(1977). Language Variability in a South Texas Bilingual Community. This paper describes a method for determining whether the language variations of Spanish-English bilingual speakers are anomalous, idiosyncratic, or truly dialectical, and reports the testing of that method. Elements of the method include presenting sentences that have grammatical/syntactic language variations, having subjects perform operational changes on the sentences (to indicate subjects' natural language usage), and eliciting subjective judgments about the sentences' compliance with grammatical rules. To test this method, 125 high school English students in a Texas-Mexico border town performed the tasks and answered questions about their language usage (exclusively English, exclusively Spanish, or combinations of English and Spanish). Although the test failed to show that any particular features of the test sentences were clearly part of a Chicano dialect, it did show that some language variations were not dialect-based, such as dropping \to\ from infinitive phrases and adding…
(1974). Relationship Between Mental Abilities, Social Class, and Exposure to English in Chinese Fourth Graders. Journal of Educational Psychology, 66, 6, 826-34, Dec 74. No relationship was found between social class and 12 Wechsler Intelligence Scale (WISC) for children subtests, the WISC Overall total, the WISC Verbal Subtests, the WISC Verbal total, or the WISC Performance total. A relationship was found between social class and the six WISC Performance subtests. (Author/BJG)…
(1981). The Relationship of Comprehension and Oral Reading Speed in Normal, Slow, and Retarded Readers. Adolescent Portuguese-English bilingual students participated in a study that examined the relationship between reading rate and reading comprehension. The 31 subjects were placed in one of three groups: (1) normal readers, reading at grade level as indicated by IQ test scores; (2) slow readers, reading at least two years below expected grade level; and (3) retarded students who were reading at grade level. Each subject read narrative passages that had been written at the third and fourth grade reading levels. Half of the passages had been transliterated to a Portuguese orthography that produced the English sounds of the passage. The findings indicated that reading rate and comprehension are independent of each other. The three groups did not demonstrate a precise correlation of comprehension and rate, since the slow readers showed high comprehension while reading at a slow rate (this occurred regardless of the orthography of the passage). In addition, analyses of covariance showed…
(1963). OPENING THE DOOR, THE TEACHING OF ENGLISH AS A SECOND LANGUAGE. THE RELATIONSHIP BETWEEN A CHILD'S LANGUAGE DEVELOPMENT AND A STIMULATING CLASSROOM ENVIRONMENT IS DISCUSSED. A PROGRAM FOR NON-ENGLISH SPEAKING PRESCHOOL CHILDREN ENABLES THESE CHILDREN TO UNDERSTAND AND COMMUNICATE WITH THEIR TEACHERS IN THE FIRST GRADE. THE PROGRAM CONSISTS OF 400 BASIC ENGLISH WORDS TAUGHT IN A 6- OR 8-WEEK PERIOD IMMEDIATELY PRECEDING ENTRY INTO THE FIRST GRADE. A LIST AND DISCUSSION OF EFFECTIVE CHILDREN'S BOOKS FOR BILINGUAL STUDENTS IS PRESENTED. THE CAREERS FOR YOUTH ORGANIZATION PROGRAM COMBATS THE DROPOUT PROBLEM AMONG CHILDREN FROM THE LOW ECONOMIC AREA IN PHOENIX, ARIZONA. THIS PROGRAM MOTIVATES MEXICAN-AMERICANS, NEGROES, AND ANGLO-AMERICANS. ENGINEERS, NURSES, AND LAWYERS VISIT THE STUDENTS, STUDENTS VISIT FACTORIES, HOSPITALS, AND THE COURTHOUSE. FUNDS ARE SUPPLIED TO THOSE WHO CANNOT AFFORD TO BUY BOOKS. REAL EXPERIENCES PROVIDE MORE UNDERSTANDING OF THE ENGLISH WORDS THAN DO PICTURES OR DESCRIPTIONS. BILINGUAL CHILDREN MUST BECOME INVOLVED IN SUCH…
