Bibliography: Bilingual Education (page 786 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Maria Gutierrez Spencer, Monique Clesca, Mikhail I. Kondakov, Aurelio Manuel Montemayor, Christina Bratt Paulston, Mary Ashworth, Emilio L. Guerra, Washington National Association for the Education of Young Children, Garry Stillman, and Hartford. Div. of Vocational-Technical Schools. Connecticut State Dept. of Education.

Montemayor, Aurelio Manuel; Stillman, Garry (1978). Integrating Library Skills Instruction into the Bilingual Bicultural Classrooms or Preventing LESA Future Shock. This model, a preliminary overview, suggests that learning library skills be integrated into bilingual bicultural programs, as limited English speaking ability (LESA) students need information skills to cope with a world in which current information is essential. Integrated library skills instruction, in which collaboration between teachers and librarians is necessary, is defined as two sets of general curricular and library skills objectives, activities, and assessments merged into a unified curriculum. Support for this instruction lies in the hypothesis that classroom teachers have a dominant role in influencing a student's library use or non-use, that library skills are taught most effectively when instruction is integrated into the actual curriculum, and that library skills should be taught as basic thinking and learning skills that provide a means for attaining other learning objectives and not as ends in themselves. General suggestions for implementation of such a program are given, and a table of steps for this process is appended. Descriptors: Bilingual Education, Bilingual Students, Curriculum Development, Curriculum Guides

Sayers, Dennis (1980). Bilingual Vocational Training with Trainers and Trainees: Concepts and Applications. This monograph explicates the techniques for bilingual skills training of adults and out-of-school youth that were developed in the bilingual vocational training program at Bullard-Havens Regional Vocational-Technical School in Connecticut. The first chapter deals with the problem-posing and questioning technique known as "concientizacion," which was developed by Paulo Freire and which has been used extensively in bilingual programs throughout the world. It focuses on the learning processes of codification, decodification, and recodification. Discussed in the second chapter is the technique of "capacitacion," which is a method for teaching visual English to vocational students that represents English word order rules in a manner that is systematized through question-words.  Procedures are set forth for using tape and slide presentations and question-and-answer sessions based on the visual English method in bilingual vocational English classes. Concluding the monograph is an annotated list of selected references dealing with bilingual instruction for vocational students.   [More]  Descriptors: Adult Basic Education, Audiotape Cassettes, Bilingual Education, Classroom Techniques

Clesca, Monique; And Others (1984). Project KANPE, 1982-1983. O.E.E. Evaluation Report. This report describes Project KANPE, a multi-site program. In its final year of a three-year funding cycle, the project served approximately 275 Haitian students of limited English proficiency in grades nine through twelve at three New York City high schools. Ninety-six percent of the target population were born in Haiti and all spoke either Creole or French as their first language. The original program goal was to provide talented Haitian limited English proficiency (LEP) students with the opportunity to gain proficiency in English while continuing to develop their academic skills. The project proposed to use instructional assistants and aides to supplement each school's bilingual services. However, as only one of the schools had a basic bilingual program, at the other two Project KANPE became the basic skills program. Curriculum development, likewise, could only be a major component of the program at one of the schools. At that school, staff development and parent involvement were promoted. Students were assessed in English language development; growth in mastery of the native tongue; mathematics, science, and social studies; attitude toward school and cultural heritage; and attendance. The report ends with ten recommendations for future projects serving similar populations.   [More]  Descriptors: Academic Achievement, Basic Skills, Bilingual Education Programs, Cultural Background

Kondakov, Mikhail I. (1983). Research, Theory and Practice in the USSR, Prospects: Quarterly Review of Education. A prominent Soviet educator is interviewed about education in the Soviet Union. Topics covered include the goals of Soviet education, the current 10-year plan for education, school consolidation and upgrading, the use of national languages and Russian in the school system, and educational research and its dissemination. Descriptors: Bilingual Education, Comparative Education, Consolidated Schools, Educational Objectives

