Echevarria, Jana (1996). The Effects of Instructional Conversations on the Language and Concept Development of Latino Students with Learning Disabilities. Bilingual Research Journal, v20 n2 p339-63 Spr. Five learning-disabled Latino elementary students read stories and participated in alternating lessons using traditional instruction (basal approach) or interactive instructional conversation (IC). Analysis of videotapes and of postlesson narratives constructed by each child found that IC resulted in more complex academic discourse, greater student engagement, and greater understanding of target concepts than did traditional instruction. Contains 30 references. (SV)…

Garcia, Ricardo L.; Reyhner, Jon (1989). Helping Minorities Read Better: Problems and Promises. Reading Research and Instruction, v28 n3 p84-91 Spr. Discusses reading instruction in non-English languages and describes the use of reading materials and methods based on students' cultural background. Describes three exemplary reading programs for minority students and offers a model of a responsive reading teacher who meets the needs of minority background students through locally appropriate reading materials. (MG)…

Escamilla, Kathy; Medina, Marcello, Jr. (1994). Language Acquisition and Gender for Limited-Language-Proficient Mexican Americans in a Maintenance Bilingual Program. Hispanic Journal of Behavioral Sciences, v16 n4 p422-37 Nov. The acquisition of English and Spanish was examined among 298 Mexican-American students who were limited-English-proficient at the start of kindergarten and who participated in maintenance bilingual programs in grades K-3. Oral proficiency in both languages increased for both boys and girls and across groups that had differed in early Spanish proficiency. (SV)…

Ortiz, Alba A.; Wilkinson, Cheryl Yelich (1991). Assessment and Intervention Model for the Bilingual Exceptional Student (AIM for the BESt). Teacher Education and Special Education, v14 n1 p35-42 Win. This article describes a service delivery system for limited English proficiency students in regular and special education programs using problem-solving teams and criterion-referenced and/or curriculum-based assessment, with an emphasis on reciprocal interaction teaching. Goals include improved academic performance and more reliable referral of such students. (Author/PB)…

Heller, Michele A. (1993). Beyond the ABCs. Hispanic, v6 n8 p62,64,66 Sep. Describes the problems facing schools with large Hispanic populations and the need for the federal government to develop specific policies directed toward improving the education of Hispanic Americans. Discusses the role of corporate and private support in working toward this goal. (LP)…

Wolfe, Paula (2000). Gender and Language in Four Secondary, ESL Classrooms. Equity & Excellence in Education, v33 n1 p57-66 Apr. Investigated how program types and designs influenced student access to academic discourse in high school English as a Second Language (ESL) classrooms using traditional, sheltered content, bilingual content, and holistic approaches. Notes language use according to gender. Students were granted differential access, by gender, to the amount and type of language they could produce based primarily on teachers' theoretical orientations. (SM)…

Dietrich, Kathy; Lawton, Stephen B. (1998). Visionaries Who Count: Educational Planners in the 90s. School Business Affairs, v64 n11 p32-35 Nov. Describes a case study of an educational planner in an Ontario, Canada, school district who successful managed a crisis involving crowded schools, shrinking resources, and an identified need for dual-language education. Understanding and effectively handling political processes, community relations, and local values were critical. A visionary planner provides the necessary direction and balance. (MLH)…

(1991). Promising Practices in Early Childhood Education. Volume I. This document describes programs that serve migrant preschool children and their families or that would be adaptable to the migrant population. Model programs illustrate trends in the direction of a \whole family\ approach to early childhood education, respect for the importance of proficiency in the child's first language with regard to developing skills necessary for later learning, and a concern for the integrity of the family. Program directors emphasized the importance of working cooperatively with other community agencies to optimize the services available to migrant families. Most of the 10 program summaries contain: (1) name and address of contact person; (2) description; (3) environment or location of the program; (4) curriculum or learning plan; (5) materials needed; (6) staff needed; (7) benefits and results; (8) problems; and (9) suggestions. Additional information provided in this guide includes a description and directory of the Migrant Education Even Start Program,… [PDF]

