Bibliography: Bilingual Education (page 792 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Muriel Wall, Sylvia H. Rothfarb, Carmen M. Torres, William P. McLure, Jesse M. Soriano, Patricia Cook, Washington Congress of the U.S., James McClafferty, William J. Dodd, and Thurston Womack.

Dodd, William J. (1971). [Address to the Opening General Session: Fifth Annual TESOL Convention, 1971.]. The State of Louisiana has instituted a number of educational programs to meet the needs of a large French- and Spanish-speaking population. For the French-speaking population, the program is designed to improve and expand the teaching of French at all educational levels and to preserve and protect the French cultural heritage. Contact and exchanges with the governments of France and Quebec are a key part of the program. For the Spanish-speaking population, there are English as a second language programs. An extensive bilingual program for teaching Spanish and English at all educational levels has been proposed. Exchange programs with Costa Rica play an important role in preparing teachers for teaching Spanish and English to Spanish speakers.   [More]  Descriptors: Adult Education, Bilingual Education, Bilingualism, Cultural Education

Rothfarb, Sylvia H. (1970). Second Language Learning in Bilingual Communities. Language acquisition in bilingual communities is noted to be fundamentally distinct from other types of second language learning. Discussion centers about the multi-dialectal, bilingual speech community of Miami with respect to educational opportunities afforded the city's ethnic groups. The function and achievement of the Spanish Curricula Center is observed in terms of city-wide bilingual program development.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Cultural Awareness

Porter, M. Roseamonde (1969). Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands. Final Report. The study reported here was carried on under a Curriculum Research Grant from the U.S. Office of Education to the University of Hawaii from November 1966 to June 1969. The Education Department of the Trust Territory of the Pacific Islands jointly sponsored the English curriculum research and development. Objectives were to evaluate the current status of English (as a second language) instruction and proficiency in aural comprehension, speech, reading, and writing for Micronesian pupils and teachers in the Ponape District in Grades 1-12, and to develop instructional materials and sequential curriculum for an audiolingual approach to language learning, basing curriculum and methodology on an analysis of key English structures and on problems in learning English communication skills in the Ponape District. This document, a detailed report of the study, consists of the following: (1) a summary of the project; (2) background information; (3) a review of recent literature and research related to language learning; (4) a current status study; (5) methods and materials; (6) findings and analysis of pre- and post-testing; and (7) conclusions and recommendations. References, a bibliography, and appendixes containing administrative directives, questionnaires, summaries of reading and TESL seminars, proficiency tests, corpus, and tables conclude the report.   [More]  Descriptors: Audiolingual Methods, Bibliographies, Bilingual Education, Culture Conflict

McClafferty, James; And Others (1969). Foreign Language Innovative Curricula Studies; End of Grant Period Report. Title III, ESEA, 1968-1969. This final administrative report describing seven language-related programs in the Foreign Language Innovative Curricula Studies (FLICS) project includes program description and objectives, evaluation reports, testing materials, and program costs. A Bilingual Curriculum Development Program was to develop materials in the teaching of standard English as a second language to language handicapped kindergarten children. The Learning Laboratory Program features automated learning carrels using flexible audio and visual equipment for study of language and other related materials. An Associated Staff Training Program is designed to train school personnel in the discovery and solution of instructional problems. Language programs include Humanities in French, Spanish-American Language and Culture, Polish Language and Heritage, and Dutch Language and Heritage.   [More]  Descriptors: Bilingual Education, Cultural Education, Curriculum Research, Dutch

Gething, Thomas W. (1973). Needed Materials for Instruction in Languages of Southeast Asia. This paper is a preliminary attempt to identify important gaps in instructional materials for Southeast Asian languages. The need for instructional materials is detailed for: Burmese, Cambodian, Indonesian/Malay, Lao, Tagalog, Thai, and Vietnamese. Attention is drawn particularly to the need for integrated audiovisual materials, materials on nonverbal communication, and standardized tests. Both national and transnational concerns are felt to justify continued attention to the languages of Southeast Asia.   [More]  Descriptors: Audiovisual Aids, Austro Asiatic Languages, Bilingual Education, Burmese

