about eric-educational resources information center

ERIC NOT= 12!

About ERIC-Educa t ional Resources Info rmat ion Center ERIC is a nationwide information system designed to serve and advance American education. It is sponsored by the National Institute of Education. The system’s basic objectives are to provide information on significant current documents and to make them available, either through normal publication channels or through the ERIC Document Reproduction Service. ERIC Clearinghouses each focusing on a separate subject-matter area, seek to acquire, select, abstract, index, store, re- trieve, and disseminate information about educational research and resources.

About MLAJERIC. The Modern Language Association of America conducts the ERIC Clearing- house responsible for the collection and dissemination of educational information on languages and linguistics. This includes information on instructional methodology, psychology of language learning, presentation of the cultural and intercultural content, application of linguistics, curricu- lar problems and developments, and teacher training and qualifications specific to the teaching of languages. Also included are reports or documents concerned with the language teacher and re- searcher in the language sciences and those dealing with psycholinguistics, theoretical and a plied

uncommonly taught languages, including English for speakers of other languages.

Research in Education (RIE). The comprehensive source of information about all current document accessions is RIE, a monthly catalogue which presents bibliographical information, abstracts, and prices of documents processed by all the ERIC Clearinghouses. This basic reference tool should be available in any education library. (Yearly subscription is: domestic, $38.00; foreign, $47.50. Chedr or money order should be sent to the U. S. Government Printing Office, Washington, D. C. 20402.)

ERIC Document Reproduction Service (EDRS). Most documents which ERIC announces in RZE are permanently archived in the EDRS, from which copies may be purchased in microfiche or in printed out “hard copy.” Microfiche is inexpensive and easily stored, but requires access to a microfiche reader. Hard copy is a paper photo copy or facsimile of the original document. I t has a paper cover and is not hard bound. (MLA/ERIC is not the EDRS. The address for orders is EDRS, P.O. Drawer 0, Bethesda, Md. 20014.)

Current Index to Journals in Education (CIJE). More than 500 educational periodicals and approximately 1,000 articles are indexed monthly. A main entry section and subject, author, and source journal indexes are provided. Index subject headings are consistent with those in RZE; unlike RZE, abstracts are not included. Articles cited are available neither in microfiche nor hard copy from EDRS. Annual and semi-annual cumulations are also available. (Yearly subscription is $44.00; semi-annual and annual cumulative indexes to monthly subscribers, $45.00; chedc or money order should be sent to Maanillan Information, P.O. Box 689, FDR Station, New York, N. Y. 10022.)

Regular Communication Channels. The official journal of the American Council on the Teaching of Foreign Languages, Foreign Language Annals (FLA), regularly includes a section on ERIC- related activities prepared by the MLA/ERIC Clearinghouse. This material reviews significant developments in foreign language teaching and is of interest to teachers, administrators, research- ers, public officials, commeraal and industrial organizations, and the public. The TESOL Quarter- ly also contains regular listings of ERIC accessions dealing with the teaching of English to speakers of other languages.

Annual Bibliography on the Teaching of Foreign Languages. MLA/ERIC supports the preparation of an annual bibliography of professional and pedagogical documents in collaboration with the American Council on the Teaching of Foreign Languages and the University of Minnesota; it is printed in the May issue of FLA.

Lists of ERIC Documents on the Teaching of Foreign Languages. MLA/ERIC prepares such catalogues, each compiling all foreign language teaching documents which have become available from the EDRS since the previous list, whether accessioned by MLA/ERIC or any other ERIC Clear- inghouse. The lists include bibliographical data, microfiche and hard copy costs, and citations of ERIC-prepared abstracts. These lists appear regularly in the October and March issues of FLA. S$eciul MLAIERIC Reports. MLA/ERIC regularly sponsors the preparation of analyses on apecial topics, including detailed treatments of substantial problems in “state-of-the-art” papen, special bibliographies, and a continuing series of ERZC Focus Reports on the Teaching of Foreign Lan- guages, each providing succinctly detailed, recent information on a specific problem or issue in fomrpl language teaching (with a short list of further readings) addressed to classroom teachem and achool administrators. FLA carries information about special MLA/ERIC reports.

Direct Information Services. MLA/ERIC can provide only very limited services to individuals and agcnaes. The Clearinghouse is not staffed to provide individually tailored bibliographies, but it rill offer whatever relevant “shelf“ items or references may be available.

linguistics, language pedagogy, bilingualism, and instructional materials related to common P y and

126 E R I C Clearinghouse on Languages and Linguistics

SUBMITTING DOCUMENTS T O ERIC

The suuxss of the ERIC system depends largely on its being widely used by the educational community it is designed to serve. But to an wen greater extent its suuc~m depends on the acquisition of current, significant documents. Without thee the system cannot mist. Here we turn to you for help. We m p s t that w a y author make a practice of insuring that the MLAIERIC Clearinghow ieceives two copier (if ps ib le ) of any document he thinks falls within our m p e . We seek not only your typical m a r c h report3 with their hypothesen, test methods, and findings, but also pub- l i e d and unpublished conference papers, newsletters, speeches, curriculum guider or st&, interim project reports, books, and other works that you believe will have value for FL and TESOL teachers, linguists, administrators, remrchers, and the public If the document i8 typed, mimeo. graphed, or dittoed, the mpy should be sharp and clear, or it cannot be proasled. If the document is copyrighted, it will not be pmcemcd into the ERIC Document Reproduction Smice (EDRS) without written permimion. But if ampted, informotion about it (bibliognphicol data, abstract, and indexing term#) will be prepared and p r o c e d into the Central ERIC computer system, so that it will appear in retrieval bibliographies and be otherwise publicized in the ERIC system. Language-teaching materiab (e.g., texts) are normally not considered by MLAIERIC.

nals which are indexed monthly. The subscription price for monthly indexes alone has been raised from $38.00 to $44.00 per year. Monthly indexes plus an annual cumulation now cost $77.00. Macmillan reports that the annual cumulation will be in an improved two-volume format with sturdier binding.

