Segarra, Carol (2000). Case Study. Bilingual Literacy Development: D. K.'s Story. Kappa Delta Pi Record, v36 n4 p181-83 Sum. Describes one student teacher's experiences developing the literacy skills of a 13-year-old boy from the former Soviet Union who had poorly-developed first-language literacy skills and difficulty with English. After defining and describing linguistic development in general, the paper explains how the student teacher made tutoring effective and fun and notes what she learned from the experience. (SM)…

Perez, Bertha (1995). Language and Literacy Issues Related to Mexican-American Secondary Students. High School Journal, v78 n4 p236-43 Apr-May. Reviews the limited research on language and literacy instruction of Mexican-American secondary students. Emerging themes indicate that secondary bilingual programs are few; English-as-a-Second-Language is the most widely used approach for developing language skills; schools that are effective with limited-English-speaking students use more integrated, holistic approaches. Contains 35 references. (TD)…

Gordon, June A. (1995). Preparation for Urban Teaching: Post-B.A. Paraprofessionals. The student population of urban schools reflects widely diverse socioeconomic, linguistic, and ethnic backgrounds, yet few teacher training programs are currently addressing the need to recruit and train teachers reflecting this diversity. The Seattle Public Schools/Western Washington University (SPS/WWU) post-baccalaureate paraprofessional teacher preparation program for K-8 certification was designed to increase the number of teachers of color and bilingual teachers in the Seattle public schools. Prior research revealed that the Seattle School District's Instructional Assistants were highly qualified. Many were students of color with bachelors degrees who had hoped to become teachers but did not pursue teaching credentials because of financial constraints, workloads, or lack of confidence to return to school. The SPS/WWU program consisted of 4 quarters of coursework, with the third quarter dedicated to student teaching. Instructors came from the public schools, the university, and… [PDF]

van den Berg-Eldering, Lotty, Ed.; And Others (1983). Multicultural Education: A Challenge for Teachers. This book presents 20 papers delivered at the Conference on Multicultural Education and Teacher Training held in Amersfoort, The Netherlands, in September 1982. An introduction (not read at the conference) covering ethnic minorities and educational systems in both the United States and the Netherlands is included. The authors and their papers presented follow: (1) W.J. Deetman, "Education Policy and Minorities: A Dutch View"; (2) Elam K. Hertzler, "Education Policy in a Pluralistic Society: An American View"; (3) Jo E. Ellemers, "The Study of Ethnicity: The Need for a Differential Approach"; (4) Nathan Glazer, "Political Significance of Education in a Multicultural Society"; (5) James A. Banks, "Language, Ethnicity, Ideology and Education"; (6) Isaura Santiago Santiago,"Political and Legal Issues in Maintaining the Vernacular in the Curriculum: The U.S. Experience"; (7) James M. Anderson, "Contextual Approach to…

(1979). Monograph for Bilingual Training. This monograph addresses the task of designing, operating, and evaluating bilingual vocational instruction programs. It is intended to help administrators, program planners, evaluators, and staff responsible for providing an efficient, effective, and relevant program for adults and youth who are unemployed or underemployed having insufficient job skills and who lack sufficient English to permit them to function in an English-speaking work environment. Chapter 1 addresses organizing a bilingual vocational training program. Specific topics include six prerequisites to program planning and effective program implementation. Chapter 2 focuses on adapting English to vocational instruction by discussing making ESL (English as a Second Language) relevant to vocation, task of mastering English, oral approach to mastery of English, and strategies in adapting ESL to vocational Skills. Chapter 3 is designed as a guide to the evaluation of bilingual vocational training programs. It provides a…

Bintz, William P. (1995). Reflections on Teaching in Multicultural Settings. Social Studies, v86 n1 p39-42 Jan-Feb. Discusses 15 years of experiences and lessons learned teaching in multicultural settings in the United States, Puerto Rico, and 2 foreign nations. Argues that schooling should be based on a diversity model of education. Asserts that it is difference that engages student minds. (CFR)…

Baker, Doug; Dixon, Carol; Franquiz, Maria; Green, Judith; Yeager, Beth (2000). "I Used To Know That": What Happens When Reform Gets through the Classroom Door. Bilingual Research Journal, v24 n1-2 p113-26 Win-Spr. An ethnographic study in two California school districts examines how court cases, federal and state legislation, local and state school board decisions, election results, and national reports interacted to constrain students' confidence to function at a particular level in English and the learning opportunities that a bilingual teacher could provide to linguistically diverse students. (Contains 23 references.) (TD)…

