This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include David P. Benseler, Raquel Ward, Arlington Center for Applied Linguistics, Alain M. Desrochers, Wahneta M. Mullen, Ramona Jones, Daniel W. Kee, G. L. Barney, Koumarn Yang See, and R. C. Gardner.
(1974). Many Learners, Many Goals, Many Curricula. Responding to New Realities. ACTFL Review of Foreign Language Education, Vol. 5. Foreign language study is appealing to a broader clientele today, which results in a great diversity of needs. A more personalized curriculum and instructional activities geared towards accommodating the needs and interests of the individual are needed. The cultural background of the learner is a significant factor in determining his frame of reference and in assessing his needs in order to design curricula. Individual differences extend beyond socioeconomic factors, ethnic background, and interests. Focusing on the unique characteristics of the learner requires a highly diversified curricula and individualized learning. This emphasis on the needs, characteristics and interests of the learner highlights the importance of goal formulation. Students should be involved in cooperative planning in order to reconcile personal goals with instructional goals. Multiple goals and diverse curricula require flexibility from teachers. Teachers must expand and reinforce the text with a great variety of supplementary materials and activities. There is a trend toward teacher involvement in developing and adapting materials. Personalized curricula require changes in the measurement and evaluation of student progress. The following are among the many topics discussed: (1) difficulties and issues in establishing curricular goals; (2) the length of the foreign language sequence; (3) selection of content; (4) organization and scheduling; (5) characteristics of exploratory programs; (6) the mini-course concept; (7) career-oriented language programs; and (8) bilingual-bicultural curricula. Descriptors: Bilingual Education, Career Education, Cultural Background, Curriculum Design
(1978). Cross-Cultural Contact: Correlates and Consequences. Research Bulletin No. 455. The purpose of this study was to examine some correlates and consequences of a four-day trip to a French-speaking community by 153 grade eight English Canadian students. The major findings are that: (1) Parents of the participants in the excursion differ from those of the 183 non-participants not in terms of socioeconomic status or educational level, but in attitudes concerning the value to their children of having contact with French Canadians, learning French and becoming bilingual; (2) Parental sociocultural attitudes, attitudes toward French television exposure and toward French as a school subject are significantly related to their child's language-related attitudes and motivation, but not to the child's French proficiency; and (3) Students who have more interaction with French Canadians, as assessed by either self report or peer judgments, return from bicultural excursions with more favorable attitudes toward the community and the language, less anxiety when using the language, and more intention to speak it than non-participants. [More] Descriptors: Bilingual Education, Cross Cultural Studies, Cross Cultural Training, Cultural Awareness
(1975). Careers for Bilinguals. Volume One. Teacher's Manual. This teacher's manual accompanies a student workbook (CE 013 449) for minority groups who have been exposed to non-standard English or foreign language environments and/or who are in need of perfecting their English language skills. Focusing on the Hispanic culture, the student workbook is intended to serve as a guide to career awareness for bilingual and monolingual junior and senior high school students, adults in continuing education, students in alternative schools, and students in correctional institutions. This teacher's manual includes the following materials: suggestions which may be used by professionals and para-professionals; an extensive bibliography; a question and answer forum; and an appendix containing three related professional papers which cover the career scheme of Birmingham's secondary schools (England), suggestions for decreasing the number of dropouts, and coping skills in adult basic education. Also attached to this document are two booklets: (1) an evaluation guide which includes suggestions for appraisal, placement, and diagnostic testing; methodology for multi-cultural expansion; and answers to four of the six tests included in the student's evaluation booklet which is attached to the student workbook; and (2) a set of illustrations which accompany the student workbook activities. An audio cassette which records the workbook dialogs and selected exercises is also available (see availability note). Descriptors: Adult Basic Education, Adult Education, Answer Keys, Bilingual Education
