ERIC Number: ED214732
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Center for Bilingual Multicultural Education Research and Service. Monograph Series, Vol. 1 No. 3.
Garcia-Moya, Rodolfo, Ed.
The first of three papers in this publication describes the Harrison School District Bilingual Demonstration Project, a modified curriculum and instructional program which builds on the children's experiences and extends their culture and their view of it in a bilingual, multicultural school environment available to both English speaking and limited English proficient children. The program's instructional approach, components (curriculum, language arts, methodology, parent and community involvement, values, management), staff, institutional support, evaluation, and replication are discussed. The second paper presents a strategy for identifying and resolving problems through an analysis of the forces which contribute or hinder problem-solving or decision-making, and lists six steps to be taken in order to progress to the discovery of possible solutions that can lead toward movement in the desired direction. The last paper discusses the cognitive learning theories of Bruner, Gagne, and Piaget and their implications for bilingual education. Topics discussed include cognitive position and transfer; perspectives on transfer; Gagne's cumulative model for the transfer of learning; Piaget's development states (sensorimotor, preoperational, operational); and Bruner's models of representation, learning, and cognition. A chart depicting the high points of each of the theoreticians and how they correlate in bilingual education is provided. (NQA)
Publication Type: Collected Works - General
Education Level: N/A
Authoring Institution: Colorado Univ., Boulder. Center for Bilingual Multicultural Education Research and Service.
Identifiers: Bruner (Jerome S); Gagne (Robert M); Limited English Speaking; Piaget (Jean); Piagetian Stages