(1970). The Effects of Bilingual/Bicultural Instruction Among Spanish-Speaking, English-Speaking, and Sioux-Speaking Kindergarten Children. A Report of Statistical Findings and Recommendations for Educational Unit No. 18, Scottsbluff, Nebraska. A bilingual program was implemented to meet the educational needs of Spanish American and Indian children with noted deficiencies in English and/or their native languages. The program components were an English Oral Language Program coupled with concept reinforcement in the vernacular for kindergarten children using non-standard English, along with a Spanish Oral Language Program for non-Spanish-speaking kindergarten children and for children with a basic structure and phonology in Spanish. Language instruction was provided on a differentiated basis, depending on diagnostic measures. Proficiency in both languages was ascertained with pre- and post-testing. Parental attitudes toward bilingual/bicultural programs and student attitudes toward their own and other cultural characteristics were also measured. Although statistical findings did not indicate highly significant gains in student achievement, the trend was in a positive direction. It was strongly recommended that both program… [PDF]
(1968). Reverse Borrowings of English Corruptions of Spanish. A brief glimpse of the on-going process of loanword borrowing in a bilingual culture is accompanied by frequent examples. The phenomenon described as \reverse borrowings of English corruptions\ refers to linguistic occurrences in which the native speaker adapts a loanword which is, in fact, a corrupted version of his native language which he does not recognize. (RL)… [PDF]
(1969). The Mexican-American and His Language. The need for Mexican American students to become fluent in Spanish as well as proficient in English has become of prime importance in the Southwest. There are several substantial reasons why it is imperative that Mexican American youngsters become fluent in Spanish. The student's capabilities in Spanish will be important in his search for a self-image. Language fluency will strengthen his retention of his cultural heritage. The communication level which he must achieve in school, home, employment, and social relations will be strengthened. Our Nation will have conserved and used a valuable human resource. The image of the United States as a Nation with a commitment to recognition and concern for the richness of differences in people–not just racial but linguistic and cultural–will be reinforced. Prior to achieving any of the above, the Mexican American must recognize the values of fluency of Spanish, followed quickly by acceptance and use of this language by the Anglo. (CM)… [PDF]
(1969). Language: The Great Barrier. The English Quarterly, v2 n2 p37-42 Jun. The author comments on the lack of sufficient interest in the education of Indians and Eskimos in Canada. Although he feels that the process of the acculturation of the Indian into white society is "ongoing, irreversible, and destined to continue no matter what anyone desires," it is "neither the task nor the prerogative of the dominant society to force its value systems upon the minority groups." The minority groups should be able to function affectively within the context of the larger society without being forced to abandon their own cultural identity. According to the Department of Indian Affairs of Canada, almost 60 percent of the Indian children entering schools in Canada lack fluency in English. The remaining 40 percent are generally below the white school beginners. The Indian children have a higher medial age in every grade, a clustering of pupils in the lower grades, and a "marked thinning out" in the higher grades. Educators seem to agree…
(1973). An Analysis of the Effect of the Yuk Dialect Instruction Program Upon Student Self Concept, Student Achievement, and Parent-School Rapport. Final Report. Three million children being schooled in the educational system of America are expected to forego the use of their native language while in the school environs and accept English as the mode of communication. To assess the effect of mode of language instruction on the student's concept of self as well as student achievement in reading, the following research was conducted. Suspecting that non-English-speaking parents are also affected by the school, a third measure was made of parent-school relationships. The research involved four village schools in the Kuskokuim district of Alaska having the Eskimo dialect of Yuk as their vernacular. Two served as subjects. Treatment was the Yuk Instructional Program, wherein Yuk was used as the primary language of instruction. The results were as follows: (1) control schools were significantly more advanced in reading as measured by the SRA Achievement Series; (2) treatment schools evidenced significantly greater concept of self on 6 of the 14… [PDF]
