Bibliography: Bilingual Education (page 793 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include TX. El Paso Public Schools, E. B. Hinckley, Samuel N. Henrie, Jeanette Lizcano, Jill A. Slavin, Gloria Herrera, Delia Espinoza, Myrtice M. Taylor, Washington Office of Education (DHEW), and Sacramento. Bureau of Intergroup Relations. California State Dept. of Education.

Hinckley, E. B. (1970). Report on Sabbatical Leave: Spring Semester, 1970. During his sabbatical leave, the author traveled to Guam, the Trust Territory of the Pacific, and Japan to observe English-language programs. He reports on the contacts that he made and the programs that he observed. He gives his general impressions of the English-language activity in each location and makes several recommendations as a result of his trip. Students should be taught the right sound first and the applicable rule later. Composition should be taught as a creative and spontaneous process; writing should not be approached from the basis of rules laid down by an authoritative book. There should be a great deal more participation by the class in the entire learning process. Teaching of English should be undertaken to help students understand, evaluate, and influence, intelligently and constructively, this rapidly changing world. English instruction should be concerned with the achievement of accurate communication.   [More]  Descriptors: Aural Learning, Bilingual Education, Bilingualism, Communication (Thought Transfer)

Henrie, Samuel N., Ed. (1974). A Sourcebook of Elementary Curricula Programs and Projects. Designed for teachers, students, parents, curriculum specialists, administrators, school board members, and community representatives, this guide includes a selected sample of curricula, training programs, model projects, and resources in elementary education. Organized alphabetically by subject area and using an outline format, information on subjects such as target audience, content evaluation, project goals, length of use, unit sequencing, instructional method, teacher's role and training, and program evaluation are provided for each entry. Subject matter areas cover the traditional elementary school subjects as well as recently developed subjects such as affective education and environmental education. Priority is given to those projects that have been established with performance objectives and have been field tested. The final section lists resources to extend the reader's search beyond the entries in the first three sections. Descriptors: Aesthetic Education, Bilingual Education, Career Education, Curriculum Development

Bauer, E. W. (1971). The Migrant Child and His Psycho-linguistic Problems, AATEFL Newsletter. Present attempts to integrate migrants linguistically and culturally into Australian society need to be improved. The migrant child must be taught to learn how to learn, and learning experiences must be structured to promote education in school subjects and communication with peers. There is a problem of acculturation; migrant children must be taught to develop a differentiation mechanism to bridge two cultural systems and two language systems. There must be a systematic growth of cultural awareness, and the Australian community must also recognize and accept foreign cultures. The new concept of the pluralistic society should be adopted. Language-learning and teaching-research centers should be established to specialize in the study of problems in second language learning; applied linguistics; evaluation and development of curriculum, tests, and teaching materials; and information coordination and dissemination.   [More]  Descriptors: Acculturation, Applied Linguistics, Attitudes, Biculturalism

California State Dept. of Education, Sacramento. Bureau of Intergroup Relations. (1974). [Kit of Materials for Needs Assessment and Evaluation.]. The items included in this kit represent a variety of needs assessment instruments and evaluation designs and methods offered by school districts in their plans for implementation of Article 3.3, Education Code Sections 13344-13344.4, school staff preparation in the history, culture, and current problems of racial and ethnic minorities. Some are appropriate for large districts, some for small. They show diverse thinking about objectives and measurement. They deal variously with the assessment of staff needs, with patterns of attitude and opinion, and with the evaluation of inservice content, presentation methods, and outcomes. Contents include: (1) A Statement on the Goals of Multicultural Education; (2) Form IR-303, Progress Report, School Year 1973-4; (3) Staff Opinion Survey, (4) A Personal Questionnaire for Teachers of Chicano Students (Baldwin Park); (5) Pre-Program Survey of Course Expectations; Post-Course Survey of Expectations–Fulfillment (Santa Cruz); (6) Multicultural Inservice Training Institute Needs Assessment Inventory; Post-Institute Survey (Canada College); (7) Five Questions for Teachers in Evaluating Multicultural Inservice Activities; (8) Evaluation Design for 3.3 Inservice Training Program (Riverside); (9) Design for Evaluation of District Inservice Plan (Fresno); and, (10) Needs Assessment, Objectives, Activities, Assessment-Evaluation (Oceanside).   [More]  Descriptors: Biculturalism, Bilingual Education, Black History, Course Evaluation

