(1972). Speaking in Many Tongues: Essays in Foreign-Language Teaching. Expanded 2nd Edition. This volume includes the following seventeen essays on foreign language teaching: (1) \Rules, Patterns, and Creativity\; (2) \Talking Off the Tops of Their Heads\; (3) \From Linguistic Competence to Communicative Competence\; (4) \Testing and Student Learning\; (5) \Contrastive Linguistics in Textbook and Classroom\; (6) \From Skill Acquisition to Language Control\; (7) \Motivating through Classroom Techniques\; (8) \Motivation in Bilingual Programs\; (9) \The Foreign Language Teacher and Cognitive Psychology or Where Do We Go from Here?\; (10) \Linguistic and Psychological Factors in Speech Perception and Their Implications for Teaching Materials\; (11) \Foreign Languages in a Time of Change\; (12) \From the Pyramid to the Commune: The Evolution of the Foreign-Language Department\; (13) \The Non-Major: Tailoring the Course to Fit the Person – Not the Image\; (14) \University of Illinois Questionnaire of Student Interests in Foreign Languages\; (15) \Teacher-Student Relations:…
(1991). Evaluation of Programs for Limited English Proficient Students, Fiscal Year 1991 (School Year 1990-1991). Highlights of a state survey of educational programs to assist limited-English-proficient (LEP) students in Idaho's elementary and secondary schools are reported. An introductory section describes the legislative background and history of the survey and the methods used to gather data on programs and students. These methods include questionnaires, site visits, and school district records. The first part of the report summarizes student and program data, including LEP enrollments as a proportion of overall enrollments, student distribution by home language, migrant student population, academic achievement levels, number of public school students receiving instructional services designed for LEP students, the instructional models and services used to help LEP students develop English language skills, and staffing for this population. The report's second part describes state activities providing technical assistance to the schools, including preservice and inservice teacher education… [PDF]
(1988). Passage: A Journal of Refugee Education. 1988. Passage: A Journal of Refugee Education, v4 n1-2 Spr-Sum. This combined theme issue contains articles on the following topics: science and the communicative classroom; educational and recreational facilities in the Phanat Nikhom, Thailand refugee camps; learning styles; use of visual aids for language teaching; whole language methods for second-language writing instruction; bilingual cultural orientation; training assistant teachers as refugee culture brokers; teachers training teachers; young adult refugees; motivation; refugee mental health; a factory simulation; teacher exchange programs in Bataan, Philippines; development of a textbook for instruction in English as a Second Language (ESL); viewing cultural orientation as learning a system of relationships; teaching vocabulary to upper-level students; using students' skills to generate language; meeting the needs of upper-level ESL students; a work experience program; a culturally-oriented language lab curriculum; video as a training tool; and follow-up discussions in cultural… [PDF]
(1989). Selected Materials for Elementary and Secondary Less-Commonly Taught Languages: Language Arts and Content Areas. Arabic, Cambodian, Greek, Haitian Creole, Hebrew, Hmong, Indochinese, Japanese, Khmer, Korean, Lao, Latin, Pilipino, Russian, Urkrainian, Vietnamese. CLEAR Annotated Bibliography Series. This 65-item annotated bibliography is composed of materials for teaching language arts and the content area materials in the less commonly taught languages (including Arabic, Cambodian, Greek, Haitian Creole, Hebrew, Hmong, Indochinese, Japanese, Khmer, Korean, Lao, Latin, Pilipino, Russian, Urkrainian, Vietnamese) at the elementary or secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. The bibliography includes curriculum guides, program descriptions (for bilingual programs and immersion programs), vocabulary development activities, citizenship documents, computer assisted instructional materials, culture specific materials, teaching guides, courseware, and phrasebooks. (DJD)…
(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…
(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…
(1979). Experiential Education in the Workplace. An Annotated Bibliography. Bibliography Series No. 47. This annotated bibliography presents selected references from various bodies of literature which pertain to experiential education in the workplace. (CSS)… [PDF]
(1999). Myths and Realities: Best Practices for Language Minority Students. This book provides research information about programs and practices that have proven to be effective for helping language minority students achieve academically. Basic background information about language acquisition, legal requirements for educating linguistically diverse students, and placement, program, and assessment information is also provided to help guide educators through the new and emerging climate of high stakes accountability. The principle aim of this book is also to debunk some of the myths surrounding the education of language minority students. A total of 45 myths in nine categories (demographics, enrollment, native language instruction, second language acquisition, placement, assessment, programming, staffing and staff development, and parents and the community) are methodically set forth, explored, and then refuted with empirical research. The importance of debunking these myths is asserted because such beliefs color the policy, programmatic, and instructional…
