(1980). Planning for Management. Leader's Guide. Bilingual Evaluation Technical Assistance Workshop V. A leader's guide for conducting a workshop on managing bilingual program evaluations is presented as part of the Bilingual Evaluation Technical Assistance (BETA) project. After examining how to organize the workshop, the following aids are presented: a preworkshop preparation checklist, a sample room arrangement diagram, a workshop time schedule, and instructions for conducting the workshop, including the actual script. Management of evaluation is discussed in regard to the following major stages: scheduling the evaluation tasks, estimating staff needs, budgeting for the evaluation, monitoring the evaluation, and reporting the evaluation results. The workshop also provides: background information on the research and development work conducted by the Center for the Study of Evaluation at the University of California, Los Angeles; an overview of the BETA project and the five workshops; an analysis of the major tasks in evaluation management; and an analysis of the major stages in…

(1982). Local/State Bilingual Project. 1981-82 Final Technical Report. Appendixes. The 1981-82 Local/State Bilingual Program Technical Report addresses the evaluation questions of the Local/State Bilingual Program Evaluation Design. It is organized into six appendixes. Each appendix reports the information collected by a specific measure. Each appendix consists of (1) an instrument description, (2) purpose of the measure, (3) procedures used to collect the data, (4) summary of results, and (5) tables and figures presenting the data. The appendixes describe the following measures: PAL Oral Language Dominance Measure, Iowa Test of Basic Skills, Spanish Reading Test (Prueba de Lectura), Language Assessment Battery, Potential Policy Changes in Limited English Proficiency (LEP) Procedures, and Masterfile of LEP students. (Author/PN)… [PDF]

Askins, Billy E.; And Others (1977). Effect of the Responsive Environment Early Education Program for Low Birth Weight Children of Preschool Age. This paper describes an external evaluation study of the Responsive Environment Early Education Program (formerly known as the Responsive Environment Program for Spanish American Children), an educational intervention program for "high risk" (low birth weight) 3-, 4-, and 5-year-old children in Clovis, New Mexico. Major goals of the program are: (1) to prevent school failure through the early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; (2) to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various school districts of New Mexico; and (3) to disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design (without a control group) using standardized tests which measured children's language development in Spanish and English, school readiness, and self-concept and… [PDF]

Rendon, Laura (1982). Basic Skills: Responding to the Task with Effective Innovative Programs. Issues in community college basic skills instruction are reviewed and two model programs are outlined in this paper. First, concerns about student illiteracy, lack of academic preparation, and failure to complete courses are discussed, and public demands for educational accountability are examined. Next, the relationship between the "open door" concept and the increased need for basic skills instruction is explored, with special reference to the needs of Black and Hispanic students. After defining basic skills, the paper summarizes arguments for and against their inclusion in the community college curriculum. The paper then outlines the major characteristics of two model programs of basic skills instruction. The first is the Coordinated Bilingual Bicultural Studies Program at Laredo Junior College, an interdisciplinary program involving history, English, reading, human development, psychology and Spanish along with counseling and evaluation components. The second is the… [PDF]

Toro, Leonor (1981). Simbolos Nacionales. National Symbols. Written in Spanish and English, this booklet contains information on Puerto Rico's national symbols, including its anthem, emblem, and flag. Verses to \La Borinquena,\ the national anthem, are given, as well as the song's historical background and musical evolution, covering contributions of Felix Astol Artes, Paco Ramirez Ortiz, Lola Rodriques de Tio, Manuel Fernandez Juncos, and Ramon Collado. The seal of Puerto Rico, conferred upon the island by the Catholic Kings, Fernando and Isabel, on November 8, 1511 to recognize Puerto Rico as part of the Spanish Empire is described, and the historical, cultural, and religious significance of its components (the lamb, yoke, letters, the Latin phrase for \John Is Your Name,\ the cross of Jerusalem, the castles, lion, and pennants) are explained and illustrated. The symbolism of the flag, designed by a group of patriots in 1895 and adopted in 1952, is also described. A short review quiz on the major points covered in the text is also given….