Slavin, Jill A.; Taylor, Myrtice M. (1974). Emergency School Aid Act Pilot Project. Final Report, 1973-74. Research and Development Report, Volume 7, Number 7, December, 1974. The Atlanta Public Schools operated a pilot project under the Emergency School Aid Act (ESAA) from July 1, 1973 through June 30, 1974. The pilot project was subdivided into two parts. Part One, the Camp Learning Center Project, proposed the establishment of interdisciplinary educational, interracial, and cultural experiences in a camp setting for 1100 sixth grade pupils. Each child was enrolled in the program for a period of 13 weeks. During the first six weeks the children and their teacher planned the activities they would conduct at camp. The students prepared for this experience by studying a variety of subjects that would help them accomplish their goals. The children spent the seventh week at the Camp Learning Center, from Monday morning to Friday afternoon. While at camp, the children participated in group study, individual tutoring, and recreational and social activities. Following the camp week, the students continued their studies in their chosen areas and evaluated their camp experience for the final six weeks of the program. The major purpose of Part Two, the Bicultural project, was to reduce isolation and educational problems related to non-English speaking pupils and pupils with first language interferences. Thus the project proposed to extend services which would meet the needs of immigrant pupils and aid them in making proper adjustment in their learning situations.   [More]  Descriptors: Attitude Change, Bilingual Education, Desegregation Effects, Elementary School Students

Office of Education (DHEW), Washington, DC. (1971). ESEA Title II Reading Projects Stress Access to Books and Adult Stimulation; ESEA Title II and the Right to Read Notable Reading Projects. A large number of the reading projects funded under Title II of the Elementary and Secondary Education Act emphasize access to books and other media, adult stimulation of reading, at home as well as at school, and reading for pleasure as well as for information. Notable Title II reading projects in 10 states are described in this report. They range from a library-centered reading program in a primary school in Kansas to a course in children's literature for parents and teachers in Oregon. Other projects include a film discussion program, a reading program for delinquent boys, three bilingual reading projects, and a student-centered language arts curriculum. The title, the objectives, a brief description, the number of pupils served, the amount of funding, an evaluation, and the name and address of the project director are provided for each project.   [More]  Descriptors: Bilingual Education, Childrens Literature, Delinquency, Educational Media

El Paso Public Schools, TX. (1974). Bilingual Bicultural Materials; A Listing for Library Resource Centers. This listing of Spanish-English bilingual/bicultural materials for the elementary level is the end result of a materials evaluation conducted by the El Paso Public Schools. The catalog is divided into sections by type of media: kits, sound filmstrips, filmstrips, recordings, slides and transparencies, games and models, and books are discussed. Each entry contains information as to title, producer, date of publication, type of medium, contents, price, suggested Dewey classification, and grade level. Along with information as to the suitability of the contents of each entry, a recommendation is made in regard to acquisition based on classroom use of the material in more than one of the participating El Paso Elementary Schools. Appendices list sources and addresses as of January, 1974, a copy of the materials evaluation form used in the project, and the names of the evaluating teachers, listed by school.   [More]  Descriptors: Audiotape Recordings, Bibliographies, Biculturalism, Bilingual Education

Herrera, Gloria; Lizcano, Jeanette (1973). La Celebracion de Navaidad. Para la Secundaria. (The Celebration of Christmas, Secondary Level.). The celebration of Navidad (Christmas) by various cultures is the topic of this secondary level unit. Unit objectives are that the student will be able to differentiate between his culture's Christmas customs and those of the dominant culture, and be able to relate their origin. The customs of Mexico, Panama, and south Texas are discussed. Also included are: (1) "Las Pastorelas", a Christmas play about the shepherds; (2) the story "The Purchase"; (3) the poem, "La Navidad"; (4) the songs, "Las Posadas", "Los Santos Reyes", "Bulerias de Navidad", "A la Nanita Nana", "Fum, Fum, Fum!", "Natividad", "A la Rurru Nino", and "La Noche Buena"; and (5) recipes for tamales, the meat for tamales, and bunuelos.   [More]  Descriptors: American Indians, American Studies, Ballads, Bilingual Education

