(1980). Planning for Management. Participant's Handbook. Bilingual Evaluation Technical Assistance Workshop V. A handbook for participants of a workshop on bilingual program evaluation is presented as part of the Bilingual Evaluation Technical Assistance project. Workshop objectives are as follows: make a schedule for evaluation management tasks; create a staffing plan; prepare a budget appropriate for the particular bilingual evaluation; develop a plan for monitoring bilingual evaluation tasks; and prepare a report schedule. Instructions and worksheets are presented for each of these tasks. A general workshop schedule for the 4 hours of instruction is also included. (SW)…
(1974). Special Competencies for Teachers of Preschool Chicano Children: Rationale, Content, and Assessment. Young Children, 29, 6, 341-347, Sep 74. Competency-based criteria in Chicano preschool teacher training and credentialling must be specifically tailored to the Mexican American culture. Presented are: (1) a set of specific competencies focusing on verbal and interactional behavior, self concept, and parental involvement; and (2) an assessment process for measuring teacher competencies. (Author/SDH)…
(1977). Placement Tests for Golden Mountain Reading Series. These placement tests are designed to help teachers determine a students' Chinese reading and writing level and to place them in the appropriate grade level book in the Golden Mountain Reading Series. The tests are divided into two parts: (1) word recognition and (2) reading and writing test. (Author/CFM)…
(1980). Crosscultural Communication: The Hispanic Community of Connecticut. A Human Services Staff Development Training Manual. A TITLE XX Project. This manual was designed for use by Title XX field training personnel involved in providing services for Puerto Ricans in Connecticut. The manual is intended to develop cross cultural awareness by introducing the reader to the cultural orientations, social systems, and values of Puerto Ricans and other Hispanics. Included are background information on Puerto Rican geography, history, economy, and politics; a description of Hispanic value systems, family structure, religion, courtship and marriage practices, and health practices; a discussion of the Puerto Rican experience in the United States in politics, housing, employment and education; and a community social and health service model for Puerto Ricans. Also included are sample lessons for a Spanish language curriculum and a directory of Spanish speaking resource organizations in Connecticut. (MJL)… [PDF]
(1980). Model Preschool Programs for Handicapped Bilingual Children. Problems facing bilingual preschoolers with handicaps are addressed and 18 model programs are identified through brief summaries. Programs represent home based as well as center based approaches, English as a Second Language models, and both mainstreamed and special class settings. Program summaries obtained through written questionnaires and telephone interviews focus on eight topics: site setting and funding; number, types, and ages of handicapped children served; identification and selection procedures; staffing; parent involvement; program focus; instructional language; and major problems encountered. Among conclusions cited are that community support is important, parents must be involved, and language is a sensitive issue. (CL)… [PDF]
(1978). Handbook for Bilingual Vocational Materials Development. One of two publications developed to facilitate bilingual vocational training, this handbook is intended to assist instructional materials developers and teachers in designing or adapting existing materials for selected-language speakers and vocations. (CE 019 070 contains a guide for assisting decision makers in determining priorities for development of materials needed for bilingual vocational training programs.) This handbook has been divided into five sections. The first section contains a single instructional unit (taken from a seventy-five-unit Nursing Assistant course) which was selected to illustrate the developmental process and to serve as a model for producing similar units. This model unit contains vocational exercises, vocational English pattern practice drills, and special bilingual vocational exercises. A detailed explanation of the process used in developing the model unit is found in the second section. In addition to explaining the basic concepts related to…
(1976). Mother Tongue or Second Language? On the Teaching of Reading in Multilingual Societies. The nine articles in this publication report on what is currently taking place in the teaching of reading in multilingual societies. The topics covered are: curriculum development and evaluation in two languages (Pilipino and English) in the Philippines, the teaching of English as a second language in Malaysia, problems and progress in teaching English as a foreign language in Indonesia, the revival of the Hebrew language in Israel, developing a language curriculum in Afghanistan, developing materials for beginning reading in Hindi, reading and reading instruction in Korea, the problems of beginning and developmental reading in Nigerian primary schools, and teaching reading in a foreign language. (FL)…
(1978). Report on Second and Third Languages. Background on the current status of English and French as a second language (ESL, FSL) and English as a second dialect (ESD) programs in Ontario is provided by questionnaire responses, interviews and a review of pertinent literature. The author concludes that declining enrollment will jeopardize ESL/D and French immersion programs. Reduction in staff will limit a principal's ability to create or maintain a strong language program. In addition, increases in split grades will result in regular classroom teachers being asked to give extra help in ESL and will create the untenable situation, for French teachers, of having to teach two different levels at the same time. The author recommends mandatory certification for ESL/D teachers, changes in the allocation formula to include program funding from federal and provincial sources, and further research on the efficacy and usefulness of ESL/D programs. The FSL program is strongly entrenched at the elementary level but is declining at the…
