Hudelson, Sarah; Rigg, Pat (1995). My Abuela Can Fly: Children's Books about Old People in English and Spanish. TESOL Journal, v4 n2 p5-10 Win 1994-95. Discusses the use of English and Spanish children's literature in bilingual programs, reviewing 25 books that focus on elders teaching children, relationships between children and older adults, and children as helpers of older people. Using books that are related thematically gives children the opportunity to relate stories to their own lives and to each other. (37 references) (MDM)…

Maher, John C. (1995). The Kakyo: Chinese in Japan. Journal of Multilingual and Multicultural Development, v16 n1-2 p125-38. Discusses the role of the Chinese language and people in Japan, focusing on the historical impact of the Chinese language and culture on Japan, Chinese schools in Japan, and local Chinese immigrant communities. (20 references) (MDM)…

Fitzgerald, Jill (1993). Views on Bilingualism in the United States: A Selective Historical Review. Bilingual Research Journal, v17 n1-2 p35-56 Win-Spr. Reviews salient historical events and selected factors that reveal views on bilingualism in the United States from precolonial times to the present. Identifies patterns of attitudes toward bilingualism, and summarizes factors associated with various patterns in an effort to understand current controversy over bilingualism. Contains 42 references. (TD)…

Banville, Beurmond J. (1995). On Parle Francais Ici: The People of the St. John Valley Have a Tremendous Advantage. Echoes, the Northern Maine Journal of Rural Culture, n29 p47-49 Jun-Aug. A change in philosophy concerning the maintenance of native languages has led to local efforts to revive the French language in the St. John Valley (Maine), including the formation of a community organization and implementation of language programs in which children in all grades receive daily instruction in French. (LP)…

Katz, Anne; Lucas, Tamara (1994). Reframing the Debate: The Roles of Native Languages in English-Only Programs for Language Minority Students. TESOL Quarterly, v28 n3 p537-61 Fall. A study of nine federally funded Special Alternative Instructional Programs for language-minority students in which English was the primary language of instruction showed that the incorporation of students' native languages in instruction need not be an all-or-nothing phenomenon. The complexities of using students' native languages in schooling are explored. (Contains 24 references.) (MDM)…

Kandiah, Thiru (1994). Exploiting the Theory of Universals in Adult Second Language Teaching. IRAL, v32 n2 p111-39. This article presents a bilingual teaching strategy based on Noam Chomsky's universalist hypothesis, which emphasizes the "universal" aspects of human language. The strategy focuses on the matching process that all learners carry out between the first (L1) and second (L2) language, as well as the differences between L1 and L2. (58 references) (MDM)…

Chung, Chuong Hoang (1992). Teaching LEP Students in the Content Area: A Sheltered English Approach. Social Studies Review, v32 n1 p29-38 Fall. Argues that children of recent immigrants to the United States have a number of environmental and social problems in addition to having very limited for English proficiency. Recommends the Sheltered English Approach for courses such as social studies or mathematics. Proposes using the students' own experiences to teach social studies in lieu of regular textbook or curriculum subject matter. (CFR)…

Minicucci, Catherine (1993). Setting a Research and Policy Agenda for the Education of Secondary Students with Limited English Proficiency: Results of an Invitational Conference. Peabody Journal of Education, v69 n1 p172-86 Fall. Reports on a conference that examined the need for models of effective programs for limited-English-proficient secondary students, research and development on pedagogical approaches to teaching related issues, involvement by educators and researchers in school restructuring and reform, better accountability and assessment, and attention to students' developmental concerns and human relations issues. (SM)…

Knoors, Harry; Renting, Bertien (2000). Measuring the Quality of Education: The Involvement of Bilingually Educated Deaf Children. American Annals of the Deaf, v145 n3 p268-74 Jul. A study involving six bilingually educated children (ages 5-6) with deafness found overall level of involvement was high on three educational tasks and was influenced by type of task, teacher, and language of instruction. Involvement was greater during activities led by the teacher with deafness using Sign Language of the Netherlands. (Contains references.) (Author/CR)…

Gfeller, Elisabeth; Robinson, Clinton (1998). Which Language for Teaching? The Cultural Messages Transmitted by the Languages Used in Education. Language and Education, v12 n1 p18-32. Addresses the question of mother-tongue education of children, especially in francophone countries of Africa. It seeks to contribute to the debate on the integration of local languages into educational systems in multilingual settings by stressing the opposing cultural messages carried by official and indigenous languages. (Author/JL)…

