Shore, Kenneth (2001). Success for ESL Students. Instructor, v110 n6 p30,32,106 Mar. Presents 12 ideas for meeting the educational and social needs of second language learners, including: assess student needs; empathize; foster a sense of belonging; assign a buddy; use sheltered English techniques; teach key words; read and reread books aloud; provide opportunities for success; keep track of language progress; value bilingualism; encourage family involvement; and foster appreciation for cultural diversity. (SM)…

Burden, Robert; Williams, Marion (1996). Evaluation as an Aid to Innovation in Foreign Language Teaching: The \SPARE\ Wheel Model. Language Learning Journal, n13 p51-54 Mar. Describes how a request to help evaluate an innovative bilingual project in an international school led to positive changes in project implementation and a more constructive way forward for the main participants. The article presents a model, called a \SPARE wheel\ in order to emphasize the cyclical nature of evaluation. Results indicate the efficacy of the model. (five references) (CK)…

Jones, Evangelina Bustamante; Rodriguez, James L.; Young, Russell (1999). Identity and Career Choice among Mexican American and Euro-American Preservice Bilingual Teachers. Hispanic Journal of Behavioral Sciences, v21 n4 p431-46 Nov. In-depth interviews with Mexican-American and Euro-American bilingual teaching candidates examined differences in reference group orientation, affiliative identity, and rationale for becoming a bilingual teacher. Mexican Americans had a strong Mexican affiliative identity and seemed personally compelled to maintain the language and culture. Euro-Americans were motivated by various individual reasons. Contains 22 references. (Author/SV)…

Freeman, David; Freeman, Yvonne; Gomez, Leo (2005). Dual Language Education: A Promising 50-50 Model. Bilingual Research Journal, v29 n1 p145-164 Spr. Dual language education programs have become extremely popular. Although these programs share common characteristics, they vary in several respects. Programs use different languages and include students with varying characteristics. For instance, many of these programs include students with fluent English proficiency and those with limited English proficiency; students identified with learning disabilities and those who are gifted; and students who are economically advantaged and those who are disadvantaged. Two basic dual language program models are the 90-10 and 50-50 models. This article describes a unique 50-50 model that divides language of instruction by content area as well as by time. The model has been successfully implemented in regions with high concentrations of Latino students. It does not require a 50-50 balance of native English speakers and native Spanish speakers. In addition to describing the model, the authors report results of standardized tests, administered in… [Direct]

Hargrove, Kathy (2005). In the Classroom: What's a Teacher to Do?. Gifted Child Today, v28 n4 p38-39 Fall. This article describes the experiences of a second grade teacher who teaches in a heterogeneous bilingual classroom in a large district, and his assignment in a graduate class to conduct action research. This teacher was concerned about the academic performance and motivation of two gifted, but underachieving Hispanic boys in his class. Both of the students had been identified as gifted, based upon high scores on standardized and non verbal tests. Each demonstrated high cognitive ability both mathematically and verbally. After nearly a full year in the second grade class, both students had shown varying degrees of interest in learning and self-discipline. There was an apparent discrepancy between their scores on standardized tests and their actual performance on daily work in the classroom. They quite often seemed to coast and attempt to get by with the barest minimum of effort. Having looked at research that says \untreated\ underachievement becomes an entrenched behavior, one that… [PDF]

Johnson, Cynthia E.; Viramontez Anguiano, Ruben P. (2004). Latino Parents in the Rural Southeast: A Study of Family and School Partnerships. Journal of Family and Consumer Sciences, v96 n4 p29-33. This qualitative study examined the collective factors of parenting practices in the context of Latino family culture, parental involvement, and community-school relations among Latino parents and school personnel in three rural southeastern communities. A total of 75 respondents, including school personnel and Latino parents, participated in focus groups and individual interviews. Recommendations for practice and future research are provided to school personnel and family professionals who work with Latino families. (Contains 4 tables.)… [Direct]

