(1969). Exceptional Children Conference Papers: Environmental Influences in the Early Education of Migrant and Disadvantaged Students. Conference papers on early childhood education cover the following topics: individual variation among preschoolers in a cognitive intervention program in low income families presented by Phyllis Levenstein, programmatic research on disadvantaged youth and an ameliorative intervention program by Merle B. Karnes and others, special education and disadvantaged Mexican Americans by Armando Rodriguez, disadvantaged migrant students and remediation through vocational education by William M. Smith, remediation and practical approaches to learning disabilities of migrant students by Aris Diaz, and environmental criteria for preschool day care facilities by Randolph L. Waligura and M. Thompson. (RJ)… [PDF]

(1971). The Young Child Learns: A Guide for Four-Year-Olds. The purpose of this teaching guide is to orient preschool teachers to the unique needs and abilities of the four-year-old child and to offer a suggested program of pre-kindergarten activities. Specific capabilities characteristic of the four-year-old are listed, followed by the scope of the preschool program in the areas of cognitive development, language development, personal and social development, creative thinking, and motor skills. A daily schedule and suggestions for room arrangement are also presented. Specific activities are grouped under the headings: (1) living together–block center, water play, sand play, woodworking center, housekeeping center; (2) enjoying foods–peeling vegetables, applesauce, party food, popping corn, ice cream, oranges or lemons, peas, whipping cream, concentrated foods, flour tortillas; (3) art activities; (4) recreation–walking, crawling, jumping, climbing and running, wheel toys, digging and gardening, whole body movements, parts of body… [PDF]

Smith, Donald F. (1976). Education for More Than One Culture: Fostering Cultural Pluralism in Micronesia. Micronesia is a multicultural society which must develop an educational system to meet viable cultural options. The society harmoniously blends Spanish, Oriental, German, and American influences in its language, racial structure, religion, and architecture, but not in its educational system. Education has traditionally been tailored to the needs of the political or religious authority in power rather than to an intercultural commitment. Education for self-identity will have to make accommodations with the contradictory contributions of past administering authorities as well as foster respect for indigenous institutions. A present shortcoming of both the formal and nonformal educational systems is the stereotyping of various minority cultures. To combat this problem, Micronesian schools should stress curriculum which incorporates material on outer islanders, placing particular emphasis on biographies of Micronesians who have achieved stature. On the nonformal level, wider exposure of… [PDF]

Walqui, Aida (2000). Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School. Topics in Immigrant Education 4. Language in Education: Theory and Practice 94. This book describes the characteristics of secondary schools in the United States that make it difficult for immigrant students to succeed. These include the following: fragmented school days and instructional programs in which English-as-a-Second-Language and content area teachers work in separate departments and rarely interact; the complex system of courses and of graduation and college entrance requirements; the practice of placing students in classes chiefly according to age, and tracking students learning English into courses that may not grant the credits they need; and inadequate methods to document student achievement. Six high school students (from El Salvador, Brazil, Haiti, Russia, Mexico, and Vietnam) are profiled. Common misconceptions about adolescents' second language acquisition and academic skills are addressed, and what current research reveals about these problems are discussed. Ten priorities for the design of programs that can foster effective teaching and… [PDF]

Marx, Sherry (2000). An Exploration of Pre-Service Teacher Perceptions of Second Language Learners in the Mainstream Classroom. Texas Papers in Foreign Language Education, v5 n1 p207-221 spec iss Fall. This qualitative study explores the perceptions of a group of White and Hispanic preservice teachers toward the English language learners they tutored over the course of a semester. Nine White participants and five Hispanic participants were interviewed. Comparisons of interview data reveal that White participants and Hispanic participants chose to identify with their tutees in different ways, had different expectations for their tutees, and offered different suggestions for intervention on behalf of their tutees. The bilingualism and life experiences of Hispanic participants enabled them to assess and work with the language and academic skills of their tutees more effectively than their White, monolingual, monocultural counterparts. The impacts of life experiences and university training are discussed. (Contains 36 references.) (Author/SM)… [PDF]