(1978). Bilingual Vocational Program – Part J. Final Report, FY78. The Crystal City Independent School District Bilingual Vocational Training Program was designed to provide business/printing education, auto mechanics, and industrial construction competencies to trainees exhibiting interest in these training areas. The participants were adults who were underemployed or unemployed in the community of Crystal City, Texas, the home base of an extremely high migrant Mexican American population. The program of instruction consisted of combined and coordinated related instruction with on-the-job training experience. During the period between September 1977 through May 1978, training was offered in two skill areas: (1) academic component, including computation and communications skills; and (2) vocational component, including skills in business and printing occupations. Concentration was placed on training individuals in secretarial/clerical and printing office machine skills. An advisory council selected fifty participants from the 200 adults who applied for the program. Seventy-two percent of the trainees were placed on jobs and/or motivated to pursue a college education. Seventy-five percent achieved the program's overall objectives, including demonstration of communication skills in both Spanish and English. Each trainee received counseling and instructions in job applications. The program was termed a success by program administrators. Descriptors: Adult Education, Auto Mechanics, Bilingual Education, Building Trades
(1975). Social Psychology of Second Language Acquisition and Bilinguality: An Annotated Bibliography. Research Bulletin No. 340. This bibliography includes 333 annotated references and 178 references without annotations. The articles represent a wide variety of work, including theoretical papers, statements of opinions and policy (both political and pedagogical), and empirical studies. The central theme was organized into six topics, which were then used as major categories in the classification scheme. The six topics are: (1) factors affecting attitudes and motivation; (2) social factors which influence second language acquisition; (3) costs and benefits of second language acquisition; (4) immersion programs and bilingual schools; (5) general reviews; and (6) individual differences in second language acquisition and perseverance in the programs. [More] Descriptors: Academic Achievement, Annotated Bibliographies, Anxiety, Bilingual Education
(1977). English Teachers' Journal (Israel), No. 17. This journal, published in Israel, contains articles of interest to teachers of English as a second language, particularly those in Hebrew-English situations. This issue contains the following articles: (1) "Evaluating the Teacher's 'Control of English'," by R. Gefen; (2) "Instructional Television and the English Proficiency Level of Ninth Grade Pupils," by E. Newmark; (3) "Group Testing of Listening Comprehension and Oral Proficiency," by V. Whiteson; (4) "Creative Dramatics in the Teaching of English to Grade 4 Classes," by L. Ravich; (5) "Literature and the Religious Teacher," by R. Ribner; (6) "An Individual Instruction Program," by M. Applebaum; (7) "I'd Like You to Read This, Please," by N. Alpert; (8) "English for Speakers of Hebrew: Advanced Language Series," by R. Berman and R. Stock; (9) "Teaching Beginning Reading I: Matching Sounds and Letters," an interview with Virginia French Allen; (10) "A Few Notes on Teaching Reading," by L. Groebel; (11) "An Experimental Unit for Grade 10 'Masmar' Vocational Class," by E. Levy; (12) "Teaching English Through Games in Grade Four," by M. Talmi; (13) "Teaching and Testing in the Secretarial-Tourism Trend," by J. Kadish-White; and (14) "Games in Foreign Language Teaching," by E. Olshtain. A synopsis in Hebrew of the contents of the issue is provided. Descriptors: Bilingual Education, Class Activities, Creative Dramatics, Educational Games
(1978). Pictorial Elaboration Effects on Mexican-American Children's Retention of Noun Pairs. The present experiment investigated: (1) the effect of pictorial elaboration on low socioeconomic-status Mexican-American children's long term memory for noun pairs; (2) the effects of labeling mode on estimates of paired-associate acquisition and retention; and (3) the interrelationships between paired-associate task performance and school achievement. The basic design was a 2×2 crossed factorial with pictorial presentation (standard vs. elaborated) and labeling mode (English vs. Spanish). In the acquisition phase of the experiment, 60 second grade children learned a twenty-pair list of common noun referents labeled in English or Spanish. The children learned the list to a leniently scored criterion of 16/20 correct by the study-test paired-associate method. After seven days, retention was assessed by cued-recall and multichoice tests. The results indicated that while elaborated pictorial presentation enhanced the rate of original learning, it neither helped nor hindered the children's long term memory for the pairs. Estimates of original learning and retention did not vary as a function of labeling mode. The rate of paired-associate learning was significantly related only to reading achievement within the elaborated presentation condition. There were no reliable correlations between the indices of paired-associate retention and school achievement. [More] Descriptors: Academic Achievement, Bilingual Education, Cognitive Processes, Elementary Education
