(1980). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Phase III, Part II: Appendixes to the Report of the Pretest Results and Posttest Analysis Plan for the Quantitative Component. This document consists of appendices to the report of pretest results and the posttest analysis plan for the quantitative component of the multimethod evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Appendix A provides criteria for scoring mean length of utterance for the bilingual syntax measure. Appendix B presents the examiner's manual. The parent interviewer's manual, including both parts and the supervisor's copy, are given in appendices C, D and E. Parent and teachers' questionnaires are offered in appendices F and G, respectively. Appendix H presents reliability estimates for tests selected for inclusion in the Child Test Battery. (Author/RH)…

McDonald, Geraldine (1976). A Review of Research and Present Trends in Pre-School Education. A brief historical account of developments in early childhood education in New Zealand is presented as background for a discussion of current research in this area. Five main sources of research in New Zealand, each with a special research style and field of interest are cited: (1) the universities, (2) the Department of Education, (3) women's movements, (4) preschool movements, and (5) the New Zealand Council for Educational Research (NZCER). It is concluded that each of these agencies sees early childhood education and care differently and that those personally involved in the field have generally taken adults as their subjects while others tend to look at children and their treatment. Universities are involved in three typical kinds of research: child development studies, studies of preschools as classrooms and reviews of research literature, with emphasis on early childhood education aimed at individual children. The Department of Education Research and Planning Unit has worked…

(1978). A Bibliography of Bilingual-Bicultural Preschool Material for the Spanish Speaking Child. Supplement I. This bibliography was prepared for use by teachers and paraprofessionals working in early childhood programs serving Spanish-speaking children throughout the United States. Items in the bibliography are grouped into three major categories: (1) staff development (containing only materials which have been identified as instructional for the preschool staff rather than the preschool children); (2) instructional materials (listing materials which can be used separately to develop specific skills or a range of skills in children or teaching personnel); and supplemental materials (workbooks, audio-visual materials, storybooks, tests and other materials). The annotated listings describe the item, indicate who the item is designed for, and how it might be used. Entries are listed alphabetically by title within each category. Two indices are included: a general index and a subject index. (Author/SB)…

(1975). Bi-lingual Bi-Cultural Program, Title VII, ESEA. Final Evaluation [San Luis Valley Schools, 1974-75]. Primary objectives of the program were: (1) to meet the educational needs of those children who experience learning difficulties because of the inability to understand or speak the language of instruction, and (2) to maintain a sense of pride in the student's language and culture. During 1974-75, the program's 4th year of operation, there were 1,483 students enrolled in grades K-3. Of these 64 percent were Spanish surnamed, 35.8 percent were Anglo surnamed, and .20 percent were Japanese Americans. Student needs were met through the use of more individualized instruction, and more precise evaluation procedures for assessing student progress. Factors which influenced and enhanced the student's learning styles were achieved through an extensive presentation of oral language development in both English and Spanish, music appreciation (both listening and oral exposition), ethnic dances, and art. The project staff consisted of a director, a materials specialist, 63 certified personnel, 49… [PDF]

Bermea, Maria Teresa Cruz (1974). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Mexican Cultural Heritage Materials for Preschool Children. Given in this manual are materials used in the Bilingual Mini Head Start Program to teach migrant preschool children about their Mexican cultural heritage. Presented in Spanish, the activities include pronunciation exercises, rhymes, tales, songs, dances, games, and manual activities. Materials are given for teaching about: (1) El Dia de la Bandera, (2) Don Benito Juarez, (3) Dia del Ejercito, (4) Dia del Carnaval, (5) La Primavera, (6) Dia de la Madre, (7) Dia del Padre, (8) La Navidad en Mexico, (9) Nuestros Amiguitos del Mundo, (10) frutas y verdural, and (11) La Estudiantina. (NQ)… [PDF]