Irizarry, Ruddie A.; And Others (1980). Bushwick High School Bilingual/Bicultural Program, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in l979-l980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) programming and mainstreaming; (2) bilingual classes; and (3) funding for the instructional component. Non-instructional components discussed include: (1) funding sources; (2) curriculum development; (3) supportive services; (4) staff development; (5) parental and community involvement; and (6) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring mathematics performance, science performance, social studies performance, content area performance, and native… [PDF]

(1980). A Vitalized Transitional Program for Bilingual High School Students, George Washington High School. ESEA Title VII Final Evaluation Report, 1979-1980. During the 1979-1980 school year, the George Washington High School Bilingual Program served 310 ninth and tenth grade Spanish speaking students whose command of English was severely limited. The students received intensive instruction in English as a Second Language and content area instruction in Spanish. Additional program components included supportive services, staff development, parental involvement, curriculum development, and extracurricular activities. Evaluation of the program was accomplished through a comparison of outcomes to objectives. It was found that: (1) students mastered more objectives per month in English as a Second Language than were expected by program criteria; (2) students demonstrated statistically significant gains in Spanish reading achievement; (3) in the content areas, most groups of students achieved the criterion in mathematics, no groups achieved the criterion in science, only tenth grade groups reached the criterion in social studies, and all… [PDF]

Boehmler, Eileen (1979). Blackfeet Language Survey. Montana Association of Language Teachers Bulletin, v24 n3 p18-29 Fall. A survey is presented of the Blackfeet language that is used in the Browning area of Montana. The purpose of the survey is to determine the extent to which the language is spoken and passed on at home, and the degree of interest in the language among the young people. The results are presented along with comments where appropriate. Generally, it is noted that the grandmother is the strongest family influence regarding the use of the language. Also, it is clear that most students feel their language is important and would like to see it taught in the schools. In the two schools that have a Blackfeet language program, it is evident that the teacher has an important role in the students' attitude toward Blackfeet. (AMH)…

GAARDER, BRUCE; And Others (1966). BILINGUALISM–FROM THE VIEWPOINT OF THE ADMINISTRATOR AND COUNSELOR. BILINGUAL SCHOOLING CAN BE DEFINED AS THE TEACHING OF ALL OR A FEW SUBJECTS (OVER AND ABOVE ENGLISH AND SPANISH THEMSELVES) THROUGH BOTH TONGUES, WHICH IS DISTINCTLY DIFFERENT THAN THE TEACHING OF A SECOND LANGUAGE AS AN ISOLATED SUBJECT. THE BILINGUAL SCHOOLS AT LAREDO, TEXAS, HAVE SUCCEEDED IN CREATING AN EFFECTIVE, \TWO-WAY,\ MIXED BILINGUAL SCHOOL SYSTEM, GIVING EQUAL TIME TO SPANISH AND ENGLISH. THE CORAL WAY SCHOOL, ANOTHER BILINGUAL SCHOOL LOCATED IN MIAMI, FLORIDA, IS ALSO \TWO-WAY,\ PROVIDING ABOUT EQUAL TIME FOR THE 2 LANGUAGES. HOWEVER, FROM GRADE 1 THROUGH GRADE 3, THERE IS CONSIDERABLY LESS MIXING OF THE 2 CULTURAL GROUPS. THE MOST DIFFICULT PROBLEM IN BILINGUALISM IS THAT OF GAINING FAVORABLE ADMINISTRATIVE ATTITUDE AND POLICY. BILINGUAL SCHOOLING IS PROFITABLE BECAUSE IT MAKES FOR SUPERIOR EDUCATIONAL ACHIEVEMENT AND STUDENTS CAN BEST LEARN THROUGH THEIR MOTHER TONGUE. THROUGH THIS APPROACH, BICULTURALISM CAN BE ACHIEVED, RATHER THAN THE CUTTING OF TIES FROM THE… [PDF]

Askins, Billy E.; And Others (1975). Responsive Environment Program for Spanish American Children (REPSAC): Fourth-Year Evaluation Study. Final Evaluation Report, 1974-75. An intervention program for 3, 4, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children, REPSAC aims at providing successful experiences using the concept of responsive environment in English and Spanish language development and in improving cognitive and affective development. During 1974-75, 32 low birth weight children handicapped by physical difficulties, learning aptitude (IQ), perceptual and motor problems, language handicaps, and economic, cultural, and education deprivation participated at Clovis, New Mexico. The program was divided into comprehensive components: instructional, staff development, community-parental involvement, and media. The evaluation design focused on the instructional component and a follow-up study of former REPSAC students. Language development in English and Spanish, IQ, sensory and perceptual development, and school readiness were measured using pre and posttests. Periodic subjective… [PDF]

