(1982). Literacy Instruction in Bilingual Settings: A Synthesis of Current Research. Professional Papers M-1. Research on the effectiveness of literacy instruction of bilingual children is reviewed. Most research on reading in a bilingual setting involves college students in the United States or younger students in other countries, while research on writing in a bilingual setting is only beginning to emerge. The review focuses on the nature of literacy, reading, writing, and the interface between reading and writing. Specific topics include: the distinction between oral and written language, language and context, learning to read and write, factors contributing to the acquisition of literacy, the relationship of first language literacy to acquisition of second language literacy, transfer of skills across language, second language oral proficiency and reading achievement, and teaching practices and materials. In conclusion, literacy involves language which moves beyond the scope of interpersonal communication with its contextual cues. For children whose second language is not English,… [PDF]
(1980). The Role of the School in the Maintenance and Change of Ethnic Group Affiliations. The public schools play a major role in the Americanization of foreign-born students. This process gives rise to questions regarding the meanings attached to ethnic identity and the effect that the schools have on the formulation and change of these meanings. To examine these issues, 18 Portuguese immigrant students in an urban New England school were studied to determine whether there were differences in manifestations of ethnic identity in various settings. Comparisons were made between 8 \recent\ immigrants (in the United States for less than 2 years) and 10 early arrivals (here from 6-16 years). Additionally, both the school's official policy and actual practices (including teacher attitudes) vis-a-vis limited English proficient (LEP) students, were examined. In a general sense, it was found, the 18 students lived in two cultures, one at home and the other at school. Instead of helping them adapt to their bicultural reality, the school tried to negate the students' Portuguese…
(1984). The Handicapped, Limited English Proficient Student: A School District's Obligation. This paper, in a question and answer format, discusses a school district's obligation to handicapped, limited English Proficient (LEP) students, in relation to the following Federal laws and regulations: (1) the Education for All Handicapped Children Act (PL 94-142), (2) the Administrative Regulations of the Act; (3) Civil Rights Law 504 and the 504 Regulations; (4) Title VI of the 1964 Civil Rights Act; and (6) the Equal Education Act of 1974. First, it is pointed out that Federal law has priority over conflicting or less protective State law. Second, relationships among the above-listed authorities are outlined. Third, the local education agencies' obligation to locate handicapped LEP students is discussed. Fourth, the requirement that tests and evaluations of students for the purpose of placement be conducted in the students' primary language is made clear. Fifth, the emphasis of the law that placement teams should include persons fluent in the child's language and, in addition,…
(1981). Teaching Units for Consumer Home Economics. Topic: Housing and Interior Decorating, Bilingual/Spanish. The instructional aids in this packet were designed to be used by high school home economics teachers who have Spanish speaking students with limited English skills mainstreamed into their regular classes. The teaching aids can be used by both English and Spanish speaking students at the same time because both Spanish and English are presented on the same page. Materials in the packet include information sheets, quizzes, checklists, illustrated information, and graph materials. They cover the following topics: renting an apartment; housing styles; furniture arrangement; furniture styles; furniture buying; elements and principles of design; color in decorating; wall treatments; floor treatments; window treatments; making drapes; kitchen planning; and caring for a home. (KC)…
(1980). Louis D. Brandeis High School Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-80. This is an evaluation of a Title VII bilingual program that was conducted at Louis D. Brandeis High School in New York City in 1979-1980 to serve Spanish speaking students. The evaluation provides a demographic analysis of the schools's environment, information on student characteristics, and a program description. Instructional components of the program discussed include: (1) programming and mainstreaming; (2) funding; (3) English as a second language; (4) Spanish language arts; and (5) content area offerings. Non-instructional components reviewed include: (1) curriculum and materials development; (2) supportive services; (3) staff characteristics and development; (4) parental and community involvement and (5) affective domain. Tables show students' performance in mathematics, science, social studies, native language arts, oral language ability, and native language reading. Attendance figures are presented and conclusions and recommendations are offered. (APM)… [PDF]
(1980). A Comparative Analysis of Reading Miscues Made by Monolingual versus Bilingual Students. An adaptation of a miscue taxonomy developed by G. A. Cziko was used to compare the reading performance of (1) monolingual English and bilingual third grade students reading in English, (2) monolingual Spanish and bilingual third grade students reading in Spanish, and (3) bilingual third grade students reading in both English and Spanish. Eight English monolingual, seven Spanish monlingual, and eight bilingual students participated in the study. While being videotaped, each read a story, first from his or her current reading book and then from reading materials especially prepared according to the language group the student was in. The sessions were then coded using a miscue analysis system that was adapted by adding or deleting categories. The results revealed that the students relied more on graphic information than on contextual information while reading. A trend toward increasing the use of contextual constraints of the text was found that seemed to be consistent with an… [PDF]
(1979). Teaching as a Linguistic Process. Mid-Project Research Report. Investigators wrote proposals for research on the nature and learning of communicative processes in the elementary classroom. Three questions were addressed: (1) What is the nature of communication in the classroom? (2) How do students acquire the rules of classroom discourse? (3) What is the effect of inadequate learning of classroom discourse rules? Abstracts of eight federally-funded projects on the topic and two commissioned papers are included here. The first, \A Summary of the Research Area: Methodology and Substantive Issues,\ by Louis A. Gomes, suggests that successful research methodology should be shared to benefit other researchers. In \Practical Implications of the Research,\ Marie E. Shiels-D'Jouadi examines each project in terms of its implications for the\educational practitioner.\ The degree of attention to practical areas in the projects varies from extensive to minimal. It is suggested that expectations for research, basic or applied, should be made clear by the… [PDF]
