This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Paul F. King, Washington Department of Education, Ernest Wilkins, Mary Finocchiaro, Bud B. Khleif, Jose M. Gallardo, Lois S. Steinberg, Randall H. Russell, California Foreign Language Teachers Association., and Peter A. Eddy.
(1997). The New Teacher's Guide to the U.S. Department of Education. This guide provides information about the U.S. Department of Education's latest initiatives, updates specific programs for schools and teachers, and lists services and resources. The introductory section provides information on the Department's seven priorities as outlined in President Clinton's fifth State of the Union Address, on President Clinton's Voluntary National Testing initiative, and on the national standards being developed by various professional education associations and societies. Section 2 contains information about the Department's grant programs and other programs that may interest teachers. Section 3 offers information on services and resources provided by the Department and on how to contact the various offices responsible for them. This section also lists federal Internet resources on education. Section 4 includes information on various regional and field-based resources that the Department funds through grants and contracts. [More] Descriptors: Academic Standards, Adult Education, Beginning Teachers, Bilingual Education
(1974). A Study of Curriculum Areas for Teaching in a Bilingual Program for Grades 1-3. In this report, process objectives, project materials, time allotment, and suggested activities for the instruction of all-Spanish and English dominant, Spanish dominant, English dominant-Spanish speaking, English mono-lingual and English dominant children are described. The following curriculum areas are considered: dominant language arts, speaking, reading, writing, English as a second language, Spanish as a second language, Mathematics and cross cultural social studies. This document forms part of a comprehensive program planned for and implemented in East New York to facilitate the adjustment of newly arrived Puerto Rican pupils and parents to the school and the community. Descriptors: Activities, Bilingual Education, Bilingual Schools, Bilingual Students
(1975). Ethnic Boundaries, Identity, and Schooling: A Socio-Cultural Study of Welsh-English Relations. This report is concerned with the current Welsh cultural resurgence, with the focus of this resurgence on the Welsh language as a chief determinant of ethnicity, and with the efforts of the Welsh to obtain from those that govern them institutional supports for their language in schools, courts of law, and similar public and official establishments. This study is put in the context of relations with the English, the historical background of the Welsh, and the larger context of autonomist movements in Europe and North America, South America, Asia, and Africa. The questions explored here include: (1) what is the relationship between ethnicity, nationalism, and language; (2) under what circumstances do they fuse into one another; (3) to what extent do they have an underlying unity, yet can be discussed apart; and (4) what accounts for the persistence of ethnicity well into the twentieth century? The report is divided into the following sections: a brief history of European, Celtic, and Welsh nationalism; issues and development in Welsh nationalism; land, language, and community; language versus institutions; the school as an agency of regeneration; and the teaching of history in the schools. Implications of this study in relation to ethnicity, nationalism, and bilingualism are also discussed. [More] Descriptors: Bilingual Education, Bilingualism, Cultural Awareness, Cultural Background
(1976). CFLTA Kiosk of Foreign Language Aids, Vol. II. This document is a collection of articles on foreign language education from both state and national sources. The articles deal with trends in the field, resources for the foreign language teacher, creative student work and audiovisual teaching aids. The volume is divided into the following sections: (1) general language (including the articles "The Foreign Language Teacher as a Multi Cultural Educator – Promises, Pitfalls and Preparation," by Frederick Jenks and "An Outline of Methods and Materials for Presenting Culture in the Classroom," by Marianne Harvey); (2) Spanish (lists of materials for classroom use, including games, books, films, posters, records, slides, travel guides and maps, comics, paperbacks, etc.); (3) French (including an article by Kay Flanagan, "Toward Free Conversation in the Classroom"); (4) German (including a long list of classroom projects); (5) Russian; (6) Latin; (7) Miscellaneous; (8) Italian; (9) Oriental (including a list of publications concerning Vietnamese refugees in the United States); (10) Summer Workshops; and (11) Contributors' List. [More] Descriptors: Audiovisual Aids, Bilingual Education, Career Opportunities, Class Activities