(1974). Bilingual Bicultural Materials; A Listing for Library Resource Centers. This listing of Spanish-English bilingual/bicultural materials for the elementary level is the end result of a materials evaluation conducted by the El Paso Public Schools. The catalog is divided into sections by type of media: kits, sound filmstrips, filmstrips, recordings, slides and transparencies, games and models, and books are discussed. Each entry contains information as to title, producer, date of publication, type of medium, contents, price, suggested Dewey classification, and grade level. Along with information as to the suitability of the contents of each entry, a recommendation is made in regard to acquisition based on classroom use of the material in more than one of the participating El Paso Elementary Schools. Appendices list sources and addresses as of January, 1974, a copy of the materials evaluation form used in the project, and the names of the evaluating teachers, listed by school. (KC)… [PDF]

Slavin, Jill A.; Taylor, Myrtice M. (1974). Emergency School Aid Act Pilot Project. Final Report, 1973-74. Research and Development Report, Volume 7, Number 7, December, 1974. The Atlanta Public Schools operated a pilot project under the Emergency School Aid Act (ESAA) from July 1, 1973 through June 30, 1974. The pilot project was subdivided into two parts. Part One, the Camp Learning Center Project, proposed the establishment of interdisciplinary educational, interracial, and cultural experiences in a camp setting for 1100 sixth grade pupils. Each child was enrolled in the program for a period of 13 weeks. During the first six weeks the children and their teacher planned the activities they would conduct at camp. The students prepared for this experience by studying a variety of subjects that would help them accomplish their goals. The children spent the seventh week at the Camp Learning Center, from Monday morning to Friday afternoon. While at camp, the children participated in group study, individual tutoring, and recreational and social activities. Following the camp week, the students continued their studies in their chosen areas and evaluated their… [PDF]

Embree, Alan; And Others (1975). Five-Year Action Plan for Curriculum Development. With the aid of a grant from the Advanced Institutional Development Program, a group of Central YMCA Community College (CYCC) faculty were given released time to inquire into curriculum priorities. This document establishes the focal points of future curriculum discussions and outlines the developments which this faculty group hopes will ensue as a result of their inquiry. A five-year action plan, based on other recent studies conducted at CYCC, is proposed for the orderly implementation of curriculum development, maintaining student welfare and educational experience as the primary target. Strengths and weaknesses of the present structure and possible means of improvement are noted in sections on student needs, special curricula for ethnic and social minority groups, interdepartmental and interdisciplinary programs, extension programs, flexible scheduling, support services, performance objectives, evaluation of instruction, alternative ways of earning credit, new programs, and… [PDF]

Espinoza, Delia; Lopez, Santiago, III (1973). Dia de Dar Gracias. Modulo Nivel Primario. (Day to Give Thanks. Module Primary Level.). Dia de Dar Gracias (Thanksgiving) is the subject of this primary level unit. The unit objectives are to: (1) know about El Dia de Dar Gracias as it is celebrated in the United States; (2) know how the Mayas celebrated it; (3) understand the context of the stories in the unit; (4) know about the main food used, the turkey; (5) distinguish other peoples' customs from those of this country; (6) develop a minimum of 3 activities on the Thanksgiving theme; and (7) answer the major part of the final exam. The unit consists of a brief history of how the Mayas, along with the ancient Greeks, Romans, and Celts, had celebrations to give thanks for their harvest before the Pilgrims did; the story "Guivito El Guajolote"; a vocabulary list; a pretest and a posttest; suggested activities; and a form for teacher evaluation. (NQ)… [PDF]

(1973). Exceptional Children Conference Papers: Early Childhood Education. Five conference papers consider a bilingual kindergarten program, language assessment and development, a nursery school program for retarded children, instructional materials for handicapped children, and a comparison study on social status for bilingual exceptional children, respectively. The bilingual kindergarten program is described as a total learning system with three major components comprised of staff development materials (teacher manuals or filmstrips), the instructional model (sensory, motor, and language skills training in 12 units), and parent involvement. Suggested for children's language assessments are standardized scales, informational observations, and reports from persons close to the child; and offered for remediation are teacher techniques for an ongoing program. Emphasized in a free nursery school program for mentally handicapped children, 3- to 7-years-old, are development of a positive self concept; and motor, self-help, language, sensory, and cognitive…

