Wolfgang, Aaron, Ed. (1975). Education of Immigrant Students: Issues and Answers. Symposium Series, 5. Questions that confront teachers, administrators, and the many others involved in the education of immigrants are explored here by individuals with diverse backgrounds and points of view. The papers in this volume are written to examine a variety of issues in depth and to provide answers in relation to the education of immigrant students. While most of the contributors are speaking to the experiences of the immigrants in English speaking Canada, many of the issues are the same in French speaking regions. The papers deal with a broad range – from moral, philosophical, and ethical issues to issues in curriculum testing, counseling, teacher training, and multi-culturalism. There are some common threads running through the papers: the commonalities are in stressing the importance of, and ways of, promoting a positive self concept or identity among immigrants within a multicultural context, and seeking ways of facilitating communication between educators and immigrant students. The…

Decker, Donald M. (1972). The Use and Teaching of English in Mexico. In Mexico, the teaching of English surpasses the teaching of all other foreign languages together and extends widely throughout Mexican educational institutions from nursery schools to universities. This report provides specific details on the use of English in Mexico and describes English language instruction at all educational levels, in public and private schools, universities, binational centers, and in private institutes by private teachers. Descriptions of the various levels include course and program details, and remarks concerning teachers, students, and textbooks. (VM)…

Antell, Will (1974). Culture, Psychological Characteristics, and Socioeconomic Status in Educational Program Development for Native Americans. Addressed to educators who have the responsibility for developing curriculums or educational programs that will serve Native American students, the document does not present new information on the status of education in Native American communities. Rather, it discusses ways in which available information, such as the 1928 Meriam Report, can be used to initiate program development. Emphasizing that educational opportunities for Native American children must be developed on the middle ground between life in Native communities and established educational institutions, the paper states that the clear need in \Indian education\ is for curriculum and program development. Future research efforts should objectively monitor the effectiveness of curricular approaches rather than rediscover the symptoms. Local control of reservation schools and contracting Johnson-O'Malley monies directly with tribes are desirable, but are only intermediate goals at best. The primary question still remains one… [PDF]

Martinez, Emiliano; And Others (1972). La ciudad: Libro de actividades, 1 (The City: Workbook 1). This workbook, designed to be used with a textbook of the same title, 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 apply their ability to get meaning from the printed page. (Author/SK)…

Martinez, Emiliano; And Others (1972). Mira y lee: Libro de actividades, 1 (Look and Read: Workbook 1). This workbook, designed to be used with the textbook of the same title (FL 004 271), 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)…

Martinez, Emiliano; And Others (1972). Mira: Libro de apresto (Look: Preparatory Book). This primer picture book may be used in various games and activities to extend the child's vocabulary and to provide pre-reading practice in letter and sound identification, categorization, and audio-visual discrimination. (Author/SK)…

Martinez, Emiliano; And Others (1972). Lee y trabaja: Libro de actividades, 2 (Read and Work: Workbook 2). This workbook, designed to be used with the textbook of the same title (FL 004 272), 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)…

Wissot, Jay (1971). HESL and MESL: The Teaching of History and Math as Components of an English as a Second English [Language] Program. English Record, v21 n4 p68-73 Apr. Within a school curriculum featuring English as a second language, classes such as History for English as a Second Language and Math for English as a Second Language can play an important role. In these classes, the teacher can present content-subject matter, keeping in mind the linguistic capabilities of the students. Principles are not watered down; rather, they are presented in terms of the linguistic achievement of the student. In math, individual mathematical knowledge determines the placement of the student. Such classes are best taught by the English as a second language teacher, because he knows and understands the linguistic problems of the students and he has more experience with adapting materials for the foreign-born student. When the student's linguistic ability makes competing in English feasible, such classes should be discontinued. (VM)… [PDF]

Bamgbose, Ayo, Ed. (1976). Mother Tongue Education: The West African Experience. In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas…

Jonz, Jon (1976). Teacher's Guide for Poor Simpleton, MC Format. This is a teacher's guide for "Poor Simpleton," a language test designed for students of English in bilingual programs. The guide explains the nature of the test, how to administer and score it, and how to analyze test results. The test is a modified version of the cloze procedure. Unlike most cloze tests, which are "open-ended," that is, there are no constraints on what the student restores to the text in each blank, this particular test offers the students a choice of four words for each blank. The prose passage used for this test is a translation of the Spanish story, "Pobre Inocente." A copy of the test itself is provided. (CFM)… [PDF]