(1979). Proceedings: Pacific Northwest Council on Foreign Languages. Volume XXX, Part 2. The following papers of relevance to second language instruction are compiled here: (1) "Bilingual Math in a Monolingual Classroom: A Field Study," by Elizabeth M. Baricevic; (2) "Ideologie et pedagogie: reflexions sur le manuel de francais au programme de '3e annee secondaire' en Algerie," by Jeanne Adam; (3) "Pedagogic Grammar and Applied Linguistics," by Barrie E. Bartlett; (4) "Verb Tenses and Time in the Discourse," by Marcial Prado; (5) "Word-Final Phoneme-Grapheme Correspondence in French," by O. W. Rolfe; (6) "The Role of Listening Comprehension in L2 Acquisition," by Wilfried M. Voge; and (7) "The Story of 'de' in Mandarin Chinese: Linguistic Functions and Usage," by Lucia Yang. (JB)…
(1976). Guidelines for the Formation of the Title VI Lau Steering Committee: Organizational Approach to Develop an Educational Master Plan. Phase II Manual. Two steps in meeting the requirements of Title VI of the Civil Rights Act of 1964 are discussed: the formation and role of a Title VI Lau Steerinq Committee, and the involvement of the community in program implementation. Three models for the selection of steering committee members are presented, and suggested decision-making processes are offered. An outline for a community training and orientation workshop is included. The formation of a community task force is viewed as central to bringing all elements of the educational and wider community together to provide for the educational needs of non- and limited-English-speaking students. Ways to coordinate and occupy the task force are presented. These steps in program implementation are designed to conform with the demands of a specific time line. An introduction to the Lau Center six-phase scheme for full program implementation is included. (JB)…
(1979). Preschool Curriculum: A Child Centered Curriculum of Concepts and Activities Including All of the CDA Functional Areas–Bi-lingual and Home Activities. This preschool resource curriculum, intended for use in a Head Start center, was written to correspond with a work plan and curriculum for children 3 to 5 years of age. The units included in the curriculum guide are aimed at integrating growth experiences with the learning of basic skills. Each of the 16 units contains material related to each of the CDA functional areas, as well as bilingual activities, and emphasis is given to affective as well as cognitive activities. Activities provided are intended for use with small and large groups. Each unit provides cultural activities to promote pride in ethnic background and race. Most units include suggestions for activities that children can do at home with their parents plus references to resources such as books, records and films, many available in Spanish. Names of units included are: About Me; Nursery Rhymes; The Senses; Plants; Transportation; Children of Other Lands; Birds, Spiders, Insects and Worms; Community Helpers; Animals;…
Curriculum Program for the Apache Language. These curriculum materials from the Whiteriver (Arizona) Elementary School consist of–(1) an English-Apache word list of some of the most commonly used words in Apache, 29p.; (2) a list of enclitics with approximate or suggested meanings and illustrations of usage, 5 p.; (3) an illustrated chart of Apache vowels and consonants, various written sound-recognition tests, a listing of pronouns and numbers, and conversational question and statement patterns, 12 p.; (4) mnemonic charts presenting each consonant letter illustrated by a word which contains the sound, 16 p.; (5) an Apache Reader which presents all the sounds in simple words and sentences, 24 p.; and a story of an Indian boy and his donkey, in English and Apache, with accompanying pages of illustrations, 24 p. (AMM)…
(1977). Immersion Education in Ireland: A Critical Review of Macnamara's Findings. Reply to Dr. Cummins. Reply to the Reply. Working Papers on Bilingualism, No. 13. The present paper questions the validity of Macnamara's (1966) finding that teaching arithmetic through a bilingual's weaker language leads to retardation in problem arithmetic. By comparing the performance of immersion pupils on an Irish (as a second language) version of the problem arithmetic test with the performance of non-immersion pupils on an English (as a first language) version, Macnamara's study confounds bilinguals' competence in arithmetic with their ability to demonstrate this competence when tested through their weaker language. Macnamara's attempt to demonstrate the equivalence of Irish and English versions of the problem arithmetic test fails to take account of probable differences in Irish competence between the immersion pupils in the pretest and those in the main study. Macnamara rejects Cummins' criticism in a brief reply. Cummins' reply to Macnamara's reply is also provided. (Author/CFM)… [PDF]
(1960). The Construction and Use of Standardised Tests of Intelligence and Attainment. Pamphlet No. 3. The British Education Act of 1944 stipulated that instruction and training be offered according to the ages, abilities, and aptitudes of pupils. One specific problem concerned the entry to secondary schools of pupils from a variety of primary schools. The resulting problem of determining the different aptitudes and abilities has been partially solved by the use of standardized tests. This pamphlet is designed to provide a brief introduction to the methods of constructing and using standardized tests, and to discuss special difficulties encountered in the construction and use of standardized tests in Wales, a mixed language area. Specifically discussed are the various kinds of standardized tests, what is meant by standardization, what such tests determine, the choice of tests, comparison of the results of various tests, and the concepts of mental age, attainment ages and quotients. (CLK)… [PDF]
(1974). Exploring a New World: A Portuguese-American Reader, Book 2. Part of the Portuguese-American reader series comprises learning resources for intermediate and secondary Portuguese-American students who have not had the benefits of bilingual training in lower grades. The two-fold purpose of the reading development and social studies series is to improve the reading skills of bilingual students and to increase appreciation of the Portuguese culture. This unit examines Portuguese explorations of the New World and contributions of famous Portuguese-Americans. Both historical narrative and learning activities are included. The materials are also published in Portuguese. (Author/JR)… [PDF]