Cordova, Ignacio R.; And Others (1970). Evaluation of the Second Year (1968-1969) of the Sustained Primary Program for Bilingual Students in the Las Cruces, New Mexico Public School System. Evaluating the 2nd-year K-3 bilingual program in 4 elementary schools, this document assessed (1) the increase in achievement level of Spanish-speaking pupils through use of a sustained K-3 program; (2) the student achievement level between bilingual and monolingual programs; (3) the involvement of Spanish-speaking parents as advisors and learners; (4) whether a 12-month 200-day school year serves the learner better than a 180-day regular school year; (5) the increase in measurable mental abilities of Spanish-cultural/linguistic-background children; (6) the enhancement of positive feelings of student self-worth; (7) the development of skills for bilingual-bicultural interaction; and (8) a school curriculum which utilized the culture and language of Spanish-background pupils. Two experimental groups and a control group were evaluated via appropriate forms of the California Short-Form Test of Mental Ability and the Metropolitan readiness and achievement tests, and 4 other instruments…. [PDF]

Herbert, Charles H., Jr. (1971). Initial Reading in Spanish for Bilinguals. "Initial Reading in Spanish" is a project designed to produce a detailed, descriptive analysis of procedures used to teach Spanish-speaking children in the United States to read in their native language. This document describes the procedures in developing and evaluating such a reading program. The initial step in the program was to observe Spanish reading instruction in several Mexican schools. Observations of procedures and methods used in Mexico were used to devise a program tested in four locations in the United States. Several forms were developed to standardize the procedures for evaluating the program. Extensive videotaping was done in the four experimental classrooms. The final report on the project shows the results of the observations and evaluations made during the project and describes the teaching methodologies that were used. This report summarizes the teaching methodologies and the general results of the project. (VM)… [PDF]

(1976). I Learn the Vietnamese Syllables. Grade 1. This textbook is the first in the reading series developed by the Ministry of Education in Saigon and was the official Ministry textbook series used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in elementary schools in the United States which have Vietnamese students. This textbook introduces the Vietnamese alphabet which contains many vowels and consonants identical in form but not pronunciation to those of English. Practice is offered with the vowel system, the vowel nucleus, the consonant system, and tones. Also included are three children's songs and a list of letters in both script and cursive writing. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…

Gallerano, Brigitte Heuer (1986). The Effect of Bilingualism on Child Development. An Investigation in South Tyrol. Rassegna Italiana di Linguistica Applicata, v18 n3 p29-62 Sep-Dec. An examination of the influence of early bilingualism (German and Italian) on personality, social behavior, perception, and linguistic competence of four- to six-year-old Italian preschoolers (N=65) found no significant differences in social behavior, but some differences in terms of self-confidence, self-control, memory, and oral skills. (CB)…

Romero, Migdalia (1987). Implementing Two-Way Bilingual Programs. Equity and Choice, v3 n3 p17-21 Spr. Implementing two-way bilingual programs requires the following: (1) planning; (2) clear goals; (3) teamwork between teachers, administrators, and parents; (4) specialized training for teachers; and (5) assessment of students' initial skills. (PS)…

Moll, Luis C. (1988). Some Key Issues in Teaching Latino Students. Language Arts, v65 n5 p465-72 Sep. Reports a recent classroom analysis of Latino students who were doing well academically (as reflected both in teachers' assessments and in achievement tests). Finds that teachers were theoretically equipped, able to make curriculum judgments, and received support from colleagues. (MS)…

San Francisco, Andrea Rolla (2003). Cross-Language Interference in the Phonological Awareness of Spanish-English Bilingual Children. This study examines whether Spanish-English bilingual children's phonological awareness (PA) performance reflects specific contrasts between English and Spanish by focusing on children's segmentation of vowels treated as single units in English but as two units in Spanish (/eI/ and /aI/). The role of oral language proficiency, specifically vocabulary, in the phonological awareness of bilingual children is also explored. Bilingual kindergartners and first graders in English or Spanish literacy instruction and a comparison group of monolingual English-speaking peers were administered tests of expressive vocabulary in English and Spanish and a phonemic segmentation task in English. Bilingual children, particularly those with higher Spanish language proficiencies, tended to hypersegment long diphthongized vowels. English language proficiency predicted correct performance on English phonemic segmentation more powerfully for children with low Spanish language proficiency and for children… [PDF]