Bermudez, Andrea B.; Padron, Yolanda N. (1987). Teachers' Perceptions of Errors in Second Language Learning and Acquisition. A study examined prevailing views on the role of errors and on error correction held by teachers and other school-related personnel in contact with second language learners. An error perception inventory was administered to a group of school personnel (69 teachers and 18 other personnel) completing a graduate-level training program. Of these, 35 were bilingual and 52 were monolingual. The 15-item inventory measured, on a Likert-type scale: (1) degree of awareness regarding the pedagogical value of errors in developing second-language competence and performance; and (2) general attitudes toward error correction. Teaching status and classroom type were used as variables for data analysis. Results indicate that teachers in general have a better attitude toward second-language learners than other school personnel. Bilingual teachers did not demonstrate more awareness of the useful role of errors than did English-as-a-Second-Language or traditional classroom teachers. A 27-item…

(1989). Guidelines for Development of Application. Basic Skills Improvement Programs (ECIA Chapter 1 PL 98-211 and Chapter 212 Laws of 1975 as Amended). Fiscal Year 1989. Chapter 1 of the Education Consolidation and Improvement Act (ECIA) (P.L. 98-211 as amended) and New Jersey State Chapter 212 were enacted to provide financial assistance to local educational agencies (LEAs) to expand and improve their educational programs to meet the special needs of educationally deprived children. Each eligible LEA must apply to the state educational agency (SEA) for state and federal funding and must describe its proposed program. These guidelines are intended to assist New Jersey LEAs in designing and implementing basic skills improvement (BSI) programs in compliance with federal and state statutes and regulations. The guidelines are in 11 sections. The first 10 sections correspond to the following parts of the Basic Skills Improvement Program Application for FY 1989: (1) cover page; (2) basic data (ECIA Chapter 1 only); (3) parent-teacher and nonpublic school consultation; (4) program needs assessment for compensatory education and for supplemental ESL and…

(1983). The Chicago Effective Schools Project. A Report of Evaluation Results–Fiscal 1983. Volume I. The Chicago Effective Schools Project (CESP) is a demonstration program, involving racially isolated schools (Black and Hispanic), designed to provide equal educational opportunity and excellent school programs in schools that cannot be desegregated. This report describes the program as it was implemented in fiscal years 1982 and 1983. The program description includes a brief review of the effective schools literature; major evaluation variables; program design and implementation; and program implementation in Hispanic and bilingual schools. Evaluation results summarized indicate (1) that the program was generally conducted as intended; (2) student achievement improved for most grade levels, and 20 of the CESP schools moved upward in the ranking of the Chicago elementary public schools; (3) most CESP students and their parents had positive attitudes toward the program, although a significant minority were ambivalent or negative toward certain of its aspects; (4) few students… [PDF]

Stewart, David A. (1989). Rationale and Strategies for American Sign Language Intervention. Research Series No. 193. A 4-year demonstration Total Communication Project was implemented at three schools (an elementary, a middle, and a high school) serving hearing impaired students. The goal of the project was for the six participating teachers to become consistent in their role modeling of English and American Sign Language (ASL), through weekly inservice on ASL and guidance in its appropriate use. Although English was the primary language of the classroom, ASL was used as an intervention tool. The paper describes: (1) techniques used for identifying classroom situations that call for the use of ASL, (2) discourse situations that influence the use of different language codes in total communication classrooms, and (3) guidelines for code-switching between English and ASL. The paper reviews the limited research on the effectiveness of ASL as an instructional tool, notes policy considerations, and offers a theoretical framework which sees ASL as a means of increasing deaf students' comprehension of… [PDF]

(1986). English Teaching Profile: Colombia. A review of the status of English language instruction in Colombia provides an overview of the role of English in the society in general and outlines the status of English use and instruction in the educational system at all levels (elementary, secondary, postsecondary, and teacher education). The following topics are covered: the characteristics and training of English language instructors, the type and availability of instructional materials, educational administration and planning in relation to English teaching, English instruction outside the educational system, British and U.S. support for the teaching of English, and commercial opportunities related to English instruction. Although English is the first foreign language of Colombia and is indispensable for business, commerce, professional reading, and advanced studies, it is accorded disappointingly low priority in secondary education and is very poorly taught. However, there is an increasing realization of the importance of…

