(1981). Development of Negation in Bilingual Spanish/English and Monolingual English Speakers. Journal of Educational Psychology, v73 n5 p624-31 Oct. This study offers an analysis of bilingual acquisition with particular emphasis on conditions that required the child to use negative syntactic structures. English monolinguals scored differently than bilinguals in English. There also was evidence that Spanish negative constructions were used in English negative constructions. (Author/BW)…
(1981). Visual Communications Studies at Roberto Clemente High School. School Arts, v80 n7 p10-12 Mar. Roberto Clemente High School in Chicago has an interdisciplinary communications program involving seven subject areas: Graphic Design, Graphic Arts, Photography, Photocomposition, TV Radio/Film, Communications in Spanish, and Latin American Literature. The instructors in these classes form a team. This article is part of a theme issue on career education. (Author/SJL)…
(1979). French in Quebec. Journal of Communication, v29 n2 p54-63 Spr. Discusses language legislation in Canada where French and English are both official languages, and in Quebec province where French has been declared the sole official language. Outlines the conflicts and the impact of these differing laws on Quebec, its population, and its relations with the rest of Canada. (JMF)…
(1979). Opportunity and Obligation: Responding to the Work of the President's Commission. ADFL Bulletin, v11 n2 p1-3 Nov. Reviews some issues which should be of concern to the President's Commission on Foreign Language and International Studies, and encourages language professionals to seize the opportunity to make the needs of the profession known to the commission. (AM)…
(1996). Students' Bibliographic Research: Competition Enhances Results. Biochemical Education, v24 n3 p143-46 Jul. Describes an approach to a course about the basics of genetics and molecular biology that utilizes a contest that involves students in accessing information about a topic such as sex determination, neural development, and gene therapy. The general objective of the approach is to inspire students to become familiar with the scientific literature. (DDR)…
(2003). Building Worlds and Identities: A Case Study of the Role of Narratives in Bilingual Literature Discussions. Research in the Teaching of English, v37 n4 p491-526 May. Investigates use of oral narratives by a Mexican-born girl (Isabela) participating in small group literature discussions in a bilingual second-grade classroom in the U.S. over a year. Examines both the role of narratives in Isabela's discussions of texts and the role of context in shaping her talk. Suggests a notion of achievement that departs from that of policymakers who interpret achievement only in terms of standardized test scores. (SG)…
(2003). Culturally Responsive Schools: Leadership, Language, and Literacy Development. Talking Points, v14 n2 p11-16 Apr-May. Contends that culturally responsive leadership is one of the most important roles for contemporary school principals. Suggests ideas for creating culturally responsive school and classroom environments that form a strong framework for the development of language and literacy. Proposes that teachers and other staff members need to be actively engaged in policy and program development, curriculum and evaluation, and other collaborative endeavors. (PM)…
(2002). Collaboration in a Culturally Responsive Literacy Pedagogy: Educating Teachers and Latino Children. Reading: Literacy and Language, v36 n3 p127-34 Nov. Presents an analysis of collaboration in a community center's summer literacy tutoring program for 6-8-year-old children, the majority of whom were Puerto Rican, Spanish-English bilinguals. Notes that the goal of the program was to increase the children's motivation to read through engaging literacy activities with high quality, culturally relevant children's literature. Focuses on the ways the tutors collaborated and the benefits and challenges of that process. (SG)…
(2002). Educational Policy for the Transnational Dominican Community. Journal of Language, Identity, and Education, v1 n4 p317-28. Suggests the increasingly transnational character of many immigrant communities necessitates changes in educational policy. Using the Dominican neighborhoods in New York City, examines the economic, political, social, cultural, and linguistic evidence of the transnationalism of this community. A case is made for bilingual, bicultural programs that would promote parallel development in both Spanish and English, providing cultural as well as linguistic instruction. (Author/VWL)…
(1989). Prediction: A Six-Year Follow-Up. Annals of Dyslexia, v39 p227-46. The prereading and reading performance of 370 predominantly Hispanic, bilingual school children was followed for 6 years. A 5-test Screening Index misclassified many failing readers but accurately identified children who eventually read well. Predictor tests administered at beginning of first grade showed significant correlations with reading at all grade levels. (Author/JDD)…
(1992). Pura Teresa Belpre, Storyteller and Pioneer Puerto Rican Librarian. Library Quarterly, v62 n4 p425-40 Oct. Chronicles the work of Pura Belpre–the first Puerto Rican librarian hired by the New York Public Library–as a children's librarian, author, storyteller, and promulgator of Puerto Rican folktales. Programs she developed are described, including services to the Spanish-speaking community, bilingual story hours, puppet theaters, and outreach programs. (51 references) (LRW)…
(1992). Ethnography and Language Socialization: A Cross-Cultural Perspective. Topics in Language Disorders, v12 n3 p28-39 May. This cross-cultural perspective to language development addresses the historical background and methods of language socialization studies; variation in language socialization; and contributions of language socialization studies to theory, educational, and clinical practice. Stressed is the importance of educating (and remediating) children in a culturally congruent manner. (DB)…
(1993). Revaluing the Bilingual Learner through a Literature Reading Program. Reading and Writing Quarterly: Overcoming Learning Difficulties, v9 n2 p163-82 Apr-Jun. Presents alternatives to three misconceptions about bilingual learners to promote the revaluing of these students. Describes traditional views of literacy instruction for second-language learners and suggests a whole-language literature program as an alternative. Lays out differences between inauthentic, controlled literature-based reading programs and meaningful, authentic programs. (RS)…
(1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal, v2 n2 p127-60 Jun. Outlines a simple view of reading consisting of decoding and linguistic comprehension. Assesses predictions of the view in a longitudinal sample of English-Spanish bilingual children in first through fourth grade. Finds support for the view. Discusses implications for reading instruction, definition of reading disability, and the notion of literacy. (RS)…
(1998). Authenticity and Unification in Quechua Language Planning. Language, Culture and Curriculum, v11 n3 p390-410. Examines the potentially problematic tension between the goals of authenticity and unification in Quechua-language planning. One case study examines the orthographic debate that arose in Peru, and the second case study concerns two indigenous communities in Saraguro in the Southern Ecuadorian highlands where Spanish predominates but two Quichua varieties co-exist. (Author/VWL)…