(1975). Chinese New Year Materials for Elementary Teachers. This is a resource book designed to be used by teachers in Chinese bilingual bicultural programs. The materials in the book are based on Chinese New Year customs still observed in Chinese-American communities. The resource book contains five types of materials: (1) a general introduction to the Chinese New Year, including the Chinese Lunar Year and the Cycle of the Twelve Animals, (2) Chinese New Year stories, written in both Cantonese and English, (3) Chinese New Year songs, in both Cantonese and English, (4) recipes for the Chinese New Year, and (5) art projects. (CLK)… [PDF]
(1972). Chez nous: ma famille (At Our House: My Family). This elementary French Reader was designed for use in a bilingual program. It contains several reading selections about members of a family, followed by questions for discussion. Also included are the words and music for three short songs, a poem, and five illustrated vocabulary lists. (PMP)… [PDF]
(1973). Mon pays: ma foret (My Land: My Forest). This basic French reader was designed for use in a bilingual program. It contains several reading selections about life in the forest, illustrated vocabulary lists, and a short poem. The text concludes with four phonetic drills. (PMP)… [PDF]
Modular Sequence: English as a Second Language, Methods and Techniques. TTP 001.01 TESOL Overview. Teacher Corps Bilingual Project. This learning module is designed to provide the student with insights into the nature and goals of TESOL (Teaching English to Speakers of Other Languages) and the means to achieve these goals by enabling him to: (a) explain accurately the rationale for each component of TESOL, (b) justify the teaching of English as a second language through a linguistic orientation which takes into account the native language or dialect background of the learner, and (c) assess his own needs for acquiring new competencies in terms of recommended guidelines for teachers of English as a second language. Several required and optional activities are listed to assist the student in attaining the module objective. Both pre- and post-assessment instruments are included. Remediation activities are not included but are to be negotiated with the course instructor or module coordinator. (HMD)… [PDF]
(1976). I Find Out About Science. Grade 4. This textbook is the fourth in the official science 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 American schools with Vietnamese students. The grade four text contains the following chapters: (1) Review Grade 3 Material; (2) Animals and Insects; (3) Plants and Trees; (4) The Human Body; (5) Minerals; (6) Metals; (7) How Matter Changes Form; and (8) Optics. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…
(1978). Immersion: Une Perspective (Immersion: One Perspective). Canadian Modern Language Review, 34, 5, 903, May 78. A brief description of a one-year immersion program occurring between elementary and secondary schools in the Chateauguay, Quebec, school district. The academic content, objectives, problems and results of the program and a plan for articulation with secondary schools are described. (Text is in French.) (AMH)…
(1977). Back to School: Lessons Latinos Are Learning. Nuestro, 1, 6, 40-5, Sep 77. The growing Latino alliances have provided for reflection and analysis of, and action to solve, such problems as political underrepresentation, biased testing procedures, monolingual English school policies, and sky-rocketing costs. (NQ)…
(1984). Biculturalism, Bilingualism and Scholastic Achievement in Tunisia. Prospects: Quarterly Review of Education, v14 n1 p75-85. Tunisian students in the elementary grades were observed to see how they progressed, particularly when they began studying French in third grade. In year three the best pupils showed a marked improvement in academic achievement; pupils from middle or low socio-cultural brackets stagnated or regressed. Economic and cultural factors are discussed. (RM)…
(1981). Staff Development through Collaborative Research for Teachers of Bilingual Students. California Journal of Teacher Education, v8 n3 p69-84 Sum. University professors, student teachers, and high school teachers participated in a collaborative research model in which the teachers took on the dual roles of teacher trainers and researchers. The roles and experiences of the teachers are described, and the revised clinical observation model is presented. (FG)…
(1980). Literacy in Rural Bolivia–Implications for Bilingual Programs. Reading Teacher, v33 n8 p933-35 May. Outlines teaching strategies developed in an inservice program for elementary teachers in rural areas of Bolivia; notes the importance of developing children's oral language skills, using the local environment as the basis for language experience lessons, and including community study in the curriculum. Presents ideas useful to teachers in other bilingual situations. (ET)…
(1979). A Longitudinal Follow Up of a Preschool Intervention Program for Mexican-American Migrant Children. Reading Improvement, v16 n4 p326-31 Win. Concludes that a preschool intervention program contributed in positive ways to the school achievement of the participating primary school migrant children. (FL)…
(1996). Miles Away, Worlds Apart. Equity & Excellence in Education, v29 n2 p78-81 Sep. Studies three schools in the Los Angeles Unified School District to show the existence of large inequities in public schools that are geographically only miles apart. Disparities in teacher preparation, access to reading material, types of literacy activities, and teaching practices are studied. (GR)…
(1994). Serving Children with Limited English Proficiency in the Schools: A National Survey. Language, Speech, and Hearing Services in Schools, v25 n3 p156-64 Jul. A national survey of public school speech/language clinicians (n=1,145) assessed clinicians' services to limited English-proficient (LEP) children. Findings included 90% did not speak a second language, 76% had no previous coursework addressing LEP children, and Hispanics were the most commonly served. (Author/DB)…
(1992). Pidgin Progressivism–Again. Canadian Social Studies, v27 n1 p4-5 Fall. Discusses a report of a task force on English language education in Quebec. Describes each portion of the report: educational policy, issue analysis and recommendations, and predictions that English-speaking student enrollment in Quebec will continue to fall. Includes additional opinions on other subjects. (DK)…
(2001). Who Am I? The Social Construction of Ethnic Identity and Self-Perceptions in Latino Preservice Teachers. Urban Review, v33 n2 p69-86 Jun. Investigated how Latina preservice teachers identified themselves ethnically, hypothesizing that positive ethnic identity would relate to positive self-conceptualization and student academic success. Survey data indicated that ethnic self-identification was an individualistic conception and was reflective of the heterogeneity found within the groups, though ethnic identity was not central to the respondents. (SM)…