(2002). Building outside the Box. Public-Private Partnership: A Strategy for Improved Public School Buildings. This publication describes the creation of a new school building for James F. Oyster Bilingual Elementary School in Washington, DC. Despite the success of its academic program, the school's 70-year-old building had become unsafe and unsuitable for teaching and learning and was threatened with closure in 1993 because of the district's fiscal crisis. This publication discusses how the 21st Century School Fund, working with the Oyster Community Council (the school's PTA), the local school restructuring team, the principal, and neighborhood residents, formed a public-private partnership that saved the school and increased city revenue. The District of Columbia agreed to divide the school property in half to make room for a new school and a new residential development. They also agreed to dedicate property taxes and revenue from the sale of the land to repay a revenue bond. In exchange, LCOR, the private developer of the new 211-unit apartment building, agreed to design and build a new… [PDF]

Montague, Nicole S.; Ratliff, Joanne L. (2002). Book Choices for Culturally and Linguistically Diverse (CLD) Parents: Strategies for Sharing Books in Bilingual Homes. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter details a study, involving parents and grandparents of children at the ECDC and another district school (Zavala Elementary), which examined the effect of parent literature choices on the second-language literacy learning of children involved in dual-language and immersion programs. Findings showed that parents at both the more Spanish-dominant Zavala school and the ECDC selected English-language books to read to their children, although their reasons differed. Zavala parents valued the academic and economic role of English, while ECDC parents… [PDF]

Jackson, Shelley A.; Nelson, Kaye W. (2002). Use of Children's Literature in a Comprehensive School Guidance Program for Young Children. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. Asserting that bibliotherapy, the therapeutic use of books, can play an instrumental role in comprehensive school guidance programs, this chapter describes how ECDC school counselors promoted health care literacy using children's literature as part of a comprehensive developmental guidance program for very young children. Children's stories were used to promote a more positive sense of self, to help children learn about the world, and to help children cope with stress, as well as to provide insight into problems, affirm thoughts and feelings, stimulate… [PDF]

D'Amico, Joseph J. (2000). How on Earth Did You Hear About Us? A Study of Exemplary Rural School Practices in the Upper Midwest. As part of ongoing research into rural school improvement, the North Central Regional Educational Laboratory (NCREL) at the request of its Rural Advisory Council set out to find, examine, and profile exemplary, successful school improvement programs in rural schools and districts in the upper Midwest. This paper is a summary of the first year results of a study that came from this initiative. In it are profiled four rural schools and the exemplary educational initiatives they have successfully installed and carried out. Federal Hocking High School (Ohio) adopted the "Coalition of Essential Schools" (CES) and "Expeditionary Learning-Outward Bound" programs and implemented block scheduling, multifunctional lunch periods, daily advisory meetings, team teaching, graduation portfolios, senior projects, and community internships. Dawson-Bryant Elementary school, a K-5 school in southeastern Ohio, adopted the "Success for All" model, which focuses on reading… [PDF]

Cohen, Andrew D. (1982). Researching the Linguistic Outcomes of Bilingual Programs. Bilingual Review, v9 n2 p97-108 May-Aug. Reviews three linguistic studies from 1970s in light of approaches used in 1980s: (1) pretest-posttest analysis of spoken Spanish and English of Mexican American bilingual children; (2) assessment of Spanish grammar among Culver City Spanish Immersion pupils, and (3) effect of summer vacation on Spanish language retention among English speakers from the Culver City program. (EKN)…

Masemann, V. (1978). Ethnography of the Bilingual Classroom. International Review of Education, v24 n3 p295-307. Four primary classrooms, three bilingual and one monolingual, were studied. Final observations showed that "language climate" and the extent to which the two languages developed were influenced by the teacher's style, the organization of the school day, and by the ethnic balance of the class and the neighborhood. (SJL)…

Quintero, Elizabeth; Velarde, M. Christina (1990). Intergenerational Literacy: A Developmental, Bilingual Approach. Young Children, v45 n4 p10-15 May. Describes the development and implementation of EL Paso Community College's model Intergenerational Literacy Project, which brings Spanish-speaking parents and their children together in the classroom in an effort to improve the two groups' literacy skills in English and Spanish. (BB)…

Hazareesingh, Sandip (1994). \When I Was Two in Pakistan . . .\ Discovering the Past with Bilingual 5 and 6 Year-Olds. Multicultural Teaching, v12 n2 p6-11 Spr. Demonstrates how much young children learn when they are engaged with their subject. The project described (Speaking about the Past) involves parents, affirms the home languages of bilingual children, develops their language skills in these and in English, and meets National Curriculum requirements in many subjects. (GLR)…