ERIC Institution Index. This new publication brings together for the first time the corporate author listings for documents in the ERIC collection including those found in Research in Education (RIE) from 1966 through 1971. I t includes complete tides and ERIC accession numbers. The two-volume index in library binding sells for $40.00 from Macmillan Information, 866 Third Avenue, New York, N.Y. 10022.

Other Publications. Two more new ERIC research tools announced by Macmillan Infor-

mation are the ERIC Educationat Documcnk Abstracts and the ERIC EducationaP Documcnfs Index. The four-volume Abstract set includes 1 reports which appeared in Research in Edum tion from 1968 to 1971. The four volume8 ad for $126.00; individual volumes cost $85.00 apiece. The index, which covers the years 1966 to 1971, contains titles and ERIC accession num bers. The issue for 1966-69 in two volumes (& brary binding) costs $34.50; that for 1970-71 In one volume (library binding) costs $25.00. Thq can be ordered from Macmillan Information, 866 Third Avenue, New York, N.Y. 10022.

ERICTAPES/ERICTOOLS. The National la stitute of Education has just granted Leasco a% thority to proceed with a major expansion ad

HOW TO ORDER ERIC REPORTS

Orders must specify: ED numbers of documents, kind of reproduction desired (paper copy or microfiche), number of copies, method of payment (cash with order, deposit account, charge).

Address wders to: ERIC Document Reproduction Service, P.O. Drawer 0, Bethesda, Maryland 20014. (The ERIC Document Reproduction Smice will provide a convenient order form upon request.)

The cost of microfiche is $65 per title, regardless of the length of a document; the cost of paper copy (formerly hard copy) is $3.29 per title unless noted otherwise in the report citation. Payment must accompany orders totalling less than $10. The EDRS is registered to collect sales tax. Please add applicable sales tax or submit tax exemption certificate for the following states: Alabama, California, Colorado, Connecticut, District of Columbia, Florida, Georgia, Hawaii, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Missouri, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, West Virginia, and Wisconsin.

ERIC NOTES 127

MLA/ERIC ADVISORY BOARD

(terms expire 30 June of indicated year)

JAMES E. ALATIS, Dean, School of Languages, Georgetown University (1974) ANNETTE H. EATON, Professor of Classics, Howard University (1975) MARY GALVAN, Texas Education Agency (1976) KAI-YU Hsu, Professor of Chinese, California State University, San Francisco (1974) MARY RITCHIE KEY, Assistant Professor of English, University of California, Irvine (1976) ALBERT H. MARCKWARDT, Professor Emeritus of English and Linguistics, Princeton Uni-

versity; Visiting Professor of English, University of Michigan (1974) HARRISON T. MESEROLE, Professor of English, Pennsylvania State University (1976) ROSEMARY OETIKER, Half Hollow Hills High School, Dix Hills, N.Y. (1975) A. HOOD ROBERTS, Center for Applied Linguistics (1976) LDRRAIN A. STRASHEIM, Director, Indiana Language Program (1975)

restructuring of its ERICTAPES service and the addition of a new service, ERICTOOLS, which will make available to the public virtually all of the internal working publications formerly p r o duced only for the use of the ERIC network of Clearinghouses and contractors.

The expansion of the ERICTAPES service includes: monthly updates of RZE report rCsum6s; annual updates of both RZE and CZJE; availability of basic files in either upper case only or upper and lower case character sets; availability

of either RZE or CZJE resumes in a MARC I1 format; availability of RZE Institutional Source Postings (in addition to the Descriptor and Identifier Postings, R I E and CZJE, and Thesaur- us files already offered); and a variety of special data packages, including Clearinghouse Prefix Collections, sequential ranges, and any back issue or quarter.

The ERICTOOLS program is an expansion of the data dissemination program which began with ERICTERMS, i.e., the Descriptor and

Standards and Procedures Followed in Determining Acceptability of Documents to the MLA/ERIC Collection

Each submitted document will be evaluated for educational significance by one or more ataff members, and, when advisable, by a specialist in the field of the document. Since MLA/ ERIC seeks to include not only basic and applied research reports, but also emerging knowledge, innovative ideas, and other information which has high current utility, a broad view will be maintained so that the potentially useful document is not lost. But MLA/ERIC cannot be a repository for ideas which have frequently been expressed in print. nor for unsub- stantiated opinions, nor for reports on so-called research or experimentation that are merely descriptive testimonials, nor for commercial messages. An Advisory Board to MLA/ERIC has approved the fallowing tests for originality, substance, and potential impact in order to gauge educational significance. A document should qualify in all three categories to be acceptable. (I) The document should reveal originality by presenting (a) new information, or (b) new interpretations of old information. (11) The document should possess substance, reflecting (a) understanding of effective design and execution, if it reports on research or experimentation, or (b) a thorough knowledge of the background of its topic, if it is speculative or theoretical, by reason of either the details presented in the document or the professional reputa- tion of its source. (111) The document should have the capacity for potential impact by encour- aging (a) improvement in existing practices, or (b) initiation of innovative practices, or (c) new research or experimentation, or (d) further theoretical discussion.

