Lew, Helene (1974). Chinese as a Second Language, Level I: Teacher's Manual. The lessons in this booklet are developed for the Chinese Bilingual Pilot Program, San Francisco Unified School District. The main objective is to teach Cantonese to non-Chinese speaking children so that they can use this new language in a meaningful way such as, carry on a simple conversation in that language. The ultimate goal in the oral segment is to have pupils demonstrate the progressive ability to carry on and understand a Chinese conversation with peers who are native Chinese speakers. The curriculum will also provide knowledge, insight, and an appreciation for the cultural similarities and differences between Chinese and English speaking peoples. The format of the curriculum has the "ripple-effect." It evolves from the students' basic personal needs to their home, school, and community environments. Therefore, by relating their new language to their own needs and experiences, Chinese becomes meaningful to them. Language is cumulative. This system provides a review… [PDF]

Turner, Paul R., Ed. (1973). Bilingualism in the Southwest. The articles included in this book are intended to demonstrate the diversity of academic interest in the phenomenon of bilingualism. Articles treat Mexican-Americans, American Indians, and Suggestions for Further Research. The first two parts contain the following subdivisions: (1) Assumptions and Methods, (2) Language Resources and Development, and (3) Cultural and Linguistic Interactions. There are a total of eight articles in the first section, nine in the second, and one in the third. Many of the articles include references for further research or consultation. Tables and graphs help to explain information. (SK)…

Espinoza, Marta (1971). Cultural Conflict in the Classroom. A cultural conflict occurs between the Mexican-American child and the Anglo teacher within the classroom situation. Punishment for adherence to his own culture results in loss of identity for the Mexican-American child and increases his tendency toward what may be termed deviant behavior. The more weighted the school curriculum is toward the middle-class Anglo expectations, the more difficult it will be for the Mexican-American child to participate. Teachers and school personnel must accept and appreciate the significant contributions that other languages and cultures have made and can make toward enriching the American way of life. A positive atmosphere toward the Mexican-American must be established and the cultural gap must be bridged; total acceptance of the validity of another culture is what should and must be the end goal. (VM)… [PDF]

Hunter, Madeline; And Others (1971). [Reports from the 1971 Annual Meeting of the Washington Association of Foreign Language Teachers.]. WAFLT Forum, v3 n2 p2-12 May. The reports from the 1971 Annual Meeting of the Washington Association of Foreign Language Teachers are presented in this compilation of nine abridged speeches given at the meeting. The papers include: (1) \The Three Dimensions of Successful Teaching,\ (2) \State of the Profession,\ (3) \Individualizing Instruction in Some Puget Sound Schools,\ (4) \Adams–Two Years Later,\ (5) \Bilingualism,\ (6) \Custom Tailoring Instruction,\ (7) \FLES and Grass Roots Education,\ (8) \Hello, Gozaimasu!\, and (9) \The Role of Applied Linguistics in Foreign Language Teaching.\ (RL)… [PDF]

Greene, John F.; Zirkel, Perry Alan (1971). The Family Background of Puerto Rican Students: An Analysis of Educationally Relevant Variables. The purpose of this study was to construct a data base concerning the home background of Puerto Rican students as it relates to present and potential educational programs. The focus was on parental perceptions of educationally relevant variables in hopes of improving the planning and implementation of educational programs by school and community groups to better meet the needs of Puerto Rican people. Ninety-two Spanish-speaking families having children in the primary grades of Bridgeport public schools were interviewed for this study. Names and addresses of these families' children were obtained from five schools in various areas of Bridgeport in proportion to the concentration of such students in each school. Fifty percent of the sample were Model Cities Neighborhood residents. The Zirkel-Greene Home Interview Schedule was the instrument used for this study, this instrument being available in English and Spanish forms. Basically, it includes items that deal with factors of parental… [PDF]

Jablonsky, Adelaide, Comp. (1973). Mexican Americans: An Annotated Bibliography of Doctoral Dissertations. ERIC-IRCD Doctoral Research Series, Number 1, May 1973. The seven years since the enactment of ESEA Title I in 1965 provided a unique opportunity to attempt to find answers to unanswered questions about the teaching-learning process, especially in relation to minority group children and youth, and to students from low socioeconomic backgrounds. The flood of new programs provided fertile grounds for doctoral dissertation research on the education of the disadvantaged. Bits and pieces of research throughout the country are entombed in \Dissertation Abstracts International\ and in university libraries. The ERIC-IRCD staff believing that much could be learned about doctoral research itself, about children, and about educational programs, decided to attempt to provide comprehensive collections of abstracts in those areas of special interest to ERIC-IRCD. The present document is one of several being prepared for a new series of publications entitled \ERIC-IRCD Doctoral Research Series.\ Over 700 abstracts were photocopied, sorted, and indexed…. [PDF]

