Cohen, Sarah; Pappas, Christine C.; Zecker, Liliana Barro (1998). Finding the "Right Measure" of Explanation for Young Latina/o Writers. Language Arts, v76 n1 p49-56 Sep. Describes a second-grade teacher-researcher's efforts to foster her Latino/a students' growth in writing. Focuses on her strategies (sometimes successful, sometimes not) to make the tacit aspects of writing explicit to her bilingual students via classroom talk. Searches for the right measure of explanation in two areas: fostering revision and genre distinctions. (SR)…

Delgado, Melvin (1998). Linking Schools, Human Services, and Community: A Puerto Rican Perspective. Social Work in Education, v20 n2 p121-30 Apr. School-based linkage to social services helps to coordinate scarce resources and encourage community participation. A longitudinal study of Puerto Rican families with children in bilingual classes is reported. Recommendations for developing and sustaining school-linked services to better reach Latino communities in urban areas are provided. (Author/EMK)…

Bernardo, Allan B. I. (1999). Overcoming Obstacles To Understanding and Solving Word Problems in Mathematics. Educational Psychology: An International Journal of Experimental Educational Psychology, v19 n2 p149-63 Jun. Investigates the effects of problem re-wording, language format, students' grade level, and academic achievement on understanding and solving word problems among Filipino-English bilingual students. Reveals that better understanding and solution performance occurred when problems were (1) re-worded, (2) in the students' first language, and (3) for students in higher levels of schooling and academic achievement. (CMK)…

Ruiz, Nadine (1998). Instructional Strategies for Children with Limited-English Proficiency. Journal of Early Education and Family Review, v5 n5 p21-22 May-Jun. Describes the Optimal Learning Environment (OLE) Curriculum, a resource for teachers of Spanish-speaking children, which looks for the upper range of the bilingual child's academic, linguistic, and social skills. Details principles governing the OLE curriculum, including the effect of students' sociocultural background and learning handicaps on oral language and reading. (HTH)…

Hardin, Valentina Blonski (2001). Transfer and Variation in Cognitive Reading Strategies of Latino Fourth-Grade Students in a Late-Exit Bilingual Program. Bilingual Research Journal, v25 n4 p539-61 Fall. A study examined how 50 bilingual fourth-graders utilized cognitive reading strategies to enhance comprehension of expository texts in Spanish and transfer strategic reading behaviors to English reading. Results indicate that strategic behaviors in the native language undergirded second-language reading behaviors and were more important in that respect than second-language proficiency. (Contains 50 references.) (TD)…

Tripp, Susan (1999). First Steps for Bilingual Learners. MCT, v18 n1 p30-36 Aut. Describes the First Steps program for bilingual learners in elementary school. After discussing learning as developmental, examines factors in effective learning (problem solving, embeddedness, working memory, interaction, and time); explains the developmental curriculum of First Steps; discusses First Steps as a resource for teaching; and looks at bringing mainstream English and English-as-a-Second-Language teachers closer. (SM)…

Kaiser, Susan (1992). A Comparison of Performance on the California Achievement Test Administered Mid-Year between Students of Native Spanish Bilingual and Monolingual Backgrounds. A study tested the assumption that there would be no significant difference in the test scores of the California Achievement Test between students of monolingual Hispanic and bilingual Hispanic backgrounds. The sample tested two groups of first-grade children (21 children in all) with Hispanic backgrounds in Elizabeth, New Jersey. A comparison of the test scores indicated that there was no significant difference between the two groups. The hypothesis that a comparison of performance on a California Achievement Test administered mid-year will show no difference in reading readiness between students of bilingual and monolingual Hispanic backgrounds at the first grade level was proven. (Three tables of data are included; an appendix of test data is attached.) (Author/SR)…

(1980). Supplement for Curriculum Guide for Science: Lao-Speaking Students. Kindergarten-Grade 8. Working Draft. This supplement to the Chicago public schools' science curriculum, for use with Lao-speaking students in grades K-8, is designed to help students make the transition to learning science in English. English-Lao vocabulary lists, independent learning activities and teaching aids (in both languages), and study questions (in Lao) are included to permit the child to use his/her knowledge of the Lao language in the study of science and to relate the study of science in Laos to the understanding of universal scientific concepts. Concepts studied at this level are living things, the universe, and the behavior of matter and energy. Information for the teacher is also provided as background for understanding differences in the study of science that result from geographic location and culture. (CMG)… [PDF]

Levenson, Dorothy (1975). Many Languages Are Spoken Here. Teacher, 93, 2, 68-70, Oct 75. Whether you have one or forty students who are not fluent in English, there are ways you can help them learn. (Editor)…

