Noguchi, Mary Goebel, Ed. (1996). Japan Journal of Multilingualism and Multiculturalism, Volume 1 Number 1 and Volume 2 Number 1. Japan Journal of Multilingualism and Multiculturalism, v1 n1 Oct 1995 v2 n1 Nov. These two journals on multilingualism and multiculturalism include the following articles: "Japanese-English Conversational Codeswitching in Balanced and Limited-Proficiency Bilinguals" (Sandra Fotos); "Teaching Reading to a Developing Bilingual Baby: A Case Study in Three Stages" (Laurel Kamada); "A Japanese-English Bilingual Child's System of Answering Negative Questions" (Nakagawa Hitomi); "Codeswitching as a Strategy in the Process of Second Language Writing: A Preliminary Investigation" (Hara Yuko); "A Study of the Initial Codeswitching Stage in the Linguistic Development of an English-Japanese Bilingual Child" (Peter John Wanner); "Double Transitions: A Case Study of an Infant Japanese/English Bilingual" (Sachiyo Fujita Round); and "Japanese Compliment Responses: A Comparison to American English Norms" (Ueda Yoko). Abstracts are presented in both English and Japanese. Book reviews are also included. (MSE)… [PDF]

Hamilton, Mary, Ed.; Withnall, Alexandra, Ed. (1995). Innovation in Continuing Education Provision, Teaching and Learning: Research Perspectives. Papers from a Conference (Lancaster, England, United Kingdom, April 27, 1995). The following conference papers cover a wide spectrum of issues in continuing education: "Introduction" (Katherine Leni Oglesby); "Footprints in the Sand?–The Legacy of the University Funding Council's Support for Research in Continuing Education" (Chris Duke); "Thinking Fragments: Learning, Life Histories and the Self" (Linden West); "Group Research Projects in Adult Continuing Education" (Joan Unwin); "Adult Self-Directed Learning in the Community and Its Implications" (Keith Percy); "Creativity Training for Design Engineers in Heavy Plant Industries" (Graham Thompson, Martina Lordan); "The Leeds Adult Learners at Work Project: Knowledge and Control in Employee Development Schemes" (John Payne, Keith Forester); "'Personal Troubles and Public Issues': University Researchers, Adult Educators and Adult Learners in Rural Areas" (John Payne); "Voluntary Organisations. Citizenship, Learning and… [PDF]

(2004). Integrating Immigrant Children into Schools in Europe: Ireland–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Ireland. Appended are: (1) 10 most frequently reported countries of origin of Ireland's asylum-seeking population per year, 1998-2001; and (2) Programme refugees in Ireland 1979-2002. (Contains 2 figures and 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication… [Direct]

Agyeman, Julian (2003). "Under-Participation" and Ethnocentrism in Environmental Education Research: Developing "Culturally Sensitive Research Approaches". Canadian Journal of Environmental Education, v8 n1 p80-94. Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framed in terms of the "under-participation" of people of colour, which led to the development of ethnocentric and methodologically problematical "marginality" and "ethnicity" theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated "culturally sensitive research approaches" in use to differing extents in environmental education in its widest sense: "ethnic modeling in qualitative research;" "culturing" environmental education; and community based participatory research. I conclude by making a plea for "culturally sensitive research approaches" to become inherent in all environmental… [PDF] [Direct]

Ciolan, Lucian (2001). Schools against Social Exclusion: The Impact of Adult Learning on Pupils' Development in Rroma Communities. The end of communist rule in Romania meant that the country's Rroma (Gypsy) population could affirm its ethnic and cultural identity. However, educational opportunities for Rroma children remain low. The following are among the many factors that have led to social exclusion of the Rroma in Romania: existing policy priorities; high unemployment and poverty rates; regional disparities; and configuration and respect of citizenship and human rights. The national program Education for the Second Chance was initiated to combat social exclusion. The program School Development in Rroma Communities Equal Chances for Rroma Children through School and School-Related Activities was started in 1998 and lasted for 3 years. It featured the following components: (1) school management and partnership; (2) intercultural education; (3) cooperative learning; (4) oral histories; (5) remedial teaching; and (5) local community involvement in education and parents' education. The following were among the… [PDF]

