This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Diana P. Studebaker, Jeffrey Peyton, Tracy C. Gray, Peter A. Eddy, Damon Miller, Rebecca M. Valette, Roberto A. Galvan, San Francisco Far West Lab. for Educational Research and Development, Washington Office of Child Development (DHEW), and Kathleen McLane.
(1977). A Bibliography of Bilingual-Bicultural Preschool Material for the Spanish Speaking Child. This bibliography was prepared for use by teachers and paraprofessionals working in early childhood programs serving Spanish-speaking children throughout the United States. The items in the bibliography are grouped into three major categories: (1) Curriculum Guides (this section contains only materials identified as guides for instructional programs); (2) Instructional Materials; and (3) Supplemental Materials (this section is divided into six subsections: workbooks, audio-visual, coloring books, storybooks, tests, and others). The annotated listings for each item indicate: (1) who the item is designed to be used with; (2) where, in a teaching or learning situation, it might be used; (3) how, in a teaching or learning situation, it might be used; and, in some instances, (4) when it should be used. Entries are listed alphabetically by title within each category. Two indices are included: a general index which lists each entry by title and a subject index which lists each material under general topics of interest to the teacher. Descriptors: Annotated Bibliographies, Audiodisc Recordings, Audiovisual Aids, Biculturalism
(1972). Student Study Guide for Contrastive Analysis of Regional and Standard Spanish. This programmed study guide is intended for persons preparing to teach in bilingual programs in the southwestern United States. The packet contains three lessons and a total of fifteen detailed and specific sets of directions to be used as study materials and self-testing exercises. The main topics of the lessons are regional differences in Spanish, the nature and scope of regional speech, and the equating of standard and non-standard dialects. Within these three lessons the following topics are covered: (1) reasons for equating regional Spanish with standard equivalents; (2) definitions of terms; (3) description of regional differences in pronunciation, morphology, syntax and word meaning; (4) a bibliography of monolingual, bilingual and regional dictionaries, grammars, studies in phonology and periodicals; and (5) a unit on spontaneous speech to be recorded and studied by the person using the study guide. Descriptors: Autoinstructional Aids, Bilingual Education, Bilingual Students, Bilingual Teacher Aides
(1978). Teaching Reading in Spanish: A Study of Teacher Effectiveness. The effect of teaching behaviors on student reading achievement in Spanish was investigated. A group of 18 teachers of Spanish reading and their classes were observed across two reading lessons having similar content. Each lesson was presented in two twenty-minute segments, thus allowing for four videotaping sessions. Students were pre- and posttested over a three-month period using the Inter-American Prueba de Lectura, Level II. Teaching behaviors such as emphasizing decoding skills, explaining grammatical rules (structural analysis), engaging students in the oral reading of one or several sentences from paragraphs, and correcting pupil errors in decoding were found to influence student growth positively, while asking students questions about details in the story, explaining vocabulary meaning out of context, and asking students to read whole paragraphs without focusing on reading subskills were found to have negative effects. Regression analysis of selected teaching behaviors and teacher proficiency in Spanish accounted for approximately 70 percent of the observed variance in student learning. Descriptors: Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers, Elementary Education
(1976). Handbook of Puppetry Concepts and Models for the Bilingual-Bicultural Language Arts Curricula, Grades K-3. The Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is a handbook designed to supplement the Language Arts Bilingual-Bicultural Guides for grades K-3. All of the puppet models have been designed to be representative of the Puerto Rican culture and will help to develop positive self-image for Spanish-speaking children. The activities in which these puppets can be used will help in the teaching of speaking, listening, reading and writing skills. Section 1 reviews basic puppet model construction; Section 2 coordinates puppets with specific skills and activities found on specific pages of the Language Arts curricula. This guide is illustrated with black-and-white drawings. [More] Descriptors: Bilingual Education, Bilingual Students, Curriculum Guides, Elementary Education
(1978). A Bicultural Approach to the Issue of Achievement Motivation. The literature emphasizes that achievement motivation depends on a generalized desire to accomplish a given task; it does not deal with the issue of whether or not a culture values the appropriate behavior. This study investigated possible cultural and sex differences in achievement motivation from a bicultural perspective. This research: (1) examined and compared the incentive for achievement motivation of 480 fourth and sixth grade Mexican-American and Anglo-American students in three diverse school districts in California; and, (2) examined the relationship between language dominance as a possible indicator of acculturation and mode of achievement motivation. The results indicated a statistically significant difference between Mexican Americans and Anglo Americans and between males and females in mode of achievement motivation. Unexpectedly, in the academic setting, Anglo-American females showed a relatively lower need to achieve for self than Mexican-American females. The results from the language usage assessment indicated that sex was a more reliable predictor of achievement motivation than language dominance. The educational implications of this study are discussed. Descriptors: Acculturation, Achievement Need, Anglo Americans, Biculturalism