Dabene, Louise (1983). Case Study on Teaching Materials for Spanish Language and Culture Classes for Migrant Children in France. (Part I, Lyon-Paris, France) The CDCC's Project No. 7: "The Education and Cultural Development of Migrants". As part of the Spanish government's attempt to provide cultural and linguistic education for the sizable Spanish population in France, it organized the design of instructional materials especially suited to the 64,614 children of Spanish migrant workers living in rural and urban France. The materials were intended for use by primary and lower secondary students in special supplementary courses in language and culture supervised by the Education Department of the Spanish Embassy in Paris. A survey of the written and oral skills of a sample of 900 Spanish children from all parts of France preceded the design of the materials, which were intended to teach the Spanish language to a heterogeneous target audience drawn largely from Galicia, Andalusia, and southeastern Spain. The flexible materials were developed for four school levels (second and third primary years, last two primary years, first and second secondary years, third and higher secondary years) and were grouped into five…

Gelb, Steven (1982). A Guide to Working with Minority Language Students in Special Education. This monograph provides special educators with guidelines to help them succeed in their work with minority language students. It emphasizes the necessity for bringing the social context into educational planning, in its discussion of such topics as the history of limited English proficient (LEP) children in special education, classroom needs of LEP handicapped children, methods of working with minority language parents, and issues in the assessment of LEP children. An introductory chapter discusses the diversity among LEP children and the achievement of LEP children in schools. An historical perspective on minority language students and special education focuses on the growth of ungraded classes for \backward\ children between 1900 and 1920, the rise of intelligence tests and their use on LEP children, overrepresentation of minority children in special education, and current efforts toward change. Classroom needs call for consideration of assimilationism versus pluralism, teacher…

(1980). Auto Mechanics Modules 1-6: Bilingual Vocational Language Development Workbook. This vocabulary language development workbook accompanies modules 1-6 in the auto mechanics course of the Bilingual Skills Training Program (CE 028 296-301). For each module the trade-related vocabulary to be learned and practiced is first presented in both English and Spanish. Various types of activities and exercises using both the English and Spanish vocabulary are then provided, including alphabetizing, unscrambling letters, translation, finding words in puzzles, and matching Spanish to English terms. Directions are generally given in both English and Spanish. (YLB)…

Smith, Herbert A., Ed. (1976). Help on Wheels: The Story of Colorado's Mobile Units Serving the Needs of Migrant Education. In order to help local schools cope with the problems of migrant children, the Colorado State Department of Education conceived the idea of a mobile unit which would make periodic visits to schools serving migrant children. Originally the service provided by the units placed heavy emphasis on the diagnostic function. Accordingly, the units were designed and equipped to test hearing, sight, reading ability, and other factors affecting the children's ability to learn. As the project neared the operational phase, it became obvious that teacher training institutions in the state should also be concerned with helping teachers of migrant children to do a more professional job. Therefore, Colorado State University and Colorado University were initially selected to implement the program. Because of the promise in the early successes of the two units, and the inability to provide sufficient needed services in such a huge state, a third unit was assigned to the University of Southern Colorado…

Passow, A. Harry (1975). New Curricula for Multi-Ethnic Schools. Equal Opportunity Review, June 1975. This paper asserts that most of the urban and suburban schools are racially and ethnically isolated. Consequently, what are needed are curricula suited to a culturally diverse population which does not attend culturally and ethnically diverse schools. Thus, one issue requiring examination, it is stated, is the extent to which curricula are similar or different for culturally diverse student populations in contrast to culturally homogeneous groups. A definition of cultural pluralism proposed by the National Coalition for Cultural Pluralism suggests curricular strands that deal with (1) ethnic and cultural awareness of one's own identity, (2) understanding of other cultures, and, (3) awareness of the nature of racism and sexism as these affect individual and group behavior. It is a definition which has implications for both cognitive and affective development of the individual. While it is held that schools must certainly do a far more effective job in the basic skills areas, an… [PDF]