(1972). Materials Acquisition Project: Volume 2, Number 8. Some 250 Spanish texts are listed in this annotated bibliography. The majority of these texts have been selected on the basis of their suitability for use in bilingual programs. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade level and utilization of materials. Bibliographic data, physical characteristics, contents, prices, and ordering instructions are included. Texts are classified under social sciences, language arts, pure science, technology, the arts, literature, and history. For the companion documents se ED 060 716–Ed 060 725, and FL 003 101. (RL)… [PDF]

(1971). Materials Acquisition Project: Volume 1, Number 2. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968 and FL 002 970-FL 002 977. (RL)… [PDF]

Huntsman, Beverly S. (1972). Some Sociological Factors in Educating Bilinguals. The sensitive area of language attitude as it relates to cultural and educational stereotyping should be explored openly and frankly in the classroom to erase false ideas and misbeliefs about language usage. The \Corrective Approach\ in English-as-a-second-language instruction, which assumes that Standard English exists, is necessary for improved intellectual performance, and is best acquired through constant correction, should be abandoned in favor of methods that allow the student to see realistically the role of language in society. This way the student will not be required to judge only himself and his performance against a so-called norm of Standard English, a comparison which reduces the student's opinion of himself and, therefore, his chances of future success. (VM)… [PDF]

SHIELDS, VIRGINIA ORAL EXPRESSION, REMEDIAL SPEECH AND ENGLISH FOR THE MIGRANT CHILD, GRADES ONE – TWELVE. THIS DOCUMENT ANALYZES A PROGRAM OF ORAL EXPRESSION, PROVIDED IN COLLIER COUNTY, FLORIDA, TO ASSIST MIGRANT CHILDREN IN (1) SPEAKING ENGLISH FLUENTLY, (2) USING WORDS CORRECTLY, (3) DEVELOPING CORRECT SPEECH HABITS, AND (4) ENCOURAGING SPEECH AND LANGUAGE INTEREST ALONG WITH SELF-EVALUATION AND IMPROVEMENT. DISCUSSED ARE THE PROGRAM'S GOALS AND THE MATERIALS USED, THE "MIAMI LINGUISTIC READERS" AND THE "FRIES AMERICAN ENGLISH SERIES." THE PUBLICATION PRESENTS OUTLINES WHICH INCLUDE LANGUAGE DEVELOPMENT, CHORAL READING, AND SPEAKING EXPERIENCES DEVELOPED FOR THE LOWER ELEMENTARY GRADES (1-3), THE UPPER ELEMENTARY GRADES (4-6), THE JUNIOR HIGH GRADES (7-8), AND THE HIGH SCHOOL GRADES (9-12). FUNDAMENTALS OF SPEECH ARE SUBSTITUTED FOR CHORAL READING IN THE HIGH SCHOOL GRADES. (RB)… [PDF]

Cisneros, Joe; Claudia, Cary; Coryell, Joellen; Gonzales, Edna (2001). Los Compadres: ESL Student Mentor Program. Los Compadres is a program that pairs advanced high school Spanish students with elementary English-as-a-Second-Language native Spanish speakers. Teachers prepare lessons based upon authentic literature, written in English and Spanish, which include vocabulary review and literature response activities. The high school students prepare for the lessons by reading the stories in both languages. Elementary students have the opportunity to have a mentor who is capable of and enthusiastic about speaking their native language and who reads to them in both languages. The mentor models the importance of understanding the reading by engaging in literature response activities while the two interact in both languages. Both students benefit with increased vocabulary, oral communication, listening proficiency, self-esteem, and reading competence. Teachers of both students have many authentic assessment opportunities. Special events focused around Hispanic culture provide an opportunity for… [PDF]