Rodriguez, Stephen; Williams, Morgan (2002). Developing a Curriculum Framework in Technology for Young Children. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter describes a project at the ECDC to develop standards for the integration of technology into the school curriculum. The standards were synthesized from teacher concerns, examination of instructional materials, and review of national and Texas Essential Knowledge and Skills (TEKS) state standards. The project resulted in several products, including a set of tables describing each TEKS technology strand, corresponding performance objectives or tasks for each grade level, suggested student activities from thematic units, and required software. (EV)… [PDF]

(2003). The Jossey-Bass Reader on Teaching. The Jossey-Bass Education Series. This collection of papers includes excerpts from books, essays, and articles that explore the heart of the teaching experience. Nineteen chapters explore the challenges and joys of teaching, focusing on the meaning and experience of teaching and the art of teaching skills. They include: (1) "The Heart of a Teacher: Identity and Integrity in Teaching" (Parker J. Palmer); (2) "The Mystery of Teaching" (William Ayers); (3) "Passionate Teaching" (Robert L. Fried); (4) "Reading the World/Reading the Word" (Paulo Freire); (5) "Teaching as Possibility: A Light in Dark Times" (Maxine Greene); (6) "Learning to Read" (Patrick McWilliams); (7) "Order in the Classroom" (Andrew Dean Mullen); (8) "'Welcome to the Sixth Grade'" (Brad Wilcox); (9) "Excerpt from 'White Teacher'" (Vivian Gussin Paley); (10) "Teachers College and Student Teaching" (Herbert Kohl); (11) "Change, Resistance, and…

Cary, Stephen (2000). Working with Second Language Learners: Answers to Teachers' Top Ten Questions. This book aims to provide practical, research-informed answers to the questions most frequently asked by teachers of second language learners. Every question targets one of the key instructional issues teachers must address to ensure success for their second language students. Included among the questions are: How do I assess a student's English? How do I make my spoken language more understandable? How do I get my reluctant speakers to speak English? How do I make a difficult textbook more readable? How do I teach grade-level content to English beginners? How do I find useful information on a student's cultural background? How do I support the student's first language when I don't speak the language? How do I help students improve their English writing? How do I minimize communication conflicts in a multilingual classroom? Actual stories from the classroom let readers watch and listen in on a variety of K-12 teachers as they frame and implement workable answers to these questions….

Friedman, Harold; Friedman, Helen (1980). Observations on Education in the Province of Quebec. Integrated Education, v18 n5-6 p2-15 Sep-Dec. Documents opinions of educators in Quebec, Canada, on Bill 101, which made French the official language of instruction in the province. Describes educational situations, practices, and programs that pertain to language and to education for Protestants, Catholics, other religious groups, minority groups, and the disadvantaged. (MJL)…

(1974). Record of the Proceedings of the Ad Hoc Conference on the Education of Migrants (Strasbourg, France, November 5-8, 1974). The conference aimed to draw up conclusions and recommendations on action to be taken at the national, bilateral, and multilateral levels with regard to the education of migrants and their children. Three main themes were addressed: (1) improving the position of the immigrant and his family, primarily in their educational circumstances, at the time of arrival in the host country; (2) securing satisfactory educational provision before and during the host country's compulsory schooling period; and (3) securing satisfactory provisions of opportunities for vocational and technical training and general education for adults and adolescents. Recommendations aimed to tackle or define the problems encountered by migrants in adapting and adjusting to the host country and their new social environment; and measures to ensure equal opportunities for migrants and nationals, particularly for migrant children's education and their admittance to socio-cultural and sports activities. The need for…

