Littlebear, Dr. Richard (1997). Montana Adopts Landmark Language Certification Process. Tribal College, v9 n2 p26-29 Fall. Describes the passing of the Montana Class 7 American Indian Language and Cultural Specialist Certification, which enables all seven Montana tribes to certify the people most qualified to teach their language, and allows the tribes to develop curriculum and strategies that promote their languages and assure their feasibility. (VWC)…

(1971). Excellence in Teacher Education. 1971 Distinguished Achievement Awards Program. This booklet contains brief descriptions of all the teacher education programs submitted in competition for the Distinguished Achievement Award (DAA) of the American Association of Colleges for Teacher Education. The 1971 DAA was awarded to Weber State College in Ogden, Utah, for its \Individualized, Performance Based Teacher Education Program.\ Of the 71 other programs submitted, four programs received special mention, and five were awarded a certificate of recognition. In addition, a Special International Award, inaugurated in 1971, was given to Wayne State College, Wayne, Nebraska, for its student and teacher exchange program with Scandinavian countries. Descriptions of 15 other programs submitted for the Special International Award are also included. Most of these programs involve exchanges with foreign countries or special comparative education courses. (RT)… [PDF]

Milian, Madeline (2002). Preparing Special Educators To Meet the Needs of Linguistically Diverse Students with Disabilities. Final Report. This final report describes the activities and outcomes of a University of Northern Colorado project designed to enhance programs for preparing teachers to work with students with sensory impairments from linguistically diverse backgrounds. Project accomplishments included: (1) financially supporting 18 trainees who were pursuing a graduate degree in 1 of the 3 low-incidence programs at the University of Northern Colorado (hearing, vision, or multiple disabilities); (2) developing a course that introduced issues related to the educational needs of students with low-incidence disabilities who come from multicultural communities; (3) infusing competencies addressing the needs of linguistically diverse students with low-incidence disabilities within existing courses; (4) targeting recruiting efforts to attract qualified bilingual trainees, or trainees interested in developing second language competences and teaching students from non-English speaking communities; (5) conducting a… [PDF]

Santiago, Karen A.; Stewart, Julia Aguilar (2006). Using the Literary Text to Engage Language Learners in a Multilingual Community. Foreign Language Annals, v39 n4 p683-696 Win. This article discusses the use of Esmeralda Santiago's autobiography "When I Was Puerto Rican" (1994b) as the foundation for an experiential learning project that brought two language communities: suburban college students studying intermediate Spanish and urban Puerto Rican students in an English-as-a-second-language (ESL) class. The researchers relate how the respective classes analyzed the text and its cultural framework in preparation for a cross-cultural encounter when both groups of students discussed their reaction to Santiago's story. This case study is offered as an example of how to use a literary text to achieve the objectives outlined in the "Standards for Foreign Language Learning," standard 5: communities…. [Direct]

Thompson, Linda (1995). Patterns of Cross-Cultural Communication between Bilingual Pupils & Monolingual Teachers in a UK Pre-School Setting. Data from a larger ethnolinguistic study are presented to demonstrate patterns of pupil-teachers exchanges between bilingual children and monolingual teachers in an urban nursery school in England. Children were aged 3-4 years. Naturally-occurring discourse data were audiotaped and substantial contextual data was gathered. Analysis of patterns in child-adult interactions, and comparison of interactions between (1) monolingual teachers and bilingual pupils and (2) bilingual adults and the same bilingual pupils, suggest that the power relationship inherent in patterns of monolingual teacher-pupil interactions (and established in previous research) assume greater significance in interactions between monolingual teachers and bilingual pupils. A generic pattern of adjacency pairs of bilingual interactions and one-language interactions is outlined. Examples are drawn from discourse. (MSE)… [PDF]