128 ERIC Clearinghouse on Languages and Linguistics

Identifier Postings and Statistics publications which were made available first for R I E and then, in June 1972, for CIJE. The new offerings include: the Tit le Index, an alphabetical index by title of all ED numbered accessions; the Zn- stitutionnt Sources, Statistics and Postings which is a similar list to the institutional Sources, AZ- phabetic Index, but contains in addition information on the number of times each entry has been used and the accession numbers of all documents with which each was associated; the ReportlProject Number Index; the Contract/ Grant Number Index; the Clearinghouse Num- ber to ED Number Cross-Reference List; and finally, in July 1973, the ERIC Operating Man- ual, which is the handbook used to keep the many elements of the ERIC network operating according to consistent guidelines and is a valu- able reference work for anyone operating or planning to develop a bibliographic information system.

Prices range from $15 to $50, with discounts for annual subscriptions. The final editions of the ERICTERMS publications will continue to be available at $30 each as long as the supply lasts. The R I E editions include postings through December 1972; the CIJE editions include postings through June 1972.

FL Projects in Progress

The activities described below, whether surveys experiments, or developmental programs, are all aimed at improving or advancing the study of foreign languages and related studies. Final reports, and any substantial interim progress reports, will be processed into ERIC in many instances. Information about other projects in progress is invited (name of responsible person, objectives, beginning and expected ending dates, source of financing, etc.).

Bilingual Education. A $50,000 grant for developing model programs in bilingual education has been awarded to the National Puerto Rican De- velopment and Training Institute, New York, N.Y., by the Office of Economic Opportunity and the Department of Health, Education and Wel- fare. The institute will make a four-month study in selected areas of bilingual-bicultural education. Mr. Luis F. Rivera, director of La Escuela In fantil del Barrio, will coordinate the project.

Bilingual Education and the Community. The Bilingual Education Project at the State Uni- versity of New York at Albany has received sup port from the US. Office of Education to coordinate a nationwide effort to delineate and improve those societal factors outside the schools which support bilingual education. T h e principal activities of the program will be the development of “language loyalty” among native speakers of Spanish to improve the use and pres- tige of the language within the Spanish-speaking community, the encouragement of community concern for bilingual education within the schools, and the development of new methods for the training of bilingual teachers. Other pro- posed activities include an educational exchange with Spanish-language countries and research in bilingual education for American Indians. The Project Directors are Dr. Richard Light and Dr. Medardo Gutierrez of SUNY, Albany.

Central Institute of Indian Languages. A sup- plemental grant of $377,000 has been awarded by the Ford Foundation to the Department of Education in Mysore, India, to improve in-school and out-of-school teaching of Indian languages. Funds will support consultants from India and abroad, and provide a press capable of printing in a11 Indian languages. a facility that does not yet exist in India.

Chinese Studies. A program to aid educators in the Denver area in the development of teaching methods and materials for Chinese studies will be initiated through a grant to Temple Buell College, Denver, Colo. The project began this summer with a workshop for twelve scholars and educators. The winter session will include an- other meeting of this group and several two-day “Teaching about China” workshops. By the end of the year, the course will have been field- tested in the Denver area, and one hundred persons will have been trained as “China resources persons” for their schools and communities.

Cross-Cultural Projects. The University of Alas ka has established a Center for Northern Edu- cation to help improve educational programs. A three-year Ford Foundation grant of $400,000 will help the center analyze and interpret the many policies influencing Alaskan education to

SELECTED RECENT ERlC FL ACCESSIONS 129

insure that new crosscultural projects and cur- ricula will make the schools and universities more responsive to the needs of Alaskan villag- ers. A cross-section of Alaskan native leaders will participate in the policy planning and research work. One goal is more bilingual education; an- other is to increase the appreciation of native culture in urban schools that are predominately white. The center also will seek to improve educational opportunities for natives at the high school and college levels.

English Language Textbook Development. A two-year project for the improvement of English teaching in Tunisian secondary schools is being funded by the Ford Foundation. The project, which is receiving $1 21,000, will develop training programs for teachers of English and low-cost textbooks based on modern teaching techniques.

Lebanese University. The Science Department of the Lebanese University, Beirut, has received an award of $56,600 from the Ford Foundation to teach English to twenty-five French-speaking professors. Instruction will involve an intensive course given in England during the summer va- cation period. By increasing the faculty’s ability to teach in English, the program will allow the university to offer mathematics and biology degree programs in English.

National Language Planning. The Educational Planning and Research Divisions of the Malay- sian Ministry of Education has received a grant of $150,000 from the Ford Foundation to be used for advisory and training assistance towards the modernization of training and teaching methods in Bahasa-Malaysia and English. T h e assistance program will terminate in 1976. Malaysia, having gained its independence from Britain in 1957, is now committed to introducing Bahasa-Malay- siaas the principal language of instruction i n all public schools.

