WorldCat Identities

Tucker, G. Richard

Works: 89 works in 266 publications in 2 languages and 3,782 library holdings
Genres: Conference papers and proceedings  Programmed instructional materials  History 
Roles: Author, Editor, Other
Publication Timeline
Most widely held works by G. Richard Tucker
A tale of two schools : developing sustainable early foreign language programs by Richard Donato( )

12 editions published in 2010 in English and held by 590 WorldCat member libraries worldwide

This title documents a 16-year study of two elementary school foreign language programs. With a strong focus on what 'works' and is possible, the authors provide an evaluation of what is necessary to plan, implement and sustain a successful language course
Bilingual education of children; the St. Lambert experiment by Wallace E Lambert( Book )

18 editions published between 1969 and 1979 in English and held by 540 WorldCat member libraries worldwide

This book presents an account of the bilingual educational program near Montreal, Canada, referred to as the St. Lambert Experiment. It contains the following chapters: (1) Introduction, (2) The Research Plan and Procedures, (3) The Standings of the Pilot Classes at the End of Grade I, (4) The Follow-Up Classes at the End of Grade I, (5) The Pilot and Follow-Up Classes at Grade ii, (6) The Pilot and Follow-Up Classes at Grade iii, (7) The Pilot Class at Grade iv, (8) The Program's Effect on Pupils' Attitudes, (9) Pupils' Views of the Program, and (10) The Bilingual Education of Children In Perspective. The appendixes discuss the role of parents and present descriptions of the classes in action. Included are references and an index. (Sk)
Sociolinguistics : the essential readings( Book )

15 editions published between 2002 and 2006 in English and held by 343 WorldCat member libraries worldwide

"Sociolinguistics: The Essential Readings is a collection of classic articles that have helped define the field of sociolinguistics and provide the foundation for future research, paired with more recent articles that indicate the direction the field has taken or the ways in which ideas were elaborated and challenged. These essays provide students with a historical perspective that allows them to understand the intellectual progression of the field by highlighting the practical use of theoretical models and the emergence of controversies and key questions from multiple perspectives. The readings are organized by topics and each section features an editorial introduction, recommendations for further reading, and suggested discussion questions and activities."--Publisher's website
Language in public life by Georgetown University Round Table on Languages and Linguistics( Book )

14 editions published between 1979 and 1980 in English and held by 337 WorldCat member libraries worldwide

Tu, vous, usted : a social-psychological study of address patterns by Wallace E Lambert( Book )

9 editions published in 1976 in 3 languages and held by 261 WorldCat member libraries worldwide

This book reports on research in the area of address patterns, such as titles, last or first names, and the formal and informal pronouns used in many languages. The research was inspired by two distinct issues: (1) what is actually intended by a "sender" when he makes a particular choice of address form, and (2) what is actually interpreted by a "receiver" who has to process the address form he receives. Attention is given to cross-national and cross-cultural comparisons of address patterns and the structures of the social systems represented. Studies completed in Canada, France, Puerto Rico, and Colombia are reported on. A discussion of the social-psychological meaning of address forms concludes the volume. (Clk)
Second language education( Book )

9 editions published in 1997 in English and held by 244 WorldCat member libraries worldwide

The French speaker's skill with grammatical gender : an example of rule-governed behavior by G. Richard Tucker( Book )

19 editions published between 1967 and 1977 in English and Undetermined and held by 240 WorldCat member libraries worldwide

English-language policy survey of Jordan : a case study in language planning by William Harrison( Book )

12 editions published between 1973 and 1975 in English and held by 178 WorldCat member libraries worldwide

In June 1972, the Ford Foundation began a survey of English-language instruction in Jordan, including the English program at the University of Jordan. The survey attempted a critical assessment of various aspects of the English program. Part one of this report on the survey describes the aims and dimension of English instruction in Jordan, curricula and instructional materials, and teacher-training activities. Part two deals with a study of the relationships among such factors as age, educational level, sex, and the use of English. The final two chapters present a critical analysis of the program and a summary of recommendations. It is believed that both the data and the methodology of the survey will be of interest to researchers and educational planners not only in Jordan but in other countries as well. Questionnaires and other materials related to the survey are appended. (Author/AM)
A global perspective on bilingualism and bilingual education by G. Richard Tucker( )

3 editions published in 1999 in English and held by 176 WorldCat member libraries worldwide

The number of languages spoken throughout the world is estimated to be 6,000. Although a small number of languages serve as important link languages or languages of wider communication around the world, these are very often spoken as second, third, fourth, or later-acquired languages. Fewer than 25% of the world's approximately 200 countries recognize two or more official languages, with a mere handful recognizing more than two. Despite these conservative government policies, available data indicate that there are many more bilingual or multilingual individuals in the world than there are monolingual. In addition, there are many more children throughout the world who have been and continue to be educated through a second or a later-acquired language, at least for some portion of their formal education, than there are children educated exclusively via the first language. In many parts of the world, bilingualism or multilingualism and innovative approaches to education that involve the use of two or more languages constitute the normal everyday experience. Results from published, longitudinal, and critical research undertaken in varied settings throughout the world indicate that the development of multiple language proficiency is possible and is viewed as desirable by educators, policymakers, and parents in many countries. This digest discusses the use of multiple languages in education, research on the use of first and second languages in education, common threads of successful programs, cross-cutting themes, key issues warranting further attention, and questions to ask regarding multilingual education in one's community. (VWL)
The early days of sociolinguistics : memories and reflections by Christina Bratt Paulston( Book )

