This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Arnulfo G. Ramirez, Amarillo Peso Education Service Center Region 16, Dana Mullen, Nelly P. Stromquist, Sandra Parker, Ruth Crymes, Goh-Ngong Sick, Washington National Center for Educational Communication (DHEW/OE), Ora Kromhout, and Chinle Rough Rock Demonstration School.
(1971). The Malay Language in Malaysia: An Applied Sociolinguistic Study. This master's thesis considers the linguistic situation of Malaysia and the need for language planning to establish one language as a common link across many diverse ethnic and linguistic groups. The development of the present-day multilingual situation in Malaysia is described. The country is characterized by language islands created by a lack of geographical mobility and insulated through socioeconomic and religious activities. The author discusses the formulation of a satisfactory language policy and advocates that Malay be the language which serves as a symbol of ethnic and cultural identification at the national level, as a means for horizontal mass communication, and as a means of access to science and technology. The implementation of such a language policy through the educational system is discussed. [More] Descriptors: Bilingual Education, Cultural Background, Cultural Differences, Curriculum Development
(1971). Social Studies: School, Home, and Neighborhood, Getting to Know More People and Places. English as a Second Language. The quinmester course intended for pupils speaking English as a second language aims to teach students to ask and answer questions and discuss, orally and in written form, basic concepts in social studies such as transportation, map reading, family, friends, school, home, neighborhood, and community in an attempt to help them function effectively in the community. A framework is provided by eight specific context areas: Doing Things Now; Customary Activities; Describing Objects; Clothing and Colors; Where; Yesterday, Last Week, Last Month; Yours, Mine, Ours, and Theirs; and, Going Places. Each context area has two or more sections of language practice to facilitate division into lesson plans and is further subdivided into patterns, suggested substitutions (vocabulary), specific measurable objectives, suggested teaching procedures, and correlations with standard English Second Language Materials. Related documents are SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. [More] Descriptors: Activity Units, Behavioral Objectives, Bilingual Education, Community Study
(1980). Observations on Education in the Province of Quebec, Integrated Education. Documents opinions of educators in Quebec, Canada, on Bill 101, which made French the official language of instruction in the province. Describes educational situations, practices, and programs that pertain to language and to education for Protestants, Catholics, other religious groups, minority groups, and the disadvantaged. [More] Descriptors: Administrator Attitudes, Bilingual Education, Bilingualism, Cultural Pluralism
(1979). ESL Methodology and Student Language Learning in Bilingual Elementary Schools, TESOL Quarterly. A study was conducted to determine the effect of different techniques used in teaching English as a second language to children in bilingual elementary schools. Descriptors: Bilingual Education, Bilingual Teachers, Elementary Education, English (Second Language)
(1978). Ethnography of the Bilingual Classroom, International Review of Education. Four primary classrooms, three bilingual and one monolingual, were studied. Final observations showed that "language climate" and the extent to which the two languages developed were influenced by the teacher's style, the organization of the school day, and by the ethnic balance of the class and the neighborhood. [More] Descriptors: Bilingual Education, Case Studies, Class Organization, Classroom Environment
(1979). The Spanish Employability Skills Series, Florida Vocational Journal. Describes efforts of the Florida Division of Vocational Education to translate the Employability Skills Series into Spanish. Reports the findings of the field-test evaluation conducted on the Spanish version of the Employability Skills Series which found the materials were just as effective in Spanish. [More] Descriptors: Bilingual Education, Curriculum Development, English (Second Language), Instructional Materials
(1969). Curriculum Guidelines for the Skills of English, 1969. To improve the Navajo arts and skills, the teachers of Rough Rock Demonstration School developed this compilation of curriculum guidelines. The curricula for use at preschool, elementary, and secondary levels and include (1) English skills, (2) mathematics, (3) social studies, (4) Navajo language, and (5) science. The curricula are designed to (1) meet the needs of the student, (2) develop critical thinking, (3) state the basic concepts to be learned, and (4) implement various teaching methods which emphasize program flexibility, student involvement, and use of visual aids. Course outlines and unit lesson plans are provided. [More] Descriptors: American Indians, Bilingual Education, Bilingual Students, Concept Formation
(1970). Peso Bilingual Language Development Project. Project Evaluation, June 30, 1970. The "PESO" Bilingual Language Development Project was a 1-year pilot study in 4 West Texas county school districts involving 451 Anglo and Mexican American 1st- and 2nd-grade students. The project contained 3 components: (1) the development of bilingual oral and written language skills–instruction in the Spanish language, and the concomitant development of concept formation ability, self-image, and cultural awareness; and instruction in English, within the regular school program, (2) the development of a well-trained staff of bilingual teachers, and (3) through parent involvement, the development of a positive relationship between the school and community concerning the bilingual program. The objectives of the instructional component were achieved to a significant level; however, the attempt to develop Spanish written language skills failed. Testing indicated the need for an entire year to develop Spanish oral language skills. Staff development and parent involvement objectives were met. Procedures for the attainment of these objectives were deemed practical, but the evaluation design was thought to need further development owing to the lack of adequate measurement devices in Spanish language development. Eight exhibits, including a parent attitude survey and evaluation reports, and 12 tables of test results are appended. [More] Descriptors: Anglo Americans, Bilingual Education, Concept Formation, Cultural Awareness
