This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jose A. Martinez, Inc. Centro De La Comunidad, Maria Marrero-Ribot, Buck R. Rex, Beverly B. McConnell, Edward De Avila, Brooklyn New York City Board of Education, Michael G. Kelly, Neal B. Finer, and Anne Keller.
(1977). [Bilingual-Bicultural Curriculum for Mathematics: Grade 2.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural mathematics curriculum guide for second grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other second grade guides: myself (numeration), my school (addition), my family (subtraction), my home (multiplication/division), my community (fractions), transportation (time and money), communication (measurement), animals (geometry). Appropriate skills are presented in each unit; those in the geometry unit are: recognizing that the shortest distance between two points is a straight line; identifying a line segment and drawing line segments between named points; identifying a triangle, rectangle and circle; identifying a square and distinguishing it from a rectangle. Key vocabulary words are listed with each skill, as are activities to motivate students to learn the skills. The illustrations provided can be copied for instructional use. Much of the material is given in Spanish and English. Descriptors: Arithmetic, Bilingual Education, Bilingual Instructional Materials, Elementary Education
(1981). Evaluation Report for the District 30 Title VII Bilingual Program, 1980-1981. This is an evaluation report on a Title VII bilingual program that was conducted in Community School District 30, Queens, in New York City during 1980-81. The report states that the program served pupils of limited English capacity whose native languages were Greek, Chinese, Italian, and Spanish. The program's goals, activities and structure are described, and the texts used for each language group are listed. Program objectives which are evaluated include progress in oral language proficiency in English, native language proficiency, and mathematics, science, and social studies proficiency. It was expected that 60 percent of the students would progress beyond what could be expected without the program. Test scores show student achievement met these objectives. The report provides analysis of classroom environment in a section devoted to on-site observations. In addition, various staff development efforts are outlined, and the involvement of parents in language workshops and general school activities is discussed. The report judges the district's program to be highly successful and states that all proposed goals have been achieved. Several recommendations for program improvement conclude the evaluation. [More] Descriptors: Achievement Gains, Bilingual Education, Chinese Americans, Class Organization
(1981). Hispanic Vocational Exploration Project. Final Report. During its second year, the Hispanic Vocational Exploration Project recruited eighth and ninth grade Hispanic youth for a four-week cycle, after-school, career exploratory program at Southeastern Regional Vocational Technical School, Groton, Connecticut. A series of career education workshops was the other major project activity. Supportive services offered to participants were counseling (personal, career, and academic), and an after-school tutorial program. Social and recreational activities were also available. Outreach and recruitment strategies emphasizing sex fairness included bulk mailings, use of the Spanish language radio station, parent orientation, and identification through the school system. Instructors assessed each participant's performance for each shop. Evaluation of program goals and objectives revealed that the program (1) developed awareness in vocational education as an educational alternative for Hispanic youth, (2) was successful in increasing the sensitivity and awareness of the vocational school in regard to Hispanic students, and (3) developed cooperative mechanisms between the school and Hispanic community to recruit students. (Appendixes include project materials, sample career workshop format, and evaluation forms.) Descriptors: After School Programs, Bilingual Education, Career Exploration, Counseling Services
(1980). Individualized Bilingual Instruction for Migrants. Longitudinal effectiveness of a program of bilingual individualized instruction in math, English and Spanish reading implemented by bilingual paraprofessional teachers recruited from migrant families was assessed among Spanish dominant monolingual and bilingual migrant students. Test scores in math and English reading for children age 5 to 9 were examined for a 6 year period, 1974-79, and test scores in Spanish reading from a 4 year period, 1977-80. After 1 year of individualized bilingual instruction the superiority of project children over a baseline comparison group was significant at the .01 level in all three subjects. Longer periods of attendance produced higher scores, with children going from a pretest average at the 9th percentile to the 50th percentile after 3 years in English reading, from the 14th percentile at pretest in math to the 70th percentile after 3 years, based on national norms from standardized tests. Because of schooling interruptions resulting from being migrants and coming from homes in which the primary language was not English, subjects had more educational hurdles to overcome than average children. Despite these obstacles, by means of individualized instruction and bilingual teachers, in several school years students were well on their way toward achieving literacy in two languages. Descriptors: Achievement Gains, Bilingual Education, Bilingual Students, Demonstration Programs
(1982). Basic Skills: Responding to the Task with Effective Innovative Programs. Issues in community college basic skills instruction are reviewed and two model programs are outlined in this paper. First, concerns about student illiteracy, lack of academic preparation, and failure to complete courses are discussed, and public demands for educational accountability are examined. Next, the relationship between the "open door" concept and the increased need for basic skills instruction is explored, with special reference to the needs of Black and Hispanic students. After defining basic skills, the paper summarizes arguments for and against their inclusion in the community college curriculum. The paper then outlines the major characteristics of two model programs of basic skills instruction. The first is the Coordinated Bilingual Bicultural Studies Program at Laredo Junior College, an interdisciplinary program involving history, English, reading, human development, psychology and Spanish along with counseling and evaluation components. The second is the Ford Foundation sponsored Math Intervention Project for Hispanic Students, conducted by the Border College Consortium, which includes faculty, counselors, parents and peers in efforts to acclimate Hispanics to mathematics and science fields. These programs are described in terms of their curricula, objectives, activities, and program evaluation. [More] Descriptors: Access to Education, Basic Skills, Bilingual Education, Community Colleges
