(1975). Stories That Must Not Die. Volume One. Ranch hands gathered around a campfire and old folks rocking on the porch were some of the sources for the 10 folkloric tales presented in this volume. Written in both Spanish and English, this book of traditional tales from the Mexican American people of South Texas is the first of a series of three volumes. Five of the stories deal with the supernatural. One tells of a young man who picks up a beautiful girl by the side of the road, takes her to a dance, and discovers the next morning he spent the evening dancing with a ghost. Another tale discusses Dolores, a girl so beautiful and vain that she has little regard for the feelings of others. It tells how a handsome stranger at a ball asks Dolores for the last dance of the evening, spins her faster and faster, and at the end of the dance is gone, leaving smoke and sulphur fumes surrounding the corpse of Dolores. Two tales deal with clever animals, one a coyote and the other a honeybee. Two more tell of the feats of Don Pedro…
(1977). Nunatchiagmi (Stories about Buckland). Printed in both Inupiat and English, this 32 page booklet recounts stories of native life in Buckland, Alaska. It is printed in large type and simply written; illustrations accompany each short narrative. Several stories are told by Evans Thomas who remembers his boyhood days as he fired a shotgun for the first time, shot his first seal, broke a reindeer to the harness, and hunted a wolf. One of his stories is particularly humorous as he tells of his father's efforts in learning how to stop a new motor boat. The intermeshing of traditional and new ways of life is particularly striking; the stories deal with seal, whale, and caribou hunting, dog teams and deer sleds, yet they also tell of using guns, telescopes, motorboats, and "snow-go" machines. (DS)…
(1974). Chicano Mobile Institutes, 1973-1974. The Chicano Mobile Institute's (CMI) goal for fiscal year (FY) 1973-74 was to: improve the quality and equality of education and to meet the needs of Chicano students in public and private institutions of higher learning throughout the participating states. Its objectives were to: (1) prepare personnel in higher education who are concerned with the needs of students from low income and ethnically different families; (2) identify and document problem areas affecting Chicanos at the higher education level of the educational process; (3) identify proven and innovative solutions to the problems; and (4) effect the implementation of the proven solutions by decision-making bodies in the educational process. The National Advisory Board for Chicano Mobile Institutes, state coordinators, project director, and staff met at the National Evaluation Conference (held at Ghost Ranch, Abiquiu, New Mexico) to assess and write this final report for CMI FY 1973-74. This final report consists of the… [PDF]
(1974). Some Characteristics of an Effective Language Learning Program. CATESOL Occasional Papers, No. 1. Children learn a second language quickly and easily simply by being exposed to it. Adults generally learn more slowly and less well. It is hypothesized that the brain in youth is extremely plastic, but hardens with adolescence and adulthood and becomes less receptive. Children learn in an active way, during play, and the language is reinforced by pleasure and by corresponding activities. Adults usually learn passively in a classroom involving only audiovisual methods and memory. Accordingly, the following characteristics of effective language learning programs are suggesged. For children: Native-speaking teachers, several hours of instruction or exposure daily, linguistically unstructured activities, no corrections until the child is fluent, cultural lessons may or may not be used, supportive home-school environment. For adults: A well-trained, dynamic and patient teacher, students with expressed goals, daily or frequent classes that are both small and homogeneous, linguistically… [PDF]
(1975). Akwesasne Mohawk. Book 1. This is a highly illustrated text designed to teach vocabulary of Akwesasne Mohawk at the elementary level in a bilingual/bicultural setting. Each word is accompanied by its English equivalent. Vocabulary includes numbers 6-10, colors, animals, substances, and people in everyday life. The Mohawk spelling and pronunciation are those used by the Akwesasne Mohawk people. The book is one of a series produced by the Title IV bilingual/bicultural program at the Salmon River Central School in New York State. (CLK)…
(1975). Akwesasne Mohawk. Book K. This is a highly illustrated text designed to teach vocabulary of Akwesasne Mohawk at the elementary level in a bilingual/bicultural setting. Each word is accompanied by its English equivalent. Vocabulary includes numbers 1-5, common animals and substances, and every day expressions such as "hello""goodbye," and "thank you." The Mohawk spelling and pronunciation are those used by the Akwesasne Mohawk people. Some basic dialogue exchanges are included at the end. The book is one of a series produced by the Title IV bilingual/bicultural program at the Salmon River Central School in New York State. (CLK)…