Cordasco, Francesco (1975). Spanish Speaking Children in American Schools. International Migration Review, 9, 3, 379-382, F 75. Discusses the background of and the need for the New York City Board of Education's new program to improve the education of "all Spanish speaking pupils whose difficulties with English impede their learning", which was begun in October 1974 and was to be fully implemented throughout 1975. [Available from Center for Migration Studies of New York, Inc., 209 Flagg Place, Staten Island, New York 10304]. (Author/JM)…

Atwell, Margaret, Ed.; Busch, Katharine, Ed. (1989). Proceedings of the Annual California State University, San Bernardino, Reading Conference (13th, San Bernardino, CA, May 17, 1989). A compilation of conference papers highlights the active role of the learner. The titles of the papers and their authors include: "Whole Language: Celebrating the Student within the Learning Community through Literature" (Dorothy J. Watson); "Integrating the Curriculum for Better Learning and Teaching" (Stephen B. Kucer); "Non- and Limited-English Speakers in Every Classroom: How Can We Help Them?" (Kathryn Z. Weed and Diana J. Sommer); "Creating Stories about Science through Art, Literature, and Drama" (Linda Prentice and Patricia Tefft Cousin); "The Bilingual Learner and Children's Literature in Spanish: Let the Celebration Begin!" (Joan S. Mims); "Celebrating Poetry" (James H. Rupp); "Beginning Reading: The Next Stumbling Block" (Darlene M. Michner); "Developmental Trends in the Interpretation of Motives, Beliefs and Feelings of Story Characters" (Donna W. Emery); "Study Strategies in Social… [PDF]

Ouk, Mory; And Others (1988). Handbook for Teaching Khmer-Speaking Students. Between 1975 and 1987, 140,000 Cambodians arrived in the United States; most have settled in California. This handbook for teachers and administrators who work with Khmer students and their parents begins with an overview of Cambodian history, and pays special attention to events since the Communist takeover in 1975. The second chapter, \Educational Background of Khmer Refugees,\ describes educational policy in Cambodia from the third century up to 1975, the subsequent situation in refugee camps, and the problems of Khmer families newly arrived in this country. Chapter 3 provides an introduction to the Khmer language. Chapter 4, \Recommended Instructional and Curricular Strategies,\ details the benefits of fostering and maintaining native language literacy among the Khmer and discusses bilingual teaching methods. A bibliography contains references, suggestions for further reading, and lists of materials in the Khmer language. Appendixes list California school districts ranked by…

(1986). Project PAN, 1985-1986. OEA Evaluation Report. In 1985-86, the first year of a three-year funding cycle, Project PAN provided bilingual instruction in two New York City high schools, John Bowne and Newtown. The project reached 355 students of Chinese/Vietnamese, Korean, Pakistani, and Indian origin, most of whom had recently arrived in New York and were of limited English proficiency (LEP). Project PAN provided instruction in English as a second language, native language arts, and bilingual instruction in science, social studies, typing, and career orientation. A transitional program emphasizing the successful integration of students into their newly-adopted society, Project PAN was designed and implemented to achieve bilingualism for both LEP students, who learned English and their native language, and English proficient students, who learned the language of their ethnic group. Title VII funded most of the project's administrative and support-services position, and instructional services were funded by tax-levy and other…

Freeman, David; Freeman, Yvonne (1986). Bilingual Learners: How Our Assumptions Limit Their World. Five common assumptions are held by teachers about learners: (1) adults should choose what children need to learn; (2) oral language must be mastered before written language can be introduced; (3) real, whole language is too difficult for students learning language; (4) language learning is different in different languages, and simultaneous learning will be confusing; and (5) specifically for bilinguals, teaching in English is essential to school success and acculturation. There is research to dispute each of these assumptions. One instructional approach that incorporates recent research and rejects the assumptions is the whole language approach, which integrates all four skills (listening, speaking, reading, and writing), exposes children to language in real, functional contexts, encourages language exploration, and builds on the students' existing linguistic strengths. (MSE)… [PDF]

(1986). Project BACIS, 1984-1985. OEA Evaluation Report. In 1984-1985, the final year of funding, Project BACIS provided instructional, resource, and supportive assistance to three different populations of recent immigrants from Cambodia, Haiti, and Vietnam at three high schools in New York City: Christopher Columbus (Bronx), Samual J. Tilden (Brooklyn), and Walton High School (Bronx). At each site the program maintains a resource room, equipped with materials in the students' native languages. Over half of the students were Haitians; the other students were speakers of Khmer, Vietnamese, and various Asian languages. Program staff at each site worked with varying numbers of students. All students spoke their native language at home and were reading below grade level. The Vietnamese and Cambodian students suffered major interruptions in their education as a result of political upheaval in their native countries. At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native…