Spencer, Mary L. (1995). FSM National Standardized Tests of National Curriculum Minimum Standards: Spring 1995 Results, Sixth, Eighth, and Tenth Grade Language Arts and Mathematics. The development of national minimum educational standards for the Federated States of Micronesia (FSM) began in 1988 with the deliberations of a national task force that created performance expectations in a number of subjects. In 1988 the development of nationally standardized tests reflecting these standards began. This document presents the 1995 results from tests in language arts and mathematics for grades 6, 8, and 10. All the tests in the series are based on a criterion-referenced test development process. The total samples from the 4 states of Chuuk, Kosrae, Pohnpei, and Yap were: (1) grade 6 language arts, 673; (2) grade 8 language arts, 621; (3) grade 10 language arts, 263; (4) grade 6 mathematics, 656; (5) grade 8 mathematics, 601; and (6) grade 10 mathematics, 257. In the English language arts content area, an average of 49-61% of the FSM students answered items correctly at all 3 grades. Scores from Chuuk were somewhat lower for sixth graders, and Chuuk did not test its… [PDF]

Long, Michael H., Ed.; Seliger, Herbert W., Ed. (1983). Classroom Oriented Research in Second Language Acquisition. A collection of works concerning classroom research methodology, learner strategies and variables, teacher speech, teacher and learner feedback, and second language classroom communication has been compiled. It includes: \What Is Classroom Oriented Research?\ (Herbert W. Seliger and Michael H. Long); \Inside the 'Black Box': Methodological Issues in Classroom Research on Language Learning\ (Michael H. Long); \Risk-Taking and the Language Learner\ (Leslie M. Beebe); \Competitiveness and Anxiety in Adult Second Language Learning: Looking \at\ and \through\ the Diary Studies\ (Kathleen M. Bailey); \Inferencing: Testing the 'Hypothesis-Testing' Hypothesis\ (Ellen Bialystok); \Foreigner Talk in the Classroom–An Aid to Learning?\ (Craig Chaudron); \Foreigner Talk in Content Classrooms\ (Linda A. Schinke-Llano); \Teacher-Student Interaction in Bilingual Classrooms: Four Approaches to Error Feedback\ (Nancy Johnson Nystrom); \Learner Feedback: An Exploratory Study of Its Role in the Second…

Berney, Tomi D.; And Others (1990). The Cognitive Academic Learning Approaches through E.S.L. Content Areas with Career Exploration Strategies Program for Bilingual High School Students in New York City. Project CALA, 1988-89. OREA Final Evaluation Report. Project CALA was a special alternative program at the International High School in Queens (New York City). In its first year, the project provided instructional and support services, emphasizing career education, to 171 high school students of limited English proficiency (LEP) who had lived in the United States for less than 4 years. The project provided instruction in English reading, content area subjects, and career education. Students participated in job internships and, if eligible, took community college courses. Staff development, curriculum development, and parent involvement activities were also provided. The project met its objectives in the content areas, career education internships, staff and curriculum development, attendance rate, dropout rate, and college application rate. Objectives in career education and in parent involvement could not be assessed. The parent involvement component could not be implemented as intended, and the English language acquisition objective… [PDF]

Berney, Tomi D.; Lista, Carlos A. (1990). Project Reach 1988-89. OREA Report. Project Reach, serving 390 students of limited English proficiency at William H. Taft high school in New York, was fully implemented in 1988-89. Project Reach endeavored to help students develop their English and native language skills and make academic progress through bilingual content area courses. During the school year, participating students received instruction in English as a Second Language (ESL), Native Language Arts (NLA), and the bilingual content area subjects of mathematics, science, and social studies. A small group of students with severe educational deficiencies received remedial instruction. The project provided staff development, curriculum development, and parental involvement activities. Project Reach met its ESL and content area objectives, and two of its three NLA objectives. The project partially met its staff development objective. It did not meet one of its two parent involvement objectives; the other objective could not be evaluated because of lack of… [PDF]