(1981). A Plan to Develop and Compare Two Vocational Education Models for Limited English Proficiency Students. Final Report FY81, August 1, 1980-June 30, 1981. A bilingual instructional model to teach limited English proficency (LEP) students vocational skills was developed and implemented at Waubonsee Community College (Illinois). Bilingual vocational and vocational English as a second language (VESL) courses were developed and conducted in the areas of machine tools and secretarial science. A total of five one-semester vocational Machine Tool courses were offered, with 60 LEP students enrolled; and two one-semester vocational Secretarial Science courses were offered, enrolling 22 students. Related VESL courses were offered along with both subjects. In order to conduct the courses, instructional materials were developed by rewriting and adapting regular course materials, in the Machine Tool course; and finding texts and materials at the appropriate levels for the Secretarial Science course. Materials were field tested in two semesters of the courses and revised as needed. Translated materials for the bilingual model were developed as necessary from the revised English models. In addition, the project provided information and referral services and support services to the LEP students and provided inservice training for Waubonsee Community College staff. The project was found to be successful after its first fiscal year. Recommendations for implementating such a project were made. A plan for conducting both the developed bilingual instructional model and a core English language model in 1982 and comparing the effectiveness of the two models was presented. [More] Descriptors: Bilingual Education, Community Colleges, Curriculum Development, English for Special Purposes
(1982). Project P.I.A.G.E.T.: Promoting Intellectual Adaptation Given Experiential Transforming with Hispanic Bilingual Five Year Old Children and Their Families. A Summary. Technical Paper No. 100. Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experiential Transforming) is a demonstration program to train five year old Hispanic children in the English language while maintaining their Spanish language skills. The instructional program is based on Piagetian principles which recognizes thought and language development as a sequential process depending upon interaction with the environment; child interest and self regulation; adult guidance; peer group influence; and play processes. The project comprises classroom and home based programs located in four kindergarten sites in predominatly Hispanic communities. Classroom programs aim to develop communication and awareness skills by developing social and physical knowledge, representational skills, cognitive/logic/mathematics skills, self and cultural identity, and role playing skills. Home based programs are designed to deliver instructional support systems to children and their parents. Project P.I.A.G.E.T. uses current research results in program development, implementation, and evaluation. The project incorporates a plan for replication by providing for information dissemination, actual site visits, staff training and technical assistance, program installation, and evaluation at replication sites. [More] Descriptors: Bilingual Education, Class Activities, Cognitive Development, Demonstration Programs
(1980). Cerebral Language Arrangement for Mexican Americans. This study investigates whether Mexican Americans have a different cerebral specialization for native language than for second language as measured by visual shift. The possibility of a different cerebral arrangement for each language has implications for educators. The relation between cerebral arrangement and cognitive style entails considerations concerning methods of instruction, grouping, reward systems, and assessment. The research sample consisted of thirty-two bilingual English-Spanish right-handed males and females between the ages of twelve and sixteen. Visual shift, looking away from the examiner upon being asked a question, represents a switch from external to internal processing. It has been found to be a function of eye movement contralateral to cerebral activity. The results indicate that students sampled in this study tended to shift to the right when answering questions in English and to the left when answering questions asked in Spanish. For this sample, the left hemisphere was the preferred mode of thought in English while the right hemisphere was the preferred mode for processing questions in Spanish. These results indicate that processing modes are biological as well as cultural and individual. In addition, there is a change in cerebral arrangement due to second language acquisition. Descriptors: Adolescents, Bilingual Education, Bilingual Students, Cerebral Dominance
(1981). La Experiencia Mexicana (The Mexican Experience). Volumes I and II. Designed to be used as part of a comprehensive social studies program on Mexican culture, this two-volume manual, written in Spanish, offers an instructional package on Mexican culture, stressing an art-architecture perspective, which can be used at the secondary, college and adult levels. The teacher's guide, Volume I, includes a discussion of a high school elective course using art and social studies, a discussion of art and architecture in an educational setting, and a suggested structure for teaching a 3 1/2-week unit on Mexican culture. Volume I concludes with eight detailed sample lessons on Mexican culture as seen in art and architecture, Mexico's 1968 Cultural Olympics, Mexican artistic expressions in home furnishings, Mexico's recent modern artists and architecture, influence of French styles on Mexican culture, and Mexican influence on contemporary art and architecture of the United States. Each lesson includes key ideas, objectives, specific activities, evaluation modes, and annotated references for teachers and students. Volume II provides detailed student handouts, charts, maps, transparency masters, content outlines, and illustrations for multisensory stimuli. The manual has been widely field tested in the United States and Mexico. Descriptors: Architecture, Art, Bilingual Education, Cultural Awareness
