Bibliography: Bilingual Education (page 772 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Lawrence A. Egan, Honolulu. Office of Instructional Services. Hawaii State Dept. of Education, Gene Johnson, El Rito. Northern New Mexico Community Coll., and Siri Vongthieres.

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 3.0: Cells. This module on cells is the third of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to define and describe cells, to draw the structure of a cell and explain each part and its function; to describe cell reproduction, and to define and explain how tissues and organs are formed. Contents include list of module objectives; pretest; five sections on (1) definition of a cell; (2) function, shapes, and sizes of cells; (3) basic structure of a cell. (4) growth and reproduction of a cell; and (5) tissues and organs formed by cells; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Barbers, Behavioral Objectives, Bilingual Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 6.0: Muscular System. This module on the muscular system is the sixth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe function of and differentiate among the three types of muscles, to define basic characteristics of muscles, and to locate and identify the function of the basic muscles of the head, face, and neck. Contents include list of module objectives; pretest; three sections on (1) muscles and tissues, (2) characteristics of muscles, and (3) muscles of the head, face, and neck; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: Vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Anatomy, Barbers, Behavioral Objectives

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Auto Mechanics. Module 3.0: The Automotive Fuel System. This module on the automotive fuel system is the third of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name and explain the function of the four main parts of an automotive fuel system, and to name the most common problems of a fuel system. Contents include list of module objectives; pretest; five sections on (1) parts of the fuel system, (2) fuel pump, (3) carburetor, (4) circuits of a carburetor, and (5) common problems of the fuel system; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Meat Cutting. Module 3.0: Identifying and Cutting Meat and By-Products. This module on identifying and cutting of meat and by-products is the third of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify ways to determine meat freshness and tenderness; bone structures which determine names of cuts; primal and retail cuts of beef, veal, pork, lamb, mutton, and chicken; and edible and inedible by-products. Contents include list of module objectives; pretest; four sections on (1) meat appearance and bone structure, (2) primal meat cuts, (3) retail meat cuts, and (4) animal by-products; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Behavioral Objectives, Bilingual Education, Classification

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Auto Mechanics. Module 2.0: Ignition System. This module on ignition systems is the second of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name functions and circuits of an ignition system, to explain how voltage is increased by the coil and the spark is delivered by the distributor, and to name common problems caused by a faulty ignition system. Contents include list of module objectives; pretest; five sections on (1) ignition systems, (2) primary and secondary circuits, (3) how voltage is increased, (4) delivery of the spark to the proper cylinder, and (5) problems of the primary and secondary circuits; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions in Spanish and English; vocabulary; and concepts (statements or questions to direct reading); readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Auto Body Repair. Module 3.0: Basic Metal Repair. This module on basic metal repair is the third of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify procedure for preparing exterior, interior, and under surfaces and for analyzing damage; to identify metal capabilities; and to identify these processes: metal roughout, metal shrinking, soldering, plastic filler, metal finishing. Contents include list of module objectives; pretest; five sections on (1) surface preparation, (2) damage analysis and metal roughout, (3) metal shrinking, (4) body solder and plastic filler, and (5) metal finishing; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Body Repairers, Behavioral Objectives, Bilingual Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 7.0: Endocrine System. This module on the endocrine system is the seventh of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory epxerience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the endocrine system, to identify and describe the function of the three types of duct glands and all the ductless glands, and to name common skin and scalp disorders. Contents include list of module objectives; pretest; four sections on (1) endocrine system, (2) duct glands, (3) ductless glands, and (4) skin and scalp disorders; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Anatomy, Barbers, Behavioral Objectives

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 5.0: Nervous System. This module on the nervous system is the fifth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe components and function of the nerve cell, to name types of nerves, to identify the main parts of the nervous system; to locate the cranial and cervical nerves, and to name methods for stimulating the nerves. Contents include list of module objectives; pretest; five sections on (1) nerve cell, (2) types of nerves, (3) division of the nervous system, (4) cranial nerves, and (5) nerve fatigue and relaxation; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Barbers, Behavioral Objectives, Bilingual Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Meat Cutting. Module l.0: Meat Grades and Classes. This module on meat grades and classes is the first of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify classes and grades of beef, veal, pork (hog), chicken, turkey, mutton, and lamb; to identify methods of preserving poultry and fish and seafood; and to identify forms in which fish and seafood may be marketed. Contents include list of module objectives; pretest; five sections on (1) beef and veal, (2) pork, (3) poultry, (4) lamb and mutton, and (5) fish and seafood; posttest; and English/Spanish vocabulary list.  Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Behavioral Objectives, Bilingual Education, Classification