Gerardi, Steven (1996). The Effects of English as a Second Language on College Academic Outcomes. As part of an effort to assess the City University of New York's English as a Second Language (ESL) program, New York City Technical College conducted a study to determine if the ESL course protocol promoted positive academic outcomes among new immigrant students (NIS's) within the regular curricula. Using scores from standardized assessment examinations and measures of college performance from a sample of 717 freshman from 1990, characteristics of the average NIS were assessed and academic outcomes were examined using the following indicators: (1) cumulative grade point average (GPA) after 10 semesters of study, revealing that NIS's generally earned lower GPA's compared to mainstream students; (2) progress toward degree completion based on total credits earned, indicating that NIS's generally earned less credits than mainstream students; and (3) individuals' survival rate in the system as indicated by persistence and graduation rates after 10 semesters of study, suggesting that… [PDF]

Dopke, S.; And Others (1991). Psycholinguistic Aspects of Bilingualism. This paper considers psycholinguistic aspects of bilingualism from two perspectives: the psychology of the individual and social psychology. The linguistic development of children is described and research is presented that compares bilingual and monolingual children with respect to cognitive development. The emotional consequences of parents' decision to speak or not to speak their own language with their children after they have arrived in a new country is discussed as well as social factors that influence the levels of proficiency that bilingual speakers attain. The future of bilingualism in Australia is a function of people's attitudes to languages and varieties of language; social identity theory frames the discussion of Australian research on language attitudes. Recommendations focus on encouraging bilingualism at the family and community levels. (JP)… [PDF]

Baker, Scott K.; Good, Roland (1994). Curriculum-Based Measurement Reading with Bilingual Hispanic Students: A Validation Study with Second-Grade Students. A study investigated the reliability, validity, and sensitivity of Curriculum-Based Measurement (CBM) reading (which relates reading fluency to reading comprehension) with bilingual Hispanic students. For 10 weeks, 50 second-grade bilingual students and 26 students who spoke English only were administered CBM reading measures twice weekly. Reliability of the CBM reading was compared between the groups with respect to the level of student performance and rate of student progress. Evidence for the convergent and discriminant validity of the CBM reading for bilingual Hispanic students was evaluated using criterion measures of English reading and language proficiency. Sensitivity was evaluated by comparing the reading progress of the two groups during the 13-week period. Results indicated that CBM reading was as reliable and valid for bilingual students as for English-only students, and was sensitive to the reading progress of bilingual students. The construct validity of CBM reading as… [PDF]

Lie, Anita (1994). Paired Storytelling: An Integrated Approach for Bilingual and English as a Second Language Students. Texas Reading Report, v16 n4 p4-5 May. This article describes a paired storytelling technique that can be used in bilingual and English-as-a-Second-Language (ESL) classrooms to help motivate students to maximize reading comprehension. The technique involves having the students: (1) pair off; (2) discuss the story theme; (3) read half of the story; (4) take notes on their half of the story; (5) exchange the story notes with each other; (6) write about the part of the story they have not read, based on their partner's notes; (7) read their own versions of the story to each other; (8) read the part of the story they have not read; (9) discuss the whole story; and (10) take a test on the story. This storytelling strategy provides opportunities for one-on-one interaction among students around school tasks and gives them opportunity to use the target language communicatively. The cooperative work improves group relations, increases self-esteem, and increases vocabulary acquisition. (MDM)… [PDF]

Valdez, Maria (1994). Improving Reading Skills through Tactile and Kinesthetic Strategies within a Whole Language Approach. A program was developed for improving the reading skills of 22 first-grade bilingual students in a suburban K-6 elementary school located northwest of Chicago. The problem was detected because the first grade bilingual students had not achieved reading fluency at the conclusion of the academic school year and, consequently, did not exhibit strong reading comprehension skills. Traditional instruction methods were not meeting the needs of the targeted students. Inappropriate reading instruction for the learning styles of the students, a developmental delay of the children's oral language, limited exposure to printed materials and lack of reading practice were the major causes identified. The solution strategies selected to meet the needs of this population included the whole language approach combined with principles of the learning styles movement. The chosen interventions were designed to develop oral language, emergent literacy, automatic word recognition, to improve reading… [PDF]