McMagh, P. (1967). The Teaching of English as a Second Language in Primary Schools in the Cape Province. This paper reports on results of a questionnaire survey of 84 schools representing 25,928 Afrikaans-speaking pupils in the Cape Province of South Africa. The survey revealed that only 13 of the teachers were English-speaking; the rest were Afrikaans-speaking. Most of the children never hear English out of school, or hear it under conditions requiring only a fairly limited understanding. The majority of the principals maintained that the most important skill the primary school child had to master was to speak English. In addition to being the medium of instruction, it was needed in offices, at work and in commerce (because "most businesses are in English"), in the professions, as qualification for employment in the S.A.R. and civil service, and for a variety of other reasons. Of the most troublesome language problems, verbs and tense seem far more difficult even than prepositions, word order, and vocabulary, both to learn and to teach. Other conclusions reached were (1) many young teachers in these schools are not competent to teach English; (2) the methods of teacher training need revision; (3) the teaching materials used lack systematic planning, do not have enough drills and exercises, and have too much emphasis on formal grammar. Also commented on in this report are results of a questionnaire sent to 240 post-graduate and post-diploma students entering the faculty of education for one year's training.   [More]  Descriptors: Afrikaans, Bilingual Education, Bilingual Students, Curriculum Problems

Connecticut State Dept. of Education, Hartford. Div. of Vocational-Technical Schools. (1985). Bilingual Vocational Training Programs (BVTP's): FY80-FY85. Bilingual vocational training programs (BVTPs) are provided at 10 regional vocational-technical schools (RVTSs) throughout Connecticut. The BVTP model is based on the following components: job-entry trade and related education skills taught bilingually, job-specific English-as-a-second-language (ESL) instruction, preventive counseling and a life coping skills course, case management of trainees' problems related to such areas as transportation and child care, job development and placement, and analysis of the labor market to select training areas with job demand that are matched to RVTS' training capabilities and compatibility with participants' culture. The BVTPs receive technical assistance, supportive and instructional materials, and computer courseware from the Connecticut Division of Vocational-Technical Schools. The Fiscal Year (FY) 85 budget for BVTP programming was $270,000. In the period encompassing FY80 through and including FY84, BVTPs served a total of 735 Connecticut residents; 508 students received BVTP services in FY85.   [More]  Descriptors: Adult Basic Education, Agency Cooperation, Bilingual Education, Cooperative Planning

Endo, Russell (1982). Bibliographic Resources on Pacific/Asian Americans, P/AAMHRC Research Review. Bibliography on Pacific and Asian Americans covers their sociocultural and historical background, experiences in the United States, educational needs, and related concerns. Categorizes materials by: (1) Pacific/Asian American group in general; (2) specific ethnic groups; (3) special topics; and (4) general sources on racial/ethnic groups.   [More]  Descriptors: Acculturation, Adjustment (to Environment), Annotated Bibliographies, Asian Americans

Spencer, Maria Gutierrez (1968). B.O.L.D.: Bicultural Orientation and Language Development. Described, in detail, in this speech is the implementation of the Silver City, New Mexico elementary school program to stress bicultural orientation and linguistic development. After brief introductory remarks concerning the identification of the bilingual problem and language teacher responsibility for initiating new bilingual educational programs, there are discussions of (1) program planning, (2) the development of awareness and support at administrative, staff, and community levels, (3) instructional aids and materials, and (4) program design. Reproduced for reference is a memo from the Spanish teachers designed to enlist the support of their fellow-teachers by making them cognizant of the bilingual instruction rationale.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers

National Association for the Education of Young Children, Washington, DC. (1968). A Kindergarten Curriculum Guide for Indian Children: A Bilingual-Bicultural Approach. A bilingual and bicultural approach is presented for teaching Navajo Indian students by enhancing and utilizing the familiar while broadening and enriching the students' experiences related to the larger American culture. Information is given on the significance of early learning, physical and mental aspects of the five year old, articulation of early childhood experiences, and the role of the staff in early education. Curriculum experiences are outlined for language and concept development, social living, mathematics, music, natural and physical concepts, health and safety, foods, and aesthetic appreciation. The importance of the supportive services and parental and community involvement in the kindergarten program are also emphasized. The appendices and bibliography include enrichment materials, guidelines for space utilization and equipment requirements, and examples of forms and materials.   [More]  Descriptors: American Indians, Bilingual Education, Course Content, Cultural Interrelationships

Korn, Caroline A. (1978). Teaching Language Through Science. This article presents a rationale for correlation of science with language instruction, whether English as a second language (ESL) or first language development. Science can provide a conceptual base for vocabulary and syntactic development. Numerous studies indicate that language ability can be significantly increased through participation in activity science programs. Units can be developed around students' previous experiences building upon their present knowledge and developing self-esteem. Focusing on behavioral objectives will help in planning science activities. Group work which will encourage student discussion and cooperation toward a goal should be planned. Suggested topics for units or learning centers include "Foods of Ancient America,""Mother's Medicines," and "Clay Like the Indians Used." Descriptors: Behavioral Objectives, Bilingual Education, Classroom Techniques, English (Second Language)