9 editions published between 1997 and 2010 in English and held by 114 WorldCat member libraries worldwide

Implementing a district-wide foreign language program : a case study of acquisition, planning, and curricular innovation by G. Richard Tucker( Book )

2 editions published in 2001 in English and held by 105 WorldCat member libraries worldwide

This digest describes the implementation of a successful district-wide elementary school foreign language (FLES) program that resulted from the superintendent's vision to have all students in the district study a common foreign language throughout their schooling. This vision was based on the superintendent's belief that American secondary school graduates in the 21st century will be competing for positions in which bilingual language proficiency will offer a considerable advantage. The digest highlights five overarching themes believed to be key to the success of the program: careful and collaborative planning and evaluation; gradual program expansion; attention to progress in proficiency; high quality foreign language faculty; and reflective practitioners. (VWL)
Documenting an exemplary Japanese FLES Program : in pursuit of Goals 2000 by G. Richard Tucker( Book )

1 edition published in 1995 in English and held by 87 WorldCat member libraries worldwide

The report describes the implementation and continuing documentation of a Japanese second language program in a laboratory elementary school at the University of Pittsburgh (Pennsylvania). The structure of the curriculum and instructional strategies used are described for each of the program's 2 years, and results of student assessments and surveys of students, parents, and teachers are discussed. Adjustments made in the program's second year in response to issues arising in the first year are also noted. Documentation instruments, data collection procedures, and results are also detailed, including vocabulary testing, oral interviews, learner questionnaires, teacher assessments of students' language development, parent questionnaires, and reflections of the Japanese teacher and other primary teachers in the school on the effects of the program. From these results, implications are drawn for policy formation, the role of the program in the school's culture, curriculum and materials development, articulation, and the utility of current Japanese proficiency measures. (Mse)
Exploring strategies for developing a cohesive national direction toward language education in the United States by G. Richard Tucker( Book )

4 editions published in 1983 in English and held by 75 WorldCat member libraries worldwide

The papers focus on the desirability, feasibility, and importance of proposing and beginning to implement a language agenda for all residents of the United States. After an introductory synthesis by G.R. Tucker, the following papers are presented: (1) "Matching Appropriate Actions to Specific Linguistic Inadequacies," by R.E. Thompson; (2) "An Unprecedented Act of Fusion," by R.I. Brod; (3) "An Insomniac's Solution to the Problem of National Language Policy," by J. Levy; (4) "Consolidating Mutual Strengths," by V. da Mota; and (5) "The Role of Language Study in Bilingual Education," by J.E. Alatis. The following themes are developed: (1) the need to examine the personal, economic and social factors that affect the learning and use of language in diverse settings; (2) the need to change public attitudes toward promotion of bilingualism, language study, and public policy in the domain of bilingual education and second language learning; (3) the need to conduct a public awareness or consciousness-raising campaign; (4) the necessity of cooperation and collaboration among the various professional organizations; and (5) the need for all to become activists at the local level. (Amh)
The role of NIH in stimulating innovative language learning and teaching by Richard D Lambert( Book )

5 editions published in 1981 in English and held by 63 WorldCat member libraries worldwide

This paper is one of ten that were commissioned to investigate research needs and to stimulate planning activities. Two underlying assumptions of this paper are that all Americans should have the opportunity to develop an ability to speak, read and write English well, and that all Americans should be encouraged to maintain or acquire a second language. Recent research has revealed the enriching effects that bilingualism can bring to an individual and a society. The International Education Division of ed has supported research and materials development efforts for certain of the less commonly taught languages. It is argued that a great deal more work needs to be done on less commonly taught languages, effective second language learning and teaching, the retention or reinforcement of language skills once acquired, and language loss. Eight major foci for research and materials development are identified. Of those, three are considered to be of immediate concern and of high priority for nie: (1) a continuing examination of factors associated with second language learning in diverse pedagogical or social settings; (2) the development of a new set of testing devices; and (3) an examination of language skill attrition involving basic psycholinguistic research directly concerned with language skill loss. (Author/AMH)
Elementary school foreign language instruction in the United States : innovative approaches for the 1980's by Nancy C Rhodes( Book )

5 editions published in 1981 in English and held by 62 WorldCat member libraries worldwide