(1978). Books in Spanish for Children and Young Adults: An Annotated Guide (Libros Infantiles y Juveniles en Espanol: Una Guia Anotada). Intended to aid teachers, librarians, and others in the selection of Spanish-language books for children in grades K-12, the annotated guide includes books by Hispanic authors which highlight the lifestyle, folklore, heroes, history, fiction, poetry, theatre, and classical literature of Hispanic cultures. Most books included in the guide have been published since 1973. Still in print as of January 1978, all the books are readily available and widely read by children in Spanish-speaking countries. Textbooks and translations are not included. The books in the guide have their origins in Aregentina, the Caribbean region, Chile, Colombia, Costa Rica, Cuba, Ecuador, Guatemala, Mexico, Peru, Puerto Rico, Spain, Uruguay, and Venezuela. The listings are organized by country; within country, by genre; and within genre, by author. Each citation includes: publishing data; a tenative grade level assignment; a descriptive and evaluative annotation; and a designation of the book as outstanding,…
(1971). Home Bilingual Usage Estimate. The Home Bilingual Usage Estimate was designed to measure a person's home-family language usage and to yield a single classification according to a criterion scale. The following classifications were established: English monolingual, English dominant, apparent bilingual, Spanish dominant, or Spanish monolingual. Validity was determined by the rating of 25 students' home language usage by an experienced bilingual educator. The Pearson product-moment correlation coefficient was .95 between the ratings on the Home Bilingual Usage Estimate and the ratings assigned by the bilingual educator. Test-retest reliability was .97 at the .001 level of significance. (The test form is appended.) (MH)…
(1972). A Survey of the Literature Relevant to Spanish-Surname Rural Youth in the Southwestern States. Final Report of Phase 1. The objective of this study is to optimize the benefits of youth projects for Spanish-surname rural youth in the Southwest. A search of the literature published between 1965 and 1970 which is relevant to the problems of Spanish-surname rural youth in the Southwest is included. The survey population consists of Spanish-surname youth living in rural areas of the Southwest in 1963-68. The changing environment of these youth is described in terms of population trends, mobility, social and cultural environment, economic environment, and outmigration. The educational system of the rural Southwest, job opportunities, and the characteristics of the rural Spanish-surname youth are also described. Major recommendations for revisions in the rural educational system include improved teacher preparation, the use of Spanish literature, smaller student-teacher ratios, expanded counseling services, more community involvement, and additional social services. (PS)…
(1972). Justice for Children. On December 9, 1970, Senator Walter F. Mondale addressed the Senate on this nation's failure to meet the needs of its children and the need to implement the recommendations of the 1970 White House Conference on Children. Speaking a week before the first meeting of the 1970 conference, he reviewed a series of preliminary forum reports which contain a number of constructive recommendations, as well as a trenchant, critical analysis of present programs and institutions affecting children. Among the issues overlooked by these reports is the insurance of the immediate implementation of the conference's recommendations. The delegates are urged to insist that a representative group from the conference be formed to call on the President personally while the conference is still in session, and seek his public support for implementation. They should get an agreement from this administration for immediate funding of an action committee, with an office in Washington and staff picked by this… [PDF]
(1969). The Professional Education of Teachers of the Disadvantaged. This paper presents a discussion of preparation of teachers to work with disadvantaged children. In developing a curriculum for this group of teachers, emphasis should be placed on interdisciplinary academic preparation, experience, and training. Teachers should learn to be respectful, aware, understanding, democratic and encouraging (among other things). Training in the social and behavioral sciences, such as cultural anthropology, social psychology, sociology, linguistics, economics, and political science is essential. (SET)… [PDF]
(1974). Switzerland: Economy, Language and Politics. An overview of the economic policy, political structure, and four official languages of Switzerland is presented. The following topics are discussed: (1) economic expansion without natural resources, (2) linguistic diversity, (3) Swiss-German, and (4) politics and governmental organization. (PMP)… [PDF]
(1968). Special Needs of Mexican-Americans: PROJECT DESIGN. Educational Needs, Fresno, 1968, Number 27. Educational needs of Mexican-Americans in the Fresno City Unified School District are assessed as part of PROJECT DESIGN, funded under ESEA Title III. Representative cross-sections of both the Mexican-American and non-Mexican-American populations of Fresno were contacted. Individuals interviewed in groups and individually totalled 153. The sample of Mexican-Americans included children, young adults, parents, professionals, and organizations. The non-Mexican-American population was composed of citizens, teachers, principals, school managers, and administrators in city agencies involved with Mexican-Americans. A classification matrix established for all the reports of PROJECT DESIGN is used to organize the data and recommendations. The major conclusion is that a negative self-image exists among Mexican-American students and that negative school conditions surround them. Recommended changes in the attitudes of educators and educational procedures are outlines. Related documents are EA… [PDF]
(1969). Research Possibilities on Group Bilingualism: A Report. This report examines the problems involved in researching institutional and socio-cultural bilingualism and contains suggestions for about 60 projects and related case studies. These projects are presented under the following headings: (1) The Service, Methodological and Geographical Aspects, (2) Inventories, (3) Problems of Conceptualization and Classification Common to All or Most Countries, (4) Heterogeneous Polities, (5) Problems of the Nation State and of the Monolingual Society, (6) Socio-Cultural Bilingualism, and (7) Language Planning. (FB)… [PDF]