Vongthieres, Siri; Egan, Lawrence A. (1980). Asian and Pacific Americans: An Educational Challenge. Working Papers on Meeting the Education Needs of Cultural Minorities. This report includes (1) a paper that was written by Siri Vongthieres and Lawrence Egan regarding the educational needs of both native born and recently arrived Asian Americans, and (2) a review of that paper by Masako Ledward, LaVerne Moore, and Emiko I. Kudo. Issues discussed concerning American born Asian students include: (1) English language proficiency; (2) self concept problems as an expression of cultural conflict; (3) cultural conflict and the home environment; (4) poverty; and (5) school climate. For recent immigrants topics covered are: (1) language barriers; (2) family structures; (3) school climate; (4) parent involvement; (5) poverty; and (6) mobility and settlement patterns. The use of bilingual immersion, peer tutoring and English as a Second Language programs to meet Asian students' educational needs is reviewed with attention paid to evaluation difficulties, personnel shortages, program costs, and pertinent laws.   [More]  Descriptors: Acculturation, Asian Americans, Bilingual Education, Communicative Competence (Languages)

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Auto Mechanics. Module 6.0: Sunscope. This module on the sun oscilloscope is the sixth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and describe sections of the basic sun scope pattern, to identify and explain use of verticle lines and gradation scale on the Sun Scope Screen, to interpret the coil output and condition of contact points on the screen, and to identify and correct problems of secondary polarity and insulation and secondary resistance by using the sun scope. Contents include list of module objectives; pretest; six sections on (1) sun scope basic pattern, (2) sun scope screen, (3) coil output, (4) contact points, (5) secondary polarity and insulation, and (6) secondary resistance; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Auto Mechanics. Module 5.0: Automotive Transmissions. This module on automotive transmissions is the fifth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and explain the function of the three types of clutches, to explain how the manual transmission works, to identify and explain the function of the parts of an automatic transmission, and to explain parts and functions of the drive line, rear axles, and differentials. Contents include list of module objectives; pretest; five sections on (1) clutches, (2) manual transmissions, (3) automatic transmissions, (4) drive lines, and (5) rear axles and differentials; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. (1980). Experimental, Developmental and Demonstration Programs, Projects and Activities. Information & Dissemination Series 11. Part of a series of publications prepared by Hawaii's state department of education, this report details some of the curriculum development projects in progress during 1979-80. Each project description lists objectives; needs served; products anticipated upon completion as well as at the end of the 1979-80 school year; major activities; number and types of schools, teachers, and students involved; evaluation processes; and contact persons. The projects include, among others, instructional programs for the mentally handicapped, for students of limited English proficiency, on basic skills, and on energy use.   [More]  Descriptors: Adult Education, Basic Skills, Bilingual Education, Competency Based Education

Johnson, Gene; And Others (1981). Developing Culture Curriculum for Native American Children: The Rough Rock Experience. The booklet uses both narrative and line drawings to outline Rough Rock Demonstration School's process of developing a K-12 Navajo language and culture curriculum for Navajo children at Rough Rock and other schools on and off the reservation. There are suggestions for writing the proposal, getting community support, and recruiting staff. The next sections discuss finding out what the community perceives to be its needs and problems (including a sample needs assessment survey), and assessing available native-based curriculum materials. The booklet next discusses developing a philosophy of education, setting up a curriculum model, and translating the needs assessment survey into ideas for curriculum. The sections on developing curriculum content, scope and sequence, and writing teacher objectives are followed by a sample fourth grade social studies program. The booklet ends with suggestions for implementation of the curriculum, evaluation, and working with others. A summary of the Rough Rock Community-Teacher-Student survey (with recommendations for curriculum development) is included. Descriptors: American Indian Culture, American Indian Education, American Indians, Bilingual Education

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 4.0: Skeletal System. This module on the skeletal system is the fourth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skill training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name the nine systems found in the human body, to identify the three basic parts of the skeletal system and the function of each, to identify the types and structure of a bone, and to identify the eight bones of the cranium and the fourteen bones of the face. Contents include list of module objectives; pretest; five sections on (1) systems, (2) skeletal system, (3) types and structure of a bone, (4) eight bones of the cranium, and (5) fourteen bones of the face; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Anatomy, Barbers, Behavioral Objectives

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