(1972). Otros amigos, otras culturas: Libro de actividades, 2 (Other Friends, Other Cultures: Workbook 2). This workbook was designed for use with the textbook of the same name. It contains exercises for the recognition of sounds and letters, reading comprehension, oral expression, and the use of diphthongs, compound words, idioms, synonyms and antonyms, word families, and dictionaries. The presentation includes drawings, puzzles, and games with color illustrations. (Author/SK)…
(1973). Bilingual-Bicultural Materials. This publication describes educational materials which are both bilingual and bicultural. It also lists evaluative instruments which can be useful in making assessments of children who come from Spanish-speaking families. The final section includes reference sources and bibliographies for English as a second language program. (SK)… [PDF]
(1972). Five Stories Written in Spanish & English. Cinco Cuentos Escrito en Espanol y Ingles. This textbook is intended as supplementary material for children who need a K-4 interest-level and K-2 skill-level reader in either English or Spanish. The basic vocabulary is common to five of the seven most widely used basic English primers. A special feature of this reader is the introduction of new words in both languages. The color coding is designed to help the bilingual child identify his native and his target language. The stories depend upon the use of short simple sentences, utilization of the present tense, and extensive use of dialogue, and focus on images and the re-entry of new vocabulary. The stories are entitled \Funny the Bunny,\\Who Can Do It?\\The Fat Frog,\\Green Leaves, Gold Leaves,\ and \Paco and the Elephant.\ The translations are intended to be idiomatic rather than literal. (Author/SK)…
(1970). Comparison of Bilingual Vs. Single Language Instruction in Concept Learning in Mexican-American Four Year Olds. Bilingual vs. unilingual instruction was studied in the teaching of 5 positional-preposition concepts (e.g., under) to Mexican American Headstart 4-year-olds. Treatments consisted of instruction in Spanish only, English only, or bilingually to the 48 subjects exposed to the prepositional concepts via tape-recorded programmed instruction given daily for 10 minutes. Assignment to control and treatment groups was randomly stratified by sex, and subjects were pretested the first day of instruction and posttested on the final (3rd) day. These tests, administered in English and Spanish, included a transfer test consisting of a 2-dimensional presentation of the same prepositions and a learning task in the language opposite from instruction. All criterion tests required verbal labeling and demonstration. Analysis of covariance and Newman-Keuls comparisons indicated that posttest scores of the treatment groups were higher than those of the control group, reflecting the effect of instruction…
(1977). Citings on the Educational Horizon. Educational Horizons, 56, 2, 107-8, W 77/78. Discusses recent educational development including the role of the family in educating children, the effectiveness of career awareness programs, and the validity of standardized tests. (RK)…
(1977). Ethnic Heritage and Language Schools. Bulletin of the Association of Departments of Foreign Languages, 9, 2, 39-46, Nov 77. An examination of the ethnic heritage and language schools in the Cleveland area and suggestions of some implications of this phenomenon for the language teaching profession. It is suggested that such ethnic language schools are a valuable resource and should be a responsibility of the profession. (AMH)…
(1977). Hostos Community College: Vehicle for Social Change. Community and Junior College Journal, 48, 2, 6-9, Oct 77. Describes the founding and development of Hostos Community College. Hostos serves a predominantly Puerto Rican student body and is the only postsecondary educational institution in the continental U.S. to offer a comprehensive bilingual program. (RT)…
(1988). A Perspective on Teaching the "Problem Language" in Louisiana. French Review, v61 n3 p345-56 Feb. The history of public policy concerning Cajun French instruction in Louisiana is reviewed, and the prospects for regeneration of the language in the state's schools are examined. (MSE)…
(1986). The ESL Student in the Freshman Composition Class. Teaching English in the Two-Year College, v13 n1 p12-19 Feb. Points out that helping the ESL students in the composition class entails understanding the nature of the process by which they acquire their new language, avoiding judgments that underestimate their control of English, and providing a secure, comfortable learning environment. (EL)…
(1987). Common Logical Errors in English and Chinese. Educational Studies in Mathematics, v18 n1 p1-17 Feb. A test of logic using implicational and disjunctive sentences was given to Chinese and English speakers. No differences were found on "if-then" sentences, but differences were found on "or" sentences. (MNS)…