Sjostrom, Barbara R.; And Others (1983). Bushwick High School. "A Warm Welcome," 1981-1982. O.E.E. Evaluation Report. Project "A Warm Welcome" at Bushwick High School in New York City is a comprehensive Spanish-English bilingual/bicultural program that provides instruction in English as a second language; bilingual instruction in reading, writing, mathematics, and other content areas; and career awareness training for Spanish speaking ninth to eleventh grade students of limited English proficiency. This report describes the program as it was implemented in 1981-82, and discusses the program context; participants; instructional components and activities; non-instructional components such as counseling, curriculum development, parent involvement, and staff development; and evaluation. Evaluation findings indicate that, in general: (1) program objectives for English were met; (2) students did not demonstrate significant gains in Spanish reading; (3) program objectives for mathematics, science, and social studies were met by some grades but not by others; (4) there were no significant gains… [PDF]

Beniak, Edouard (1984). Aspects of the Acquisition of the French Verb System by Young Speakers of English and French in Quebec and Ontario. Three studies are presented, each of which is a comparison of the acquisition of an aspect of the French verb system by three groups of speakers. The speakers are: young Anglophones learning French as a second language in an early French immersion program in Montreal; young monolingual Francophones attending elementary French language schools in Quebec; and young bilingual Francophones enrolled in elementary French language schools in Ontario. The three aspects of the French verb system under study are the syntax of the bare (i.e., prepositionless) infinitival complement of motion verbs, the morphology of the pronominal verbs (i.e., reflexive pronoun plus verb), and the morphology of the past participles (i.e., stem plus affix). Each study presents and attempts to explain the language acquisition errors committed by the three speaker groups as well as the differences in the language acquisition stages reached by the three speaker groups. (Author/MSE)…

Van Haalen, Teresa (1990). Efficacy of Word Processing as a Writing Tool for Bilingual Elementary School Students: A Pilot Study. A study investigated the writing strategies used by bilingual and monolingual students. Specifically, the study looked at field dependence vs. independence, possible differences in strategies employed by the two groups when using a word processor, the effects of strategy on the types of revisions made, and the types of revisions and cognitive strategies generating the best written compositions. Subjects were eight fourth-grade mainstream students at similar achievement levels, four of whom were Spanish-English bilingual, and four who used no Spanish at all. Students had access to a word processor in the classroom, were familiar with computers, and had participated in typing instruction. In two sessions, subjects wrote assignments and made revisions. The students answered a questionnaire about the strategies used during the writing process, and the papers were examined for revision types. Finished compositions were externally evaluated. Results did not substantiate tendencies toward… [PDF]

Berney, Tomi D.; Simon, Monique S. (1990). Summer Bilingual Program, 1989. OREA Report. The 1989 Summer Bilingual Program, funded for its third year by tax levy, served 2,365 limited-English-proficient high school students at 14 sites in Manhattan, the Bronx, Brooklyn, and Queens. Designed for the substantial number of students who are over-age for their grade, the program offered the English-as-a-Second-Language (ESL) and bilingual content courses needed for graduation. In response to recommendations from previous years, staff development was also offered. The program operated in conjunction with regular summer schools at each site. Program objectives were met in ESL and science instruction and came close in mathematics. Evaluation data on social studies were not available. The staff were supportive of program objectives but felt its weakness was in implementation. The most common criticisms were inadequate preparation time, lack of materials, incomplete transcript information from home schools, insufficient bilingual staff, a compressed learning schedule, and need… [PDF]

