Blanc, Doreen V. (1976). Training Manual: Job and Social Skills. Vocational Strategies for Special Needs Students. Curriculum materials presented in this Spanish-English guide, one of five developed as part of the vocational strategies project, are intended to provide vocational services to mildly handicapped special needs students mainstreamed into regular high schools. Material is sequentially arranged, emphasizing those skills which a student needs to know initially, and those which become critical as the time of actual employment nears. The first unit, "Your Name and Some Important Things You Should Know," concerns basic knowledge and can be used as early as the first year in high school. Exercises are provided for budgeting time, learning to use public transportation, answering questions, and obtaining a Social Security card. The second unit, "Finding Jobs," covers processes for finding work through the media, the Yellow Pages of the telephone book, the employment ads, and the State employment office. The third unit, "Applying for Jobs," gives students practice in filling out actual job applications and in mastering the job interview. Contents for each of the 11 lessons in the three units include lists of learning objectives and needed materials, notes to the teacher, and copies of student written exercises (in both English and Spanish). A pamphlet on applying for a Social Security card is included.   [More]  Descriptors: Bilingual Education, Communication Skills, Daily Living Skills, Handicapped Students

Center for Applied Linguistics, Arlington, VA. (1976). I Learn the Vietnamese Syllables. Grade 1. This textbook is the first in the reading series developed by the Ministry of Education in Saigon and was the official Ministry textbook series used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in elementary schools in the United States which have Vietnamese students. This textbook introduces the Vietnamese alphabet which contains many vowels and consonants identical in form but not pronunciation to those of English. Practice is offered with the vowel system, the vowel nucleus, the consonant system, and tones. Also included are three children's songs and a list of letters in both script and cursive writing. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. Descriptors: Bilingual Education, Consonants, Elementary Education, Grade 1

Bilingual Alternatives for Secondary Teachers and Aides, Berkeley, CA. (1973). B.A.S.T.A. Bilingual Alternatives for Secondary Teachers and Aides. A Four District Secondary Bilingual Consortium. A multiple school district consortium in California, entitled "Bilingual Alternatives for Secondary Teachers and Aides" (B.A.S.T.A.), helps to implement secondary bilingual projects through training and technical support. The principal activities of the consortium are program development, curriculum development, staff development, and parent/community involvement. The four school districts involved are Berkeley, Dale City, Oakland, and Richmond.   [More]  Descriptors: Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers, Community Involvement

Peterson, Morris; And Others (1976). Assessment of the Status of Bilingual Vocational Training for Adults. Final Report-Phase I. Volume III: Review of Literature. This literature review is the third volume of a three-volume report on the status of bilingual vocational training (BVT) for adults in the United States. Few studies were found that directly related to conducting bilingual vocational training for adults of limited English-speaking ability. The review is divided into the following sections: (1) mother tongue versus second language instruction, (2) justifications of the need for bilingual/bicultural programs, (3) communication, (4) self-concept, (5) motivation to learn a second language, (6) first and second language learning characteristics, (7) influence of age on learning a second or foreign language; (8) effects of bilingual instruction on the native language, (9) bilingualism and intelligence, (10) effects of bilingual schooling on achievement in other subjects. Most of the experimental, evaluation and demonstration studies were conducted in the United States and Canada. However, literature from other countries is also reported.   [More]  Descriptors: Academic Achievement, Adult Vocational Education, Age, Bilingual Education

Jonz, Jon (1976). Teacher's Guide for Poor Simpleton, MC Format. This is a teacher's guide for "Poor Simpleton," a language test designed for students of English in bilingual programs. The guide explains the nature of the test, how to administer and score it, and how to analyze test results. The test is a modified version of the cloze procedure. Unlike most cloze tests, which are "open-ended," that is, there are no constraints on what the student restores to the text in each blank, this particular test offers the students a choice of four words for each blank. The prose passage used for this test is a translation of the Spanish story, "Pobre Inocente." A copy of the test itself is provided.   [More]  Descriptors: Bilingual Education, Cloze Procedure, English (Second Language), Error Analysis (Language)

