Gonzalez, Rosa Maria (2008). Question: What Are the Performance Results of Former English Language Learners (ELL) or Limited English Proficient (LEP) Students on Texas Assessment of Knowledge and Skills (TAKS) Subject Area Tests since the First Year That TAKS Was Implemented in Spring 2003 (School Year 2002-2003) through Spring 2006 (School Year 2005-2006)? Former ELL Students Series, Part 2. DPE Pub. No. 06.34 B. Online Submission The purpose of this report was to identify former English language learner (ELL) students and to know how they as a group had performed on 2006 TAKS. This is part 2 of a 2-report series. [For part 1, see ED619482.]… [PDF]

Ronco, Sharron (1992). Enhancing Academic Success: A Bilingual Freshman Year. AIR 1992 Annual Forum Paper. This paper provides an assessment of the Inter-American Science and Humanities Program, a program of the University of Texas, El Paso, which allowed students from northern Mexico to take their freshman level courses in Spanish while receiving instruction designed to rapidly enhance English language skills. The paper assesses the effectiveness of this effort in successfully preparing 886 participants who entered the program between fall 1984 and spring 1991 to move into the regular university curriculum, complete their academic programs, and earn a baccalaureate degree. Outcomes examined included participants' retention and graduation rates, credit hours earned over time, grade point averages at each level, and grades in selected English and bilingual courses. These outcomes were measured against those for a comparison group of international students. As a result of the data analysis and interview, several program weaknesses surfaced. These included the finding that the program was… [PDF]

Galvan, Jose; And Others (1987). Helping Limited English Proficient Students Succeed. A group of three brief conference papers, all concerned with methods to help Limited English Proficient (LEP) students succeed, is presented in this document. The first paper, "Integrated Content Language Approach" (Jose Galvan), suggests that LEP students who are at the intermediate level or beyond will benefit from programs integrating content and language instruction because their transitional progress will have the added advantage of a strong affective element. Interest in the language being used will rise, and their progress in the subject matter will continue. The second paper, entitled "The Eastman Success Story for Helping Limited English Proficient Students Succeed" (Bonnie Rubio), describes the Eastman Curriculum Design Project implemented in seven schools in the Los Angeles Unified School District in California. The program focuses on language separation: subject matter is taught either in Spanish, sheltered English, or mainstream English. The goals of… [PDF]

Nguyen, Hong-Loan (1980). Supplement to the Curriculum Guide for Social Studies: Vietnamese-Speaking Students. Kindergarten-Primary Two. Working Draft. This supplementary guide for use with K-2 Vietnamese-speaking students in Chicago public schools is keyed by page number to the standard social studies curriculum guides for these grades. The purpose of the activities in the guide, which are in Vietnamese, is to increase students' awareness and knowledge of the social environment in the United States through their active participation in the presentation of information concerning their own culture. Major concepts dealt with are the neighborhood and the community. Where appropriate, background information on the Vietnamese life style and culture that might prove useful to the teacher is given in English. (CMG)…

Rivera, Charlene (1982). Assessment of Language Proficiency of Bilingual Persons (ALPBP) Project. Executive Summary. A history and overview is provided of the Assessment of Language Proficiency of Bilingual Persons (ALPBP) Project. First, the points of origin are summarized and the components of the project are noted. Subsequent sections are devoted to a summary of the activities of each component. The research component concerned basic research related to language proficiency assessment (LPA) issues and consisted of three proposals for each of two cycles. The second component dealing with teacher training was implemented over a period of 2 years in Tucson (Arizona) and Berkeley (California). This component intended to provide forums wherein teachers and administrators would explore the application of ethnographic/sociolinguistic theories and methodologies that are used in LPA practices. The final component, an LPA symposium, is described as a major effort toward integrating insights gained from the findings of the other components of the project and as a forum where participants could be… [PDF]

Erickson, Frederick (1974). The Politics of Speaking. Notes From Workshop Center for Open Education, 3, 4, 9-15, W 74. If first language maintenance is considered to be a goal of bilingual-bicultural educational programs, then alternative evaluation strategies are called for that will examine the \politics of speaking\ in terms of determining the extent to which the informal or \hidden\ curriculum and social organization of the program was inadvertently discouraging students from using their first language despite the best intentions of staff and the students themselves. (EH)…

