(1979). TEFL/TESL Newsletter, Volume 4, Number 1. Several articles of interest to teachers of English as a second language (ESL) are included. In "Syllabus Design and the Adult Beginner," Keith Johnson discusses the various choices the course organizer must make to make a syllabus communicative. Among the ideas for "Developing Writing Skills" offered by Patricia A. Denham are fully controlled exercises, structurally determined exercises, model based writing, cue based writing, and topic based writing. Elizabeth Joiner presents several "Communicative Activities for Beginning Language Students." E. F. Austin and S. Galvin examine a specific adult ESL course in use in Australia in "'All's Well That Starts Well': An Evaluation." Finally, Alan S. Milne addresses the problem of heterogeneous ESL classes in "Coping with Different Language Levels: Small Group Work." (JB)…
(1975). A Further Examination of the Effects of Administering the Metropolitan Reading Tests in Spanish and English to Spanish-Speaking School Entrants. In a study designed to assess effects of administering the Metropolitan Reading Test (MRT) in Spanish versus English, 100 Puerto Rican kindergarten pupils were randomly split into two groups. The MRT was administered in English to one group and in a Spanish translation to the other group. The group who took the Spanish version significantly surpassed the group who took the English version with respect to total score and all but the two most nonverbal subtests. These differences were particularly evident for, but were not exclusive to, the subsample from the bilingual classes. (Author/DEP)… [PDF]
(1974). High School Peer Tutoring (Homework Helpers) Program, New York, N.Y. This program, included in "Effective Reading Programs…," annually serves about 4000 disadvantaged students in grades nine through twelve in 50 high schools. Many of the students are black or Spanish-speaking and come from low-income homes in the inner city. The program, begun in 1969, is designed to provide individualized tutoring in reading and math by high school students to other high school students. Students are invited into the program through announcements, bulletin boards, and teacher recommendations. They are tested when they initially come for tutoring and, on the average, entering students are four to six years behind grade level in reading and math. The tutors, working with one or two students at a time, assist in vocabulary development, oral reading, comprehension, and math skills. The remedial teachers in many schools serve as informal consultants for tutoring techniques and materials. However, tutors primarily work under the supervision of master teachers… [PDF]
(1969). A Bilingual Oral Language and Conceptual Development Program for Spanish-Speaking Pre-School Children. The Michigan Department of Education runs a comprehensive program serving the social, physical, occupational, and educational needs of its approximately 90,000 migrants. Described in this paper are materials prepared as a part of the education program for migrant preschoolers, most of whom speak a nonstandard dialect of Spanish. The Oral Language Lessons, the "heart" of this program, provide the teacher who has little background in either linguistics or in teaching English as a foreign language with linguistically controlled activities while at the same time preparing her to develop similar activities of her own. The 59 English and 61 Spanish lessons, each taking approximately 15 minutes, are designed to be used at the rate of about three per day for eight weeks. The non-English speaking children are taught to understand and discuss basic ideas about size, color number, time and space; identify and describe familiar objects and relationships; and ask questions, all in… [PDF]
(1969). Study of Modified School Programs for Migrant Children. The findings, implications, and recommendations of a Texas migrant education study were presented in this report. Objectives were to determine how educational achievement of migrant students in 6-month programs compares with that of students in 9-month modified programs for migrants and with other students in the community, the effects of differences in resources, and the comparison of achievement of migrant pupils enrolled in out-of-state schools while in transit with those not enrolled in out-of-state schools. It was found that none of the programs were making an adequate change in the performance of migrant children and that for all 3 groups the Stanford Achievement Test performance was substantially below national norms. An evaluation of the 6-month extended day migrant school program showed that it required a thorough and constructive review. The major implication was that an in-depth study of migrant education is necessary if adequate solutions are to be developed. (PS)…
An Instructional Model for Teaching \University\ English to Mexican-American Bilinguals. The data and observations offered here represent a model for the organization of relevant facts of Spanish and English for use in teaching English composition to bilingual Mexican-Americans. This approach, amplified to include material from many facets of the grammars of Spanish and English, can provide the basis for teaching English to bilinguals in a way that respects bilingualism as an asset and as an accomplishment, while helping the student draw the lines that distinguish his two languages. (Author/SK)… [PDF]
(1972). The First Indian Bilingual Projects, Title VII Meeting: A Report. Language in American Indian Education, Spr. The purpose of the First Indian Bilingual Projects, Title VII Meeting was to discuss experiences and exchange ideas on the development of evaluation design and measurable objectives, the involvement of parents and community, and the development of materials. Sessions were held on unobtrusive measures, measuring language dominance, parent and community involvement, small group instruction for the classroom, and materials development. Suggestions included that at least 2 meetings be held per year; that the entire project staff be given an opportunity for input and agreement in the area of evaluation; that more community members be present for future meetings; that native speakers be trained to become bilingual teachers; and that presentation, display, and demonstration of project-developed materials be a major part of future meetings. (PS)… [PDF]
(1978). Verbal and Pictorial Elaboration Effects on Children's Long-Term Memory for Noun Pairs. Journal of Educational Psychology, v70 n5 p745-53 Oct. Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)…
(1978). The Effects of Exclusively French Language Schooling on Self-Esteem in Quebec. Canadian Modern Language Review, 34, 3, 372-80, Feb 78. A discussion of a study concerned with the French-speaking Quebecker's overall life adjustment which, in Quebec, is largely determined by the language of one's schooling. The hypotheses connecting self-esteem with deprivation are not confirmed. The hypotheses regarding culture are confirmed, and those regarding interaction with English-speaking people need qualification. (AMH)…
(1978). A Baby Learns French. Educational Research, v20 n3 p201-09 Jun 1978, Jun78. The author records her experiment with her daughter from birth to the age of four and a half to determine whether a child in a monolingual environment could grow up speaking two languages. The record traces the child's development in both English and French. (MF)…
(1978). Some Guidelines for the Assessment of Oral Language Proficiency and Dominance. TESOL Quarterly, 12, 2, 177-92, Jun 78. Four dimensions of bilingual measurement are defined, and three major topics in the assessment of language proficiency and language dominance are discussed: selection of the language components to be assessed; appropriateness of certain elicitation tasks used; and general checkpoints that can be used to evaluate language proficiency dominance instruments. (Author/RM)…
(1977). Preschool Biliteracy: Historical Background. Hispania, 60, 3, 527-530, Sep 77. This background article provides a general discussion of the possibilities of teaching preschool children to read in one or more languages. If external stimulation can match the rapid inner development of young children, rapid and extensive learning can occur. (CHK)…
(1977). Acquisition and Learning in Early Reading. Hispania, 60, 3, 533-535, Sep 77. The definitions of and differences between language acquisition and learning in early reading are discussed. Preschool children who are bilingual can learn to read Spanish more easily than English; early and bilingual reading would be a great educational benefit. (CHK)…
(1978). El Debate Bilingue/The Bilingual Debate. Nuestro, 2, 2, 36-40, Feb 78. Like so many issues in a democratic society, bilingual programs have become entangled in a series of related problems, from other schooling policies to economics and, even, political squabbles. As a result, the whole subject of bilingual schooling seems to be dimly seen and easily misunderstood. Adding to the difficulties, the national media have been less than enthusiastic–or intelligent–on the subject. (Author/NQ)…
(1978). Attitudes of Bilingual Students toward Spanish. Hispania, 61, 1, 90-4, Mar 78. A survey of 64 University of New Mexico undergraduates examined their attitudes toward the different varieties of Spanish and the use of Spanish. (HP)…