(1978). Towards Intergroup and Global Solidarity Via Teacher Training. Teacher Training as a Vehicle in Fostering Intercultural Awareness, Intergroup Understanding, and Global Solidarity: A Collection of Abstracts. No. 60. This annotated bibliography identifies over 100 resources available through the ERIC system. It focuses on the improvement of inservice or preservice teacher training for the purpose of fostering intercultural awareness, intergroup understanding, and global solidarity. Topics listed include international understanding via student teaching abroad, developing creative materials for teaching the culturally different child, evaluation of curriculum materials, and reviews of literature related to segregation and racism. Some descriptions of training institutes for teachers and school administrators are also included. Entries for the bibliography were located in the ERIC system from 1966-1976. Information is included on author, title, institutional source, publication date, number of pages, ERIC accession number, and availability from the ERIC Document Reproduction Service. A 200-word abstract and ERIC descriptors are included. (KC)…
(2004). Integrating Immigrant Children into Schools in Europe: Romania–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Romania. (Contains 2 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2004). Integrating Immigrant Children into Schools in Europe: Portugal–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Portugal. Cultural groups/nationalities are appended. A bibliography is included. (Contains 6 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2004). Integrating Immigrant Children into Schools in Europe: Latvia–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Latvia. A bibliography is included. (Contains 5 tables and 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2001). Australian Policy Activism in Language and Literacy. This book presents the dynamics of language and literacy policy activism in Australia. The introduction is "Activists and Policy" (LoBianco, Wickert). Part 1, "From Policy to Anti-Policy" (LoBianco), sets a frame and overarching context of the pattern of Australian language and literacy policy. Part 2 contains accounts of how policy activists learned to become more effective in influence and text production, including "Australia's Language" (Brock); "Politics, Activism, and Processes of Policy Production" (Wickert); and "Although It Wasn't Broken, It Certainly Was Fixed" (Moore). Part 3 explores different approaches to understanding how policy problems and solutions are constituted in particular kinds of ways with an intention to generate desired solutions. Included are"Advocating the Sustainability of Linguistic Diversity" (Singh); "Cost of Literacy for Some" (Taylor); and "(E)merging Discourses at Work"… [PDF]
(2000). Proceedings for the Texas Foreign Language [Education] Conference (Austin, Texas, March 31-April 1, 2000). Texas Papers in Foreign Language Education, v5 n1 spec iss Fall. Articles in this issue include the following: "Chat in EFL: Communicative Humanistic Acculturation Techniques" (Daniel Evans); "Task Interpretation and Task Effectiveness: A Vygotskian Analysis of a French L2 Classroom Task" (Lindsy Myers); "Envisioning a Standards-Based Methods Course: Preparing Second Language Educators for the 21st Century" (Kathleen Bueno); "Teachers' Beliefs about Language Learning and Teaching: A Cross-Cultural Comparison" (Nae-Dong Yang); "Foreign Language Methods Students' Beliefs about Language Learning and Teaching" (Stasie Harrington and Tammy Hertel); "From a Foreign Language Perspective: A Snapshot View of a Dual Language Program in Two Inner-City High-Poverty Elementary Schools" (Sherry Coy and Lucinda Litherland); "An Infusion Curriculum for the Heritage Speaker" (Barbara Gonzalez-Pino); "Multiple Metaphors: Teaching Second-Language Tense and Aspect to English Speakers"… [PDF]
(1995). Influence of Evaluators' Prior Academic Knowledge and Beliefs on the Diagnosis of Cognitive and Language Development in Bilingual Hispanic Kindergartners. The objective of this case study is to explore the influence of evaluators' beliefs on the diagnosis of language-minority children's cognitive-linguistic development. More specifically, the following five areas are explored: (1) evaluator's cultural and linguistic backgrounds; (2) their beliefs about language-minority children's cognitive-linguistic development and measurements; (3) diagnostic and placement behaviors; (4) ability to personalize questions by making explicit connections between beliefs held and personal backgrounds; and (5) level of awareness of the effect of personality factors on the diagnosis and placement of language-minority children. The major argument underlying findings in this study is that reaching a diagnostic conclusion requires the evaluator to go through an inferencing and interpretation process, especially when currently contradictory evidence is portrayed by qualitative and standardized measurements. Conclusions emphasize theoretical and applied… [PDF]