Robertson, Douglas J.; Trepper, Terry Steven (1974). The Effects of i.t.a. on the Reading Achievement of Mexican-American Children. Reading World, 14, 2, 132-38, Dec 74. Confirms that i.t.a. can be an effective tool with which to teach beginning reading of English to Mexican-American children. (RB)…

Hatch, Evelyn; And Others (1974). Acoustic Scanning and Syntactic Processing, Three Reading Experiments–First and Second Language Learners. Journal of Reading Behavior, 6, 3, 275-85, Sep 74. Presents the results of three experiments designed to test the acoustic scanning hypothesis for reading in a number of ways and to look at the cross-out procedure as a test of syntactic processing. (RB)…

Thompson, Cathy L.; Yawkey, Thomas D. (1983). Increasing Self Concepts of Young Bilingual Children in Home Settings: Discovering the Role of Parents in Project P.I.A.G.E.T.–Title VII. Technical Paper 150. The purpose of Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experiential Transforming) is to provide plans and procedures to develop bilingual children's self-concepts. This Title VII project, judged successful after 1 year of implementation, works with bilingual families in both the home and school settings. Its objectives include enhancing self-concept, increasing learning achievement, and developing more positive communication and interaction between child and parent. Lower socioeconomic status and a high unemployment rate characterize the bilingual families in the project. The program operates on six basic aspects of learning and growth: (1) acquisition of intelligence, (2) specific linguistic/cognitive benchmarks crucial to growth, (3) experiences to expand language and cognitive growth, (4) self-regulation of learning, (5) social interaction, and (6) children's play. These aspects provide the baseline for self-concept development. Specific activities in the… [PDF]

(1986). The Transition Program for Refugee Children 1984-1985. In 1984-85, the third year of its operation, New York City's Transition Program for Refugee Children (T.P.R.C.) provided funds to 42 public and four non-public schools (each having five or more refugee students). T.P.R.C. provides classes in English as a second language (E.S.L.) and/or content-area instruction with the E.S.L. approach specifically designed to improve English language skills. The program also attempted to acclimate students to American life and culture. Student achievement test results based on Criterion Referenced English Syntax Test (CREST) scores for 1984-85 found that T.P.R.C. students are generally progressing in their knowledge of reading and in mathematics at the same rate as the national norms and exceeded the city-wide criteria of one CREST objective per month of instruction. Students are doing well despite the fact that, while funding for the 1984-85 academic year was decreased by 40 percent compared to the 1983-84 year, the number of participants nearly…

Lombardo, Maria; Rivera, Charlene (1982). Considerations for Developing Language Assessment Procedures. A systematic approach for assessing language competencies of bilingual students is developed. Two issues are clarified. First, the issue of examining separately the four language skills is looked at, as well as the need to consider other related factors including cognitive functions operative in language processing, affective forces, and physiological and sociological factors. The second issue is the need to identify appropriate norm or criterion-referenced tests. In addition to the issues, the concepts of communicative competence and language dominance are clarified. Finally, guidelines are proposed for language proficiency screening and diagnostic assessment of bilingual students. These guidelines describe a multi-step process, involving the following steps: (1) a recommended screening process, (2) a diagnostic procedure, (3) identification and training of responsible personnel, (4) determination of requisite skills in first and second languages for academic achievement, (5)…

Lindblad, Anita; Lindblad, Torsten (1982). Learning a Third Language. English as a School Language for Bilingual and Multilingual Pupils: A Questionnaire Report. Research Bulletin No. 22. The educational status and English proficiency of immigrants to Sweden at the end of their compulsory schooling was investigated. Questionnaires were completed by 26 schools in 10 Swedish cities regarding the problems associated with the study of English as a third language by immigrant students in the comprehensive school. Schools in districts with high proportions of immigrant students were questioned about the optimal timing for introducing English instruction, remedial instruction outside of class hours, teaching methods used, teacher language backgrounds, and subjective evaluations of how immigrant students succeed in English. The reponses indicate that (1) proficiency in Swedish is viewed as a prerequisite to success in English, (2) immigrants should not receive English instruction until grade 4, (3) remedial instruction is the best approach for helping recent arrivals, (4) most immigrant students reach a proficiency level comparable to that of monolingual Swedish students if…

