(1979). Let's Find the Special People: Identifying and Locating the Special Needs Learners. "It Isn't Easy Being Special." Research & Development Series No. 176. This publication presents a data collection system useful in measuring the success of vocational programs for special needs populations as well as current descriptive/demographic information on special needs populations nationwide. The first of four chapters provides a general characterization of special populations and specific definitions for each subgroup commonly designated as a special needs population. U.S. Office of Education data (1976), discussed in chapter 2, give an indication of the responsiveness of vocational education programs to the needs of special groups nationwide. Chapter 2 also discusses some of the problems of collecting and analyzing data about special needs group. Each profile is followed by a summary of pertinent literature on the needs of that special population in vocational education programs. The final chapter explores data needs for effective program planning and describes an exemplary data collection system. (LRA)… [PDF]
(1977). Sivuqam Ungipaghaatangi (St. Lawrence Island Legends). Transmitted orally for generations until the Eskimo language became a written one, the eleven St. Lawrence Island legends compiled in this volume for high school students tell of feats that were accomplished through supernatural power. Meant for both entertainment and instruction, the tales convey wise council indirectly through the conversations and acts of animals. Each legend is presented in the St. Lawrence Island Yup'ik language and in English and is accompanied by black and white illustrations by J. Leslie Boffa. Titles are: "Aghnaghaq Aggqutkeqkaq" ("A Girl for a Sacrifice"); "Qaala"; "Piqalaq"; "Anglegutkullghiit Quyillgaaghet Angufqaghtekangi" ("Brothers in the Storm"); "Kingugmeng Aghnaq Anglistikaq" ("A Woman Who Raised a Worm"); "Kaangut Igleghallghat" ("The Flight of the Geese"); "Tutakemsegaq" ("Wood Carver"); "Aghnaghaghaq Tagitugmi…
(1978). A Multicultural Social Studies Series. Book 2. Asia. This text is designed for students continuing in the Chinese Bilingual Pilot Program, ESEA Title VII, at the seventh grade level. The text introduces different cultural aspects and general knowledge of Asia, and is divided into twenty-five lessons, having the following headings: Glimpses of Asia; Monsoon; Malaysia; Borneo; Asian Countries; Caste in India; The Women of Asia; Soul in Japanese; Law in Old China; Japan; The Changing World; New Days and Old; School Days in China; The Old and the New in Medicine; Confucius, The Great Philosopher; Han Fei Tzu; Siddhartha Gautama; Gandhi; Peaceful Patriot; A Cry for Change; Food or Famine; Changes in Chinese Farming; Poverty; The Olympic Ideal; Success or Failure. There is a maximum of 200 words per lesson. Each lesson includes main terms listed bilingually, explanations in Chinese, questions for discussion, and follow-up activities. Answers to questions are located in the back of the book. (CLK)…
(1975). Progress Report on the Culver City Spanish Immersion Program: The Third and Fourth Years. Workpapers in Teaching English as a Second Language, Vol. 9. This article updates the Culver City Spanish Immersion Program. Research results for the third year of the program (1973-74) are summarized, and research in progress during the 1974-75 year is discussed. The article closes with a discussion of a series of research issues for investigation, issues in many ways prompted by already completed research. Appended to this brief article is a transcript of a symposium on the Culver City program held at the 1975 TESOL convention in Los Angeles. The transcript contains an historical overview, a statement of theoretical assumptions about second language learning by young children, and statements by the three teachers involved, the principal, and a parent, as well as three researchers. (Author/CLK)… [PDF]
(1974). Learning English as a Second Language, Workbook-Fourth Level. The workbook for the fourth level of the \Learning English as a Second Language\ series follows the basic principle employed in the first three levels of the series: in learning a second language there must be emphasis on hearing, imitation, and practice, then on reading and writing. The workbook, entirely in English, is written for children in the elementary grades and intended for classroom use. New structures and vocabulary are introduced in a controlled sequence. By the time the student has reached Level IV, he or she should be ready to read most of the material contained in this book. If the student is competent orally but has not yet mastered equal reading skills, the material is adaptable to orally based instruction, through which the student can gradually improve his reading. The illustrated volume contains dialogues, activities, stories, and drills. Instructions and suggestions for the teacher are included. (Author/LG)…
(1969). Proceedings of the Conference on the Use and Role of Teacher Aides (February 10-11, 1969). This document contains 21 addresses, case studies, and other conference presentations, most of them by representatives of the state departments of education and state universities in New Mexico, Oklahoma, Arizona, Colorado, Arkansas, and Texas: "Measuring Educational Progress"; "Teacher Aides–Who Needs 'Em?"; "Training of Auxiliaries and Professionals Together for Effective Team Functioning"; "The New Careers Movement–Challenge to Education"; "Arkansas' Aide-Teacher Inservice Training Approach"; "Suggested Guidelines for Supplementary Educational Personnel with Emphasis on the Relationship of Teacher and Aides in Adult Basic Education"; "Guadalupe on the Move"; "Training of Teacher Aides To Suit the Needs of Schools"; "Programed Tutoring with Teacher Aides"; "Preparing Trainers of Teacher Aides"; "The Use of Counselor Aides for Urban Areas or Inner-City Schools–from the Pilot… [PDF]
