Descriptors: Behavioral Objectives, Bilingual Education, Bilingual Instructional Materials, Business Correspondence
(1981). Acculturation and Biculturalism among Three Generations of Mexican American and Anglo American School Children. Acculturation and biculturalism of four populations (first-, second-, and third-generation Mexican American school children, and a comparison group of Anglo American children) were measured by teacher ratings of classroom behavior, using the Bicultural Identity/Respect for Cultural Differences Scale, developed expressly for use in bilingual/bicultural programs where instruction is in English and Spanish and children have opportunities to role-play characters of different cultural backgrounds. The 80 second and third graders (ages 7 to 9) were divided equally by sex and grade into each of the 4 groups. All subjects, enrolled in a semi-rural/suburban elementary school in Southern California, participated in the school's bilingual/bicultural Follow Through Program, with instruction in both English and Spanish. Results showed that of the three Mexican American groups, third-generation children were most similar to Anglo American children in their levels of acculturation with both Mexican American and Anglo American cultures. Although first-generation children were most strongly identified with Mexican American culture, they were also the most bicultural. Except for third-generation children, the trend was for all groups to be bicultural. Analysis showed no significant sex differences. Findings are discussed in terms of their implications for the development of a bicultural identity. Descriptors: Acculturation, Anglo Americans, Biculturalism, Bilingual Education
(1995). "How Did You Learn to Write in English When You Haven't Been Taught in English?": The Language Experience Approach in a Dual Language Program, Bilingual Research Journal. Case study reports on the use of language experience and a natural approach to learning languages in a dual-language (Spanish-English) kindergarten class. Descriptions of student writing activities in the classroom illustrate the process of literacy development in the first and second languages. The importance of trained bilingual teachers and committed administrators is emphasized. Descriptors: Beginning Writing, Bilingual Education Programs, Case Studies, Elementary Education
(1979). Immigrants and the Education System. An Action Programme for the Work of the National Board of Education in Connection with Immigrant Affairs. The Swedish National Board of Education's action program for long-term planning of work relating to the teaching of immigrants and minorities is outlined in this report. First, material is presented which describes the background and focus of the program, the immigrant population to be served, and Sweden's general immigration policy as it applies to education. The program's basic premises are described, focusing specifically on the education of youth in compulsory schools and upper secondary schools. Then, educational provisions, laws, and proposals affecting students at the following educational levels are detailed: preschool, compulsory, upper secondary, and adult. Teacher and staff training, inservice training, and research and development are discussed next, and three final sections deal with teaching materials, books and other sources of information, research needs, and the need for cooperation among education and immigration-related authorities and organizations. Descriptors: Adult Education, Bilingual Education, Educational Objectives, Educational Policy
(1980). SOCMATICAS Teacher's Guide. Instructions for use of Socmaticas, a bilingual (Spanish-English), multicultural, multidisciplinary sports learning program are given in this teacher's guide. The program is based on the use of World Soccer team rosters (which include lists of players' names, ages, heights, weights, etc.) to teach English as a second language or Spanish. Students select favorite teams and use team roster data to complete over 300 learning activities in the subject areas of English/Spanish, mathematics, reading, social studies, history, and geography. The activities range from elementary to secondary levels and can be used in group or individual settings to develop cultural awareness and a positive self image. With complete Spanish and English texts, the teacher guide includes: teacher, teacher aide, and student objectives; North American Soccer League team addresses; sample letters that can be used to solicit free soccer team materials; directions for use of the learning activities; student and teacher program evaluation forms; and a skill index. Descriptors: Athletics, Behavioral Objectives, Bilingual Education, Cross Cultural Training