Smith, J. Christina, Comp. (1988). The Hmong: An Annotated Bibliography, 1983-1987. Southeast Asian Refugee Studies Occasional Papers Number Seven. The Hmong are a preliterate Southeast Asian tribe in the remote highlands of Vietnam, Thailand, and Laos. During the 1960s and 1970s, the Central Intelligence Agency (CIA) recruited many Hmong to fight rebel forces in Indochina. Losing to the Pathet Lao in 1975, the Hmong were forced to flee Communist-controlled Laos. The United States accepted more than 60,000 Hmong refugees between 1975 and 1986. As of April 1985, 34,700 Hmong, including their American-born children, live in California. This 318-item annotated bibliography is a compilation of printed and audiovisual materials on the Hmong published or produced between 1983 and mid-1987. The main focus is Hmong resettlement in the United States, but material has been included on the Hmong in Southeast Asia and China. The principal language focus is English, but English-Hmong bilingual material is included. Topical divisions are the following: (1) Bibliographies; (2) Ethnography; (3) Linguistics; (4) Refugees/Resettlement Issues;… [PDF]

Schulman, Robert; Zephirin, Henriot (1984). Dewitt Clinton High School Project BISECT. O.E.E. Evaluation Report, 1982-1983. Project Bilingual Spanish-to-English Career Training (BISECT) in its first year of funding offered bilingual instruction, career awareness development, and supportive services to 255 Hispanic students of limited English proficiency. Title VII, Title I, and tax-levy funds supported the program, which was implemented at DeWitt Clinton High School (Bronx, New York). In addition to student instructional services, a number of other areas were covered: curriculum development; staff development; parent participation; and supportive services, including guidance and academic counseling, home visits, career awareness activities, visits to educational and cultural sites, two newsletters, and visits to junior high schools. Analysis of student data indicated that (1) the program met its objectives in English language development; (2 IMPACT students exceeded program objectives in career or vocational classes and in mathematics, science, social studies, and native language courses; and (3)… [PDF]

Cochran, Effie Papatzikou; And Others (1983). Louis D. Brandeis High School. New York State Chapter 720 Bilingual Program. O.E.E. Evaluation Report, 1981-1982. The Chapter 720 bilingual program located at Louis D. Brandeis High School in New York City, seeks to provide specialized Spanish and English instruction in mathematics and language development for 250 Spanish speaking students. This report briefly describes the program's goals and objectives, its organization, and instructional and noninstructional services it provides. It also presents evaluation findings from 1981-82, the program's third year of operation. The following results are given: (1) program students made statistically significant gains in Spanish language reading scores from pre to post test, as measured by the "Prueba de Lectura"; (2) program students showed statistically significant gains in bilingual mathematics, as measured by the Metropolitan Achievement Test; (3) in content-area subjects, program students' passing rates were 57 percent for mathematics, 70 percent for science, 56 to 62 percent for social studies, and 67 to 76 percent for native language… [PDF]

(1980). Selecting Evaluation Design: Participant's Handbook. Bilingual Evaluation Technical Assistance, Workshop IIB. This participant's handbook for a workshop on selecting evaluation designs for bilingual programs presents group activities to facilitate learning about the selection process. The objectives of the workshop are to (1) identify the implied comparisons associated with frequently encountered evaluation questions, (2) select the most appropriate evaluation design for four different evaluation purposes, and (3) design a small evaluation for a simulated bilingual program. Three activities that will help participants achieve these objectives are described. The first activity involves analyzing a design for evaluating students' achievement in English, Swabe, and Ono reading; math; and language skills. The second activity involves deciding on the necessary comparative data and design required for a given evaluation. The third and final activity involves designing an evaluation of either an elementary or junior high school bilingual program. Sample answers are given, and a workshop participant…

Andersson, Theodore (1969). From NDEA to EPDA: Can We Improve?. Hispania, 52, 3, 357-361, 69 Sept. …

(1980). James Monroe High School Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at James Monroe High School in New York City in 1979-1980 to serve Spanish speaking students. The evaluation provides a demographic context, information on student characteristics, and a program description. Instructional components discussed include: (1) funding; (2) bilingual classes; (3) mainstream classes; and (4) transition. Non-instructional components reviewed include: (1) curriculum development; (2) supportive services; (3) staff characteristics and development; (4) parental and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test. Also shown are tables measuring students' performance in science, mathematics, and social studies. In addition, test results for native language reading achievement and oral language ability are presented. Attendance figures are given and conclusions and recommendations are offered. (APM)… [PDF]