(1970). Stranger in One's Land. An account of the hearing held by the U.S. Commission on Civil Rights on the Mexican American community's problems with civil rights, this report does not necessarily represent the views of the Commission but is published to stimulate public interest in the problems confronting Mexican Americans. For nearly 6 months prior to the hearing (held in San Antonio, Texas, in December 1968), staff members laid the groundwork with a field representative in San Antonio for coordination of onsite activities. Some 1000 persons were interviewed; data were collected and analyzed; and nearly 80 persons–from barrio residents to state officials, businessmen to farmworkers, students to school superintendents–were requested to speak under subpoena. Clergymen, law enforcement officials, and 3 Mexican American families also testified. Major areas explored were employment, education, the administration of justice, housing, and political representation. "The total picture of economic deprivation,… [PDF]
(1978). Educational Implications of Mother Tongue Maintenance in Minority Language Groups. Canadian Modern Language Review, 34, 3, 395-416, Feb 78. A study based on two hypotheses: (1) The cognitive and academic effects of bilingualism are mediated by the levels of competence attained in the first and second languages, and (2) the development of skills in a second language is a function of skills already developed in the first language. (AMH)…
(1986). Minority Educational Failure: Is Dialect a Factor?. Curriculum Inquiry, v16 n2 p127-45 Sum. Teachers of nonstandard dialect-speaking students need to become ethnographers of local communication. For minority education and bidialectal programs to work, there must be an informed awareness of community language functions and of the structural equality of all world dialects. (41 references) (CJH)…
(2003). What Teachers Need To Know about Language. This book represents a conversation among educators and others concerned with language and literacy development. The conversation began by chance at an international conference on literacy when Catherine Snow and Lily Wong Fillmore began talking about the escalating demands that the educational system in the United States places on teachers without giving them the support they need to meet those demands. Chapters include (1) What Teachers Need To Know about Language, (2) Language and Early Childhood Programs, (3) Educating Teachers about Language, (4) Teacher Knowledge about Language, (5) Incorporating Linguistic Knowledge in Standards for Teacher Performance, and (6) Preparing Teachers To Guide Children's Language Development. (Author/AMT)… [PDF]
(2003). Familiar Foreign: Hmong American Students Engaging and Resisting America. Focus groups with Hmong American undergraduates examined their educational experiences in La Crosse, Wisconsin. Over 25 years after the first Hmong refugees arrived, cultural difference is still used to explain the status of Hmong communities. Hmong children are said to be excelling in school, though reports do not consider the high numbers of limited English proficient Hmong students who cannot take standardized tests. Hmong American students are often caught between many competing images of who they are and what their history is about. Profound cultural differences of neo-racism are often used to explain their educational experiences. They are constructed as being American in name but not possessing the cultural qualities needed to truly succeed as Americans. Students reported that their parents considered any departure from Hmong tradition a step toward delinquency. They noted that many of their teachers and administrators had little knowledge of Hmong culture or history, and… [PDF]
(2002). What's Appropriate about Developmentally Appropriate Practices? Observing Early Childhood Development Center Classroom Environments. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter details a study providing a descriptive account of practices in five early elementary classrooms in the ECDC wherein developmentally appropriate practice (DAP) principles have been the focus of curriculum development and teacher inservice training. Three specific prescriptive components of DAP were explored in the study: age appropriateness, individual appropriateness, and center-based instruction. The extent to which these three prescriptive practices were a part of the daily reality in the observed classrooms was assessed through non-obtrusive… [PDF]
(1999). Literacy Events in the Homes, Churches, and Classroom of Bilingual Kindergartners: An Ethnographic Analysis. This study describes and analyzes the emerging literacy of kindergartners in one bilingual classroom, and focuses on three Spanish-dominant Puerto Rican children in that class. Using a qualitative approach, the study investigated emergent literacy in the classroom, home, and church contexts. The unit of analysis was the literacy event, any occasion in which a piece of writing is integral to the nature of participants' interaction with print and with other people who play the role of teacher. Networks of support available to the individuals and families were identified and described, and the nature of the teachers' roles and interactions were analyzed. It was found that in the classroom, the children participated in literacy events in both English and Spanish that combined phonics and meaning-making. It was in the classroom that the children had the most significant experience of reading for pleasure. At home, literacy was a necessary, highly valued, and highly significant skill used… [PDF]
(1983). Achievement, Behavioral Correlates and Teachers' Perceptions of Francophone and Anglophone Immersion Students. Alberta Journal of Educational Research, v29 n3 p159-67 Sep. Details the results of four tests comparing the French and English achievement of francophone, anglophone, and mixed subpopulations of fifth-grade students in Edmonton Catholic School System French immersion programs. Discusses the behavioral, cognitive, and academic correlates of language competence of the three subgroups. (SB)…
(1982). Writing in a Bilingual Program: The Relation of L1 and L2 Texts. TESOL Quarterly, v16 n2 p211-28 Jun. Hypothesizes that the relationship between L1 and L2 writing is not one of interference, but rather application of L1 to L2 writing. Includes writing samples of first-, second-, and third-grade students enrolled in a bilingual program. (EKN)…