Lew, Helene (1976). Chinese (Cantonese) as a Second Language Reader. Level II. This illustrated reader contains ten one-page stories written in Chinese (Cantonese). The titles in English are: (1) "The Dictionary"; (2) "Come, Have Some Rice Noodles"; (3) "Where Shall We Go"; (4) "Beautiful Day"; (5) "The Little Dog's Wish"; (6) Let's Go to the Movies"; (7) "Going to Los Angeles"; (8) "Spot's Birthday"; (9) "Visit to Siu Ming"; and (10) "Who's Up There." Each story is illustrated with a black-and-white drawing. The words in the glossary, which follows the stories, are arranged according to the number of strokes they contain. (CFM)… [PDF]

(1977). Bilingual-Bicultural Curriculum for Grade 1 – Social Studies. Connecticut Migratory Children's Program. This curriculum guide is part of a series designed by the Connecticut Migratory Children's Program to assist bilingual teachers in providing a coordinated program of studies for pre-school through grade three students whose dominant language is Spanish. Formal descriptions of skills and activities are written in English, but materials to be used directly with children are in Spanish. This guide is designed for grade one social studies. It is divided into two main sections. Section one, \Units, Skills, and Vocabulary,\ is centered around these units: (1) Myself, (2) My School, (3) My Family, (4) My Home, (5) My Community, (6) Transportation, (7) Communication, and (8) Animals. For each unit, vocabulary and appropriate skills and concepts are listed. Section two contains activities to accompany the development of the concepts associated with the topics in section one. The activities are graphically illustrated. (AM)…

Kwok, Irene; Sung, Robert (1977). A Multicultural Social Studies Series. Book 1. Europe. The text is designed primarily for students who are continuing in the Chinese Bilingual Pilot Program, ESEA Title VII, at the seventh grade level. This text was written because there is an insufficient amount of Chinese bilingual materials in the area of social studies at the junior high school level. The two emphases of the Multicultural Social Studies Series are (1) Social Studies: geography, people, climate, and culture of the countries; and (2) Chinese Language Arts: vocabulary, reading and writing skills, oral language development and comprehension. This is the first book in the Multicultural Social Studies Series which also includes volumes on Asia, Latin America and Africa. These books are to be used in conjunction with the World Studies Inquiry Series. The same topics are covered in the World Studies Inquiry Series, which contain pictures and discussion of the subject matter in depth. There is a maximum of 200 words per lesson and 25 lessons per text. Main ideas were…

Cohen, Elizabeth G.; Intili, Jo Ann (1981). Interdependence and Management in Bilingual Classrooms. Final Report. Using a sociological conceptualization of curriculum implementation, this study looked at the relationship between implementation and learning outcomes. The specific curriculum examined was a complex math-science curriculum for language minority students in grades 2-4. The study looked particularly at the effect on learning outcomes of allowing students to assist each other or work together. More generally, it examined the relationship of several aspects of curriculum implementation on learning. Subjects were teachers and students in nine bilingual classrooms in San Jose (California). Data were gathered through observation of students and teachers and through content-referenced and standardized tests of student achievement. Major results include the following: (1) Talking and working together was a predictor of achievement gains on the content-referenced test. (2) Reading and writing behavior was a predictor of gains on the standardized test. (3) The quality of performance on the… [PDF]

de Celis, Margarita (1978). Juegos – Cuentos – Cantos – Y – Rimas. Programa Piloto de Entrenamiento Para El Asociado Bilinque y Bicultural En El Desarrollo del Nino: Guia XII [Games – Stories – Songs -And – Rhymes. Pilot Program for the Training of Bilingual and Bicultural Teachers for the Cognitive Development of the Child: Guide XII]. This Child Development Associate (CDA) training module, the twelfth in a series of 16, is designed for preschool teachers and paraprofessional trainees and contains (in four separate sections) games, stories, songs and rhymes in Spanish that can be used in a bilingual, multicultural classroom setting. The module, written in Spanish, offers objectives, techniques, and activities for each of the four sections. Stressing the special use of fantasy for augmenting language and motor development, the module includes 13 traditional fairy tales, directions for 21 group games and more than 25 traditional Spanish songs and rhymes for children. This module focuses on specific behaviors that directly relate to CDA Competency 2. (CW/RH)…