Hyams, Melanie, Comp.; And Others (1994). Annual Adult Education Research Conference Proceedings (35th, Knoxville, Tennessee, May 20-22, 1994). The following are among the 71 papers included: "Impacts of Transformative Leadership Education in a Professional Development Context" (Adrian et al.); "Toward a Sociology of Participation in Adult Education Programs" (Babchuk, Courtney); "Race, Gender, and the Politics of Professionalization" (Bailey, Tisdell, Cervero); "Conceptions of Instruction in the Workplace" (Beno); "Appalachian Women Learning in Community" (Bingman); "Topography of Adult Education Theory and Research" (Boshier); "Conceptualising Learning from Experience" (Boud); "Effects of Continuing Professional Education on the Upward Career Mobility of Health Services Administrators" (Brown, Easton); "Radical Worker Education for Academics?" (Butterwick, Dawson, Kastner); "Ethic of Care in the Legal Profession: Not for Women Only" (Carr); "Re-enchanting Research" (Carriere); "Integrating Agency and… [PDF]

Davidson, Neil, Ed. (1990). Cooperative Learning in Mathematics: A Handbook for Teachers. Small-group cooperative learning provides an alternative to both traditional whole-class expository instruction and individual instruction systems. The procedures described in this volume are realistic, practical strategies for using small groups in mathematics teaching and learning with methods applicable to all age levels, curriculum levels, and mathematical topic areas. Included are: (1) an introduction and overview to orient the reader; (2) problem solving and exploration with manipulative materials in groups of four; (3) a bilingual integrated mathematics/science program addressing classroom status; (4) team learning approaches based upon individual accountability and team recognition; (5) a general conceptual model of cooperative learning with a detailed discussion of its basic components; (6) three computer-based cooperative learning strategies for classroom use; (7) various learning activities for the initiation of a cooperative classroom setting; (8) procedures for group…

Anderson, Jeffrey B., Ed.; Swick, Kevin J., Ed.; Yff, Joost, Ed. (2001). Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities. This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education. The collection of papers offers teacher educators' thoughts about ways to enhance the usefulness of service-learning in preservice teacher preparation. The book is grouped into five main parts. Part 1 deals with theories, standards, and principles of practice. Part 2 includes several research studies and reviews as well as a suggested framework for further research and development. Part 3 explicates 11 different approaches to implementing service-learning in teacher education in the form of case studies. Part 4 deals with administrative and organizational arrangements as well as issues surrounding the teaching of service-learning, diversity, and assessment. Part 5 presents thoughts for the future from one of service-learning's… [PDF]

Smoke, Trudy, Ed. (1998). Adult ESL: Politics, Pedagogy, and Participation in Classroom and Community Programs. The collection of essays on the politics of adult English-as-a-Second-Language (ESL) instruction includes: "The Politics of Adult ESL literacy: Becoming Politically Visible" (Pamela Ferguson); "Learning To Be Legal: Unintended Meanings for Adult Schools" (Pia Moriarty); "The Relationship Between Knowing Our Students' Real Needs and Effective Teaching" (Judy Manton); "Using Journals in Second Language Research and Teaching" (Bonny Norton); "Promoting Gender Equity in the Postsecondary ESL Class" (Stephanie Vandrick); "Critical Multiculturalism as a Means of Promoting Social Activism and Awareness" (Trudy Smoke); "Anorexia: A Feminist EAP Curriculum" (Sarah Benesch); "Literature in the ESL Classroom: Reading, Reflection, and Change" (Kate Mangelsdorf); "Fluency First in the ESL Classroom: An Integrated Approach" (Rebecca Williams Mlynarczyk); "Meeting ESL Students' Academic Needs Through…