(1977). Bilingual-Bicultural Curriculum for Kindergarten Children (5 years old). Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide for kindergarten children is divided into three units: (1) sensory education curriculum; (2) psychomotor education curriculum; and (3) language and number readiness curriculum. The educational goals and concepts for each unit are stated and activities which will achieve these goals are listed. Black-and-white drawings accompany the explanation of the materials to be used. Descriptors: Bilingual Education, Bilingual Students, Curriculum Guides, Educational Media
(1976). ERIC Documents on Foreign Language Teaching and Linguistics: List Number 14. CAL-ERIC/CLL Series on Languages and Linguistics, No. 33. This is the fourteenth in a series of catalogues of ERIC documents of interest to teachers and researchers in foreign languages and linguistics. The list consists of documents processed into the ERIC system from April 1974 through December 1974, and is divided into categories adapted from the American Council on the Teaching of Foreign Languages (ACTFL) Bibliography. Each entry provides the author's name, the title of the document, its source (wherever applicable), date of publication, length, and ED number. [More] Descriptors: Bibliographies, Bilingual Education, Bilingualism, Career Opportunities
(1977). Educational Programs That Work. Volume IV. This catalog is published as one of many mechanisms to stimulate and facilitate continuing communication among the federal, state, intermediate, and local agencies that share responsibility for educational program improvement through nationwide dissemination activities. All the projects cited have undergone close scrutiny by the Joint Dissemination Review Panel within the Educational Division of the Department of Health, Education, and Welfare, and have been approved for national dissemination. A brief description of the program is given along with information on the materials used, services available, target audience, financial requirements, program evaluation, and contact person. The appendix offers several listings of key persons–National Diffusion Network State Facilitators and state coordinators of federally funded programs–who may be able to assist local schools through technical assistance as they search for useful new educational practices. The appendix also cites a handful of projects deemed to be available on only a limited basis. The indexes locate exemplary programs by content, by geographical locale, and by name. Descriptors: Art Education, Bilingual Education, Career Education, Communication Skills
(1978). The Suitability of Early French Immersion Programs for the Language Disabled Child. This is the second report of a longitudinal project, initiated in 1970, in which children with and without language problems are identified in French immersion and English kindergartens and closely monitored to the end of grade 3. This study investigates the desirability of early French immersion program for English-speaking children with language learning disabilities. The primary focus of the research is to determine whether these children should be left in the French immersion program or be transferred to an all-English program. The four groups selected for study comprise children with language disabilities in French immersion programs (FP) and in English classes (EP), children with normal language development in French immersion programs (FC) and in English classes (EC). A comparison of the performance of the FP children on a number of academic, cognitive and linguistic tests to that of the EP children and to the two normal control groups indicates that the FP children acquire the basics of their native language, learn the fundamental aspects of reading, spelling and math, and acquire proficiency in their second language. The results are discussed in terms of not switching children with problems out of immersion programs, but rather of providing them with appropriate remedial services in the program. Statistical data and a copy of the screening test and the teacher rating scale are provided. Descriptors: Bilingual Education, Child Language, Delayed Speech, Early Childhood Education
(1977). Language Arts for Grade 1, Bilingual-Bicultural Curriculum. Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. It is felt that an effort should be made to discover the skill level at which a child is functioning, to choose materials from curriculum guides at that skill level, and to move to more difficult materials when the child is ready. Skills are suggested at given grade levels to provide a logical sequence of skill development. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is for language arts instruction at the first grade level, and is divided into eight units: (1) Myself; (2) My School; (3) My Family; (4) My Home; (5) My Community; (6) Transportation; (7) Communication; and (8) Animals. Each unit is further divided into skills which combine the topic of the unit with basic concepts that the child must master. Activities for each skill are suggested. A vocabulary list is provided in each unit, and the guide is illustrated with black-and-white drawings. Descriptors: Bilingual Education, Bilingual Students, Curriculum Guides, Elementary Education
(1978). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through April 1978 (Vol. 38 Nos. 7 through 10). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with the following topics: the acquisition of bilingualism by infants and young children; psycholinguistic abilities of American Indian children; effects of creative dramatics on oral language abilities and self esteem of blacks, Chicanos, and Anglos; factors that affect Chicano and Anglo children's acquisition of knowledge from connected discourse; the relation between reading achievement and bidialectal oral language performance of black children; use of the language experience approach in summer schools for bilingual migrant children; reading problems of black children as assessed through the concept of syntactic distractibility; the relationship between teachers' attitudes toward black vernacular English and self concept formation in black children; the effect of folk legends told in the Chicano Spanish dialect on Chicano children's attitudes and comprehension; language patterns and socioeconomic status as criteria for academic success of black students; the effects of selected variables on school achievement of Mexican American children; and code switching among Spanish-English bilingual children. Descriptors: Academic Achievement, American Indians, Annotated Bibliographies, Bilingual Education
