Askew, Lida (1987). Can You Say \Good Morning\ in Urdu? A School Language Census. English Journal, v76 n7 p41-42 Nov. Describes a junior high class activity called the \International Language Census,\ in which international students learned each other's equivalents of \good morning\ and \thank you.\ Notes that non-American students who were socially isolated grew less shy and became occasional centers of attention. (JG)…

Erting, Lynne; Pfau, Judy (1997). Becoming Bilingual: Facilitating English Literacy Development Using ASL in PreSchool. Sharing Ideas. This paper discusses ways to facilitate the emerging literacy of deaf children by encouraging bilingualism in American Sign Language and English within the context of what is known from research and practice about emerging literacy in hearing and deaf children. This approach focuses on enrichment by the addition of a second language (English) while supporting the primary language (ASL) as the language of instruction. Three broad topics are emphasized: (1) developing metalinguistic awareness of the two languages; (2) shared storybook experiences; and (3) writing development. Other factors, such as the importance of fingerspelling, social interaction, and the use of environmental print are addressed within the three areas of focus. (Contains 58 references.) (DB)… [PDF]

Stritikus, Tom (2002). Immigrant Children and the Politics of English-Only: Views from the Classroom. The New Americans: Recent Immigration and American Society. This book discusses the debate over the English-only movement, examining how it affects teachers and students and highlighting one California district's experience with changes brought about by Proposition 227. Chapter 1, "Introduction," reviews the issue. Chapter 2, "Teachers' Place in the Local Enactment of Language Policy," discusses research questions and purposes of the study and the theoretical background. Chapter 3, "Research Method, Research Site and Participants," describes the study. Chapter 4, "The Proposition 227 Policy Context: Teacher Perceptions and Behavior," discusses district level decisions, teacher actions, and beliefs of teachers at different schools. Chapter 5, "Proposition 227 and Teachers' Work: English-Only and Open Court," describes learning in these classrooms, tensions, teacher-student interactions, reading and writing, and teachers' individual qualities and classroom practices. Chapter 6, "Literacy…

Adger, Carolyn Temple; Howard, Elizabeth; Perdomo, Marleny; Sugarman, Julie (2005). The Two-Way Immersion Toolkit. Education Alliance at Brown University This Toolkit is meant to be a resource for teachers, parents, and administrators involved with two-way immersion (TWI) programs, particularly those at the elementary level. Two-way immersion is a form of dual language instruction that brings together students from two native language groups for language, literacy, and academic content instruction through two languages. In the United States, these two groups are native English language speakers and native speakers of another language, usually Spanish. Because of the integrated nature of the programs and the fact that instruction is provided to all students through both languages, TWI programs allow students to be both language learners and language models for their peers. This Toolkit is composed of three segments that address program design and planning, classroom instruction, and parental involvement, respectively. The classroom instruction segment includes a Question & Answer (Q&A) document on teaching in TWI programs;… [Direct]

(2000). ELL Subcommittee Research Studies Progress Report. This report describes six studies on the educational progress of students who entered New York City public schools as non-native English speakers, or English language learners (ELLs). Studies examined number of years students were served in bilingual/English as a Second Language (ESL) programs; characteristics of students receiving these services; the longitudinal progress of ELL students; student performance after program completion; ELL high school performance; characteristics of ELLs who came to English speaking schools with little or no formal schooling, who received bilingual/ESL services for several years, and who entered mainstream monolingual classes within 3 years; and characteristics of ELLs' teachers. Although most districts showed relatively low percentages of ELLs who had been served for over 6 years, some showed substantial numbers of long-term ELLs. Bilingual/ELL programs were especially effective for ELLs entering school in kindergarten and grade 1. Relatively strong… [PDF]

(2000). Programs for English Language Learners: Resource Materials for Planning and Self-Assessments. These resource materials were developed in response to requests from school districts for a reference tool to assist them through the process of developing a comprehensive English language learners (ELL) program. The districts desired a program that would be in compliance with Title VI of the Civil Rights Act of 1964. Title VI was passed in the wake of the Lau v. Nichols memorandum of 1970 that directed school districts to help ELL students overcome language barriers and ensure that they can meaningfully participate in the districts' educational programs. These materials discuss helpful steps to follow in designing or revising such a program, and are intended as a resource for school district use, not a statement of specific legal requirements. Included with these materials are an overview, a guide to developing ELL programs, suggestions for program evaluation, a glossary of specialized terms used in ELL education, a resource list including Web sites, and a series of ELL program… [PDF]