Davis, Effie Mae (1973). Oral Language and Motor Skills for Non-English Speaking Children. An oral language program was instituted at DeZavala Elementary School (San Antonio, Texas) for pupils from kindergarten and grades 1 and 2 who were identified as having difficulty with oral English expression and in understanding instruction given in other than Spanish. The program employed a bilingual teacher and aides who worked with 4-8 pupils each school day for 30-40 minutes. The children were given intense auditory training in English and Spanish using music and rhythms, and were given motor skill exercises on speech equipment. Goals were revised as slowly or as rapidly as skill improvement demonstrated. Teachers found that, as a result of the program, high risk pupils increased efforts to participate in class work, that language skills in understanding instructions in English and Spanish were improved, and that attendance surpasses class averages. Non-English speaking mothers were used to help the children with motor skill equipment. Although success of the program caused several aspects to be continued in the school, the report recommended further research relating language disability and weaknesses of motor skills. Seven factors which possibly contributed to the success of the practicum were also given.   [More]  Descriptors: Attendance Patterns, Auditory Training, Bilingual Education, Bilingual Teachers

Interstate Research Associates, Inc., Washington, DC. (1972). Programs of Model Day Care Child Development Centers for Mexican Americans, Native Americans, and Puerto Ricans. This exploratory study is the result of a joint effort of three bilingual communities in the United States (Native Americans, Chicanos, and Puerto Ricans), to identify factors contributing to the effectiveness of day care child development programs and to delineate the needs of those serving bilingual bicultural children. The report is divided into three sections which separately analyze selected bilingual bicultural, day care programs. General recommendations are to: (1) build on the strengths of the family cultural life styles, (2) maintain the home language and culture, (3) center decision-making responsibility in the parents of the children in the program, (4) develop staffing patterns which reflect the enrollment of the children on a parity basis, and (5) reject curriculum models which attempt assimilation through integration theories. Basically, this report calls for the utilization of the rich culture and language of the home environment in any bilingual, bicultural, early childhood education program.   [More]  Descriptors: American Indian Culture, Biculturalism, Bilingual Education, Cultural Influences

Sullivan, Richard E. (1973). Portuguese-English Title VII Program (Providence, Rhode Island, July 15, 1973). Final Evaluation Report. This report is the last in a series on the four-year Providence Bilingual Project at Fox Point School. The evaluation is provided by the Curriculum Research and Development Center, University of Rhode Island, and follows guidelines established by the Office of Education. Part 1 deals with instructional evaluation. The project objective, the mastery of both English and Portuguese speaking, listening, reading, and writing skills by all students, is stated, followed by a description of the ethnic background of the participants. Pretesting and posttesting procedures are described as well as their results. A test of self-concepts and attitudes showed generally positive attitudes. Process evaluation produced changes such as articulation of itermediate objectives and the implementation of a kindergarten program. These changes are dealt with in the section on instructional recommendations. A teacher survey focused on team teaching and Portuguese curriculum needs. A section on staff development discusses the use of the Brown University inservice program and the Rhode Island College Portuguese Curriculum Materials Center. Part 2 management evaluation, deals with planning and operating the project, its impact on the participants, objectives for the current year, management, and bi-weekly reports. A parent questionnaire indicates positive attitudes toward the program. The report is fully illustrated with tables and appendixes.   [More]  Descriptors: Administration, Bilingual Education, Curriculum Development, English (Second Language)