Padilla, Raymond V., Ed. (1983). Theory, Technology, and Public Policy on Bilingual Education. A collection of papers on bilingual education covers these topics: (1) second-language acquisition theories relevant to bilingual education; (2) the age factor in native language maintenance and in the development of English proficiency of overseas Japanese children; (3) applying the Cummins language proficiency model to students who acquire language bimodally; (4) acquisition of Spanish sounds in two-year-old Chicanos; (5) bilingual education's role in Puerto Rican students' cultural adjustment; (6) qualitative analysis of teacher disapproval behavior; (7) assessing a community's ethnolinguistic complexity; (8) a bilingual education program effective with both Spanish and Asian language students; (9) Spanish mathematics instruction in some Texas schools; (10) oral history in bilingual social studies; and (11) a ten-year-old language learner's journal. Other topics include (1) improving vocational education for bilingual students; (2) the microcounseling approach for… [PDF]

(1997). Focus on Basics, 1997. Focus on Basics, v1 nA-D. Together, these four newsletters contain 36 articles devoted to adult literacy research and practice and the relationship between them. The following articles are included: \A Productive Partnership\ (Richard J. Murnane, Bob Bickerton); \Welcome to 'Focus on Basics'\ (Barbara Garner); \Applying Research on the Last Frontier\ (Karen Backlund, Kathy Bond); \Understanding Quantitative Research about Adult Literacy\ (Thomas Valentine); \An Odyssey for an Answer\ (Grace Temple); \Research with Words: Qualitative Inquiry\ (Glynda Hull); \Finding Out for Myself\ (Eileen Barry); \On 'Reading' Teacher Research\ (Susan L. Lytle); \Knowing, Learning, Doing: Participatory Action Research\ (Juliet Merrifield); \A New Center for Research on Adult Learning and Literacy\ (John Comings, Cristine Smith); \Learning to Love Reading\ (Donna Earl); \Building a Research Agenda\ (John Comings); \There's Reading…And Then There's Reading\ (Victoria Purcell-Gates); \Models of Reading and the ESOL (English… [PDF]

Russell, William Benedict, III, Ed. (2010). International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1. International Society for the Social Studies The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]… [PDF]

Lansford, Jennifer E. (2002). Educating American Students for Life in a Global Society. Policy Briefs: Education Reform. Volume 2, Number 4. Center for Child and Family Policy, Duke University (NJ1) Progress in travel, technology, and other domains has contributed to the breaking down of barriers between countries and allowed for the development of an increasingly global society. International cooperation and competition are now pervasive in areas as diverse as business, science, arts, politics, and athletics. Educating students to navigate among cultures in these and other endeavors is crucial if they are to be safe and competitive in a global society. There is, however, widespread concern that American students do not know enough about the rest of the world, including its religions, cultures, and languages, to succeed in it. In the wake of September 11, this concern has increased and has been transformed into specific educational initiatives. For example, on October 25, 2001, President Bush announced the formation of the Friendship Through Education consortium to promote communication between U.S. elementary school students and those in Islamic countries. The main forms of… [PDF]

White, Lenford (2002). Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning. This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE; (2) terminology; (3) institutional racism; (4) ACE's role in eradicating racism and valuing diversity; (5) getting started by understanding the community and its needs; (6) ACE practitioners' legal responsibilities stemming from the 1976 Race Relations Act; (7) working in partnership; (8) developing a meaningful curriculum; (9) strategies for sustainability; (10) ensuring that what is offered is needed; (11) minding program quality and measuring program impact; and (12) sharing information about successful programs. Thirteen good practices, including the following, are presented: (1) identify currently available ACE opportunities; (2)…

Baker, Colin; Jones, Sylvia Prys (1998). Encyclopedia of Bilingualism and Bilingual Education. This encyclopedia is designed to promote bilingualism in a comprehensive and comprehensive manner and to be academically sound while remaining accessible to as wide an audience as possible. Each topic is presented in a clear, understandable style. Four sections focus on the following: (1) "Individual Bilingualism" (e.g., bilingualism and the family, everyday language use of bilinguals, and bilingualism and thinking); (2) "Languages in Society" (e.g., bilingualism in communities, language change, and language maintenance and planning); (3) "Languages in Contact in the World" (Africa, Asia, Australia and New Zealand, Caribbean, Central America, Europe, Middle East, North America, Oceania, and South America); and (4) "Bilingual Education" (e.g., weak and strong forms of bilingual education, the bilingual classroom, multiculturalism in education, and bilingualism and second language learning). Each section contains several topics, and each topic…

