Bibliography: Bilingual Education (page 824 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include CA. Dept. of Education. San Francisco Univ., Inside Education, Edward A. De Avila, Manuel Reyes Mazon, Laura Beauchamp, Ronald L. Sousa, Edward A. DeAvila, Trude W. Lash, Heidi Sigal, and Anthony J. Salamanca.

Duncan, Sharon E.; De Avila, Edward A. (1978). Language Assessment Scales, Level 2, LAS II, for Grades 6 and Up, English/Spanish. Examiner's Manual. Language Assessment Scales, Level 2 (LAS II) are used to assess the linguistic proficiency of limited-English-speaking or non-English-speaking adolescents. LAS II, like its predecessor, LAS I, provides a picture of oral linguistic proficiency based on a student's performance across four linguistic subsystems: phonemic, lexical, syntactic and pragmatic. It is two independent tests, one in English and the other in Spanish. The phonemic section includes auditory discrimination and phoneme production items. The lexical section consists of words of varying levels of difficulty and with important phonemic features. The method used is identification of a picture. The syntactic section has two parts: (1) the student listens to a sentence and points to the picture illustrating the sentence, and (2) the student listens to a story and retells it in his/her own words. Because of the close connection between cognitive and linguistic development, interpretation of these results must be done by a native speaker and must take into account the age of the student. The pragmatic area is tested by having the teacher rate the student on his/her ability to carry out certain relevant tasks requiring language. The examiner's manual contains the LAS II rationale, instructions for administration and scoring, the examiner's test sheet, a group summary sheet, language samples and notes on LAS II validity. Descriptors: Adolescents, Bilingual Education, Bilingual Students, Bilingualism

Inside Education (1977). The New York State Education Department Annual Report, 1976-77. Educational priorities in New York State are described in this report. Legislation affecting education is summarized. A statistical profile of enrollments and expenditures is given. Aspects of elementary, secondary, and continuing education are discussed. The discussion of higher and professional education includes a progress report on the statewide plan; regionalism; improving institutional management; State aid to nonpublic colleges; medical and dental education; improving doctoral education; external degrees and college proficiency; higher education opportunity programs (HEOP); noncollegiate sponsored instruction; protecting the consumer in the professions; financial assistance to students; self assessment for colleges and universities; and teacher education and certification.  The section on cultural education covers the State Museum, mass communications; the State Library, the State Archives; and the State Science Service. Vocational rehabilitation is discussed briefly. Descriptors: Adult Education, Annual Reports, Bilingual Education, Career Education

DeAvila, Edward A.; Duncan, Sharon E. (1977). LAS Language Arts Supplement, Spanish. Revised Edition. Like its English counterpart, this is a collection of over 100 games and activities whose intent is to increase oral proficiency without requiring reading skills. The collection grew out of the desire to provide remedies for specific linguistic weaknesses in Spanish as identified by the Language Assessment Scales. Because tongue twisters, riddles, rhymes, and childhood games play a large part in the acquisition of the first language, these are emphasized. The Language Arts Supplement (LAS-LAS) is a language enrichment experience in two dimensions. First, it is not meant to instruct, in the sense of being didactic; there are no word or sentence pattern drills, per se. Wherever possible, the learning is meant to take place within the context of games and whimsey. Second, because of the large number of activities which come from the folklore of each language, the LAS-LAS is a linguistic cultural exchange. The activities can be done with a minimum of teacher guidance; the native-speaking students themselves provide the language model for the second language learners. The activites can also serve a useful pre-reading function to complement any Spanish language arts program. For each game or activity, the objective, materials needed, and procedure are given. Descriptors: Biculturalism, Bilingual Education, Child Language, Childrens Games