(1973). Bilingual Audiovisual Materials. This booklet contains an annotated list of bilingual audiovisual materials. It discusses films, records, cassettes, and tapes. Other information includes periodicals, a list of distributors, and bibliographies. (SK)…

Blase, Philip; And Others (1995). Kwakiutl Native Americans of the American Northwest. The theme of this unit is "Kwakiutl Native Americans of the American Northwest." The content is based on the third grade text of the Houghton Mifflin Social Studies curriculum entitled "From Sea to Shining Sea," and includes learning experiences in social studies, math, science, language arts, music, drama, art, and physical education. The text's objectives include: (1) identity who the Kwakiutl were and where they lived; (2) describe their way of life; (3) identify natural resources used by the Kwakiutl; (4) describe their beliefs about nature; (5) identify the importance of woodcarving; (6) describe Kwakiutl canoes and totem poles; and (7) explain how the Kwakiutl used wood carvings in ceremonies. The primary language lessons are the same regardless of which language the students speak, but the fluent English speakers are taught in English, and the other students are taught the lesson in their own language. The main concepts of all eight subjects are covered by… [PDF]

Lucas, Alice (1990). The Magic Crossbow = Chiec No Than. A Traditional Vietnamese Folktale Told in English and Vietnamese and Teacher Discussion Guide. The Vietnamese folk tale "The Magic Crossbow" is presented in English (left page) and Vietnamese (facing right page), with an accompanying teacher's guide. The heroic story is based on true events in Vietnam during the 3rd century B.C. The teacher guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story, including information about Vietnamese names and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including pre-reading activities, motivational exercises, and vocabulary development activities. Finally, a student worksheet provides question-and-answer…

Lucas, Alice; Neak, Touch (1990). The Mountain of the Men & the Mountain of the Women. A Traditional Cambodian Folktale Told in English and Khmer and Teacher Discussion Guide. The Cambodian folk tale \The Mountain of the Men and the Mountain of the Women\ is presented in English (left page) and Khmer (facing right page), with an accompanying teacher's guide. The story, told by a 78-year-old Cambodian Buddhist monk, is part of a longer legend about an unmarried queen who changes marriage customs so she can ask a man to be her husband. The teacher's guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story, including information about ties between schools and home in Cambodia, and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including… [PDF]

Lucas, Alice; Sasorith, Issara Katay (1990). Four Champa Trees. A Traditional Laotian Folktale Told in English and Lao and Teacher Discussion Guide. The Laotian folk tale "Four Champa Trees" is presented in English (left page) and Lao (facing right page), with an accompanying teacher's guide. The story is part of a much longer legend told in the oral tradition of the Lao people. The teacher's guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including pre-reading activities, motivational exercises, and vocabulary development activities. Finally, a student worksheet provides question-and-answer retention, comprehension, and discussion exercises…

Moll, Luis C.; And Others (1990). Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction. Technical Report. A study examined simultaneously household and elementary classroom life, and collaborated closely with teachers to develop implications for the teaching of literacy. The study consisted of three main, interrelated activities: an ethnographic analysis of the use and transmission of knowledge and skills within and among households (represented by 24 males and 29 females) in a Latino community in Tucson, Arizona; implementation of an after-school site where researchers and teachers examine classroom practices and use local resources to experiment with literacy instruction; and classroom observations examining existing methods of instruction and exploring how to change instruction by applying what was learned at the after-school site. Results indicated that: (1) the working-class, Hispanic households possessed ample funds of knowledge that become manifest through household activities; (2) in contrast to households, most classroom (and most teachers) function in isolation not only from… [PDF]

Prado-Olmos, Patricia; And Others (1991). Cooperative Learning for Bilingual Students: A Case Study of a CIRC Implementation. A study investigated the effectiveness of a Cooperative Integrated Reading and Composition (CIRC) program in an elementary school bilingual classroom with exclusively Mexican-American students (n=35). Because cooperative learning strategies are based on peer interaction and participants contributing to the common goal, the videotaped interactions of four male students during the daily (four days a week) use of CIRC were analyzed to infer and identify teaching and learning strategies that might explain student skill acquisition during CIRC activities. The teaching strategies included were modeling, contingency management, providing feedback, instructing, questioning, and cognitive structuring. The interactions between the two high-reading ability students changed over time; interaction decreased in quantity, and the students stopped being actively engaged in answering questions and often worked on different questions. Interactions between the lower-reading-ability pair were much more… [PDF]

