This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Vincent Nageak, Edna A. MacLean, Valerie Argue, Yolanda R. Molina, Robert Brannan, Catherine Steele, Rebecca Ullmann, Theresa Pfeiffer, James J. Lynn, and Wellington. New Zealand Council for Educational Research.
(1974). Gineerinlyaa (Poems). This collection of poems in the Gwich'in Athapascan language is intended for elementary school children who have a good grasp of the language. Pen-and-ink sketches illustrate the text. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1978). Un Libro de Pinturas de la Revolucion de Mexico (A Book of Drawings of Mexico's Revolution). Scenes from the Mexican Revolution are featured in this short booklet for Spanish speaking children in the elementary grades. These supplementary reading materials were developed by a student in the Mesa Community College Bilingual Teacher Aide Program. Both the language and content are intended to provide linguistically and culturally sensitive materials relevant to the experience of the Chicano child of the Southwest. The captioned illustrations of the booklet center around Miguel Hidalgo and refer to him as the father of Mexico. The material includes a map of Mexico, a picture of Hidalgo, and scenes related to the revolution itself. Hidalgo's incarceration and execution are also included in the narrative. A final scene shows the Mexican flag with a caption stating that many people died so that we would be able to have liberty. Descriptors: American History, Bilingual Education, Child Language, Childrens Literature
(1979). Parlier High School. P.A.S.S. Program (Portable Assisted Study Sequence) 1978-79 Year-End Report. An Appraisal of the First Year and Recommended Activities and Strategies of the P.A.S.S. Program Advisory and Review Committee. The Portable Assisted Study Sequence (P.A.S.S.) Program, a pilot high school program designed to support California migrant student graduation through the use of competency based credits and portable learning packets, more than met its goals and objectives in 1978-79. Evaluation was by questionnaire, to which 16% of the surveyed P.A.S.S. students and parents, contact persons, administrators, and Migrant Regional Directors responded. As of June, 1979, 803 students had been served by P.A.S.S.; 60 P.A.S.S. students, earning a mean of 8.38 P.A.S.S. credits, had completed graduation requirements. The most utilized courses included general math, American government, U.S. history, reading, and English. Content and procedures of all Learning Activity Packets had been revised and their translation into a Spanish/English format had begun. Two new courses, instead of the projected ten, had been added. Existing office procedures had been revised. Respondents' attitudes towards P.A.S.S. were very positive and indicated no major program inadequacies. Recommendations included that because program expansion appears necessary and inevitable, P.A.S.S. should formulate new goals and objectives which allow both for expansion and the improvement of procedural and instructional quality; the curriculum should be expanded; and Migrant III (former migrant) students should be eligible for P.A.S.S. Questionnaires and site visitation forms are included. Descriptors: Annual Reports, Bilingual Education, Correspondence Study, Credits
(1978). Hispanic Students in Higher Education. To reflect the changing composition of ethnic groups in the population and the recorded aspirations of hispanic high school seniors, institutions of higher education must prepare for a dramatic increase in the numbers of hispanics attending in the decade of the 1980's. Outlined in the paper are factors which affect hispanic (Cuban, Mexican, and Puerto Rican Americans) students in higher education: the phenomenon of hispanic immigration; lack of higher education institutions in urban areas; lack of information because of language and attitude barriers; admissions criteria; delayed education, drop-outs, and student retention; and cultural values and cognitive styles. "Positive" affirmative action and bilingual/multicultural approaches are explored as courses of action for higher education institutions. Ten federal and state programs designed to enhance educational opportunity are discussed with respect to distribution of funds among ethnic/racial groups. Recommendations based on research and conference discussions are presented including programs to increase participation of hispanics in non-traditional areas such as science and engineering; industry career programs to involve hispanics at various levels of decision making; better monitoring of federal programs at state and local levels; and increased funding for bilingual teacher training. Descriptors: Access to Education, Affirmative Action, Aspiration, Bilingual Education
(1979). Set Number One, 1979. Research Information for Teachers. Topics and issues included in this packet of educational research information are presented in the form of separate news sheets or single-sheet essays. Particular emphasis is placed on improving communication between New Zealand teachers and Polynesian and Maori schoolchildren and parents. Guidesheets designed to aid teachers in assessing student study skills and a sample questionnaire used to determine the effectiveness of a given school's vocational education program are included. Articles included deal with youth employment patterns and with the effect of television viewing on reading ability. A special item exploring alcoholism in young people is appended. Also present is a copy of the United Nation's 1959 Declaration of Children's Rights and an index of SET items published from 1974-1978. Descriptors: Alcoholism, Bilingual Education, Child Welfare, Communication Skills
(1975). Ataatalugiik (Grandchild with Grandfather). This traditional story in the Barrow Inupiaq language is intended for competent speakers of the language with knowledge of the writing system. Pen-and-ink drawings illustrate the text. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1978). Tongass Texts. This bilingual volume in the Tongass dialect of the Tlingit language and in English contains stories about the cultural heritage of the Tlingits. The introduction in English describes the phonology of the dialect. The five stories include free English translations, and are entitled: (1) Concerning Our Heritage; (2) The War at Goochlaakanoow; (3) Concerning Tlingit Medicine; (4) Concerning Food; and (5) The Lazy Woman. Explanatory notes on the text in English are appended. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1979). Correspondencia (Correspondence). The language of Spanish correspondence possesses particular characteristics that lie somewhere between the everyday conversational style and the more formal literary style. This minicourse contains three lessons intended to enable the student to learn the letter-writing style and to write letters in Spanish. It is also intended to encourage and develop interest in Spanish. There are three lessons in the mini-course dealing with the following topics: (1) terminology; (2) letter elements and their placement in the letter; and (3) types of letters such as business, personal, and miscellaneous, with emphasis on the personal correspondence. A filmstrip with reel to reel tape is available to accompany the lessons. Descriptors: Bilingual Education, Creative Writing, Instructional Materials, Language Skills