(1970). [Films in French.]. This list of approximately 100 educational films in French covers a wide variety of topics including films for use in social studies, language arts, humanities, physical and natural sciences, safety and health, and fine arts classes. Many films feature life patterns among particular ethnic groups. Catalogue numbers and sale prices of films in both black and white and in color are included. Subject matter is suitable for elementary and secondary education provided students are linguistically prepared. (RL)…
(1966). On Teaching English to Speakers of Other Languages. Series II. The papers in this volume, read at the second national TESOL (Teaching English to Speakers of Other Languages) conference, are grouped by general subject as follows: (1) TESOL as a Professional Field–C.H. Prator, J.M. Cowan, T.W. Russell, J.E. Alatis; (2) Reports on Special Programs–H. Thompson, A.D. Nance, D. Pantell, P. Rojas, R.F. Robinett, B.E. Robinson, E. Ott, S. Hill, M. Finocchiaro; (3) Some Key Concepts and Current Concerns–W.F. Twaddell, R. Lado, V.F. Allen, B.W. Robinett, C.W. Kreidler, P. Strevens, J.D. Bowen, R.B. Lees, M. Joos, A.L. Becker, J.A. Fishman; and (4) Materials and Aids: Their Preparation and Use–K. Croft, F.C. Johnson, S. Ohannessian. The Conference Program is appended. See AL 002 208 for Series I and AL 002 064 for Series III. Papers from TESOL Conferences held after 1966 have appeared in the \TESOL Quarterly\ as separate articles, not in series form. (AMM)… [PDF]
(1976). National History. Grade 2. This textbook is the first in the national history series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The three books in this series have been reprinted in their entirety from the original editions for use in elementary schools in the United States which have Vietnamese students. The grade 2 text contains four chapters: (1) The Legendary Beginning; (2) Historical Sites; (3) Regional Heroes; and (4) Famous Historical Figures. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…
(1974). Teacher-Training In-Service Packet. Individualizing Bilingual/ESL Instruction. This packet is designed to help give inservice training on the topic of individualizing bilingual and ESL instruction. It is hoped that the packet will minimize the preparation time needed and will allow inservice trainers to benefit from the experience of other staff members. The first section of the packet consists of an introduction to individualized instruction, and includes suggestions for familiarizing teachers with the topic. Independent Learning Activities (ILA's) and Learning Centers are defined and discussed in the second section, and the construction of an ILA is outlined in the third section. A bibliography citing books and articles in individualized instruction is included, as well as handouts to be used in inservice sessions. The latter are on the topics of the past tense of irregular verbs, telling time, and making change. Four transparencies to be used in inservice sessions conclude the packet. (CLK)… [PDF]
(1978). L'Evolution de l'education francaise au Manitoba (The Evolution of French Education in Manitoba). Canadian Modern Language Review, 34, 3, 348-62, Feb 78. An examination of progress in French education since the passage of Law 113 in 1970 recognizing French and English in public education. Topics discussed are: statistics on the French-speaking population; attitudes of the people; social and political factors; French schools and immersion programs; and program development. (Text is in French.) (AMH)…
(1977). Mexican-American Perceptions of Parent and Teacher Roles in Child Development. Bilingual Review, 4, 3, 210-7, Sep-Dec 77. This study was designed as a pilot effort to generate hypotheses for future investigations of continuities and discontinuities in socialization role perceptions of Mexican American families and their schools. (Author/NCR)…
(1987). Southeast Asian Curriculum Developers: A Link between Teachers, Staff, and Students. Equity and Choice, v3 n2 p34-36 Win. Three Southeast Asian teachers, one from Vietnam, one from Cambodia, and one from Thailand, develop curriculum materials for native language instruction for students in Project LOWELL, the Lowell (MA) Public Schools transitional program for limited English speaking Asian refugee children. Their duties and the importance of them are discussed. (PS)…
(1986). Language, Culture and Self-Esteem. Equity and Choice, v3 n1 p54-56 Fall. Most schools use, reinforce, and enhance the dominant culture at the expense of the culture of minority students. If schools recognize the importance of language and culture, they will see benefits in minority children's academic growth, self-image and economic future. (Author/PS)…
(1986). Teaching and Learning Mathematics in a Multicultural Classroom–Guidelines for Teachers. Australian Mathematics Teacher, v42 n1 p8-13 Apr. Research findings on the impact of language and studies with bilingual students learning mathematics are summarized. Suggestions for taking account of the influence of culture on learning, language switching, encouraging bilingualism, and supportive environments are discussed, with 13 implications presented. (MNS)…