Di Martino, Vincent James; And Others (1983). Grover Cleveland High School. Basic Bilingual Program. O.E.E. Evaluation Report, 1981-1982. This paper evaluates the bilingual educational program at Grover Cleveland High School, Queens, New York City. The program offered instruction in English as a second language (ESL) and native language skills in Italian and Spanish as well as courses in science, mathematics, and social studies to 142 students with limited English proficiency. The major goal of the program was to promote the acquisition of English language skills needed for mainstreaming within a 2-year span, while nurturing strong personal and ethnic identity in the students. Supportive services were provided for staff development, career counseling, and parental involvement through home visits. Evaluation findings for 1981-82 indicate that students were meeting program objectives in English language development, and achieving high rates of passing in native language arts. Passing rates varied in content area courses. In addition, the attendance rate of program students was higher than the average school wide… [PDF]

(1982). Students From Homes in Which English Is Not the Dominant Language: Who Are They and How Well Do They Read?. Characteristics and reading performance of students who have a dominant language other than English are examined and compared with those of English-dominant students, based on the results 1979-1980 National Assessment of Educational Progress (reading and literature). Responses were obtained from 9-year-olds, 13-year-olds, and 17-year-olds. The exercises probed students' comprehension of simple words as well as such complex features of text as mood, tone, and character. It was found that students from homes in which a language other than English was often spoken (OL) generally performed below students for whom English was the dominant language (EL) In general, OL students attending advantaged-urban and private schools, those coming from homes with many reading resources, and (except at age 9) those who have a parent with post-high school education performed near, at, or above national levels. OL students attending disadvantaged-urban schools, those coming from homes with few reading… [PDF]

Cotayo, Armando; And Others (1984). Project Get Set, 1983-1984. O.E.A. Evaluation Report. This multi-site project, in its first year of funding, proposed to serve approximately 100 Hispanic students of limited ability in English and Spanish at two junior high schools in economically depressed areas of the Bronx. The project was planned to develop English language skills, to reinforce Spanish language skills, to offer counseling support services, and to provide career guidance information. Students from Theodore Roosevelt High School were to tutor project participants in English reading. Project implementation was delayed for a number of reasons. Nevertheless, the project director was able to identify and establish contact with the new participating sites; review student records to determine student eligibility; advertise and interview condidates for staff positions; hire hourly personnel to develop career awareness curriculum; and identify, review, and purchase textbooks, workbooks, reference books, instructional supplies, and audiovisual materials. For the second year… [PDF]

Luhman, Reid A.; Wax, Murray L. (1974). Bilingual Classrooms in a Mexican-American Community. The Social Bases of Thinking and Speaking: A Study of Bilingual Chicano Children. Final Report, September 1974. The study examined the relation of language use and logical thought to social experience with both age and class held constant. The primary assumptions under study were: that the logic of symbolic grouping was highly sensitive to a child's experience with the objects to which that logic was applied; that the existence of diglossia in a bilingual community and/or relative shifts in language dominance might create a situation of language specialization by domain, particularly along the dimension of immediacy and distance; that the content of grouping (those final organizations produced by the logic) was a far more stable aspect of cognition than the logic used to construct it. The study was conducted in a fourth grade classroom in a bilingual school in Las Vegas, New Mexico. All of the children had Spanish surnames. Twenty-eight children took part in an extensive set of interviews in two languages. These interviews were designed to examine inter-relations of language use and the logic…

Gendron, Jean-Denis, Ed.; Vigneault, Richard, Ed. (1981). Les mecanismes psychologiques sous-jacents a l'apprentissage d'une langue seconde (The Psychological Mechanisms Related to the Learning of a Second Language). Publication B-99. Articles include: (1) \Variables psychologiques et sociales reliees a l'apprentissage d'une langue seconde par l'immigrant adulte en situation scolaire\ (Psychological and Social Variables Related to the Learning of a Second Language by the Adult Immigrant in the Academic Situation) by A. d'Anglejan and C. Renaud, (2) \Les contacts inter-ethniques: qu'est-ce qui les rend efficaces?\ (The Inter-Ethnic Contacts: What Makes Them Effective?) by J. F. Hamers and D. Deshaies, (3) \Pourquoi apprendre une langue seconde: le role de l'appartenance ethnique\ (Why Learn a Second Language: The Role of the Ethnic Concern) by R. Clement and S. Marchildon, (4) \Attitudes face au comportement langagier a Montreal\ (Attitudes toward Language Behavior in Montreal) by R. Y. Bourhis and F. Genesee, and (5) \Les techniques mnemoniques liees a l'apprentissage des langues\ (The Mnemonic Techniques Associated with the Learning of Languages) by A. Desrochers. In each empirical study one or more measures… [PDF]