Breton, Albert, Ed. (1998). Economic Approaches to Language and Bilingualism. New Canadian Perspectives. Six essays on the links between official languages and the economy in Canada include: "An Economic Analysis of Language" (Albert Breton); "The Economics of Language in a Virtually Integrated Global Economy" (Richard G. Harris); "Speak and Ye Shall Receive: Language Knowledge as Human Capital" (Krishna Pendakur, Ravi Pendakur); "Bilingualism and Earnings: A Study Based on 1971, 1981, and 1991 Census Data" (Louis N. Christofides, Robert Swidinsky); "Bilingualism in Employee Recruitment and the Role of Symbolic Analysts in Leading Export-Oriented Firms" (Harold Chorney); and "The Contributions of a Minority to its Region: The Case of the Acadians in New Brunswick's South East" (Maurice Beaudin). (MSE)… [PDF]

LaRue, Charles (1998). Reduce, Reuse, Recycle: An ESL Textbook/Workbook [In Four Volumes]: (1) Teaching Guide; (2) Edition A. Key Vocabulary Words Translated into 6 Languages: Hmong, Laotian, Korean, Cambodian, Vietnamese, Chinese; (3) Edition B. Key Vocabulary Words Translated into 6 Languages: Spanish, Somali, Russian, Farsi, Bosnian, Arabic; (4) Edition C. Key Vocabulary Words Translated in 6 Languages: Spanish, Russian, Bosnian, Somali, Vietnamese, Hmong. Each of these three separately-published textbook/workbook editions on the topic of recycling presents key vocabulary words relating to this topic for English as a Second Language students in six languages. These books are designed to increase students' understanding of what the most typical local recycling rules are, why complying with them is important to their integration into a new community, and why it may be crucial to their family's health. The chapters contain exercises, worksheets, vocabulary words, and photographs. The introductions discuss "What Do 'Reduce,"Reuse,' and 'Recycle' Mean?" There are 11 chapters in each edition: (1) "How Can You Reuse Household Goods, Clothes, and Toys?" (2) "What Can You Recycle at Home? How Do You Recycle It?" (3) "When and Where Do You Recycle?" (4) "What Is Hazardous Waste? What Do Warning Labels Mean?" (5) "How Can You Dispose of Household Hazardous Waste?" (6) "What Should…

Tosi, Arturo (1979). Bilinguismo e immigrazione: una nota sociolinguistica al piano europeo di mantenimento delle lingue nazionali nelle comunita di emigrati (Bilingualism and Immigration: A Sociolinguistic View of the European Plan for the Maintainance of National Languages in Immigrant Communities). Rassegna Italiana di Linguistica Applicata, v11 n3, v12 n1 p243-63 1979-80. Outlines the European Economic Community's (EEC) plan for the maintainance of national languages among immigrants. Describes the variety of objectives behind the EEC's linguistic policy as incompatible with the creation of a unified instructional approach. Emphasizes that dialects spoken within immigrant families create additional problems in learning standard Italian. Suggests realistic goals for Italian language courses. (MES)…

Butler, Yuko Goto; Gutierrez, Michele Bousquet (2003). Learning Climates for English Language Learners: A Case of Fourth-Grade Students in California. Bilingual Research Journal, v27 n2 p207-24 Sum. Interviews with 61 fourth-grade English language learners (ELLs) and native English speakers in an English-only California school district found that compared with weaker ELL readers, ELLs who read English well expressed more confidence about their own primary-language abilities and about others' perceptions of their primary language and language-mixing practices. (Contains 21 references.) (TD)…

Soto, Lourdes Diaz (2002). Young Bilingual Children's Perceptions of Bilingualism and Biliteracy: Altruistic Possibilities. Bilingual Research Journal, v26 n3 p599-610 Fall. A study examined 13 bilingual Spanish-speaking children's perceptions of their bilingualism and biliteracy through conversations, collages, and drawings. The children felt the usefulness of becoming biliterate to be embedded in altruistic helping relations with family members and other monolingual speakers. Identity issues surfaced for all the children. (Contains 23 references.) (TD)…

Clapham, Joyce A.; Teller, Henry (1997). Using Video to Communicate with Parents. Rural Special Education Quarterly, v16 n2 p42-43 Spr. Educators in Texas and rural Louisiana programs for deaf and hard-of-hearing students used videotapes to communicate with parents, including Spanish-speaking parents; to model teaching strategies for parents to carry out at home; and to teach new sign language vocabulary to parents. Communication between parents and students, and between parents and teachers, increased greatly. (TD)…