Guthrie, John T., Ed. (1981). Comprehension and Teaching: Research Reviews. Reflecting the interdisciplinary emphasis that reading comprehension has received during the past decade, the articles in this volume deal with both the processes involved in reading and the instructional practices used in teaching it. The six articles devoted to reading processes deal specifically with the following topics: schemata, comprehension of text structures, vocabulary knowledge, the social context of learning to read, and social-psychological perceptions and reading comprehension. The six articles concerning instructional practices report on instructional variables in reading comprehension, academic learning time and reading achievement, the role of reading in bilingual contexts, characteristics of exemplary reading programs, overcoming educational disadvantages, and recognizing reading comprehension programs. (FL)… [PDF]

Segal-Swan, Bertha E. (1980). Practical Guide for the Bilingual Classroom Spanish/English. This book is a compilation of cultural information and Spanish-English phrases and sentences that will be useful to English-speaking teachers and administrators in a bilingual setting. The guide presents information on differences between Anglo and Latin cultures, Spanish words and phrases that are useful in a variety of settings, and sample office, classroom, and counselor's forms in both languages. The categories it deals with are the following: (1) the student; (2) classroom activities, communication, subjects, and units of study; (3) recess; (4) various directions around the school; (5) parent conferencing, including cultural notes as well as words and phrases; and (6) stores, services, and people in the community. (AMH)…

Berry-Caban, Cristobal S. (1977). A Survey of the Puerto Rican Community on Milwaukee's Northeast Side in 1976. Based on a research study carried out in the mid-1970s, this paper traces the Puerto Rican immigration into Milwaukee and provides an overview of the economic and social conditions which fostered the growth of Milwaukee's Puerto Rican population. Also discussed are Puerto Rican family and household characteristics, religion, jobs and income, and health care. The Puerto Rican neighborhood is examined in terms of its housing, community organizations, recreation, and transportation. The political climate of the Puerto Rican community is described as being marked by indifference and disunity. The various stages that the educational process has undergone through the years in meeting the needs of Puerto Rican students are described, with particular attention given to the growth of bilingual/bicultural programs. In addition, the prospect of Puerto Ricans maintaining their ethnic identity into the 1980s is discussed. Appendices list comments by Puerto Rican individuals regarding such…

Fox, David J.; Fox, Louise W. (1979). ESEA Title VII, Program for Achievements in Chinese, English and Spanish (PACES). Interim Report, 1978-79. The primary goals of the Program for Achievement in Chinese and English and Spanish was to provide for the special linguistic, academic, and cultural needs of Chinese and Spanish speaking students in grades seven, eight, and nine. Program activities capitalized on students' native language proficiency while they developed competency in English. Program components included instructional activities, staff development, parent and community involvement, and curriculum and resource center development. Evaluation of the program was completed through the use of pre/posttest student achievement data and questionnaires completed by teachers. Questionnaire findings indicated that the staff development component was successful. Achievement test data indicated inconsistent attainment of goals in both Chinese-English and Spanish-English components across all grade levels. Recommendations for future program implementation are included. (MK)…

MCINTOSH, LOIS (1967). STARTING ENGLISH EARLY–A GUIDE AND COMMENTARY. THIS GUIDE AND COMMENTARY DESCRIBES "STARTING ENGLISH EARLY," A 30-MINUTE COLOR FILM BASED ON THE DAILY ACTIVITIES OF SPANISH-SPEAKING CHILDREN WHO MADE UP A DEMONSTRATION CLASS IN ENGLISH AS A SECOND LANGUAGE OFFERED BY THE NDEA INSTITUTE AT THE UNIVERSITY OF CALIFORNIA AT LOS ANGELES DURING THE SUMMER OF 1966. THE PURPOSE OF THE FILM WAS TO DEMONSTRATE TECHNIQUES OF TEACHING ENGLISH AS A SECOND LANGUAGE TO CHILDREN OF ELEMENTARY SCHOOL AGE. THE LINGUISTIC PRINCIPLES INVOLVED AND THE TEXT AND TEACHER'S NOTES FOR THE FIRST LESSON TAUGHT IN THE FILM ARE PRESENTED IN THIS GUIDE. THE AUTHOR'S SUMMARY POINTS OUT THAT–(1) WHILE BEING BILINGUAL IS AN ASSET, IT IS NOT AS IMPORTANT A TEACHER QUALIFICATION AS BEING WELL-TRAINED IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE, (2) CLASSES OF MORE THAN 15 CHILDREN ARE TOO BIG FOR EFFECTIVE LANGUAGE WORK, AND (3) IN SPITE OF VARIATIONS IN THE SIZE AND ATTRACTIVENESS OF THE CLASSROOM, A WELL-TRAINED AND MOTIVATED TEACHER WITH AN…