Suleiman, Mahmoud F. (2000). The Process and Product of Writing: Implications for Elementary School Teachers. This paper provides a summary of well established, conventional thinking on the importance of writing to the language learning process. Writing is a central element of language. Any reading and language arts program must consider the multidimensional nature of writing in instructional practices, assessment procedures, and language development. The understanding of writing fundamentals can be understood through examining the multidimensional nature of the writing process. This paper explores these issues and draws pedagogical implications for reading and language arts teachers while capitalizing on the benefits of writing as an indispensable skill in language arts programs. (Contains 16 references.) (KFT)… [PDF]

Palomares, Uvaldo H. (1970). Communication Begins with Attitude. National Elementary Principal, 50, 2, 47-49, Nov '70. Describes a sequential, cumulative set of experiences designed to promote personal effectiveness and communication skills in children. Allegedly, as pupils learn to articulate their feelings, the teacher will begin to know his students, to understand and meet their needs as individuals. (JF)…

Cazden, Courtney B.; Meier, Terry Ryan (1982). Research Update: A Focus on Oral Language and Writing from a Multicultural Perspective. Language Arts, v59 n5 p504-12 May. Examples of the differences between the oral language of Blacks and the standardized written language forced on them in English classrooms illustrate the need for teachers to appreciate language differences and to create a workable context for effective language instruction. (RL)…

Cummins, Jim (1979). The Language and Culture Issue in the Education of Minority Language Children. Interchange on Educational Policy, v10 n4 p72-88 1979-80. Language and culture programs for children speaking a minority language are discussed and outlined in terms of psycho-educational rationales, program options, and empirical and theoretical considerations of the appropriateness of such programs. (JMF)…

Moeller, Aleidine Kramer, Ed. (1995). The Teaching of Culture and Language in the Second Language Classroom: Focus on the Learner. International Journal of Educational Research, v23 n7 p571-652. The seven chapters of this theme issue on second-language instruction illustrate the pedagogical shift from measuring language achievement to emphasizing language proficiency. The issue explores empirical and theoretical investigations into second-language acquisition research in both affective and cognitive domains. (SLD)…

Harbaugh, Mary S.; Wyels, Joyce (1990). Celebrating Diversity. Instructor, v100 n2 p44-48 Sep. The challenges and joys involved in teaching recently arrived immigrant children are discussed in this article. A variety of effective classroom strategies are presented. Information on English-as-a-Second-Language (ESL) students and ESL techniques is also included. (IAH)…

Allen, Patsy (1994). Working with Parents: When Children Speak a Different Language. Day Care & Early Education, v22 n1 p38-39 Fall. Notes that the increasing numbers of children from a variety of cultures and backgrounds attending preschools present new challenges for many teachers and parents. Discusses ways to provide developmentally appropriate activities for bilingual children. Stresses involving parents contributes to both the child's and parents' positive attitudes toward school. (TJQ)…

Clarkson, Philip C. (1991). Language Comprehension Errors–A Further Investigation. Mathematics Education Research Journal, v3 n2 p24-33. Error frequency and language competence of bilingual grade 6 students were analyzed to determine the effect of language comprehension in errors made in solving mathematical word problems. Results provide support for the linkage of comprehension errors to measures of language competency. (29 references) (MDH)…

Freeman, Yvonne S. (1998). Providing Quality Children's Literature in Spanish. New Advocate, v11 n1 p23-38 Win. Reviews the rationale and research that supports the development of literacy in children's first language. Discusses challenges educators face in using literature to support literacy development for Spanish speakers; discusses resources for teaching using children's literature in Spanish; and offers guidelines for teachers and librarians in choosing and using culturally appropriate books in Spanish. (SR)…

Cohen, Sarah; Pappas, Christine C.; Zecker, Liliana Barro (1998). Finding the "Right Measure" of Explanation for Young Latina/o Writers. Language Arts, v76 n1 p49-56 Sep. Describes a second-grade teacher-researcher's efforts to foster her Latino/a students' growth in writing. Focuses on her strategies (sometimes successful, sometimes not) to make the tacit aspects of writing explicit to her bilingual students via classroom talk. Searches for the right measure of explanation in two areas: fostering revision and genre distinctions. (SR)…