Torres, Judith A.; And Others (1983). Flushing High School. A Basic Trilingual Program, 1981-1982. O.E.E. Evaluation Report. The Basic Trilingual Program at Flushing High School in Queens, New York City, provides instruction in English as a second language, native language arts instruction, and bilingual instruction in different content areas to Spanish speaking and Korean speaking high school students of limited English proficiency. The program is also involved in curriculum development, staff training, counseling and supportive services, and the provision of opportunities for parent involvement in the program. This report describes the context, participants, organization, instructional and noninstructional components, and evaluation of the program during 1981-82. Evaluation findings indicate that: (1) Spanish speaking students demonstrated statistically significant gains in English reading achievement, but Korean speaking students did not; (2) Spanish speaking students achieved more English syntax objectives than Korean speaking students; (3) participants' passing rates in mathematics, science, and… [PDF]

Berney, Tomi D.; Cantalupo, Denise (1990). Staff Development Workshops for High School Science Teachers of Limited English Proficient Students 1988-89. The staff development workshops for high school science teachers of Limited English Proficient (LEP) Students program are described. The project provided services which involved: creating a resource library, collecting videotaped records of the staff development workshops for future training sessions, disseminating information and materials, and consulting field practitioners to identify appropriate materials to be used for science instruction. Staff development was provided at five workshops. The workshop presenters were familiar with current science education research and had experience in conducting workshops for applying research to practice. The program served to increase the solidarity of the participants, identified the unique problems of LEP students in science achievement, and offered alternative instructional approaches. One inhibiting variable was the limited number of materials on science instruction for LEP students in the newly formed resource library. Two… [PDF]

Ascher, Carol (1990). Assessing Bilingual Students for Placement and Instruction. ERIC/CUE Digest No. 65. Standardized achievement and aptitude tests may be of very limited value in making placement or instructional decisions about bilingual students. The practice of categorizing standardized test scores by ethnic groups obscures the difficulties of administering and interpreting tests taken by bilinguals. Individuals who are bilingual have two language systems that overlap and are distinct; both are relied upon in a variety of ways, depending on the linguistic and communicative demands of everyday settings. It is not yet known how to measure the extent to which one of the languages of a bilingual student influences the other, or even how to describe bilingual competence. In test-taking situations, the switching and other linguistic adaptations of bilinguals create notable differences from the way that monolingual students perform. Because standardized tests in any language are biased in favor of native speakers, low test scores received by bilinguals are often interpreted as evidence… [PDF]

Park, Wook; And Others (1984). Critical Issues in the Use and Teaching of the Native Language to Asian Limited English Proficient Students. A discussion of the use of native languages in the instruction of limited English proficient Asian students addresses three questions: (1) whether the students' native language should be used as a means of instruction; (2) whether there is a transfer of skills from the native language to the second language; and (3) how the language and culture of the language minority children can effectively assist in the learning of English language skills. The discussion draws on information gathered from a survey of teachers of Asian language minority children, observations presented by teaching personnel representing bilingual, English as a second language, and immersion programs serving these populations throughout Illinois, and a dialogue between practitioners and theorists. It is concluded that teaching in the native language is highly recognized and most recommended for concept development and that the transfer of cognitive and academic proficiency is easier than the transfer of basic…

Cochran, Effie Papatzikou; Schulman, Robert (1984). Morris High School, New Directions for Bilingualism. O.E.E. Evaluation Report, 1982-1983. New Directions for Bilingualism, at Morris High School (Bronx, New York) completed the first year of a three year cycle in June 1983. The program, which served 300 newly-arrived, foreign-born, low income students, had as its major goals the improvement of participants' English language proficiency, development of their native language (Spanish) skills, and enhancement of their self-image. Program students were not isolated from the high school, but shared two periods per day with mainstream students. Instructional and noninstructinal support services were provided to program students; these were funded from a variety of sources. Supportive services included personal and academic counseling as well as home visits. Analysis of student achievement indicated that participants in New Directions met or surpassed program objectives in most areas. In addition, their attendance rate was considerably higher than that of non-program students in the same school. (GC)… [PDF]

