(1973). To Train or Not To Train Teachers for Spanish Speaking Communities. Viewpoints, 49, 4, 15-29, Jul 73. Teacher training does not sufficiently prepare teachers for the instruction of Latino students. It is recommended that more Latino students be recruited and trained for barrio schools and that teacher training programs should include courses in Latino culture and the Spanish language and dialects. (JA)…
(1982). Language Minority Students and School Participation: What Kind of English is Needed?. Journal of Education, v164 n2 p143-56 Spr. Discusses results of research on the comprehension/production of oral and written language in a classroom. Suggests that effective school participation requires that students acquire various language skills for handling cognitive tasks and for interacting in classroom social situations. Describes a test to assess oral and written language proficiency. (Author/MJL)…
(1980). Traduction et acculturation (Translation and Acculturation). Babel: International Journal of Translation, v26 n1 p11-13. Discusses problems experienced by non-Anglo-Saxon university students in assimilating scientific and technical materials written in English. Argues that instruction imparted in a foreign language impoverishes the learner's language, affecting negatively his ability to function in the native environment. Supports the use of translations against bilingual instruction. (MES)…
(1978). History of NJEA–Part IV–The PERC Era. NJEA Review, v52 n4 p8-17 Dec. This fourth and final article in a series on the history of the New Jersey Education Association focuses on Association activities and educational issues in New Jersey in the 1970s. (SJL)…
(1978). Immersion Programs: The Irish Experience. International Review of Education, v24 n3 p273-82. This paper examines the evidence on negative effects associated with Irish immersion programs and concludes that even in earlier immersion schools, which frequently lacked parental support, there is little evidence of detrimental academic effects. Many Irish immersion teachers emphasized the importance of parental commitment to immersion schooling. (Author/SJL)…
(1979). Reading in a Second Language: \Native Language Approach\ vs. \Direct Method.\. Reading Teacher, v32 n6 p665-70 Mar. Reviews the literature on the native language approach and the direct method of reading instruction for bilingual children in several countries. (MKM)…
(1976). The Effects of Language Sequencing on the Development of Bilingual Reading Skills. Canadian Modern Language Review, 32, 5, 534-539, May 76. A study is reported evaluating the effects on the development of bilingual reading skills of a second language–native language sequence of reading instruction as opposed to a native language–second language sequence in elementary grade French immersion programs. (RM)…
(1997). ASL and Spoken English: A Bilingual Program. Perspectives in Education and Deafness, v16 n2 p6-8,23 Nov-Dec. Describes how using American Sign Language can facilitate the development of skills in spoken English for deaf and hard-of-hearing students. Discusses factors influencing how well a child with deafness will develop spoken language and the need to teach the two languages separately. (CR)…
(1996). Latino Students' Academic Literacy in Science Education: Contextualizing Policies. New England Journal of Public Policy, v11 n2 p49-64 Spr-Sum. Reviews various interpretations of academic literacy that are being applied to science education, their limitations in terms of Latino students, and case study experiences of three Latino students majoring in science. The author also examines ways to improve academic literacy programs, and recommends methods to effect advancement in Latinos' academic performance. (GR)…
(2002). Bilingual Academic Spanish Proficiency Tests: Assessment of Bilingual Cross-Cultural and Language and Academic Development Teacher Candidates. Bilingual Research Journal, v26 n3 p563-74 Fall. Steps are outlined in the development of an academic language proficiency test in Spanish, to measure teacher candidates' language abilities necessary to conduct instruction in Spanish-English bilingual classrooms. Such tests must consider linguistic tasks that bilingual teachers generally perform and communicative skills in academic interaction. (TD)…
(1996). Surround Them with Language. Perspectives in Education and Deafness, v14 n3 p12-15 Jan-Feb. Describes a preschool class for deaf children co-taught by two teachers (one hearing, one deaf) that uses a whole language approach to build students' American Sign Language (ASL) and written English skills. The class uses a thematic approach to organize learning activities through the creative use of ASL. (DB)…
(1997). Reading the Right Way. School Administrator, v54 n8 p6-15 Sep. Extensive research and practical experience demonstrate that learning to read comes less naturally than learning to speak. Although half of all children intuit the alphabetic system from exposure to print and context-driven activities, many (particularly dyslexic, low-socioeconomic, and second-language kids) need an organized program that teaches phonemic awareness, letter-sound correspondence, and decoding skills. (MLH)…
(1996). Spanish As an Economic Resource in Metropolitan Miami. Bilingual Research Journal, v20 n2 p283-337 Spr. Examines growth of metropolitan Miami's Spanish-language economy and the economic and cultural advantages of a multilingual workforce. Discusses Hispanic and Latin American businesses, Spanish-language media, statewide and local Spanish instructional programs, Dade County census data on language use and educational attainment, a Miami business survey on language use, and policy recommendations. Contains 122 references and data tables. (SV)…
(2002). Helping English Learners Increase Achievement through Inquiry-Based Science Instruction. Bilingual Research Journal, v26 n2 p213-39 Sum. A 4-year science education project in a rural southern California elementary school involved kit- and inquiry-based science instruction, including the use of science notebooks. Evaluations of fourth- and sixth-grade students in the program for 0-4 years found that English-learners with longer program participation had increased achievement scores in science, writing, reading, and mathematics. (Author/SV)… [Direct]
(2002). Young English Language Learners: Resourceful in the Classroom. Research in Review. Young Children, v57 n4 p66-72 Jul. Focuses on complexities and challenges of the social and cognitive enterprise involved as young children learn English as a second language. Summarizes research on various types of bilingual programs and identifies effective program components. Presents implications for early childhood teachers, focusing on the importance of teachers having high expectations for students while allowing for individual variation within a flexible curriculum. (KB)…