De Avila, Edward A.; Duncan, Sharon E. (1977). Language Assessment Scales, LAS I, for Grades K-5, English/Spanish. Second Edition. Language Assessment Scales, LAS I, are designed for children in grades K-5. LAS I accommodates ethnic and linguistic differences and provides direct language activities taken from the popular culture of both English- and Spanish-speaking peoples. LAS I consists of two independent tests, one in English and the other in Spanish, presented largely on tape. It provides a picture of oral linguistic ability based on the child's performance over four linguistic subsystems: phonemic, lexical, syntactic and pragmatic. The phonemic section measures both the decoding and encoding of the English and Spanish phonemic systems with particular emphasis on the most distinctive and difficult sounds. The lexical section consists of a number of words of varying levels of difficulty, which the child identifies through pictures. LAS I uses two methods to measure syntactic ability: identification of the picture illustrating the sentence heard and retelling of a story. For the pragmatic system, the teacher rates the child on his/her ability to carry out relevant tasks requiring language. The test is individually administered by native speakers. This manual contains administration and scoring instructions, a group summary sheet, language samples, technical notes on validity, and cue pictures for both English and Spanish versions. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Child Language

San Francisco Univ., CA. Dept. of Education. (1977). The Filipino Family, Teacher's Guide. A Unit of the Bay Area Filipino Culture Education Project, Revised Edition 1977 [And] Student Booklet [And] Teenagers in the Philippines and the Filipino Teenager: USA, Teacher's Guide. [And] Appendix: Final Report. Three units of one to three weeks duration each comprise this Filipino Culture Education Project package developed for students in grades 6-8. Objectives are to help students recognize the cultural heritage of Filipino Americans, to develop bicultural identities, and to help non-Filipino students develop appreciation for the cultural diversity within the United States. The units are titled "The Filipino Family,""Teenagers in the Philippines," and "The Filipino Teenager: USA." Through a task approach to the study of culture, students collect and analyze data about similarities and differences between ethnic populations. Each unit contains several tasks for one or more students to be accomplished in varying lengths of time. Activities are student-centered, with the teacher acting as facilitator of learning. Instructions for students are in both Tagalog and English. Activities include compiling a family album or family tree, and studying music and native dress. Methods include camera work and taped interviews. The package contains teacher's guides, task cards for the three units, and a student booklet. The final report of the project, included as an appendix, provides an evaluation of the activities, student profiles, suggestions for preparation for the units, and a list of project personnel. Descriptors: Activity Units, Adolescents, Biculturalism, Bilingual Education

Rist, Ray C. (1978). On the Education of Guestworker Children in Germany: A Comparative Study of Policies and Programs in Bavaria and Berlin. This paper examines two programs for the education of immigrant (guestworker) children in Germany. The Bavarian model bases its program upon the assumption that most foreign children remain in Germany for only a short time, eventually returning to their native countries. Evidence largely discredits this assumption, however. Though providing options for those foreign children who speak German, its primary emphasis is upon maintaining skills in the mother tongue. Immigrant children are given their own schools and are encouraged to stay there. By establishing this type of system, Bavaria is perpetuating the isolation and segregation of its minority population. Conversely, the Berlin (West) model is aimed at the integration of the children of the foreign worker as quickly as possible into the German language classroom. In contrast to the Bavarian program, the Berlin model tends to overemphasize integration. Cultural integration is so strong that no recognition of the national background of students is tolerated. Consequently, the foreign student dropout rate is quite high. Both approaches can be challenged on their basic assumptions and educational practices since neither acknowledges the multicultural nature of German society.   [More]  Descriptors: Academic Failure, Affirmative Action, Biculturalism, Bilingual Education

