(1978). Learning to Observe Young Children in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module I. This Child Development Associate (CDA) training module, the first in a series of 16, provides a course in child behavior observation and systematic recordkeeping skills for bilingual/bicultural preschool teacher trainees. Exercises in observation are designed to lead the trainee from biased ways of looking at children to the use of techniques of empirical observation of children's behavior. Five purposes of behavioral observation in instructional settings (including planning for individualization of instruction and evaluating achievement) are listed and briefly discussed. Also presented is a series of checklists for assessing children's learning styles and social, gross and fine motor, language, perceptual, cognitive, and self-help skills. Guidelines for using the checklists and examples of correctly completed checklists are included. Child observation, diary record and case study forms are also provided. Training activities which utilize selected checklists and forms are suggested….
(1976). Biology: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in biology is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. (Author/AMH)…
(1974). Upper Kobuk Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader contains several brief stories that deal with traditional Eskimo life and the first contacts of residents of the Kobuk valley with "modern" customs and conveniences. The text is illustrated with black-and-white drawings. (CLK)…
(1971). Institute in Adult Basic Education: 1971. Final Report. The immediate purpose of the 1971 Adult Basic Education Institute was the training or retraining of teachers in English as a second dialect or English as a foreign language to inner-city adults with an educational equivalency of eighth grade or less. The institute involved 96 participants (72 teachers and 24 supervisors) in a program sensitizing them to the linguistic factors as well as the social conditions which make up their teaching environments. Teachers and supervisors were grouped according to one of three interrelated areas: English as a second dialect (black), English as second dialect (Spanish), or English as a foreign language. The program was the first attempt to bring together a group of nationally known linguistics and TESOL specialists and experts in teacher training through microteaching procedures. Work in lecture-practicum sessions provided background in linguistic, cultural, and historical areas while workshops centered on discussion of curricular problems and the…
(1972). Institute in Adult Basic Education: A Model Program 1972. Final Report. The immediate purpose of the 1972 Adult Basic Education Institute, a Teachers of English to Speakers of Other Language project, at the University of Wisconsin-Milwaukee was the training or retraining of teachers in English as a second dialect or English as a foreign language to inner-city adults with an educational equivalency of eighth grade or less. The institute involved 48 participants in a program of teacher training and supervision to sensitize them to the linguistic factors as well as the social conditions which make up their teaching environments. Teachers and supervisors were grouped according to one of three interrelated areas: English as second dialect (black), English as a second dialect (Spanish), or English as a foreign language. The instructional program included microteaching experiences devoted to refinement of technical skills, lecture-practicum sessions providing linguistic/cultural/historical background, and workshops to expand curriculum materials and projects…. [PDF]
(1971). Preparing Teachers for TESOL–Where We've Been, Where We Are, and Maybe Where We Should Be Going. The number of M. A. programs for preparing TESOL teachers has grown greatly in the past decade. The profession generally has grown and matured during this period. The M. A. program at San Francisco State College was established in 1963 and has graduated over a hundred teachers. A number of developments, particularly in general linguistic theory, in language acquisition and bilingualism, and in social dialects, have affected the profession significantly. The program at San Francisco State, so far as its array of course work and requirements is concerned, appears to have changed little since its beginning. Yet adjustments have been made because of the accumulated experience of the staff, changes in the local population of non-English speakers, and developments in the profession generally. This paper attempts to describe and evaluate the San Francisco program by considering where it has been, where it is, and where it might be going. (Author)… [PDF]