(1974). In-Service Education of Teachers in Multi-Racial Areas. An Evaluation of Current Practice. This booklet contains information about what is happening in the field of in-service training in a multi-racial society in England at the present time, as gathered by means of discussions with teachers and with those concerned with the provision of courses. A rationale for in-service training in the context of the under-achievement of children from minority ethnic groups is provided. There is also a discussion of four basic ideas agreed upon by the discussants to represent the range of present provisions: those of diversity, school oriented courses, training trainers, and resources. The booklet is also said to provide some evaluation of the differing purposes and influences of the various courses which have taken place through a presentation of five case studies. A need for diversity of provision within in-service training, and clarification of purpose and implication of each type of course are among the needs identified by the conclusions. Seven recommendations, among which is the… [PDF]

McConnell, Beverly (1972). Training Migrant Paraprofessionals in the Bilingual Mini Head Start, April 1972. The Bilingual Mini-Head Start program which offers service to migrant children and their families over a 6,000 mile circuit using a totally paraprofessional teaching staff, consists of 6 components: instruction, staff training, parent and community involvement, materials development, relocating delivery system, and management. An interim evaluation of the program's progress during 1971-72 was conducted. Because of the project design and data collection timetable, many of the program's objectives could not be assessed at the time as to whether they were being met. When this was the case, it was indicated that data collection had not been completed. Preliminary findings were reported when the preliminary data yield information felt to be a useful indicator of program progress. Instructional goals for children could not be assessed until post-testing was done. However, based on available records, all the process goals concerning the instructional program to be offered were being met…. [PDF]

Krauss, Michael E., Comp. (1974). A Map of the Native Peoples and Languages of Alaska. Recommended for use in classrooms (no specific grade level is assigned) throughout Alaska, this base E sized wall map (4 feet by 3 feet) is color coded (number coded for the ERIC system) to reflect the 20 Alaska Native languages. Designating language dialect areas and boundaries, this map details the language relationships of the four Eskimo languages; the Aleut, Tsimpshian, Haida, Tlingit, and Eyak languages; and the Athabascan languages. Two insets illustrate the spread of Athabascan and Eskimo throughout North America and designate Alaskan language relationships, populations, and numbers of speakers. A text at the bottom of the map presents a thumbnail sketch of the Native languages and the present bilingual movement. Since this map has been disassembled for purposes of ERIC reproduction, instructions for reassembling the map are included. Ordering information is also provided. (JC)… [PDF]

Matos, Ana; Matos, Reinaldo (1973). Ladrillo and Tales of Juan Bobo: Puerto Rican Folk Tales. These two illustrated elementary readers contain the Spanish and English versions of the Puerto Rican folk tales, "Ladrillo" and "Cuentos de Juan Bobo." They are part of a series of reading materials for elementary-level migrant children. These materials are intended to help the child relate to his culture, develop interest in knowing about it and take pride in his identity as a Puerto Rican. (CLK)…

Matos, Reinaldo; And Others (1973). Maria Santa La Torre: A Puerto Rican Folk Tale. These two illustrated elementary readers contain the Spanish and English versions of a Puerto Rican folk tale, "Maria Santa La Torre." They are part of a series of reading materials for elementary-level migrant children. These materials are intended to help the child relate to his culture, develop interest in knowing about it and take pride in his identity as a Puerto Rican. (CLK)…

(1971). Tile II Personnel Give High Priority to Right to Read; ESEA Title II and the Right to Read Notable Reading Projects. Notable reading projects funded under Title II are described in this report. The projects range from a bilingual program for Spanish-speaking pupils in eighteen schools in Washington, D.C., to the provision of relevant reading materials to neglected and delinquent youth in four special schools and correctional institutions in a California county. Other projects described include secondary school reading in the content fields, black studies, a parent-teacher-student reading program, and a paper back book library. Each report includes the objectives, a brief description, the number of pupils served, the amount of funds granted, an evaluation, and the name and address of the director. (TO)… [PDF]

(1972). Bibliography of Spanish Materials for Students, Grades Seven through Twelve. This annotated bibliography of Spanish materials for students in grades seven through twelve is divided into the following categories: (1) Art, Drama, Music, and Poetry; (2) Books in Series; (3) Culture; (4) Dictionaries and Encyclopedias; (5) Literature; (6) Mathematics; (7) Physical Education, Health, and Recreation; (8) Reading and Language Arts; (9) Science; (10) Social Science; (11) Spanish Textbooks; and (12) Vocational Education, Hobbies, and Industrial Arts. The appendixes include a directory of publishers in the United States and abroad, and a directory of distributors. The annotations are in English. (SK)…