McConville, J. Lawrence (1975). Ethnic Studies Curricula and Related Institutional Entities at Southwestern Colleges and Universities. Bulletin of the Cross-Cultural Southwest Ethnic Study Center, October 1975, Special Issue. This publication contains the results of a survey of two- and four-year colleges and universities in the U.S. Southwest designed to provide detailed information concerning the status of ethnic studies curricula. The Cross-Cultural Southwest Ethnic Study Center (CCSWESC) of the University of Texas at El Paso conducted the survey to promote interinstitutional communication and cooperation between and among CCSWESC and analogous entities on other campuses. A two-page questionnaire was mailed to administrative officers of most junior and senior colleges in California, Nevada, Utah, Colorado, Arizona, New Mexico, Texas, and Oklahoma. Nearly 100 institutions of the approximately 150 responses indicated a program or activity relevant to the areas surveyed. Survey results include the following: nomenclature of the ethnic curricula; academic levels involved; the regional and minority concerns treated; the manner in which faculty for such programs are distributed among the various teaching departments; and names, characteristics, and activities of related research centers, departments, divisions, committees, offices, and other institutional entities having an interest in minority concerns and interethnic relationships.   [More]  Descriptors: American Indian Culture, Asian Americans, Bilingual Education, Black Studies

Torres, Carmen M.; And Others (1969). Bilingual Program of the Bronx Community College. Annual Report, August 20, 1968-August 31, 1969. A bilingual program, thought to be the first of its kind in the United States, is described in this report. Forty-five non-English-speaking Puerto Rican students participated in a two-year project designed to enable them to enter and compete favorably in regular classes held in English and leading to an associate degree at Bronx Community College. The purpose and objectives of the program, recruitment procedures (student body and staff), structure of the program, and student progress after the first year are described. Observations and recommendations regarding the 1968-69 program are spelled out. Other considerations, including plans for program expansion, are noted. A design for evaluation of the program details tests administered to the students. Statistical analyses of the tabulated examination results accompany student profile breakdown charts. The financial report covering the period from July 1, 1968 through June 30, 1969 is included.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers

Wissot, Jay (1971). HESL and MESL: The Teaching of History and Math as Components of an English as a Second English [Language] Program, English Record. Within a school curriculum featuring English as a second language, classes such as History for English as a Second Language and Math for English as a Second Language can play an important role. In these classes, the teacher can present content-subject matter, keeping in mind the linguistic capabilities of the students. Principles are not watered down; rather, they are presented in terms of the linguistic achievement of the student. In math, individual mathematical knowledge determines the placement of the student. Such classes are best taught by the English as a second language teacher, because he knows and understands the linguistic problems of the students and he has more experience with adapting materials for the foreign-born student. When the student's linguistic ability makes competing in English feasible, such classes should be discontinued.   [More]  Descriptors: Applied Linguistics, Bilingual Education, Curriculum Development, Educational Programs

Cordova, Ignacio R.; And Others (1970). Evaluation of the Second Year (1968-1969) of the Sustained Primary Program for Bilingual Students in the Las Cruces, New Mexico Public School System. Evaluating the 2nd-year K-3 bilingual program in 4 elementary schools, this document assessed (1) the increase in achievement level of Spanish-speaking pupils through use of a sustained K-3 program; (2) the student achievement level between bilingual and monolingual programs; (3) the involvement of Spanish-speaking parents as advisors and learners; (4) whether a 12-month 200-day school year serves the learner better than a 180-day regular school year; (5) the increase in measurable mental abilities of Spanish-cultural/linguistic-background children; (6) the enhancement of positive feelings of student self-worth; (7) the development of skills for bilingual-bicultural interaction; and (8) a school curriculum which utilized the culture and language of Spanish-background pupils. Two experimental groups and a control group were evaluated via appropriate forms of the California Short-Form Test of Mental Ability and the Metropolitan readiness and achievement tests, and 4 other instruments. Among the conclusions, it was found that females made greater gains than males in language growth, reading, and numerical reasoning; the control group made significant gains in grade 1 but not grade 2; summer instruction appears valuable for bilingual students in reading, word knowledge, and arithmetic; and pupil adjustment and parental-school contacts were insignificant. Four evaluation instruments are appended. [Not available in hard copy due to marginal legibility of original document.]   [More]  Descriptors: Achievement Gains, Bilingual Education, Cultural Pluralism, Curriculum Development

Wall, Muriel, Comp. (1971). Audio Visual Aids to Enrich the Curriculum for the Puerto Rican Child in the Elementary Grades, Part 1 [and] 2. This two-part bulletin contains a variety of sources of audiovisual aids and instructional materials for use with Puerto Rican children in elementary schools. In part one, a short article on listening skills and information on the classroom use of tape recordings precede an annotated list of more than 60 records and tapes for use in enriching the curriculum, a list of "Read-With-Me-Recordings," and addresses of distributors of sheet music, records, and tapes are included. Part two contains additional lists of appropriate films and filmstrips, film evaluation forms, and sources of other types of bilingual instructional materials.   [More]  Descriptors: Audiovisual Aids, Bibliographies, Bilingual Education, Bilingual Students

