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Institute in Portuguese (EPDA), June 23, 1969 to August 8, 1969. Report

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Institute in Portuguese (EPDA), June 23, 1969 to August 8, 1969. Report 1 DOCUMENT RESUME ED 041 286 AL 002 496 AUTHOR Andrews, Norwood, Jr. TITLE Institute in Portuguese (EPDA) ,June 23, 1969 to August 8, 1969. Report. INSTITUTION Vanderbilt Univ., Nashville, Tenn. SPONS AGENCY Office of Education (DHEW) ,Washington, D.C. PUB DATE [70] GRANT OEG-0-9-520514-1429(725) NOTE 228p. AVAILABLE FROM Vanderbilt University, Nashville, Tennessee 37203 EDRS PRICE EDRS Price MF-$1.00 HC Not Available from EDRS. DESCRIPTORS Audiolingual Methods, Bilingual Education, Cultural Context, *English (Second Language),*Inservice Teacher Education, *Portuguese, *ProgramEvaluation, *Summer Institutes IDENTIFIERS *Vanderbilt University ABSTRACT Vanderbilt University's 1969 EPDA Summer In-Service Institute for Training in Portuguese was a flexible,dual program in the fields of foreign language (specifically Portuguese)and English as a second language.Objectives were to provide:(1) adequately trained personnel to maintain and develop existingconventional secondary school Portuguese language programs; (2) trained personnel to implement new such programs inpreviously identified nuclei of interest; (3) personnel trained in the Portuguese language, Portuguese cultural and civilizational background,and relevant methodologies to staff ESOL programs for monolingual Portuguese-speaking immigrant students. In this last context,it was conceived, as a pilot program leading toward the establishmentof true bilingual education in the areas in question (principally southeastern Massachusetts, northeastern Rhode Island,and parts of California) through the training of a nucleus of staff.(This report consists of the Director's Report and variousappendixes, including staff evaluations of the program andspecific courses, participants' evaluation of the program, and communications toparticipants. The staff evaluation of participants is not includedin this document.) [Not available in hardcopy due tomarginal legibility of original document. ](Author/AMM) 4 HEALTH, EDUCATION &WELFARE U.S. DEPARTMENT OF OFFICE OF EDUCATION RECEIVED FROM THE REPRODUCED EXACTLY AS THIS DOCUMENT HAS BEEN POINTS OF VIEW OROPINIONS ORIGINATING IT, PERSON OR ORGANIZATION REPRESENT OFFICIAL OFFICEOF EDUCATION STATED DO NOT NECESSARILY POSITION OR POLICY, DIREC TORTS REPO 1969 EPDA FINAL REPORT Table of Contents Director's Report 1 Appendix A Roster of Participants 26 Appendix B Brochure 30 Appendix C Roster of Staff 31 AppendiA Staff Evaluation of Program, General 36 Appendix E Staff Evaluation of Courses 143 Appendix F Independent FL Evaluation, Dr. Lloyd Kasten Appendix G Independent ESOL Evaluation, Dr. R. Saitz 69 rltrpemeei-m-N Sta,Lt-Zw-clet-ierrr-of-Pae-ii9.eia4s- r b 4 = Appendix I Participants' Evaluation of Program 92 Appendix J Communications to Participants Before Arrival 164 1. Instructions for completing formal applica- 164 tion 2. V.U. prospective teacher's form 165 3. Notification of selection to participant 166 status h. Notification of selection to alternate 167 status 5. Procedures for arrival at Vanderbilt' 168 6. Additional arrival procedures and 170 textbook list 7. Original admissions 171 Appendix K Communications to Participants Upon Arrival 174 1. General information 1714 2. Original schedule of recitations 175 3. Film lecture and evaluation timetable 176 h. Schedule of films and lectures 177 5. Participants' initial schedules, 178 advisors and language table assignments Appendix L Communications to Participants During Institute 184 1. Demonstration class schedules 184 2. Practice teaching schedule, third 187 demonstration section 3. Revised schedule of recitations 188 h. Language table assignments, first week 189 5. Revised language table assignments, first 190 two weeks 6. Language table assignments, second two weeks 191 7. Staff addresses, office & home 192 Appendix L Communications to Participants During Institute 8. Participants' addresses & campus mail boxes 194 9. Memo re OE FORM 7214 and miscellaneous 195 materials Appendix M Communications to Participants After Institute' 197 1. Teaching materials and resources,supple- 197 mentary list 2. Wachholz and Rocha, Syllabus for Basic 199 Portuguese Language Program 3. Course 204, Introduction to theSociology of 215 Minority Groups: "What the students reported back as salient and significant tothem" 4. ESOL Methodology: Exhibition of classroom 218 texts Appendix N Final Formal Staff Meeting 223 11 TCP 228 Dppen4W.x...40..0 Appendix P Tennessean story and picture 232 Appendix Q Memo to prospective demonstration class students 233 Appendix R Selection Criteria 234 Appendix S Follow-up evaluation forms 237 1. FL Teacher In-Service Evaluation Form 237 2. Check List-for Evaluation of