Holick, Robert J. (1976). A Comparison of Reading Vocabulary and Reading Comprehension Skills between Bilingual and Monolingual Czech-American Students. Differences in reading achievement of bilingual and monolingual groups of fifth, sixth, and seventh graders were investigated in several Texas schools where the Czech-American culture was significant. Sixty-three bilingual students were compared with monolingual students who had Czech surnames or Czech-American backgrounds, on the basis of chronological age, grade level, socioeconomic status, sex, intelligence, and reading achievement. Examined were differences among vocabulary, reading comprehension, total reading scores, sex as a factor in total reading scores at the three grade levels, and the correlation between total reading achievement and socioeconomic status. Results indicated that, although no appreciable difference existed between the monolinguals and bilinguals, a difference did exist between the sexes, in vocabulary, comprehension, and total reading. Socioeconomic status was found to be significantly correlated with reading ability. (HOD)… [PDF]

Stellwagen, Kurt (2001). Projecting School Psychology Staffing Needs Using a Risk-Adjusted Model. A model is proposed to project optimal school psychology service ratios based upon the percentages of at risk students enrolled within a given school population. Using the standard 1:1,000 service ratio advocated by The National Association of School Psychologists (NASP) as a starting point, ratios are then adjusted based upon the size of three high risk groups (students with limited English proficiency, students eligible for free or reduced lunches, and students classified as educationally exceptional). If the percentage of students belonging to one or more of these groups exceeds the target figure(s), then staffing projections are increased for each risk factor present. Comparing the proposed model to actual staffing practices across the nation, eight states were found to have one or more risk groups above criteria. The mean staffing ratio of these eight states (1:2,459) was higher than the mean ratio of the states that lacked elevated concentrations of at-risk students (1:2,020)…. [PDF]

Verplaetse, Lorrie Stoops (1996). Teacher Input and the Marginalization of Limited-English-Proficient Students. This study looks at the effect of native speaker (NS) teacher input on limited-English-proficient (LEP) students' access to classroom speech events. It seeks to determine whether content area teachers modify their talk when interacting with LEP students in the classroom. The study also seeks to describe such modifications and establish whether they determine the level of interaction by LEPs in the classroom. It builds on similar research conducted on the casual interaction of NS and LEP individuals in the workplace, where it was found that certain NS modifications hinder the LEPs participatory role in the speech event. There is evidence to support the belief that NS content area teachers are modifying their discourse in interactions with LEP students in ways that reduce the students' opportunities for interaction. If this is indeed the case, then current research should be expanded to devise a training agenda that can teach content area teachers to alter their discourse strategies… [PDF]

Weininger, O. (1982). Learning a Second Language: The Immersion Experience and the Whole Child. Interchange on Educational Policy, v13 n2 p20-40. Two major questions are discussed concerning early language immersion: (1) Is it necessarily the best way to acquire a second language permanently and naturally? and (2) Does it provide a genuinely enriching experience for a young child? The author urges caution in interpreting research and consideration of other paths to biculturalism. (PP)…

Bean, Martha S.; And Others (1995). Students as Experts: Tapping the Cultural and Linguistic Diversity of the Classroom. Journal on Excellence in College Teaching, v6 n2 p99-112. Discussion of the culturally diverse college student population focuses on how teacher understanding of that diversity (in which the students are experts), and on how it can inform the classroom culture can help defuse tensions and become a source for teaching. Dynamics of the culturally and linguistically diverse classroom are outlined and strategies for reducing miscommunication and expanding classroom practice proposed. (Author/MSE)…

Norris, Marylee K.; And Others (1989). Adaptation of a Screening Test for Bilingual and Bidialectal Populations. Language, Speech, and Hearing Services in Schools, v20 n4 p381-90 Oct. An adaptation of the Hannah-Gardner Test of Verbal and Nonverbal Language Functioning was developed to be used in screening the language skills of 540 low-income Black, English-dominant Hispanic, and Anglo preschool children. The procedures used to calculate local norms and other issues involved in screening minority populations are discussed. (Author/JDD)…

Hoemann, Harry W.; Kreske, Catherine M. (1995). Proactive Interference & Language Change in Hearing Adult Students of American Sign Language. Sign Language Studies, v86 p45-62 Spr. Describes a study that found, contrary to previous reports, that a strong, symmetrical release from proactive interference (PI) is the normal outcome for switches between American Sign Language (ASL) signs and English words and with switches between Manual and English alphabet characters. Subjects were college students enrolled in their first ASL course. (six references) (LR)…

Perozzi, Joseph A.; And Others (1992). The Effect of Instruction in L1 on Receptive Acquisition of L2 for Bilingual Children with Language Delay. Language, Speech, and Hearing Services in Schools, v23 n4 p348-52 Oct. Thirty-eight bilingual (Spanish-English) first graders with language delays were compared on rate of receptive acquisition of English prepositions and pronouns. Subjects who received instruction in Spanish prior to instruction in English acquired the English prepositions and pronouns twice as rapidly as subjects who received instruction in English only. (Author/JDD)…