(1976). Minnesota Indian Education Hearings Report, November 1976. Summarizing the analyses of testimonies presented before the Minnesota Subcommittee on Indian Education by both Indians and nonIndians concerned and/or involved with national, state, or local Indian education, this report focuses on findings at the statewide and individual site levels (Minneapolis, St. Paul, Red Wing, Cass Lake, Duluth, White Earth, and Red Lake). Additionally, this document presents: methods employed in analysis; detailed recommendations; limitations; and appendices (comprised of definitions, the content analysis code structure, table of contents–written testimonies, frequencies of responses per major categories by item names, total priorities per hearing site by major categories, priorities per major categories as indicated by total number of responses, and summary of data by races for each site). Supporting documents of graphs, charts, tables, etc. are presented both within the main text and the appendices. Specific recommendations are generalized into the following three areas: to improve existing Indian education programs; to better facilitate local, state, tribal, and Federal educational legislation and administration; and to fulfill Indian rights and equal educational opportunities guaranteed by treaty and civil rights that are sometimes unfulfilled due to conflicts with the states' roles and responsibilities per Indian self-determination, or desegregation, or the unmet special needs of Indian children. Descriptors: American Indians, Biculturalism, Bilingual Education, Civil Rights
(1978). Glimpses of Hmong History and Culture. General Information Series, No. 16. Indochinese Refugee Education Guides. The two essays in this guide are intended to provide Americans with an introduction to the history and culture of the Hmong refugees from Laos. In the first essay, "The Hmongs of Laos: 1896-1978," the following topics are discussed: (1) the Hmongs' history until 1940; (2) the emergence of Hmong leaders during and after World War II and the guerilla army after the takeover by the Pathet Lao; (3) the effects of relocation into new regions and inhospitable climates between 1955 and 1975; (4) the fall of the Royal Lao government and the period between 1972 and 1975; and (5) the problems arising from the flight into Thailand since 1975. In the second essay, a description of Hmong life and culture during the early '50s is provided to give a picture of the life that the older refugees remember. The following subjects are discussed: (1) the origins, history and way of life of the people and the mountainous regions in which they live; (2) their patrilinear clan system, which is the basis for their social organization and is a primary integrating factor in their culture as a whole; (3) their political organization, rooted in respect for the authority of the elders; (4) the economy and division of labor; (5) folklore and beliefs, particularly as these influence their daily life and customs; and (6) their life cycle, that is, family and household beliefs, customs and values. Descriptors: Agriculture, Anthropology, Asian Americans, Beliefs
(1978). ESPMENA Bulletin (English for Special Purposes in the Middle East and North Africa), No. 10, Spring 1978. This bulletin contains articles of interest to persons and institutions engaged in teaching English for special purposes (ESP) and allied activities. "Developments in ESP Courses and Centres" gives information on programs in specialized English and French. "Teaching and Learning Materials" presents techniques for teaching conceptual paragraphs, outlining, "if sentences" in instructions, and using lecturettes. "Problems and Puzzles" discusses footnotes, social language needs, sentence writing, and titles. "How Common are 'Common Core' Words?" by John Kirkman, raises questions about the probability of nouns in a ready-made general ESP program. "A Verb Frequency Count in Legal English," by Mike Friel, includes words from legal texts as well as samples of the students own writing. An"items received" section provides an annotated list of newsletters and books. Three reviews complete the issue: "25 Centuries of Language Teaching" by L. G. Kelly, reviewed by Ailsa Crofts: "New Orientations in the Teaching of English," by Peter Strevens, reviewed by Tony Bex; and "English for Careers: The Language of Accounting in English," by Sandra Costinett, reviewed by Andreas Lambrou. Descriptors: Bilingual Education, Book Reviews, English for Special Purposes, English (Second Language)
(1978). An Annotated Bibliography of Materials on the Hmongs of Laos. General Information Series, No. 17. Indochinese Refugee Education Guides. Fourth in a series of documents on the Hmong language and culture, this bibliography is intended to give an idea of what has been written about the Hmongs since 1945. Because most of the sources are not readily accessible, lengthy annotations are written where possible. The entries are divided into the following classifications: (1) For Children; (2) General Descriptions of Hmong Life; (3) The War; (4) Hmong Relationships with Various Governments; (5) Missionary and Philanthropic Work; (6) Opium; (7) Fiction; (8) Anthropological Surveys; (9) Specific Aspects of Hmong Culture; (10) Hmong Linguistics; (11) Hmong Alphabets; and (12) Hmong Dictionaries. Descriptors: Alphabets, Annotated Bibliographies, Anthropology, Asian Americans