(1972). Compensatory Education in Connecticut, 1971-72. Programs Supported by the Connecticut State Act for Disadvantaged Children and Title I of the Elementary and Secondary Education Act. During the 1971-72 school year, public and nonpublic schools of Connecticut provided compensatory education help for 50,690 pupils funded in part under ESEA Title I. The programs sought to bring about increased school success for pupils whose school achievement was restricted by economic, social, linguistic or environmental disadvantages. Public and nonpublic school end-of-year evaluations provided the data analyzed in this report. Also, two years of data were gathered separately for 1,896 pupils who received the services of 1970-71 compensatory programs. Average test gain scores in grade equivalent units were calculated for the combined pupils of each program and were the means of judging the effectiveness of programs. Ninety programs were identified as more effective efforts of compensatory education in the schools of the state. Most were reading help programs; however, math, language, and preschool programs were also identified. Median test gains in reading and math for all… [PDF]

Fishman, Joshua A. (1984). Minority Mother Tongues in Education. Prospects: Quarterly Review of Education, v14 n1 p51-61. The question of whether or not mother-tongue education is the best medium of instruction is examined, using social and cultural criteria instead of the usual academic/cognitive criteria. The real significance of using disadvantaged vernaculars is that such use symbolizes to minority groups a lessening of relative disadvantage. (RM)…

Szepe, Gyorgy (1984). Mother Tongue, Language Policy and Education. Prospects: Quarterly Review of Education, v14 n1 p63-73. It is of prime importance that children begin their education in their mother tongue, as this will provide the optimum conditions for the development of the personality and will improve their social chances. Mother-tongue education is beginning to be accepted in a number of European countries. (RM)…

Cordasco, Francesco; Roederer, Louis (1984). Needed: A New Language Policy in the U.S. USA Today, v113 n2470 p67-69 Jul. American schools have a long way to go to catch up with the levels attained in most European schools, where students reach near fluency in English besides learning another foreign language or two. English has become a world language; however, there is still a need for foreign languages to be taught. (RM)…

Johnson, Cameron (2003). A Perspective of the Effectiveness of Project Based Bilingual Curriculum in Personal Empowerment of the Adult English Language Learner: A Case Study. This case study offers a perspective on the effectiveness of project-based bilingual curricula in empowering the adult English language learner. The purpose of this study is to examine the English acquisition process of adult Latina women who participate in a project based bilingual language program. The program uses techniques that include different learning modalities, instructional methods, and the appreciation of language building through real world experiences and skills. The sample population includes four Latinas, ages 21 to 34 years, with varied levels of English language acquisition. These students are enrolled in a community adult school in northern California that offers English classes. Data collection procedures include 8 weeks of classroom observation, information collected from student surveys, and informal and formal conversations. Participants reported that bilingual project based learning, in this setting, serves as an important motivation factor and an aid in… [PDF]

Jacobs, Dolores (1997). Science Explorers Translation Project. This paper describes a pilot project of Los Alamos National Laboratory (New Mexico) to translate a science education curriculum for junior and senior high school students into Navajo. The project consisted of translating a video, a teacher's guide, and an interactive multimedia product on the 1993 hantavirus outbreak in the Four Corners area (adjacent areas of New Mexico, Arizona, Utah, and Colorado). The video presents a medical mystery and tells the story of how the virus was identified and treated. The focus of the story is the medical community; how their methods contributed to eventual understanding of environmental and physiological reasons for the outbreak; and cultural, social, and economic impacts on local communities. The teacher's guide contains classroom activities that lead students through an investigation illustrating the real issues that scientists face. The translation project began through discussions with an advisory group of teachers on the Navajo Nation…. [PDF]

