(1988). The Hmong: An Annotated Bibliography, 1983-1987. Southeast Asian Refugee Studies Occasional Papers Number Seven. The Hmong are a preliterate Southeast Asian tribe in the remote highlands of Vietnam, Thailand, and Laos. During the 1960s and 1970s, the Central Intelligence Agency (CIA) recruited many Hmong to fight rebel forces in Indochina. Losing to the Pathet Lao in 1975, the Hmong were forced to flee Communist-controlled Laos. The United States accepted more than 60,000 Hmong refugees between 1975 and 1986. As of April 1985, 34,700 Hmong, including their American-born children, live in California. This 318-item annotated bibliography is a compilation of printed and audiovisual materials on the Hmong published or produced between 1983 and mid-1987. The main focus is Hmong resettlement in the United States, but material has been included on the Hmong in Southeast Asia and China. The principal language focus is English, but English-Hmong bilingual material is included. Topical divisions are the following: (1) Bibliographies; (2) Ethnography; (3) Linguistics; (4) Refugees/Resettlement Issues;… [PDF]
(1984). Dewitt Clinton High School Project BISECT. O.E.E. Evaluation Report, 1982-1983. Project Bilingual Spanish-to-English Career Training (BISECT) in its first year of funding offered bilingual instruction, career awareness development, and supportive services to 255 Hispanic students of limited English proficiency. Title VII, Title I, and tax-levy funds supported the program, which was implemented at DeWitt Clinton High School (Bronx, New York). In addition to student instructional services, a number of other areas were covered: curriculum development; staff development; parent participation; and supportive services, including guidance and academic counseling, home visits, career awareness activities, visits to educational and cultural sites, two newsletters, and visits to junior high schools. Analysis of student data indicated that (1) the program met its objectives in English language development; (2 IMPACT students exceeded program objectives in career or vocational classes and in mathematics, science, social studies, and native language courses; and (3)… [PDF]
(1983). Louis D. Brandeis High School. New York State Chapter 720 Bilingual Program. O.E.E. Evaluation Report, 1981-1982. The Chapter 720 bilingual program located at Louis D. Brandeis High School in New York City, seeks to provide specialized Spanish and English instruction in mathematics and language development for 250 Spanish speaking students. This report briefly describes the program's goals and objectives, its organization, and instructional and noninstructional services it provides. It also presents evaluation findings from 1981-82, the program's third year of operation. The following results are given: (1) program students made statistically significant gains in Spanish language reading scores from pre to post test, as measured by the "Prueba de Lectura"; (2) program students showed statistically significant gains in bilingual mathematics, as measured by the Metropolitan Achievement Test; (3) in content-area subjects, program students' passing rates were 57 percent for mathematics, 70 percent for science, 56 to 62 percent for social studies, and 67 to 76 percent for native language… [PDF]
(1980). Selecting Evaluation Design: Participant's Handbook. Bilingual Evaluation Technical Assistance, Workshop IIB. This participant's handbook for a workshop on selecting evaluation designs for bilingual programs presents group activities to facilitate learning about the selection process. The objectives of the workshop are to (1) identify the implied comparisons associated with frequently encountered evaluation questions, (2) select the most appropriate evaluation design for four different evaluation purposes, and (3) design a small evaluation for a simulated bilingual program. Three activities that will help participants achieve these objectives are described. The first activity involves analyzing a design for evaluating students' achievement in English, Swabe, and Ono reading; math; and language skills. The second activity involves deciding on the necessary comparative data and design required for a given evaluation. The third and final activity involves designing an evaluation of either an elementary or junior high school bilingual program. Sample answers are given, and a workshop participant…
(1969). From NDEA to EPDA: Can We Improve?. Hispania, 52, 3, 357-361, 69 Sept. …