Smith, Donald F. (1976). Education for More Than One Culture: Fostering Cultural Pluralism in Micronesia. Micronesia is a multicultural society which must develop an educational system to meet viable cultural options. The society harmoniously blends Spanish, Oriental, German, and American influences in its language, racial structure, religion, and architecture, but not in its educational system. Education has traditionally been tailored to the needs of the political or religious authority in power rather than to an intercultural commitment. Education for self-identity will have to make accommodations with the contradictory contributions of past administering authorities as well as foster respect for indigenous institutions. A present shortcoming of both the formal and nonformal educational systems is the stereotyping of various minority cultures. To combat this problem, Micronesian schools should stress curriculum which incorporates material on outer islanders, placing particular emphasis on biographies of Micronesians who have achieved stature. On the nonformal level, wider exposure of museum collections, applications for grants for cultural preservation, and emphasis on the relevance of historical Micronesian sites can encourage cultural pluralism. Micronesia has always been a multicultural society, and education must awaken to this fact and contribute to the building of a new social order.   [More]  Descriptors: Asian Studies, Bilingual Education, Cultural Awareness, Cultural Background

Bass de Martinez, Bernice (1977). Poder es Saber. Workshop: Developing a Bilingual Curriculum (New Mexico Highlands University, Las Vegas, New Mexico, June 1977). Bilingual teachers and program directors of northern New Mexico attended a workshop at New Mexico Highlands University to examine the curriculum designed to meet the needs of students within the bilingual bicultural setting. Participants were asked to redefine curriculum within the "workshop" setting. Consultants assisted the group in establishing a more complete overview of bilingual bicultural curriculum. Components of particular interest were reading and language arts, math, science, social science, and fine arts. Throughout the workshop participants were asked to assist in the development of activities for each area. This booklet is designed to disseminate the information gathered by the participants under the direction of the selected consultants. The booklet contains graded (K-7) lesson plans, written in Spanish, in the areas of reading, math, science, social science, and fine arts for use in the bilingual classroom. Thirty-five annotated sources, 30 additional sources, and 32 publishers' addresses are listed.   [More]  Descriptors: Bibliographies, Bilingual Education, Cultural Awareness, Curriculum Design

Johnson, Dale L.; And Others (1976). Houston Parent-Child Development Center. Final Report. This final report describes the development and evaluation of a parent education program, the Houston Parent Child Development Center in Houston, Texas. Funded by the Office of Child Development the Houston Model was especially developed to meet the needs of low income Mexican American families with preschool children. Major components of the program consisted of home visits, language development, a Parent Advisory Council, family workshops, community services and an in-center program. Chapter I of the document covers the economic and educational backgrounds of the families, their access to resources such as health services and family values. Chapter II considers the research basis for parent education including parent role and parents' own expectations for their children. A third chapter discusses program goals for mothers, fathers and children. Chapter IV gives a description of the model in terms of family involvement, professional staffing, educational methods and the bilingual/bicultural aspects of the program. Chapter V is an overall program description. Chapter VI presents the evaluation strategy and design, Chapter VII the program evaluation itself.   [More]  Descriptors: Bilingual Education, Child Rearing, Community Services, Cultural Influences

Lesser, Saal D. (1975). Improving Bilingual Instruction and Services in Special Schools. This evaluation report is a description of a program designed to provide individualized intensive remedial reading services in both English and Spanish, home and community articulation, and bilingual guidance services to Spanish surnamed pupils. The program was funded under the Elementary Secondary Education Act Title I. One thousand one hundred and forty-nine pupils from special schools participated in the program. Children from psychiatric hospitals and residental treatment centers who were classified as socially maladjusted and emotionally disturbed were included in the program. Additionally, pupils from schools for the deaf, language and hearing impaired, and occupational training centers for mentally retarded adolescents were included. One of the program's selection criterion was two or more years retardation in reading English and/or Spanish. Because of the special nature of the student population served by this program, supportive guidance services were an integral part of the instructional program. The students' achievement was assessed by appropriate levels of standardized reading tests administered on a pre and post basis. The report concluded that the reading grades of bilingual students improved from pre to post tests. Also, the use of bilingual staff and the individualized instruction in Spanish appeared to have had a significant effect on the pupils ability to learn. An appendix is included which contains forms used for data collection.   [More]  Descriptors: Ability Grouping, Ancillary Services, Bilingual Education, Caseworkers

