This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Glynn Ligon, Gary A. Cziko, Milagros J. Santiago, Toronto. Ontario Dept. of Education, Estefania S. de Guzman, Stacy Churchill, Beverly McConnell, Lynn Spencer, Charles Taylor, and Helen Roberts.
(1977). Teacher's Guide to Accompany "Atightumun Liitusit.". This is an instruction book for the bilingual teacher of the St. Lawrence Island Yupik language. This guide accompanies the beginning primer, "Atightumun Liitusit" ("The First Letters"). Each sound in the language has a definite letter or combination of letters that represents it. The primer presents the alphabet letter by letter, starting with the most common and using only words with letters that have already been presented. Detailed instructions for the presentation of each letter are given. Descriptors: Alaska Natives, Bilingual Education, Elementary Education, Eskimo Aleut Languages
(1977). Bilingual Mini Schools Tutoring Project. A Bilingual Program (Urban, Rural, Racial Disadvantaged Program Funds). Final Evaluation 1976-77 Program Year. Sixth in a Series of Reports on this Program. Project objectives included: the children would increase their grade equivalent (GE) score in reading and math by one or more months GE for each 20 days of attendance; children dominant in Spanish would have a higher mean score in Spanish than norm group children of comparable age after 100 or more days of attendance; the children's bilingual capability would increase by advancing one or more steps on the project bilingual classification scale after 100 or more days of attendance; children who had attended the program for 100 or more days since February 1975 would show superiority over those of comparable age in the norm group; parents and advisory board members would be active in program management decisions; family members would participate in their children's educational program by acting as teacher or assistant, assisting with cultural heritage activities, or providing support services. During the year, 203 children were served; of these, 199 were Mexican Americans. The reading and math subtests of the Wide Range Achievement Test, the Peabody Picture Vocabulary Test Form B, and the BMHS Test of Cultural Concepts were used to measure student achievement. The project met or exceeded all its objectives except one. Although the children did not gain a greater proficiency in Spanish, they did maintain their Spanish while making gains in their English proficiency. This report discusses the measurement used and the basis for indicating that the objective was exceeded, met, or not met. Descriptors: Academic Achievement, Bilingual Education, Cultural Awareness, Early Childhood Education
(1974). Objectives by Level, Scope and Sequence: Spanish Criterion Referenced Test. An outline is presented of the instructional objectives for Spanish reading measured by the Austin Independent School District's Spanish Criterion Referenced Test (SpCRT). Available in six levels from kindergarten through fifth grade, the test is referenced to the Spanish materials available and the instructional activities for Spanish reading conducted in this bilingual program. The test yields a student profile identifying which objectives the student has already met and which objectives are to be pursued during the current school year. It also yields a classroom profile identifying which students may be grouped for instruction related to a specific objective. Two tables are included: (1) an outline of 31 major instructional objectives according to level, scope and sequence; and (2) for each level, a detailed listing of each objective under three major headings: phonetic analysis, structural analysis and comprehension. [More] Descriptors: Bilingual Education, Criterion Referenced Tests, Educational Objectives, Elementary Education
(1978). Graduates of Early Immersion: Retrospective Views of Grade 11 Students and Their Parents. This report discusses the views of students now in the eleventh grade who participated in the original pilot class of the St. Lambert early immersion program in Montreal. They were asked to look back on their schooling and to appraise its effects on their lives. Their parents were asked to do the same. Questionnaires designed to elicit information on competence and use of French, assessment of French instructional programs, and plans for the future were given to all those who had started school in a French immersion kindergarten twelve years previously, and to their parents. Questionnaires were also given to pupils and parents who had been in the original English comparison classes. Results show clear appreciation for the early immersion experience both in students and parents. Students in early immersion express a feeling of well-being and satisfaction with their proficiency in French, which is much more advanced than that reached by the English comparison students. Immersion students also show a more positive attitude towards French-speaking Canadians, express more desire to stay in Quebec and to become fully bilingual. Appendices of the report consist of summaries of the commentaries of the students and their parents. [More] Descriptors: Bilingual Education, Bilingual Students, English, Followup Studies
(1975). A Process Evaluation of Project Developmental Continuity. Interim Report II, Part A: Program Case Studies. Volume I. These 8 case studies are part of a series of documents on the evaluation of Project Developmental Continuity (PDC), a Head Start demonstration program aimed at providing educational and developmental continuity between children's Head Start and primary school experiences. Each case study reviews the planning year at a PDC demonstration site in one of the following states: Arizona, California, Colorado, Connecticut, Florida, Georgia, Iowa, and Maryland. Included are details of the planning year activities focusing on administration, pupil education, preservice and inservice training, developmental support services, parent involvement, and services for handicapped children and bilingual/bicultural children. An analysis of the planning process at the site is offered. The opinions and attitudes of program personnel are reported. Brief descriptions of the Head Start and elementary school programs involved at the site and the relationship between them are included. [More] Descriptors: Ancillary Services, Bilingual Education, Case Studies, Compensatory Education
