(1968). "We've Promises to Keep…" Toward Equal Opportunity. This pamphlet notes the commitment of the National Education Association (NEA) to human rights and equal opportunity. Briefly presented are several programs and activities of NEA in these areas. A bibliography of relevant NEA publications is included. (NH)… [PDF]
(1976). An Experiment in Trilingual Education. Canadian Modern Language Review, 32, 2, 115-128, Jan 76. Presents the findings of an evaluation of a double immersion program in Hebrew and French undertaken by two English-speaking Hebrew day schools. (Author/RM)…
(1978). Instructional Leadership for Bicultural Programs: Role Responsibilities and Relationships. Education and Urban Society, 10, 3, 337-46, May 78. The roles of the school principal and the district program director in bicultural instructional programs are examined in this paper. The major responsibilities associated with both positions are defined. The role relationships between the two positions and between each position and the instructional staff are delineated. (Author/GC)…
(1978). Good Ideas. NJEA Review, 51, 8, 31-3, Apr 78. Presents six short articles on how to develop students' creative skills, reading and vocal communication, and on preparation for the job market. (RK)…
(1978). The Suitability of Early French Immersion Programs for the Language Disabled Child. Canadian Modern Language Review, 34, 5, 884-7, May 78. A discussion of a project in Quebec in which language disabled children are not switched out of immersion programs but are provided with remedial instruction within these programs. The students develop facility in their first language, learn basic skills, exhibit no exceptional behavioral problems and acquire competency in French. (AMH)…
(1978). Learning Disabilities in Immersion. Canadian Modern Language Review, 34, 5, 888-9, May 78. Two questions are addressed: (1) Should immersion programs be offered to all children, and (2) should the child who is experiencing difficulties in immersion be switched to the regular English program? It is felt that there is no definite answer to the first question at present and that the answer to the second is \yes.\ (AMH)…
(1978). The French Immersion Centre. Canadian Modern Language Review, 34, 5, 895-7, May 78. A brief discussion of the history, organization, program, advantages and effectiveness of immersion centers, schools offering only the immersion program, in Canada. Some of the small amount of existing research is reviewed. Although there are no definitive conclusions, it is suggested that such centers may offer a better educational program than other types of immersion. (AMH)…
(1978). Experience dans une classe d'accueil de la CECM (An Experience in a 'Welcome Class' of the CECM). Canadian Modern Language Review, 34, 5, 906-7, May 78. These total immersion classes have been offered to immigrants since 1969. The linguistic, psychological and pedagogical objectives, the division into three sections to meet all needs, and the instructional organization and methodology are outlined. (Text is in French.) (AMH)…
(1977). A Transition Program for Italian Children. Canadian Modern Language Review, 33, 4, 486-496, Mar 77. A pilot bilingual project was set up for children of Italian immigrants. Before entering first grade, the children attend junior and senior kindergarten classes with children of similar linguistic and cultural background. The classes are designed to make the children's adjustment to school more comfortable and to facilitate parent involvement. (CFM)…
(1977). Multicultural Education–How Psychology Can Contribute. Journal of Teacher Education, 28, 3, 26-30, May-Jun 77. Children's learning preferences sometimes appear to be unique and specific to their cultural groups. (MM)…
(1987). This Immigrant Wave Will Test Your Schools as Never Before. Executive Educator, v9 n1 p14-17 Jan. About 2.5 million immigrant students in US schools between the ages of 5 and 14 have limited English proficiency. Ways of meeting these students' educational and social needs are outlined with examples from schools having successful special programs. The importance of being flexible and looking for alternatives as well as identifying the student's individual educational needs are stressed. (MD)…
(1983). Beyond the Language Needs of Children from Minority Cultures. Educational Perspectives, v22 n2 p26-28 Sum. The problems of cultural discontinuity are discussed, showing that it is the lack of understanding of acceptable conventions in day-to-day classroom interactions that cause great difficulty. This is a factor of considerable significance because it results in a form of handicap for the uninitiated student. (JN)…
(1976). English Reading within the French Immersion Program: A Comparison of the Effects of the Introduction of English Reading at Different Grade Levels. Language Learning, 26, 1, 37-43, Jun 76. A study of the French immersion program in Quebec, in which English reading is introduced in some schools at Grade 2 and in some at Grade 3. The stage at which English reading was first taught was found not to affect reading grade level. (Author/RM)…
(1997). A First Language: Whose Choice Is It? Sharing Ideas. This paper examines issues that affect decisions about providing language for a deaf or hard of hearing child. It considers what has been learned where parent-infant support and early educational placements are characterized by efforts to expose deaf children, of both deaf and hearing parents, to whole language/s that children find accessible for face-to-face interaction. Also discussed is what has been learned from interviewing and observing parents, teachers, researchers, and deaf students in settings in Sweden and Denmark where efforts in this direction have resulted in graduates whose achievement and literacy levels are on par with their hearing peers. In these countries, it is the child's predisposition toward a more oral or more visual language that determines the choice of a first language. Topics discussed include different paths to bilingualism; emphasis on the whole child; observing the child's behavior in natural communicative settings; cognitive academic language… [PDF]
(1997). Learning a Second Language Does Not Mean Losing the First: A Replication and Follow-up of Bilingual Language Development in Spanish-Speaking Children Attending Bilingual Preschool. A study of bilingual development in preschool children had two components: (1) a followup of a previous study in which the English and Spanish language development of children in a high-quality bilingual preschool remained stable over time, and (2) a replication of the study with a different cohort. The original study found that native Spanish-speaking children in a bilingual preschool program and children not in the program had improved English and Spanish skills after one year, but the bilingual program participants had especially large gains in English. Followup showed that both groups continued significant gains in both languages during a second year, with the bilingual program children continuing to make larger gains in English. The replication sample was a similar number of children from the same community, similarly divided into bilingual program and control groups. Similar results emerged from this study. It is concluded that participation in a high-quality bilingual… [PDF]