Jimenez, Randall Cosme (1975). Pre-Columbian Curriculum Motivators: An Approach to Bi-cultural Instruction. A process that could facilitate a cross-cultural learning environment was designed. The process involved (1) developing motivational devices using an historical selection process that incorporated a "significant difference", evaluated reconstructed historical materials, devices that prevent a "past-present" dichotomy, directional and enculturative mechanisms, and designs for internalizing conceptual perspectives and thought systems; (2) creating a deliberate curriculum design which integrated those multi-cultural learning systems that best facilitated the teaching-learning environment in which the motivator was to be applied; and (3) setting up evaluation and accountability mechanisms through the use of instructional objectives and thought process variation. Most of the units were field-tested in grades K-12. Although all the units use Pre-Columbian, Meso-American materials and concepts, each unit has a basic focus in a discipline, i.e., history, social science, mathematics, fine arts, and language arts. Each unit has an accompanying bibliography and sample activities or backup materials. Units are: (1) Patolli, a Game of Strategy (English and Spanish versions); (2) Pre-Columbian Map Games; (3) Meso-American Man and the Domestication of Plants–Juego de Maiz; (4) Design Unit (English and Spanish); (5) Mythology (English and Spanish); (6) "Atl Atl" (TM) Unit; and (7) Calendar Unit (English and Spanish).   [More]  Descriptors: Bibliographies, Bilingual Education, Cross Cultural Studies, Cultural Awareness

Salinas, Claudio (1976). An Investigation of the Needs of Children in the Migrant Education Program in the State of Oklahoma. Summary Report. During the spring of 1976, a study was conducted to compare Oklahoma migrant student against a standard which would allow for the determination of areas in which to improve the migrant education programs. The literature concerning migrant students and their education in other states was explored. Findings and characterizations of migrant students in literature were grouped into three broad areas reflecting: the educational status of migrant students; parental participation in the education of their children; and the teaching repertoires of the migrant education program teachers. From that exploration emerged a description of the educational plight of migrant students and auxiliary issues. This was used to provide direction for data collection and a standard against which Oklahoma migrant students were compared. This report consists of: (1) a summary report of the study, and (2) selected tabular information. The summary consists of an overview of the steps taken to conduct the study, the conclusions reached, recommendations made, and suggestions for further study. The tables are excerpts from the original work and serve to illustrate some of the salient findings that may be of interest to migrant program personnel.   [More]  Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Educational Improvement

Centennial School District R-1, San Luis, CO. (1976). Your Children – Sus Ninos; Your Schools – Sus Escuelas. Centennial School District, San Luis, Colorado, June 1976. Do you feel that schools are only for teachers, principals, and people who have special training in education? Well, Centennial schools need help from parents. You don't need any special skills or training. All you have to do is care about making schools better places for children to learn. How can you help your children's schools do a better job? The various committees which give parents a voice about what happens in their schools are a good way for you to help. This bilingual guide discusses some of these committees. The Accountability Committee is responsible for finding out how good a job the district is doing in educating your children and how the quality of education can be improved. Advising the Board of Education on the district's Title I programs, the Title I Advisory Council participates in the planning of the Title I budget and educational program. The Board of Education is responsible for: making and enforcing rules for the whole district, hiring the school superintendent, and approving all money spent by the schools. The Bilingual/Bicultural Community Committee is involved in designing the Bilingual-Bicultural Program, screening the teachers and aides, and evaluating the program. The School Community Council, an advisory committee to the Urban/Rural School Development Program, participates in the planning and decision-making of Urban/Rural projects; has authority in the screening, hiring, and firing of the staff; and has final authority along with the Board of Education in determining how funds will be spent.   [More]  Descriptors: Accountability, Advisory Committees, Bilingual Education, Boards of Education