(1978). Evaluation Design 1978-1979: ESAA Title I Migrant Program. Publication Number 78.11. To collect and disseminate information relevant to the accountability and program components of the Title I Migrant Program in the Austin school district and to report to the Texas Education Agency through interim and final reports on how well the migrant program is meeting its stated objectives for 1978-79 are the functions of the evaluation for which this design is prepared. The evaluation design focuses on the program's major activities: student recruitment, parental involvement, instructional program from pre-kindergarten through high school, and health and clothing support services. For components of six major questions pertaining to the current contract procedures used with externally funded personnel and the program's instructional, health services, parental involvement components, the evaluation design lists dates decisions are to be made, dates information is needed, relevant evaluation questions and objectives, and information sources. The evaluation design describes how the following data will be collected: (1) needs assessment data–number of migrant students enrolled in the district and where, their achievement levels, and degree to which migrant students are served by other compensatory programs; (2) process data–how well proposed activities are implemented; and (3) outcome data–program impact on achievement of migrant students. An outline of the evaluation time resources allocation for personnel is included. [More] Descriptors: Accountability, Bilingual Education, Componential Analysis, Decision Making
(1977). A Child's Step Forward in Reading. The Effect of Language of Material and Other Factors on Reading Comprehension among Grade Four Pupils. Philippine Normal College Research Series No. 3. Sixty grade four pupils of the Philippine Normal College Laboratory were involved in a study to determine the effect of language of material, type of material, and ability level on their reading comprehension. The materials were either unilingual English (E/E), unilingual Pilipino (P/P), or consisted of a text in English followed by questions in Pilipino, (E/P), or vice versa (P/E). The materials were either "Work" or "recreatory" types of materials. The students were identified as being of fast, average, or slow ability. Four selections of work materials and four of recreation materials were each randomly presented in four formats. An analysis of variance with repeated measures on type and language of the materials was used to analyze pupils' scores on the comprehension tests given after they had gone over each of the eight selections. The reading comprehension of the pupils varied as a function of the language of the material, with the unilingual P/P being the easiest, followed by E/P, E/E, and P/E. Student ability was also found to be a factor in performance in the four language stiuations. In addition, recreation materials were found to be easier than the work materials. Descriptors: Academic Ability, Bilingual Education, Bilingualism, Educational Research
(1977). Atightumun Liitusit (The First Letters). A Primer. This workbook-primer is designed for teaching beginning readers the most frequently used letters of the St. Lawrence Island Yupik language. This book covers the first simple twenty-six symbols. Each page contains a letter, at least one illustration for that letter, and lined spaces for writing practice. Descriptors: Alaska Natives, Bilingual Education, Elementary Education, Eskimo Aleut Languages
(1977). English Teachers' Journal (Israel), No. 18. This journal contains articles of interest to teachers of English as a second language, particularly those in Hebrew-English situations. This issue contains the following articles: (1) "Information for English Teachers," which includes information on curriculum, materials, courses, teacher certification, and examinations; (2) "Narrative Attitude and Linguistic Choice," by E.A. Levenston; (3) "Teaching English to Less-Able Learners," by R. Gefen; (4) "Summer Schools for Disadvantaged Learners," by N. Alpert and others; (5) "Creative Drama in the 7th Grade," by A. Sotto; (6) "Audio-Visual Aids in the Teaching of English," by W. Rosenblum; (7) "Teaching Beginning Reading II," an interview with V.F. Allen; (8) "Everyman's English," by Y. Bejerano; (9) "Book Review: 'Facilitating Language Learning' by Dubin and Olshtain," by E. Neumark; and (10) "UTELI Conference, Summer 1977," by S. Berkowitz. A synopsis in Hebrew of the contents of the issue is provided. Descriptors: Audiovisual Aids, Bilingual Education, Curriculum Development, Drama
(1975). People of Native Ancestry, A Resource Guide for the Primary and Junior Divisions. Basic principles of primary-junior education as they pertain specifically to people of native ancestry in Ontario are elaborated in this resource guide. Intended for both native and non-native teachers, principals, and administrators responsible for curriculum for children of native ancestry and others, its aim is to help in development of a stronger curriculum based upon experience of the children. Through more realistic units on native peoples, the resource guide maintains that the native child's self-image can be strengthened and communitywide appreciation of original Canadian people fostered. Pointing out the importance of considering the native child's family, community, economic activity, and self-image in planning curriculum content, a discussion on curriculum also includes activities which teachers of non-native primary students can use in units about native peoples, a teacher checklist for curricular activity planning, and the need to examine curriculum within the context of each community. Sections on environmental studies, the arts, and communications (Ontario primary-junior curriculum categories) offer information relevant to teachers of native children. A brief history of native education in Ontario, a glossary, and a confederation lament by Chief Dan George presented in English, Mohawk, Ojibway, and Cree languages is given. Descriptors: American Indians, Bilingual Education, Canada Natives, Career Change
(1977). Early And Late French Immersion: A Comparison of Children at Grade Seven. This report describes an evaluation of the effects of the early and grade 7 immersion programs on the English and French language skills of students at the end of grade 7 in Montreal. Tests of English language skills were administered to early immersion, grade 7 immersion, and English control students. Tests of French language skills were administered to the same groups and to a group of seventh grade native French speakers. A questionnaire designed to measure attitudes towards various ethnolinguistic groups was administered to the three groups of Anglophone students. A language use questionnaire determined students' use of French in and out of school. Results show that: (1) immersion programs are not detrimental to the development of English language skills or to academic achievement of children in such programs; (2) early immersion has a greater impact on the development of French language skills than does seventh grade immersion, but that the latter fostered the development of speaking skills; (3) at the end of the seventh grade, neither the early nor grade 7 immersion programs appear to have had any ameliorative effect on the attitudes of English Canadian students towards French Canadians and European French people; and (4) immersion students use French more outside of the classroom than do control students. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Elementary Secondary Education