(1977). Innovations in Continuing Education. Award-Winning New Programs. This document is a compilation of manuscripts describing seven programs which received the 1976 American College Testing Program and the National University Extension Association Innovative Awards in Continuing Education for making innovative contributions to the improvement of continuing education. Entry manuscripts for each of the following award-winning programs are included: (1) National Media Course (provides colleges and universities with course materials of unquestioned quality and makes possible the offering, nationally, of media-related courses), (2) Elderhostel (an educational hostel for the elderly designed to reawaken awareness of their capacity to meet change and challenge), (3) Adult Career Information Project (extends the occupational guidance, counseling, and training engaged in by the public and private educational system of Michigan), (4) Local Government Service Program (provides technical assistance to local governments establishing programs to solve community problems), (5) Working Together for Female Offenders (centered on discussion with female inmates of problems of incarcerated women (in Missouri) and solutions and alternatives for problems, including identifying resources available to assist in meeting their needs, (6) Bilingual Vocational Training of Dental Assistants (provides out-of-school unemployed persons of limited English-speaking ability with vocational training as dental assistants), and (7) Guidelines for Special Projects (designed to develop a strategy for two-way communication between a student and his or her faculty adviser). [More] Descriptors: Adult Education, Adult Programs, Bilingual Education, Career Counseling
(1977). The Native American Career Education Project. A Final Report. A project was conducted during 1974-76 to help meet the career awareness, orientation, and exploration needs of Native American youth in grades 7, 8, and 9. Activities included gathering information on Native American career education needs and surveying existing career education materials. Based on that information, twelve instructional units were designed and developed. Pilot testing took place in urban, semi-rural, and rural settings in California, Nevada, Arizona, and South Dakota; a third-party evaluation was conducted. Findings and recommendations include the following: (1) Native American tribes, parents, and students concerned perceive a need for career education; (2) materials written for Indian junior high school students should allow for poor language skills and should be relevant to students' cultural background; (3) the program tends to improve student ability in working with groups; (4) involvement in the program can give students an appreciation of their own culture, motivate participation in class activities, and broaden understanding of careers; (5) for optimal effectiveness, units should be integrated into the junior high school curriculum for its full three years; (6) the development of a training program for teachers and others involved in the program is strongly recommended; and (7) development of similar units for students in elementary and senior high schools is recommended. (Appendixes contain project materials and analyses of pre-posttest scores. The twelve instructional units are each available separately.) [More] Descriptors: American Indians, Bilingual Education, Career Awareness, Career Education
(1977). Bilingual-Bicultural Curriculum for Grade 2 Social Studies. Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. It is felt that an effort should be made to discover the skill level at which a child is functioning, to choose materials from curriculum guides at that skill level, and to move to more difficult materials when the child is ready. Skills are suggested at given grade levels to provide a logical sequence of skill development. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is for social studies instruction at the second grade level, and is divided into eight units: (1) Myself; (2) My School; (3) My Family; (4) My Home; (5) My Community; (6) Transportation; (7) Communication; and (8) Animals. Each unit is further divided into skills which combine the topic of the unit with basic concepts that the child must master. Activities for each skill are suggested. A vocabulary list is provided in each unit, and the guide is illustrated with black-and-white drawings. Descriptors: Bilingual Education, Bilingual Students, Communication (Thought Transfer), Cultural Education
(1977). Modern Language Testing. Second Edition. This handbook, intended for language teachers at all levels, is an introduction to foreign language testing. It is a revision and expansion of the edition that appeared ten years ago. This edition reflects contemporary concerns in measurement and evaluation and contemporary changes in teaching aims, particularly toward communicative competence. The book is divided into three parts: (1) Principles and Procedures of Testing, (2) Methods of Evaluation and (3) Current Developments. The first section deals with the general area of modern language testing, preparing and giving the classroom test and evaluating test results. The second section describes tests in six areas of language instruction: listening, speaking, reading, writing, culture and literature. The third section discusses new directions in modern language testing and in bilingual and ESL programs. There are also an appendix, containing descriptions of commercial language tests, and a selected bibliography. Descriptors: Achievement Tests, Affective Objectives, Bilingual Education, Communicative Competence (Languages)