Espinoza, Delia; Lopez, Santiago, III (1973). Modulo Navideno, Nivel Primario. (Christmas Module, Primary Level.). Four units are combined to form this primary level unit on Navidad (Christmas). It discusses and compares 3 cultures: the Mexican, the Chicano, and the Anglo-Saxon. The unit consists of: (1) "La Muneca Mas Bella de Wildrose", a story by Amado Nervo which shows children's feelings of love and tenderness; (2) the Mexican tale "El Regalo", a detailed panorama of a beautiful town — Taxco (Guerrero), Mexico; (3) the Chicano tale, "Recuerdos" which depicts the culture that is enclosed in the Mexican American people; (4) "El Angel Caido", a story, illustrated by children, whose principal objective is to demonstrate the Chicano child's art, sensitiveness, and imagination; and (5) a brief history of the origin of Navidad, the posadas, and the pinata. Objectives, a pretest and a posttest, a story, a vocabulary list of new words, and some suggested activities are given for each unit. The vocabulary, place, people, and history are characteristic of Chicanismo; the student-teacher interaction and the familiarity shown are distinct from those characteristic of other races. The Anglo-Saxon history shows their way of life and feelings, which differ greatly from those of the Mexican or Chicano.   [More]  Descriptors: Activities, American Indians, American Studies, Anglo Americans

Good Neighbor Commission of Texas, Austin. (1973). Texas Migrant Labor. 1973 Annual Report. The Good Neighbor Commission of Texas, organized under a 1943 Federal grant and later constituted as a State agency, coordinates the work of the Federal, State, and local governments in improving travel and working conditions of migrant farm workers. The basic responsibilities presented in its 1973 annual report are: (1) surveying conditions and determining problem areas for migrants and (2) developing, in coordination with State agencies, specific programs to meet the needs of agricultural workers and their families. An overview of Texas migrant labor describes the emergence and final domination of the seasonal agricultural labor force by Spanish speaking people (primarily Mexican American). The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and vocational programs for migrants. Current developments in education, housing, health, jobs, and economics are also presented. Brief recommendations which would result in direct and immediate benefit to migrants and their families are given, some of which will require legislative action, while others will require administrative directives to bring about refinement, and in some cases redirection, of agency programs.   [More]  Descriptors: Agricultural Laborers, Annual Reports, Bilingual Education, Change Agents

Espinoza, Delia; Lopez, Santiago, III (1973). Dia de Dar Gracias. Modulo Nivel Primario. (Day to Give Thanks. Module Primary Level.). Dia de Dar Gracias (Thanksgiving) is the subject of this primary level unit. The unit objectives are to: (1) know about El Dia de Dar Gracias as it is celebrated in the United States; (2) know how the Mayas celebrated it; (3) understand the context of the stories in the unit; (4) know about the main food used, the turkey; (5) distinguish other peoples' customs from those of this country; (6) develop a minimum of 3 activities on the Thanksgiving theme; and (7) answer the major part of the final exam. The unit consists of a brief history of how the Mayas, along with the ancient Greeks, Romans, and Celts, had celebrations to give thanks for their harvest before the Pilgrims did; the story "Guivito El Guajolote"; a vocabulary list; a pretest and a posttest; suggested activities; and a form for teacher evaluation.   [More]  Descriptors: Activities, American Indians, Ancient History, Bilingual Education

Henry, William F.; Miles, Guy H. (1974). Perspectives of Adjustment: Rural Chicano Youth. Volume 1 of a Four Volume Final Report. The objective of this volume (findings of the first 2 phases of a 4 phase research program) was to develop hypotheses (to be tested in future Federal youth programs) about the critical variables affecting the social and occupational adjustment of rural youth of Spanish surname. Some 59 hypotheses were derived from a literature survey, supplemented by personal interviews with Chicano and Anglo leaders in the rural Southwest, Chicano experts, Chicanos of all ages, and persons familiar with problems of migrating Chicano youth (rural to urban). Factors surveyed and examples of hypothesis topics included: the changing rural economic environment (declining need for agricultural workers creates unemployment problems for Chicanos, as 50 percent work in blue collar and agricultural jobs); characteristics of Chicano youth (low standard IQ scores, low occupational aspirations and expectations, low self concept); the education system (few teachers with adequate knowledge of cultural factors or bilingual programs, migrant youth segregation, etc.); response of rural Chicano youth to educational system (vocational rather than academic orientation, high dropout rates due to feelings of inferiority, need for money, etc.); rural to urban migration (successful adjustment requires English language facility, achievement orientation, education, etc.).   [More]  Descriptors: Bilingual Education, Dropout Rate, Employment Opportunities, Field Interviews

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