Brown, Cheryl; Graham, C. Ray (1996). The Effects of Acculturation on Second Language Proficiency in a Community with a Two-Way Bilingual Program. Bilingual Research Journal, v20 n2 p235-60 Spr. In a small Mexican town with a sizeable English-speaking population and bilingual schools, some native Spanish speakers develop native-like proficiency in English. Interviews found that the only Spanish speakers acquiring much English attended bilingual schools and frequently had close friendships with native English speakers and favorable attitudes toward the English-speaking community. Contains 31 references. (Author/SV)…

Commins, Nancy L.; Miramontes, Ofelia B. (1989). Perceived and Actual Linguistic Competence: A Descriptive Study of Four Low-Achieving Hispanic Bilingual Students. American Educational Research Journal, v26 n4 p443-72 Win. The linguistic performance of four Hispanic bilingual fifth- and sixth-grade students perceived to have limited language abilities in English and Spanish was studied. Results indicate that the organization of instruction limited students' abilities to show their competence and that teachers interpreted this as a lack of conceptual ability. (SLD)…

Paul, Peter V. (1987). Perspective on Using American Sign Language to Teach English as a Second Language. Teaching English to Deaf and Second-Language Students, v5 n3 p10-16 Win. Discusses why and how American Sign Language should be used to teach English literacy skills. It is argued that previous studies have not systematically investigated the effects of American Sign Language on the development of English. (22 references) (CB) (Adjunct ERIC Clearinghouse on Literacy Education)…

Cummins, Jim (1989). Language and Literacy Acquisition in Bilingual Contexts. Journal of Multilingual and Multicultural Development, v10 n1 p17-31. Three psycho-educational principles are outlined (additive bilingual enrichment principle, interdependence principle, and sufficient communicative interactive principle) to illustrate research on the maintenance of Frisian among native speakers and the development of Frisian fluency among native Dutch speakers. (Author/CB)…

Schmidt, Patricia Ruggiano (1995). Working and Playing with Others: Cultural Conflict in a Kindergarten Literacy Program. Reading Teacher, v48 n5 p404-12 Feb. Studies the social interactions of two bilingual ethnic minority children during informal work and play settings in a kindergarten program. Finds that their literacy learning is hampered by isolation, the staff's apparent lack of interest in the children's home language and culture, and the staff's unawareness of cultural biases in the testing and interpretation of standardized tests. (SR)…

Mason, H. L. (1991). Use of the Blind Learning Aptitude Test with Children in England and Wales and the United States. Journal of Visual Impairment and Blindness, v85 n8 p335-37 Oct. An 18-month study of the use of the Blind Learning Aptitude Test at schools for visually impaired children in England and Wales found the test to be culturally fair and appropriate for use with children for whom English is a second language. Scores are compared with standardization data for visually impaired children in the United States. (Author/DB)…

Yopp, Ruth Helen; Zuniga-Hill, Carmen (1996). Practices of Elementary School Teachers of Second Language Learners. Teacher Education Quarterly, v23 n1 p83-97 Win. This study examined the practices of exemplary elementary teachers of second-language learners. Observations of and interviews with eight teachers found five common practices (engaging in reflective practice; embedding instruction in a respectful context; using current instructional strategies; activating students' prior knowledge; and maintaining enabling behaviors, language, and attitudes toward students). (SM)…

Mora, Jill Kerper; Wink, Dawn; Wink, Joan (2001). Dueling Models of Dual Language Instruction: A Critical Review of the Literature and Program Implementation Guide. Bilingual Research Journal, v25 n4 p435-60 Fall. Describes dual language instruction models, and presents a paradigm for examining congruence among theoretical models, teacher beliefs, and actual classroom practices to determine program effectiveness. Examples illustrate implementation pitfalls. Analysis of Proposition 227 finds it to be a decontextualized procedural model; it has an incoherent mandate without basis in sound pedagogical principles. Appendix compares enrichment and compensatory models. (Contains 57 references.) (TD)…