(1998). Evaluation Report: SALSA Educational Programming. SALSA is a 30-episode video series for early elementary school children produced by Georgia Public Broadcasting. It is intended to do three things: (1) introduce non-Spanish speaking children to the Spanish language and Hispanic cultures; (2) promote appreciation for the Spanish language and Hispanic cultures; and (3) promote cultural pride and self-esteem among Hispanic children. Each 15-minute episode is introduced in English, and the remainder is presented in Spanish. The show uses puppets in each episode who present traditional children's stories as humorous three-act plays. This report aims to evaluate, using quantitative and qualitative data, how effective SALSA has been in regards to its three goals and in generating viewer interest, promoting cultural appreciation, and facilitating Spanish language acquisition. It was found that viewers very much enjoyed SALSA videos, and educators rated it superior to other educational videos aimed for early elementary students. Voluntary… [PDF]
(1998). Do My ESOL Students Have Learning Disabilities? A Practical Manual for ESOL Instructors Concerned about Learning Disabilities and the ESOL Learner. This booklet, conceived, researched, and produced by teachers of English to speakers of other languages (ESOL) practitioners, is designed to help ESOL teachers identify and assess students who may have learning disabilities. Two groups of ESOL learners are the subject of this study: those ESOL adult learners who already have some formal education and are attempting further formal education and knowledge in English, who may also have a learning disability; and the ESOL adult learner seeking the same but has no or very little previous formal education. The book is divided into several sections covering the following topics: the definition of a learning disability, suspecting a learning disability in ESOL learners, approaching the learner, and classroom strategies. Extensive lists of resources are provided, as well as four appendices including a sample hands-on screening kit, a list of common acronyms pertinent to learning disabilities, a copy of the Americans With Disabilities Act,… [PDF]
(2000). Reading Aloud to Children in Ilocano. [Audiotape]. This series of audiotapes (cassettes) uses a legend from different island communities in the Pacific to model ways parents can read with their children. English is on one side, and Ilocano–the indigenous language of the inhabitants of northwestern Luzon, Mindoro, Mindanao, Philippines–is on the other. (Author/KFT)…
(1995). ESL Applications for Hispanic Deaf Students. Bilingual Research Journal, v19 n3-4 p453-67 Sum-Fall. Immigrant deaf students face multiple challenges in school as they frequently learn two new languages simultaneously: English and American Sign Language. Some have limited or no formal schooling experience. Describes units of study–one for Spanish-literate middle school students and one for elementary students with limited literacy skills–that use whole language strategies and thematic teaching. (Author/SV)…
(1997). Jointly Constructed Narratives in Classrooms: Co-Construction of Friendship and Community through Language. Teaching and Teacher Education, v13 n1 p17-37. Examines joint construction of narratives in the classroom, presenting narratives from two ethnographic studies. The preschool narratives illustrate how peer culture, friendship patterns, and identity are socially constituted through discourse. Fifth grade narratives illustrate ways in which students view their bilingual class community as jointly constructed through everyday patterns of interaction and activity. (SM)…
(2002). Multilingual Societies and Planned Linguistic Change: New Language-in-Education Programs in Estonia and South Africa. Comparative Education Review, v46 n3 p313-38 Aug. The cases of Estonia and South Africa illustrate how a lack of coherence between a language policy and that policy's implementation plan can reduce both the policy and the implementation plan to symbolic acts of no benefit to students or communities. Comparison of these countries' language-in-education plans highlights the need to examine theoretical foundations of such planning and critically analyze the symbolic/functional tension. (SV)…
(1989). Fact File: Higher Education Funds Requested in Fiscal 1990 Budget. Chronicle of Higher Education, v35 n19 pA23 Jan 18. Requests for federal aid from the Department of Education and other agencies are tabulated by category and are compared with actual fiscal 1988 budgets and estimated fiscal 1989 figures. (MSE)…
(1995). Learning to Look: Art and the National Curriculum. Multicultural Teaching, v13 n3 p31-34 Sum. Argues that art teachers, particularly nonspecialists in primary schools, have an outdated understanding of art, that is, one that relies heavily on an elitist model composed of historical markers made by white men. The author illustrates how good education is also antiracist education and provides a list of resources that represent women and black artists. (GR)…
(1994). Training, Development, and Improvement (TDI): A New Approach for Reforming Bilingual Teacher Preparation. Journal of Educational Issues of Language Minority Students, v14 p1-22 Win. Highlights the need for better prepared bilingual/English-as-a-Second-Language teachers in the United States and presents preliminary data and participant feedback from the University of Colorado BUENO TDI Project. Three teacher training models are critiqued. The BUENO Project is presented as an innovative approach to moving beyond the limitations of these models. (23 references) (Author/CK)…