(1972). English as a Second Language for Job Training and Employment: Special Demonstration Project. The San Diego demonstration project provides occupationally oriented English as a Second Language (ESL) materials aimed at preparing students for job training, on-the-job training, or entry-level employment, mainly in semi-skilled occupations. The job-readiness curriculum is planned to bring the monolingual Spanish speaking adult student to a proficiency level in English in approximately 1,000 hours of instruction. Presented in terms of performance objectives, the course curriculum is divided into three phases: survival English, English for the world of work and selected occupational clusters, and English pattern usage. The daily lesson plans, student evaluations, and tests presented in the report are all cross-referenced to a list of these basic performance objectives. The first section of the document provides: (1) specific performance objectives, (2) student information and profiles, (3) student evaluations, (4) written and oral tests utilized, (5) materials and aids, (6) reference materials and audiovisual equipment, and (8) evaluation and recommendations. Section 2, making up the bulk of the document, offers dated lesson plans organized according to: (1) subject matter, (2) performance objective code number, (3) materials and aids, (4) material code, (5) approaches, (6) English or Spanish instruction, and (7) activities. [More] Descriptors: Adult Basic Education, Adult Programs, Bilingual Education, Career Development
(1975). ERIC Documents on Foreign Language Teaching and Linguistics: List Number 13. This is the 13th in a series of catalogues of ERIC documents of interest to teachers and researchers in foreign languages and linguistics. This list consists of documents processed into the ERIC system by the various clearinghouses from October 1973 through March 1974 and is divided into categories adapted from the American Council on the Teaching of Foreign Languages (ACTFL) Bibliography. Cross-references by subcategories are also provided. The format of the 377 entries is that used in the ERIC system, excluding descriptors and resumes. Descriptors: Bibliographies, Bilingual Education, Bilingualism, Career Opportunities
(1975). A Selected Annotated Bibliography for Teaching English to Speakers of Vietnamese. Vietnamese Refugee Education Series, No. 4. This annotated bibliography represents a selection of materials which are of most immediate practical relevance and utility to those concerned with the English language education at all levels of refugees from Indochina, particularly Vietnam. An effort was made to include a basic and up-to-date selection of professional materials for those with little prior preparation in this area. Availability was another criterion in selecting the materials. Materials on Vietnamese language and culture are also included, because it is felt that English instruction should be carried out in a context sensitive to the cultural shock of the refugee, and because it is felt that a bilingual or a bilingual support program is in the long run the best approach to the instruction of the refugee. Materials are listed under the following headings: materials for children, including audiovisual aids; materials for adults; dictionaries and reference materials; vocational English; adult basic literacy materials; testing materials; linguistic and cultural reference materials; and references for teachers. [More] Descriptors: Adult Basic Education, Adult Education, Annotated Bibliographies, Audiovisual Aids
(1966). Bilingual Readiness in Earliest School Years; A Curriculum Demonstration Project. Bilingual Readiness in Primary Grades; An Early Childhood Demonstration Project. Final Report. These two curriculum demonstration projects on bilingual readiness in the earliest school years contain many similarities. Both were formed on the thesis that young children can and will learn a second language readily and that the urban classroom mixture of Spanish-speaking, English-speaking, and Negro-dialect speaking children can be capitalized on to further bilingual and intercultural development of all groups. The objectives of the projects were to (1) foster bilingual development in children at a prime readiness age (4 to 8), (2) promote positive attitudes among native English speakers toward the language and culture of other groups, and (3) enhance the self-concept and pride in heritage of children speaking Spanish while teaching them English. In both studies a Bilingual Specialist met with classes of Kindergarten and 1st grade children 15 to 20 minutes per day. Both English and Spanish were used during these periods. Much of curriculum activity involved listening to stories, story-telling, singing, dramatization, and game playing; however, Finocchiaro took a more group-oriented approach, whereas King's more individualized approach relied on the use of instrumentalization for repetitive reinforcement during the lesson and after the lesson as an aid to the teacher. The Reading Readiness program was also integrated into the King project. Both studies concurred in the conclusion that bilingual readiness can be developed at this age level. [More] Descriptors: Acculturation, Bilingual Education, Bilingual Teachers, Blacks