Irizarry, Ruddie A.; And Others (1980). Seward Park High School Chinese Bilingual-Bicultural Program. ESEA Title VII, Final Evaluation Report, 1979-1980. This is an evaluation of the fifth year of a Title VII bilingual/bicultural program that was conducted for Chinese speaking students at a New York City High School. A demographic analysis of the school's neighborhood (Manhattan's Lower East Side) and a discussion of participating students' characteristics are provided. The project's philosophy, organization and structure are described. Instructional components of the program are reviewed including: (1) student placement; (2) English as a second language; (3) native language classes; (4) bilingual classes; (5) transition to mainstream classes; and (6) funding of the instructional component. Non-instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development; (4) parental and community involvement; and (5) affective domain. Tables provided show students' performance and achievement in reading, mathematics, science, social studies, and native language skills, and also document… [PDF]

Gilman, Robert (1974). Some Suggested References for the Busy FL Teacher. How to Make the Most of Day-to-Day Language Activities. This is an annotated listing of bibliographies and reference works that provide retrospective and current coverage of the monographic and periodical literature of FL education and that have been selected for the assistance they offer in locating materials judged to be of greatest utility in the teaching of Spanish, Portuguese, and English to speakers of Spanish or Portuguese. Sources include ACTFL, ERIC, LLBA, LTA, DCBBE, and IRAL. Other recommended readings include books, articles, reports, journals, and other sources, such as foreign language newsletters and various language learning guides. (Author/AM)… [PDF]

Gimon, Alexander T.; And Others Applicability of Learning Potential Measurement with Spanish-Speaking Youth as an Alternative to IQ. Final Report. The learning potential (LP) procedure represents an alternative method of measuring ability of Spanish-speaking students who tend to score low on traditional IQ tests. This study sought to determine the relative predictive power of LP and IQ measures on achievement of 188 first through sixth grade Spanish-speaking students. Subjects participated in the Raven and Series LP procedures and were administered the WISC Performance Scale in Spanish and the WISC vocabulary subtest, Picture Motivator Scale, and IAGAS numeric, nonverbal, and verbal subtests in Spanish and English. Numeric and nonverbal achievement in both Spanish and English were significantly related to posttraining Series LP scores, WISC performance IQ, and age. WISC vocabulary scores were related only to verbal achievement in the same language. The LP procedure resulted in increased levels of performance on a reasoning task and provided a better predictor of achievement than verbal IQ for these students. Included in the…

Leap, William L. (1974). Ethnics, Emics, and the New Ideology: The Identity Potential of Indian English. This paper considers some aspects of the role of language in the maintenance of social and cultural identity by examining the identity potential of Indian English in the United States. A main point is that identity concepts cannot be taken at face value, but must be considered in terms of their sociocultural consequences. In the case of Indian English, the co-existence of standard American English and the local nonstandard code is an indication of the desire to maintain an Indian identity, of not wanting to conform completely with Anglo norms. A second point concerns the responsibility of the social sciences to go beyond mere documentation. In this case, the social scientist has the responsibility to reveal the contradictions inherent in the use of the identity concept. That is, while a desire to encourage the use of local nonstandard codes may be well-meaning, it also encourages de facto segregation of the Indian community from the mainstream of American life. It is therefore…

Raulin, George (1966). Kanouri. This material is a series of lessons prepared in French to give an introduction to the Kanouri language. The need for such material arose during a twelve-week Niger-Chad Peace Corps training project which took place at San Francisco State College in the summer of 1966. The teachers were bilingual French-Kanouri speakers, and it was therefore necessary to do translations in French. The Kanouri text was set down using French spelling conventions. This series of lessons is not a self-instruction course. A native speaker-teacher is needed to instruct the student in the subtleties of pronunciation, cadence, ryhthm and tone of the Kanouri language. Some of the lessons have used the Peace Corps' Djerma Basic Course materials as a guide. English as well as French translations are given throughout the lessons. (Author/CFM)… [PDF]