Klatter-Folmer, Jetske; Knoors, Harry; Meuleman, Judith (2003). Parents' and Teachers' Evaluations of the Communicative Abilities of Deaf Children. American Annals of the Deaf, v148 n4 p287-294 Fall. The authors compared evaluations by parents and teachers of the communicative abilities of deaf children. Such comparisons between parents' and professionals' assessments of the language development of children who are deaf can provide useful information on which to base ecologically valid intervention approaches. A secondary interest of the authors was to investigate the possible influences on language development of gender, the presence or absence of cochlear implantation, and communication modality (i.e., auditory-verbal or bilingual). The study included the mothers and teachers of 14 deaf children educated in auditory-verbal or bilingual programs. Two scales from a survey instrument, Profiles of the Hearing Impaired (Webster & Webster, 1995), were used. No significant differences between the teachers' and parents' evaluations were found. Gender, cochlear implantation, and communication modality were found to have no significant effect on the evaluations. (Contains 3 tables.)… [Direct]

Pulu, Tupou L. (1978). Koyukon Athabaskan Dance Songs. Nineteen songs sung at potlach activities to honor the dead have been transcribed and compiled to foster greater understanding and appreciation among Alaskan school children of the place of songs in the life of the Central Koyukon Athabaskans who believe that singing and dancing allow emotional release from the sadness of losing a loved one. The songs, never directly naming the deceased person, tell of how much the person is missed by his family and friends and of the good deeds the person did when he was alive. The songs fall into three basic types: (1) the mask dance songs, sung with the typical Eskimo words accompanied by the beating of the hand drum; (2) the washtub songs, to which the people dance around a peeled spruce pole moving a piece of calico up and down with their hands; and (3) the stick dance songs, sung only during the proper time at the Feast for the Dead. Each song is presented with lyrics in Athabaskan and English, a brief history of the subject of the song and… [PDF]

Kallembach, Sheri, Comp.; And Others (1992). Students with Limited English Proficiency: Selected Resources for Vocational Preparation. Volume 2. This volume of resource listings is intended to assist state and local administrators of vocational special needs programs, special needs educators, counselors, researchers, policymakers, and others in locating resources for developing or improving programs and services for youth and adults with limited English proficiency. Materials listed in this guide include 85 publications; 21 newsletters; 2 journals; 22 agencies, associations, and organizations; 18 centers for educational information and services; 9 clearinghouses; 3 computer-based information networks; and 7 databases. The entries are categorized by the following cluster headings of the common components of exemplary programs: program administration, curriculum and instruction, comprehensive support services, formalized articulation and communication, and occupational experience. Resources on general literature and model programs and practices are also included. For each entry, an annotation, the price, ordering information,… [PDF]

(1990). Instructional Technology. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 15, 1990). This report summarizes a joint session held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues related to instructional technology in Native American education. The testimony pertained to an exemplary program at Hualapai School in Peach Springs, Arizona. The school, which serves 225 students in grades K-8, has over 90 computers and a video studio with three cameras. The computers provide reinforcement for classroom work, word processing capability within a whole language program, and the ability to create instructional materials in the Hualapai language and materials that are culturally relevant. The video equipment is used to make student productions, often in relation to a cultural environmental curriculum. In addition, elders have been drawn into the school to provide cultural education, such as an ethnobotany program in which elders demonstrate traditional harvest methods and uses of plants, while the… [PDF]

(1992). Alaska Native Languages Preservation and Enhancement Act of 1991. Hearing on S. 1595 To Preserve and Enhance the Ability of Alaska Natives To Speak and Understand Their Native Languages, before the Select Committee on Indian Affairs, United States Senate, One Hundred Second Congress, First Session (Anchorage, Alaska, October 19, 1991). This Senate hearing received testimony expressing the concern that Alaska Native languages are dying, and suggesting ways to stimulate and improve Native language instruction in schools and community settings. The director of the Alaska Native Language Center (University of Alaska, Fairbanks) provided information about the history of suppression of Native languages in Alaska schools. Of 20 Native languages, only Central Yupik and St. Lawrence Island Yupik are still spoken by children. Village and tribal elders, chiefs, teachers, students, and parents discussed the following issues: the loss of cultures as children cannot speak with grandparents; the shared childhood experience of being punished in school for speaking Native languages; the need to train fluent Native speakers as language teachers and then pay them and treat them as professionals; the possibility of allowing Native languages to substitute for "foreign" languages in the curriculum; the need for Native…