(1984). Walton High School Bilingual Language Arts Survival Training, 1983-1984. O.E.A. Evaluation Report. This evaluation report summarizes results of the Bilingual Language Arts Program (BLAST), Walton High School, Bronx, New York, 1983-1984. BLAST was designed as a transitional program emphasizing student integration into society. The program provided instruction in English as a second language and native language arts, as well as bilingual instruction in social studies, science, mathematics, typing, and career orientation. Quantitative analysis of student achievement data indicates that: (1) most program students manifested improved oral/aural English language skills on the New York City Fluency Scale; (2) the yearly average passing rate for students in E.S.L. classes was 72%; (3) students demonstrated overall passing rates of 95% (fall) and 98% (spring) on both the city-wide and Regents examinations in Spanish; (4) overall passing rates in mathematics, science, and social studies courses were quite similar for both program and mainstream students; (5) overall passing rates in… [PDF]

(1984). Project Assist: Counseling, Communication and Instruction. Placement Procedures Handbook. A Systematic Method Developed for Programming Recent Immigrants in a Linguistically Comprehensible Academic Program. Title VII Demonstration Project 1981-1984. This handbook outlines procedures for placing recent immigrants into linguistically comprehensible school programs at Ocean View Junior High School (Oxnard, California). First, a chart is presented which breaks down the placement process into three stages (identification, assessment, and placement) and identifies the site or person responsible at each stage. Next, the activities at each stage are outlined in greater detail, and a chart is provided which contrasts the different tracks taken by English-speaking and non-English-speaking students after taking a Home Language Questionnaire. Courses of study are then outlined for students at various levels of English proficiency. Criteria are listed for the transition of a Limited English Proficient (LEP) student to English Reading and for reclassification of the LEP as Fluent English Proficient. Finally, the placement interview form and the home language survey (English and Spanish versions) are provided. (KH)…

(1973). Advisory Council Issues Annual Report to Congress. Education Journal of the Institute for the Development of Indian Law, 2, 4, 18-23, Nov 73. The 6 main recommendations and the proposed budget for FY '75 that the National Advisory Council on Indian Education presented in its first Annual Report to Congress are explained. (KM)…

Ogletree, Earl J. (1976). Plight of the Chicago Schools: A Profile of and Interview with the New Superintendent Joseph Hannan. This paper presents a profile of and an interview with the new superintendent of the Chicago Public Schools, Joseph Hannan. The problems confronting the new superintendent are the same as those faced by the previous superintendent except for the decrease in school enrollment and a financial crisis stemming from a depressed economy. Hannan views his role as an expediter and Provider of services and refers to himself as both a reactor and an implementer. He does not embrace the concept of co-superintendent; one an educator, and the other an administrator, but believes there should be only one administrative leader. One of the most pressing tasks facing his administration is to bring about a positive feeling towards the Chicago public schools. A major goal of the Chicago Board of Education in his view, is administrative reorganization, but his number one priority is in the area of reading improvement and the development of cognitive skills. With regard to desegregation, Hannan believes… [PDF]

Sherrington, Richard (1969). The Use of Photographic Stills: A Format for English Language Programmes. Educ Telev Int, 2, 4, 324-30, 69 Jan. …

(1978). Problems of Bi- and Multilingualism (Part III of "Language Learning: Individual Needs, Interdisciplinary Co-operation, Bi- and Multilingualism"). The following papers on the issue of multilingualism in second language instruction are included: (1) "Problemes linguistiques dans les societes plurilingues (Linguistic Problems in Multilingual Societies)," by Amadou-Mahtar M'Bow; (2) "Aim: Multilingualism. The Dismantling of Resistance and Prejudice," by Eva Koberski; (3) "Problemes poses en Susisse par l'enseignement des languages vivantes (Problems Posed in Switzerland by the Teaching of Modern Languages)," by Jean-Bernard Lang; (4) "Lingue in contatto e stratificazione linguistica (Languages in Contact and Linguistic Stratification)," by Ottavio Lurati; and (5) "Planung des Fremdsprachenunterrichts in den Laendern der Europaeischen Gemeinschaft (Planning for Foreign Language Instruction in the Countries of the European Community)," by Franz J. Zapp. Each paper except the first is followed by a summary in English of the discussion engendered by the paper. (JB)…