Pease-Alvarez, Lucinda; Winsler, Adam (1994). Cuando el Maestro No Habla Espanol: Children's Bilingual Language Practices in the Classroom. TESOL Quarterly, v28 n3 p507-35 Fall. This study examined the language use practices of three bilingual students enrolled in a fourth-grade class and of the class as a whole. The study found that most children reported using greater amounts of English as they progressed through the grades, and that children consistently held very positive attitudes toward Spanish and bilingualism. (Contains 20 references.) (MDM)…

Faltis, Christian J. (1993). Critical Issues in the Use of Sheltered Content Teaching in High School Bilingual Programs. Peabody Journal of Education, v69 n1 p136-51 Fall. Examines the history and current issues in the use of sheltered content teaching in secondary bilingual programs. After examining key theoretical underpinnings, the article discusses how theoretical principles facilitate development of critical communicative competence and how sheltered content teaching promotes both segregation and social responsibility. (SM)…

Garcia, Ofelia (1993). From Goya Portraits to Goya Beans: Elite Traditions and Popular Streams in U.S. Spanish Language Policy. Southwest Journal of Linguistics, v12 n1-2 p69-86. Identifies the unwritten Spanish language policy in the United States by historically analyzing the different roles that Spanish has had throughout U.S. history. The paper shows how Spanish has been used for the benefit of the Spanish- and English-speaking elite but restricted (or forbidden) as a socioeconomic tool and symbol of identity for less fortunate U.S. Latinos. (Author/SM)…

Lim, Young Sook; Losardo, Angela; Notari-Syverson, Angela (2003). Assessment of Young Children from Culturally Diverse Backgrounds: A Journey in Progress. Assessment for Effective Intervention, v29 n1 p39-51. Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to broaden assessment practices to meet the needs of culturally and linguistically diverse populations. Four alternative approaches are described that can be integrated into everyday routines and can draw on the observations and interactions with children and families. These approaches are discussed in terms of their relevance to children and families with vastly different backgrounds within a transdisciplinary framework. Recommendations are provided for professionals who wish to adopt these approaches…. [Direct]

Gastellum, David; And Others (1995). A Historical Odyssey: Research of the Opposing Perspectives of the Battle of San Pasqual. A Specially Adapted Unit Plan for Secondary Educational Sheltered/Bilingual Programs. . This lesson plan uses a poem about a specific battle as the starting point for a secondary educational sheltered/bilingual program for limited-English-proficient (LEP) students in San Diego, California. The plan is to use primary and secondary documentation to view both sides of the battle that prompted the writing of the poem. Goals of the program include greater student self-esteem and greater understanding of a historical event through improved reading, writing, and overall expression in the English language. Homework and parent/community involvement activities are suggested, and photos and drawings of relevant places which help to explain the situation are included. Much historical background is provided, including an actual bullet (not included here). (NAV)… [PDF]

(1988). RaPAL Bulletin, Numbers 5-13, 1988-1990. RaPAL Bulletin, v5-13 1988-1990. This document consists of a 3-year compilation (9 issues) of the RaPAL (Research and Practice in Adult Literacy) Bulletin. Typical articles are: "Student Involvement in Research" (a report of a workshop by Alex Golightly, Nick Nicola, and Marilyn Stone); part of a dialogue between Paolo Freire and Ira Shor, writer/educators of Brazil and the United States respectively; "What Counts as Research? Who Does It? How Can It Be Done?" (Jill Barnett); "Travel and Training" (Ruth Lesige, Jane Mace); "Open to Question: Opportunities in ABE" (John Sanders); "Writing for Change" (Jane Pinner et al.); "The US-UK Exchange" (a report of a U.S.-United Kingdom adult literacy conference); "Getting Help with Reading and Writing: The County Offaly Research Project, Ireland" (Jenny Derbyshire, Pauline Hensey); "Issues in Management of Literacy Programs" (Charles Lusthaus, Marie-Helene Adrien); "Myths and Realities in…

Fafunwa, Aliu Babs, Ed.; And Others (1989). Education in Mother Tongue: The Ife Primary Education Research Project (1970-1978). This book makes a case for the mother tongue as the medium of education for the first 12 years of the child's life. It describes Nigeria's 6-Year Primary Project, which taught experimental groups of students in their native Yoruba in varying degrees for their first 6 school years, beginning in 1970. The book shows how the mother-tongue education program was planned, organized, and implemented. Chapter 1 traces the historical background of mother-tongue education, describing educational policy and the primary school system under British rule, and the changes made thereafter. Chapter 2 describes plans for the project including initial goals and funding. Chapters 3 and 4 discuss curriculum development and production, describing how panels developed materials for mathematics, science, social studies, Yoruba, and English instruction. Chapter 5 describes teacher preparation, including workshops and on-the-job training. Chapter 6 describes instructional programs and objectives for each… [PDF]