Howley, Craig, Ed.; Schwartz, Wendy, Ed. (1991). Overcoming Risk: An Annotated Bibliography of Publications Developed by ERIC Clearinghouses. This publication contains two essays and an annotated bibliography of publications about risk. The entries in the bibliography were produced by the various clearinghouses in the ERIC system. The first essay, \Who Is at Risk? Definitions, Demographics, and Decisions,\ by Aaron M. Pallas, categorizes personal, family, and environmental factors that may place children at risk. Pallas presents demographic data on the distribution and size of the at-risk student population. He recommends reforms to mitigate the effects of risk and forecasts a growth of the at-risk population. The second essay, \On Being at Risk,\ by Jack L. Frymier and Neville L. Robertson, presents a working definition of risk (\risk of failure in life\) and discusses the way in which individual differences influence particular students' responses to risk. The essay describes initial efforts at constructing a scale or index to identify risk. The discussion includes an examination of questions about the availability and… [PDF]

Caudell, Lee Sherman, Ed.; Kneidek, Tony, Ed. (1997). Northwest Education, 1996-1997. Northwest Education, v1-2 1996-97. This document consists of the first six issues of the new quarterly serial "Northwest Education". Each issue has a theme title and typically consists of an opening review article on current trends and research related to the theme, followed by articles on exemplary schools or programs in the Northwest, promising practices, master teachers, or opinions of education leaders. Theme issue titles are: (1) "The Hispanic Child"; (2) "Mid Kids: Learning in the Middle Years"; (3) "Assessment in Action"; (4) "The Early Years: Making Learning Fun"; (5) "Charter Schools: Education Leaders Voice Their Views"; and (6) "Teaching in the 21st Century." Issues also include reviews of books, videotapes, teaching materials, and professional development materials; contact information for resources and technical assistance; short program profiles; letters to the editor; and hot topics from educational listservs. (SV)… [PDF]

Basurto, Paolo (1995). Children of Minorities: Deprivation and Discrimination. Innocenti Insights. This collection of essays, condensed from papers presented at a meeting organized by UNICEF's International Child Development Centre on"Discrimination against Children and Families of Minority Groups and Indigenous Peoples," (Florence, Italy, February 1994) focuses on discriminatory situations of indigenous and minority groups. Innovative approaches to the problem of discrimination are highlighted. The lack of research in this area is discussed, along with ideas for further study. The following chapters are included: (1) "Children: Victims and Symbols" (Paolo Basurto); (2) "Children and Families of Minority Groups" (Rodolfo Stavenhagen); (3) "Panel 1–So What Is New?"; (4) "Gypsy and Traveller Communities" (Jean-Pierre Liegeois); (5) "Children of Immigrants" (Paolo Chiozzi); (6)"Different Equalities: Intercultural Education in Italy" (Donato Lodi); (7) "Panel 2–The Monitoring Process and the Case of…

Omoniyi, Tope (1993). Price-Tagging Child Bilingualism: An Evaluation of Policy and the Socio-Economic and Political Implications of Commercialisation of Nursery Education in Nigeria. Years of nursery education are crucial in the language development process of the child. In Nigeria, a nation with over 400 languages, naming a national language for educational and cultural development that foster unity and identity, becomes a sensitive issue. It is argued that government encouragement of private efforts in the provision of pre-primary education has led to commercialization, and that in this context, language skills that schools supply are in a way products that carry price-tags. As such, government policy is an alternative product, and government must change the attitudes of the people in order for its alternative product to be accepted. Eight private nursery schools were consulted for information on clientele, fees payable, quality of staff, and language policy. A socioeconomic description of nursery schools is offered and the nature of language skills' products available to children are discussed with reference to government language policy objectives. A… [PDF]

Hoge, Robert D.; Khan, Nishat Ali (1994). Psychological Factors Associated with the Early Immersion Experience. Draft. In French immersion programs in Canadian public schools, kindergarten is taught all in French, and the proportion of French instruction gradually decreases thereafter until in seventh grade instruction is only 50 percent French. This study examined the psychological adjustment of a group of first-grade children who had been enrolled in an early French immersion program (EFI) since kindergarten. These students were compared with a group of first-grade children from regular English (RE) classes. Also studied was a group of students in grades 1 through 3 who were transferring into the RE program; these students were compared with those remaining in the EFI program. Students were measured by parent and teacher ratings to assess cognitive functioning, language development, school-related stress, behavioral adjustment, and academic competencies. The results showed very little evidence of differences between the EFI and RE students in average levels of stress, academic competencies, or… [PDF]