Schiff-Myers, Naomi B. (1992). Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners. Language, Speech, and Hearing Services in Schools, v23 n1 p28-33 Jan. This article examines issues in language assessment in children exposed to two languages, including arrested language development in preschool children, arrested development and language loss in school-age children, effects of educational policy (especially the devaluation of non-English languages) on bilingualism, problems in primary language assessment, and importance of the case history. (DB)…

Shannon, Sheila M. (1995). The Culture of the Classroom: Socialization in an Urban Bilingual Classroom. Urban Review, v27 n4 p321-45 Dec. Reports on an ethnographic study of a fourth-grade bilingual classroom that examined the culture created in the classroom and how children were socialized to it. The author argues that for culturally diverse, at-risk students to succeed, the culture of the classroom must be different in its roles, values, beliefs, and expectations than what exists outside. (GR)…

de Jong, Ester J. (2004). After Exit: Academic Achievement Patterns of Former English Language Learners. Education Policy Analysis Archives, v12 n50 Sep. With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered \limited English proficient\ and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL) program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL) program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students' achievement patterns… [PDF]

(1985). Assistant Chef Program. Curriculum Outline, Orientation, Safety and Sanitation. Instructor materials are provided for an assistant chef program intended for English as a second language (ESL) or bilingual (Spanish speaking) students. A curriculum outline includes a listing of the tasks to be mastered in the program. Other contents include key terms from the production and service area of food service in the areas of orientation, safety, and equipment. Lists of the terms in English and lists of the English terms with Spanish definitions are provided. Informational materials (written in Spanish) are presented on these topics in the area of safety and sanitation: Prevencion de Fuegos (fire prevention), Occupational Safety and Health Act (bilingual English and Spanish), Sanidad (sanitation), and Germes y Bacterias (germs and bacteria). (YLB)…

Weinberg, Meyer (1981). Assessment of Current Knowledge about the Effectiveness of School Desegregation Strategies. Volume IV: A Practical Guide to Desegregation: Sources, Materials, and Contacts. This volume on desegregation is divided into seven sections that outline and annotate bodies of information available from various sources. These sections include: (1) selected sources of information on various school desegregation issues; (2) \how to\ sources on school desegregation; (3) sources of information on cities that have been desegregated for a comparatively long time; (4) sources of reviews of research on desegregation; (5) sources of information on government agencies and private organizations offering desegregation assistance; (6) persons (names and addresses) with expertise in one or more areas of desegregation implementation; and (7) a glossary of desegregation and equal education terminology. (JCD)… [PDF]

De Avila, Edward; And Others (1981). Improving Cognition: A Multi-Cultural Approach. Final Report, MICA Project: Multi-Cultural Improvement of Cognitive Abilities. Described and summarized are the results of a program designed to improve the intellectual, academic, and linguistic functioning of children in a linguistically and culturally mixed setting. The program, Multicultural Improvement of Cognitive Abilities (MICA), was installed and supported by project staff in nine participating classrooms under two experimental conditions, intensive and economical, with the difference being in the extent to which they were supported by project staff. The activities were provided to all participating classrooms in addition to an ongoing bilingual program. Pupils had the opportunity to engage in approximately 100 mathematics/science activities and experiments. Each activity was self-contained and required pupils to complete worksheets using basic mathematics and literacy skills. A high degree of verbal interaction and cooperation was necessitated by the activities. The results were highly encouraging in revealing consistent positive gains that can be…

(1972). Hearing Before the United States Commission on Civil Rights (Phoenix, Arizona, November 17-18, 1972). The U.S. Commission on Civil Rights held two days of hearings in Phoenix to investigate the civil rights status of Arizona Indian Tribes, to ascertain the nature and extent of their problems, and to try to arrive at a means to rectify those problems. The testimony offered at the public session came from representatives of local, state, Federal and Tribal governments, persons from the private sector, and individual citizens. In an opening statement, Donald R. Antone, President of the Intertribal Council of Arizona, spoke of the differences in needs and desires between city-dwelling and Reservations and of the paternalistic intervention in reservation affairs by outside "do-gooders". He also listed education, welfare, industrial and tourism development, and taxation and services to Indians by the State of Arizona as the four areas of most critical need. In another overview, two representatives from the Mojave and Colorado Rivers Tribes discussed employment problems,… [PDF]