Cohen, Rachel Chazan; Joseph, Gail E. (2000). Celebrating Cultural and Linguistic Diversity in Head Start. Noting that the dramatic demographic changes in the United States in the last 30 years require that Head Start programs learn how to access new populations, encourage their participation, and tailor programs to meet their unique needs, this study was commissioned to better understand the diversity in language and culture of the Head Start population. The study's objectives were to describe the Head Start population, describe the services developed to address unique needs of children and families from diverse linguistic and cultural backgrounds, and describe barriers faced by programs as they address the needs of an increasingly diverse population. Both qualitative and quantitative methods were used, including the annual self-report survey of programs, additional surveys sent to programs nationwide (1,413 returned of 2,000 sent), and site visits to 30 programs, including 58 classrooms in 1995. Among the major findings are the following: (1) over two- thirds of Head Start children are… [PDF]

Peterson, Paul E.; Rabe, Barry G. (1983). The Role of Interest Groups in the Formation of Educational Policy: Past Practice and Future Trends. Teachers College Record, v84 n3 p708-29 Spr. A review of major federal education programs indicates that educational interest groups have played a modest role in shaping policy. Typically, these groups have ridden existing political and judicial currents to pass programs, and then have concentrated on maintaining their interests. Future roles are discussed. (PP)…

Renton, Alice (1998). Cultivating the Natural Linguist. Spotlight: Montessori–Multilingual, Multicultural. Montessori Life, v10 n2 p31-33 Spr. Describes Montessori's vision of young children as natural linguists and how home and school can support children's natural abilities in one or more languages. Presents five basic principles of second-language acquisition–related to educational environment, the acquisition process, components of proficiency, and cultural context and time–and describes how they can be successfully met in a Montessori environment. (KB)…

Freeman, David; Freeman, Yvonne (2000). Meeting the Needs of English Language Learners. Talking Points, v12 n1 p2-7 Oct-Nov. Presents key questions reflecting research in first/second language acquisition and whole language principles: is curriculum organized around \big\ questions?; are students involved in authentic reading and writing?; are students given choices?; is content meaningful?; do students work collaboratively?; do students read, write, speak, and listen during learning?; are students' primary languages and cultures valued?; and do learning activities build self-esteem? (RS)…

Begay, Mary Helen; Bradley, Brian; Bradley-Wilkinson, Evangeline; Gamble, Armanda; Heimbecker, Connie; McCarty, Nellie; Medina, Catherine; Nelson, Bernita; Nelson, Jacob; Pettigrew, Bobbie; Prater, Greg; Redsteer, Denise; Sealander, Karen; Smith, Jody; Snyder, Maria; White, Sherri; Whitehair, Marsha (2001). Early Childhood Intervention Partnerships on the Navajo Reservation with an Emphasis on Special Education. Kayenta Unified School District (KUSD) is located in the Navajo Reservation in Arizona. In addition to serving over 2,600 K-12 students, KUSD collaborates with the Navajo Nation and the Kayenta community to provide three early childhood education programs: Acceptance Belonging Caring (ABC) preschool, Navajo Nation Head Start, and Child Care Occupational Parenting Education Center (COPE). Program staff, support facilitators, and parents completed short surveys about the three programs, including provision of special education services. ABC and Head Start shared many similarities and differed from COPE in various ways. ABC and Head Start enrolled children aged 3-5, offered special education intervention services, and advocated a fully inclusive environment. COPE, on the other hand, provided child care vocational training for high school students and extended child care services to all community members, including free services to teen parents attending school. COPE did not offer… [PDF]

Wexler, Henrietta, Comp. (1981). 1982 Guide to U.S. Department of Education Programs–Parts I and II. American Education, v17 n10 p5-30 Dec. Part I gives information necessary to begin the process of applying for federal funds administered by the Department of Education. Lists program title, authorizing legislation, eligible applicants, and contact information. Part II adds 32 programs affected by the Omnibus Reconciliation Act of 1981. (SK)…

Ornstein, Allan C. (1981). Curricular Innovations and Trends: Recent Past, Present, and Future. Peabody Journal of Education, v59 n1 p46-53 Oct. Curriculum innovations and trends are examined in past, present, and future perspectives. Past curriculum innovations include team teaching, educational television, and computer assisted instruction. Present innovations include career education, ethnic education, and environmental education. Future curricular trends may include lifelong learning, values education, and international cooperation. (JN)…