Burke, Eleanor; And Others (1967). Curriculum Guide for Child Development Centers, Five Year Old Program. The Gallup-McKinley County Schools developed this curriculum guide in an attempt to aid teachers involved in teaching English as a second language to Spanish speaking students and students of Indian descent. The guide provides a brief description of the value systems of the three ethnic groups–Spanish American, Zuni, and Navajo. A phonetic analysis of the likenesses and differences between English and languages of the three groups is also presented. Objectives and activities designed for the five year old student are given in the areas of language development, social studies, numbers, physical education, health, science, music, and art. A bibliography of related materials consisting of 35 books and 18 pamphlets is also provided.   [More]  Descriptors: Activities, American Indian Languages, American Indians, Bilingual Education

Lapkin, Sharon; And Others (1981). The Immersion Centre and the Dual-Track School: A Study of the Relationship between School Environment and Achievement in a French Immersion Program, Canadian Journal of Education. Achievement test scores for 417 fifth graders in both school settings indicated superior language achievement by the 164 immersion centre students. Questionnaire data from 94 teachers and administrators provided reasons for these differences. Implied that programs should focus on maximum use of French and meeting teachers' materials and resources needs.   [More]  Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Educational Environment

Guerra, Emilio L. (1968). The Challenge of Bilingualism in Education in the City of New York. In this brief account are discussed the efforts made by New York City public schools to establish special programs for non-English speaking students, especially Puerto Rican migrants. The pioneer project using bilingual teachers to instruct "orientation classes" in East Harlem's Benjamin Franklin High School is described. Special attention is paid to the Puerto Rican Study, co-sponsored by the New York City Board of Education and the Fund for the Advancement of Education, that undertook to seek a sound basis for improving educational opportunities for non-English speaking children. A summary of the Study's final report is comprised of concise explanations of chapter contents. Eight recommendations for administrators and teachers responsible for these programs conclude the paper.    [More]  Descriptors: Background, Bilingual Education, Cultural Background, Educational History

Paulston, Christina Bratt (1969). Las Escuelas Bilingues: The Peruvian Experience (Bilingual Schools: The Peruvian Experience). The Summer Institute of Linguistics runs several bilingual schools in the Andean and Amazonian regions of Peru. These are the only public bilingual schools in the country serving the Indian population, a majority of whom do not speak Spanish as their first language. Although public education is now available to some 80 percent of all children, the school completion rates in rural, monolingual-Spanish schools are less than ten percent. In the Summer Institute of Linguistics schools, the teacher is always bilingual and of the same tribe or region. Typically, the student first learns to read in his native language while studying Spanish orally. After learning to read Spanish as well, the student transfers to the second grade of a monolingual-Spanish school. Evaluation of the efficiency of bilingual schools depends on the criteria used (religious, political, social) and the evaluators (missionaries, government officials, teachers). Objective evaluation is also hampered by the lack of local or national statistics. Preliminary findings based on the achievement of children from bilingual schools transferring to monolingual schools indicates that they have a higher rate of achievement. The author concludes that foreign language learning and second language learning may be much more dissimilar psychological experiences than we have previously supposed them to be. Further interdisciplinary research and cooperation is essential.   [More]  Descriptors: American Indian Culture, American Indians, Bilingual Education, Bilingual Schools

Ashworth, Mary (1969). English in Africa: The Perspective of a Canadian Teacher, The English Quarterly, A Publication of the Canadian Council of Teachers of English. The place of the English language in contemporary Africa is changing. English has spread rapidly, but, at the same time, the indigenous languages have remained and have grown in strength because of an increase in population and an awakening of national consciousness. A developing country must have a national language, whether English or native, to achieve (1) national unity, (2) contacts with other nations, and (3) an effective educational system. Due to contacts with English-speaking countries and the information available in English-language books and journals, over a dozen African nations have adopted English as the major language or as a second language. The future educational and economic growth of many parts of Africa may lie in the ability of the citizens to master English thoroughly. The imposition of a new language, however, must be handled carefully, for the language native to a particular group seems to symbolize the distinctiveness of the group; its history, traditions, rituals, and politics are preserved in the richness of the language. The full expression of the African personality may require that a delicate balance be maintained between the vernacular and English.   [More]  Descriptors: African Culture, African Languages, Bilingual Education, Bilingual Teachers

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