(1979). [Bilingual Bicultural Curriculum for Mathematics: Grade Three.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural mathematics curriculum guide for third grade is one of a series for preschool through fifth grade. The overall focus is on Puerto Rican history and culture, placing development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other third grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, American Indians, and Africa. Appropriate skills are presented in each unit; for example, the skills in the Asia unit are: regrouping once in addition and in subtraction; identifying value of U.S. coins, combining coins, and computing their sum; making change for $1.00; writing money using dollar sign and decimal notation; applying money skills in a Japanese American Market Day. Key vocabulary words are listed with each skill. Activities to motivate students to learn each new skill are described. The illustrations provided can be copied for instructional use. Much of the material is given in Spanish and English. Descriptors: Arithmetic, Bilingual Education, Bilingual Instructional Materials, Elementary Education
(1981). Improving Cognition: A Multi-Cultural Approach. Final Report, MICA Project: Multi-Cultural Improvement of Cognitive Abilities. Described and summarized are the results of a program designed to improve the intellectual, academic, and linguistic functioning of children in a linguistically and culturally mixed setting. The program, Multicultural Improvement of Cognitive Abilities (MICA), was installed and supported by project staff in nine participating classrooms under two experimental conditions, intensive and economical, with the difference being in the extent to which they were supported by project staff. The activities were provided to all participating classrooms in addition to an ongoing bilingual program. Pupils had the opportunity to engage in approximately 100 mathematics/science activities and experiments. Each activity was self-contained and required pupils to complete worksheets using basic mathematics and literacy skills. A high degree of verbal interaction and cooperation was necessitated by the activities. The results were highly encouraging in revealing consistent positive gains that can be more or less attributed to participation in the MICA program. Attachments give details of the program as well as rationale and are appended to the document. Descriptors: Academic Achievement, Bilingual Education, Cognitive Development, Curriculum Design
(1978). Bilingual-Bicultural Curriculum for Social Studies: Grade 4. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this social studies curriculum guide for fourth grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains seven units, related to those in the other fourth grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, and American Indians. Appropriate skills are presented in each unit; for example, the skills in the unit on Eskimos are: describing a theory about Eskimo origins; understanding how climate affects social structure by causing migration; comparing different aspects of the Eskimo with the American Indian; describing historical changes affecting Eskimo life-style; understanding Eskimo arts, crafts and religion. Key vocabulary words are listed with each skill. Activities to motivate students to learn each new skill are described. The illustrations provided can be copied for instructional use. Much of the material for the teacher to use in class is given in Spanish. Descriptors: American Indian Culture, Bilingual Education, Bilingual Instructional Materials, Elementary Education
(1980). Sarah J. Hale High School Project SABER. ESEA Title VII. Final Evaluation Report, 1979-80. This is an evaluation of a Title VII Bilingual Program conducted at a New York City High School in 1979-80. The report contains information on the program goals and objectives, the school site, and the student characteristics. Aspects of the instructional component discussed include programming, mainstreaming, and program funding. Non-instructional components covered are curriculum and materials development, supportive services, staff development, and parental and community involvement. Tables show Spanish speaking students' performance on the Criterion Referenced English Syntax Test, and on English Spanish Reading, and mathematics achievement tests. The number and percentage of mainstream and bilingual program students passing content area courses is given, as are student attendance figures. [More] Descriptors: Achievement Gains, Bilingual Education, Class Organization, Curriculum Development
(1982). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Final Report. This document synthesizes the results of a 3-1/2-year evaluation of four different Head Start bilingual bicultural curriculum models implemented in eight Head Start centers serving Hispanic communities. The report provides the findings of the program's impact as reflected in pre- and posttesting of children, interviews with parents and Head Start teaching staff, and systematic classroom observations obtained over the course of the 1979-1980 Head Start year. In addition, the report provides a summary of the field procedures and analytic methods that were required for this multi-method evaluation, and presents the conclusions and implications drawn from the study's findings. [More] Descriptors: Bilingual Education, Bilingual Students, Classroom Observation Techniques, Curriculum Evaluation
(1980). Comprehensive High School Bilingual Program. ESEA Title VII. Final Evaluation Report, 1979-80. This is an evaluation report of a Title VII Bilingual Program conducted at five New York City High Schools in 1979-80. The report contains a program description and information on the schools' demographic context and student characteristics. Instructional components of the program discussed include: (1) student placement, programming, and mainstreaming; (2) course offerings; (3) "a teaching reading through the arts" program; and (4) special instructional features. Areas of the non-instructional component covered include: (1) curriculum and materials development; (2) supportive services; (3) staffing and staff development; (4) parental and community involvement; and (5) affective domain. Tables show the performance of Spanish, Italian, and Chinese students on the Criterion Referenced English Syntax Test and on mathematics, science, social studies, native language arts, and content area achievement tests. Attendance figures are also given. [More] Descriptors: Achievement Gains, Bilingual Education, Chinese Americans, Curriculum Development