Toback, Norman P., Ed. (1990). Ideas Together. Volume II, Number 1, Spring 1990. Ideas Together, v2 n1 Spr. Designed as a channel for communication among City University of New York faculty regarding initiatives to reduce attrition and promote student success, this publication contains articles on various aspects of student development and bilingualism. The volume contains: (1) "The Process Is the Purpose," an introduction by Anthony F. Russo, which comments on the importance of plurality and equity in the college environment; (2) "Teaching Human Development: The Interrelationship of Learning and Healing," by W. David Cheng, which describes the successful use of an approach in which students share and interpret their own life experiences in the course "The Psychology of the Life Experience"; (3) "A Self-Development and Career Orientation Course for Bilingual Students," by Jennie T. Roman; (4) "Supporting the Community College," by Leon M. Goldstein, which offers a commentary in support of the community colleges in New York City; (5)…

(1986). Comprehensive Russian Instructional Program, 1983-1984: OEA Evaluation Report. In 1983-84, the second and final year of funding, Project CRIP (Comprehensive Russian Instructional Program) provided career orientation and support services to 430 Russian-speaking student of limited English proficiency (LEP) at three public and four private high schools in Brooklyn and Queens, New York. All of the students were foreign-born and varied in English language ability and overall academic preparedness. Stated program objectives included student achievement in bilingual skills classes, work experience in summer internships, regular meetings with a career counselor, visits to business offices, and workshops involving representatives of various businesses and occupations. The instructional program varied from site to site, but at each public school, students attended courses in English as a second language (ESL) and native language arts, as well as instruction in content-area subjects in English. At the private schools, the project's educational assistants provided…

Rutkowski, Edward, Ed. (1983). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (18th, Chicago, Illinois, October 29-30, 1982). Journal of the Midwest History of Education Society, v11. The papers of this proceedings are organized into four parts : religion and education; the politics of urban education; issues in minority education; and concepts of childhood. The first paper in part 1 "I will Declare What He Hath Done for My Soul: Female Conversion Narratives in the Early Nineteenth Century" (V. L. Brereton) explores the conversion experience that led women into teaching and missionary work. "By the Bowels of God's Mercy: Protestant and Catholic Responses to Educational Development in Cincinnati, 1830-55" (F. M. Perko) describes the Catholic and Protestant influences on the common schools and the Catholic progression towards parochial schools. "Creationism vs. Evolution: Challenge to Educators" (F. Parker) relates the history of the Creationists' activities. Part 2, "Out of the Cloister of the Classroom: Political Activity and the Teachers of Detroit, 1929-39" (J. Mirel), describes the political issues of the Depression era…

Sue, Stanley (1988). Sociocultural Issues in the Assessment and Classroom Teaching of Language Minority Students. Crosscultural Special Education Series, Volume 3. This guide examines problems in the assessment, evaluation, and teaching of language minority children who come from diverse sociocultural backgrounds. School systems must find valid means to assess linguistic minority students and must offer instructional approaches that can facilitate growth and development. General guidelines for assessment include understanding the referral question, selecting assessment tools based upon reliability and validity, using caution in interpreting test results, employing more than one measure, and avoiding inferences not warranted by the tests. The guidelines are applicable when using such assessment tools as observations, interviews, objective personality inventories, or projectives. Sociocultural influences are likely to have a major impact on the student's performance on intellectual assessment, on evaluations of learning disabilities, and on the measurement of socioemotional adjustment. Care must be taken so that assessment procedures accurately… [PDF]

Inman, Deborah; Schulman, Robert (1984). Flushing High School, A Basic Trilingual Program. O.E.E. Evaluation Report, 1982-1983. In 1982-83, the Basic Trilingual Program at Flushing High School in Queens, New York, provided instruction in English as a Second Language (ESL) in 185 Hispanic and 51 Korean students of limited English proficiency in grades 9-12. The Hispanic students attended native language classes and bilingual courses in social studies, math, science, art, music, and typing. The Korean students attended ESL classes, a civics course for new Americans (which incorporated native language studies through class and homework assignments), and mainstream academic courses. A major program goal was the acquisition of enough English for full mainstreaming. Quantitative analysis of student achievement in English language development, however, was difficult because program objectives in this area were vaguely worded. It was found that (1) gains in New York City reading and math tests were not significant; (2) passing rates in content areas declined from fall to spring; (3) the overall passing rate of… [PDF]