Projects for Migrants. Texas has contracted with Southwest Educational Development Laboratory to continue designing and testing new methods and materials for teaching children of Spanish- speaking migrant farm workers. Projects include: continuation of a bilingual curriculum for four-

year-olds as a full-day program in some one hundred migrant classrooms; bilingual teaching in grades one and two; a bilingual continuous progress mathematics project for first graders unable to read; experimental scheduling resulting in only two courses at a time for migrant students in junior and senior high school; and a peer tutor- ing program in which Spanish-speaking students will tutor migrant youngsters. Intensive training and reasonable compensation will be given to student tutors.

“Youthgrants” Program. The National Endow- ment for the Humanities has awarded several grants dealing with language research through the Youthgrants in the Humanities Program. Established by NEH in January, 1972, the program is intended to encourage the study and use of the humanities among young people of high school and college age. The following grants were recently announced.

Lynn A. Friedman (Berkeley, Calif.) will conduct a linguistic analysis of the American Sign Language used by the deaf. The grant provides financial support of $2,087.

Judith B. Stewart (Milford, N.J.) will develop a pilot film of a series designed to improve students’ ability to read and write Chinese char- acters. Miss Stewart, 22, is a senior in Asian Stud- ies and English at the State University of New York in Buffalo. The award is for $1,905.

Nancy A. Higgins (Lincoln, Neb.) has received a grant to research and develop a handbook for the University of Nebraska’s Tutors of Nebraska Indian Children Program. The handbook will be designed to aid the tutor in gaining an appreciation of the ethnic heritage and educational difficulties of the students. Miss Hig- gins, 26, is a recent graduate of the University of Nebraska, which is sponsoring the project. A grant of $1,733 was awarded.

Selected Recent ERIC FL Accessions

All ERIC accessions appear in Research in Edu- cation (see “About ERIC”), and most FL ERIC accessions will appear in the appropriate section of the ACTFL Bibliography on the Teach- ing of Foreign Languages. However, since some months may pass before this happens, selected recent accessions are noted here, especially signi-

I30 ERIC CEearinghouse on Languages and Linguistics

ficant items which have no t been readily available before. All of these items were processed by MLA/ERIC. E R I C abstracts are meant to be objectively “informative,” conveying what documents are about; no effort is made to evaluate documents, b u t their acceptance into the ERIC system is based on a professional judgment that the contents are significant. For instructions on ordering ERIC documents see “How to Order E R I C Reports,” p. 126. These documents are not available from MLA/ERIC.

Afro Writers: Bibliography of Recent Works in French. New York: French and European Publishers, 1972.35~ EDRS Price MF-$0.65 HC-$3.29 ED 069 197

This bibliography of recent French works from Africa provides a source of commercially-available books for educators involved in teaching this area of French studies. Entries are listed in three major categories: ( I ) historical and cultural background-in- chiding general works, geography, history, twentieth century and independence. civilization and culture. recent economic and social development, religion, the arts, and language; (2) literature-including bibliographies, history of the literature. anthologies, and writers; and (3) recent editions-including geography and history. twentieth century and independence, civilization and culture. recent economic and social development, religion, language, literature, and theater. An index of authors and anonymous titles, and an index to recent editions are included. Pur- chase order numbers and prices (subject to change) are provided

Altman, H.B., and E.A. Frechette, comps. Culture and Civilization: A Bibliography for Teachers of Foreign Languages, 1953-1971. 1972. 43p EDRS Price

This bibliography lists approximately 400 references for the teaLhing of culture and civilization and was compiled for teachers of foreign languages in American schools and colleges. Each item included in the study meets one or more of the following cri- teiia: ( I ) it was submitted to ERIC 01 published in a source readily accessible to foreign language teachers, and is of specific concern to the foreign language classroom; (2) although not ieadily accessible to foreign language teachers, it contains information specific to the foreign language classroom; and (3) it is a reference work or “classic” in cultural studies. which is of interest to teachers of specific languages and cultures. Retrieval numbers of documents available through ERIC are provided.

Belasco, Simon. Foreign Language Learning: Fact 01

Fictzon. 1972. 28p (Speech) EDRS Price MF-$0.65

Von Humboldt wrote in 1836 that ’.. . . one cannot really teach language but can only present thr

MF-$0.65 HC-53.29 ED 070 333

HC-$3.29 ED 065 012

conditions under which it will develop spontaneously in the mind in its own way.” The author discusses his rcasons for supporting this theory of language learning and concludes by summarizing the advantage and disadvantages of using eontrived educational ma. tcrials in the classroom.

Bockman. John F.. and Ronald I.. Gougher, eds. Sell- Analysis and Intrwpectiori: Final Report of the Workshop OTZ Individvalizing Foreign Language In- s/rirctio?r. West Chester. Pa.: West Chester State Coll.. 1972.93~ EDRS Price MF-$0.65 HC-$3.29 ED 070 362

The workshop held at JVest Chester (Pa.) State College in July of 1!)72 focused on the problems of individualizing foreign language instruction. Intro. ductory remarks concern the sociological implications of the growing trend towards individualization of instruction in American schools. The report pfe sents the rationale. structure, and daily schedule of the workshop. A paper by Valerie M. Bodrman. “Focus on Leadership,” discusses one objective of the workshop-developing the teacher’s role as a “lead- er” in planning, directing, and controlling the individual learning of st iidents-and presents the w u l U of a leadership opinion questionnaire administered to workshop participants. Examples of pre- and post- workshop evaluations, submitted by all participants. describe personal attitudes, goals, and methods for individualizing foreign language instruction in par. ticular school situations. These comparative case studies illustrate some effects of the workshop in de fining teacher attitudes towards individualization of instruction and provide suggestions for teachers who wish to implement similar programs in their own schools. A chapter outlining how teachers might be- gin the task is provided. The report concludes with a bibliography and a list of participants and staff members.