(1980). Evaluation of Title I ESEA Projects, 1979-1980: Abstracts, Report No. 8103. For the past twelve years, the School District of Philadelphia has conducted an annual evaluation of the projects funded under the Elementary Secondary Education Act Title I. Since 1973, the annual evaluations have been produced in two volumes – The Technical Report and the Abstracts. This volume contains abstracts of 31 project reports. The projects are organized into six categories which include: comprehensive reading, comprehensive mathematics, programs for limited-English-speaking-ability pupils, social sciences, supportive services and nonpublic school projects. Project categories are discussed in terms of programmatic goals, evaluation techniques, findings, summary and conclusions. Behavioral objectives are stated and student achievement is expressed as gains in grade equivalent units. Subtests of the California Achievement Tests (CAT) were administered to students in grades 2-12 as pre- (February (1979) and post- (February 1980) tests in reading comprehension and mathematics…

(1978). Teaching an Algonkian Language as a Second Language: A Core Program for Kindergarten. Ten units of kindergarten language instruction are presented in English, as a course guide for teachers who are expected to use only an Algonkian language in the classroom. The units, which are thematically titled (e.g. "Let's Eat Together"), cover two to four weeks' teaching time each. Classroom activities involve a variety of realia. Parallel to the list of activities is a guide to the grammatical or lexical principle each activity is intended to rehearse. Several "talking books" with tape scripts, as well as noun and verb charts, are appended as realia for specific units. (JB)…

(1978). Teaching an Algonkian Language as a Second Language: A Core Program for Grade One. Ten units of first grade language instruction are presented in English, as a course guide for teachers who are expected to use only an Algonkian language in the classroom. The units, which are thematically titled (e.g. "The Little House"), cover two to four weeks' teaching time each. Classroom activities involve a variety of realia. Parallel to the list of activities is a guide to the grammatical or lexical principle each activity is intended to rehearse. Several "talking books" with tape scripts are appended as realia for specific units. (JB)…

Do, Dinh Tuan; And Others (1977). U.S. History: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in United States history 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 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) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. (Author/AMH)…

Kaneshiro, Vera, Ed. (1975). Ayumiim Ungipaghaatangi, IV (Stories of Long Ago, IV). This reader contains five traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. (AM)… [PDF]

Kaneshiro, Vera, Ed. (1975). Ayumiim Ungipaghaatangi, III (Stories of Long Ago, III). This reader contains three traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. (AMH)… [PDF]

Kulukhon, Rose; Slwooko, Grace (1975). Ayumiim Ungipaghaatangi, II (Stories of Long Ago, II). This reader contains two traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. (CFM)…

Badten, Adelinda (1972). Ayumiim Ungipaghaatangi, I (Stories of Long Ago, I). This reader contains five traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. (CFM)…

Kaneshiro, Vera, Ed. (1975). Pangeghtellghet (Visits to Siberia). This reader contains eight stories in St. Lawrence Island Yupik about visits by St. Lawrence Island people to their relatives and friends in Siberia over a quarter of a century ago. The book, which is intended for use in advanced levels of reading instruction, is part of a series of Siberian Yupik reading materials. (AMH)… [PDF]

Slwooko, Grace (1977). Qateperewaaghmeng Aatkaqelghii Yuuk (The Man Dressed in White). A traditional story in St. Lawrence Island Yupik is presented. The book is intended for use in advanced levels of reading instruction and is part of a series of Siberian Yupik reading materials. (AMH)…

And Others (1975). Annual Evaluation Report for Migrant Programs Fiscal Year 1975 (School Year 1974-1975) [Iowa]. During fiscal year 1975, 4 school attendance centers were operated: (1) Migrant Action Program, Mason City; (2) Reinbeck Community, Reinbeck; (3) Muscatine Community, Muscatine; and (4) Muscatine-Scott County, serving Muscatine and West Liberty schools. Although each local educational agency (LEA) approached the migrant child's educational problems differently, the individualized instruction concept was central in all programs. There were 229 migrant children served during the year. Standardized testing, Migrant Student Record Transfer System printouts, and teacher judgement determined the grade level instructional activities. Normal age-grade criteria was used for grade classification during the regular school term; during the summer, instructional grouping was established by attainment level with the actual age range limited to a 3-year differentiation. Although summer programs were integrated with the regular Title I summer programs in the morning, afternoon sessions were for… [PDF]