(1984). Promising and Successful Programs and practices in Schools with Intermediate Grade Levels: Programs, Projects & Activities. Information & Dissemination Series 18. Outlined are the following 11 successful programs, projects, and activities functioning in Hawaii's intermediate schools: Alternative Learning Center (Waipahu and Pearl City Highlands); Career Awareness Exploring through Basic Practical Arts; Career Education Guidance (Kailua); Creating a Positive School Climate; Learning through the Arts; Positive Assertive Discipline Program; Reading to Learn; Respect and Responsibility; SLEP Learning Center; Using Hand Calculators to Teach Problem Solving and Other Basic Skills; and Waianae Intermediate School Student Leadership Project. The listings include some or all of the following: program title, goals and objectives, program description, evaluation design, evidence of effectiveness, considerations for replication, and contact person(s). This document is part of a series of publications produced by the Hawaii Department of Education to foster program improvement in the state's schools. (MD)… [PDF]

Velazquez, Clara (1977). Teacher Student Interaction in the Puerto Rican School System. This paper is based on the premise that an evaluation of teacher performance should consist of an evaluation of the teacher's presentation of subject matter and of the teacher's interaction with the students. In order to develop a balanced evaluation methodology, four English as a Second Language (ESL) classes in two schools on the island of Puerto Rico were observed and taped. Three of the classes were composed of adult students while the fourth class consisted of ten bilingual children, ages 6-7. Presentation of ESL material was evaluated by a comparison of the methodology suggested by three prominent contemporary writers on ESL teaching in the U.S.. The methodologies recommended by these three experts were summarized and the teachers were rated according to which techniques they used frequently. Class interaction was evaluated in terms of a system developed by Gertrude Moskowits who suggested that a language lesson be divided into time intervals of three seconds each. Each… [PDF]

Cauce, Ana M.; And Others (1976). The Assessment of the Intelligence of Latinos in the United States. (La Medicion de la Inteligencia de los Latinos en los Estados Unidos). Most of the research on the assessment of the intelligence of Latinos in the United States appears to be based on some possibly erroneous or at least dubious assumptions. Among these are the following: (1) the assumption of bilinguality; (2) the assumption of equal proficiency in the English language; (3) the assumption of the equivalence of literal translations from English to Spanish; (4) the assumption of population homogeneity with respect to socioeconomic, religious, and ethnic factors; (5) the assumption of the language uniformity of Spanish; (6) the assumption that testing can be culture-free; (7) the assumption of the superior quality of investigations of Latinos conducted by Latinos. This paper evaluates the evidence for each of the above assumptions, and concludes that great caution should be exercised to avoid taking them too much for granted. (Author)…

Korn, Caroline A. (1978). Teaching Language Through Science. This article presents a rationale for correlation of science with language instruction, whether English as a second language (ESL) or first language development. Science can provide a conceptual base for vocabulary and syntactic development. Numerous studies indicate that language ability can be significantly increased through participation in activity science programs. Units can be developed around students' previous experiences building upon their present knowledge and developing self-esteem. Focusing on behavioral objectives will help in planning science activities. Group work which will encourage student discussion and cooperation toward a goal should be planned. Suggested topics for units or learning centers include "Foods of Ancient America,""Mother's Medicines," and "Clay Like the Indians Used." (Author/EJS)…

Elsass, Ray; Howard, Joan (1972). Les Papillons [The Butterflies]. Teacher's Guide. A resource kit for the teaching of French at the beginning primary level is represented by a bilingual teacher's guide. The module centers around a children's story, divided into 41 short episodes. The vocabulary of the story is restricted and repetitive, but has not been deliberately oversimplified. The story thus corresponds to a children's story in the student's native language. Instructions are given for the classroom use of: (1) a 41-page picture book, based on the story; (2) color/cut-out sheets; (3) paper construction models; and (4) a picture quiz. In addition, four classroom games are described. It is anticipated that the second language development arising from the use of the module will be informal, resulting from play situations conducted in French. (JB)…