Brod, Richard I. Suroey of Foreign Language En. trance and Degree Requirementi for the Bachelor 4 Arts Degree in United States Institutions of Highn Education. New York: MLA, 1972. 62p EDRS hie

This report is based on a questionnaire survey di. rected in Fall 1970 to foreign language department chairmen at 1,262 United States colleges and universities that grant the B.A. degiee. Information w a ~ received from 1,034 chairmen a t 822 different institutions. Detailed information from 786 instituthd was supplemented by data taken from the current catalogues of 420 additional institutions, for a totd of 1,206 institutions, or 96.IT0 of the total groupsur- veyed. The report consists of an introductory sum mary of results, four detailed tables, an institutional directory, and a set of supplements to the directorl, Two of the tables present a breakdown of data on I(. quirement status by region and state with compan tive figures from wrveys undertaken in 1965 and 1966.

MF-$0.65 HC-$3.29 ED 066 099

SELECTED RECENT FL ACCESSIONS 131

Cordova, Joe E. English Proficiency and Behavioral Change in Spanish-Speaking Children. Pueblo: Southern Colo. State Coll., 1972. 50p EDRS Price

The purpose of this study is to improve the English competence of Spanish-speaking students, to increase their success in school, and to help them develop stronger self-concepts. Control and experimental groups of students were selected from kindergarten. second, and fourth grades of elementary schools with a predominantly Chicano population. Experimental students were exposed to various techniques designed to strengthen English as a second language (ESL). To accomplish this goal, teachers of the students in the experimental group were trained by the experi- menters in techniques to facilitate the acquisition of ESL skills. The control group received no special instruction. Students in both groups were measured on general school progress, English usage, general school behavior, and aptitude prior to and immediately following the administration of the experimental techniques. Details, statistical data, and results of the experiment are presented along with discussion and recommendations.

MF-$0.65 HC-$3.29 ED 066 996

Crosbie, Keith, et al. Foreign Language Teacher Edu- cation in 1971: A Position Paper. National Council Of State Supervisors of Foreign Languages, 1972. 20p

This paper presents the views of the National Council of State Supervisors of Foreign Languages concerning foreign language education for secondary school teachers. The authors identify areas of weak- ness in existing programs and suggest how improve- ments may be effected in four major areas of concern: advanced courses, professional education courses, the foreign language methods course, and the student teaching experience. An extensive bibliography lists books and articles on general tearher education and foreign language education.

Curriculum Guide for Latin, Grades V I - X I I . Chi- ago: Chicago Bd. of Educ., 1972. 207p EDRS Price

This curriculum guide for Latin classes in grades 1through 12 is intended to assist the teacher in offer- hg the student the linguistic and cultural aspects of the language and to provide a series of techniques. activities, and approaches which will facilitate thc- karning of the language. Contents include: ( I ) general objectives, (2) the relevance of classical study, @) Roman cultuIe, (4) toward a Iiettcr education, (5) Latin for grades 6,7, and 8, ( G ) Latin 1 (grade 9), 0 Latin 2 (grade lo), (8) Latin 3 (grade 1 I ) , (9) h i t i 4 (grade 12), (10) the advanced placement pro- p ~ , (11) evaluation m t l tcsting, (12) the Greek hguage, (13) I.atin and the electronic classroom nr hapage lahralory, (14) suggested activities, and (16) promotional techniques. AII appendix contains ascries of illustrations suitaldc for use with an over-

MF.20.65 HC-$3.29 ED 066 989

MF-$0.65 HC-$9.87 ED 069 169

head projector. A list of resource materials for the teaching of Latin is included.

De todo un poco. Chicago: Chicago Public Schools, 1972. 96p EDRS Price MF-$0.65 HC-$3.29 ED 066 972

This document contains articles and reports relevant to the bilingual education programs in the Chi- cago Public Schools. The booklet includes announce- ments of cultural and learning activities; projects and opportunities for teachers; articles on bilingual education in America, accountability, and the National Conference on Bilingual Education; poetry by fam- ous authors as well as by students; reports of student assemblies and field trips; and educational games. Items appear in either English or Spanish.

De todo ufa poco. Chicago: Chicago Public Schools, 1972.137~ EDRS Price MF-$0.65 HC-$6.58 ED 066 082

This document contains various teaching techniques and student activities designed to illustrate the importance of cultural differences as well as simi- larities. Materials on cultural awareness include examples of the folkways, customs, art, traditions, and life styles of different ethnic groups. T h e document concerns such diverse topics as communication problems, cultural insights into different countries (often through the eyes of children from those countries), international geographical facts, and statistics on foreign-language speakers in Chicago. A list of free pamphlets on bilingual and bicultural education is included.

