(1972). Education of the Spanish Speaking. Hearings Before the Civil Rights Oversight Subcommittee (Subcommittee No. 4) of the Committee on the Judiciary, House of Representatives, Ninety-Second Congress, Second Session on Reports of the U.S. Commission on Civil Rights. Serial No. 35. Hearings on the reports of the U.S. Commission on Civil Rights on the education of the Spanish-speaking were held on June 8 and 14, 1972. The Civil Rights Commission documented in its reports the effects of educational policies which have simultaneously forced ethnic isolation and Anglo conformity upon Mexican American and Puerto Rican students. Included are testimonies by members of the Civil Rights Commission concerning the education of Spanish-speaking children. Some of the areas covered by the testimony follow: (1) Chicano pupils achieve less well than Anglo students; (2) the school systems of the Southwest have not recognized the culture and the tradition of Mexican Americans and have not adopted policies and practices that would enable Mexican American children to participate fully in the educational process; (3) more than 400,000 Chicano pupils throughout the Southwest attend schools in predominantly Mexican American districts; (4) Puerto Rican children constitute a… [PDF]
(1970). Language Programs for Young Children: Notes from England and Wales. British Infant School programs to aid language development for disadvantaged children 3 to 8 years old are discussed, with reference to ideas and practices in the United States. In general, English Infant School teachers believe that language development must be nourished by the teacher in the context of the child's interaction with his environment. Centrally important is a heightened teacher awareness of means of extension of the child's ideas and language. Other topics discussed are: (1) the value of peer group talk, (2) daily schedules relative to the child's sex, (3) extrinsic reinforcement, contrasted with intrinsic reinforcement, (4) whether or not standard English should be taught, (5) the use of local cultural content, (6) bilingualism in school and out, (7) communication skills, (8) children's written sentences, (9) verbal functioning effectiveness, and (10) compensatory education: the recommendations of the Plowden Report, and the goals of the 3 1/2-year Schools Council… [PDF]
(1969). "Caring Makes a Difference." Report of the Fiscal 1969 Program for the Education of Migratory Children. The fourteenth annual report on New York State's educational programs for children of migrant agricultural workers presents program descriptions and evaluations of specific program efforts designed to increase the educational opportunities for these children. Specific areas covered are year-round compensatory education programs for school age children, inservice education programs for teachers and para-professionals, school orientation for children, and preschool education efforts. Programs designed to meet the needs of transients in education and to provide education for them on a continuing basis include such features as automated transfer-record systems and inter-state visitation programs by educators for better understanding of the needs of migrant children. Results of tests of students who participated in the 1969 summer programs are also provided. A related document is RC 004 125. (DK)… [PDF]
(1976). Nakeyah Ji Noshchi i (Trees on Our Reservation). A Bilingual Reader. Written in Apache and English, this illustrated bilingual reader contains brief descriptions of 10 trees found on the Jicarilla reservation. Each description tells where the tree is found on the reservation and what the Jicarillas use it for. Trees described are the: cottonwood (t'oos), oak (choshch'itl'i), juniper (gah), aspen (it'aa), pinon (izeelchin), Douglas fir (jo'ol), alder (k'ish), cedar (kaldee), pine (noshchi), and spruce (noshzhaa). The reader is for use with elementary school students. (NQ)…
(1976). National History. Grade 4. This textbook is the last 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 4 text contains fifty chapters, which cover Vietnamese history from the beginning to the end of the Trinh rule and the close of the second Ly Dynasty. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…
(1978). The \Balance Effect\. Canadian Modern Language Review, 34, 5, 890-4, May 78. A panel discussion of the effect of immersion programs on first and second language learning. Questions are raised regarding the effectiveness of the regular curriculum, results of immersion for majority language and minority or immigrant children, the meaning of linguistic competence and underlying cognitive and intellectual processes. (AMH)…
(1987). Considering Two-Way Bilingual Programs. Equity and Choice, v3 n3 p3-7 Spr. Describes the San Diego (CA) two-way bilingual program which puts English and Spanish-speaking students together to learn each others' languages. Program results in a lag in English language literacy after early years, but that difference is made up within one year of English language instruction. (PS)…
