(1973). The Cultural Literacy Laboratory: A New Dimension in Multicultural Teacher Education. The goal of the Cultural Literacy Laboratory is to provide educators with crosscultural adaptive skills needed to acclimate to different cultures and to reduce the effect of culture shock. These skills are of particular importance to teachers working in bilingual and multicultural classrooms. A culturally literate educator is one who is aware of his ethnicity and who possesses the skills of crosscultural communication. Based on social scientific theory, the laboratory incorporates and reinforces the participant's previous social science concepts and methodology. It also allows him to practice new skills and techniques in a variety of experience-based activities. Instruments that are used in the laboratory are Rokeach Scale E and the Cultural Literacy Inventory (copies of which are included as an appendix). (JA)… [PDF]
(1970). The Effects of Bilingual Science Instruction on the Vocabulary, Comprehension Achievement, and Conceptualization of Elementary School Chinese Children Whose Second Language is English. The purpose of this study was to investigate the effect of bilingual instruction for students whose second language is English. A random sample of 51 fifth and sixth grade Chinese immigrant children was obtained from one elementary school, and the children were randomly assigned to monolingual (English) and bilingual (English and Cantonese) teaching methods for two one-hour science classes per week for four weeks. Analysis of pretests and posttests given to all students showed that the bilingual group surpassed the monolingual group on vocabulary and conceptualization in science, but not in comprehension achievement. Correlations between vocabulary, conceptualization, and comprehension were effectively zero. No significant differences were found on the vocabulary and comprehension scores according to sex, grade, or length of time spent in this country. (MM)…
(1978). "Shared Bilingualism–A Learning Experiment.". English Quarterly, v11 n2 p125-34 Sum. Reports on the early progress of a teaching experiment at Glendon College, a bilingual undergraduate university college in Toronto, Canada, in which learners of both English and French as second languages learned each other's languages by meeting in mixed groups twice a week. (RL)…
(1978). Storm Brews Over Bilingual Teaching. U.S. News & World Report, 84, 9, 58-9, Mar 6 78. Some educators fear that English has been de-emphasized too much among certain minorities. Now the administration has plans for big changes in the program. (Editor)…
(1978). Programme d'enseignement par immersion partielle 4e, 5e et 6e annees (The Partial Immersion Academic Program in 4th, 5th and 6th Grades). Canadian Modern Language Review, 34, 5, 901-2, May 78. A further development of the preceding article outlining the general objectives of the program, the learning activity approach used, and the division of time. A brief description is given of the five kinds of learning activities in the program. The source for further information is given. (Text is in French.) (AMH)…
(1987). Writing Across the Official Languages: Bilingualism and Rhetoric in the Canadian College. English Quarterly, v20 n1 p52-61 Spr. Presents some points of divergence between current English and French rhetorical theory. Documents a few standard forms of composition in French that are not found in the English. Assesses pedagogies typical of the French tradition and concludes that the theory and pedagogy of the two languages are quite disparate. (AEW)…
(1984). The Puerto Rican Return Migrant Student: A Challenge to Educators. Educational Research Quarterly, v8 n4 p82-91. The two-way migration phenomenon of Puerto Ricans is examined, focusing on how Puerto Rican schools deal with children returning from the mainland with varying degrees of English and having become acculturated to some mainland behaviors. (BS)…
(1985). A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children: Theoretical and Intervention Implications. Journal of Speech and Hearing Disorders, v50 n4 p403-06 Nov. A within-subject design involving three Spanish speaking and three English speaking preschoolers with language handicaps provided support for the practice of initial language intervention in the native language when bilingualism is a goal and for transference/facilitation theories of second language learning. (CL)…
(1985). Second Language Learning through Immersion: A Review of U.S. Programs. Review of Educational Research, v55 n4 p541-61 Win. Second language immersion programs, originally developed in Canada some 20 years ago, have been implemented in a number of U.S. cities. Alternative forms of U.S. programs are described–enriched, magnet, and two-way bilingual–and research findings pertaining to the effectiveness of each are summarized and discussed. (Author)…
(1976). Evaluation of the French Immersion Program Offered by the Ottawa Roman Catholic Separate School Board and Comments of Guest Analysts. Canadian Modern Language Review, 33, 2, 137-150, Nov 76. A comparison was made of an early French immersion program and an English language elementary program. Major trends resulting from the comparison are summarized. Comments and criticisms are made by three guest analysts. (RM)…
(1976). General Discussion. Canadian Modern Language Review, 33, 2, 244-261, Nov 76. A research colloquium was held by the Ontario Ministry of Education in April 1976 on the subject of alternative programs for teaching French as a second language. A summary is given of discussion during which the audience was invited to question a panel of researchers, guest analysts and school officials. (RM)…
(2003). After Early Intervention, Then What? Teaching Struggling Readers in Grades 3 and Beyond. Noting that early intervention is insufficient for many children because they struggle in learning to read for an array of reasons, this book highlights the need for expert, intensive, and focused instruction in reading beyond the primary years in addition to identifying and describing effective practices for teaching those students in grades 3 to 8 who continue to struggle in reading. The essays and contributors to this volume are: "Understanding the Learner: Using Portable Assessment (Diane Lapp and James Flood); "The Interaction of Language, Literacy, and Identity in the Lives of Latina/o Students" (Robert T. Jimenez); "Stepping into Character(s): Using Readers Theatre With Bilingual Fourth Graders" (Nancy L. Roser, Laura A. May, Miriam Martinez, Susan Keehn, Janis M. Harmon, and Sharon O'Neal); "Book Club in a Fourth-Grade Classroom: Issues of Ownership and Response" (Torry H. Montes and Kathryn H. Au); "Constructing Curriculum for…
(2000). Quality ESL Programs: An Administrator's Guide. Cultural and linguistic diversity is increasing, and ESOL (English speaker of other languages) students are often at risk for academic failure. School boards' and administrators' legal and fiscal decisions should be based on valid research and detailed accounts of effective programs. Chapter 1 considers the history of structural responses to ESOL students. Chapter 2 outlines the task of learning a new language and teacher assessment. The book then provides sketches of legal developments. Chapter 4 analyzes the controversy about the language of instruction. Following this, generic programming models, including their strengths and weaknesses, and a detailed description of one effective model, are presented. Chapter 6 discusses the importance of reaching out to parents and the community. Next, the actual process of developing a program and related mandates and statutes is explored. Chapter 8 discusses the responsibilities of the ESL program administrator, and the preparation of…
(2001). The Combine Project: An Experience in a Dual-Language Classroom = El proyecto de la cosechadora: una experiencia en una clase bilingue. This article, also available in Spanish, describes what happened when a bilingual kindergarten class in West Liberty, Iowa, investigated a combine. The dual-language Kindergarten program supports content area instruction in both Spanish and English. The first part of the article tells the story of the Combine Project, this class's first project work, which began with a typical kindergarten field trip to a farm and ended with a parent night to show a combine constructed by the kindergartners. The second part of the article discusses the teacher's reflections on learning how to guide projects. Reflections by the teacher include relating kindergarten goals to projects, supporting second-language learners, involving parents, and including children with special needs. (Author/EV)…
(1972). Developing Instructional Materials for a Bilingual Program. TESOL Quarterly, 6, 2, 163-166, Jun 72. Paper presented in March 1971, at the TESOL Convention in New Orleans, La. (VM)…