Rivera, Esther Bonafoux (1995). Fusing Cross-Content Areas into Literature Pieces Using a Whole Language Approach for the Elementary LEP Student. A number of model lesson plans that use children's literature to teach content area material are presented. The lessons are designed for instruction in either Spanish or English as a Second Language at the elementary school level; some are in English, and some are in Spanish. Each plan identifies the title and basic bibliographic information about the piece of literature, a synopsis of the story, second language teaching strategies that are useful with it, phonics issues to focus on or activities to conduct, structural/grammatical issues, sight words to be emphasized, complementary stories, appropriate songs and drama to accompany the lesson, and specific related themes and activities that focus on other content areas (mathematics, science, social studies, art and language arts). Some plans contain an additional bibliography. Contains 11 references. (MSE)…

Patthey-Chavez, G. Genevieve; And Others (1995). Creating a Community of Scholarship with Instructional Conversations in a Transitional Bilingual Classroom. Educational Practice Report No. 15. This report explores ways in which instructional conversations between a teacher and her students contributed to building an academic community in a transitional bilingual fourth-grade classroom. Through an analysis of reading lesson transcripts, classroom events, and student essays and journal assignments, the report shows how classroom experiences fostered the development of students' understanding of the concepts of sacrifice and responsibility. It describes how, at both the individual and the classroom community levels, instructional conversations deepened student understandings of the texts they read in class by encouraging students to make connections between particular text concepts and their own experiences. In addition to tracking student gains in understanding, the study shows how the conversations helped build a classroom community that incorporated the cultural beliefs and concerns of the students. (SE)… [PDF]

(1980). Social Studies Introductory Level–Interaction. Teachers' Guide & Resource Book=Araling Panlipunan Intro–Pakikisalamuha. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the major concepts of Identity, Needs, and Interaction. The Introductory level is designed for prekindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1, entitled \Behavior,\ develops the conceptual…

(1981). Social Studies: Level Two–Identity. Teacher's Guide=Araling Panlipunan: Ikalawang Antas–Pagkakakilanlan. Patnubay Ng Guro. [Chinese/English Edition.]. This Pilipino teacher's guide written in Chinese and English is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correspond with the concepts of identity, needs and interaction. Level Two is designed for children in grades three and four. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled… [PDF]

O Gliasain, Michael (1990). Language Shift among Schoolchildren in Gaeltacht Areas 1974-1984: An Analysis of the Distribution of Pound 10 Grant Qualifiers. Research Report 16. This report examines the value for research and policy purposes of data generated by the "Pound 10 Grant Scheme" operated by Roinn na Gaeltachta in Ireland, which seeks to preserve the Irish language. The scheme was introduced in the early 30's by An Roinn Oideachais (an organization which had responsibility for the promotion of the Irish language at the time) in order to provide a direct economic incentive to families in Gaeltacht areas to maintain Irish as the language of the home. A full statistical digest is included of the available data pertaining to the scheme over the 11-year period 1973/74-1983/84 and assembles a comparable set of statistics relating to school pupil populations over the same years. Chapters 1 and 2 contain a detailed description of the operation of the scheme and bring into focus some important questions relating to the quality and consistency of the data, the very restricted information released about the scheme, and the limited range of other… [PDF]

Guy, Trevor; Marsiglia, Flavio Francisco (1994). Horizontes: A Culturally Grounded E.S.L. College Entry Project for Latino Students. Fall '92, Winter '93 Pilot Phase. Project Horizontes is a culturally grounded English-as-a-Second Language (ESL) retention project developed for Latino students enrolled at the Metropolitan Campus of Cuyahoga Community College in Cleveland, Ohio. The theoretical assumption underlying the design of the project is that bilingualism should be treated as an expansion of expressive capabilities rather than a barrier. If strengths in both languages and cultures are respected and further developed, functioning should significantly improve as reflected in grades and language tests, retention should be markedly improved within and across quarters, and positive assimilation will be expedited. The initial project design featured two concurrent courses, a standard intermediate ESL grammar course taught in English, with some limited reinforcement in Spanish, and a team taught ESL course featuring Latino cultural awareness taught in Spanish, English writing with reinforcing concepts in Spanish, and a college survival skills… [PDF]