Hernandez, Lourdes; Nava, Paul; Palacios, Esther C.; Rubalcava, Anna (1995). Empowering Students and Their Families To Succeed through Innovative, Diverse, and Challenging Educational Programs. The Region XI Migrant Education Program, Pajaro Valley Unified School District (Watsonville, CA) serves approximately 6,300 students during the regular school year and 4,400 students during the summer. Virtually all students are Hispanics, and 47 percent are currently migrant. As a group, these students have at least three characteristics that put them at risk: interrupted schooling due to migration, limited English proficiency, and low academic achievement. The district provides a variety of instructional, health, and support services to migrant students aged 3-21 and their parents. This packet compiles various materials describing the district's programs and services. The district's education plan for 1994-95 identifies areas of highest need (language development, mathematics achievement, preschool and early intervention, dropout prevention, and dropout recovery), and outlines objectives, activities, and evaluation plans for instruction in basic and advanced skills, services to… [PDF]

(1973). Description of Bilingual Programs Funded by Title III, ESEA. This booklet presents descriptions of 3 bilingual programs funded by Title III, ESEA: The East Harlem Pre-School, the Bilingual Elementary School Program, and the Bilingual Resource Center. Program objectives are included. (SK)… [PDF]

Paul, Alice S. (1991). Early Childhood Education in American Indian and Alaska Native Communities. The expansion of early childhood education for American Indians and Alaska Natives has reflected the trend in the larger society. While efforts are being made to improve early childhood care and education for all children, deeper issues must be considered by Native Americans. First among them is the long history of forced assimilation and attempted acculturation of Native Americans into the mainstream society. Native American children must be allowed to maintain their Native identities and retain the unique strengths embedded in their cultures. Programs for young Native children must be designed within the context of each child's culture, home language, and family. Successful programs encourage parent involvement, use parents and community members as resources, offer parents educational opportunities, and link home learning with school learning. The current definition of readiness focuses the blame for early school failure on the child. Instead, schools should support the culturally… [PDF]

Newcomb, Thomas L. (1991). The Amish Child and Teaching Composition. Amish children are at a disadvantage in the rural public school because of their unique traditional upbringing and multilingual society. One of the greatest areas of risk is language arts. This document provides resources and instructional tips for teachers teaching writing to Amish children in rural elementary schools. The Amish are a linguistic, cultural, and religious minority all at the same time. Little research and information are available to public schools to help them meet the special needs of these children. These three types of minority status coupled with rural culture factors may produce invalid results on standardized tests. Eight steps are listed by which the teacher can reduce bias against Amish children, including development of cultural awareness, evaluation of the validity of standardized tests, and use of more appropriate student evaluation methods. English-as-a-Second-Language (ESL) students need not be proficient in speaking it in order to learn to write in it….

(1985). Project ESL-SEDAC, 1983-84. E.S.E.A. Title VII Annual Evaluation Report. During 1983-84, the second of three program cycles of the Title VII English as a Second Language, Special Education Development Approach Curriculum Project (ESL-SEDAC) was fully implemented in the New York City Public Schools. The project provided direct instruction to 260 handicapped limited English proficient students, resource assistance, ongoing individual staff training, staff development, and parent training workshops. All program objectives were fully or partially attained. The proposed criteria for student achievement were met in English-language listening, speaking, reading, and writing, as was the criterion for improvement of the instructional skills of participating classroom teachers. Staff development and parent training workshops were effective and well received, although not as well attended as hoped for. The program curriculum, "Day by Day in English: ESL-SEDAC Daily Living Skills Curriculum Guide," was field tested, revised, and distributed. The following… [PDF]

(1986). Project CAREERS, 1985-1986. OEA Evaluation Report. In 1985-86, Project CAREERS was in its third and final year at three Queens, New York, high schools. The project's goal was to help limited English proficient (LEP) students acquire proficiency in English while they developed reading and writing skills in their native languages. This goal was pursued through instruction in English as a second language (ESL) and native language arts, and bilingual instruction in mathematics, science, and social studies. The project served a total of 293 Hispanic, Chinese and Haitian LEP students at three Queens high schools. In addition to basic instructional goals, Project CAREERS aimed to teach basic skills in health-, law-, and business-related subjects, and to foster a positive career orientation. Title VII funds supported administrative and support staff positions, including a resource teacher and paraprofessional located at each site. Two of the schools were provided with a resource room for the project's career-oriented component. In 1985-86,… [PDF]