Elek, Tibor von, and Mats Oskarsson. Teaching For- eign Language Gramttrcir lo Adults: A Comparative Study. Gothenburg, Swedcn: Gothenburg School of Educ.; Gothenburg Univ., 1972. 337p EDRS Price

This study presents the procedures and results of an experiment conducted in Sweden to asscss the relative cffectivencss of two methods of teaching the grammatical structures of English as a foreign language to adults. The main objective of the study is to discover which of thc two theories, the audiolingual habit theory or the cognitive code-learning theory, provides a better basis for teaching foreign language grammar to adults. Chapters examine experimental objectives, existing research, tcaching methods, comparative studies, cxpcrimciital design, cvaluation instruments, antl project results. Appendixes contain sample instructional materials, charts illustrating dis- tribution of lesson time, evaluation instruments. antl information about the Swedish school system. Lists of tables and figures are provided.

MF-$0.@5 HC-$13.16 ED 070 350

Grittner. Frank M. I n i l i v i d t m l i z i ~ i g Foreign Longtiage Instruction: New Myllrs crntl Old l<ectlifies. 1971. TLp (Speech) EDRS Price MI;-$O.(i5 11C-f3.2!) ED 064 $&Hi

This study examines threc priiicipal. intcrrelatetl aspects of the tlicory of indivitlualizrtl instruction: “integrity of the discipline,” “t1eniocratiz;ition” of in-


struction, and academic accountability. A n analysis of the growing mythology aurrounding individualized instruction reveals ciitical weakncsses and contradic- tory educational objectives in siicli teaching methods. While the value of educational “tlemocratization” cannot be denied. the realities of educational financing and thc nature of language instruction itself pre- clude the success of individualized programs of instruction at this time. The author concludes b y not- ing that “. . . overall, individualimtion appears to be no more effective than conventional lockstep instruction insofar as student ‘achievement’ is concerned.”

Herbert, Gilman, et al. Evaluation of t h e St. John Valley T i t l e V I I Bilzngiial Prograni, 1970-1971. Ded- ham, Mass.: Heuristics, 1951. 398p EDRS Price MF-

The St. John Valley Bilingual Program for 1970-71 was instituted to help overcome the educational problems of French-speaking children in schools where lessons are conducted in English. Basically, the program conducts instruction in the student’s first language wi th an increasing use of the second language. This report focuses on the assessment of each objective within each project component: instruction, staff development, community involvemcnt, materials development, and program management. The first part of the report summarizes the status of accomplish- ment of the first-year program goals for each component. Part two discusses the evaluation of each specific program objective and its status at the end of the program, presents the results of additional data gathered on the particular project components, anti provides commendations and recommendations for each component. Details on evaluation procedures are included.

$0.65 HC-$13.16 ED 069 164

Jonas, Sister Ruth. African Studies in French for t h e Elementary Grades: Phase I I of a Twinned Classroom Approach lo t he Teachiiig of French i n the Eleinen- tary Grades. Vo lume I , Technical Report . MI. St. Jo- seph, Ohio: COIL of Mt. St. Joseph-on-the-Ohio, 1972. 98p EDRS Price MF-$0.65 HC-$3.29 ED 066 994

This experiment examines a new psychological approach to foreign languagi. study a t the elementary school level. h principal objective is to determine the nature antl importance of second language learii- ing motivation in monolingual societies devoid of the daily living example of the target language antl culture. A five-year French language sequence, consist- ing of an exchange o f 1,200 correlated slides antl tapes o f the participants in the program and student- and teacher-made instructional materials, is described in the report. An experimental and a control group, beginning in grade 2, participated with their peers from Bkthune, France, and Mossi children from Up- per Volta, West Africa. Procedures, methods, results, and attitudinal questionnaires are presented. Con- cluding remarks indicate that the positive attitudes of the experimental group are attributable to the

twinning of classes and the subsequent opportunity for interpersonal and intercultural exchange of audio- visual mcssagca within n citltural context.

Jonas, Sister Ruth. African Studies i n French for the Elenientary Grades: Phase I I of a Twinned Class room Approach to t h e Teaching of French in the Elementary Grades. Volume I I , Tapescripts and Es. suys. Mt. St. Joseph, Ohio: Coll. of Mt. St. Joseph-on- the-Ohio, 1972. 254p EDRS Price MF-$0.65 HC-$9.87 ED 066 993

This experiment examines a new psychological approach to foreign langiiage study a t the elementary school level. A principal Objective is to determine the uature antl importance of second language learning motivation in monolingual societies devoid of the daily living example of the target language and C U ~ .

ture. A live-year French language sequence, consist- ing of an exchange of 1,200 correlated slides and tapes of the participants in the program and student- and teacher-made instructional materials, is described in the report. The text contains 67 units of materials corresponding to slides of Voltan and American culture. A n appendix discussing how the French ac- quired Uppcr Volta is included.

Levin, Lennart. Coinputative Studies in Foreign. Language Tencliing. (Goteborg Studies in Education. a1 Sciences 9.) Gothenburg, Sweden: Gothenburg School of Educ., 1972. 255p EDRS Price MF-$0.65

This text describes a Swedish research program (GUME Pioject-the Swedish equivalent of the GO t~ienburg/Teaching/Metiiods/Englisli Project) car. riecl out during 1968-71 within the field of second. language iustruction and learning. A number of corn. parativc experiments were performed in order to assess the relative merits of two different approaches to teaching grammatical structures in English-as-a- foreign-language. T h e audiolingual habit theory and the cognitive code-learning theory are the prin. cipal methods examined. Chapters include a detailed analysis of the GUME Project, experimental proce dures and data, statistical analysis, characteristics of ten experiments, evaluation instruments, and results. A list of tables, several appendixes, and a list of ref. erence materials are included.