Evans, Joyce (1976). Identification and Supplementary Instruction for Handicapped Children in a Regular Bilingual Program. Early identification and supplementary instruction for the Mexican American child who is also handicapped are essential. The purposes of the Ability Development Programs are to identify the child with existing and/or potentially handicapping conditions, to develop and test supplementary materials, and to determine the efficacy of supplementary instruction within the regular bilingual classroom. In the first project for Four-Year-Olds, completed in 1975, 40 out of 99 children enrolled had some type of problem, 29 severe enough to interfere with learning. Following five months of supplementary instruction, the experimental group out-performed the comparison group not receiving supplementary instruction and were learning at the level of non-handicapped peers. In the second project for Five-Year-Olds, scheduled for completion in 1977, materials for continuous observation and supplementary instruction on a lesson-by lesson basis are in initial developmental stages. Materials developed… [PDF]

Matos, Reinaldo; And Others (1973). Lunaria and Solario: A Puerto Rican Folk Tale [and] Teacher Guide. These two illustrated elementary readers contain the Spanish and English versions of a Puerto Rican folk tale, "Lunaria y Solario," accompanied by a teacher's guide in both languages. They are part of a series of reading materials for elementary-level migrant children. The teacher's guide provides suggestions for activities and outlines their objectives. These materials are intended to help the child relate to his culture, develop an interest in knowing about it and take pride in his identity as a Puerto Rican. (CLK)… [PDF]

Wong, Ruth H. K. (1974). Educational Innovation in Singapore. Experiments and Innovations in Education, No. 9. Asian Series. The first in the Asian series on experiments and innovations in education, this study describes the historical background generating the present Singapore education system and provides a detailed report on reform and changes introduced in the past ten years. Innovations have occurred in curriculum development where secondary education received more flexibility, a broader subject-matter base, fewer exams, and increased extra-curricular activities. An unplanned, unsystematic teacher education program was structured into a planned curriculum with behavioral objectives to develop professional competence. Innovation in the integration policy brought two languages into one common curriculum. Other areas of innovation include the development of educational technology, expansion of secondary technical training, and the development of educational research. The characteristics of change in Singapore are seen in purposefulness, connectedness, and pragmatism progressing through four stages of… [PDF]

Johnston, Betty (1968). Early Childhood Education in American Samoa, 1968. In 1968, a new phase of the total educational play for American Samoa aimed at increasing power in language and thinking. An in-school program, including a televised component was designed for all the 5-year-olds entering school in September. A curriculum was devised to encourage the use of the Samoan language. Materials were imported when commercially available products were too expensive or did not reflect Samoan culture. A pilot project with 15 Samoan 5-year-olds was conducted to determine the appropriateness of the curriculum materials, to observe the response of the children and their parents to the program, and to begin to train Samoans who would be teaching. The program was repeated using two groups of children who were observed by 111 Samoan teachers and assistant principals participating in the 5-week workshop. During August and part of September, 800 Samoan children who would be entering school, participated in the Early Childhood program. The groups averaged 15 in number… [PDF]

(1974). Texas Child Migrant Program, Migrant and Preschool Programs, February 1974. The basic goal of the Texas Child Migrant Programs is to implement a comprehensive and total educational program that will help develop the migrant children's highest potential and will prepare them to take their place in the mainstream of the educational program. This bulletin is published as an information source for participating school districts and for others interested in the education of migrant children. Major topics are the goals and objectives of the program, descriptions of the 7 month program and the enrichment program, project activities, and the Texas Plan. The Texas Plan includes the Child Migrant School Program, the Early Childhood Program for 4 years olds, a demonstration school, staff and program development, summer institutes for migrant school personnel, interstate cooperation, film for dissemination purposes, the Migrant Media Center, Regional Education Service Centers, Summer School Programs, and future expectations. A list of Texas Migrant Project Schools in… [PDF]

Fields, Cheryl M. (1987). Closing the Education Gap for Hispanics: State Aims to Forestall a Divided Society. Chronicle of Higher Education, v34 n3 pA1,36,38 Sep 16. California's problems of educational and occupational underachievement for Hispanics, a large and growing proportion of the state's population, are examined in light of the state's efforts and concerns in providing equal education, lowering the language barrier, and encouraging academic persistence. (MSE)…