Delgado, Melvin (1998). Linking Schools, Human Services, and Community: A Puerto Rican Perspective. Social Work in Education, v20 n2 p121-30 Apr. School-based linkage to social services helps to coordinate scarce resources and encourage community participation. A longitudinal study of Puerto Rican families with children in bilingual classes is reported. Recommendations for developing and sustaining school-linked services to better reach Latino communities in urban areas are provided. (Author/EMK)…

Bernardo, Allan B. I. (1999). Overcoming Obstacles To Understanding and Solving Word Problems in Mathematics. Educational Psychology: An International Journal of Experimental Educational Psychology, v19 n2 p149-63 Jun. Investigates the effects of problem re-wording, language format, students' grade level, and academic achievement on understanding and solving word problems among Filipino-English bilingual students. Reveals that better understanding and solution performance occurred when problems were (1) re-worded, (2) in the students' first language, and (3) for students in higher levels of schooling and academic achievement. (CMK)…

Ruiz, Nadine (1998). Instructional Strategies for Children with Limited-English Proficiency. Journal of Early Education and Family Review, v5 n5 p21-22 May-Jun. Describes the Optimal Learning Environment (OLE) Curriculum, a resource for teachers of Spanish-speaking children, which looks for the upper range of the bilingual child's academic, linguistic, and social skills. Details principles governing the OLE curriculum, including the effect of students' sociocultural background and learning handicaps on oral language and reading. (HTH)…

Hardin, Valentina Blonski (2001). Transfer and Variation in Cognitive Reading Strategies of Latino Fourth-Grade Students in a Late-Exit Bilingual Program. Bilingual Research Journal, v25 n4 p539-61 Fall. A study examined how 50 bilingual fourth-graders utilized cognitive reading strategies to enhance comprehension of expository texts in Spanish and transfer strategic reading behaviors to English reading. Results indicate that strategic behaviors in the native language undergirded second-language reading behaviors and were more important in that respect than second-language proficiency. (Contains 50 references.) (TD)…

Tripp, Susan (1999). First Steps for Bilingual Learners. MCT, v18 n1 p30-36 Aut. Describes the First Steps program for bilingual learners in elementary school. After discussing learning as developmental, examines factors in effective learning (problem solving, embeddedness, working memory, interaction, and time); explains the developmental curriculum of First Steps; discusses First Steps as a resource for teaching; and looks at bringing mainstream English and English-as-a-Second-Language teachers closer. (SM)…

Kaiser, Susan (1992). A Comparison of Performance on the California Achievement Test Administered Mid-Year between Students of Native Spanish Bilingual and Monolingual Backgrounds. A study tested the assumption that there would be no significant difference in the test scores of the California Achievement Test between students of monolingual Hispanic and bilingual Hispanic backgrounds. The sample tested two groups of first-grade children (21 children in all) with Hispanic backgrounds in Elizabeth, New Jersey. A comparison of the test scores indicated that there was no significant difference between the two groups. The hypothesis that a comparison of performance on a California Achievement Test administered mid-year will show no difference in reading readiness between students of bilingual and monolingual Hispanic backgrounds at the first grade level was proven. (Three tables of data are included; an appendix of test data is attached.) (Author/SR)…

(1980). Supplement for Curriculum Guide for Science: Lao-Speaking Students. Kindergarten-Grade 8. Working Draft. This supplement to the Chicago public schools' science curriculum, for use with Lao-speaking students in grades K-8, is designed to help students make the transition to learning science in English. English-Lao vocabulary lists, independent learning activities and teaching aids (in both languages), and study questions (in Lao) are included to permit the child to use his/her knowledge of the Lao language in the study of science and to relate the study of science in Laos to the understanding of universal scientific concepts. Concepts studied at this level are living things, the universe, and the behavior of matter and energy. Information for the teacher is also provided as background for understanding differences in the study of science that result from geographic location and culture. (CMG)… [PDF]

Levenson, Dorothy (1975). Many Languages Are Spoken Here. Teacher, 93, 2, 68-70, Oct 75. Whether you have one or forty students who are not fluent in English, there are ways you can help them learn. (Editor)…

Cordasco, Francesco (1975). Spanish Speaking Children in American Schools. International Migration Review, 9, 3, 379-382, F 75. Discusses the background of and the need for the New York City Board of Education's new program to improve the education of "all Spanish speaking pupils whose difficulties with English impede their learning", which was begun in October 1974 and was to be fully implemented throughout 1975. [Available from Center for Migration Studies of New York, Inc., 209 Flagg Place, Staten Island, New York 10304]. (Author/JM)…