(1979). Guidelines for and by Non-English Speaking Students, Foreign Language Annals. A project in which seasoned immigrant students developed guidelines for the use of incoming non-English speaking immigrant students for a bilingual Korean and English text is described. The guidelines were used for orientation and follow-up discussions about school and language attitudes. [More] Descriptors: Bilingual Education, Conference Reports, English (Second Language), Followup Studies
(1973). The Role of Ethnic Studies in Educational Equality. The need for ethnicity to be recognized and accepted by American society is discussed in terms of the inequalities in American education with regard to ethnic children. Positive aspects and limitations of two educational approaches, Black Studies and the Bilingual Program, aimed at the amelioration of social needs caused by poverty, discrimination or cultural disadvantages are detailed. It is suggested that, while focus on racial minority groups and Mexican Americans is fully justified, there is a similar great need for extending these programs to white ethnic groups. [More] Descriptors: Bilingual Education, Black Studies, Blacks, Compensatory Education
(1972). English-As-A-Second Language Project. Title I Fund, Fund Number 58-5: 1971-72 Evaluation. The 1971-72 Title I, 1965 Elementary Secondary Education Act, English-As-A-Second Language Project represented local educational efforts for the sixth consecutive year to provide services which would alleviate language, social, and cultural problems of elementary school age second-language learners. The goal of the project was to provide a specialized program of instruction directed at helping non-English speaking elementary school children acquire some level of proficiency in the use of the English language as well as in helping them adjust to the immediate environment. During the 1971-72 school year, the project served a total of approximately 620 pupils in 12 public and one parochial elementary schools. The process objectives included the following: (1) assignment of an English-As-A-Second Language team which consists of an English-As-A-Second Language teacher, a teacher assistant, and a tutor to schools will be based on concentration of non-English speaking students; (2) a maximum of 15 pupils will be assigned to any one class session where duration per session may vary from one hour to 20 minutes based on the proficiency level of the group; follow-up tutoring sessions are from one half and hour to one hour; and, (3) pupils will be grouped according to needs in oral English and basic reading skills. [More] Descriptors: Bilingual Education, Bilingual Students, Class Size, Compensatory Education
(1972). State Urban Education Quality Incentive Programs: Summaries and Classified Data. This evaluation report of New York State Urban Education Quality Incentive Programs covers the second year in which the programs have functioned on a city-wide basis, 1971-72. Project summaries for 137 different programs in 31 districts in the city are listed and information is provided relating to objectives, project descriptions, budgetary details, location, project personnel, population served, contact person, and start and end dates. Similar information is provided for 26 other centralized programs operating in high schools as special education projects. The second part of the report is a listing of the programs by code number, district, title, and budgetary provisions within the areas of administration, bilingual programs, career development, cultural enrichment and heritage, early childhood, ESL, experimental elementary, guidance, industrial arts, information collection and dissemination, inservice training, mathematics, multimedia, and multi-services. The final part of the report relates to classification under the areas: paraprofessional programs, reading, science, and tutorial programs. An index is also provided with access to all the listings as they appear in Part I of the report. [More] Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Cultural Enrichment
(1971). Final Report of the Evaluation of the Bilingual Mini-School (P.S. Number 45), 1970-71. ESEA Title VII. The program of the Bilingual Mini-School, funded under Title VII of the 1965 Elementary Secondary Education Act, and located in a junior high school in that area of Manhattan commonly characterized as East Harlem, was designed to reach the junior high school student who had had all his previous schooling in Spanish, as well as those students who, having been taught in English, have achieved poorly as a result of inadequate English facility. The program at this school represents the first attempt in New York City at a bilingual program for junior high school children. Approximately 72 seventh graders and 44 eighth graders were selected to participate in the program. Eighty-five are Spanish speaking, while 31 are English speaking. The key personnel are bilingual. The general objective of the bilingual program is to prepare children more adequately for the higher academic instruction of high school than has been accomplished in the past. By providing instruction via a language they now know best, by fostering pride in the culture of their parents, and by encouraging active participation of their parents in school affairs, it is hoped this goal will be accomplished. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(1972). LEREC: Learning English as a Second Language through Recreation. LEREC (Learning English as a Second Language through Recreation) is a plan to make use of summer recreation projects in northern Canadian communities for developing children's fluency in English, the language of instruction in schools. This report explains the LEREC concept, defines the linguistic objectives, suggests a balanced program of recreational activities for children of all ages, states the English structural patterns and vocabulary that are necessary for those activities, proposes methodology for recreation leaders to use in implementing the program, and outlines the training needed by recreation leaders. [More] Descriptors: American Indians, Bilingual Education, Children, Educationally Disadvantaged
(1972). Model Programs: Compensatory Education. The Juan Morel Campos Bilingual Center, Chicago, Illinois. The bilingual program described in this booklet offers intermediate-grade English and Spanish instruction to Spanish-speaking children from an economically disadvantaged neighborhood in one of Chicago's largest school districts. The descriptive information presented here concerns context and objectives, necessary personnel, educational methodology, parent-community involvement, subject-area objectives, textbooks, costs, and details on program evaluation. [More] Descriptors: Bilingual Education, Bilingualism, Community Involvement, Compensatory Education