(1971). Materials Acquisition Project: Volume 2, Number 3. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish and Portuguese instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 974, FL 002 976. and FL 002 977. (RL)… [PDF]
(1971). Materials Acquisition Project: Volume 2, Number 4. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish and Portuguese instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 975 and FL 002 977. (RL)… [PDF]
(1969). Atsokanan. Five Ottawa legends and three sayings are given in the bilingual reader (Ottawa and English). The legends are entitled: (1) "Odawa" ("Ottawa"), (2) "Agon Enjipmashit" ("Why the Snow Blows"), (3) "Gigohik Enjiwawisowat" ("Why the Fish Have Names"), (4) "Piche" ("The Robin"), and (5) "Nanabush" ("Nanabush"). Prepared for junior high school students, the reader was illustrated by students. (NQ)…
(1976). The Cognate Trap in Writing by Hispanic Students. The occurrence of misleading cognates in the English compositions of students whose first language is Spanish can lead to a significant failure of communication between non-Spanish-speaking teachers and their students. Such a failure can produce attitudinal changes in both teacher and student that are potentially destructive to the learning process. A paragraph contrived by the author which is especially rich in misused cognates, all of them recurrent in the writings of his students, is presented in illustration of the problem. Copies of the paragraph were given to a group of college instructors who teach composition, and the critiques that some of them offered show the "cognate trap" in operation. The suggestion is made that bilingual resource people be an essential staff component of any department responsible for the teaching of English as a second language. (Author/KM)… [PDF]
(1976). I Didn't Say a Word/No Dije una Palabra. This bilingual English/Spanish book of captioned photographs and its related teaching manual were created as a joyful experience in nonverbal communication for children and adults. It is intended to sharpen awareness of nonverbal messages expressed by children in their everyday environment. To help develop self-understanding and to encourage oral communication, each of 40 photos of children in various activities and situations and the accompanying four-line \stories\ or captions present certain elements: (1) a common problem or situation; (2) how a child feels about it; (3) what a child might do about it; (4) what you would do about it. The photographs and text are designed to illustrate specific senses and emotions – taste, smell, touch, happiness, tiredness, fear, etc. English and Spanish vocabulary lists follow. The teacher's manual suggests best use of the book and recommends teaching procedures to develop various skills. These include discussion of background information,…
(2002). Qanimarisaj Qano'jib'alil–Engrandezcamos Nuestro Pensamiento (Let's Broaden Our Thinking). [CD-ROM]. This CD-ROM is part of an interactive and dynamic multimedia package of information and games for learning K'iche' and Ixil. The CD-ROMs help bilingual pre-service teachers improve their reading, writing, and listening comprehension skills in their own Mayan language. After a musical and colorful introduction, users may choose introductions to pronunciation guides of all sound combinations, including visual and aural examples of how beginning, middle, and end word placements are pronounced. Aural comparisons are available for hearing the difference among Spanish, K'iche', and Ixil sounds. A vocabulary list of the colors includes games that become progressively more difficult. Games are also available for learning letters and sounds specific to each Mayan language and glottal stops. Although this is an individual self-paced guide, it also includes a teacher's guide that shows how to integrate the CD in a complete course. Inservice teachers can also use or replicate content for…
(1999). A Child Went Forth: Reflective Teaching with Young Readers and Writers. Aiming to disprove the media's insistence that American schools are typically ill-equipped to teach children from low-income neighborhoods, this book describes a primary school teacher's use of a blend of meaningful and interesting reading material, early writing practice, speaking, and explicit instruction. It describes teaching methods in great and practical details–everything from getting the classroom ready for a new school year, to developing strategies for shared reading, to establishing a "writing studio." Samples of student work, plus narratives of how bilingual and English-only students rise to new challenges, offer illustrations of the teacher's methods in action. Assessment practices for closely monitoring students' progress are outlined in the book, as well as novel ways to implement and maintain diagnostic and student-kept literacy portfolios. Chapters in the book are: (1) Creating and Readying; (2) Planning and Starting; (3) Shared Reading; (4) Quiet…
(1982). Yes! We Should Have Bilingual Immersion Programs: A Dialogue with Professor Weininger. Interchange on Educational Policy, v13 n2 p44-49. In response to O. Weininger's article, programs in various countries are cited in defense of the efficacy of early language immersion. The importance of flexibility is stressed, as is need to examine bilingual immersion in the light of educational, social, linguistic, and "political" goals, as well as psychological theory. (PP)…
(1982). Through a Glass Darkly: The Need for Dialogue on the Immersion Experience. Interchange on Educational Policy, v13 n2 p49-53. The importance of fully exploring the values and limitations of early language immersion programs is reiterated. The need to take children's class advantages into account in judging the effectiveness of such programs is emphasized. (PP)…
(1982). Intellectual Assessment of Hispanic Children. Psychology in the Schools, v19 n1 p61-71 Jan. Examines whether individual intelligence tests such as the WISC-R are biased against Hispanic school-aged children. Discusses three common but faulty notions of test bias, and advances a psychometric definition of bias. Analyzes evidence regarding external and internal validity. Presents guidelines for intellectual assessment of bilingual students. (Author)…
(1996). Becoming "Hispanic": Secondary Panethnic Identification among Latin American-Origin Populations in the United States. Hispanic Journal of Behavioral Sciences, v18 n2 p214-54 May. Data from the Latino National Political Survey were used to examine respondents' use of primary and secondary ethnic identifications. "Hispanic" ethnicity was found to be neither simply instrumental nor cultural but rather a complex phenomenon, differing by many demographic characteristics and by use of panethnicity as a primary or secondary identification. Includes numerous data tables. (LP)…
(1996). An Investigation of School Psychologists' Assessment Practices of Language Proficiency with Bilingual and Limited-English-Proficient Students. Diagnostique, v21 n4 p17-36 Sum. A study of the language proficiency assessment practices of 859 school psychologists, when working with bilingual or limited English proficient students, found that 62 percent of school psychologists conducted their own assessments and most often used the Peabody Picture Vocabulary Test-Revised or the Test de Vocabulario en Imagenes Peabody. Outside sources most frequently used the Language Assessment Scale. (CR)…
(1996). Getting It Right: The Seattle School District Program for Limited-English Proficient Students. READ Perspectives, v3 n2 p43-76 Fall. Discusses court litigation resulting from a class action suit filed on behalf of all limited-English-proficient (LEP) students against the Seattle Public Schools regarding their English-as-a-Second-Language needs, lack of adequate educational materials, need for teachers trained in bilingual instruction methodology, and other related issues. (34 references) (CK)…
(1988). Reading and Writing Stories: Children Creating Meaning. Reading Teacher, v42 n3 p184-90 Dec. Examines how Hispanic bilingual kindergartners and first graders create and express personal meanings by illustrating parts of stories read aloud in class, dictating responses, and writing original narratives. Notes that literacy activities should be tied authentically to questions and interests expressed by children in the classroom. (MM)…
(1994). Transformation: One School–One Answer. Journal of Educational Issues of Language Minority Students, v13 p223-38 Spr. An ethnographic study of how one elementary school changed from an ethnocentric to a pluralistic philosophy is reported. The study focused on the principal, bilingual staff, and parents of bilingual Spanish-speaking students during the 1990-91 school year. (Contains 13 references.) (LB)…