(1975). Avaqqanam Quliaqtuaqtanik: I. Qupqugiaq; II. Inuqulligaurat (I. The Ten-Legged Polar Bear; II. Dwarves). These traditional stories in the Barrow Inupiaq language are intended for competent speakers of the language with knowledge of the writing system. Pen-and-ink drawings illustrate the text. (NCR)… [PDF]
(1974). Gineerinlyaa (Poems). This collection of poems in the Gwich'in Athapascan language is intended for elementary school children who have a good grasp of the language. Pen-and-ink sketches illustrate the text. (NCR)…
(1973). Otayahuk Ungazimi (Otayahuk in Ungaziq). This story in the Siberian Yupik language is about a visit the author made to Siberia. It is intended for competent speakers of the language who have knowledge of the writing system. Pen-and-ink drawings illustrate the text. (NCR)…
(1977). Adapting Assessment Procedures to Specific Population Characteristics: The Chicano Child. This paper discusses some of the problems involved in the testing of minority group children, focusing on the testing of bilingual minorities and emphasizing the special problems involved in testing Hispanic children. Considered are a variety of ways in which tests have been misused and misinterpreted in working with these children. It is suggested that even tests designed specifically for bilingual children are generally inadequate in design and interpretation. In addition to describing these testing deficiencies, the paper presents a discussion of ways to improve the use of existing testing instruments with Hispanic children and illustrates alternate methods of developing tests for use with minority groups. (BD)… [PDF]
(1975). Tinmiuraglu, Tulugaglu, Kayuqtugluli (The Bird, the Raven, and the Fox). This traditional story in the Kobuk Inupiaq language is for elementary school children with a good grasp of the language. Pen-and-ink drawings illustrate the text and nine questions about the story are included. (NCR)…
(1973). Iqiasuaq Avinnaq (The Lazy Mouse). This children's story in the Inupiaq language is written for elementary school children with a good grasp of the language. Pen-and-ink sketches illustrate the text. (NCR)…
(1968). Focus on Innovation. Summer educational programs held in 7 California school districts and funded by Title I, ESEA, are described in this issue of Focus on Innovation. Programs of remedial instruction and enrichment were developed to assist the educationally disadvantaged, primarily in the area of communication skills. Selection of students, framework of the programs, and evaluation processes are discussed. An extract from an interview with John F. Hughes, Director of the Division of Compensatory Education, U.S. Office of Education, is presented relative to federal funding of summer programs. (JEH)… [PDF]
(1977). Atightumun Liitusit (The First Letters). A Primer. This workbook-primer is designed for teaching beginning readers the most frequently used letters of the St. Lawrence Island Yupik language. This book covers the first simple twenty-six symbols. Each page contains a letter, at least one illustration for that letter, and lined spaces for writing practice. (AMH)…
(1976). Language Attitudes and the Achievement of Bilingual Pupils. Research and Development Memorandum No. 146. This study measured pupil and teacher attitudes toward language variation in a bilingual Spanish/English environment; attempted to determine whether teacher attitudes could be changed in workshops dealing with sociolinguistic concepts of speech variation; and attempted to determine whether teacher and pupil attitudes have a relation to pupil achievement in language arts. The subjects were 279 fourth- and fifth-grade pupils and 18 teachers. A matched guise technique was used to measure both pupils' and teachers' attitudes. Pupil achievement was measured by a relative gain score in reading; reading and English grades; and performance on oral proficiency tests. In general teachers and pupils rated standard English higher than other speech varieties, and attitudes were not changed in the workshops. Pupil evaluation of standard English over other varieties was positively related to pupil achievement on some measures. Teacher attitudes toward code-switching seemed to have a negative… [PDF]
(1974). Scholastic Learning Problems of Skolt Lapp Children: Intellectual and Motivational Readiness, School Achievement and Official Plans for Schooling. This paper presents a study of the educational problems of the Skolt Lapp children living in Finland. (The Skolt Lapps have a distinctively different culture from the rest of the Finnish people.) The study was designed to define: (1) to what degree cultural factors affect the educational readiness (intellectual functions, school motivation, and patterns of work habits) of these children, and (2) to what degree these cultural factors affect school achievement. Data collected on Skolt children, ages 6-15, were compared with data from a sample of Finnish children. Measures included intelligence tests, scales rated by teachers, children and parents, children's drawings, projective tests, half-open interviews, and observations. Recent developments in the education of the Lapps in Finland are discussed, including the general outlines of suggested bills and statutes drawn up by various committees. The reforms will attempt to grant the Lappish Language the position of an official language…