McLure, William P.; And Others (1975). Special Education: Needs–Costs–Methods of Financing. A Report of a Study. This report has three parts–recommendations, substantiation for the recommendations, and an appendix of charts and tables. The recommendations are as follows: that the state board of education be assigned the sole responsibility for planning and overseeing the educational programs and related instructional services whereby all individuals in Illinois have an opportunity to reach their fullest possible educational development from early age through secondary school; that the state revise its method of financing the education of children with handicaps and other exceptionalities (the most recommended method is full state funding of extra costs); that the state board be given such responsibilities and financial resources as are necessary to establish an information system for reporting and accounting by public schools, other governmental agencies, and private agencies to carry into effect the recommendations and to improve the knowledge of educational activities in general; and that… [PDF]

Fahrer, Kimberly, Comp.; Vivolo, Robert, Comp. (1976). ERIC References on Urban and Minority Education. Equal Opportunity Review, July 1976. Two hundred and twenty-four items comprise this guide to the literature on urban and minority education which is not easily accessible to educational researchers, decision makers, and practitioners. It brings together significant works in this area which appear in the January 1975 through April 1976 issues of Resources in Education (the abstract journal of the ERIC document data base). The references all bear a 1975 publication data. "ED" identification numbers are included at the end of each citation, where appropriate. A subject index by citation number and a statement on the availability of the cited materials follow the bibliography. (Author/AM)… [PDF]

Gonzalez, Maria Luisa, Ed.; Huerta-Macias, Ana, Ed.; Tinajero, Josefina Villamil, Ed. (1998). Educating Latino Students: A Guide to Successful Practice. This book attempts to assist readers in expanding their knowledge base in the area of quality practices for Latino students. The chapters contain many practices that can be implemented in educational settings from preschool to secondary school. The following chapters are included: (1) "Successfully Educating Latinos: The Pivotal Role of the Principal" (Maria Luisa Gonzalez); (2) "Learning for Latinos: The Sociocultural Perspective" (Ana Huerta-Macias); (3) "Fostering the Home-School Connection for Latinos" (Alma Flor Ada and Nancy Jean Smith); (4) "Developmentally Appropriate Practice: Rethinking the Preschool Curriculum with Latino Families" (Elizabeth Quintero); (5) "Emergent Literacy: Implications for Kindergarten Settings" (Maria Cristina Gonzalez); (6) "Learning Environments Supportive of Young Latinos" (Cecilia Espinosa, Karen Moore, and Irene Serna); (7) "Developing Language and Literacy in Bilingual…

Vick-Westgate, Ann (2002). Nunavik: Inuit-Controlled Education in Arctic Quebec. Northern Lights Series. This book documents the debate among the Inuit of Nunavik (northern Quebec) over the purposes, strengths, and weaknesses of public schools in their 14 arctic communities. The book begins with a summary of the history of education in Nunavik, including traditional Inuit methods and purposes of education. The 14 communities comprise the Kativik School Board (KSB), the first Inuit-controlled school district in Canada, which was created as part of the 1975 James Bay and Northern Quebec Agreement (JBNQA) among Inuit and Cree communities and provincial and federal governments. In its first decade, KSB built new schools in all communities, designed and began a teacher education program for Inuit instructing primary grades in their own language, and developed Inuttitut curriculum materials for all grade levels. In 1989, an independent task force was established to conduct a comprehensive evaluation of the education system in Nunavik. Rather than fine-tuning the existing system, the task…

Flores, Juan M. (1989). Barrio Folklore as a Basis for English Composition. Equity and Excellence, v24 n2 p72 Win. Minority language students can be successfully taught to write through programs that validate the students' experiences and cultural heritage. Adopting an approach developed by Eliot Wiggington in the Foxfire project, a California educator teaches his Chicano students English composition by emphasizing the richness of family and community folklore and history. (AF)…

Mastropieri, Margo A.; Scruggs, Thomas E. (1995). Assessment of Students with Learning Disabilities: Current Issues and Future Directions. Diagnostique, v20 n1-4 p17-31 1994-95. Current issues in the assessment of students with learning disabilities are identified, including use of physiological and neuropsychological measures, discrepancy criteria, curriculum-based measurement, dynamic assessment, performance and portfolio assessment, and assessment of learning disabilities in bilingual and multicultural contexts. (Author/DB)…