(1980). James Monroe High School Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at James Monroe High School in New York City in 1979-1980 to serve Spanish speaking students. The evaluation provides a demographic context, information on student characteristics, and a program description. Instructional components discussed include: (1) funding; (2) bilingual classes; (3) mainstream classes; and (4) transition. Non-instructional components reviewed include: (1) curriculum development; (2) supportive services; (3) staff characteristics and development; (4) parental and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test. Also shown are tables measuring students' performance in science, mathematics, and social studies. In addition, test results for native language reading achievement and oral language ability are presented. Attendance figures are given and conclusions and recommendations are offered. (APM)… [PDF]
(1981). Comprehension and Teaching: Research Reviews. Reflecting the interdisciplinary emphasis that reading comprehension has received during the past decade, the articles in this volume deal with both the processes involved in reading and the instructional practices used in teaching it. The six articles devoted to reading processes deal specifically with the following topics: schemata, comprehension of text structures, vocabulary knowledge, the social context of learning to read, and social-psychological perceptions and reading comprehension. The six articles concerning instructional practices report on instructional variables in reading comprehension, academic learning time and reading achievement, the role of reading in bilingual contexts, characteristics of exemplary reading programs, overcoming educational disadvantages, and recognizing reading comprehension programs. (FL)… [PDF]
(1980). Practical Guide for the Bilingual Classroom Spanish/English. This book is a compilation of cultural information and Spanish-English phrases and sentences that will be useful to English-speaking teachers and administrators in a bilingual setting. The guide presents information on differences between Anglo and Latin cultures, Spanish words and phrases that are useful in a variety of settings, and sample office, classroom, and counselor's forms in both languages. The categories it deals with are the following: (1) the student; (2) classroom activities, communication, subjects, and units of study; (3) recess; (4) various directions around the school; (5) parent conferencing, including cultural notes as well as words and phrases; and (6) stores, services, and people in the community. (AMH)…
(1977). A Survey of the Puerto Rican Community on Milwaukee's Northeast Side in 1976. Based on a research study carried out in the mid-1970s, this paper traces the Puerto Rican immigration into Milwaukee and provides an overview of the economic and social conditions which fostered the growth of Milwaukee's Puerto Rican population. Also discussed are Puerto Rican family and household characteristics, religion, jobs and income, and health care. The Puerto Rican neighborhood is examined in terms of its housing, community organizations, recreation, and transportation. The political climate of the Puerto Rican community is described as being marked by indifference and disunity. The various stages that the educational process has undergone through the years in meeting the needs of Puerto Rican students are described, with particular attention given to the growth of bilingual/bicultural programs. In addition, the prospect of Puerto Ricans maintaining their ethnic identity into the 1980s is discussed. Appendices list comments by Puerto Rican individuals regarding such…
(1979). ESEA Title VII, Program for Achievements in Chinese, English and Spanish (PACES). Interim Report, 1978-79. The primary goals of the Program for Achievement in Chinese and English and Spanish was to provide for the special linguistic, academic, and cultural needs of Chinese and Spanish speaking students in grades seven, eight, and nine. Program activities capitalized on students' native language proficiency while they developed competency in English. Program components included instructional activities, staff development, parent and community involvement, and curriculum and resource center development. Evaluation of the program was completed through the use of pre/posttest student achievement data and questionnaires completed by teachers. Questionnaire findings indicated that the staff development component was successful. Achievement test data indicated inconsistent attainment of goals in both Chinese-English and Spanish-English components across all grade levels. Recommendations for future program implementation are included. (MK)…