(1965). THE MIAMI BILINGUAL PROGRAM. IN THE BILINGUAL SCHOOL, ONE OF FOUR PARTS OF THE BILINGUAL PROGRAM, NONENGLISH SPEAKING PUPILS AT ALL LEVELS ARE CLASSIFIED ON THE BASIS OF THEIR PROFICIENCY IN ENGLISH AND GROUPED HOMOGENEOUSLY ACCORDING TO THEIR LANGUAGE ABILITY. ENGLISH IS PRESENTED AS A SECOND LANGUAGE. AUDIOLINGUAL TECHNIQUES ARE EMPHASIZED, BUT READING AND WRITING ALSO RECEIVE ATTENTION. A STUDENT ADVANCES ACCORDING TO HIS ABILITY. THE SCHOOL BEGAN IN 1963 WITH SUMMER WORKSHOPS FOR TEACHER TRAINING AND MATERIALS DEVELOPMENT. SIXTEEN GROUPS OF FIRST, SECOND, THIRD AND FOURTH GRADE PUPILS, HALF OF WHOM ARE NATIVE SPEAKERS OF SPANISH AND HALF, NATIVE SPEAKERS OF ENGLISH, ARE INVOLVED IN THE SCHOOL PROGRAM. TEACHERS AND PUPILS WORK IN THEIR OWN LANGUAGE FOR APPROXIMATELY HALF THE DAY AND IN THE SECOND LANGUAGE FOR THE OTHER HALF. EXCEPT FOR THE USE OF BOTH ENGLISH AND SPANISH AS INSTRUCTIONAL MEDIA, THE INSTRUCTIONAL PROGRAM IS COMPARABLE TO THAT OF OTHER MIAMI ELEMENTARY SCHOOLS. OTHER PARTS OF THE FORD…

Mackey, William F. (1978). Schedules for Language Background, Behavior and Policy Profiles. Three questionnaires are offered as language planning aids. These instruments measure variables in language background, language behavior, and language policy, particularly in situations where two or more dialects of languages are used. The first questionnaire asks 60 questions designed to form a language background profile of an individual. The second elicits an individual's history of language behavior on a time scale. The third questionnaire is a guide to obtaining a sociolinguistic community profile for language policy and educational programs. (JB)… [PDF]

Fishman, Joshua A., Ed.; And Others (1968). Language Problems of Developing Nations. Most of the papers in this collection were presented at a conference on language problems of the developing nations at Airlie House, Warrenton, Virginia in November 1966. This conference was one of the several organized and sponsored by the Committee on Sociolinguistics of the Social Science Research Council in its effort to promote interdisciplinary research and training. The phenomena of the birth and rebirth of nations, peoples, and languages are not only provocative but basic to an understanding of social change, national integration, and language development. The introductory section of this volume presents papers by J.A. Fishman, J. Das Gupta, and C.A. Ferguson. Part II (Language and National Development) contains papers by J.A. Fishman, H. Kloss, D. Rustow, A. Tabouret-Keller, P. Alexandre, C.F. Gallagher, J. Das Gupta, J.J. Gumperz, B. Jernudd, A.A. Mazrui, J.N. Paden, and P.L.van den Berghe. Selections in Part III (Language Planning, Standardization, and Policy) are by R.G….

Mackey, William F. (1977). Irish Language Promotion: Potentials and Constraints. Occasional Paper No. 1. This paper provides a summary of the proceedings of a public lecture and a seminar conducted by William F. Mackey, on "Options for Language Promotion by Means of the Education System" and "Implications of Bilingualism," including the question and answer sessions. Part one, summarizing the lecture, discusses the role of the educational system, the use of Irish in the community, and the attitudes of the public. Part two, summarizing the seminar, discusses what state institutions, other agencies, and individuals can do to promote the use of Irish. It is felt that while two thirds of the population wish to see at least as much Irish in use as English, this cannot become a reality unless skills are improved and maintained, and that this cannot be done until there is some agreement on how the survival of the Irish language can be ensured. (Author/AM)…