Davis, James (1977). Rocky Boy's Elementary School (Rocky Boy, Montana). Describing the development of Rocky Boy Reservation's American Indian controlled elementary school, this paper addresses the following: Background (the Bureau of Indian Affairs day school era prior to 1960 and the transition in 1970 to a tribally controlled elementary school); Philosophy (equal emphasis on Chippewa-Cree and U.S. culture; parental, student, and community involvement; locally developed and designed curricula; individualized instruction, including study of tribal culture and government and the immediate environment); Program Description (physical education and recreation programs and a history research project funded via Title IV of the Indian Education Act of 1972; remedial reading and home school coordinator programs funded under Title I of the Elementary and Secondary Education Act; and a bilingual program); Governance (support by the state of Montana for local control; an all Indian Board of Trustees; and role clarification for the superintendent, principal, and school board members); Financing (a $1,000,000 budget supported by a 25% Federal contribution under Public Law 874, categorical Federal grants, limited state funds, and no tax effort); Staffing Problems (development of a locally based teacher education program to counter the problems of isolated geographic location and poorly prepared Anglo teachers); Effects of Indian Control (enhanced self images and greater participation producing a model school).   [More]  Descriptors: Administrative Policy, American Indian Reservations, American Indians, Biculturalism

Verduin-Muller, Henriette (1976). On Cross-Cultural Education in the Netherlands. Education for foreign migrant children in the Netherlands from 1960 to 1976 is discussed. Two aspects of the background and development of migrant education are stressed: governmental organization and education in practice. Discussed are the government's responsibility for investigating problems of cross-cultural education; inspecting educational facilities; and facilitating communication among the Department of Education and Science, the field of education, and the embassies of the migrants' home countries. Typical migrant children attend Dutch schools which provide language training by special resource teachers, bilingual and bicultural classes, and cooperative teaching by Dutch and migrant teachers. The importance of the governmental, semigovernmental, municipal, and private educational and welfare services for integration of migrant families into Dutch society is stressed. An experimental teacher education course for teachers of migrant children in primary and kindergarten grades is described. Tables indicate the number of foreigners in the Netherlands and the number of migrant children from the Mediterranean area enrolled in primary schools from 1972 through 1975. References are listed.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Comparative Education

Guitart, Jorge M. (1977). Question of Language Loyalty. Lektos: Interdisciplinary Working Papers in Language Sciences, Special Issue. This paper examines the question of language loyalty in the United States and explores the implications that the institutional teaching of modern languages may have for ethnic language maintenance. The education of United States ethnics has always resulted in the loss of the ethnic tongue as a resource. However, although negative attitudes toward ethnicity, on the part of both ethnics themselves and non-ethnics, have been diminishing, ethnic cultural recovery does not automatically imply mother tongue recovery. In the past foreign language departments have treated U.S. ethnic tongues only as foreign (or second) languages. They are prepared to attend to the needs of those ethnics who are English-speaking monolinguals and who want to acquire as a second language the tongue of their cultural group but not to the needs of ethnics who are either monolingual in the ethnic tongue or bilingual in any degree. If the U.S. were to adopt a language planning policy that had as its specific goal the maintenance and development of ethnic tongues, it could not turn for expertise to the modern language field. The methodology for teaching ethnic language arts is still in its infancy and there is no general movement on the part of conventional language departments to aid in its development. However, if some significant attitudinal and methodological changes were made, no place would be more adequate than a language department to train teachers in the language and culture of a group or to turn students into educated users of their own native language.   [More]  Descriptors: Bilingual Education, Bilingualism, Educational Policy, English (Second Language)