Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.15A; Materials for Teaching Reading in Spanish. Teacher Corps Bilingual Project. This module provides evaluation guidelines for choosing reading materials, and practical training in designing materials for teaching reading in Spanish. Upon completion of the module, participants should be able to (a) list 10 criteria that are used to evaluate books and materials in the teaching of reading in Spanish, and be able to use them in evaluating books and materials; (b) identify five reading materials appropriate to the grade level participants are teaching or plan to teach; (c) develop at least one reading material and one device to teach reading; and (d) select one reading series or material to be used with the first part of this module cluster. Participants complete a preassessment test, choose tasks from a list of instructional activities, and conclude the module with a postassessment test. (An appendix entitled \Preparacion de Cartelones\ is included.) (PB)…
(1974). My Family. This elementary reader is designed for use in a bilingual Inupiat-English program in Buckland and Deering, Alaska. It is the story of a small boy named Paul and his family. The Inupiat text and its English equivalent are never in opposition. The Inupiat text is presented on a picture page, with the English on the back. The illustrations, by J. Leslie Hanson, are in color. (PMP)…
(1969). Some Needed Research Regarding the Language and Reading Instructional Problems of Spanish Speaking Children. Three major areas of needed research in language and reading development for children of Spanish-speaking backgrounds are presented in a general overview. The first area of need is that of normative and descriptive studies of prelearning processes. This includes analyses of language base and home language behavior and is aimed at a more precise description of bilingual style. The second area of need is that of compensatory educational programs. These should be based on research and experimentation designed to determine language characteristics and needs. The third area of need is that of research in curriculum and materials modifications. Present curricula should be researched and evaluated, and new and innovative curricula should be designed which reflect research findings. An extensive bibliography of material reviewed is included. (MD)… [PDF]
(1974). A Comparative Study of Diagnosis and Therapy in Children with Reading Deficiencies in the German and English Language. Twenty-three German-English bilingual boys and girls, ranging from grades three to six in Saskatchewan's schools, were used in this study which sought to investigate their reading behavior when reading English passages. The Individual Reading Inventory, administered in both languages, indicated that comprehension after oral and silent reading in English lagged significantly behind the comprehension shown in German. Tasks calling for word recognition indicated that subjects could recognize and pronounce the words in the English reading passages. Subjects mastered English-to-German-to-English translations with concrete samples, but were dissatisfied when they applied the same procedure to sentences with abstract connotations. When further abstract sentences were examined, students resorted to manipulating words in order to attain meaning. Pedagogical changes suggested by the study include preparation (exposing the bilingual student to main ideas of the new reading-learning… [PDF]
(1970). A Study in Child Care (Case Study from Volume II-B): \We Come with the Dust and We Go with the Wind.\ Day Care Programs Reprint Series. Approximately 468 children of migrant agricultural workers in the state of Washington are served in the nine Northwest Rural Opportunities (NRO) day care centers described here. A community organization program was also formed by the NRO system. Ninety percent of the families served are Chicano, and all are below the poverty level. These aspects of the day care program are particularly noteworthy: the trailer facilities (formerly used as mobile units, now permanently located); the educational program for children from 1 month through 5 years of age, which is based on the special needs of migrant children and uses a combination of approaches to adequately prepare the children for public school; and teacher training which insures that new curriculum is introduced efficiently and uniformly throughout the NRO system. Information is presented on the background of the system, basic program (including health, parent education, and community involvement), organization, staff, volunteer… [PDF]
(1976). I Learn To Read. Grade 2. This textbook is the second in the official reading series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in elementary schools in the United States which have Vietnamese students. This grade two reader contains 57 lessons and 7 games, with a song at the end of each of the 8 chapters. The chapter headings are as follows: (1) Housing; (2) Family Life; (3) Eating and Drinking; (4) Clothing; (5) The Human Body; (6) Domestic Animals; (7) Schools, Student Life; (8) Seven Games. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…
(1978). Vue d'ensemble du programme d'enseignement par immersion partielle (francais, langue seconde) au Conseil Scolaire Lakeshore (An Overview of the Partial Immersion Educational Program [French, Second Language] in the Lakeshore School District). Canadian Modern Language Review, 34, 5, 898-900, May 78. An overview of the program in grades 4-6. The objectives, particularly those concerning affective and psycho-motor development and communication, the role of the teacher, the division of time, and the subjects taught in English are discussed. Reasons for this kind of program organization are given. (Text is in French.) (AMH)…
(1978). Language and Bicultural Education. Educational Research Quarterly, 2, 4, 20-5, W 78. Bilingual and bicultural or multicultural educational programs involve economic and political issues that should be answered affirmatively and with respect for the informed decisions of the local community. Schools unfortunately may have more power to destroy than to enhance minority cultures. (CTM)…
(1978). Bridges to the Past: Wind River's Native Culture Program. Childhood Education, 54, 5, 242-5, Mar 78. Describes cultural awareness projects in two schools on the Wind River Indian Reservation in Wyoming. (BR)…
(1977). Chicago's Korean American Community. Integrated Education, 15, 4, 44-47, Jul-Aug 77. Discusses the Korean community in terms of culture, family structure, life style, and education. (AM)…
(1984). Welsh-Medium Education. Journal of Multilingual and Multicultural Development, v5 n3-4 p249-57 Jun. Examines the effect in the primary and secondary school levels of teaching through the medium of Welsh and the response of the University of Wales. The media and the educational system are two formal social organizations which help the threatened Welsh language to survive. Another would be the establishment of a Welsh-medium university. (SED)…
(1985). Two Contexts for Training Teachers of Native Languages. TESL Canada Journal, v2 n2 p11-27 Mar. Describes the authors' experience in training teachers of native Canadian Indian students in British Columbia. The training occured in two contexts: one was a university-sponsored course; the other was a workshop-based inservice course. Describes the work done with the students and provides examples of their materials and teaching plans. (SED)…
(1984). Minority-Majority Relations in Second Language Education and the New Canadian Charter of Rights and Freedoms. Educational Research Quarterly, v8 n4 p113-21. The implications of the new Canadian Charter of Rights and Freedoms for developing second language programs in Edmonton, Alberta, are explored. Immersion programs and ethnic survival programs are examined in depth. (BS)…
(1983). Stan Surette. Executive Educator, v5 n12 p13-16 Dec. Describes the efforts of a superintendent in Nova Scotia to bring about the amalgamation of two school systems where the majority of the population is French-speaking by offering complete instructional programs in both French and English. (JBM)…
(1976). English-Speaking Child + Early French Immersion = Bilingual Child? And Comments of Guest Analysts. Canadian Modern Language Review, 33, 2, 180-192, Nov 76. Research is presented in support of the theory that early French immersion of English-speaking children leads to bilingualism. The evidence is limited to children through the end of grade four. Comments and criticisms are made by three guest analysts. (RM)…