This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Scientific United Nations Educational, Glynn Ligon, Austin. Office of Early Childhood Development. Texas State Dept. of Community Affairs, Inez Ramirez, Guadalupe Valdes Fallis, Kingsville. Texas A and I Univ., James Kari, Rudolfo Garcia-Moya, Helen Strong, and Denver Contracting Corp. of America.
(1978). The Education of Migrant Workers and their Families. Case Studies Undertaken for the National Commissions of Finland, France, Sweden, Yugoslavia. UNESCO Educational Studies and Documents No 27. The report consists of four case studies which show the extent and importance of the problem of education of migrant workers and their families as seen by Finland, France, Sweden, and Yugoslavia. Dealing mainly with the education of second generation Finnish workers in Sweden, the first study addresses the teaching of the mother tongue and the host language in the context of the migrant family's socio-cultural situation. Trends in the socio-educational situation of migrants in France are discussed in the second study; some activities selected, either because they have been undertaken on a large scale or because of their experimental character and the results' qualitative value are analyzed. Topic of the third study is the different arrangements for teaching the immigrants' mother tongue in the Swedish schools. The last study discusses the socio-educational position of migrant workers in receiving countries, and what Yugoslavia is doing, both at home and abroad, to train its migrant workers. A final report of a 1976 international seminar on migrant education held in Geneva covers the main points discussed, conclusions, and recommendations adopted regarding specific difficulties encountered by migrant minorities in host countries; the analysis of the role of host countries and countries of origin in meeting the needs of migrant communities; the current research on teaching of the mother tongue and host language to migrant children; and the bases on which established school and socio-educational policies might be re-examined. Descriptors: Adjustment (to Environment), Bilingual Education, Bilingualism, Case Studies
(1978). Texas A & I University Child Development Associate Training Materials: Book E. Competency E: Coordinating Home and Center Child-Rearing Practices and Expectations. This volume, the sixth in a series of seven, contains the learning module which focuses on the fifth Child Development Associate (CDA) competency, coordinating home and center childrearing practices and expectations, in the performance based curriculum of the Texas A & I Bilingual Bicultural Child Development Associate Training Program. The curriculum was designed for training preschool teachers working with Spanish dominant migrant children, from age 3 to school entrance age, in South Texas. The module in this volume, focusing on the functional area of home-center coordination, includes (1) an explanation of how to complete the module; (2) a description of the performance objectives; (3) a pre-assessment instrument; (4) three alternative cycles of learning activities, each cycle divided into four skill areas (diagnostic, prescriptive, implementation, assessment); (5) a narrative of information about the functional area; (6) the script for a filmstrip to be used with the module; and (7) a post-assessment instrument. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1977). Dena'ina (Tanaina) Noun Dictionary. This noun dictionary of the Athapascan language covers all dialects of the Tanaina language of the Cook Inlet region. It has been prepared for the Dena'ina people to help maintain their language and culture. The introduction explains the Dena'ina dialects and the phonological system of the Dena'ina alphabet. The dictionary is organized into semantic categories and most words can be located by thinking about the subject area a word most naturally belongs to. A Dena'ina-English index is appended listing all the Dena'ina entries alphabetically along with the page number on which each word appears in the subject chapters. The dictionary contains 30 chapters and about 5,500 Dena'ina entries. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1974). Vak'aandaii (Touch It). This booklet in the Gwich'in Athapascan language is for beginning readers and is written only in the Alaskan language. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1978). Evaluation of Title I ESEA Projects, 1977-1978. Abstracts: Report #7876. Evaluation of 33 Elementary Secondary Education Act Title I projects, together with 14 summer components, in the Philadelphia, Pennsylvania school system are summarized. After the summary, each of the projects are described separately. The project reports include identification and descriptive data followed by comments on observed activities, attainment of objectives, and impact. The summer component reports provide comments on goals set, activities employed to attain the goals, goals attained, goals not attained, and changes suggested by project administrators. The six project categories are: (1) comprehensive reading; (2) comprehensive mathematics; (3) programs for limited English-speaking-ability pupils; (4) social sciences; (5) supportive services; and (6) nonpublic school projects. Descriptors: Bilingual Education, Compensatory Education, Educational Assessment, Elementary Secondary Education