(1996). Communicator. 1996, Communicator. This compilation of four journal issues on gifted education in California focuses on the following topics: (1) literacy for the 21st century; (2) technology; (3) reflections on gifted education; and (4) politics. Major articles include: "English Language Arts in California's Schools: A New Beginning" (Diane Levin and Catherine Barkett); "Parents Promoting Literacy" (Marilyn Morrison); "The Illiterate Gifted Student: Oxymoron or Reality" (Kathie Aihara); "Nurturing a Nation of Nonreaders: Teaching Reading for Pleasure in a Show-Me Society" (Angel Barrett); "Teaching Literacy to Gifted Students" (Bill Raabe); "Read Aloud to a Gifted Child?" (Lisa Heimlich); "Bilingual Literacy" (Robbie Wedeen); "An Internet Primer" (Judy Lieb and Tony Anderson); "Exploding Myths About Television and Children" (Milton Chen); "Don't Let Your Kids Have All the Fun: Become A Computer Literate Parent" (Marilyn Morrison); "Computers: The Home Schooling Connection" (Roberta Ponce); "The Software Explosion: A Guide to Selecting Instructional Materials For Gifted Students" (Hillary S. Hertzog); "Technology Copyright Laws: Your District Probably Has a Policy–Do You Know the Guidelines?" (Marge Hoctor); "And the Internet Shall Set You Free? Road Signs and Insights for the Internet Traveler" (Andy Rogers); "The Internet: Check Your Sources" (Sara Armstrong); "Student As Instructor Project: Using Instructional Television To Empower Students" (Victor Lamkay); "Gifted and Talented Education Moves Forward" (Catherine Barkett); "Parent Involvement: Past and Future" (Sharon A. Freitas); "How To Turn Your Summer Vacation into a Learning Experience" (Marilyn Morrison); "Gifted Education Politics: School Reform" (Lisa Jeffrey); "Raising Our Children To Be Educated Voters" (Marilyn Morrison); "How Can I Get Involved? Being an Advocate for Gifted Education at All Levels of Government" (Lisa M. Heimlich); "Seven Characteristics of Highly Effective Technology Leaders" (John A. Vaille); and "Pondering Politics in the Classroom" (Victoria Siegel and Sandra N. Kaplan). [More] Descriptors: Advocacy, Bilingual Education Programs, Citizen Participation, Computer Literacy
(1972). Proceedings of Conference on Education of Puerto Rican Children on the Mainland (October 18 to 21, 1970). These conference proceedings deal with the exploration of the problems faced in educating Puerto Ricans and in seeking solutions for these same problems with a focus on the programs for school age children. Major areas discussed in the conference proceedings are: the cultural background of the Puerto Rican child, testing and placement of Spanish speaking children, views of stateside educators, overcoming the language barrier of the Spanish speaking child (preschool English instruction), English as a second language (reading), English as a second language (language and bilingual programs), observation visits to schools and other institutions, recruitment and training of teachers of English for Spanish speaking children, preparation of instructional materials, and affective cooperation of Puerto Rican agencies. [More] Descriptors: Agency Cooperation, Biculturalism, Bilingual Education, Bilingual Schools
(1992). Bridges to Business. Fund for the Improvement of Postsecondary Education Final Report. Bridges to Business is a dual admissions program between Holyoke Community College (HCC) (Massachusetts) and the School of Management at the University of Massachusetts-Amherst (UMass). Established to attract, educate, and graduate linguistic minority students, the FIPSE-funded program addressed the major problems faced by limited English proficiency students, such as below-average rates of retention and graduation, low aspirations, lack of financial support, and difficulty meeting university admission requirements. Bridges to Business offered academic and personal support services, such as bilingual teaching assistants and workshops, to linguistic minority students enrolled in the Business Studies program at HCC. Students were required to maintain a 2.5 GPA or above and earn at least a C in six predictor courses in order to earn an associate degree and transfer to UMass. When compared with all minority students enrolled at HCC, Bridges to Business students maintained a higher grade point average and rate of retention. Though the inhibiting factors of poverty and a lack of self-confidence proved to be barriers equal to the lack of language proficiency, 7 students out of the program's 43 earned associate degrees and 3 transferred to the School of Management at UMass. Appendices include considerations in reviewing future proposals and acquiring assistance from FIPSE. [More] Descriptors: Articulation (Education), Bilingual Education Programs, Bilingual Teacher Aides, College Transfer Students