Holtzman, Wayne H., Jr.; Mendoza, Patricia (1984). Decision Models to Assist in Assessment Procedures for Bilingual Exceptional Children. The reasons for overrepresentation of Hispanic children in the learning disability service category are examined, and two assessment models designed to accommodate the needs of limited English proficient (LEP) and bilingual exceptional children are analyzed. The first model, a modification of J. Tucker's model, proposes parent consultation at every stage of the assessment process and relies on a variety of different types of data from different sources. P. Mendoza's Coordinated Service Delivery Model is also described, and its advantages are noted to include delineation of procedural safeguards at the preassessment stage to validate referral of culturally/linguistically different students or LEP students. This model emphasizes determination of specific levels of language proficiency through a comprehensive language assessment. It is suggested that an integration of two models holds the most promise. (CL)…

(1983). A Review of Research Affecting Educational Programming for Bilingual Handicapped Students. Final Report, Volume 1. The first (containing chapters 1 through 5) of two volumes begins a review of research regarding educational programming for bilingual handicapped students. The following major topics are addressed: (1) demography (socioeconomic ties, geographic location/residential patterns); (2) assessment (legal mandates, nondiscriminatory assessment); (3) cognitive-linguistic development and language-culture ties; (4) teacher training (critical competencies, characteristics of current training programs, model training programs); and (5) curriculum and instructional methods (locus of control and learned helplessness, second language acquisition). Chapters typically include recommendations for policy, references, and a substantial annotated bibliography. (CL)… [PDF]

Reyhner, Jon; And Others (1984). Heart Butte: A Blackfeet Indian Community = Moisskitsipahpiistaki Siksikaiitsitapi Ohkanopissini. A collection of photographs published by the Heart Butte Bilingual Program depicts student life in Heart Butte on the Blackfeet Indian Reservation in northern Montana. Each photograph is captioned both in first-grade English and in Blackfeet. Included are Photographs of the community center, a general store, a church, the Heart Butte school, a school social gathering, a band, dancing, eating, and play and learning activities. A Blackfeet glossary of words used is appended. (MM)…

Hepburn, Larry; Shin, Masako (1981). Multi-Cultural Competency-Based Vocational Curricula. Maintenance Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on maintenance mechanics. This program is designed to run 40 weeks and cover 5 instructional areas: basic electricity (14 weeks); maintenance and repair of heating (4 weeks); maintenance and repair of air conditioning (12 weeks); maintenance plumbing (3 weeks); and maintenance carpentry (7 weeks). A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the residential air conditioning section, a student should be able to (1) add oil to a hermetic system; (2) add refrigerant to a hermetic system; and (3) install a filter-drier. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. In…

Garcia, Gilbert; Maynes, J. O., Jr. (1980). Arizona State Plan for the Education of Migratory Children, Fiscal Year 1981. The Arizona state plan for a program designed to provide educational assistance and support services to an anticipated 15,310 migrant children is presented for fiscal year 1981. The plan administration, agency organizational structure, and authority and program definitions are explained. The population to be served, assessment of special educational needs, objectives of the program, and expected results are narrated. The plan of action, schedule of activities, data to be collected, and additional service sources are outlined. The geographic locations of crop areas and migrant projects in progress are revealed, along with biographical sketches of the director of the program and other key personnel. A description of accomplishments of similar programs implemented since 1967 is given, and an appendix describing inservice training is included. (JD)…

Kotesky, Art (1979). Report on Community Needs Survey of the Hispanic-American Population of Elgin. A telephone survey was undertaken of a random sample of 75 Hispanic-American family groups in Elgin, Illinois. The purpose was to learn the educational needs and characteristics of this and the large Hispanic-American group it represents in the community. Preferred courses were elicited, and the preferred method of instruction was in English with Spanish learning aids, a method used in Elgin Community College's Bilingual Access Program. Morning and evening scheduling of classes were preferred also. Only about two-thirds of the group would require financial aid, and most could provide their own transportation. The average schooling of the group was eight to nine years, most have Mexican and Puerto Rican background, and the average age was 34 years. No further analysis is given. The survey instrument, in Spanish, is appended. (MSE)…

Arias, Beatriz; And Others (1978). An Evaluation of the Head Start Bilingual Biclutural Curriculum Development Project. Review and Recommendations for the Test Battery. The purpose of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates 1978), is to familiarize curriculum model developers with test and item analysis procedures used to select and recommend tests for evaluating curriculum models. Considerations and procedures (such as screening, and comparing and determining best fit between tests and programs) used in choosing tests are indicated. Recommendations for measures to be included in the Head Start curriculum model assessment battery are made and test administration guides are provided. Materials related to the test selection effort, including lists of the curriculum models' characteristics, cross-model behaviors, sources of information, a list of language measures, test match forms, results of item analysis, and reviews of recommended and non-recommended measures are appended. (Author/RH)…