Schulman, Robert; Sjostrom, Barbara R. (1984). Theodore Roosevelt High School, Project C.H.A.S.P. O.E.E. Evaluation Report, 1982-1983. In 1982-83, Project CHASP offered bilingual instruction and support services to 100 Cambodian and 75 Hispanic limited-English-speaking students in the 9th and 10th grades at Theodore Roosevelt High School, Bronx, New York. The goal of the program was to develop student proficiency in the English language skills necessary for full mainstreaming while reinforcing native language ability. Quantitative analysis of student achievement indicates that: (1) overall, students met the program's English language development objectives; (2) in Spanish reading, 9th graders showed statistically significant improvement; (3) almost all objectives in the content areas of math, science, and social studies were met; (4) the passing rate for Hispanic students in native language studies was over 90% (Cambodian data were not available); and (5) the program's attendance rate was significantly higher than the general school attendance rate. In addition, curriculum objectives were partly met, supportive… [PDF]

(1986). Theodore Roosevelt High School Project CHASP 1983-1984. In 1984-85, the final year of a two-year funding cycle, Project CHASP (Cambodian and Hispanic Achievement for Students and Parents) at Theodore Roosevelt High School in the Bronx, New York, served 75 Hispanic and 71 Cambodian students in Grades 9 and 10. Instruction was provided in English as a second language (E.S.L.) and native language development, in addition to bilingual instruction in mathematics, science, and social studies. For the most part, both the Hispanic and Cambodian student groups came from rural settings and demonstrated low educational skills. Native language arts classes were offered only to Hispanic students because the program did not have a Khmer-speaking teacher. Cambodian students were taught content-area courses by monolingual English-speaking teachers using an E.S.L. approach with the assistance of bilingual Cambodian paraprofessionals. Title VII funds supported administrative and support service positions, guidance services, home visits, extracurricular…

Nava-Hamaker, Mary Lou (1981). Academic Achievement of LEP Students After Reclassification: A Southern California Study. Gains and grade level achievement in Total Reading and Language of four groups of fifth grade students, including LEP (Limited English Proficient) students, in SES (socioeconomic status) 1 and SES 2 schools were compared to determine whether the students were achieving at grade level in reading and at an equivalent level in language. Groups from SES 1 schools consisted of 44 reclassified Spanish FEP (Fluent English Proficient) students in an English-only program and 108 non-minority monolingual students in the English program. Groups from SES 2 schools consisted of 40 Spanish surnamed FEP students in an English-only program and 50 non-minority monolingual English students. SES 1 and SES 2 schools were formed by matching all elementary schools on three variables (socioeconomic status, Aid to Families of Dependent Children, and percent of limited English proficient/non-English proficient students). Findings indicated that: reclassified Spanish FEP students receiving bilingual…

Brown, Dennis; And Others (1982). ESL: Integration of English, Reading and Speech. The English as a second language (ESL) programs at El Paso Community College, Texas, are described. The ESL curriculum focuses on speaking, listening, reading, and writing; and attempts to integrate ESL English, reading, and speech into comprehensive language development programs. The basic competence program of the ESL curriculum consists of four levels, with three tracks. The levels reflect a progression in language acquisition according to difficulty and complexity. The first track emphasizes an analytical focus on the structure of English. The second track emphasizes listening, speaking, reading, and writing through repetition, dialogues, and other techniques. The third track concentrates on reading. A second program is the bilingual equivalency option, which consists of English composition, reading, and speech. This option is designed for bilingual students who have basic language competence but require further development in English rhetoric, vocabulary acquisition at the… [PDF]

DeCano, Pio, II. (1981). Our Government. Three bilingual booklets are combined in this document–one is written in English and Chinese, one in English and Pilipino, and one in English and Korean. The text is the same in all three booklets. The illustrated booklets are designed to help elementary students learn about the formation of the U.S. government. Topics covered include the Constitution and the executive, legislative, and judicial branches of the government. Emphasis is on how the U.S. government must be responsible to all people in a multicultural society. (RM)…

Sunday, Betty R. (1982). Cohesive Characteristics of Sample Texts Produced by Secondary Bilingual Students. The Halliday and Hasan (1976) method of categorizing semantic units was used to analyze the cohesive strategies used by secondary students learning English as a second language. The method involves classifying and charting the network of semantic relationships, the types of cohesive devices, and the number of breaks in the flow of a text or discourse. The major types of cohesive devices include reference, substitution, ellipsis, conjunction, and lexical items. Samples of text and discourse from ninth graders and the application of the method to these texts are provided. Analysis of student texts yields information on students' ability to produce explanations in terms of number of cohesive relations, distances between cohesive items, deviant cohesive forms, and problem areas. Although this method is too time consuming to be used as a classroom tool, it can provide researchers with information on both errors and mastery of cohesive devices. (RW)…

