(1987). Promoting Local Adoption of Bilingual Vocational Training Models. Regional Meetings (New York City, New York, January 26-28, 1987; Oakland, California, February 9-11, 1987; Houston, Texas, February 23-25, 1987). This guidebook is designed as a workbook and resource for workshop participants at regional meetings on bilingual vocational training (BVT). Since the book was intended to be introduced as parts of lecture, discussions, or participatory exercises in the workshops, not all is necessarily self-explanatory. The book treats only selected topics in BVT, including overview of BVT, assessing the job market, assessing students, BVT networks, BVT materials, private sector linkages, vocational/language coordination, funding sources, and action planning/proposal writing. Topics are treated through one or more of the following: brief narrative descriptions of concepts, research findings, or program development steps; resource materials or people available; learning and discussion worksheets; and supplementary articles. The final section includes two bibliographies. The annotated bibliography contains abstracts of selected documents of interest to BVT practitioners. The master bibliography lists… [PDF]
(1982). Language Assessment Practices and Policies at Colleges and Universities: Final Report of a National Survey of Bilingual Teacher Training Programs. There exists a need to explore issues regarding entry/exit level criteria and assessment practices in bilingual teacher training programs. Among the few studies on this topic, one is summarized here. Relevant data are analyzed and summarized and models for assessment are presented. A survey of 127 items was mailed to 93 randomly selected teacher training institutions in the United States. The categories analyzed in this report are the languages assessed, who makes the decision, who conducts the assessment, the preference for assessment instrument, the relationship of language remediation opportunities to language utilization, and the academic and experiential background of sampled programs. One noticeable result of this survey and of others is that the program director often makes decisions that are based on a criterion-referenced test. Further, there is little involvement of public school personnel in assessment procedures. Three models are offered that reflect observations made by…
(1979). Design, Development, and Evaluation of Career Education Materials for Adult Farmworkers with Limited English-Speaking Ability Who Return to Formal Education. Final Report, Volume II – Curriculum Guide and Career Education Manual, Part I. This document contains the curriculum guide and the first seven monographs of the career education manual which was developed to assist the instructor in presenting a career-awareness course to adult, limited-English-speaking farmworkers. (The last nine monographs of the career education manual are found in CE 024 590.) The curriculum guide is divided into three sections. The first section is composed of four introductory units designed to enhance student self-awareness; the second section is composed of fifteen career cluster units intended to acquaint the student with information about career areas. Unit objectives, content information, and motivational exercises are included with each unit. The third section includes instructor notes keyed to each unit. The career education manual contains career monographs written at the 5th-grade reading level in both English and Spanish to facilitate comprehension for persons with limited reading ability. The seven monographs included in this…
(1980). The Needs and Expectations of the Indochinese in America. Since 1975, 300,000 Indochinese refugees have come to the United States. They continue to arrive at the rate of 14,000 per month. Although the efforts of the American government and people were laudable at the outset of Indochinese resettlement, the refugees have not been able to acculturate and become an integral part of American society. They have met with alienation and hostility and have, in self-defense, withdrawn into their ethnic enclave. Culture shock has taken a tremendous psychological toll on the refugees. Refugees have not been given equal opportunities for employment. Government funded Indochinese programs have in effect excluded Indochinese from obtaining positions in the higher echelon. Bilingual Indochinese educational programs have been sorely lacking in materials and personnel. The establishment of organizations to plan and implement assistance programs with Indochinese leadership and participation, a national policy that reflects the needs of the refugees,…
(1981). Culturally Diverse Exceptional Children in School. Five author contributed papers focus on helping teachers work more effectively with culturally diverse handicapped or gifted children and their parents. The first chapter, "Understanding Where the Students Are Coming From" by J. Nazzaro and M. Portuondo considers the need to develop a multicultural perception, barriers to parent involvement in the schools, and suggestions for facilitating parent involvement. "Special Problems of Exceptional Minority Children" (J. Nazzaro) looks at Asian Americans, Black Americans, Hispanic Americans, and Native Americans in terms of identification of exceptionality, special problems, and values and learning style. This chapter includes a table for each minority group in which relevant characteristics of specific conditions are related to characteristics of a culture and the possible implications. A. Ortiz considers "Development and Implementation of IEP's for Exceptional Bilingual Children" in a chapter which includes… [PDF]
(1980). Bilingual Word Processing Curriculum Development Project. Final Report, November 1, 1979, to July 30, 1980. Proyecto de Desarollo Curricular en el Procesamiento de Comunicacion Escrita Bilingue. A project proposed to demonstrate that quality bilingual (Spanish/English) curriculum materials for word processing could be developed. There were six different, yet interrelated elements or stages in this curriculum effort: (1) identification of competencies and materials; (2) translation, adaptation, and development of materials; (3) articulation; (4) application and evaluation; (5) analysis of outcomes; and (6) evaluation of overall effort. The staff of two bilingual curriculum specialists, one coordinator, two consultants, and project director researched, identified, translated, adapted, and developed two bilingual training manuals. They were a student's manual and a teacher's manual. Incorporating the parallel use of English and Spanish throughout the theory review and practice exercises, these products were designed primarily for students who are enrolled in a word processing course utilizing CRT text-editing equipment. Field testing and evaluation of materials were planned…