(1987). Political Conflict over Bilingual Initiatives: A Case Study. Journal of Multilingual and Multicultural Development, v8 n4 p311-22. Highlights the danger of using already constructed typologies implying permanent relationships between elements and monolithic categories to analyze real examples of language conflict. A specific case of an established bilingual secondary school in Wales illustrates this danger. (Author/CB)…
(1998). Outreach to Future Hispanic Educational Leaders. This paper discusses issues related to the recruitment of Hispanic-American educational leaders, focusing on the El Centro de Recursos Educativos outreach center at Northeastern Illinois University in Chicago, which began operation in Fall 1997. It examines the characteristics of successful programs for Hispanic recruitment and retention and the demographics of the Hispanic student population. Among other things, the El Centro program offers courses taught bilingually in Spanish and English and a new, 36-credit school leadership master's degree for teachers. The paper outlines current recruitment strategies for Hispanic students and teachers and recommends the following strategies: (1) public service announcements; (2) direct Hispanic community contacts; (3) professional bilingual publications; (4) written notifications to school districts; (5) delivering information through teachers' school meetings; (6) using the Internet; (7) using current students as recruiters; and (8) open… [PDF]
(2000). Planning for Bilingual Learners: An Inclusive Curriculum. This book offers a framework designed to help teachers include bilingual learners in their curriculum planning. It considers what is needed for the curriculum to be accessible to all children. The 9 chapters are: (1) "Introduction" (Maggie Gravelle); (2) "'Jamaica's Find': Using a Story Book to Develop Ideas about Writing" (Elaine Sturman); (3) "Building Confidence for a New Arrival–And Her Teachers" (Richard Gifford); (4) "'Mufaro's Beautiful Daughters: Promoting First Languages within the Context of the Literacy Hour" (Maggie Gravelle); (5) "Bilingual Learners and Numeracy" (Zaitun Virani-Roper); (6) "Planning for Bilingual Learners Year 9 Geography: The EU and Italy" (Steve Cooke and Susan Pike); (7) "Planning for Inclusion; Learning at Key Stage 4" (Dympna McGahern and Kwaku Boaten); (8) "Developing Language-Aware Teaching in Secondary Schools" (Claire Edmunds); and (9) "Conclusion"…
(2000). Teacher Agency and the TAAS: Maintaining the Ability To "Act Otherwise.". Data from the Texas Assessment of Academic Skills (TAAS) were used to explore how learning environments within bilingual classes where students perform very well on the Spanish version of the TAAS are shaped by forces surrounding the TAAS and how this shaping process affects teachers. Four elementary schools were selected based on the high performance of their students on the Spanish TAAS reading tests. Instructional practices, the professional development of the teachers, and instructional materials were studied. Data suggest that the pressures surrounding the high-stakes of the TAAS set off a wave of "actions that impacted the classroom practices of the teachers. These pressures led to the scripting of curricular goals and objectives based largely on intensive reviews of the TAAS data, which in turn led to the official endorsement of TAAS-friendly instructional strategies to help meet these curricular goals and objectives. Professional development opportunities were organized… [PDF]
(1983). Bilingualism, Biculturalism, and the Educational System. Journal of Non-White Concerns in Personnel and Guidance, v11 n2 p67-74 Jan. Assesses how discrimination and biculturalism have affected the Chicanos' ability to communicate bilingually in a monolingual society. Using a historical perspective, the sociocultural significance of Chicano bilingualism is discussed in terms of code switching, language dominance, and cultural values. (JAC)…
(1983). An Immersion Program in Australia. Babel: Journal of the Australian Federation of Modern Language Teachers Associations, v18 n1 p6-15 Apr. A recently developed primary school German immersion program for a German community is described and its development from Canadian examples is discussed. The program is a composite of immersion, bilingual, and second language models. Early reaction is highly favorable, although the program will not be fully evaluated for a few years. (MSE)…
(1983). The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs. TESOL Quarterly, v17 n3 p401-19 Sep. The interaction patterns of eleven Spanish-speaking preschool children in two bilingual programs were observed for one year. In predominantly English-speaking classrooms, greater English proficiency was related to English use with peers. In prevalently Spanish-speaking classes, English proficiency was more related to interaction in English with teachers. (MSE)…
(1980). Southeast Asian Women of Chinese Ancestry: New Perspectives. Bilingual Resources, v3 n2 p16-22. Background and historical information regarding adaptation assimilation of Chinese women to living in Southeast Asia includes details of Chinese immigration to Southeast Asia, socialization factors affecting identity and change, and language education. (Journal availability: National Dissemination and Assessment Center, California State University, 5151 State University Drive, Los Angeles, CA 90032.) (SB)…