CUMMINS, EMERY J.; PALOMARES, UVALDO H. (1968). ASSESSMENT OF RURAL MEXICAN-AMERICAN PUPILS, PRESCHOOL AND GRADES ONE THROUGH TWELVE, WASCO, CALIFORNIA. MEXICAN-AMERICAN STUDENTS FROM 13 GRADE LEVELS WITHIN THE WASCO, CALIFORNIA, PUBLIC SCHOOLS WERE TESTED IN MARCH, 1967, AS PART OF AN EVALUATION OF STRENGTHS AND WEAKNESSES OF RURAL MEXICAN-AMERICAN STUDENTS IN CALIFORNIA. ANALYSIS OF TEST RESULTS REVEALED THAT MEXICAN-AMERICAN STUDENTS FELL PROGRESSIVELY BEHIND IN PERCEPTUAL MOTOR DEVELOPMENT–A DEFICIT ATTRIBUTED TO BOTH HOME AND SCHOOL ENVIRONMENTS. LOW SELF-CONCEPT SCORES AND ABOVE-NORMAL SOCIAL MATURITY SCORES MAY HAVE REFLECTED THE DEMANDS OF 2 CULTURES ON THE MEXICAN-AMERICAN STUDENT. ACADEMIC ACHIEVEMENT PROGRESSIVELY DECLINED, POSSIBLY AS A RESULT OF THE DE-EMPHASIZING OF INDIVIDUALIZED INSTRUCTION AND THE ABSTRACTION DEMANDS MADE ON MEXICAN-AMERICAN STUDENTS BY MATERIALS GEARED TO MIDDLE-CLASS NORMS. TABLES SHOW WHICH TESTS WERE GIVEN TO WHICH GRADE LEVELS, AGE-GRADE RELATIONSHIPS, AND RESULTS BY INDIVIDUAL TEST. RELATED DOCUMENTS ARE RC 002 539 AND RC 001 775. (JEH)… [PDF]

Porter, M. Roseamonde (1969). Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands. Final Report. The study reported here was carried on under a Curriculum Research Grant from the U.S. Office of Education to the University of Hawaii from November 1966 to June 1969. The Education Department of the Trust Territory of the Pacific Islands jointly sponsored the English curriculum research and development. Objectives were to evaluate the current status of English (as a second language) instruction and proficiency in aural comprehension, speech, reading, and writing for Micronesian pupils and teachers in the Ponape District in Grades 1-12, and to develop instructional materials and sequential curriculum for an audiolingual approach to language learning, basing curriculum and methodology on an analysis of key English structures and on problems in learning English communication skills in the Ponape District. This document, a detailed report of the study, consists of the following: (1) a summary of the project; (2) background information; (3) a review of recent literature and research… [PDF]

Asato, Jolynn; Baquedano-Lopez, Patricia; Gutierrez, Kris D. (2000). "English for the Children": The New Literacy of the Old World Order, Language Policy and Educational Reform. Bilingual Research Journal, v24 n1-2 p87-112 Win-Spr. A qualitative study examined how three urban California school districts and teachers in three case study classrooms interpreted and implemented Proposition 227. School district implementation varied according to district language ideology. Nevertheless, English only policy and accompanying highly scripted reading reforms stripped teachers of their expertise and institutionalized conditions for underachievement and failure by English learners. (Contains 21 references.) (TD)…

Steinberg, Lois S. (1975). The Role of Extra-Local Interest Groups in School Policy Making and Implementation. The belief that structural change providing for the representation of minority parents in urban school districts would improve educational services for their children has led to an emphasis on school-system controlled or affiliated channels for participation. This emphasis, based on assumptions about parent participation in suburban districts, has neglected the findings of suburban school studies that indicate the significance of community organizations in the articulation of educational interests and has diverted attention from the recent dilution of local school board authority. This paper relates the utilization of both institutional and independent community channels for the articulation of parent interests in a New York suburb and the results of some recent events in New York City involving the adoption of bilingual programs for Puerto Rican students. The analysis illustrates some of the structural similarities in both types of districts that inhibit parent participation in… [PDF]