(1979). Chicano English. Language in Education: Theory and Practice, No. 21. The English spoken by Spanish-surnamed Americans of the southwestern United States often has a Spanish flavor, even though the speakers may have no competence in Spanish. This Chicano English is discussed in a series of descriptions based on a number of previous studies of regional variations. Each description covers pronunciation, intonation, stress, vocabulary, and syntax. Regions covered include California (East Los Angeles, Riverside and vicinity, Redwood City, Los Angeles, Long Beach, and Whittier), Arizona, New Mexico (Las Vegas), and Texas (San Antonio in the 1950's and in 1970, Fort Worth-Dallas, and Austin). From the evidence of the individual descriptions, certain general conclusions are drawn about the linguistic feature of Chicano English, and especially about its dependence on Spanish influence. Pedagogical implications of this Spanish background are briefly discussed. A partially annotated bibliography is appended. (JB)… [PDF]
(1974). Claremont Reading Conference 38th Yearbook: Reading, Thought, and Language; Proceedings of the Claremont Reading Conference (41st, Claremont, California, February 9-10, 1974). The essays in this book represent the substance of the 40th annual Claremont Reading Conference, the theme of which was \Reading, Thought, and Language,\ Among the nineteen essays included are \Cognitive Development and Reading\ by David Elkind; \Behavioral Objectives and Teaching Instruction\ by Herbert Simons; \Toward Personal Growth through Reading\ by David Greene; \Realism in Children's Books\ by Robert Burch; \How Should the Culturally Different Child Be Taught to Read? by Sarah Moskovitz; \Diverse Aspects of Language Development as Related to Reading\ by Alice Paul; \Discovering Thinking by Listening to Language\ by John Regan; and \Reading and the Home Environment\ by Albert H. Koppenhaver. (TS)… [PDF]
(1976). Designing a Non-Remedial Freshman Composition Course for Mexican-Americans. This paper briefly examines the viability and potential of a non-remedial college freshman composition course designed for those Mexican-American students who are capable of entering and successfully completing the regular freshman English class. The rhetorical concepts and skills of composition normally taught in Freshman English can more easily be taught using content which is potentially of more interest to the Mexican-American student. This paper offers a few examples of the way in which certain selected materials may be used to teach various types of composition. (Author/DB)… [PDF]
(1972). The Language Experience Approach Teaching Reading. An overview of the language experience approach and suggestions for implementing it at all levels of instruction are presented in this booklet. Based on the assumption that it is impossible to isolate reading instruction from other language functions, a multimethod approach is described which focuses on the linguistic, conceptual, and perceptual experiences of children. The following topics are discussed: history and rationale of the language experience approach, beginning reading instruction, the classroom as a learning laboratory, organization for learning, the language experience approach in upper elementary, middle, and high schools, adult literacy programs, and bilingual programs. (LL)… [PDF]
(1974). Andrews Elementary School Reading Improvement Program. This program, included in "Effective Reading Programs…," is used schoolwide for 327 children in kindergarten through grade six, including bilingual and educationally disadvantaged children. Begun in 1966, the program uses a multimedia, multimethod approach to reading instruction that is based on individual diagnosis and prescription. An extensive diagnostic battery is available when needed, but the core of the diagnosis is an individual reading test. On the basis of test results, students are grouped for some reading skills and programed with individualized materials for other skills. Activities include machine-assisted instruction, language-experience activities, and the use of flashcards, games, and other commercial and teacher-prepared materials. Children are encouraged to make personal charts, experience charts, and individual personal storybooks to build self-direction and self-esteem. Teachers try to plan activities in series that will provide success at each step….