(1978). ACTFL Annual Bibliography of Books and Articles on Pedagogy in Foreign Languages for the Years 1975 and 1976. This selected bibliography of books and articles related to foreign language pedagogy is compiled from a master list of over 300 journals and reference sources. This compilation, which lists publications that appeared during the two calendar years 1975 and 1976, contains 4,224 citations. They are divided into the following topics: "Festschriften" and Other Analyzed Collections; General; Bilingualism; Linguistics; Culture; Teaching the Foreign Language; Curricular Problems and Developments; Materials; Physiology and Psychology of Language Learning; Teacher Education and Certification; Methods; Equipment; and Testing. An author index is provided. Descriptors: Audiovisual Instruction, Bibliographies, Bilingual Education, Bilingualism
(1975). Interviews of Teachers in Title VII K-1 Schools ESEA Title VII Bilingual Project. Formative Evaluation Report No. 7. A summary is presented of interviews with nine kindergarten and first grade teachers, all monolingual, in the four Title VII Bilingual Project schools where participation includes just kindergarten and first grade. Four bilingual teacher aides are assigned to these schools. Intended to provide data for assessment of ongoing activities as well as stated objectives, the interviews were designed to investigate activities such as duties assigned to bilingual aides, in-service training needs, materials needed, the amount of English and Spanish used in instruction and the amount of help needed by the teachers from the project staff. Therefore, the following areas were covered by the fifteen questions on the interview form: (1) language instruction; (2) teacher aides services; (3) classroom needs; (4) inservice training needs; (5) supervision and services by the Title VII staff; and (6) cultural awareness activities. Following a discussion of the results of each of the fifteen items, two significant conclusions are drawn: (1) because the burden of Spanish instruction falls on teachers aides, special training activities for and close supervision of the four aides seem necessary; and (2) to make up for the current lack of cultural activities, a heavy reliance on the aide for such activities is suggested. A copy of the interview form and a summary of teachers' responses to each item are attached. [More] Descriptors: Bilingual Education, Bilingual Teacher Aides, Cultural Awareness, Educational Assessment
(1978). Current Projects in Vocational Education FY 1977. Abstracts of Projects Supported in Fiscal Year 1977 under the Vocational Education Amendments of 1968 (Parts C, D, I and J). Following a narrative introduction and list of project titles, the abstracts are arranged alphabetically by state within each of the following four sections that represent parts of the Vocational Education Amendments of 1968 under which funding was obtained: Part C, research (97 projects); Part D, demonstration (66 projects); Part I, curriculum development (14 projects); and Part J, bilingual vocational training (22 projects). The Part C projects are grouped according to the following priority areas: equal access and opportunities; sex-role stereotyping and sex bias; education and work program; adult and postsecondary vocational education; curriculum management and instructional materials; personnel development, comprehensive systems of guidance, counseling, placement, and follow-through; administration at the state and local level, and special projects of national significance. Part D projects are grouped by experience-based career education, cluster projects, and work experience and cooperative vocational education. The information provided for each project includes application number, contract or grant number, title, principal investigator and organization, funding period and an abstract summarizing project objectives, procedures, and expected contribution to education. The projects are indexed by application number, principal investigator, and state. [More] Descriptors: Abstracts, Activities, Adult Education, Bilingual Education
(1978). English Teachers' Journal (Israel), No. 19. This journal, published in Israel, contains articles of interest to teachers of English as a second language, particularly those in Hebrew-English situations. This issue contains the following articles: (1) "Thirty Years of Israel — in the English Class," by A. Sotto and L. Marnin; (2) "English in Grade Four," by E. Gelber; (3) "English Teaching in Grade Four," by L. Marnin and A. Sotto; (4) "Instructional English," by J.R. Ewer and E.H. Davies; (5) "Simplifying Tense and Aspect for English Language Students," by W.K. Gallagher; (6) "The Role of the Experienced Teacher in Training Future Teachers," by S. Shaulson; (7) "Work in Groups," by S. Sar-Shalom; (8) "Guidelines for Teachers in the Secretarial and Tourism Trends"; (9) "Theater Games for All Grades," by L. Ravich; (10)"Teaching the Reading Skill," by R. Kressel; (11) "Some Recommendations for Extensive Reading," by Y. Gefen; (12) "An English Ulpan at Kfar Blum"; (13) "Teaching Advanced Reading Skills in Foreign Languages," by C.J. Brunfit; and (14) "News from the Instructional Television Centre," by S. Been and others. A synopsis in Hebrew of the contents of the issue is provided. Descriptors: Acting, Bilingual Education, Class Activities, Educational Games