Ireton, Leroy; Strahorn, Jack (1983). Annual Evaluation Report of Federally-Funded Educational Programs, FY1983. The State Education Agency of Oklahoma presents, as federally required, a report evaluating the results and effectiveness of the Oklahoma State-Federal Programs in the 1983 fiscal year. One purpose of this report is to give an indication of how the Division of State-Federal Programs accomplishes its mission to achieve the goals of Federal programs. A second purpose is to present information which will increase understanding of various Federal programs and facilitate efforts to keep abreast of new developments in Federal programs. A third purpose is to provide information which will show the degree of achievement of Division objectives. These must generally focus on the validation of the programs conducted by local education agencies; thus objectives are stated in terms of what is done at local levels. Data are presented concerning each of the programs utilizing Federal funds for their operation and are organized into information to fulfill each of the three purposes of the report….

Parsons, Tom (1986). The Center for Community Development Annual Report, FY 1985-86. Volume II, Addendum 7. This report summarizes the Humboldt State University (California) Center for Community Development's activities for fiscal year 1985-86. A chronological compilation of 33 selected projects that have yielded durable or permanent functional and organizational consequences is provided, giving the year of initiation (between 1967 and 1985), the name of the project, and the resulting contributions to the community in question. Perhaps the center's best known project is the American Indian Languages and Literature Program which first adapted an internationally acknowledged, easy-to-learn, uniphonetic alphabet to write Indian languages precisely, and then schooled fluent local speakers in its use and dissemination. A state budget is included totaling $263,791 with an additional $102,533 in government funds. Following this is a list of Citizen's Action Projects with names of principal operatives, credit and non-credit courses and other educational meetings, 33 titles published by the…

Crum, Beverly Lorene (1980). Using a Native American Language as a Classroom Teaching Tool: Teaching Shoshoni Poetry. Children responded enthusiastically to a program that used Shoshoni poetry songs to teach some concepts about human languages in general. Twelve children (four Caucasian, eight Native American) in grades 1-3 and their parents met for four 1-hour sessions. The lessons focused on the sound, meaning, and word order of the Shoshoni language; Shoshoni poem songs; Shoshoni instruments; and American Indian rituals. Participants studied four specific Shoshoni poems: Furry Wolf, Our Pet Yampa Dog, My Creation, and What Our Mothers Have Prepared. Participants successfully compared the English and Shoshoni alphabets, learned the meanings of the four poetry songs, learned to sing and dance the songs, made drums and necklaces, and held an honor dance and give away for two children. The children readily learned Shoshoni pronunciation and particpated eagerly in the classes, as did many parents. For each poem, the project report includes the Shoshoni poetry, a free English translation, a text…

Katz, Patricia Hawkins, Ed.; Phillips-Jones, Linda, Ed. (1982). Career Development for Indochinese: A Curriculum Guide. This curriculum guide contains six units covering over 60 hours of lessons on career development designed for Vietnamese, Laotian, and Cambodian students in the United States. Developed for use by counselors, career guidance specialists, vocational instructors, instructors in English as a second language, and other professionals involved in career development for Indochinese, the guide includes instructor guidelines, instructor support materials, and student materials in English as well as in the students' native languages. The suggested lessons and activities are intended to help Indochinese students make more effective career choices by allowing them to compare work settings in the United States and in their native countries; examine their interests, values, attitudes, and desired lifestyles; explore the variety of occupations available in the United States; strengthen their decision-making skills and make wise career choices based on personal assessment; improve job search…

(1984). Materials for Indochinese Students. An Annotated Bibliography. Second Edition. This annotated bibliography focuses on classroom materials for Indochinese students, but also includes teacher-training materials. The bibliography also serves as a practical means of assisting teachers and program coordinators to obtain materials by providing information on publishers, distributors, and listed prices. The bibliography is divided into the following major sections: Indochinese; Vietnamese; Lao and Hmong; Cambodian (Khmer); and Chinese. The above major sections are further subdivided into three subject categories: (1) language arts (includes materials in the primary language or English language and bilingual materials on language arts, dictionaries, readers, translated novels, fables, legends, and fairy tales); (2) social studies (includes materials on the students' culture and history and U.S. History); (3) mathematics and science (includes technical glossaries and dictionaries, bilingual textbooks, and other supplementary materials on mathematics and science). (RDN)…