Day, Richard R. (1976). Language Acquisition in a Bicultural Community: A Case Study of Bidialectalism. This article investigates the acquisition of a variety of standard English (SE) by children whose first language is Hawaii Creole English (HCE). The hypothesis was made that, in a speech community with high prestige and low prestige codes, learning the dominant code would not adversely affect performance in the first language. The subjects, in grades K-3, had no formal exposure to SE prior to entering school, and received no formal language training once in school. Their teachers used SE, but did not discourage the use of HCE. The subjects' performances over time in HCE and SE were measured by tests in HCE and SE. An analysis of the results shows that SE scores increased significantly in all four grades. Further, the subjects not only maintained HCE, but in three grades significantly increased their performance. Thus the acquisition of SE by the subjects, presumably through constant exposure to it in the school setting, did not result in a decrease in linguistic ability in HCE. This… [PDF]

Bajunid, Ibrahim Ahmed; Gonzalez, Andrew (1996). Using Two/Three Languages in Philippine Classrooms: Implications for Policies, Strategies, and Practices [and] A Response. Journal of Multilingual and Multicultural Development, v17 n2-4 p210-24. Describes the multilingual situation underlying the educational scheme in the Philippines, a system inherent with problems arising from the unequal developmental status of Filipino and English and the subsequent failure to meet manpower and material needs. The article issues a call to use the synergy created by two languages. Bajunid's response focuses on the gap between language policy and reality.(26 references) (Author/CK)…

Espiritu, Evangeline; Meier, Daniel R.; Villazana-Price, Norma; Wong, Manuel Kichi (2002). A Collaborative Project on Language and Literacy Learning: Promoting Teacher Research in Early Childhood Education. Young Children, v57 n5 p71-78 Sep. Four teachers from diverse early childhood environments formed a teacher research group to learn more about children's language and literacy development. This article discusses the formation of the group, the value of teacher research for understanding children's language, and the lessons learned by the participating teachers that enhanced their personal and professional development. (TJQ)…

Salend, Spencer J.; Salinas, AltaGracia (2003). Language Differences or Learning Difficulties: The Work of the Multidisciplinary Team. TEACHING Exceptional Children, v35 n4 p36-43 Mar-Apr. The following recommendations are made to assist multidisciplinary teams in developing educational programs for second-language learners: diversify the team and offer training; compare student performance in native and secondary languages; consider factors associated with second-language acquisition; employ alternative assessments; identify life experience influences; and analyze data and develop a plan. (Contains references.) (CR)… [Direct]

Quiroz, Pamela Anne (2001). The Silencing of Latino Student \Voice\: Puerto Rican and Mexican Narratives in Eighth Grade and High School. Anthropology & Education Quarterly, v32 n3 p326-49 Sep. Narratives of Puerto Rican and Mexican American students, written in 8th grade and then 11th grade, describe who they are and illustrate school-sponsored silencing, with student critiques of their educational experience ignored by schools. The narratives help explain the Hispanic student high dropout rate, reasons behind students' academic decisions, and interventions needed to change negative schooling processes and outcomes. (SM)…

Dixon, Juli Kim (1995). Limited English Proficiency and Spatial Visualization in Middle School Students' Construction of the Concepts of Reflection and Rotation. Bilingual Research Journal, v19 n2 p221-47 Spr. Eighth-grade students in bilingual classrooms explored the geometric concepts of reflection and rotation within a computer-based, dynamic, instructional environment. With initial differences controlled, treatment groups performed significantly better on concept formation and spatial visualization than did control groups receiving conventional geometry instruction. Student performance was not affected by level of English proficiency. Contains 72 references. (SV)…