(1978). Kanienkehaka Tiontenientenstakwa (A Language Guide for Elementary Mohawk). This resource guide for teachers of elementary Mohawk contains the following elements: (1) an outline of language learning levels, (2) a description of developmental traits of elementary school students, (3) an indication of elementary school curriculum areas that can be taught in Mohawk, and (4) a development of the language component of the curriculum. Each of the 13 language units includes student objectives, vocabulary lists, a sample lesson plan, and a sample activity sheet. The units are arranged according to the following topics: (1) Names, greetings, commands; (2) colors; (3) numbers; (4) family; (5) foods; (6) animals; (7) clothing; (8) household; (9) body parts; (10) money; (11) months and seasons; (12) time; and (13) action words. Also available are a corresponding assessment instrument for the vocabulary presented in this booklet and the Mohawk language checklist, Level One. Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Class Activities
(1980). Sur une ligne aerienne. Carrieres bilinques (On an Airline. Bilingual Careers). This multimedia kit for French instruction at the secondary level aims to acquaint students with some basic airline terminology in French. One goal of the modular course is to show students the practical link that exists between the study of French and the work world. The kit is represented by a teacher's guide, a student handbook, and a transcription of a taped interview with a flight attendant. The teacher's guide includes suggested activities printed in French and English on facing pages. Sources for additional information are listed. A photocopying master of a sample application for employment with an airline is appended. The student handbook, entirely in French, includes dialogs related to airline activities, French-English vocabulary lists, and comprehension questions. Descriptors: Audiotape Recordings, Bilingual Education, Bilingual Instructional Materials, Career Choice
(1978). Getting to Know and Like Myself Better. Student's Guide. Bilingual/Bicultural Child Development Associate Pilot Project: Module II. This Child Development Associate (CDA) training module, the second in a series of 16, focuses on developing a positive self concept among trainees in a competency-based bilingual/bicultural preschool teacher training program. In the first section, reading about another culture and its values are used to promote the trainee's reflection about his or her own values. In the second section, readings are presented which deal with the importance of self esteem and the effects on self esteem of two major values of American society, beauty and intelligence. This module aims at achieving the functional area of self concept within CDA Competency 3, which deals with building positive self concept and individual strength. The module includes a value survey and self concept inventory for the trainee. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1979). Urban Higher Education Network Formed to Interchange Common Problems, Promising Programs. Two topics are emphasized in this first newsletter of the Urban College and University Network of the American Association of State Colleges and Universities. The first concerns the establishment of the network: its purpose in promoting communication among urban institutions; its composition; a look at the students of the institutions; promising programs of interest to other institutions; some widespread problems of this kind of institution. A list of the more than 200 participants to date is included. The second topic concerns Ford Foundation programs operating in six cities. The programs are in: assessing programs, jobs, and student needs (the San Francisco Consortium); basic skills taught by retired teachers (Birmingham, Alabama public schools); comprehensive testing to reduce attrition (University of the District of Columbia); six public higher education institutions cooperating to reach new students (Boston); redesigning curricula to include basic skills (three institutions in Jersey City, New Jersey); and bilingual expansion to aid Hispanics (three institutions in Hartford, Connecticut). Descriptors: Basic Skills, Bilingual Education, Community Colleges, Consortia
(1974). Avilaitqatigiik (The Two Friends). This children's story in the Barrow Inupiaq language is intended for beginning readers of the Alaskan language. Pen-and-ink drawings illustrate the story of two animals. The text contains programmed vocabulary. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1975). Avaqqanam Quliaqtuaqtanik: I. Qupqugiaq; II. Inuqulligaurat (I. The Ten-Legged Polar Bear; II. Dwarves). These traditional stories in the Barrow Inupiaq language are intended for competent speakers of the language with knowledge of the writing system. Pen-and-ink drawings illustrate the text. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1979). Blackfeet Language Survey, Montana Association of Language Teachers Bulletin. A survey is presented of the Blackfeet language that is used in the Browning area of Montana. The purpose of the survey is to determine the extent to which the language is spoken and passed on at home, and the degree of interest in the language among the young people. The results are presented along with comments where appropriate. Generally, it is noted that the grandmother is the strongest family influence regarding the use of the language. Also, it is clear that most students feel their language is important and would like to see it taught in the schools. In the two schools that have a Blackfeet language program, it is evident that the teacher has an important role in the students' attitude toward Blackfeet. Descriptors: Adolescents, American Indian Culture, American Indian Education, American Indian Languages