Wexler, Henrietta, Comp. (1980). 1981 Guide to Department of Education Programs. American Education, v16 n8 p17-48 Oct. The guide gives information necessary to begin the process of applying for federal funds administered by the Department of Education (ED). For each ED program, lists program title, authorizing legislation, eligible applicants, and contact information. (SK)…

Huguet, Angel (2006). Attitudes and Motivation versus Language Achievement in Cross-Linguistic Settings. What Is Cause and What Effect?. Journal of Multilingual and Multicultural Development, v27 n5 p413-429. In the bilingual contexts of two regions of Spain, Asturias (Asturian/Spanish) and Eastern Aragon (Catalan/Spanish), and given the relationship between language attitudes and linguistic proficiency, our study has two objectives. Firstly, the attitudes to the two contact languages are described. Secondly, the variables that can explain such attitudes are studied. A questionnaire that had been successfully implemented in other areas was adapted and applied to a sample of 231 pupils in Asturias and 163 pupils in Eastern Aragon, all in their second year of secondary schooling (aged 13-14). In each case, the results showed globally favourable attitudes to both languages in contact, although these are determined by (1) a significant influence derived from attending Asturian lessons in Asturias or Catalan classes in Eastern Aragon and (2) the subjects' home language. (Contains 5 tables and 4 figures.)… [Direct]

Walker, Barbara J. (1989). A Reading Strategies Program for Native American Students. Four aspects of the interactive reading process, the parallel compensatory behaviors of bilingual students, and an instructional approach that reflects the needs of these students are described. Focus is on a reading strategies program for Native American students whose cultural environments vary greatly from the cultural environment of the public school and its curriculum. The interactive view of reading holds that readers interpret the author's meaning using their prior knowledge, purposes for reading, and the contextual constraints of the literacy event. The four aspects continuously interact while readers construct meaning. It is noted that bilingual students are at risk at every point in the model. An instructional program is described that was devised at the Eastern Montana College Reading Clinic for bilingual readers where teachers explained strategic reading (goal setting), modeled prediction making, coached students with strategy-based questions, and shifted assessment to… [PDF]

Evans, Charlotte; Zimmer, Kyra (1993). "Kids R Bi-Bi": Sign Talk Development Project. Sign Talk Development Project (STDP) is a four-pronged project that grows out of needs identified through the program of Sign Talk Children's Centre (STCC). STCC is a bilingual/bicultural day care for children of deaf parents in Winnipeg, Manitoba. The center offers programming in two languages, American Sign Language (ASL) and English; and in two cultures, Deaf and Hearing, for children ages 2 to 5 years. Videotape and naturalistic data collected during the first year of the STDP are discussed. The percentage of children with language delays at STCC is 20%, significantly lower than that reported at the time of the initial assessment in 1988. Results are discussed with respect to hearing children of hearing parents; deaf children of deaf parents; deaf children of hearing parents, and hearing children of deaf parents. The future of the STDP is discussed. (Contains 2 references.) (Author/JP)… [PDF]

Goldstein, Brian A.; Iglesias, Aquiles (1998). Phonological Production in Spanish-Speaking Preschoolers. Approximately 10 percent of Latino preschoolers are at risk for developing communication problems unrelated to second language acquisition. Many of these children are Spanish-speaking and have difficulties in producing speech sounds in their native language. One of the services afforded Latino preschoolers by speech-language pathologists is the assessment and treatment of phonological disorders. Providing these services is a challenge because many Latino children served are Spanish-speaking. The purpose of this paper is to provide normative data on phonological development and disorders in Spanish-speaking children and to briefly outline assessment and intervention techniques. Normative data are presented with regard to common and uncommon phonological patterns in Spanish-speaking preschool children. The paper then offers four principles to be followed when assessing the phonological skills of Spanish-speaking children: (1) use an assessment tool designed specifically to assess… [PDF]