The status of foreign language in the elementary school (FLES) is discussed in an attempt to dispell the myth that there are few successful FLES programs in the U.S. Results of an eight-state survey show that 18% of the responding elementary schools report that they do teach foreign language. Descriptions of eighteen innovative programs confirm that there are highly successful programs of the following types: (1) language immersion (programs in which most of the elementary school classes are taught in the foreign language); (2) partial immersion (programs in which up to 50% of the classes are taught in the foreign language); (3) curriculum integrated foreign language instruction (programs in which the daily language class is conducted in the foreign language and is supplemented by additional culture and language study in the regular classroom); (4) FLES (programs that have foreign language from one to five days a week and emphasize oral communication); and (5) foreign language experience (FLEX) (programs that aim at exposing children to basic concepts of foreign language). Recommendations for elementary foreign language programs cover the following topics: definition of goals, articulation, language assessment, program administration and cost, parent and administrator support, resource materials, teachers, and supplemental classroom activities. The literature review covers optimal age for learning a foreign language and program design and evaluation. An extensive bibliography including curriculum resource guides completes the volume. (NCR)
Implications for U.S. bilingual education : evidence from Canadian research by G. Richard Tucker( Book )

8 editions published in 1980 in English and held by 57 WorldCat member libraries worldwide

A comparison of the salient characteristics of Canadian and United States bilingual education programs suggests various settings where it would be desirable to introduce children to schooling in their home language. These settings include: (1) the various ethnic communities in the United States, (2) multilingual developing countries, (3) parts of Canada where groups of non-English-speaking residents have congregated and where the home language is one of lower ascribed social or economic status, (4) places where there does not exist uniformly high pressure within the home and community to encourage literacy and language maintenance, and (5) places where many teachers in the educational system are unaware of or insensitive to the values and traditions of the minority-group pupils. The schooling should take the form of a carefully developed language arts program integrated into a general curriculum in which content material is also taught in the native language. This will sustain and nurture children's linguistic and cognitive development while teaching the second language and gradually introducing the content materials in the second language, without abandoning the language arts or content material taught in the native language. Immersion in the target language is not recommended, although in some social settings where the home language is highly valued, parents and peer groups actively encourage literacy and native language maintenance, and the children's success is encouraged, schooling can begin in the second language. (MSE)
Policy and practice in the education of culturally and linguistically diverse students by Inc., Alexandria, VA Teachers of English to Speakers of Other Languages( Book )

4 editions published in 1993 in English and held by 51 WorldCat member libraries worldwide

The numbers of culturally and linguistically diverse students in classrooms at all levels of study are increasing dramatically. In addition, the available information indicates that in general they are not performing well scholastically. Five articles address this issue; they are remarks from a 1992 symposium of members from the Teachers of English to Speakers of Other Languages and from the American Educational Research Association. The article titles and authors follow: "Cognitive Academic Language Needs of Culturally and Linguistically Diverse Students" (Merrill Swain); "Assessing the Academic and Cognitive Growth of Culturally and Linguistically Diverse Students" (Else V. Hamayan); "Current Directions in Curriculum Development and Materials Preparation for Culturally and Linguistically Diverse Students" (JoAnn Crandall); "Shifting Conceptions of Pedagogical Equity: Preparing Teachers to Teach Linguistically and Culturally Diverse Students" (Donald Freeman); and "Information Dissemination and Collaboration with Diverse Constituencies" (Denise McKeon). (JP)
The Oxford handbook of applied linguistics by Robert B Kaplan( Book )

9 editions published between 2002 and 2010 in English and Undetermined and held by 34 WorldCat member libraries worldwide

""It must be said that [The Oxford Handbook of Applied Linguistics] is an impressive publishing achievement. The task of analyzing the field, deckling on disciplines to be covered, finding willing contributors of sufficient status from all over the world, and then combining the articles from these contributors into an edited whole must have been a massive one, and it has been largely successful. Oxford University Press, Robert Kaplan, and the editorial board are to be congratulated on their initiative and the result it has produced."--Teaching English as a Second or Foreign Language (Vol.6 No. 3. December 2002)" ""This is an impressive and ambitious enterprise ... Although this book can be used for reference, its real strength lies in its scope and reflective quality. This book has many roles: as a map of the territory, to inform on where things are and their intellectual topography: a guide: 39 individual mines: but above all as an extended, reflective, collective synthesis-essay on what we are and what we do. Professionals will be able to determine what are the current directions in other parts of AL. Students, teachers, and researchers in AL and beyond will be able to use it for survey courses, and as a springboard to deeper investigation of specific areas and topics."--AILA News" ""[A] monumental editorial enterprise ... It is to be commended and used widely and wisely."--ESL Magazine" "This second edition of the Oxford Handbook of Applied Linguistics includes five new chapters, and the remaining chapters have been thoroughly revised and updated to give a clear picture of the current state of applied linguistics."--Jacket
Encyclopedia of language and education( Book )

11 editions published in 1997 in English and held by 26 WorldCat member libraries worldwide

Bilingual education of children : the St-Lambert Experiment (by) wallace E. Lambert (and) G. Richard Tucker by Wallace E Lambert( Book )

4 editions published between 1972 and 1978 in English and held by 18 WorldCat member libraries worldwide

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Audience level: 0.52 (from 0.27 for A tale of ... to 0.88 for Bilingual ...)

Sociolinguistics : the essential readings
Sociolinguistics : the essential readingsSecond language educationThe Oxford handbook of applied linguisticsEncyclopedia of language and education
Alternative Names
Tucker, G. R.

Tucker, G. R. (G. Richard)

Tucker, G. Richard

English (169)

French (1)