(1975). The Role of Extra-Local Interest Groups in School Policy Making and Implementation. The belief that structural change providing for the representation of minority parents in urban school districts would improve educational services for their children has led to an emphasis on school-system controlled or affiliated channels for participation. This emphasis, based on assumptions about parent participation in suburban districts, has neglected the findings of suburban school studies that indicate the significance of community organizations in the articulation of educational interests and has diverted attention from the recent dilution of local school board authority. This paper relates the utilization of both institutional and independent community channels for the articulation of parent interests in a New York suburb and the results of some recent events in New York City involving the adoption of bilingual programs for Puerto Rican students. The analysis illustrates some of the structural similarities in both types of districts that inhibit parent participation in school-controlled channels and identifies some of the factors related to effective parent participation. Results indicate that reforms are initiated not by established local community groups but by extra-local interest groups. [More] Descriptors: Bilingual Education, Board of Education Policy, Board of Education Role, Boards of Education
(1977). The Relationships among Three Measures of Bilingualism and Their Relationship to Achievement Test Scores. Before a bilingual program can be set up, students who are potential candidates for such a program must be identified. A study was made to investigate the interrelationships of three commonly used measures of "language dominance": the Language Facility Test (LFT), the Home Bilingual Usage Estimate (HBUE), and the Teacher Judgment Questionnaire (TJQ). The population for this study included 1,799 students in grades 1-12 from three school districts in Washington State. The results indicate that the three measures do not have a high degree of interrelationship and that based on this set of data, one measure will not serve as a substitute for the others. When examined from a content analysis perspective, it is not totally surprising that the three measures are not perfectly related. Each looks at students' language usage from a somewhat different perspective. However, the fact that the results from each measure purport to indicate the "language dominance" of students implies that the results from the measures should converge. In the present study the results from the three instruments do not converge. Three possible explanations may account for the findings: (1) the study itself may be limited, given the small sample sizes and some lack of control in the administration and scoring of the instruments; (2) the instruments themselves may be faulty; (3) the problem may reside in the construct "language dominance" itself. Descriptors: Achievement Tests, Bilingual Education, Bilingual Students, Bilingual Teachers
(). Conversational Spanish Curriculum for Teachers of Migrant Children. The guide consists of 15 units to teach conversational Spanish to teachers of migrant children. Using directed conversations and patterned responses, the units cover exchanging common greetings, asking and answering questions, introducing yourself and telling where you work, making statements and answering questions about certain personal characteristics or conditions (i.e., beautiful, tired, handsome, congenial), asking "why", forming negative sentences, interviewing a child, using numbers, making and responding to requests, using the past tense of any verb, talking and discussing with the migrant parents, time orientation, and using the imperfect tense. Each unit includes the performance objectives, a review, task assignments, structure note, and a culture note. The structure note briefly discusses the structure of verbs, phrases, adjectives, or idiomatic expressions. The culture notes give some background information on cultural factors which influence the migrant child's language, attitudes, feelings, or behavior. Descriptors: Bilingual Education, Bilingualism, Communicative Competence (Languages), Conversational Language Courses
(1994). Use of the Mother Tongue in Second Language Classrooms: An Experimental Investigation of Effects on the Attitudes and Writing Performance of Bilingual UK Schoolchildren, Journal of Multilingual and Multicultural Development. A study of mother tongue (MT) use in second-language classrooms was conducted in United Kingdom primary schools in two bilingual settings: North Wales (Welsh/English) and Lancashire (Mirpur Punjabi/English). Prewriting activities were carried out with comparable pairs of classes (MT or English, second language). Although attitudes in the MT groups improved, writing performance showed no change. (30 references) Descriptors: Bilingual Education, Bilingual Students, Elementary Education, English (Second Language)