Do, Dinh Tuan; And Others (1977). Mathematics: A Vietnamese Supplement. A High School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in mathematics is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but it is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) geometry postulates and theorems in both Vietnamese and English; and (2) a glossary of technical terms. (Author/AMH)…

Chan, Yiu Man (1977). A Multicultural Social Studies Series for C.S.L. Students. Book 1. Europe. This text is written primarily for students of Chinese as a second language who are continuing in the ESEA Title VII Chinese Bilingual Pilot Program at the secondary level, and introduces different aspects and general knowledge of Europe. The text is divided into twenty-five lessons, having the following headings: European Countries, Class, On the Move, Holland, Europe, Cities, Greece, Rome, Martin Luther, Renaissance, European Buildings, Nations, Colonies, Life in Europe, Industrial Revolution, Science, Rousseau, Women, Karl Marx, Too Many People, Evolution of a Revolution, Germany, East Germany and West Germany, Pollution, and Living. No more than 50 characters are introduced in each lesson. At the end of each lesson, there is a list of terms in both English and Chinese, vocabulary, and exercises. Answers to the exercises are at the back of the book. The text is to be used along with the World Studies Inquiry Series: Europe, and A Multicultural Social Studies Series: Europe. (CLK)…

McConnell, Beverly (1975). Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Mid-Year Evaluation, 1975-76 Program Year. Combining URRD and other funding sources, the program provides an interstate and interdistrict tutoring service, usually outside of regular school hours, to children of migrant and seasonal farm worker families. The tutoring is done by adult paraprofessionals, many of whom are parents or relatives of the children served. Parents also participate in program management through advisory groups for each site. Serving primarily Mexican American children, the program consists of two permanent sites in Connell and Moses Lake, Washington, and a "mobile component". The mobile component provides tutoring to migrant children in their home base in La Grulla (Texas) as well as during their stay in Washington, Oregon, Idaho, and Illinois. All curriculum materials used are programmed so that progress through them can be individualized. Child progress is also evaluated through nationally standardized tests. Nine objectives were established for the 1975-76 program year. This report…

Santana, Ray; And Others (1974). Parameters of Institutional Change: Chicano Experience in Education. During the 1960's, the Chicano movement directed considerable attention, energy, and resources toward educational change. The predominant mood was optimism and anticipation of major institutional change; the predominant tactic used was militant confrontation. Countless confrontations occurred and numerous plans and strategies for educational change were formulated during this period. These led to varying degrees of change. Composed of 2 parts, this publication examines and assesses the Chicanos' efforts to create institutional change. Case histories of Chicano experiences in attempting to create educational change are discussed in Part I. Among these are: (1) the Los Angeles Blowouts in East Los Angeles in March-April 1968; (2) the conference in Santa Barbara in April 1969 which resulted in "El Plan de Santa Barbara"; (3) Chicano Commencement which was a mass walkout of the June commencement at San Jose State College in 1968; and (4) the Bilingual/Bicultural program in…

Skinner, Jann (1970). The Somerton Story: Teaching Spanish Surname Children. A summer school project which was designed to reorient the teachers and the curriculum to more successfully provide for individual needs was described. This project was based on the philosophy that since the migrant child's social and language patterns are different from those of the mainstream of America and since these differences were common for 85 percent of the population of the Somerton school, the school and not the child should be changed. Teachers attended graduate courses and taught in the summer program where the pupil-teacher ratio was small. The unit approach was used because it correlated language and reading programs with the content areas. Flexible grouping on the basis of reading levels and/or interests was used, and the language-experience approach was introduced to beginning readers. Training in diagnostic skills was provided the teachers; a number of tests were used. Also, an English as a Second Language program (ESL) was incorporated at all levels–kindergarten… [PDF]

Reed, E. Irene, Comp. (1974). List of Materials Developed by the Eskimo Language Workshop. This bibliography consists of materials in Yup'ik and English prepared for levels K-3. Most of the entries are books, primarily fiction suitable for the primary grades. The nonfiction books are teachers' handbooks, instructional materials, and other teaching aids. In addition there is a list of newly completed or reprinted instructional or testing materials on various subjects in Yup'ik and English. Video tapes, filmstrips, and taped recordings in Yup'ik are also listed, as well as ESL materials and sets of questions for the books in Yup'ik and English. (LG)…