Kasten, Wendy C. (1992). Bridging the Horizon: American Indian Beliefs and Whole Language Learning. Anthropology and Education Quarterly, v23 n2 p108-19 Jun. Explores the relationship between the principles of whole-language teaching and whole-language learning, especially for elementary school students, and the culture of many Native American students, listing seven points of compatibility. The experience of the Miccosukee Indian School in Miami (Florida) illustrates the use of whole language. (SLD)…

Ahlgren, Priscilla (1993). La Escuela Fratney (The Ratney School). Reflections on a Bilingual, Anti-Bias, Multicultural Elementary School. Teaching Tolerance, v2 n2 p26-31 Fall. Experiences of a bilingual multicultural elementary school in Milwaukee (Wisconsin) illustrate how concepts of social justice, equality, and respect for ethnic differences can be introduced. The school is distinguished by its two-way bilingual program that gives every child a chance to master English and Spanish. (SLD)…

(1996). Revisiting the Lau Decision: 20 Years After. Proceedings of a National Commemorative Symposium (San Francisco, California, November 3-4, 1994). The "Lau" decision of 1974, which was related to the education of Chinese-speaking students in San Francisco (California), ushered in new programs, teaching approaches, frameworks, legislation, and government agencies designed to redress fundamental inequities in the educational opportunities available to language minority students. This symposium was held to explore progress and lack of progress in equitable education. A historical overview of the "Lau" decision and its impact was provided by Ling-Chi Wang, Edward A. De Avila, and Edward Steinman. A panel discussion emphasizing the current state of language minority education followed. Summaries are presented of the following symposium strands, most of which were discussed over both days of the conference: (1) "Social Impact" (Kenji Ima) and "Special Response to the Social Impact" (Alicia Sosa); (2) "Legal/Legislative Policy" (John Affeldt); (3) "Teacher Education" (Jack…

Holmes, Tony (1992). Toi Te Kupu, Toi Te Mana, Toi Te Whenua: Culturally Appropriate Early Childhood Education. This paper discusses the issues of power, self-determination, and culturally appropriate learning as they relate to Australian Aboriginal, Native American, and Maori early childhood programs. It is asserted that many programs for the education of indigenous peoples in Australia, the United States, and New Zealand have failed to serve the needs and aspirations of those peoples, because the majority culture in those countries has historically maintained policies of assimilation of and hegemony over native peoples. Only in the last several decades have national and local governments and agencies come to address the inequities of early childhood programs within indigenous communities. The aims of culturally appropriate early childhood education for indigenous peoples include: (1) acknowledging the validity of cultural knowledge and ways of learning; (2) enhancing self-esteem, cultural pride, identity, and self-concept; (3) enhancing educational outcomes, including maintenance of the… [PDF]

Egbert, Marie (1985). Building Bridges: Vocational Educators and Developmental Education. TECHNIQUES. Lifelong Learning, v8 n8 p29-30 Jun. Vocational educators need to build bridges for student's transition into and success through the vocational program of their reasoned choice by communicating and cooperating with developmental education instructors. The major focus of the role of the vocational instructor in working with the developmental educator concerns assessment of students to determine who may require the services of the developmental education division. An example of how the vocational instructor can work with developmental education is the technical learning program for Indochinese students at Portland Community College (Oregon). Technical concepts, aural comprehension of shop commands and trade talk, technical vocabulary, and hands-on practices. The technical learning skills concept prepares students for success in technical career programs because basic concepts are written by the developmental education staff in easy-to-understand technical English with concepts and technical vocabulary coming directly…

(1975). American Indian Education: An Abstract Bibliography. This bibliography is composed of selected documents on American Indians in the ERIC microfiche collection and in journal literature dating from 1973 to 1975. Included among the entries are surveys of the special needs of American Indians, descriptions of federally-sponsored projects on American Indian education, evaluations of American Indian schools, studies of American Indian cultural traits that might affect the educational process, research on instructional approaches and techniques used with American Indian children, documents on special techniques for the education of teachers who work with American Indian children, and curriculum materials for and about American Indians. The 73 entries include 45 document abstracts taken from \Resources in Education\ (RIE) and 28 journal article annotations from the \Current Index to Journals in Education\ (CIJE). (Author/ED)… [PDF]