(1982). Interdependence and Management in Bilingual Classrooms. Final Report. Applying industrial organizational theory to classroom management, the authors examined the organization of a complex bilingual curriculum for the effects of shared authority among students and teachers and the effects of shared decision-making among staff. Using a math-science curriculum called "Finding Out: Descubrimiento," the nine bilingual classrooms, grades two through four, participating in the study tested two hypotheses: (1) the outcome of a complex curriculum will be improved by delegation of authority to students, communication among students, and supportive supervision by teachers; and (2) reciprocal interdependence and reflective decision-making among teachers and aides will improve the use of a complex curriculum. By scoring the rates of selected behaviors of teachers, classrooms, and individual students, the study confirmed the first hypothesis by finding a strong correlation between the delegation of authority to students and the engagement of students in… [PDF]
(1984). A Comparison of the Functional Distribution of Language in Bilingual Classrooms Following Language Separation vs. Concurrent Instructional Approaches. This study analyzes how two bilingual classroom language distribution approaches affect classroom language use patterns. The two strategies, separate instruction in the two languages vs. the new concurrent language usage approach (NCA) allowing use of both languages with strict guidelines for language alternation, are observed on videotapes of a Title VII demonstration project in San Antonio, Texas. The tapes were of students in primary grades and were made during one school year. Analysis of the classroom talk focuses on teachers' functional language use, measured by utterances coded according to function. The results provide some evidence that major concerns about the adverse effects of concurrent language use in bilingual classrooms are unfounded. No distortions in functional distribution patterns were found in the NCA classrooms, and the distributions of functional language were very similar for the two approaches. Fears of excessive switching and encouragement of… [PDF]
(1981). Old Beliefs = Taimaknaqtat. Written in English and Upper Kobuk Inupiaq Eskimo, the booklet presents several examples of Eskimo "old beliefs" to be taught to younger people providing them with a greater understanding of the elders and what governs their actions and behavior. Topics of "old beliefs" pertain to babies, women, young girls and boys, bears, beavers, animal spirit, fish, raven, grebe, loons, mice, weather, sun and moon, and Northern Lights. (ERB)…
(1982). High School and Beyond: Issues Regarding the Language File, Bilingual Participation and Tests. The use of the data files contained in the High School and Beyond (HSB) research project is discussed. The comments are based on an analysis of the HSB material and are specifically directed at the language file, high school bilingual program participation, and HSB tests. In an evaluation of the language file, the question of whether Hispanic language minorities are adequately represented is addressed. Regarding bilingual program participation, the question of which HSB survey questions are most applicable in ascertaining such participation is considered. Finally, the adequacy of the HSB cognitive tests is assessed. (RW)… [PDF]
(1984). Same Bilingual Preschool Project, Different Gains; What Happened?. During the 1982-83 school year the Austin Independent School District implemented a successful bilingual preschool project. However, class A was more successful than class B in terms of results on the Peabody Picture Vocabulary Test-Revised. To understand what factors may have led to greater effectiveness, data were gathered from the two classes with structured classroom observations and teacher interviews. Based on the results, the following recommendations are made: (1) increase the amount of time dedicated to formal and informal learning; (2) reduce the time students spend working in independent learning centers; (3) use two languages for instruction, but use English as the predominant language; (4) use a variety of instructional materials, including high level thinking materials; (5) rotate students to new groups for instruction when their language level changes; (6) conduct the entire instructional period in one language and then translate briefly to students who do not… [PDF]
(1985). Matematica 3. Livro do Aluno (Mathematics 3. Student Book). This mathematics textbook, written in Portuguese, is the third book of a Mathematics Program in Portuguese. It is designed for third graders. It closely follows the objectives and methodology of the major curricula used throughout the schools in the United States. The 11 chapters deal with: numeration (0-999,999); addition with and without regrouping; subtraction with and without borrowing; commutative and associative properties, length, time, weight, capacity and temperature measurements; money; geometric figures, perimeter and graphs; fractions; multiplication, and division and word problems. For each chapter there are objectives, an introduction, activities, sample exercises, practice exercises, a review, and an evaluation. (RH)…