Sherrington, Richard (1969). The Use of Photographic Stills: A Format for English Language Programmes. Educational Television International, v2 n4 p324-30 Jan. Faced with the necessity of producing a large number of programs with extremely limited means, the Ethiopian Schools Television Service has developed a special format for its three series in English as a second language. Eight to ten minute lessons or stories told with still photographs and recorded dialogue and music serve as discussion topics, substituting for the films the Service would prefer to use but cannot afford to produce. An ample number of illustrations are included. (LS)…

Koegel, Raymond Paul (1976). Coorientation and Identification: A Transactional Approach to the Formative Evaluation of Educational Television Programming. This study provides a theoretical focus for evaluating media communication, a generic model which operationalizes this focus, and a case study which documents how this model was applied in the evaluation of the effectiveness of "Carrascolendas," a bilingual television program for children. The core of the model involves two indexes: "identification," which assesses viewers' affective involvement with characters, and "coorientation," which gauges viewers' understanding of a dramatic sequence, as well as the implications of this understanding for predicted viewer attention. These constructs are operationalized and integrated with a method of structurally analyzing the format of television programming. A multiple discriminant analysis of the coorientation and identification scores yielded significant intergroup differences across the variables of sex, grade, ethnicity, and city. Combined with the results of the structural analysis, these differences…

Pfaff, Carol W. (1975). Syntactic Constraints on Code-Switching: A Quantitative Study of Spanish/English. This paper reports on a preliminary quantitative study of syntactic constraints on code-switching within discourses in which no change in participants, setting or topic is evident. The goals of the study are to provide a syntactic description of the points at which switches from Spanish to English and English to Spanish are possible and to assess the extent to which actual behavior conforms to stereotypes represented by acceptability judgements. Use of the quantificational technique of accountable reporting of relative frequencies permits investigation of a wide range of questions, including (1) Do implicational relations exist among syntactic environments such that it can be predicted that a speaker for whom a switch in environment A is possible may also switch in environment B, but not vice-versa? and (2) Are the constraints on code-switching uniform throughout all populations and in all social situations or are there differences in frequencies and/or implicational hierarchies?… [PDF]

Macnamara, John (1970). Comparative Studies of Reading and Problem Solving in Two Languages. Previous studies have shown that where bilinguals have a poorer grasp of some language than monolingual speakers of that language, the deficit has almost invariably revealed itself in reading skill. Also, the deficit in language is usally associated with a relatively lower mean IQ for bilinguals when tested orally. Bilinguals have also been found weaker than monolinguals in problem arithmetic, but not in mechanical arithmetic. The author does not imply that bilingualism is necessarily connected with a language or intellectual deficit; he attempts, rather, to explain such deficits when they occur. In his studies of reading speed and problem solving in English and Irish, carried out with fifth and sixth grade children in Dublin and Dundalk primary schools, significant differences between languages were found in the speed at which subjects interpreted the meaning of individual words and sentences, in the speed at which subjects could pronounce words, and in ability to anticipate the… [PDF]

Liedtke, W.W.; Nelson, L.D. (1968). Bilingualism and Conservation. In a study conducted at the University of Alberta, an attempt was made to use Piagetian-type observations as an assessment of intellectual capacities and to determine whether learning a second language at an early age has beneficial or detrimental effects on cognitive functioning. For this purpose an 18-question test dealing with conservation (awareness of invariance) and measurement of length was constructed. The six subtests and the questions used were similar to the tests used by Piaget and dealt with the following topics: reconstructing relations of distance, conservation of length, conservation of length with change and position, conservation of length with distortion of shape, measurement of length, and subdividing a straight line. According to Piaget the concepts represented by these subtests are dependent on each other and are acquired in a definite sequence. Fifty monolingual first grade children and 50 bilingual first graders were tested individually. The mean for the… [PDF]

Michael, Alice (1967). English as a Second Language for Speakers of Spanish. The fact that many Spanish speaking pupils are seriously limited in English or may not speak English at all presents a difficult problem for their teachers in English speaking schools. This document presents some of the current knowledge concerning the nature of language and how it is learned in non-technical terms. Examples of lessons, techniques, and materials are given which teachers can use to carry out the kind of systematic English program that is described. Annotated bibliographies present listings of books for teachers, instructional materials, charts and pictures, and equipment along with a bibliography of materials related to the teaching of English as a second language. (DK)…