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1971). A Compilation of Federal Education Laws. 92d Congress, 1st Session. This report presents a comprehensive compilation of federal laws affecting education and reflects the latest changes in the laws related to elementary, secondary, higher, and vocational education. The compilation includes the School Lunch and the Child Nutrition Acts.   [More]  Descriptors: Adult Education, Bilingual Education, Civil Rights, Disabilities

Soriano, Jesse M.; And Others (1970). Spanish Guide. Kindergarten. Michigan Oral Language Series. This guide, designed for use by kindergarten teachers, to teach Spanish to speakers of other languages and to teach standard Spanish to speakers of non-standard Spanish, contains 136 half hour lessons, covering the school year. The completely oral program presents a structured sequence of language learning experiences geared to the children's conceptual and physical needs. Typical Latin American school games and activities introduce and permit practice of basic Spanish language patterns. Each lesson contains a heading, brief description paragraph, and an example dialogue. English translations of the Spanish lessons are included. The linguistic objective of each lesson and required audio-visual materials are noted.   [More]  Descriptors: Bilingual Education, Bilingual Students, Concept Formation, Cross Cultural Training

McLure, William P.; And Others (1975). Special Education: Needs–Costs–Methods of Financing. A Report of a Study. This report has three parts–recommendations, substantiation for the recommendations, and an appendix of charts and tables. The recommendations are as follows: that the state board of education be assigned the sole responsibility for planning and overseeing the educational programs and related instructional services whereby all individuals in Illinois have an opportunity to reach their fullest possible educational development from early age through secondary school; that the state revise its method of financing the education of children with handicaps and other exceptionalities (the most recommended method is full state funding of extra costs); that the state board be given such responsibilities and financial resources as are necessary to establish an information system for reporting and accounting by public schools, other governmental agencies, and private agencies to carry into effect the recommendations and to improve the knowledge of educational activities in general; and that the present study be continued for four specific purposes. The chapters of the report are "Alternative Methods of Financing Special Education,""Special Education Services Provided by State Agencies,""Special Education and Assessment of Pupil Needs,""Education of Pre-School Age Handicapped Children," and "Bilingualism and Special Education."   [More]  Descriptors: Bilingual Education, Educational Finance, Elementary Secondary Education, Exceptional Persons

Cook, Patricia (1970). A Study in Child Care (Case Study from Volume II-B): "Will You Marry Me?" Day Care Program Reprint Series. The Springfield Day Nursery System in Springfield, Massachusetts is one of a system of four day care centers. It is in an urban area, and over one-half of the families served are Puerto Rican, many of whom have unemployment and language barrier problems. A bilingual program (English-Spanish) is one of the outstanding features of the day care center. The program strongly emphasizes the development of English language skills, in an atmosphere which accepts the child's difficulty with English and reinforces his attempts to learn. Each age-grouped classroom has both English- and Spanish-speaking teachers who work for the development of positive self-images in the children and for the acquiring of language skills through a flexible curriculum. Development Learning materials are used extensively for seriation and sensorimotor development. Counseling is available to parents at the center, with referrals to community social services if further help is needed. The history and organization of the system, staff, and expenditures are described. An appendix of additional illustrative materials is included.   [More]  Descriptors: Bilingual Education, Day Care, Developmental Programs, Disadvantaged

Womack, Thurston (1971). Preparing Teachers for TESOL–Where We've Been, Where We Are, and Maybe Where We Should Be Going. The number of M. A. programs for preparing TESOL teachers has grown greatly in the past decade. The profession generally has grown and matured during this period. The M. A. program at San Francisco State College was established in 1963 and has graduated over a hundred teachers. A number of developments, particularly in general linguistic theory, in language acquisition and bilingualism, and in social dialects, have affected the profession significantly. The program at San Francisco State, so far as its array of course work and requirements is concerned, appears to have changed little since its beginning. Yet adjustments have been made because of the accumulated experience of the staff, changes in the local population of non-English speakers, and developments in the profession generally. This paper attempts to describe and evaluate the San Francisco program by considering where it has been, where it is, and where it might be going.   [More]  Descriptors: Bilingual Education, Curriculum Design, Degree Requirements, Degrees (Academic)

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