Stansfield, Charles W. (1998). English Language Learners and State Assessments. All states are addressing the problems of accommodations for English Language Learners (ELL's) in state assessment systems, but Massachusetts is noteworthy for the way in which it handles this problem. Since the early 1980s, over 40 states have created a statewide assessment program. Testing in these states is typically modeled on the National Assessment of Educational Progress. ELL's, sometimes called limited English proficient students, have traditionally been exempted from state assessments and other standardized tests. Since no data on their achievement was available, reports often provided a skewed picture of how students in schools and districts were progressing. This policy, usually designed to protect ELL's from the unpleasantness of taking a test for which they were not prepared, has had a negative impact on educational equity for language minority students. As a result, there has been a move to incorporate ELL's into state assessments. States are beginning to modify… [PDF]

Hanson, Ralph A.; And Others (1981). The Implications of Intra-Program Placement Decisions for the Understanding and Improvement of Schooling. Studies in Educational Evaluation, v7 n2 p193-210. A study of Spanish-speaking elementary school students enrolled in an English as a second language program revealed a significant relationship between pupil placement status and subsequent student achievement. Methods and findings relevant to identifying schooling effects and linking these to school practices, and study of bilingual programs are presented. (AEF)…

Sizemore, Barbara A. (1979). The Four M Curriculum: A Way to Shape the Future. Journal of Negro Education, v48 n3 p341-56 Sum. Discusses: (1) David Hawkins' theory that humans are equal, free, and rational; (2) the kinds of curricular, methodological, and administrative changes required by schools in order to bring about equality, freedom, and rationality; and (3) application of the findings to the Four M (multilingual, multicultural, multimodal, and multidimensional) Curriculum. (Author/GC)…

McCarty, T. L. (1989). School as Community: The Rough Rock Demonstration. Harvard Educational Review, v59 n4 p484-503 Nov. Rough Rock, Arizona, in the Navajo Reservation, is the first school to be run by a locally elected all-Indian school board and the first to incorporate systematic instruction in native language and culture. This demonstration program has led to changes in the community's social, economic, and political structures. Federal funding has both enabled and constrained community control of education. (SK)…

Gersten, Russell; And Others (1995). Toward an Understanding of Effective Instructional Practices for Language Minority Students: Findings from a Naturalistic Research Study. READ Perspectives, v2 n1 p55-82 Spr. Reviews the results of a 1991 U.S. Department of Education report entitled \A Descriptive Study of Significant Features of Exemplary Special Alternative Instructional Programs.\ The features of nine exemplary special alternative instructional programs are described that appeared to contribute to positive outcomes for students from diverse linguistic and cultural backgrounds. (Contains 36 references.) (MDM)…

Lasky, Beth (1992). How Long Will They Have to Wait? The Demand for Teachers to Instruct the LEP Students. Teacher Education Quarterly, v19 n3 p49-55 Sum. The article summarizes recent reports on the numbers of limited English proficient (LEP) students nationwide and the current supply and future demand for adequately prepared teachers. Recommendations for teacher preparation programs, institutions of higher education, school districts, local education agencies, state certification agencies, and the federal government are included. (SM)…

(1993). Fact File: 1994 Appropriations for Health Research; 1994 Appropriations for Education. Chronicle of Higher Education, v40 n11 pA28-29 Nov 3. Data on federal appropriations for health research and education are presented in a variety of categories, including dollar amounts of fiscal 1993 actual spending, fiscal 1994 President's request, fiscal 1994 amounts approved by the House of Representatives and by the Senate, and fiscal 1994 amounts approved by the President. (MSE)…

Krustchinsky, Richard; Torres-Karna, Higinia (1998). The Early Entry Program. An Innovative Program for Recruiting and Training New Bilingual Teachers. Teacher Education and Practice, v14 n1 p10-19 Spr-Sum. Texas's Teacher Early Entry Paraprofessional training program is a collaborative effort between several Texas school districts and a teacher preparation program to help remedy severe teacher shortages in programs serving limited-English-speaking students. The paper describes the program's essential programs, its benefits, and the challenges faced by teacher educators and school districts. (Author/SM)… [Direct]