Molina, Huberto; Shoemaker, David M. (1973). A Preliminary Evaluation of a Bilingual Spanish/English Program Using Multiple Matrix Sampling. The Michigan Oral Language program was installed in the Santa Paula School District for a 2-month tryout and student performance before and after the program was assessed through multiple matrix sampling. Student performance over seven content areas was determined for both the English and Spanish language components. In all seven content areas, performance was high in English and low in Spanish. Specifically, for each of the seven content areas investigated (mathematics-science, social studies, colors, numbers, commands, one-word answers, and total), performance in Spanish was approximately 58 percent less than that over the comparable English content area. The results suggest strongly that a major modification is required in the Spanish language component of the program. From exprience gained in this tryout, recommendations were made for improving the program. (Author/BB)… [PDF]

Leavitt, Sister Sharon, Ed. Project Brave Bulletin, Vol. 2, No. 7. This bulletin was designed to publicize activities of Project Brave. It includes articles on the gathering of maple sugar, changes in teaching methods, the open classroom, and individualized instruction. Also included are several poems and many photographs. (SK)… [PDF]

Purbhoo, Mary; Shapson, Stan M. (1974). Second Language Programmes for Young Children. This report provides a selection, description, and summary of programs and research involving two languages of instruction. It identifies theoretical questions raised in the literature, but the main emphasis is on the structures, goals, and outcomes of second language programs at the elementary school level. Many issues discussed are specific to different types of programs, such as those designed to achieve bilingualism for students from dominant language groups (e.g., French or English immersion programs in Canada), as well as native language programs that utilize the mother tongue of students from minority language groups (e.g., Italian-Canadians, Spanish-Americans). Most of the native language programs reviewed have been initiated in the United States, although the changing situation in Canada and, specifically, Toronto is also included. There is a clear indication that motivational and attitudinal factors are related to the success of second language programs. In addition,… [PDF]

Payne, I. V. (1973). Southeastern New Mexico Bilingual Program. Program Accomplishment Audit, 1972-73. The purpose of the audit report on the Southeastern New Mexico Bilingual Program (1972-73) of the Artesia School District is to give a critique of the project's evaluation with notations on comparative findings of the project evaluation and the audit, and to confirm or question the program modifications proposed in the evaluation. The 5 audit report sections are: (1) introductory and general comments on the project evaluation quality and comparative findings of the project evaluation and the audit; (2) detailed critique of the comprehensive evaluation for each component, based on an assessment of the instruments used, data collection, and data analysis techniques, and presentation; (3) description of the auditor's on-site findings and correlation with the evaluator's data and reports on a component by component basis, and a summary of consistencies and discrepancies; (4) general recommendations for evaluation design revisions with a rationale for each; and (5) confirmation or… [PDF]

Ramirez, Henry M. (1973). Statement of Henry M. Ramirez, Chairman, Cabinet Committee on Opportunities for Spanish Speaking People, Before the Subcommittee of the Committee on Government Operations, House of Representatives, July 23, 1973. On July 23, 1973, Dr. Henry M. Ramirez, Chariman of the Cabinet Committee on Opportunities for Spanish Speaking People, spoke before the Subcommittee of the Committee on Government Operations. Dr. Ramirez outlined why the Cabinet Committee is needed, gave examples of the Committee's accomplishments, and discussed future plans to assure that Federal programs reach the Spanish speaking. According to Dr. Ramirez, the Cabinet Committee was established to advise Federal departments and agencies on appropriate actions to assure that Federal programs reach the Spanish speaking people. Since its establishment in 1969, the Committee has accomplished; the distribution of $47 million to first time grantees for programs run by the Spanish speaking for the Spanish speaking; the establishment of Project Alpha to deal with job opportunities at the local level and Project Blue at the national level; effective data collection and reporting systems; the improvement of employment opportunities through… [PDF]

Lawrence, Pensile, Comp.; And Others (1973). Old Ponape. Pohnpei Ni Mwehin Kawa. This book presents English and Ponape versions of the stories, legends, and histories originally transcribed by anthropologists attached to the Thilenius South Sea Expedition of 1908-1910. The natives of the Marshall Islands in Micronesia who related these stories are identified, but the material is much older and represents the cultural heritage of the Ponapean nation which had been orally transmitted for centuries before. A new orthography is employed in describing the past wars, old gods, and building of ancient cities. Sample titles include The Origins of Ponape; Songs for the Paddle Dance; Story of the Great Gods; and The Coming of the Spanish Troops. A glossary of old Ponapean words is provided. (Author/KSM)…