Atwell, Margaret, Ed.; Busch, Katharine, Ed. (1989). Proceedings of the Annual California State University, San Bernardino, Reading Conference (13th, San Bernardino, CA, May 17, 1989). A compilation of conference papers highlights the active role of the learner. The titles of the papers and their authors include: "Whole Language: Celebrating the Student within the Learning Community through Literature" (Dorothy J. Watson); "Integrating the Curriculum for Better Learning and Teaching" (Stephen B. Kucer); "Non- and Limited-English Speakers in Every Classroom: How Can We Help Them?" (Kathryn Z. Weed and Diana J. Sommer); "Creating Stories about Science through Art, Literature, and Drama" (Linda Prentice and Patricia Tefft Cousin); "The Bilingual Learner and Children's Literature in Spanish: Let the Celebration Begin!" (Joan S. Mims); "Celebrating Poetry" (James H. Rupp); "Beginning Reading: The Next Stumbling Block" (Darlene M. Michner); "Developmental Trends in the Interpretation of Motives, Beliefs and Feelings of Story Characters" (Donna W. Emery); "Study Strategies in Social… [PDF]

Ouk, Mory; And Others (1988). Handbook for Teaching Khmer-Speaking Students. Between 1975 and 1987, 140,000 Cambodians arrived in the United States; most have settled in California. This handbook for teachers and administrators who work with Khmer students and their parents begins with an overview of Cambodian history, and pays special attention to events since the Communist takeover in 1975. The second chapter, \Educational Background of Khmer Refugees,\ describes educational policy in Cambodia from the third century up to 1975, the subsequent situation in refugee camps, and the problems of Khmer families newly arrived in this country. Chapter 3 provides an introduction to the Khmer language. Chapter 4, \Recommended Instructional and Curricular Strategies,\ details the benefits of fostering and maintaining native language literacy among the Khmer and discusses bilingual teaching methods. A bibliography contains references, suggestions for further reading, and lists of materials in the Khmer language. Appendixes list California school districts ranked by…

(1986). Project PAN, 1985-1986. OEA Evaluation Report. In 1985-86, the first year of a three-year funding cycle, Project PAN provided bilingual instruction in two New York City high schools, John Bowne and Newtown. The project reached 355 students of Chinese/Vietnamese, Korean, Pakistani, and Indian origin, most of whom had recently arrived in New York and were of limited English proficiency (LEP). Project PAN provided instruction in English as a second language, native language arts, and bilingual instruction in science, social studies, typing, and career orientation. A transitional program emphasizing the successful integration of students into their newly-adopted society, Project PAN was designed and implemented to achieve bilingualism for both LEP students, who learned English and their native language, and English proficient students, who learned the language of their ethnic group. Title VII funded most of the project's administrative and support-services position, and instructional services were funded by tax-levy and other…

Freeman, David; Freeman, Yvonne (1986). Bilingual Learners: How Our Assumptions Limit Their World. Five common assumptions are held by teachers about learners: (1) adults should choose what children need to learn; (2) oral language must be mastered before written language can be introduced; (3) real, whole language is too difficult for students learning language; (4) language learning is different in different languages, and simultaneous learning will be confusing; and (5) specifically for bilinguals, teaching in English is essential to school success and acculturation. There is research to dispute each of these assumptions. One instructional approach that incorporates recent research and rejects the assumptions is the whole language approach, which integrates all four skills (listening, speaking, reading, and writing), exposes children to language in real, functional contexts, encourages language exploration, and builds on the students' existing linguistic strengths. (MSE)… [PDF]

(1986). Project BACIS, 1984-1985. OEA Evaluation Report. In 1984-1985, the final year of funding, Project BACIS provided instructional, resource, and supportive assistance to three different populations of recent immigrants from Cambodia, Haiti, and Vietnam at three high schools in New York City: Christopher Columbus (Bronx), Samual J. Tilden (Brooklyn), and Walton High School (Bronx). At each site the program maintains a resource room, equipped with materials in the students' native languages. Over half of the students were Haitians; the other students were speakers of Khmer, Vietnamese, and various Asian languages. Program staff at each site worked with varying numbers of students. All students spoke their native language at home and were reading below grade level. The Vietnamese and Cambodian students suffered major interruptions in their education as a result of political upheaval in their native countries. At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native…