(1977). A Comparison of Three Elementary School Alternatives for Learning French: Children At Grades Five and Six. This is the third and final evaluation of three French-language educational programs presently being offered to English-speaking children enrolled in the elementary schools of the South Shore Protestant Regional School Board in Quebec. The three programs under study are: (1) a French-as-a-second-language (FSL) alternative, taught for one period each day in an otherwise conventional English program where English is used as the sole language of instruction; (2) a Grade 4 French immersion program in which a pupil follows the traditional English curriculum from Kindergarten to Grade 3, but as of Grade 4 is introduced to French as the sole language of instruction for the year; and (3) an early bilingual program where French is used as the sole language of instruction from Kindergarten through Grade 2 and with both English and French used as separate languages of instruction for different school subjects from Grades 3 through 6. (Author/CLK)… [PDF]
(1981). Language as Ideology: The American Indian Case. Bilingual Resources, v4 n2-3 p34-40 Win-Spr. Historical development of the politically, socially, economically, and racially scattered and factionalized Indian communities has led to a situation in which the development of symbolic ideology of broad appeal is necessary in the emergence of a substantive ideology. Language has an increasingly important role in the mobilization of American Indians around the twin goals of political self-determination and cultural autonomy. Educational policies and sociological pressures have tended to reinforce a movement away from Indian languages. The late 1960's and early 1970's brought some startling changes to Indian affairs when Indian groups in their confrontation with the United States government spoke to Indian causes with which large numbers of Indians (reservation and urban) could identify and led to the emergence of a self-conscious Indian ethnic ideology of the revival and revitalization of lost heritage, including important Indian languages. Where Indian populations had not been…
(1982). Project P.I.A.G.E.T.: Promoting Intellectual Adaptation Given Experiential Transforming with Hispanic Bilingual Five Year Old Children and Their Families. A Summary. Technical Paper No. 100. Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experiential Transforming) is a demonstration program to train five year old Hispanic children in the English language while maintaining their Spanish language skills. The instructional program is based on Piagetian principles which recognizes thought and language development as a sequential process depending upon interaction with the environment; child interest and self regulation; adult guidance; peer group influence; and play processes. The project comprises classroom and home based programs located in four kindergarten sites in predominatly Hispanic communities. Classroom programs aim to develop communication and awareness skills by developing social and physical knowledge, representational skills, cognitive/logic/mathematics skills, self and cultural identity, and role playing skills. Home based programs are designed to deliver instructional support systems to children and their parents. Project P.I.A.G.E.T. uses… [PDF]
(1980). Betterment Through Bilingualism, 1979-1980. Morris High School. ESEA Title VII Final Evaluation Report. This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students in the South Bronx. Characteristics of both the students and the neighborhood are discussed in the report. A program description outlines the general administrative organization that was employed. Information regarding the instructional component of the program includes: (1) funding; (2) bilingual classes; (3) English language instruction; (4) native language instruction; and (5) summer programs. The non-instructional components of the program discussed are: (1) curriculum development; (2) supportive services; (3) staff development; (4) staff characteristics; (5) parental involvement; and (6) affective domain. Tables show students' performance on tests measuring: (1) English reading achievement; (2) native language reading achievement; (3) mathematics; and (4) science and social studies ability. Figures on attendance are… [PDF]
(1980). South Shore High School Project BLAST. Bilingual Assistance for Students. Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at South Shore High School in Brooklyn, New York, in 1979-1980. The program served Russian, Haitian Creole, and Spanish speaking students in both public and private schools. The evaluation provides a demographic analysis of the school's environment, information on student characteristics, and a program description. Instructional components of the program discussed include: (1) programming and transition; (2) funding; (3) bilingual classes; and (4) mainstream classes. Non-instructional components reviewed include: (1) curriculum and materials development; (2) supportive services; (3) staff characteristics; (4) staff development; (5) parental and community involvement; and (6) affective domain. The private school component of the program is also covered. Tables show students' results on the Criterion Referenced English Syntax Test. Students' performance and achievement is also shown for mathematics, native… [PDF]
(1967). ENGLISH AS A SECOND LANGUAGE IN ELEMENTARY SCHOOLS–BACKGROUND AND TEXT MATERIALS. THIS SELECTIVE, ANNOTATED BIBLIOGRAPHY IS A LIST OF THE OUTSTANDING PUBLICATIONS AVAILABLE IN THE FIELD OF TEACHING ENGLISH AS A SECOND LANGUAGE IN KINDERGARTEN AND ELEMENTARY SCHOOLS. SECTION A (METHODOLOGY) LISTS BACKGROUND READINGS DEALING WITH THEORY AND APPROACHES, MATERIALS, AND TECHNIQUES. SECTION B (PRE-SCHOOL OR PRIMARY SCHOOL MATERIALS) LISTS TEXTS DESIGNED FOR CHILDREN OF SPECIFIC AGE AND LEARNING LEVELS. OF SPECIAL INTEREST ARE THE VARIOUS MATERIALS FOR TEACHING SPANISH-SPEAKING CHILDREN PREPARED BY THE NEW YORK CITY BOARD OF EDUCATION, IMPERIAL COUNTY SCHOOLS (EL CENTRO, CALIFORNIA), DADE COUNTY PUBLIC SCHOOLS (MIAMI, FLORIDA), PUERTO RICO DEPARTMENT OF EDUCATION, AND THE TEXAS EDUCATION AGENCY (AUSTIN, TEXAS). THIS BIBLIOGRAPHY IS ALSO AVAILABLE ON REQUEST FROM THE CENTER FOR APPLIED LINGUISTICS, ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C., 20036. (AM)… [PDF]