(1967). STARTING ENGLISH EARLY–A GUIDE AND COMMENTARY. THIS GUIDE AND COMMENTARY DESCRIBES "STARTING ENGLISH EARLY," A 30-MINUTE COLOR FILM BASED ON THE DAILY ACTIVITIES OF SPANISH-SPEAKING CHILDREN WHO MADE UP A DEMONSTRATION CLASS IN ENGLISH AS A SECOND LANGUAGE OFFERED BY THE NDEA INSTITUTE AT THE UNIVERSITY OF CALIFORNIA AT LOS ANGELES DURING THE SUMMER OF 1966. THE PURPOSE OF THE FILM WAS TO DEMONSTRATE TECHNIQUES OF TEACHING ENGLISH AS A SECOND LANGUAGE TO CHILDREN OF ELEMENTARY SCHOOL AGE. THE LINGUISTIC PRINCIPLES INVOLVED AND THE TEXT AND TEACHER'S NOTES FOR THE FIRST LESSON TAUGHT IN THE FILM ARE PRESENTED IN THIS GUIDE. THE AUTHOR'S SUMMARY POINTS OUT THAT–(1) WHILE BEING BILINGUAL IS AN ASSET, IT IS NOT AS IMPORTANT A TEACHER QUALIFICATION AS BEING WELL-TRAINED IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE, (2) CLASSES OF MORE THAN 15 CHILDREN ARE TOO BIG FOR EFFECTIVE LANGUAGE WORK, AND (3) IN SPITE OF VARIATIONS IN THE SIZE AND ATTRACTIVENESS OF THE CLASSROOM, A WELL-TRAINED AND MOTIVATED TEACHER WITH AN…
(1965). THE MIAMI BILINGUAL PROGRAM. IN THE BILINGUAL SCHOOL, ONE OF FOUR PARTS OF THE BILINGUAL PROGRAM, NONENGLISH SPEAKING PUPILS AT ALL LEVELS ARE CLASSIFIED ON THE BASIS OF THEIR PROFICIENCY IN ENGLISH AND GROUPED HOMOGENEOUSLY ACCORDING TO THEIR LANGUAGE ABILITY. ENGLISH IS PRESENTED AS A SECOND LANGUAGE. AUDIOLINGUAL TECHNIQUES ARE EMPHASIZED, BUT READING AND WRITING ALSO RECEIVE ATTENTION. A STUDENT ADVANCES ACCORDING TO HIS ABILITY. THE SCHOOL BEGAN IN 1963 WITH SUMMER WORKSHOPS FOR TEACHER TRAINING AND MATERIALS DEVELOPMENT. SIXTEEN GROUPS OF FIRST, SECOND, THIRD AND FOURTH GRADE PUPILS, HALF OF WHOM ARE NATIVE SPEAKERS OF SPANISH AND HALF, NATIVE SPEAKERS OF ENGLISH, ARE INVOLVED IN THE SCHOOL PROGRAM. TEACHERS AND PUPILS WORK IN THEIR OWN LANGUAGE FOR APPROXIMATELY HALF THE DAY AND IN THE SECOND LANGUAGE FOR THE OTHER HALF. EXCEPT FOR THE USE OF BOTH ENGLISH AND SPANISH AS INSTRUCTIONAL MEDIA, THE INSTRUCTIONAL PROGRAM IS COMPARABLE TO THAT OF OTHER MIAMI ELEMENTARY SCHOOLS. OTHER PARTS OF THE FORD…
(1978). Schedules for Language Background, Behavior and Policy Profiles. Three questionnaires are offered as language planning aids. These instruments measure variables in language background, language behavior, and language policy, particularly in situations where two or more dialects of languages are used. The first questionnaire asks 60 questions designed to form a language background profile of an individual. The second elicits an individual's history of language behavior on a time scale. The third questionnaire is a guide to obtaining a sociolinguistic community profile for language policy and educational programs. (JB)… [PDF]
(1968). Language Problems of Developing Nations. Most of the papers in this collection were presented at a conference on language problems of the developing nations at Airlie House, Warrenton, Virginia in November 1966. This conference was one of the several organized and sponsored by the Committee on Sociolinguistics of the Social Science Research Council in its effort to promote interdisciplinary research and training. The phenomena of the birth and rebirth of nations, peoples, and languages are not only provocative but basic to an understanding of social change, national integration, and language development. The introductory section of this volume presents papers by J.A. Fishman, J. Das Gupta, and C.A. Ferguson. Part II (Language and National Development) contains papers by J.A. Fishman, H. Kloss, D. Rustow, A. Tabouret-Keller, P. Alexandre, C.F. Gallagher, J. Das Gupta, J.J. Gumperz, B. Jernudd, A.A. Mazrui, J.N. Paden, and P.L.van den Berghe. Selections in Part III (Language Planning, Standardization, and Policy) are by R.G….
(1977). Irish Language Promotion: Potentials and Constraints. Occasional Paper No. 1. This paper provides a summary of the proceedings of a public lecture and a seminar conducted by William F. Mackey, on "Options for Language Promotion by Means of the Education System" and "Implications of Bilingualism," including the question and answer sessions. Part one, summarizing the lecture, discusses the role of the educational system, the use of Irish in the community, and the attitudes of the public. Part two, summarizing the seminar, discusses what state institutions, other agencies, and individuals can do to promote the use of Irish. It is felt that while two thirds of the population wish to see at least as much Irish in use as English, this cannot become a reality unless skills are improved and maintained, and that this cannot be done until there is some agreement on how the survival of the Irish language can be ensured. (Author/AM)…