(1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Field Supervisor Observations and Quality Control of Ethnographic Data. This part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates 1979), provides a description of the procedures followed to ensure and maintain the quality of ethnographic data over time. Data collection procedures, including ethnographic notes, time and event samples, implementation forms, phone call updates and data analysis are discussed. Data quality control procedures such as field manual development, monitoring field notes, providing feedback to researchers, central processing, parallel observation, mid year reviews and final reviews are described. A brief description of the data collection plan and the rationale for the plan are also provided. The preliminary field manual, field note rating and implementation forms are appended. (Author/RH)…
(1977). SLATE (Support for Learning and Teaching of English). Volume 2. These newsletters, produced during the second year of activity of a standing committee of the National Council of Teachers of English, focus on standardized testing as it affects the teaching of English. The first newsletter describes committee activities and priorities and includes a bibliography of information on tests and evaluation. The other seven deal in turn with specific issues: minimal competencies and measures of competence, how to interpret standardized test results, phonics instruction, competency testing and bilingual/bicultural students, implications of the national Assessment of Educational Progress, strategies of response to the minimum competency movement, and implications of the Scholastic Aptitude Test score-decline report. (AA) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation)…. [PDF]
Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.10; Developing Reading Study Skill in Grade K-6. Teacher Corps Bilingual Project. This teaching module concerns acquisition of reading-study (i.e., work-type reading) skills in grades K-6. Such skills include locating information, evaluating material, organizing and summarizing data, returning essentials of what is read, and flexibility (adjusting rate to purpose). Upon completion of this module, participants should be able to (a) successfully answer the questions which follow a selected article in order to demonstrate their application of study skills, and (b) successfully identify study skills necessary for completing the above activity. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]
(1972). Mon pays: Frenchville-St. Agathe (My Land: Frenchville-St. Agathe). This elementary French textbook was designed for use in Frenchville and St.-Agathe, Maine, bilingual programs. It contains several reading selections, arithmetic and social studies lessons, and the words and music for three short songs. Every lesson is illustrated, and several exercises that provide space for the students' written responses are included. (PMP)… [PDF]
(1973). ERIC/CRESS News Letter, Volume 8, Nos. 1, 2, & 3, 1973. The \ERIC/CRESS News Letter\ disseminates current information pertaining to ERIC/CRESS (Educational Research Information Center/Clearinghouse on Rural Education and Small Schools) scope areas–American Indian, Mexican American, migrant, outdoor, and rural education and small schools. Three issues of the newsletter published during 1973 are compiled in this publication. Articles in the first issue are: \The Hispano and New Mexico Education\; \A Cultural Research and Information Center\; \Teacher Guide Book to Aid Navajo Language Instruction\; and \Issues in Rural Education: Innovation\. Among the articles in the second issue are: \Issues in Rural Education: Student Needs\; \Directory of Computer-Readable Data Bases\; \Teaching Spanish Is Unharmful to English Mastery\; and\Computer Bibliography Service\. \The Sixteen-Point Program\, included in the third issue gives each point and the most recent action taken on each point. Also included is \Issues in Rural Education: Student… [PDF]
(1973). Organizing for Prescriptive Teaching: An Instructional Management System for Teaching All Children; Walden Middle School, 1972-73. Research and Development Report, Volume 7, Number 9, September 1973. The Atlanta public schools, Federal and state assistance, and community services provided the following resources for Walden School's instructional program: The Instructional Assistance Program provided a team comprising a lead teacher, a language arts teacher, a social studies teacher, a foreign language teacher, a mathematics teacher, a science teacher, a media specialist, a Spanish speaking assistant teacher and a typist working under the leadership of the Coordinator of Foreign Languages to develop a perfect multi-media learning activity packets designed around a core curriculum. A Dynamics and Influences of Culture and Environment Program was funded by the Instructional Assistance Program for the second year. The Spanish speaking assistant teacher was a participant in the Career Opportunities Program. Through the Title I Program, funded under the 1965 Elementary Secondary Education Act, a lead teacher, a reading teacher, and six instructional aides worked with first through… [PDF]
(1978). The Education of Immigrant Children. TESL Talk, 9, 2, 3-10, Spr 78. The complexity of the factors that influence the education of immigrant children are discussed, along with some of the ways in which to respond to the diversity of needs, attitudes, and circumstances with the resources of programs and practices in English as a second language. (Author/HP)…
(1977). Attitudes towards the Language of Science Teaching at the Secondary Level in Jordan. Linguistics, 198, 109-18, Oct 77. This study identifies preferences regarding the medium of instruction (mother tongue/second language) in science in the secondary schools of Amman and Irbid in Jordan. It attempts to identify the preferred language of instruction in science for secondary students, secondary science teachers, and first-year university students. (Author/HP)…
(1976). National Linguistic Minorities: The Franco-Ontarian Educational Renaissance. Prospects: Quarterly Review of Education, 6, 3, 439-49, 76. Reviews the educational problems of the French-speaking minority in Ontario, Canada, and illustrates the role that education can play in maintaining and enhancing the culture of a small linguistic minority. (Author)…