Center for Applied Linguistics, Arlington, VA. (1976). Manual for Indochinese Refugee Education 1976-1977. This manual is intended to meet the needs of elementary and secondary school teachers and administrators across the United States who have been charged with the education of Vietnamese, Cambodian, Laotian and Tai Dam refugee students. There are five sections to the manual. The first, "Retrospective," covers basically what has happened in the education of refugee children during the 1975-76 school year. The second, "Administrative Considerations," deals with such continuing problems as grade placement, school records, testing, etc. The third and largest section of the manual, "Language Considerations," is also the most comprehensive. It covers, in varying depths, all phases of language learning needs, with methods, techniques and materials for oral communication in English receiving the most attention. In the fourth section, "Cultural Considerations," the histories and value systems of the peoples of Vietnam, Cambodia, and Laos are discussed. The last section of "Appendices" is basically bibliographic in nature and is intended to give background information or lead the educator to further sources.   [More]  Descriptors: Age Grade Placement, Bibliographies, Bilingual Education, Cross Cultural Studies

Salamanca, Anthony J. (1974). Bilingual/Cross-Cultural Teacher Shortage in California. Position Paper. This position paper gives the results of informal surveys carried out by the Bilingual-Bicultural Task Force of the California State Department of Education. Only 60 to 65% of the teachers in the state bilingual programs are judged bilingual and 50% bilingual-biliterate. Almost all of the teacher aides are judged bilingual, and a large percentage are judged bilingual and biliterate. There is, therefore, a critical shortage of qualified bilingual/cross-cultural classroom teachers for bilingual programs. Another area that shows a need for qualified teachers is the area of "Special Instruction." In accordance with the Supreme Court decision in the Lau v. Nichols case, California public schools must give special English instruction to 188,159 limited-English and non-English speaking public school pupils. Thus, there is an immediate need for several thousand qualified bilingual teachers to give this special instruction. Appendix I gives the text of the Supreme Court's Lau decision. Appendix II gives the number of non-English-speaking pupils in California public schools by grade (kindergarten through 12) and primary language for 1972-73. Appendix III presents a summary of selected public-school pupil data by racial and ethnic groups, as of fall 1973. Appendix IV gives, by language, the total number of limited- and non-English-speaking pupils in California public schools in 1972-73, for Spanish and Asian language groups. Appendix V gives the statewide total of classroom teachers, 1967-73, by racial and ethnic groups.   [More]  Descriptors: American Indians, Asian Americans, Biculturalism, Bilingual Education

DeAvila, Edward A.; Duncan, Sharon E. (1977). LAS Language Arts Supplement, English. Revised Edition. This collection of over 100 games and activities is intended to increase oral proficiency among Spanish-speaking children without requiring reading skills. The collection grew out of the desire to provide remedies for specific linguistic weaknesses in English as identified by the Language Assessment Scales (LAS). Because tongue twisters, riddles and rhymes, and childhood games play a large part in the acquisition of the first language, these are emphasized. The Language Arts Supplement (LAS-LAS) is a language enrichment experience in two dimensions. First, it is not meant to instruct, in the sense of being didactic; there are no word or sentence pattern drills, per se. Wherever possible, the learning is meant to take place within the context of games and whimsey. Second, because of the large number of activities which come from the folklore of each language, the LAS-LAS is a linguistic cultural exchange. The activities can be done with a minimum of teacher guidance; the native-speaking students themselves provide the language model for the second language learners. The activities can also serve a useful pre-reading function to complement any English language arts program. For each game or activity, the objective, materials needed, and procedure are given. Descriptors: Biculturalism, Bilingual Education, Child Language, Childrens Games

Rackley, Ray, Ed. (1976). Research, Demonstration, and Evaluation Studies: Fiscal Year 1976. This report provides descriptive information on the Research, Demonstration, and Evaluation Program of the Office of Child Development (OCD) for Fiscal Year 1976. An overview describing the mission, function and long range goals of the OCD is included along with a discussion of the Research, Demonstration and Evaluation Program and its activities undertaken in support of the goals of the agency. Specific projects funded in Fiscal Year 1976 are then described within the context of these goal areas: (1) State Capacity Building; (2) Head Start; (3) Child Welfare; (4) Child Abuse and Neglect; (5) Day Care and (6) Child and Family Development. A section on the effects and use of television is included under the last goal area. A brief description of each project is included along with the principal investigator's name and address and the amount of funding received.   [More]  Descriptors: Adoption, American Indians, Annotated Bibliographies, Bilingual Education