HC-$9.87 ED 069 189

McCowan, Sister Jean Patricia. Measurement and Evciluation of Iinniersioti-TyPe Teaching in Second. a r y Schools v e i ~ i i s t h e Traditionnl Teaching Existen1 Today. Wilmctte, Il l . : Regina Dominican High School, 1972. 29p EDRS Price MF-$0.65 HC-$3.29 ED 066 097

This study compares “traditional” and “irnmer. sion” methods of language instruction in order to determine whether the latter is a viable alternative in four-year, aeconclary-school language programs. Both methods are evaluated on the basis of studat achievement in comprehension, speaking, reading,

SELECTED RECENT ERIC FL ACCESSIONS 133

and writing skills in Spanish. The hypothesis tested -that the experimental group in Spanish immersion would achieve a higher level of second language acquisition-is supported by all objective and subjec- tive data. The report includes an introduction, objectives, procedure, results, conclusions, recommendations, a bibliography, and tables of statistical data on student achievement.

Miller, J. Dale. French Teaching Aids. 1972. 12Op EDRS Price MF-$0.65 HC-$6.58 ED 066 963

This text contains supplementary teaching materials for French language programs at the secondary school level. Topics covered include French gestures, teaching the interrogative pronoun, French cuisine, recreational learning games, French-English cognates, writing skills in French, and “gems of wisdom”-including proverbs, sayings, locutions, literary quota- tions, and common verses. Cartoons derived from Astkrix and elsewhere are frequently used to illustrate the materials.

Model Programs: Compensatory Education. The Juan Morel Campos Bilingual Center, Chicago, Illinois. Palo Alto, Calif.: American Institutes for Research in the Behavioral Sciences; Washington, D.C.: Na- tional Center for Educational Communication, 1972. Sop EDRS Price MF-$0.65 HC-$3.29 ED 067 959

The bilingual program described in this booklet offers intermediate English and Spanish instruction to Spanish-speaking children from an economically disadvantaged neighborhood in one of Chicago’s largest school districts. The descriptive information presented concerns context and objectives, necessary personnel, educational methodology, parent-community involvement, subject-area objectives, textbooks, mts, and details on program evaluation.

Pinder, William Whitmore. Factors Influencing At- titudes of Florida Teachers toward Modern Foreign Language Teaching Methodology. 1972. 85p (Disser- tation) EDRS Price MF-$0.65 HC-$3.29 ED 069 192

This doctoral dissertation identifies certain factors which influence the attitudes of Florida modern language teachers toward contemporary teaching methodology. The study begins with a philosophical and historical view of methods of teaching modern foreign languages. The author then proceeds to an analysis of data collected by means of a personal questionnaire and an attitudinal scale related to foreign language teaching methods, which had been completed by ten percent of the modern foreign language teachers in secondary schools in Florida. Five salient factors which evolved from the scale are correlated with characteristics in the respondents’ personal and professional backgrounds. Conclusions indicate that teacher attitudes toward modern foreign language teaching methodology are not significantly related to sex, age, foreign language teaching experience, academic degree, how the second language was learned,

experience with the language laboratory, or whether the teacher has had training in special foreign language workshops and programs.

Reindorp, Reginald C. Spanish American Customs, Culture and Personality. Macon, Ga.: Wesleyan Coll., 1968. 358p EDRS Price MF-$0.65 HC-$13.16 ED 069 196

This textbook develops a cross-cultural portrait of Latin America. Four major sections are concerned with the cultural blueprint, historical and social foundations, social structure, and intellectual and economic life. Subchapters include: (1) the rise of the Spanish people; (2) administration and jurisprud- ence; (3) the church; (4) the personality heritage; (5 ) early New World civilizations; (6) Spanish America to independence; (7) independence and its problems; (8) social background; (9) attitudes and beliefs; (10) customs and practices; (1 1) education and intellect- ualism: (12) art and tradition; (13) ethics and linguistic usage; and (14) economics and business administration. A bibliography is provided.

Sharp, Samuel C. Latin Recruitment. 1971. lop (Speech) EDRS Price MF-$0.65 HC-$3.29 ED 066 936

This speech, concerning the dilemma of maintain- ing and increasing student enrollment in classics programs in a time of national decline, centers around the personal experiences of a secondary school teacher. The author discusses the negative effects of overcrowded language programs and lack of support from guidance departments, and illustrates how classroom methods, procedures, and public relations can be utilized to develop a successful recruitment program.

Skonylas, Rudolph V. An Evaluation of Some Cogni- tive and Affective Aspects of a Spanish-English Bi- lingual Education Program. l%2. 18Op (Dissertation) EDRS Price MF-$0.65 HC-$6.58 ED 066 990

This study constructs and applies an evaluation model to determine if bilingually instructed children in a particular educational program suffer a loss in linguistic, academic, or cognitive growth, and detei- mines whether their self-image and attitudes toward the two salient ethnolinguistic groups are less favor- able than those of their monolingually instructed counterparts. A small-scale sociolinguistic survey of the participants and their immediate families was conducted, and a socio-cultural description of the community was made in order to place the program in the greater environment in which the children functioned and lived. A review of the literature, ex- amination of the community, design of the study, analysis of data, discussion, summary, and recommendations are included. Several listening tests, other project-related materials, and a bibliography are ap- pended.