Olaziregi, Ibon; Sierra, Josu (1991). EIFE 3: Influence of Factors on the Learning of Basque. Study of the Models A, B, and D in Second Year Basic General Education. Glotodidaktika-Lanak 36. This study on Basque language learning is part of a project investigating alternative curriculum designs to promote native language maintenance in the Basque Country of Spain. This study, similar in design to an earlier study, measured the level of Basque and Spanish of second-graders (n=1,196 from 301 classrooms) in three program models (Basque taught as a second language–Model A, Spanish-Basque bilingual–Model B, and instruction primarily in Basque–Model D) in 1988; studied factors influencing the learning of the languages; compared the new data with that of 1983-84; and examined the bilingual model. The study focused on the influence of students' home language (Spanish or Basque) and other social and demographic factors on the educational model. (MSE)… [PDF]

Barrera, Marbella; Holst, Patricia (1992). District-Wide Testing Results, Technical Report, 1991-92. OPET Report. Results from testing programs in the Newark (New Jersey) public schools for 1991-92 are discussed. The system used three testing programs in the school year: (1) the Newark Uniform Testing Program (Stanford Achievement Series, eighth edition); (2) the New Jersey Statewide Testing System; and (3) the Bilingual Testing Program. Results of the Newark Uniform Testing program indicate that students are steadily improving, but remain below grade level, with mathematics the weakest area and reading the strongest. Kindergartners were on grade level in reading and mathematics. The Early Warning Test component of the state testing system indicated that mathematics and writing scores for eighth graders improved overall, but that many students would benefit from remedial services. The High School Proficiency Test component of this program becomes a graduation requirement after one more administration. The district remained below state means on this test. Results from the Bilingual Testing… [PDF]

Dianda, Marcella R. (1991). New Teachers in California's Language-Diverse Metropolitan Classrooms: Findings From an Initial Study. A study was done of novice teachers in California's public education system to examine how well they function in the language diverse metropolitan classrooms. Fall and Spring surveys were administered to 1,368 new teachers, and Spring surveys were administered to the directors of induction projects in which the new teachers participated. Findings confirm the gap that exists between the racial, ethnic, and linguistic diversity of the new teachers and that of their students. The new teachers were less diverse than the students they teach, and very few of the teachers held teaching credentials or certificates that qualified them to teach in language-diverse classrooms. Although most of the teachers had had some preservice and college training relating to teaching in diverse classrooms, only a few rated that training has prepared them well for such assignments. The teachers reported that training did not focus on specific instructional strategies. Training during the initial teaching…

(1994). Clarendon Alternative School Japanese Bilingual Bicultural Program: Curriculum Sampler. Sample lessons and instructional materials from a Japanese bilingual/bicultural elementary school program are presented. The lessons are designed to integrate Japanese language instruction with content instruction, using thematic units related to the core curriculum. The ten lessons are organized by target grade (K-5), and describe classroom procedures, additional instructional materials used, and group and individual activities, and may contain student worksheets, instructional aids, photographs of classroom activity, and/or samples of student work. Lesson topics include: a Japanese folk tale; creation of a big book in both English and Japanese; an experiment with air and water; telling time; a new year's celebration; use of origami to study the crayfish; a combination of mathematics concepts and history; haniwa clay sculpture; and description of past and present events through the study of poetry. (MSE)… [PDF]