Calderon, Margarita; Hertz-Lazarowitz, Rachel; Slavin, Robert (1998). Effects of Bilingual Cooperative Integrated Reading and Composition on Students Making the Transition from Spanish to English Reading. Elementary School Journal, v99 n2 p153-65 Nov. Hypothesized that Bilingual Cooperative Integrated Reading and Composition (BCIRC) would improve the achievement of second and third graders in Spanish bilingual programs during their transition to English by giving students opportunities to use language to find meanings and solve problems and by enabling teachers to apply well-established principles of cooperative learning. Test scores generally supported hypothesis. (EV)…

Porter, Rosalie Pedalino (2000). The Benefits of English Immersion. Educational Leadership, v57 n4 p52-56 Dec 1999-Jan. In 1998, California voters approved Initiative 227, requiring that all limited-English children be provided an English-immersion program for 1 year or longer as needed. Hispanic parents are leaders in the movement. Dire predictions that bilingual children in English-language classrooms would fall behind have not materialized. (Contains 18 references.) (MLH)…

(1994). State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report, 1993-94. In 1993-94, Saginaw (Michigan) City School District bilingual and migrant programs operated as one program at 24 elementary schools, 4 middle schools, and both high schools. Enrollments were 633 students, primarily Hispanics, in the bilingual program and 584 students in the migrant program, with considerable overlap between enrollments. Each student received approximately 30 minutes of supplemental instruction per week on a pull-out basis. All students received supplemental reading instruction, while secondary students in the bilingual program also received instruction in basic skills, counseling, and support services. Students were assessed in reading and mathematics using the California Achievement Test. The locally adopted performance standard was improvement in grade-level posttest mean normal curve equivalent (NCE) scores compared to pretest scores. Overall, results were disappointing for both programs. The bilingual program attained the standard in reading for both basic and… [PDF]

(1985). Bilingual Pupil Services, 1984-1985. OEA Evaluation Report. The Bilingual Pupil Services (BPS) Program has been operating for 11 years in 24 New York City schools. During the 1984-85 school year BPS provided bilingual instruction to 1,616 Hispanic students and (for the second year) to Chinese students of limited English proficiency (LEP) in grades one through six. BPS has two functions: providing services to LEP students through instruction in English as a second language (ESL), bilingual reading, and mathematics; and providing inservice training for paraprofessionals working with these students. This report evaluates the project at four sites serving Chinese LEP students. It provides the following information: (1) a description of the project for 1984-85; (2) a follow-up of the project's progress regarding 1983-84 recommendations; (3) an analysis of student achievement data for the Hispanic and Chinese components; and (4) recommendations. In all areas of the curriculum and at most grade levels, students demonstrated statistically…

Newcomb, Thomas L. (1988). Educating the Amish Child. The Old Order Amish community is a unique minority group that does not receive adequate public school services. While a majority of Amish children attend an estimated 470 Amish parochial elementary schools, some Amish enrollment is in small rural public schools. However, six states with large Amish populations have no significant public school programs serving the special needs of Amish children. The religious values, folkways, and customs of the Amish easily place their children at a disadvantage in public school. School facilities, social customs, instructional materials, course content, and the English language could be unfamiliar to these children, nearly all of whom speak a German dialect, "Pennsylvania German," at home. To better meet the needs of these children, school administrators and teachers should (1) cultivate an awareness of basic Amish religious beliefs, cultural values, language differences, and educational and life goals; (2) develop a cooperative…

Cardenas, Jose A., Comp. (1976). Multicultural Education: An Annotated Bibliography. This classified, annotated bibliography of recent works on multicultural education was compiled from an ERIC computer search and from manual searches at various university libraries. Each reference is listed in one of eight topical areas. These include: bibliographies on multicultural education; rationale and theory; program strategies; models; curriculum development; teacher education and training; community involvement; and evaluation and testing. Citations are accompanied by brief (usually under 100 words) annotations. (GC)…

Colman, Rosalie M. (1981). English As a Second Language and the Salad Bowl Concept. World Education Monograph Series, Number Four. The salad bowl concept is discussed and the increasing importance of teaching English as a second language (ESL) is examined in this paper. When melting pot theory failed to preserve the values of cultural creativity and diversity of America's many immigrant groups, a new and better idea was born–the notion of the salad bowl. This concept implies that each individual from a different cultural background is encouraged to retain his or her own uniqueness while adding special flavors to enhance the whole. The salad is made richer by the number and variety of its ingredients. The ingredients in the vast salad bowl must have the \dressing.\ All U.S. citizens must be able to communicate in English as well as their mother tongues. English as a second language cannot simply be poured over the top of the salad. American English is a difficult language and requires time to learn. The dilemma is how to obtain the expertise needed to instruct the many new people who continue to come here and… [PDF]