Portuguese 239 Pronunciation 3. ESOL Teacher In-Service Evaluation Form 241 4. Student Evaluation Blank 243 Appendix T Measurement Research Form[s] 246 ...4 IN Vanderbilt Universityts 1969 EPDA Summer In-Service Institute for Training in Portuguese was a flexible, dual program in the fields of foreignlanguage (FL, specifically Portuguese) and English as a second language (ESOL). Its objectives were to provide: (1) adequately trained personnel to maintain and develop existing conventional secondary school Portuguese language programs; (2) trained personnel to implement new such programs in previously identified nuclei of interest; (3) personnel trained in the Portuguese language, Portu- guese cultural and civilizational background,and relevant methodologies to staff ESOL programs for monolingual Portuguese-speaking immigrantstudents. In this last context, it was conceived as a pilot program leadingtoward the establishment of true bilingual education in the areas in question(principally southeastern Massachusetts, northeastern Rhode Island, and parts ofCalifornia) through the training of a nucleus of staff.In all three contexts, the educa- tional need has been, and remains, pressing. Its extent has been documented_ in the text of Vanderbilt's proposals to the Office of Education for both this Institute and the 1968 Title XI NDEA Institute. Suffice it to state here that in no single one of these contexts is the extant staff adequate in either numbers or training, and that without Institute programs, an already far less- than-optimum situation would deteriorate further. II, OPERATION OF THE PROGRAM 1. Planning The initial proposal for Vanderbilt's 1969 EPDA Institute was, of course, submitted to the Office of. Education before the 1968 NDEA Institute began. Consequently, such relevant lessons as were learned by the staff and the Director (as author of a second proposal) during the 1968 NDEA experience could not manifest themselves as modifications to the planning .for the1969 EPDA Institute until the grants for 1969 had been announced, the preliminary negotiation stage had been reached, and it became valid as well as desirable to submit program revisions. The forMat of Vanderbilt's 1969 Institute under- went several modifications as a result of recommendations made at the close of the 1968 Institute and published in the final report. Principally, both the basic language sequence and the foreign language methodology sequence were altered significantly, and care was taken to segregate beginning participants on the basis of dialect studied(Brazilian or Continental). "Internal" communi- cations to participants during the Institute were more carefully organized, with the result that the participants themselves found them generally very good. The addition of a system of academic advisors drawn from the senior members of the staff, each advisor responsible foronly a small group of parti. cipants, was a major improvement and contributed heavily to theoverall success of the program. The reorganization of the basic Portuguese language sequence,following the recommendations made at the close of the1968 Institute, was realized principally by the Associate Director, Col. Paul Wachholz, inconsultation with the Director and with other members of the1969 basic language staff. VI V0- Col. Wachholz and Prof. Gregory Rocha are responsible for thesyllabus for courses 201A, 201B, 201C and 203 whichwill be discussed in detail later but which represents a new approach to the utilization of existingmaterials, 2 none of which is satisfactory by itself for Institute purposes but which, together, produced truly outstanding results. The Director periodically consulted other members of the 1969 staff, prior to the opening of the session, relative to both materials and aspects of theprogram. One specific incident involved the appearance of a new basic language text, Magro and DePaula, Portuguts: Conversacgo e Gramftica (Washington, D. C. 1969), onlya matter of weeks before the session began. The Director obtained copies, forwarded them to the basic language staff, and collated their evaluations in adequate timeto reach a decision as to the value of the book for Institutepurposes (it was not adopted). The task of providing such evaluation fellupon the staff during the final hectic weeks of the regular academicyear, and they are to be commended for their swift execution of it despite their normal end-of7termburdens. The Director consulted regularly with Dr. John McCarthy, Assistant Pro- fessor of Sociology at Vanderbilt, about the Institute's sociologycourse. Dr. McCarthy drafted the course description and assisted materiallyin inte- grating it into the rest of the Institute curriculum. His assistance and knowledge of his field also made possible the recruitment of Dr. Carr011Bourg, Instructor in Sociology at Fisk University, to teach thecourse.
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