Tucker, G. Richard, Ed. (1993). Policy and Practice in the Education of Culturally and Linguistically Diverse Students. The numbers of culturally and linguistically diverse students in classrooms at all levels of study are increasing dramatically. In addition, the available information indicates that in general they are not performing well scholastically. Five articles address this issue; they are remarks from a 1992 symposium of members from the Teachers of English to Speakers of Other Languages and from the American Educational Research Association. The article titles and authors follow: "Cognitive Academic Language Needs of Culturally and Linguistically Diverse Students" (Merrill Swain); "Assessing the Academic and Cognitive Growth of Culturally and Linguistically Diverse Students" (Else V. Hamayan); "Current Directions in Curriculum Development and Materials Preparation for Culturally and Linguistically Diverse Students" (JoAnn Crandall); "Shifting Conceptions of Pedagogical Equity: Preparing Teachers to Teach Linguistically and Culturally Diverse Students"…

De Board, Roberta J.; And Others (1990). Bilingual/ESL Mainstream Instructional Support Program. End of Year Evaluation Report for 1989-90. Report No. 90-6. This report evaluates a program serving high school students in Seattle (Washington) public schools who demonstrate a need for increased language-based academic assistance due to their limited English proficiency. The Mainstream Instructional Support program served 170 students at 2 high schools with 1 resource teacher and 3 instructional assistants. These instructors assisted with completing assignments, developing reading and study skills, counseling, outreach, and translating services. Staff development, materials development, and parent involvement were also important aspects of the program. The evaluation looked at both program implementation and student outcomes. The latter were measured by looking at students' academic success and other indicators of successful progress toward graduation such as attendance rates, grade point averages, and credits toward graduation. The program had no statistically significant effect in raising students' standardized test scores, grades, or…

Asselle, Maria Grazia; Berney, Tomi D. (1989). LEP Students in Special High School Programs, 1987-88. Evaluation Section Report. OREA Report. The LEP (limited-English-proficient) Students in Special High Schools Program, funded from a variety of sources, was partially implemented in 1987-88. The program's aim was to provide 277 LEP students, whose native languages were Chinese, Haitian Creole/French, and Spanish, with equal access to 8 educational-option and 5 vocational/technical high schools that no LEP students had previously attended. Students received instruction in English as a Second Language (ESL), content area subjects, vocational subjects, and native language arts at some sites. Those schools for which data were available met their instructional objective for the number of passing grades in courses that the program subsidized. However, program students' attendance rates were higher than those of mainstream students in only 6 of the 9 schools that provided data. Major program weaknesses included lower participation than anticipated, shortage of qualified bilingual teachers and counselors, and initial lack of… [PDF]

Berney, Tomi D.; Plotkin, Donna (1990). Higher Achievement and Improvement through Instruction with Computers and Scholarly Transition and Resource Systems Program. OREA Report. Project HAITI STARS served 360 students, native speakers of Haitian Creole, Spanish, and Chinese, in its first year through supplementary instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual mathematics, science, and social studies. The project provided students with academic and personal counseling, tutoring, and career and college advising, and coordinated cultural and career-oriented trips. The project also offered activities to families of participating students, including basic skills classes at two sites, and staff development activities. The project met its ESL objectives and one of two NLA objectives. The project only partially met the content area objective, met one of two staff development objectives, and did not meet the curriculum development objective. Objectives in grade retention, referral to special programs, and parental involvement could not be assessed. Recommendations include: assessment of the objective related to… [PDF]

Berney, Tomi D.; Gritzer, Glenn (1990). Bilingual Children's Project. B.C.P., 1988-89. OREA Report. The goals of the Bilingual Children's Project (B.C.P.) were to help students acquire skills in the English language content area subjects, critical thinking, and problem solving. In its first year, the project served 740 kindergarten through third grade students of limited English proficiency at 12 schools. Participants' native languages were Spanish, Chinese, and Haitian Creole. The program provided resource teachers and an educational assistant who demonstrated materials and consulted with participating schools. The program also arranged puppet shows as an adjunct to teaching and conducted staff development and parent involvement activities. Program objectives were met in English as a Second Language (ESL) at all grade levels, and in staff development. While no parent participation objectives had been set, parent involvement activities were provided. The project also expanded the original proposal to include puppet shows as a means of integrating content areas with ESL… [PDF]