(1975). Development of Spanish/English Bilingualism in a Dominant Spanish Speaking Environment. Atisbos: Journal of Chicano Research, 31-51, Sum 75. A Spanish/English oral-proficiency test battery was administered to 40 Spanish-surnamed pupils equally divided by sex at grade levels 1, 3, 5, and 7. (Author/NQ)…
(1975). MIRA: A Concept in Receptive Language Assessment of Bilingual Children. Language, Speech, and Hearing Services in Schools, 6, 1, 24-8, Jan 75. …
(1975). Indians Must be Indians: Education on Manitoulin Island. Northian, 11, 1, 13-14, Spr 75. …
(1978). Learning to Read in Different Languages-Universals and Specifics. In learning to read, children must first understand the objectives of that skill: that the visible symbols communicate meaning and code certain features of speech. If a child does not understand this, learning will be impaired. For instance, children who are taught to read a language other than their native language learn better if instructions are given in their native language. Also, when children who were initially taught reading in their native tongue were transferred to reading in a second language, they overtook the children who from the beginning had read only in the second language. This was in spite of the fact that the native tongue beginners had learned to read in two languages instead of in one and had spent less time in learning to read the second language. The explanation for these results was that those who learned to read in their native tongue first could better understand instructions and concepts used by the teachers because they could relate them to their past…
(1980). Specifying the Needs of a \Bilingual\ Developmentally Disabled Population: Issues and Case Studies. Linguistic and cognitive assessment of children whose home language is not English involves a number of complex issues: minority labeling, the relationship between cognition and bilingualism, \normal\ data on bilingual development, and monolingual versus bilingual environment for children experiencing delay. This paper concentrates on reviewing what has been reported about the course and result of \normal\ bilingual development of Spanish and English, mentioning briefly studies of monolingual Spanish learners that have been conducted in the United States, and it presents sketches of three children who might be called bilingual, but who show various developmental problems and a diverse set of abilities. These sketches illustrate graphically the heterogeneity of linguistic skills and different program requirements of bilingual developmentally disabled children. (HOD)…
(1967). Matematicas Para La Escuela Primaria, Grado 4 (Parte 2), Comentario. Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for the Elementary School, Grade 4, Part 2, Teacher's Commentary. Preliminary Translation of the Revised English Edition). This is Part 2 of the teacher's commentary for the grade 4 mathematics program. Part 2 includes the commentary for chapters 6 through 10. Topics covered include addition and subtraction, multiplication and division, geometrical figures, lines and lineal measurement, and fractions. (RH)… [PDF]
(1980). Instruction of Haitian Bilingual Children in the United States. Language Problems and Language Planning, v4 n2 p101-06 Sum. Haitians immigrating to the United States speak Creole; at the same time, they frequently claim French as their native language and want their children to be educated in French as well as in English. The teacher of the Haitian immigrant child soon learns that the language which will influence the child's learning of English is not French, but Creole. The Haitians themselves are experiencing conflicts over their social identity in American society and express their conflicts in their views on language use. French language and culture is a prestige factor here as well as in Haiti. An important task of the school, therefore, becomes parent training. Parents could be enabled to understand that the child may make the transition directly from Creole into English instead of via French. At the same time, opportunities should be made for older children who are fluent in English and Creole to learn French because it is the official language of Haiti and is part of its culture. Because of the…
(1980). Assessment of Non-English Speaking Students in Rhode Island. Final Summary Report. In 1979, Rhode Island legislators mandated an assessment of the number of non English speaking children in the State. The resulting study was comprised of two main phases. The first, a census of non English speaking students, included (1) a teacher survey, in which every teacher listed his/her students and indicated an observed primary language for each student; and (2) the collection of language information for every student on a home language survey form. The second phase of the assessment process sought information procedures for estimating potential costs of meeting the instructional needs of non English speaking children. This phase included (1) the determination of a procedure for estimating the number of students eligible for bilingual services; and (2) the collection of information from other States and communities regarding factors that must be considered in estimating program costs. This report contains a detailed description of the assessment methods and process employed,…
