(1976). The Forgotten Rican: The Puerto Rican Community on the Mainland. Harvard Graduate School of Education Association Bulletin, 20, 2, 10-2, Spr/Sum 76. There is an unrecognized difference in the educational needs of mainland Puerto Ricans still influenced by island culture and those of second or third generation \Ricans.\ Most bilingual programs emphasize exclusively the island culture, ignoring realities of mainland Rican culture and life. Models and a pilot project are briefly examined. (Author/AJ)…
(2003). A Study of Bones = Un Estudio de Huesos. Proving that project work can be done with young children who are schooled in a full-immersion program in a second language, this article describes a study of bones undertaken by 5-year-old children in a bilingual school in Mexico City. The article discusses the process and shows the results achieved by the children during the three phases of the project through photographs and other documentation of the children's work. The article concludes with reflections by the author and parents. (Author/HTH)…
(1974). A Three-Strand Yarn. Elementary English, 51, 2, 262-64,29, Feb 74. Describes one teacher's numerous approaches for expanding the vocabularies and fostering positive self-concepts and attitudes toward school among the three linguistically very different groups of children in her classroom. (TO)…
(1973). TENES Anyone?. American Foreign Language Teacher, 3, 3, 27-28, Spr 73. TENES is the acronym for Teaching English to Non-English Speakers. (RS)…
(1971). Intervention Strategies for Spanish-Speaking Preschool Children. Child Development, 42, 1, 259-267, Mar 71. Compares three strategies of early intervention designed to increase the language and communication skills of disadvantaged 3-year-old Mexican-American children. (WY)…
(1983). Politics, Class, and Happenstance: French Immersion in a Canadian Context. Interchange on Educational Policy, v14 n1 p1-16. Two frequently made claims about French immersion programs in Canada are analyzed: (1) the planning and implementation of such programs is adequate as practiced to satisfy participants within the program; and (2) resulting improvements in French learning are likely to achieve federal policymakers' goals of ameliorating animosities between anglophiles and francophiles. (CJ)…
(1983). There's More to French Immersion than Social Class. Response to Olson and Burns. Interchange on Educational Policy, v14 n1 p17-22. There is more to French immersion programs in Canada than social class analysis. Program success is determined not by social class per se, but by use of appropriate strategies, staff, resources, and curriculum implementation. (CJ)…
(1983). A Survey of Bidialectal Language Arts Programs in the United States. Journal of Negro Education, v52 n1 p35-45 Win. Presents results of a survey on the content, organization, staffing, participants, and perceived effectiveness of 14 bidialectal language arts programs (those that use a child's indigenous dialect in the instructional process, usually to demonstrate contrasts with standard English). Suggests that more guidelines for developing and evaluating such programs are needed.(MJL)…
(1980). Immersion Defined by Strategy. Canadian Modern Language Review, v36 n3 p403-07 Mar. Proposes a model of immersion strategy based on an emphasis on communication and on the use of a great variety of teaching techniques. (AM)…
(1980). A Bilingual Experiment in a German School. English Language Teaching Journal, v34 n4 p270-77 Jul. Despite the popularity English holds in Germany and the advantage English teaching has over teaching in other countries, students often lack fluency and confidence in their use of the language. The "bilingual" program aims to develop communicative skills and familiarize students with English-speaking countries' culture. The development and achievements of the program are discussed. (PJM)…
(1980). Teaching EFL in a Unilingual Quebec. Canadian Modern Language Review, v36 n2 p201-14 Jan. Reviews the history of language legislation in Quebec, specifically regarding the relationship between French and English. It is suggested that English be taught as a "foreign" rather than a "second" language in Quebec. (AM)…
(1978). Scholastic Effects of French Immersion: An Overview After Ten Years. Interchange on Educational Policy, v9 n4 p20-29 1978-79. The scholastic effects of participation in three types of French immersion programs (early, late, and partial) are examined in terms of the students' English language skills; the students' general academic achievement; and the development of functional competence in French. (JMF)…
(1978). Community Reaction to French Instruction. Interchange on Educational Policy, v9 n4 p67-69 1978-79. Canadian Parents for French is an association of concerned parents supporting the French language programs, particularly immersion and core programs, in the Canadian school system. They are investigating solutions to problems in individual districts and are a force with which the government must reckon. (JMF)…
(1976). Alternatives to Early Immersion Programs for the Acquisition of French as a Second Language. Canadian Modern Language Review, 32, 5, 524-533, May 76. Canadian alternatives to early immersion programs for acquisition of French as a second language are discussed in the context of feasibility and known or potential value. The concept of a bicultural school is discussed. (Author/RM)…
(2002). Category-Generation Performance of Bilingual Children: The Influence of Condition, Category, and Language. Journal of Speech, Language, and Hearing Research, v45 n5 p938-47 Oct. A study examined how 44 bilingual (Spanish-English) children (ages 4-7) used taxonomic versus slot-filler strategies in a category-generation task presented in both languages. Younger bilingual children generated approximately equal numbers of items in both conditions, however, older bilingual children were beginning to demonstrate a taxonomic bias. (Contains references.) (Author/CR)…