(1989). Selected Teacher Resources for Elementary and Secondary English as a Second Language (ESL). CLEAR Annotated Bibliography Series. This 81-item annotated bibliography is composed of resource materials for teachers of English as a Second Language (ESL) at the elementary or secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. The bibliography includes conference proceedings, program descriptions (bilingual, sheltered English, and ESL), assessment instruments, materials about theoretical linguistics, annotated bibliographies, materials that endorse particular instructional strategies, computer-assisted instructional materials, courseware, program handbooks, entry/exit information for ESL programs, classroom activities, teacher training materials, and guidelines for adapting non-ESL materials to the ESL classroom. Many of the materials are directed toward specific limited-English-proficient…

Turner, Monica (1985). Literacy Work with Bilingual Students. A Resource for Tutors. This handbook is intended to introduce tutors to literacy work with bilingual students who are fairly fluent speakers of English and who are often to be found in a literacy class for native speakers of English. The introductory section, which deals with literacy and the second language learner, covers influences on and difficulties encountered while learning a second language as well as the processes involved. The next five sections cover the following aspects of helping nonnative speakers of English improve their literacy skills: giving students responsibility (students' expectations and examples); developing writing skills (personal expressive writing, techniques in correcting students' writing, more formal writing, and materials); learning to spell (influence of the mother tongue and ways of developing strategies for spelling); developing reading skills (practical approaches to work with beginning readers, materials, and methods of developing reading skills); and developing…

Doran, Sandra; Toro, Leonor (1986). Colombia. America = Las Americas [Series]. Written for teachers to use with migrant children in elementary grades to highlight the many Americas, this bilingual English/Spanish social studies resource booklet provides historical and cultural background information on Colombia and features biographies of Colombian leaders and artists. A table of contents indicates the language–Spanish or English–in which the topics are written. The quarterly provides an encyclopedia-style overview of Colombia's history, geography, government, economy, culture, and society, It provides biographies of Gonzalo Jimenez de Quesada, Simon Bolivar, and Gabriel Garcia Marquez; discusses pre-Colombian culture; and describes major Colombian cities and places of interest. A map of the country, list of governmental divisions with average temperatures, list of holidays, drawings of representative flora and fauna, and music and words of the national anthem are included. Christmas and other celebrations and the Bambuco (the national dance) are described…

Maltby, Gregory P.; And Others (1988). San Elizario Bilingual Learning Community: An Application of Technology to Reading/Writing/Mathematics/Computer Literacy. Fourth Year Evaluation Report. San Elizario, Texas, is a border community with a high poverty rate, overcrowded school conditions, and a 60% limited English proficiency (LEP) rate among school students. In 1984, the school district began a cooperative university and school system project to improve Hispanic LEP students' achievement through applied computer technology. In 1987-88, the project provided computer assisted instruction in mathematics, language arts, and computer literacy to 119 students in grades 1-6 and 9-12, plus science and social science to older participants. A comparison of October 1987 and April 1988 standardized test scores showed improvement for most grade levels. The greatest reduction in the gap between participant scores and national norms occurred at grade 11 for composite scores (29%), reading (48%), and language arts (25%), and at grade 6 for mathematics (81%). Questionnaires completed by school administrators and project staff indicated that, compared to their counterparts, project… [PDF]

Fukuda, Adelyn (1976). Parents Helping Children to Learn. This bilingual (English-Chinese) booklet contains a variety of suggestions for activities that parents can do with their children to supplement the school program. It is divided into twelve "monthly letters" with four to six ideas for each month. It includes activities such as outings to the library and to the park, playing games, making handicrafts, coloring and painting, reading picture stories and simple words, cooking, and doing practical life exercises such as setting the table and sorting the laundry. (CFM)…