O'Neill, Josephina; And Others (1975). The Effect of Visual Format Upon the Test Performance of Spanish-Speaking Students. The Inter-American Test of General Abilities (TOGA) for bilingual children has parallel Spanish and English forms which have been used to determine language proficiency and dominance. Generally, there has been little emphasis on measuring such physical test features as size, spacing, color, and typeface. The purpose of this study was to determine whether the Oral Vocabulary subtest of TOGA, Level I, significantly affects the test performance of Spanish-speaking youngsters. Results indicate that spacing is a significant factor in the test performance of Spanish-speaking youngsters on this test. It is emphasized that lack of research concerning format factors, particularly at the elementary school level, requires prompt action. (BJG)… [PDF]

(1975). Texas Migrant Labor. 1975 Annual Report. The Good Neighbor Commission of Texas coordinates the work of the Federal, State, and local government toward the improvement of travel and living and working conditions of Texas migrant laborers and their families. Covering the full spectrum of migrant labor activity directly related to the improvement of the well-being of migrant and seasonal farmworkers, the 1975 annual report chronicles the facts, conditions, and circumstances which focus on the socioeconomic plight of migrant families on a yearly basis. Statistical information which can be useful for the development of programs in addressing the migrant's needs is included. A brief overview of the Texas migrant laborer is given. The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and various selected agencies and programs. Current developments in education education, housing, health, transportation, and labor unions are presented. A review of all the migrant legislation passed and…

(1974). Texas Migrant Labor, 1974 Annual Report. Organized under a 1943 Federal grant and later funded by legislative appropriations, the Good Neighbor Commission of Texas coordinates the work of Federal, State, and local government units endeavoring to improve the travel, living, and working conditions of Texas migrant farmworkers and their families. The 1974 annual report chronicles the facts, conditions, and circumstances which focus on the socioeconomic plight of migrant families. An overview of the Texas migrant laborer briefly describes the migrant, his characteristics and background, and the circumstances under which he works and lives. The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and various selected agencies and programs. Current developments in education, housing, health, and employment are also presented. The present status of previous recommendations is given along with new recommendations for consideration by State or Federal authorities, some of which will require… [PDF]

Leibowitz, Arnold H. (1974). Language as a Means of Social Control: The United States Experience. Language is defined here as a means of social control, a viewpoint by which language restrictions can be seen as a method of discriminating against speakers of minority languages. A government designates an official language to restrict access to economic and political power. This view of language is substantiated by an analysis of the United States' experience with official language designation in three areas: the school systems, in which English has been required; the political institutions, which require voting and naturalization processes in English; and economic life, in which many occupations have been open only to citizens. The patterns have been similar, in that they were affected by three historical trends: the initial period of relative tolerance toward the use of other languages (1780-1880), active development and support of English language qualifications in order to exclude (1880 through World War II), and then active questioning and reversal of these official actions…. [PDF]

Martinez, Emiliano; And Others (1972). Trabaja y aprende: Libro de actividades, 3 (Work and Learn: Workbook 3). This workbook, designed to be used with the textbook of the same title (FL 004 273), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability to get meaning from the printed page. (Author/SK)…

Zirkel, Perry Alan (1973). A Method for Determining and Depicting Language Dominance. This article suggests a method for determining and depicting language dominance through the use of parallel tests of aural ability in two languages. In addition, the use of a two-dimensional graph consisting of the proficiency levels within each language appears fruitful as a means of depicting such dominance scores in the initial placement of pupils into instructional groupings. However, the complexity of human behavior across a dual language matrix as well as the limitations of brief group testing preclude anything more than a tentative judgment with respect to any pupil's language dominance, which should be verified by subsequent diagnostic testing and prescriptive teaching. Given the restricted resources of the typical educational setting, the circumspect use of such a method offers a simple and systematic starting point for pupil placement and programmatic progress. (Author/SK)…