(1978). Selected Conference Proceedings from the Conference on The Future of Minority Centers, February 23-24, 1978. This document contains presentations made at a conference which was held to address problems and concerns of professional staff members working with minority students in predominantly white colleges. Issues addressed include: (1) the validity of minority student programs at predominantly white institutions; (2) budget justification for minority student programs; (3) Indian attitudes toward and participation in multicultural programs; (4) educational opportunities for minority students; (5) bilingual programs; (6) a cultural training center proposal; (7) increasing black enrollment in minority student programs; (8) educational strategies employed in minority programs; (9) problems encountered by minority programs such as State and/or Federal funding, staff problems, accountability, and lack of student participation; and (10) the art of proposal development. The text of a speech by Kwame Salter on the future of multiculturalism is also included. Recommendations made by the participants for improving communication between minority administrators, faculty, students, and minority community centers are listed. Descriptors: Administrator Role, American Indians, Bilingual Education, Blacks
(1978). The Development of an Integrated Bilingual and Cross-Cultural Curriculum in an Arctic School District. If, indeed, there is a formula for developing an integrated bilingual and cross-cultural curriculum, the Northwest Arctic School District's experience would suggest the following key elements of the development process: base the curriculum on the rapidly changing social context, rather than on stereotyped bicultural concepts; ensure local control of educational policy; treat the whole school curriculum, rather than separating language and cultural concerns; be honest and keep the curriculum processes clear and simple–develop simple educational goals and then achieve them; develop school-community unity by keeping advisory channels open. The Northwest Arctic School District operates 11 schools in an area of 36,000 square miles north of the Arctic Circle. It is an Inupiat Eskimo region, but the Inupiaq language has been almost lost. A fortuitous chain of events has delivered local control of education to rural Alaska. The District is one of 21 Rural Education Attendance Areas, which are governed by locally elected Regional School Boards. Now two years in existence, the District has set goals for students in relation to basic skills, life skills and cross-cultural skills and is pursuing a curriculum development process which incorporates staff, community, and program development. This paper discusses some of the problems and processes that have occurred in the development of a community-based curriculum, gives an example of the integrated approach, explores issues regarding the legal and funding structures, and offers some brief guidelines for the development of an integrated bilingual and cross-cultural curriculum. Descriptors: Alaska Natives, American Indians, Bilingual Education, Community Development
(1978). Costs: French Language Instructional Units. An In-Depth Study of Selected School Boards. This report summarizes the results of a research project on the cost of providing instruction in French to students enrolled in French language instructional units in Ontario. Case studies were carried out in seven Ontario school boards consisting of four secondary and seven elementary panels chosen to present a range of geographical environments, population ratios, and enrollment sizes. The case studies considered Francophone educational needs in each locality, the level of services offered, and the associated costs. Estimates of per pupil expenditure for different types of service in all of the schools studied (slightly less than 300) were obtained. Three major outcomes of the study are presented. First, the researchers have defined a general theoretical framework for costing educational services for a linguistic minority. Second, the differential costs of instruction for different types of schools are analyzed both within and between school boards at the elementary and secondary level. Third, major areas are outlined in which, despite existing provincial subsidies, Franco-Ontarians have unmet educational needs and potentially suffer from a position of inequality in comparison with English-speaking persons. Descriptors: Bibliographies, Bilingual Education, Board of Education Policy, Case Studies
(1977). Curriculum Design for Native Americans: A Selected Topics Bibliography of ERIC Documents. Drawn from issues of "Resources in Education" (RIE) and "Current Index to Journals in Education" (CIJE), this bibliography provides a comprehensive guide to resource materials, research findings, and developments related to curriculum design or development for Native Americans. Each citation is headed by an ERIC accession number. Both RIE and CIJE citations appear in numerical order according to accession number. RIE abstracts contain subject, author(s), and institution indexes, along with document resumes which include the ERIC accession number, author(s), title, source(s), date of publication, ERIC Document Reproduction Service prices or an alternate availability. CIJE abstracts have brief notations rather than the lengthier RIE abstracts and are provided when it is thought the article cannot be adequately described by a combination of major and minor descriptors, identifiers, and by information in the title. Each journal citation includes the publication date, article title, and information on the volume, number, and pages. Topics covered include teaching methods, second language learning, bibliographies, educational assessment, program design and evaluation, and cross cultural training. A list of the 16 ERIC Clearinghouses and their respective scopes is appended. [More] Descriptors: Adult Basic Education, American Indians, Bibliographies, Bilingual Education