Lash, Trude W.; Sigal, Heidi (1976). State of the Child: New York City. Based primarily on publicly available statistics, this report puts together information relating to the condition of New York City children. After compiling lists of the major concerns for children, and testing them against the reactions of experts and relevant research literature, the availability of usable statistical indicators is explored. In order to indicate improvements where they are needed, the analysis of how children are doing is combined with an examination of selected public programs and investments. Community organizations trained teams of lay and professional members for the task, developed standard observations and interview guides, assembled and analyzed their materials, and developed their reports and recommendations. These organizations and their task forces are responsible for the reports, on which four of the chapters of this report are based. Monitoring targets were: (1) child health stations; (2) the public school attendance program; (3) food programs in the public schools; and (4) bilingual programs in the schools. An analysis of the city's budget for children is also undertaken and a brief summary of a methodology devised for measuring children's perceived quality of life is provided.   [More]  Descriptors: Bilingual Education, Budgets, Child Abuse, Child Care

Mazon, Manuel Reyes, Ed. (1972). Adelante: An Emerging Design for Mexican American Education. Prior to an intensive 3-day conference, position papers were prepared by a select group of Mexican American scholars, representing the areas of history, anthropology, bilingualism, sociology, political science, education research, psychology, and cultural arts. Under suggested guidelines, selected Mexican American educational leaders reacted to the papers in small group sessions at the conference. Based on these reactions, the papers were then revised for this publication, which is divided into two sections. The first contains two introductory papers concerning the general topic of education for the Mexican American. The second section includes a paper discussing specific problems of the Mexican American child and the eight main position papers. Topics of the papers are: a challenge for educational institutions–an educational philosophy for the instruction of Mexican Americans; anthropological implication in the education of Mexican Americans; toward a philosophy of education for the Chicano, bilingualism and intellectual development; current educational research, the basis for a new philosophy for educating Mexican Americans; politics and education; a tri-partite development for the cultural arts in the education of the Mexican American; the ethnocentric response of public education to the Chicano, implications for school administrators; the psychology of the Mexican American; a historical perspective on the Mexican American. Each paper is preceded by a short preface and followed by a list of the panel members and their reactions. Descriptors: Biculturalism, Bilingual Education, Change Agents, Cultural Awareness

Sousa, Ronald L. (1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume I. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. This report describes, in detail, the problem solving procedures, activities and strategies used in revising, developing and implementing the Bilingual Management System within the Hayward Unified School District. It should serve as a model for other bilingual programs interested in adopting a bilingual learning management system.   [More]  Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Classroom Observation Techniques

Connecticut Staff Development Cooperative, Hamden. (1977). Language Arts Bilingual Bicultural Curriculum for Grade 3. 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. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is for instruction in the language arts at the third grade level, and is divided into seven units: (1) Connecticut; (2) Puerto Rico; (3) Latin America; (4) Europe; (5) Asia; (6) The Eskimo; and (7) The American Indian. Each unit is further divided into skills which combine the topic of the unit with basic concepts that the child must master. Activities are suggested for each skill, and a vocabulary list is provided in each unit.   [More]  Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students

Beauchamp, Laura; Butler, David L. (1977). Bilingual Bicultural Curriculum for Language Arts, Grade Four. Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers in efforts 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 the bilingual-bicultural curriculum for language arts at the fourth grade level, and is divided into seven units: (1) Connecticut, (2) Puerto Rico, (3) Latin America, (4) Europe, (5) Asia, (6) The Eskimo, and (7) The American Indian. Each unit is divided into skills, with activities prescribed for each skill. Each skill is accompanied by a reading selection.   [More]  Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students

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