(1975). Education of Immigrant Students: Issues and Answers. Symposium Series, 5. Questions that confront teachers, administrators, and the many others involved in the education of immigrants are explored here by individuals with diverse backgrounds and points of view. The papers in this volume are written to examine a variety of issues in depth and to provide answers in relation to the education of immigrant students. While most of the contributors are speaking to the experiences of the immigrants in English speaking Canada, many of the issues are the same in French speaking regions. The papers deal with a broad range – from moral, philosophical, and ethical issues to issues in curriculum testing, counseling, teacher training, and multi-culturalism. There are some common threads running through the papers: the commonalities are in stressing the importance of, and ways of, promoting a positive self concept or identity among immigrants within a multicultural context, and seeking ways of facilitating communication between educators and immigrant students. The…
(1972). The Use and Teaching of English in Mexico. In Mexico, the teaching of English surpasses the teaching of all other foreign languages together and extends widely throughout Mexican educational institutions from nursery schools to universities. This report provides specific details on the use of English in Mexico and describes English language instruction at all educational levels, in public and private schools, universities, binational centers, and in private institutes by private teachers. Descriptions of the various levels include course and program details, and remarks concerning teachers, students, and textbooks. (VM)…
(1974). Culture, Psychological Characteristics, and Socioeconomic Status in Educational Program Development for Native Americans. Addressed to educators who have the responsibility for developing curriculums or educational programs that will serve Native American students, the document does not present new information on the status of education in Native American communities. Rather, it discusses ways in which available information, such as the 1928 Meriam Report, can be used to initiate program development. Emphasizing that educational opportunities for Native American children must be developed on the middle ground between life in Native communities and established educational institutions, the paper states that the clear need in \Indian education\ is for curriculum and program development. Future research efforts should objectively monitor the effectiveness of curricular approaches rather than rediscover the symptoms. Local control of reservation schools and contracting Johnson-O'Malley monies directly with tribes are desirable, but are only intermediate goals at best. The primary question still remains one… [PDF]
(1972). La ciudad: Libro de actividades, 1 (The City: Workbook 1). This workbook, designed to be used with a textbook of the same title, contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to apply their ability to get meaning from the printed page. (Author/SK)…
(1972). Mira y lee: Libro de actividades, 1 (Look and Read: Workbook 1). This workbook, designed to be used with the textbook of the same title (FL 004 271), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability to get meaning from the printed page. (Author/SK)…
(1972). Mira: Libro de apresto (Look: Preparatory Book). This primer picture book may be used in various games and activities to extend the child's vocabulary and to provide pre-reading practice in letter and sound identification, categorization, and audio-visual discrimination. (Author/SK)…
(1972). Lee y trabaja: Libro de actividades, 2 (Read and Work: Workbook 2). This workbook, designed to be used with the textbook of the same title (FL 004 272), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability to get meaning from the printed page. (Author/SK)…
(1971). HESL and MESL: The Teaching of History and Math as Components of an English as a Second English [Language] Program. English Record, v21 n4 p68-73 Apr. Within a school curriculum featuring English as a second language, classes such as History for English as a Second Language and Math for English as a Second Language can play an important role. In these classes, the teacher can present content-subject matter, keeping in mind the linguistic capabilities of the students. Principles are not watered down; rather, they are presented in terms of the linguistic achievement of the student. In math, individual mathematical knowledge determines the placement of the student. Such classes are best taught by the English as a second language teacher, because he knows and understands the linguistic problems of the students and he has more experience with adapting materials for the foreign-born student. When the student's linguistic ability makes competing in English feasible, such classes should be discontinued. (VM)… [PDF]
(1976). Mother Tongue Education: The West African Experience. In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas…
(1976). Teacher's Guide for Poor Simpleton, MC Format. This is a teacher's guide for "Poor Simpleton," a language test designed for students of English in bilingual programs. The guide explains the nature of the test, how to administer and score it, and how to analyze test results. The test is a modified version of the cloze procedure. Unlike most cloze tests, which are "open-ended," that is, there are no constraints on what the student restores to the text in each blank, this particular test offers the students a choice of four words for each blank. The prose passage used for this test is a translation of the Spanish story, "Pobre Inocente." A copy of the test itself is provided. (CFM)… [PDF]
(1976). A Comparison of Reading Vocabulary and Reading Comprehension Skills between Bilingual and Monolingual Czech-American Students. Differences in reading achievement of bilingual and monolingual groups of fifth, sixth, and seventh graders were investigated in several Texas schools where the Czech-American culture was significant. Sixty-three bilingual students were compared with monolingual students who had Czech surnames or Czech-American backgrounds, on the basis of chronological age, grade level, socioeconomic status, sex, intelligence, and reading achievement. Examined were differences among vocabulary, reading comprehension, total reading scores, sex as a factor in total reading scores at the three grade levels, and the correlation between total reading achievement and socioeconomic status. Results indicated that, although no appreciable difference existed between the monolinguals and bilinguals, a difference did exist between the sexes, in vocabulary, comprehension, and total reading. Socioeconomic status was found to be significantly correlated with reading ability. (HOD)… [PDF]
(2001). Projecting School Psychology Staffing Needs Using a Risk-Adjusted Model. A model is proposed to project optimal school psychology service ratios based upon the percentages of at risk students enrolled within a given school population. Using the standard 1:1,000 service ratio advocated by The National Association of School Psychologists (NASP) as a starting point, ratios are then adjusted based upon the size of three high risk groups (students with limited English proficiency, students eligible for free or reduced lunches, and students classified as educationally exceptional). If the percentage of students belonging to one or more of these groups exceeds the target figure(s), then staffing projections are increased for each risk factor present. Comparing the proposed model to actual staffing practices across the nation, eight states were found to have one or more risk groups above criteria. The mean staffing ratio of these eight states (1:2,459) was higher than the mean ratio of the states that lacked elevated concentrations of at-risk students (1:2,020)…. [PDF]
(1996). Teacher Input and the Marginalization of Limited-English-Proficient Students. This study looks at the effect of native speaker (NS) teacher input on limited-English-proficient (LEP) students' access to classroom speech events. It seeks to determine whether content area teachers modify their talk when interacting with LEP students in the classroom. The study also seeks to describe such modifications and establish whether they determine the level of interaction by LEPs in the classroom. It builds on similar research conducted on the casual interaction of NS and LEP individuals in the workplace, where it was found that certain NS modifications hinder the LEPs participatory role in the speech event. There is evidence to support the belief that NS content area teachers are modifying their discourse in interactions with LEP students in ways that reduce the students' opportunities for interaction. If this is indeed the case, then current research should be expanded to devise a training agenda that can teach content area teachers to alter their discourse strategies… [PDF]
(1982). Learning a Second Language: The Immersion Experience and the Whole Child. Interchange on Educational Policy, v13 n2 p20-40. Two major questions are discussed concerning early language immersion: (1) Is it necessarily the best way to acquire a second language permanently and naturally? and (2) Does it provide a genuinely enriching experience for a young child? The author urges caution in interpreting research and consideration of other paths to biculturalism. (PP)…
(1995). Students as Experts: Tapping the Cultural and Linguistic Diversity of the Classroom. Journal on Excellence in College Teaching, v6 n2 p99-112. Discussion of the culturally diverse college student population focuses on how teacher understanding of that diversity (in which the students are experts), and on how it can inform the classroom culture can help defuse tensions and become a source for teaching. Dynamics of the culturally and linguistically diverse classroom are outlined and strategies for reducing miscommunication and expanding classroom practice proposed. (Author/MSE)…