(1979). The Cradle Board and Infant Care. This unit deals with Iroquois culture of the past and the aspects of that culture which continue to exist in the longhouse tradition at the present time. The unit contains three sections: (1) an outline of the concept, Indian infant care, and the vocabulary, objectives, and materials; (2) a lesson plan on the mode of caring for infants in Native American culture, which includes instructional objectives, background information, materials, method, and evaluation; and (3) a similar lesson plan for the construction of a cradleboard. Each lesson plan has appropriate illustrations in pen-and-ink drawings. (AMH)… [PDF]
(1980). Evaluation of Achievement Outcomes: Austin's Experience. Publication No. 80.33. Austin's 5-year Title VII project was intended to improve the achievement of elementary students in the following areas: oral language proficiency, knowledge of basic concepts, reading ability in Spanish, and proficiency in English reading and math. Results indicated that program participants gained in knowledge of basic concepts at the kindergarten level and, to some extent, in Spanish reading ability. Fifth grade project students showed greater achievement than their nonproject peers in English reading. However, in fifth grade math and fourth grade reading and math, project students and nonproject students did not differ in their rate of gains. The gap in achievement between Spanish-dominant or bilingual students and their English-dominant peers remained. The program raised several problems for consideration: (1) difficulty in locating appropriate instruments for measuring achievement objectives in bilingual programs; (2) difficulty in obtaining an appropriate sample of students;… [PDF]
(1976). Literacy for America's Spanish Speaking Children. In the United States, Spanish speaking children have been placed in English reading programs for more than 100 years. This volume relates the nature and background of Spanish speaking children, including the preliterate, the literate, and the functionally illiterate, to their success in reading; explores alternatives for helping Spanish speaking pupils achieve literacy levels commensurate with their potentials; and reviews the developmental nature of reading within the framework of literacy in first and second languages including concepts of maturation and readiness, speech/print relationships, sensorimotor abilities, and reading-skills acquisition. Lists of selected references and suggested readings conclude the booklet. (JM)… [PDF]
Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.07; Developing and Extending an English Reading Vocabulary (K-6). Teacher Corps Bilingual Project. This teaching module concerns vocabulary as it relates to reading comprehension. Development of an extensive and accurate reading vocabulary is deemed essential for good comprehension. While most children have little trouble with concepts and vocabulary necessary for beginning reading (unless they speak a language which is not of the dominant culture), they may have trouble with meaning, starting at about the third grade. Upon completion of the teaching module, participants should be able to develop at least five methods or formats for teaching a vocabulary list of 20 words. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]
Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.09; Survey and Examination of Methods and Materials for the Teaching of Reading in English. Teacher Corps Bilingual Project. The purpose of this teaching module is to examine materials and methods in the area of reading instruction. Upon completion of the module, participants should be able to (a) explain and give an example of a published program for seven approaches to beginning reading, (b) evaluate four published reading programs, and (c) state which approach they feel would be most successful with bilingual students and why. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]
Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.11; The Informal Reading Inventory. Teacher Corps Bilingual Project. The introduction of this teaching module states that successful construction and implementation of a reading curriculum which meets and satisfies the growth potential of individual students depends on the teacher's ability to assess individual needs. The Individual Reading Inventory (IRI) provides a diagnostic framework for integrating and synthesizing previous modules into cohesive reading programs. The purpose of this module is to enable participants to (a) define the four reading levels that the IRI measures; and (b) analyze the reading behavior of students based on the informational yield of an IRI, and determine at what level the students function. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]
Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.13; Teaching Reading Affectively/Effectively in a Bilingual Program. Teacher Corps Bilingual Project. The introduction to this teaching module states that mounting research evidence supports the linguistic and academic benefits of early instruction through the vernacular, based on the premise that non-English speaking students who learn to read in the vernacular (and accelerate their conceptual development in their mother tongue as they learn English) will not become academically retarded; they will in fact learn English more efficiently and their feeling of \belonging\ to the majority culture might be established. The purpose of this module is to enable participants to do the following: (a) identify their feelings about nonstandard dialects and discuss how teacher attitudes affect teaching in the vernacular; (b) define an English as a Second Language (ESL) approach, a transitional bilingual approach, and a balanced bilingual/bicultural approach; and (c) write a vernacular reading lesson including an affective, a cognitive, and a psychomotor objective. Participants complete a… [PDF]