Schulman, Robert; Velazquez, Clara (1984). Seward Park High School Project Superemos, 1982-1983. O.E.E. Evaluation Report. Project Superemos, in its final year of a two-year funding cycle, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in mathematics, science, and social studies, to approximately 125 Spanish speaking students of limited English proficiency (LEP) in grades 9 and 10. The project's overall goal was to enable LEP students to progress in both academic subjects and in English proficiency through specialized academic training and special attention to the affective domain. Based on this goal, students studied their native language while learning English; they were mainstreamed gradually by increasing their exposure to English and decreasing the use of Spanish. Program activities also included the development of curriculum materials for mathematics and for the employability skills course; development of a new bilingual social studies course; staff development; academic, personal, and group guidance and tutorial services;… [PDF]

Dixon, Joan; And Others (1982). O'otham Nioki Haichu A:ga (Pima Dictionary). Developed for students in grades 3-5, this picture dictionary is one in a series designed to instill pride in Pima students by presenting their language in print and to increase their vocabularies in both Pima and English. The dictionary begins with a comparison of English and Pima orthographies and an explanation of sounds and pronunciation symbols used in Pima and not in English. Following the introduction, each set of facing pages shows an upper and lower case letter, four Pima words beginning with the letter, an illustration for each word, and a short sentence–written in Pima–containing the word. Illustrations depict familiar objects and actions with many references to Pima culture and the southwest desert environment. The appendix, also illustrated, explains (in English) the function of pronunciation symbols used with Pima vowels, gives examples for pronouncing five vowel digraphs in Pima orthography, and provides charts for naming (in Pima and English) parts of the body and…

Dixon, Joan; And Others (1982). Pikchul Nioki Chulda (Picture Dictionary). Developed for students in kindergarten through second grade, this alphabet book is one in a series of picture dictionaries in the Pima language developed to instill pride in Pima students by presenting their language in print and to increase their vocabularies in both Pima and English. Introductory sections provide a brief history of the project and explain that the book uses spelling and symbols based on an orthography adopted by the Gila River Indian Community Tribal Council in 1979. The book begins with a display of the Pima alphabet, which uses English orthograpy plus diacritical marks for its 25 characters. Each subsequent page shows an upper and lower case letter of the Pima alphabet, a Pima word beginning with that letter, and a large and easily interpreted illustration of the word. The illustrations, while reflecting Pima culture and southwest influences, show foods, animals, and other items generally familiar to young children, e.g., chair, corn, orange, saddle, sun, skunk,… [PDF]

Felice, Lawrence G. (1978). Mexican American Achievement Performance: Linking the Effects of School and Family Expectations to Benefit the Bi-lingual Child. Attempts to explain poor academic performance of Mexican American bilingual students have relied primarily on two causative models: home and school. Both models were evaluated with data from a matched sample of public school bilingual Mexican American children from grades 1-8, in a medium sized South-Central Texas community. The control group students, identified as low achievers, were participants in a compensatory educational program which consisted of a modified behavioral modification schedule and strategy designed to stimulate academic achievement through: the usual token economy reward structure; the use of bilingual tutors and various cultural activities designed to strengthen the self-concept of the Mexican American child; an effort to enlist the family's interest and cooperation in the educational process. These students were matched by age, grade, sex and social class with other Mexican American students not identified as poor achievers. Students in both groups were… [PDF]

James, Sybil L. (1981). Multilingualism and Educational Development: (The Fate of the Child in a Developing Country). Noting that reading development is a crucial factor in breaking down social, intellectual, and political barriers, this paper uses Nigeria as an example of a developing multilingual country in order to examine the problems and challenges that learners and educators in multilingual societies face. The discussion is focused on children at the primary school level who use one or two languages at home and in the community and have to learn and use another at school. Information is provided on (1) multilingualism in Sub-Sahara Africa, (2) reading development and multilingualism, (3) practice and problems in reading development in Nigeria, and (4) implications for global development. The paper notes the need for more printed material in all languages of the region–the indigenous languages as well as the official language. (MKM)…