(1978). Bilingual Reading. This report discusses the importance of bilingual reading instruction for limited English speaking ability (LESA) students, and careful testing of their language dominance and reading levels. Bilingual students, and English- and Spanish-dominant students from the Fabens Independent School District, Grades K-13, were tested for the data reported here. The Fabens Language Proficiency Test and Informal Reading Inventories (IRI's) were administered, and results showed that the percentage of students reading below grade level averaged 72.60% in Grades 1-12 (non-readers are the norm for K). The following objectives were established: (1) to develop students' language skills in both English and Spanish; (2) to design and develop materials and programs to meet the needs of LESA students; (3) to enhance appreciation of cultural heritage; (4) to increase community, parental, and school interaction; and (5) to develop teacher competencies in two languages through both pre-service and in-service individualized programs. In particular, the testing of language dominance is discussed, including an explanation of the Canutillo/Fabens Oral Language Dominance and Proficiency Inventory, described as sequential, progressive and inherently self-checking. A flow chart for this process and a description of the reading level assessments used are also included. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary Secondary Education
(1978). Texas A & I University Child Development Associate Training Materials: Book D. Competency D: Promoting Positive Functioning of Children and Adults in a Group Environment. This volume, the fifth in a series of seven, contains the two learning modules which focus on the fourth Child Development Associate (CDA) competency, promoting positive functioning of children and adults in a group environment, in the Texas A & I Bilingual Bicultural Child Development Associate Training Program performance based curriculum. The curriculum was designed for training preschool teachers working with Spanish dominant migrant children, from age 3 to school entrance age, in South Texas. The competency covered in the volume is divided into the functional areas of social and group management, and the curriculum consists of a learning module for each. A module includes (1) an explanation of how it is to be completed; (2) a description of the performance objectives; (3) a pre-assessment instrument; (4) three alternative cycles of learning activities, each cycle divided into four skill areas (diagnostic, prescriptive, implementation, assessment); (5) a narrative of information about the functional area; (6) the script for a filmstrip to be used with the module; and (7) a post-assessment instrument. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1976). Teaching Spanish to the Spanish Speaking: Theory and Practice. This volume gathers a sampling of educators' ideas on the issue of the role of the non-standard dialect in the teaching of Spanish to Spanish speakers. Part one, "Rationale for the Teaching of Spanish to the Spanish Speaking," deals with philosophy and theory and contains papers by Guadalupe Valdes Fallis and Nasario Garcia. Part two, "Linguistic Description of Dialects," contains papers by Tracy Terrell, Jorge M. Guitart, and Edwin Blanco. Part three, "Methods and Techniques," contains papers by Rosaura Sanchez, Rosa F. Mines, Rodolfo Garcia-Moya, Anthony Girard Lozano, and Sergio D. Elizondo. Part four, "Evaluation," consists of papers by Richard E. Baecher, Janet D. Ziegler, Charles W. Stansfield, and Daniel N. Cardenas. The papers address the state of the art of Puerto Rican Spanish in the Eastern United States as well as Chicano Spanish in the Southwest. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Grammar
(1978). A Model Curriculum for Preparation of Bilingual-Bicultural Trainers for Child Development Associates. Part 2: Academics. This description of a model curriculum comprises the second part of a series of three documents which together constitute a guide to the training of the Bilingual-Bicultural Child Development Associate (CDA) Trainer. An initial introduction provides an overview of CDA and the curriculum design. The following major areas of concern in replicating the model program are mapped out: general criteria, program administration, faculty preparation, scheduling, student preparation, quality control and institutionalization, training plans and curriculum evaluation. The major portion of the document provides learning modules based on four subject areas: child development, language, culture and leadership. Components of each module include: a definition of the purpose and objectives, suggested learning activities, a pretest and posttest, a written evaluation of the module, conferences with the CDA competency trainers, and selected resources. Lists of suggested resources for CDA training, additional bilingual-bicultural resources and films and books are appended. Descriptors: Bilingual Education, Bilingual Teachers, Child Caregivers, Child Development