(1969). A Comparative Study of the Effects of Oral-Aural Language Training on Gains in English Language for Fourth and Fifth Grade Disadvantaged Mexican-American Children. The study reported in this dissertation was conducted with the cooperation of the San Antonio Independent School District as part of the Language Research Project (formerly the San Antonio Language Research Project), Department of Curriculum and Instruction, the University of Texas. (For the author's descriptive abstract of the project, see AL 002 445.) Chapters in this document are (1) Introduction; (2) Review of Related Literature; (3) Description of Research Design, Procedures and Data Analyses; (4) Statistical Analyses of the Hypotheses; (5) Summary, Limitations, Conclusions and Recommendations. Appendixes contain (1) Prerecorded instruction for students who were tested; (2) Sample of Sanborn sound tape record; (3) Visual presentation of testing procedure; (4) Scoring sheet; and (5) Rating form supplied teachers in order to determine relationship between numerical scores and teacher ratings. A bibliography concludes the work. (AMM)… [PDF]
(1970). Disruptive Behavior in the Bilingual Child as a Function of Teacher Training. Videotapes were used to determine disruptive versus relevant student behavior exhibited (1) with teachers trained under the Oral Language Program (OLP) implemented by the Southwest Cooperative Educational Laboratory and (2) with non-OLP teachers. Five categories of disruptive behaviors–gross motor, noise making, verbalization, orienting, and aggression–were identified. Data collection consisted of observing a child's behavior for 2 minutes. OLP-trained teachers elicited fewer gross motor and noise making behaviors from students. Non-OLP-trained teachers elicited fewer verbalization, orienting, and aggression behaviors. That different patterns of student responses resulting may have been due to teacher reinforcement since close physical distance is stressed in OLP training. (JH)… [PDF]
(1969). Bibliography of Literature Books Related to Spanish History and Culture. Approximately 90 books, published between 1946 and 1969, related to Spanish-speaking people and their culture, are presented in this annotated bibliography. It is intended as a guide for schools wishing to develop literature selections depicting the culture and history of Spanish-speaking people at the elementary level. Books written in both Spanish and English, and in only Spanish are included. Each annotated entry also includes the volume price and the grade level for which it was intended. (DK)… [PDF]
(1969). ESOL-SESD Guide: Kindergarten. This guide consists of 135 lessons designed to teach English to speakers of other languages, or to teach standard English as a second dialect. Each lesson guides the kindergarten teacher through a day's activities. Each activity is identified with a heading, a brief descriptive paragraph, and an example of suggested dialogue. Lessons also list various materials such as pictures, toys, and puppets to be used during the activities. The program, presented in a linguistic sequence, emphasizes oral speech development. Children hear the language patterns modeled by the teacher and then repeat what has been said. Directions like "guide,""help," and "with the teacher's help" indicate when the teacher should model the pattern for the children. Once the children are able to control a pattern automatically through several oral repetitions, they can use the language in meaningful situations. Though the guide has been planned to cover 1 year, the time required to… [PDF]
(1974). Executive Initiative Yields to Congressional Dictate: A Study of Educational Renewal, 1971-72. Renewal was initially designed to consolidate certain of the Office of Education's categorical discretionary programs and put them to work in a limited number of local sites where educational needs of the Country were most pronounced. The Objectives of Renewal were later expanded to include specific performance or achievement gains by children from low income families, an information base sufficient for 100 percent of OE's decisionmaking needs and 50 percent of State needs, and a substantial degree of communication with local districts about promising innovations. In 1972, Renewal reached an impasse of sizable dimension — Congressional opposition enacted into law. In this study, the author interviewed about 40 people, who were actors in the Renewal story, to determine the reasons for the demise of the endeavor. Interviewees came from three different segments of the education community: (1) the Office of Education and the Office of the Secretary of HEW, (2) Congress menbers and… [PDF]
(1970). Using Fairy Tales, Written in Spanish, Which Are Parallels to Fairy Tales Written in English, for Enrichment. The study shows that there are Spanish fairy tales which are parallels to some well-known fairy tales written in English. These fairy tales are not merely translations of the English, but have certain character and plot similarities that allow them to be compared. This study compares eight fairy tales–the English tale is discussed first, then the Spanish, focusing on the characters and the plot of each story. A comparison of both tales follows. Finally, the Spanish tale is translated into English so that it can be used for bilingual enrichment in the classroom. The Spanish fairy tales have been simplified to a certain extent so that they can be used with children; thus, they do not appear as they were originally written. Translations of the Spanish tales were done with simplicity and comprehension. (NQ)…