Joyce, Bruce R.; And Others (1977). Preservice Teacher Education. This is a report on a survey of the heads of education units, faculty, and students in United States higher education institutions that prepare teachers. Questionnaires were sent to administrative officials of teacher education institutions, faculty of these institutions, and students. The size of the selected schools ranged from small colleges to large universities. The body of the report deals specifically with the characteristics of institutions, programs, and students and presents speculation on potential future directions in teacher education. The design seqment of the study commenced with a needs survey, during which more than one-hundred policy makers in education were interviewed to determine what they believed to be the major data needs and issues in preservice teacher education. In addition, a series of position papers on major dimensions of preservice education was created. These include: (1) the structure and content of teacher preparation programs, which deals with the…

Inskip, George B., Comp. (1976). State Annual Evaluation Report for Migrant Programs in Pennsylvania. ESEA Title I Migrant Education Report, Fiscal Year 1976. Designed to meet the children's academic, vocational, and social needs, Pennsylvania's migrant programs served 1,393 children during 1976. Social workers, local ministers, project staffs, and the Migrant Student Record Transfer System (MSRTS) office staff at Millersville identified and recruited the children. School records were used to identify 5-year migrants. In many programs, designed to allow flexibility in the placement of children as they progressed, children were grouped by needs, and classrooms were ungraded. All programs were specifically designed as summer programs that emphasized instruction that enhanced learning experiences in regular school. Program effectiveness was determined during a 3-day visit to each program by an evaluation team who used evaluative criteria based on the 11 national goals for migrant education and the objectives listed in the project application. Overall the programs were effective in meeting the various objectives. This report presents the…

(1976). Pilot Course in Century 21 Shorthand. An Evaluation of the Project. An evaluation project conducted at the Dona Ana County Occupational Education Branch of New Mexico State University was designed to compare the effectiveness of Century 21 Shorthand with Gregg Shorthand. Two classes of shorthand students were set up as experimental groups: thirty-five students in Century 21 and twenty-six students in Gregg. Their performance was assessed for four semesters based on the following performance measures: dictation speed, scores on theory tests, scores on brief form tests, and overall average grades. In addition, survival rates of students with different ethnic and language backgrounds were studied. After the first semester comparison results indicated no statistical difference in the performance of the two groups. Century 21 was found to have some slight advantage in holding power (perhaps because of its novelty). Additional data was gathered from each student utilizing the following forms: biographical information, Career Education Description…

Vogler, William H.; And Others (1971). 1970-71 Evaluation Report of ESEA (Title III) Inner City Education Project. In this evaluation report, considerable analysis is devoted to the definition of program development in each of the three years of funding, as well as an evaluation of third year objectives attainment. Emphases include project history prior to 1970-71 and context definition, project inputs, fiscal and staff resources, and terminal product evaluation of the 1970-71 (final) funding year. Results of terminal evaluation indicate that: (1) the Inner City Project Staff, by the end of the second year, had increased parent-school-community interaction and had supplemented district services in educational areas found deficient for adequate Inner City pupil instruction and guidance; (2) the three-year Inner City Project was instrumental in sustaining high pupil-school-community cooperation during the 1970-71 year; (3) project efforts made positive changes in parent involvement, English acquisition by pupils whose native language was Spanish, unexcused absences, health absences, and teacher… [PDF]

(1971). Report of Final Evaluation, ESEA Title I Projects, Fiscal Year 1971. The report addresses itself to the Elementary and Secondary Education Act Title I projects operated via the Bureau of Indian Affairs. Phoenix Area, during fiscal 1971. Projects are classified by components in the cognitive, psychomotor, and affective domains (e.g., reading, physical fitness, and dropout reduction). Within each component, project statistics are followed by a discussion of the evaulation results. Because the success of any program is based upon the correction of the problem areas encountered, the chapter containing the summary, conclusions, and recommendations is followed by a discussion of fiscal 1972, which presents specific modifications designed to improve new projects in the Phoenix Area. (LS)… [PDF]