(1969). Proyecto Leer Bulletin Number 6. This annotated, cumulative bibliography, developed by the Proyecto Leer Program, of more than 600 selected works in Spanish focuses on works which meet the following criteria: (1) reading difficulty does not exceed 10th grade level, and (2) selections are suitable for a Spanish-American community. Books for children are listed separately from those selected for adult readers. Availability, price, and binding are noted. (RL)… [PDF]
(1958). [English Program for Agricultural Migrant Workers.]. By legislative action in June 1958, the Commonwealth of Puerto Rico initiated a program to teach English as a second language to Spanish-speaking migrant workers. The purpose of the program is to improve employer-employee relationships and to help the agricultural migrant adjust to the English-oriented community when he is seasonally employed in the continental United States. Formal classes (vocabulary and language patterns), orientation periods (local laws, current events, consumer education), and recreational activities (games, sports, visits) are the 3 phases of the program. Lessons are divided into 3 groups providing for varying degrees of knowledge of English. Procedures for teaching including use of audiovisual aids are included. (JH)… [PDF]
(1973). An Evaluation: Improvement of Teaching English as a Second Language. The primary objective of the project for Improving the Teaching of English as a Second Language in the High Schools was to improve the facility of English-language-handicapped students in the four language skills (listening, speaking, reading, and writing) so that they can make a proper adjustment to high school. Most of the students are from Spanish-speaking or French-speaking backgrounds, althought the project serves as many as 20 different language groups. To overcome the language problem of these students in the 50 high schools selected for participation, three (later increased to four) teacher trainers were employed at the Central Board, a variety of curriculum materials was uniformly introduced to the schools, and a structure was provided to coordinate and direct the overall effort. Specifically, the program objectives which were evaluated were: (1) the efficacy of the teacher-training program; (2) the number of classroom visitations, workshops and demonstration lessons… [PDF]
(1976). Metric Conversion in Vocational Education. Final Report. Volume II of Two Volumes. This volume is the second half of a final report of a project concerned with developing indepth metric teaching units in the areas of carpentry and machine shop, preparing instructional materials to teach metrics in Spanish, and developing three-dimensional metric instructional materials and cassette tapes for persons with reading difficulties and sight handicaps. The volume contains the metric instructional materials developed for persons with reading difficulties and sight handicaps including an article on metrics for the visually impaired, guidelines for developing learning kits to teach metrics to students with low aptitudes or reading difficulties, and a handbook on teaching metrics to the sight handicapped. Conclusions and recommendations from the total project, presented at the end of this volume, emphasize the following: All State and city courses of study in vocational education should be re-evaluated to determine the amount of metrics that should be included in each of…
(2003). The Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languages. This collection of 21 essays focuses on people who experience the world with multiple languages: (1) "Myths about Multilingualism" (Tracey Tokuhama-Espinosa); (2) "Teaching Languages using the Multiple Intelligences and the Senses" (Tracey Tokuhama-Espinosa); (3) "The Role of the Sense of Smell in Language Learning" (Sara Ackerman Aoyana); (4) "Multiliteracy Skills" (Tracey Tokuhama-Espinosa); (5) "Two-Way Immersion Programs in the United States" (Jennifer Rengel); (6) "The Relationship between Musical Ability and Foreign Languages: Communication via Sounds and via Words" (Tracey Tokuhama-Espinosa); (7) "Language, Math, and Thought: Vygotsky's Concept of Inner Speech" (Tracey Tokuhama-Espinosa); (8) "Multilingual Mathematics" (Marie Petraitis); (9) "In the Beginning was the Word: Language and the Womb" (Andrea Bader-Rusch); (10) "First Choice Option: From Birth" (Tracey…