(1986). Dewitt Clinton High School Project BISECT 1983-1984. O.E.A. Evaluation Report. Project Bilingual Spanish-to-English Career Training (BISECT), in its second year of funding, offers bilingual instruction, career awareness development, and support services to 283 Hispanic students of limited English proficiency (LEP) in a high school in Bronx, New York. Program objectives were assessed in English language development, mathematics, science, social studies, career or vocational courses, and attendance. Quantitative analysis of the data indicated that program students: (1) mastered more than one Criterion Referenced English Syntax Test (CREST) objective per month in English as a second language, meeting program objectives; (2) were enrolled in mainstream content-area classes (25% in at least one course per semester); (3) exceeded the program objective (85% passing) in career and vocational subjects in both semesters; and (4) attended the program at a significantly higher rate than the school-wide attendance rate. The project's success is attributed to staff…
(1975). Language Medium in Early School Years for Minority Language Groups. Review of Educational Research, 45, 2, 283-325, Spr 75. Central issues are: whether children learn more rapidly in a second language if first taught to read in their primary language and whether children first taught subject matter in their first language will have greater comprehension than if taught the same material only in that second language. (BJG)…
(1975). Administration: Extension Services, Public Relations, Collective Bargaining Practices. Nation's Schools and Colleges, 2, 5, 14-16,18, May 75. Ventura Center: a laboratory for lifelong learning; high school principal takes public relations to parks and parking lots; collective bargaining. (Author)…
(1969). French Programs Offered in Elementary Schools. Education Canada, 9, 2, 48-64, 69 Jun. …
(1979). Louis D. Brandeis High School Bilingual Program. Final Evaluation Report, 1978-1979. The Louis D. Brandeis High School Bilingual Program served 900 New York City Hispanic students with limited proficiency in English. In addition to developing English and Spanish language skills the program provided content area instruction in Spanish in social studies, mathematics, and science. Staff development, mainstreaming, parental involvement activities, and supportive services formed additional program components. Criterion referenced tests were used to evaluate the effects of the program on student performance. Evaluative findings indicated that (1) students mastered a majority of objectives in English as a Second Language instruction, (2) all students made gains in reading Spanish, although only at the ninth grade level were gains significant, (3) only ninth graders in the fall term met the mathematics criterion, (4) almost half the students reached the criterion of achievement in science, (5) all twelfth graders and half of the students in other grades reached the… [PDF]
(1963). FORD FOUNDATION PROJECTS. PROGRESS REPORT. THE FORD FOUNDATION PROJECTS INCLUDE–THE PREPARATION OF READING MATERIALS FOR NONENGLISH SPEAKING BILINGUAL PUPILS ENTERING THE FIRST GRADE, THE REVISION OF "FRIES AMERICAN ENGLISH SERIES" FOR NONENGLISH SPEAKING BILINGUAL PUPILS WHO CAN READ AND WRITE IN THEIR OWN VERNACULAR, THE PREPARATION OF AUDIOVISUAL MATERIAL FOR BILINGUAL STUDENTS, AND THE ESTABLISHMENT OF A BILINGUAL SCHOOL. THE SCHOOL IS TO BE ORGANIZED IN DADE COUNTY PRIMARILY FOR CUBAN REFUGEES. THE FIRST THREE PROJECTS ARE IN THE PLANNING STAGES. STAFF ORIENTATION IS TO BE ACCOMPLISHED THROUGH SUMMER INSERVICE WORKSHOPS. MATERIALS DEVELOPED IN THE SUMMER PROGRAM WILL BE UTILIZED IN THE BILINGUAL SCHOOL. THE SCHOOL WILL BEGIN WITH TWELVE GROUPS OF PUPILS–FOUR GROUPS EACH IN FIRST, SECOND, AND THIRD GRADES. TWO TEACHER GROUPS WILL INCLUDE NATIVE SPEAKERS OF ENGLISH, AND TWO, NATIVE SPEAKERS OF SPANISH WITHIN EACH GRADE LEVEL. THE INTER-CULTURAL RELATIONSHIPS WILL ALLOW EACH CULTURAL GROUP TO ADJUST TO THE…
(1980). Evaluating the non-English Speaking Handicapped. The project titled \Evaluating the non-English Speaking Handicapped\ was established to research existing evaluation instruments in language other than English, validate the tests as well as additional translations where needed, and develop a procedural manual for distribution to utilize in evaluating non-English speaking handicapped students. The procedural manual, which is still under development, will consist of information on the following: issues involved in nonbiased assessment of non-English speaking students; assessment materials available which are validated in other languages; selection of appropriate evaluation personnel, instruments, and techniques for specific area of exceptionality; interpretation considerations in various circumstances; and forms and notification devices in other languages. Some initial procedural recommendations will address referral, determination of primary language, selection of assessment approach, and test interpretation. (SBH)…
(1973). Lataput (Our Letters). This volume is an introduction to the St. Lawrence Island Yupik alphabet. Each letter of the alphabet is shown as a capital and as a small letter. Illustrations are given for each letter. (CFM)…
Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.06; Introduction to Structural Analysis. Teacher Corps Bilingual Project. The intent of this teaching module is to present structural word analysis information to participants so they can be effective teachers of reading. The module attempts to prepare participants to develop and utilize teacher-prepared materials dealing with structural analysis. Upon completion of this module, participants should be able to (a) syllabicate a given list of words, (b) properly accent a given list of words, (c) identify the prefixes and suffixes in a given list of words, (d) state and apply a syllabic generalization, and (e) state and apply an accent generalization. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]