Lipton, Gladys C., Ed. (1969). FLES: Projections into the Future. A Report by the FLES Committee of the American Association of Teachers of French. Twelve articles on current and projected trends in the teaching of foreign language in elementary schools (FLES) focus on four major areas of concern. A look at the present state of FLES instruction includes articles on programs in various parts of the world, the potential of FLES, and teacher preparation. Two articles on innovations and school facilities and programed instruction focus on the impact of technological advances. A section on bilingualism includes an article on ethnic groups and language maintenance. The last group of articles predicts directions which sequential programs are likely to take and the potential use of media for purposes of instruction. (RL)…
(1973). Description of Bilingual Programs Funded by Title I, ESEA. This booklet presents a description of 16 bilingual programs funded by Title I, ESEA in New York City. Information includes a description and list of objectives for each program. (SK)… [PDF]
Stone, Lynda (1994). Issues in Problem Solving Discourse: A Preliminary Study of the Socialization of Planning Skills during Science Lessons in a Kindergarten Classroom. This case study explored how social interaction during science lessons leads to the development of planning skills in students. An analysis of group discussions was conducted. Questions addressed were: (1) What is the nature of planning discourse during science problem-solving activities with young children?; and (2) How is collaborative planning during science problem-solving encouraged by the teacher to help a student structure problem-solving attempts? An urban elementary school located in a transient, low-income, predominately Latino neighborhood was selected. The class tended to be bilingual, but the analysis focused on activities where English was used primarily. The classroom population was 30 children, and one-third were fluent English speakers. Participant observation notes and unstructured interviews were conducted. Classroom documents and video and audio tapes of 1-2 hour durations were analyzed. Discourse and conversation analytic methods were used to complete both macro… [PDF]
(1994). The Forum, Volume 19. Numbers 1-4. Forum, v19 n1-4 Spr 1993-Win. Four issues of "The Forum," a publication of the New York State Federation of Chapters of the Council for Exceptional Children (CEC), contain the following major articles: "Integration, Mainstreaming or Inclusion…Who's On First?" (Tim Knoster); "Links to the Community: Why Inclusion?" (John B. Kish and Leslie A. Kish); "Integration of Preschool Children with Disabilities in Capital District Day Care Centers" (Jeanne Kozloski and others); "Children Who Are Ventilator Dependent" (Andrew W. Rothstein); "An Interview with Rosemary Crossley" (Heidi Reichel); "Facilitated Communication: Employing Research Results To Develop Ethical Practice Guidelines" (Michael Eberlin and Gene McConnachie); "Teaching Strategies for the Believer and the Skeptic" (Claude Call and others); "Facilitated Communication: Practice to Research" (John W. Jacobson); "Bilingualism and Special Education" (James…
Jaramillo, James A.; Solano, Angele (1996). Common Geometry Shapes/Formas Geometricas: An Introductory-English Lesson & Introductory Spanish Lesson. A lesson plan for first-grade children beginning to learn English describes an activity using manipulatives and visual aids to develop recognition of three geometric shapes (circle, square, rectangle), their names, and a few additional words in English (e.g., \bag,\\table,\\door\). Students are grouped at tables of four to six and provided with name-marked items of the appropriate shape. When directed by the teacher, students match the shape indicated with the corresponding item on the table, then practice pronunciation of the English word. Subsequently, students are instructed to bring the items to a central location, and are encouraged to find other similar shapes within the classroom. (MSE)… [PDF]
Barnett, Tami (1996). Developing a Program for Elementary ESL Students. A study investigating the design of elementary school programs for limited-English-speaking children is reported and the resulting recommendations for a program designed for Hispanic migrant children in a Washington school are presented. The three major issues addressed include: the appropriate amount of instruction in native language arts; how to provide an environment conducive to learning English; and applying ideas concerning the ideal learning environment to a particular school setting. Background information was gathered through observation at schools in the surrounding area and in a major metropolitan area with a wide variety of student language backgrounds, to determine the kinds of programs already implemented. Findings at each of these schools are detailed here. Research on effective program design is also reviewed. Recommendations made for the school in question include: implementation of native language instruction in reading for the Hispanic students; preview-review… [PDF]
Schwartz, Wendy (1995). How To Promote the Science and Mathematics Achievement of Females and Minorities. For Parents/about Parents. Some minority and female students traditionally have not been given the help they need to enroll and succeed in mathematics and science classes. Now, however, a variety of approaches are available to give these students the extra attention they need. Parents can help children develop an interest in science and mathematics by: (1) identifying role models; (2) stressing the importance of high academic goals and insisting that students not put limits on themselves; (3) encouraging students to interact with teachers and participate actively in class; (4) demonstrating the usefulness of science and mathematics in daily living; (5) urging children to enroll in extracurricular science and mathematics programs; (6) helping children locate question-answering services for homework help; (7) finding tutors and programs to meet the child's needs; and (8) participating in science and mathematics learning activities. Parents should work with the school to make sure children learn advanced… [PDF]
(1980). Pilipino Kindergarten Language Arts–Identity. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Pagkakakilanlan. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The \Identity Kit\ includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self- discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. (LB)…
