(2004). Bilingual Lessons and Mathematical World Views–A German Perspective. International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18,. With the globalization of human activities, profound foreign language skills are of increasing importance. Bilingual lessons are a promising opportunity to enable pupils to acquire greater foreign language competence within the school context. In Germany, however, a foreign language is rarely used as a learning and working language in mathematics lessons. This paper presents the results of research on subjective convictions of teachers about mathematics as a bilingual subject which underline the central role of mathematical world views in this context. [For complete proceedings, see ED489597.]… [PDF]
(2001). Kindergarten, Here I Come! = Kinder, aqui voy! [Videotape]. Designed to generate excitement about starting school and to answer the many questions preschool children have about kindergarten, this 18-minute videotape gives preschool children a positive, realistic vision of kindergarten. The videotape, in both English and Spanish versions, is designed to be viewed in preschools or day cares, by parents with their preschool children, or in meetings of parents preparing to send their children to kindergarten. The videotape shows scenes of several kindergarten classrooms with diverse children and teachers, highlights kindergarteners' thoughts and feelings, and emphasizes the play-based learning activities in kindergarten as well as the fun, facts, and new friends encountered in this new educational setting. An accompanying discussion guide provides suggestions for pre- and post-viewing discussions with children entering kindergarten from preschools, Head Start programs, or day care settings, as well as suggested transition activities. The…
(2001). Writing in the Elementary Classroom: A Reconsideration. This book presents 15 essays that consider writing development from many different angles, creating a collage that focuses on how to help students develop into competent writers. The first section of the book consists of four chapters on how to support young writers. In the second section, the essays explore how a variety of issues influence narrative and poetry writing. The third section looks at nonfiction ways to do this kind of writing effectively. The final section considers how to prepare writing to be read by an audience. Essays in Part 1, Supporting the Young Writer, are: (1) \'That's How I Used To Write My Name When I Was Little': Under-Fives Exploring Writing\ (Robin Campbell); (2) \Using Nursery Rhymes, Jingles, Songs, and Poems as a Way into Writing\ (Janet Evans); (3) \Do You Hear What I Hear? Helping Children Read and Spell Using Letter-Onset/Rime Analogy\ (Margaret Moustafa and Rosalie Franzese); and (4) \A Place To Start from: Encouraging Bilingual Children's…
(1968). A Study of Attitudinal Changes in Mexican-American Parents Toward the Schools. Int Reading Assn Conf Proc Pt 1, 13, 767-72, Apr '68. …
(1979). The Factorial Validity of the Olguin Diagnostic Test of Auditory Perception for Spanish Language-Oriented Children. Educational and Psychological Measurement, v37 n4 p1005-10 Win. A factor analysis of 12 scales of the Olguin Diagnostic Test of Auditory Perception, two measures from a standardized reading test, and six personal-family-demographic factors revealed six interpretable dimensions for a sample of 95 Spanish-language-oriented children in the first and second grades. (Author/CTM)…
(1979). Comprehension of Relational Concepts: Use of Bilingual Children to Separate Cognitive and Linguistic Factors. Hispanic Journal of Behavioral Sciences, v1 n4 p327-43 Dec. The study examined 120 bilingual Mexican American and 24 monolingual Anglo American (pre-K-1) children's comprehension of 26 relational concepts by manipulating the natural language to separate and evaluate cognitive and linguistic variables. Six hypotheses were proposed as operating principles applicable to, but not necessarily limited to, duo-language acquisition. (SB)…
(1979). How to Effectively Teach Spanish-Speaking Children, Even If You're Not Bilingual. Language Arts, v56 n2 p159-62 Feb. Nonbilingual teachers of Spanish-speaking students can become more effective through cultural understanding and respect, learning to speak Spanish, team teaching, using bilingual teacher aides, involving parents, and peer teaching. (DD)…
(1996). Traveling the Internet in Chinese. Educational Leadership, v54 n3 p27-29 Nov. Thanks to a small grant, Chinese bilingual students at a San Francisco Mission District middle school became the first students to communicate electronically in Chinese and to publish the world's first online student newspaper in Chinese. By year's end, students participated fully in all academic activities in Chinese and made tremendous progress in learning English. (MLH)…
(2002). Language Brokering and the Acculturation of Latino Children. Hispanic Journal of Behavioral Sciences, v24 n3 p369-78 Aug. A study of acculturative stress in children who served as language brokers surveyed 36 bilingual Latino fifth graders from a Southern California elementary school. The least acculturated children reported higher frequencies of language brokering and greater discomfort in doing so. High levels of acculturative stress were associated with increased social acceptance by peers. Sex differences were noted. (Author/TD)…
(1989). The Preschool/Early Reading Movement (ERM) in Italy: An Historical Survey. Rassegna Italiana di Linguistica Applicata, v21 n1-2 p273-78 Jan-Aug. Traces the history of the early reading movement in Italy and relates the experiences of parent-guided reading with preschool children and teacher-guided reading with kindergarten children. Recent studies on early reading and research in the area of early bilingual reading is discussed. (CFM)…
(1990). Language Minority Education in Great Britain: A Challenge to Current U.S. Policy. TESOL Quarterly, v24 n3 p385-405 Fall. Compares the events leading to the contrasting educational policies that apply to the placement of language minority students in Britain and the United States. The supportive institutional structures of these policies are examined, and the ways these differences reflect contrasting assumptions about language development and definitions of equality of opportunity are discussed. (21 references) (GLR)…
(1991). Testing Bilingual Students. Do We Speak the Same Language?. PTA Today, v16 n5 p7-9 Mar. Much work is needed in the area of testing and assessment of limited-English-proficient students. The article discusses characteristics of bilingualism, code switching and other bilingual language patterns, the five types of tests currently used with limited-English-proficient students, and the new curriculum-based achievement tests which are more successful. (SM)…
(1998). Exploring the Use of Animation Software with Young Bilingual Students Learning Science. Journal of Educational Computing Research, v19 n3 p247-67. Investigates how the design, creation, and revision of animated models that tell a science story can assist young bilingual children in science learning. Findings show that the animated software provided students with access to a world that is normally unavailable in real time; they were also able to manipulate science concepts and connect structure and sequence to function. Contains 69 references. (AEF)…
(1998). L'enseignement du francais et en francais en milieu amerindien au Quebec: Une problematique ethnopedagogique (The Teaching of French and in French in an Amerindian Milieu in Quebec: A Problematic Ethnopedagogy). Canadian Journal of Applied Linguistics, v1 n1-2 p107-25. Examines the situation of Quebec's First Nations setting. Discusses problems raised by certain verbal tasks required for Atikamekw students in an Atikamekw-French bilingual program. Suggests that both first and second language pedagogy must take into account the ethnolinguistic characteristics of the students' social background and that an ethnological perspective may be pertinent to numerous pedagogical contexts. (Author/VWL)…
(2000). A Non-English Speaker Joins Your Class: What Can You Do?. Talking Points, v12 n1 p22-24 Oct-Nov. Responds to a teacher's question concerning what to do now that a child who speaks no English has joined her class. Emphasizes the importance of the parent-school connection. Presents 18 brief, specific class activities and actions to take to make language minority children feel welcome in the classroom. (RS)…