(1976). Ndal Tsukdu Gheldzay Tsukdu (Crane Story and Moon Story). These traditional stories in the Tanaina Athapaskan language (Talkeetna dialect) are intended for competent speakers of the Alaskan language who have knowledge of the writing system. An interlinear English translation is included as well as a free English translation. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1977). Bilingual/Bicultural Preschool Projects Conference (San Antonio, Texas, November 15-18, 1977). Conference Proceedings. This volume presents a number of articles on different aspects of the Head Start Strategy for Spanish-Speaking Children written by participants in that effort. The first section describes Bilingual-Bicultural Curriculum Development and Evaluation projects and includes descriptions of four curriculum development projects and an evaluation of the initial phase of the Head Start curriculum development project. The second section focuses on the Bilingual-Bicultural Child Development Associate (CDA) Training Program. This section begins with an overview of the CDA program and contains (1) descriptions of CDA staff training projects, (2) an outline of the CDA competency-based curriculum to assist in curriculum revision and evaluation and (3) tips about program implementation. The third section briefly reports the operation of a network of human and material resources for Head Start programs in six Western states. Section 4 presents some recent research on bilingual-bicultural preschool child development. Section 5 provides information about a graduate fellowship program initiated to promote research on the early childhood development of the Spanish-speaking child. In the final section, suggestions are made for disseminating the results of the Head Start programs. A summary of the opinions of the conference participants about how dissemination should proceed is included. Descriptors: Biculturalism, Bilingual Education, Child Care, Competency Based Teacher Education
(1978). Texas A & I University Child Development Associate Training Materials: Book C. Competency C: Building Positive Self-Concept and Individual Strength in Young Children. This volume, the fourth in a series of seven, contains the two learning modules which focus on the third Child Development Associate (CDA) competency, building positive self-concept and individual strength in young children, in the performance based curriculum of the Texas A & I Bilingual Bicultural Child Development Associate Training Program. The curriculum was designed for training preschool teachers working with Spanish dominant migrant children, from age 3 to school entrance age, in South Texas. The competency covered in this volume is divided into the functional areas of self-concept and individual strength, and the curriculum consists of a learning module for each area. Each module includes: (1) an explanation of how it is to be completed; (2) a description of the performance objectives; (3) a pre-assessment instrument; (4) three alternative cycles of learning activities, each cycle divided into four skill areas (diagnostic, prescriptive, implementation, assessment); (5) a narrative of information about the functional area; (6) the script for a filmstrip to be used with the module; and (7) a post-assessment instrument. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1978). A Model Curriculum for Preparation of Bilingual-Bicultural Trainers for Child Development Associates. Part 1: Development. This description of the development and evaluation of a model training curriculum is part of a series of three documents which together constitute a guide to the training of the Bilingual-Bicultural Child Development Associate (CDA) trainer. The introduction focuses on the objectives, background and philosophy of the Texas Bilingual-Bicultural CDA Trainer Program. The first section reports on the implementation process during the second year (October 1977 to August 1978), touching on aspects of program administration, recruitment, training, and roles and responsibilities of the staff and trainees. Also described: implementation of the curriculum, integration of academic and field experiences; awarding of credit, and the proposed degree plan. The second section describes student, faculty, and students' employers' evaluations of the program. Copies of evaluation forms are attached. The appendix includes copies of various forms and agreements used in the training program. Descriptors: Bilingual Education, Bilingual Teachers, Child Caregivers, Competency Based Teacher Education
(1975). AISD Title VII Bilingual Project 1974-1975. Interim Evaluation Report February 1975. Publication No. 106.26. Austin Independent School District's Elementary and Secondary Education Act Title VII Bilingual Program, begun July 1, 1974, serves 2,406 students in grades K-6 on 16 campuses. Both English and Spanish are used for portions of or all the curriculum with the amount of time and treatment accorded to each language commensurate with the pupils individual needs. Three basic staffing patterns include a bilingual aid working with (1) a bilingual and monolingual teacher; (2) two or more monolingual teachers in a self-contained classroom; and (3) a team of teachers of from two to six who may or may not be bilingual. Characteristics of the instructional model include beginning reading taught only in the child's dominant language, inclusion of the children's culture heritage in the curriculum, and small group instruction with grouping by language dominance and instructional level. Describing the project's status as of January 17, 1975, this interim report discusses the instruction, staff development, curriculum development, and parental involvement components of the program. The evaluation design for the project is presented in full with student outcomes objectives, process objectives, and input objectives specified for the student needs of Spanish and English communication skills, Spanish/English math skills, and self-concept enhancement. [More] Descriptors: American Indians, Bilingual Education, Bilingualism, Curriculum Development
(1975). Tinmiuraglu, Tulugaglu, Kayuqtugluli (The Bird, the Raven, and the Fox). This traditional story in the Kobuk Inupiaq language is for elementary school children with a good grasp of the language. Pen-and-ink drawings illustrate the text and nine questions about the story are included. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education