(1980). Pilipino Kindergarten Language Arts–Needs. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Mga Pangangailangan. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The \Needs Kit\ includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self- discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. (LB)…
Ada, Alma Flor (1993). A Critical Pedagogy Approach to Fostering the Home-School Connection. Many of the institutions that have helped children deal with the challenge of growing up, such as small towns and extended families, are disappearing or changing, and as a consequence schools are faced with greater responsibilities. Educators must reexamine what they do to acknowledge and validate the home and family, and must extend the educational process beyond the classroom. This is especially important for language minority and economically disadvantaged students. Educators can foster the student's first language as the vehicle for healthy home interaction, validate the informal education of language minority parents, and encourage children to communicate daily school experiences with their parents. The ultimate goal of these practices is for students and parents to recognize themselves as the authors of their own lives. (JP)… [PDF]
Madden, Nancy A.; Slavin, Robert E. (1998). Success for All/Exito Para Todos. Effects on the Reading Achievement of Students Acquiring English. Report No. 19. While it is important to improve the outcomes of bilingual and English-only reading instruction for English language learners at all grade levels, there is a particular need to see that students are successful in beginning to read in the early elementary grades. One program that has achieved a great deal of success in meeting this goal is called Success for All, a comprehensive reform program for elementary schools, especially those serving many students at risk. This report presents data on the achievement of English language learners in schools in Philadelphia (Pennsylvania), Southern California, Houston (Texas), and Arizona that are implementing Success for All or Exito Para Todos (the Spanish bilingual adaptation of Success for All). The effects of Success for All on the achievement of English language learners are not entirely consistent, but in general they are substantially positive. In all schools implementing Exito Para Todos, effect sizes for first graders on Spanish… [PDF] [Direct]
Kaminsky, Debra E. (1993). Helping Elementary English as a Second Language Students To Become Independent Learners by Improving Their Reading Strategies. This practicum was designed to address the need for the intermediate and upper grade level English as a Second Language (ESL) students to become independent learners in the literacy process. The subjects, 13 boys and 3 girls from Pakistan, Philippines, Jordan, Israel, Korea, Turkey, and Thailand were dependent on the teacher when they had difficulty with words and had poor self-confidence in their learning strategies. The author met with the subjects' parents to discuss ways to encourage the children to become independent learners in the literacy process. Students wrote reactions in literature logs to books they read and used a self-monitoring approach to reading and thinking. A group list of new vocabulary words from a basal reading selection was designed by the students to define meaning using the context of the material. By keeping a portfolio, students were involved in the assessment of their own writing. Results of the study showed that students learned to use the context of… [PDF]
Zhang, Zemin (1993). Asian-American Communications: In-School Staff Workshops. Evaluation Report 1992-93. OREA Report. Asian-American Communications: In-School Staff Workshops was in its fifth year of funding by New York State Bilingual Categorical Funds. The project provided workshops for staff, parents, and students in schools with large Asian-American populations. During the year under review, the project conducted 26 workshops citywide. Phase I workshops focused on information garnered from a school needs assessment; Phase II workshops focused on teaching strategies; Phase III workshops introduced Asian-American history and culture. Participants rated all workshops very favorably. The project was fully implemented and met all of its objectives. The objectives were conducting a preworkshop survey, presenting Phase I, II, and III workshops, and providing parent and student workshops on request. The findings led to the following recommendations: (1) allocate more time for the workshops, (2) develop written materials to reinforce workshop presentations, (3) provide more opportunities for small-group… [PDF]
Lewelling, Vickie W. (1991). Academic Achievement in a Second Language. ERIC Digest. The academic achievement of limited-English-speaking (LEP) students has long been a major national educational concern. This digest focuses on: (1) factors that promote or inhibit academic achievement in a second language; (2) the length of time needed for LEP students to achieve at comparable levels in school with their native English-speaking peers; (3) the transfer of skills in the first language to English; (4) program models that promote academic achievement in a second language; and (5) the assessment of academic achievement. (VWL)… [PDF]
Gerace, William J.; Mestre, Jose P. (1983). Identifying Learning Handicaps of College Age Spanish-Speaking Bilingual Students Majoring in Technical Subjects. Bilingual Research Project. Studies were conducted to identify critical barriers which could impede the progress of Hispanic undergraduates enrolled in science and engineering programs. The underlying theme in most studies was the interplay of language in various problem-solving tasks. Studies examined: (1) predictors of academic achievement (as measured by grade point average); (2) ability of students to translate word problems into appropriate mathematical equations, with an emphasis on identifying errors caused by misinterpretations of the problem statement as opposed to errors caused by mathematical deficiencies; (3) extent to which students' academic, motivational, and socioeconomic characteristics mediated their performance in various cognitive measures; and (4) the ability of students to solve logical reasoning problems containing multiple negations. Findings indicate that Hispanic students are underprepared in comparison to Anglo students. Areas in which Hispanics displayed underpreparation are… [PDF]
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