Strasheim, Lorraine A. The Foreign-Language Stu- dent as a Social Creature: The Use of Groups in the Foreign-Language Classroom. 1972. 2 3 ~ (Speech) EDRS Price MF-$0.65 HC-$3.29 ED 067 957

This speech deals with the pedagogical and psychological implications of group instruction in the foreign language classroom. Discussion of Lorraine E. Heard’s study, “Foreign Language and the Group Context: Expanded Student Roles,” contrasts the classical objectives of language instruction (“pur- posive,” “cognitive,” and “concerned with input and output”) with a broader series of objectives more di- rectly concerncd with the affective domain of student growth. Specific examples illustrating methods of expanding student roles in groups are provided in four types of activities: mastery building, oral com- positions, tutorial remediation, and cross-level shar- ing. A second article by Anthony Papalia and Joseph Zampogna, “An Experiment in Individualized In- struction through Small Group Interaction,” is also discussed. Several approaches are examined, including “the wheel,” pairing. “inner-outer circle,” and triads, quartets, and quintets.

Why FLESP A Rationale for Beginning Foreign Lan- guages a t the Elementary School Level. Schenectady: N.Y. State Assn. of Foreign Language Teachers, 1972. 8p EDRS Price iCIF-$0.65 HC-$3.29 ED 069 188

This illustrated pamphlet informs students, teachers, supervisors, administrators, parents, and members of the community of the reasons for starting a foreign language in the elementary schools. Cartoon figures illustrate generalized remarks concerning student motivation, aptitude, and the benefits of enroll- ing children in FLES programs.

Zirkel, Perry Alan. A n Evaluation of the Eflectzve- ness of Selected Experimental Bilingual Education Programs in Connecticut. West Hartford, Conn.: Univ. of Hartford, 1972. 155p (Dissertation) EDRS Price MF-$O.G5 HC-$6.58 ED 070 326

The purpose of this stndy is to assess the effective- ness of the experimental bilingual education programs in Bridgeport, Hartford, New Britain, and New London, Connecticut, during the first year of operation (1970-71) with respect to selected pupil and parent reactions. Specifically, the evaluation seeks to compare the experimental bilingual education programs with control-group children in three areas: gains in academic abilities in Spanish and English; gains in self-concept level: and attitudes that parents have toward themselves at the end of the year (e.g., Does one group feel more informed, interested, involved, and in favor of the school program than the other?). The subjects of the study were economically disadvantaged Puerto Rican pupils in the primary grades in the four cities. Extensive details on the research, procedures, and findings are provided here after a review of other literature on the topic. Sum- mary, conclusions, and recommendations are included.

Teacher-Prepared Materials Currently Available Through ERIC

The following are additional foreign language materials developed for the Dade County Public Schools Quinmester Program in Miami, Florida. These materials have been processed into the E R I C system a n d can be ordered from the ERIC Document Reproduction Service (EDRS), P.O. Drawer 0, Bethesda, Md. 20014. For all items listed below, the price of microfiche (MF) is $4.65 per title; the cost of paper copy (PC), a Xerox reproduction, is $3.29. A n order blank is provided on the next two pages. For further in- forrnatiori on the Quinrnester Program, see For- rign Language Annals (December 1972), p. 195.

English as a Second Language How Much English Do Y o u Know? 14p [Diag- nostic tool t o determine student needs at the intermediate level.] E D 064 966

German Lernen Wir Deutsch! Part 5. 26p [Drills im- peratives, separable prefix verbs in the present tense, a n d diirfen a n d miigen.] E D 070 337 Lernen Wir Deutsch! Part 9. 29p [Materials based on Units 19-20 of A - L M German: Leuel 2.1 ED 070 338 Lernen Wir Deutsch! Part 10. 25p [Materials based on Units 21-22 of A-LM German: Leuel 2.1 ED 070 352 Lernen Wir Deutsch! Part 13. 24p [Materials based on Units 27-28 of A-LM German: Leuel 3.1 ED 070 339

Russian Communicate in Russian, Part 1. 24p [Topics include use of the telephone, everyday activities, and planning a picnic.] E D 070 340 Communicate in Russian, Part 2. 31p [Materials based on Units 6-8 of A - L M Russian: Level I.] ED 070 341 Communicate in Russian, Part 3 . 36p [Materials based on Units 9-1 1 of A-LM Russian: Level I.] E D 070 342

Spanish

Introductory Spanish I I . 26p [Centers on teen- age activities; structures presented are “-a” verb& tener and ser, a n d adjective agreement.] ED 067 905 Introductory Spanish, Part 2. 36p [Oral topia concentrate on school, friends, soccer, and baa

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~EACHER-PREPARED MATERIALS 137

gaining for clothes; structural drill includes ser and estar, adjectives, and possessives.] ED 064 968 Introductory Spanish, Part 3. (Course No. 7503.- 33.) 37p [Materials based on Units 6-7 of A-LM Spanish: Level 1.3 ED 064 969 Introductory Senish , Part 3 . (Course No. 7503.-

IS.) 34p [Includes reading and discussing letters, talking about lunch, and telling time; grammar concentrates on “-e” and “-i” verbs.] ED 064 970 A Taste of Spanish. 71p [Introductory conver- sational course for the student who would like to learn some Spanish but is uncertain about continuing its formal study.] ED 070 343

,