(1975). State Compensatory Education Programs. Nineteen states are covered in this report on state compensatory education programs, examining the status of state financed compensatory education programs established during the last decade through the passage of Title I of the Elementary and Secondary Education Act. Programs discussed are stated to be limited to those designed for elementary and secondary level children with educational disadvantages caused by economic, cultural, and/or linguistic problems; programs for mentally, physically, or emotionally handicapped children are not included. The discussion is stated not to follow a standard format, due to the differences in state guidelines requirements as to the type of data to be submitted. Among the states included in the ongoing programs section are California, Connecticut, Massachusetts, Michigan, Pennsylvania, and New York. Two other chapters examine expired programs and anticipated programs, with a final chapter providing a directory of persons responsible for each of… [PDF]

Moore, Merriam M. (1976). Spanish-Hispanic Culture from A to V (Actualidades to Venezuela): 72 Spanish-Language Interdisciplinary Cultural Themes with Suggested Resource Materials and Activities. This guidebook is intended for use by teachers of Spanish (FLES through college level) and by teachers in Spanish bilingual programs. It lists all of the Spanish-speaking countries and 72 Spanish-language cultural themes, such as \Actualidades\ (Current Events), \Carreras y espanol comercial\ (Careers and Commercial Spanish), \Deportes\ (Sports), \el Gaucho\ (the Gaucho), \Humorismo\ (Humor) and \los Vascos\ (the Basques). Specific resource materials and suggestions for their use in classroom activities and other projects are listed under each of the 72 themes. Also included are the names and addresses of 64 publishers of Spanish-language materials, and suppliers of free or inexpensive materials. (Author/CLK)…

Lydiard, Beverly W., Ed.; Miller, Natalie, Ed. (1975). Kaleidoscope 13. A Special Issue: What to Do About 622. This document is devoted to helping teachers and administrators develop programs that creatively interpret Chapter 622, the Massachusetts State law that prohibits discrimination in the schools on the basis of sex, race, religion, color, or national origin. The majority of the programs identified focus on ways of expanding opportunities for students in areas that were either formerly closed to them or limited for them because of their sex. School systems scattered throughout the state have responded to the demands of the equal educational opportunity law by designing new coed programs which concentrate on developing practical skills for working in the home as well as on the job. "Kaleidoscope 13" has been distributed to superintendents and principals of all Massachusetts public and nonpublic schools (preschool through grade 12), education schools of all colleges and universities in the Commonwealth, local presidents of the Massachusetts Teachers Association and the… [PDF]

Gonzalez, Berta (1986). Schools and the Language Minority Parents: An Optimum Solution. Catalyst for Change, v16 n1 p14-17 Fall. To encourage more active participation of language minority parents, Oakland Unified School District (California) initiated a parent leadership institute called OPTIMUM. This project helps parents establish cooperative school relationships, understand school organization, upgrade their own education while helping their children, and capitalize on their linguistic and cultural resources. Includes seven references. (MLH)…

Paciotto, Carla; Prater, Greg; Shanklin, M. Trevor (1997). KinderApache Song and Dance Project. This paper describes activities and evaluation of the KinderApache Song and Dance Project, piloted in a kindergarten class in Cedar Creek (Arizona) on the White Mountain Apache Reservation. Introducing Native-language song and dance in kindergarten could help foster a sense of community and cultural pride and greater awareness of traditional values, as well as serve as a handy language-learning device. A parent survey indicated strong community support for the project, and the songs and dances were chosen with careful preparation. Project evaluation was planned in terms of enthusiasm generated and skill mastery. The children were expected to coordinate three skills simultaneously: singing, dancing, and beating a rhythm. A videotape documented 3 hours of song and dance instruction and parts of a field trip in which a community elder introduced Apache words to teach about cultural practices and plants used in traditional healing. Parents and grandparents attended a final performance… [PDF]

Fillerup, Michael (2000). Racing against Time: A Report on the Leupp Navajo Immersion Project. This paper describes a federally funded language preservation program at Leupp Public School, part of Flagstaff (Arizona) Unified School District but located on the Navajo Reservation. Funded in 1997 for 5 years, this schoolwide project is designed to help elementary students become proficient speakers, readers, and writers of Navajo while enhancing their English language skills and preparing them to meet state academic standards. The program combines Navajo immersion with English-as-a-second-language inclusion, literacy initiatives, sheltered English/Navajo, parental involvement, and take-home technologies. Academic content and state standards are initially presented from a Navajo perspective via four global themes with a unifying concept of \hozho\ or \peace, beauty, and harmony.\ By fall 2000, the immersion program had been implemented in grades K-2 and plans for a school-based cultural center had been presented to the school district. This paper examines the need for the program… [PDF]