(1980). Bilingual Vocational Dental Assistant Training. Program Performance Report, Final, August 15, 1979-August 14, 1980. In addition to a 20-page program narrative, this report provides materials from a bilingual vocational dental assistant training project (1979-80). These program accomplishments are discussed: curriculum, English as a Second Language (ESL), student performance, in-service training, and languages and cultures represented. Major activities and events are also enumerated. Program problems considered include English comprehension and communication, study habits, and enrollment decline. Other topics covered are publicity, dissemination, and progress on data collection and evaluation. The employment service and student projects are also described. Appendixes include teacher evaluations of student bilingual oral hygiene presentations, list of students and languages and cultures, copies of articles publicizing the program, and program brochure. Three exemplary copies of one student project, the Plaque Control Notebook, are provided in both English and Spanish, Japanese, and Chinese. An attached 35-page section contains additional program narrative, providing information on the program status in 1980-81. It considers need, institutional criteria for the program, goals and objectives, plan of operation, ESL, goal achievement, evaluation, and personnel. Descriptors: Adult Vocational Education, Allied Health Occupations Education, Bilingual Education, Dental Assistants
(1995). Dual Language Instructional Design for Educating Recent Immigrant Secondary Students on the Texas-Mexico Border, Bilingual Research Journal. An innovative English and Spanish instructional program for grades six through eight in a south Texas district integrates language and content areas, uses both languages, implements literacy strategies typical of elementary programs, accommodates varying Spanish and English proficiency and limited prior schooling, and employs Mexican teachers as aides. Describes student placement, curriculum and materials, staffing, staff development, and parent involvement. Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, English (Second Language), Immigrants
(1980). SOCMATICAS Student Workbook. The student workbook for Socmaticas includes 271 activities which require students to utilize data from soccer team rosters to complete this bilingual, multicultural, multidisciplinary, learning program ranging from elementary to secondary levels. Encompassing the subject areas of English/Spanish, mathematics, reading, social studies, history, and geography, the specific tasks enable students to develop a positive self image, record their work progress, learn basic computational skills, make and utilize charts and graphs, integrate data, improve visual perception skills, write and interpret birth dates, read schedules, improve penmanship skills, develop creative writing skills, develop research skills, learn a second language and culture, and appreciate being bilingual/bicultural. Activities include ordering numbers, writing Spanish surnames, linear measurements, writing number words and dates, celebrating fiestas, drawing team emblems and uniforms, values clarification, alphabetizing, weight problems, cultural customs practiced, map work, accounting, money exchange, food menus, cultural traditions and history, height problems, and translating. Descriptors: Athletics, Bilingual Education, Cross Cultural Training, Elementary Secondary Education
(1981). William H. Taft High School Project Adelante. E.S.E.A. Title VII. Final Evaluation Report, 1980-1981. This report presents a description and the results of evaluation of Project Adelante at William H. Taft High School in New York City during 1980-81. The project, which was funded under Title VII of the Elementary Secondary Education Act, provided instruction in English as a Second Language, Spanish language skills, and bilingual instruction in science, mathematics, and social studies to high school students of limited English proficiency. Included in the report are descriptions of the ethnic composition, population characteristics, and socioeconomic conditions of the area in which the school is located; an enumeration of student characteristics; and discussions of program philosophy, organization, funding, goals/objectives, student placement procedures, instructional offerings, curriculum and materials, supportive services, staff development, and parental involvement. Participating students' self-concepts are also examined. The program evaluation covers the evaluation procedures: findings on the extent of students' English language development; growth in mastery of Spanish; achievement in mathematics, social studies, and science; and data on attendance. Recommendations for program improvement are presented. [More] Descriptors: Academic Achievement, Bilingual Education, English (Second Language), Hispanic Americans
(1981). ACABA: An Alternative for Underachieving Chicano Youth. Project ACABA attempts to provide choices and alternatives for the students. Through its techniques and processes, students are provided instruments to search for their own identities, learn the skills necessary to rebuild damaged self-concepts, and to allow them the freedom to make their own choices, thereby allowing them to experience competence and improved self-worth. Confluent teaching seeks to integrate the cognitive and affective domains. The study described here was undertaken in Santa Barbara Junior High School (California) to determine if ACABA students would achieve more positive gains than those students who participate in the regular educational program. Two groups of 25 students in the project met daily for one class period for the total year, approximately 40 weeks. As much as possible, classroom learning activities were correlated with the objectives of ACABA. A concerted effort was made to draw learning experiences from the daily living needs of students, to develop pride in one's own cultural heritage, and to develop respect for other cultures. There seemed to be more favorable results for ACABA students than for the control group. Descriptors: Academic Achievement, Achievement Gains, Affective Behavior, Bilingual Education