(1978). Home Task Book for Parents and Kids. The bilingual Spanish-English book contains 61 learning activities and educational games that parents can use to help their preschool children develop readiness skills. The activities are generally intended to develop gross and small motor skills, an awareness of the world around, independence, social awareness, and curiosity, although some are specifically designed to acquaint preschoolers with basic concepts, colors, numbers, and letters. Activities such as sorting clothes; making puzzles, instruments, and books; conducting simple experiments; pasting; and lacing are organized according to 13 major skill areas: categorizing; listening; touching; matching; sequencing; speaking; shapes; colors; music; numbers; letters; art; and science. Each activity or game is presented in large print on a separate page and is illustrated with-cartoons and drawings. The Spanish translation of the activity appears on the facing page. A list of interrelated skills is included for each activity in…
(1976). Alternative School Programs for French Language Learning. Evaluation of the Federally-Funded Extensions of the Second Language Learning (French) Programs in the Schools of the Carleton and the Ottawa Boards of Education. This research compared alternative school programs for French language learning. Student achievement was focused on, and data concerned French language arts (including attitudes), mathematics, English language arts, environmental science, social studies, geography, and history. Research was carried out during the 1973/74 and 74/75 academic years, and in conjunction with two boards of education in the Ottawa region. Major findings of the study are: (1) providing more time can lead to more learning, although inadequate teaching materials can result in less learning even when time is provided, (2) there were seldom instructional activities aimed at attitude improvement, and attitudes measured generally did not improve, (3) smaller classes at the high school level did not produce either more learning or different teaching styles, as compared with larger classes, (4) basic French instruction plus the teaching of a subject through French (extended French) appeared promising, (5)…
(1975). Piyaataalghiit (Going for a Walk). This reader in the Siberian Yupik language is intended for beginning readers on the elementary school level. Pen-and-ink drawings illustrate the text and a free English translation is appended. (NCR)…
(1976). Unangam Ungiikangin I (Aleut Traditions). This volume of Aleut traditions contains seven stories written in the Aleut language with a page-by-page free English translation. This is the first of a series of booklets designed to bring back to the Aleut people some of the traditions collected in the years 1909-1910 by a Russian ethnologist. (NCR)…
(1975). Gwich'in Gwitr'it Dehtly'aa (Gwich'in Workbook). This workbook in the Gwich'in Athapascan language contains six reading selections with questions for elementary school students who have a good grasp of the language. (NCR)… [PDF]
(1979). Set Number One, 1979. Research Information for Teachers. Topics and issues included in this packet of educational research information are presented in the form of separate news sheets or single-sheet essays. Particular emphasis is placed on improving communication between New Zealand teachers and Polynesian and Maori schoolchildren and parents. Guidesheets designed to aid teachers in assessing student study skills and a sample questionnaire used to determine the effectiveness of a given school's vocational education program are included. Articles included deal with youth employment patterns and with the effect of television viewing on reading ability. A special item exploring alcoholism in young people is appended. Also present is a copy of the United Nation's 1959 Declaration of Children's Rights and an index of SET items published from 1974-1978. (LH)…
(1977). Survey of Public Interest and Other Innovative Programs. Material for this directory was gathered from two questionnaires distributed to independent elementary and secondary schools affiliated with the National Association of Independent Schools. More than 250 schools responded. Four areas of inquiry were covered. The first concerned new organizational structures instituted in schools. Special emphasis was placed on the ways schools have made an effort to build a capacity for research and development to test new educational ideas. The second area of inquiry concerned programs that serve new student constituencies such as the disadvantaged or non-English speaking. The third area was new curricula instituted such as parenting, ecology, or child development courses. Finally, the questionnaire concerned public interest programs. These were programs implemented in cooperation with some public agency or programs that filled a community need. The publication is both an overview of innovative programs at independent schools and a directory of…
(1977). Poder es Saber. Workshop: Developing a Bilingual Curriculum (New Mexico Highlands University, Las Vegas, New Mexico, June 1977). Bilingual teachers and program directors of northern New Mexico attended a workshop at New Mexico Highlands University to examine the curriculum designed to meet the needs of students within the bilingual bicultural setting. Participants were asked to redefine curriculum within the "workshop" setting. Consultants assisted the group in establishing a more complete overview of bilingual bicultural curriculum. Components of particular interest were reading and language arts, math, science, social science, and fine arts. Throughout the workshop participants were asked to assist in the development of activities for each area. This booklet is designed to disseminate the information gathered by the participants under the direction of the selected consultants. The booklet contains graded (K-7) lesson plans, written in Spanish, in the areas of reading, math, science, social science, and fine arts for use in the bilingual classroom. Thirty-five annotated sources, 30 additional… [PDF]
(1975). Survey of Tests Administered to Preschool Children in Texas. This document presents the results of a Texas survey undertaken to ascertain which developmental diagnostic and screening tests are used in the state to identify Mexican-American preschool children with learning disabilities. A total of 91 public schools, regional service centers, and Head Start centers throughout the state responded to the survey. Respondents were asked to indicate the extent to which they used each developmental test. They also delineated their population as: (1) Black, (2) Anglo, (3) Mexican-American (tests administered in English), or (4) Mexican-American (tests administered in Spanish). Results showed that the Peabody Picture Vocabulary Test, followed by the Stanford-Binet and IPAT Culture-Fair Intelligence Test, were used by the largest number of sites. Of the tests administered to Mexican-Americans, almost twice as many were given in English as in Spanish. Few schools reported using observation techniques for diagnostic purposes. A number of sites indicated… [PDF]