Madden, Nancy A.; Slavin, Robert E. (2001). Success for All and Comprehensive School Reform: Evidence-Based Policies for Urban Education. This paper discusses comprehensive school reform (CSR), which accepts the importance of standards and accountability but adds to these strategies for introducing innovations in curriculum, instruction, school organization, governance, parent interactions, and other core features of practice. The paper reviews research on the nature and quality of evidence supporting Success for All, the most widely disseminated CSR program. The development of CSR was greatly influenced by the 1997 creation of the Comprehensive School Reform Demonstration Program (CSRD), which provides grants to support adoption of proven CSR models. Many states have aligned state or federal dollars intended to improve professional development or instruction in schools, especially high poverty schools, with CSRD, which increases the number of schools that can adopt CSR programs. Analysis of data evaluating Success for All and comparing it with other reform models indicates that Success for All is effective when fully… [PDF]

(1975). Bilingual-Bicultural Program for Elementary Teachers. Since 1968, Goshen College has been offering a program in international education. Called the Study-Service Trimester (SST), the program provides the geographic setting for direct experience in culture shock by exposing students to first-hand, live experiences and confrontations in unfamiliar environments. As part of their general education, elementary education students participate in SST assignments specially fitted for the future teacher in the classroom. Scheduled during the sophomore or junior year of college, SST combines the general studies component with early field work in the middle college years of professional studies. Students generally locate in Caribbean or Central American countries, where they study, work, and interact as a unit, while living in the homes of nationals. The faculty director coordinates a seven-week study program in language study, field trips, and readings and lectures in history, the arts, government, and education. During the second half of the… [PDF]

(1973). An Evaluation of ESEA Title I Programs, Community School District 15. The programs in District 15 funded under Title I of the 1965 Elementary Secondary Education Act offered a wide variety of educational programs targeted for the educationally deprived child. The major common thread running through all Title I Programs was the emphasis upon improvement of basic academic skills. Primary focus of all programs was directed toward acquisitions of skills which would lead to improved reading. The following elements comprised the funded programs under title I: Services to Early Elementary Children, Distar, Pre-Kindergarten, Parents School Center, Project Read, Project Improve, Cameo, Bi-lingual-Bi-Cultural, Hi-Impact, Saturday and Holiday Bus Trip, Optional Assignment, Non Public Schools, Prescriptive Reading Lab, and Remedial Reading Lab. The various Title I components varied from special programs set in one school to other programs which were in all grade schools. The diversity and comprehensiveness of programs required close monitoring by the District… [PDF]

Kenyon, Dorry; Stansfield, Charles W. (1993). Evaluating the Efficacy of Rater Self-Training. This paper examines whether individuals who train themselves to score a performance assessment will rate acceptably when compared to known standards. Research on the efficacy of rater self-training materials developed by the Center for Applied Linguistics for the Texas Oral Proficiency Test (TOPT) is examined. Rater self-materials are described and analysis of data is reported from a study conducted during their development. Eight individuals worked through the materials on their own and submitted qualitative feedback on the materials and on their experience with them. They also participated in a calibration study in which they independently rated recorded segments from a TOPT administration. These ratings were analyzed by traditional approaches and by a multifaceted Rasch approach. Findings indicate that the raters as a group scored the TOPT consistently, although differences in rater severity led to some important disagreements with the rating key. The study illustrates the role… [PDF]

Seal, Brenda C. (1991). Observer Agreement on Judgments of Bilingualism in Deaf Children. In order to better evaluate bilingualism in deaf children, this study examined whether observers (N=37) from different backgrounds would agree on deaf children's use of either American Sign Language (ASL) or English signing. Observers represented a range of background experience in a variety of schools and programs; 6 were deaf; 31 were hearing; 10 identified themselves as primarily ASL signers; and 27 as primarily Pidgin Sign English users. Observers viewed a videotape and decided whether the child signer was using ASL or English signing. Judgments were compared to those of a panel of sign language specialists. General results indicated no significant differences among observers at different levels of experience nor between deaf and hearing observers. However, the average score of deaf observers was significantly higher than that of hearing observers in identifying one child using ASL. Observers made their judgments predominantly on the basis of language use rather than structure… [PDF]

Tucker, G. Richard (1974). Methods of Second-Language Teaching. Canadian Modern Language Review, 31, 2, 102-107, Nov 74. Four methods of teaching a second language are discussed: (1) traditional approach, involving a limited amount of study each day; (2) second language study followed by study of another subject in that language; (3) early immersion in the language in grades k-2; and (4) late immersion, where exclusive use follows traditional language study. (CK)…

Magner, Thomas F. (1974). The Study of Foreign Languages in China. Modern Language Journal, 58, 8, 384-391, Dec 74. Discusses contemporary foreign-language teaching in China. The foreign languages taught, including Chinese dialects, are discussed, and observations of classes are reported. Teaching methods, textbooks used, and university curriculum are discussed. (RM)…