Soltero, Sonia White (1999). Collaborative Talk in a Bilingual Kindergarten: A Practitioner Researcher's Co-Construction of Knowledge. This year-long study explored the linguistic and cognitive transactions of immigrant language-minority kindergarten students in the social context of classroom collaborative talk in their native language. Collaborative talk transactions were selected from 13 videotaped sessions involving 27 Hispanic kindergarten students, mostly recent arrivals from Mexico, in a Chicago public school. Findings were threefold. First, the collaborative talk transactions, framed within a cognitive and linguistic stance, demonstrated how meanings and new understandings were constructed and restructured; showed how the teacher and students made use of their cultural values, assumptions, attitudes, and experiences to construct new meanings and shared understandings; and revealed how learners engaged in oral literacies in collaboration with the teacher and then began to formulate and test hypotheses without the teacher's mediation. Second, the collaborative discourse situated within an empowerment and…

Lebofsky, Nancy R. (1994). A Skunk Is in the Sky (or Is It a Plow?). Science Scope, v17 n6 p26-30 Mar. Describes Project ARTIST (Astronomy-Related Teacher Inservice Training). Using hands-on science experiences, an integrated curriculum, and translated materials, teachers can make space science accessible and interesting to elementary and middle school children. (ZWH)…

Yanping, Ann (1994). Helpful Opportunities for Pupil Enrichment (Project HOPE). Final Evaluation Report, 1993-94. OER Report. The Helpful Opportunities for Pupil Enrichment (Project HOPE) was an Elementary and Secondary Education Act Title VII-funded project in its third year in 1993-94. It operated at three intermediate schools in New York City. In the year evaluated, Project HOPE served 365 Spanish- and Chinese-speaking students in grades 6 through 8 who were categorized as being of limited English proficiency. Participants received instruction in English as a second language (ESL), native language arts (NLA), and subject content areas. The project offered career counseling, staff development, and parent involvement activities. Project HOPE met its objectives for Chinese NLA, advising, attendance, curriculum development, and parent participation. It partially met objectives for content area subjects, but did not meet ESL and Spanish NLA objectives. Recommendations are designed to increase English and NLA proficiency and the use of educational technology. Nine tables present study findings. Two appendixes… [PDF]

Huang, Shwu-yong L.; And Others (1997). Classroom Instruction, Home Language, and English Acquisition of Secondary Bilingual Students. A study investigated the effects of home language and some bilingual instructional practices on language minority or bilingual secondary students' learning of English as a second language. Subjects were 17 teachers and their students from 12 secondary schools in an urban school district with a high Hispanic enrollment. Teachers were observed for their interaction with students or others, settings in which the interactions occurred, purpose of the interaction, and specific behavior. Each was observed for 10 30-second intervals 2 separate times. Students' English skills were pre- and posttested using a standardized proficiency test and a locally-produced Spanish literacy test. Analysis of results indicates that, in general, cognitive processes in the bilingual classroom are teacher-centered, and peer group support in learning English was not emphasized. Teachers rarely placed students in pairs or small groups. It was also found that students' existing home language skills affected… [PDF]

Battle, Jennifer (1993). The Collaborative Nature of Language Learning and Meaning Making in Mexican-American Bilingual Kindergarteners' Storybook Discussions. The purpose of this study was to present a detailed description of Mexican-American bilingual kindergartners' discussions of stories read aloud by their teacher in the students' second language, which was English. Eighteen Mexican-American kindergartners with limited English proficiency were observed for 12 weeks during storytime, and their discussions and interactions were recorded on videotape and in field notes. The students and teacher were also interviewed at the beginning, middle, and end of the study. It was observed that conversations about stories took place throughout the story reading sessions, before the actual reading, during the reading of the story, and after the reading was finished. The students' conversations revolved around their familiarity with the literature, illustrations in the books, relevant personal experiences, features of the book, and language. Children used both Spanish and English in the discussions, and noticed differences between the two languages….

Penfield, Joyce (1989). The Hispanic Student: Questions & Answers. This guide provides answers to teachers' questions about Hispanic students. Its purpose is to provide a conceptual foundation for educators, and to sensitize and inform teachers of the plight of Hispanic students by making them aware of the students' historical, cultural, economic, language, and educational backgrounds. The following sections are included: (1) \Introduction\; (2) \Demographics\; (3) \Diversity in the Hispanic Community\; (4) \Literacy\; (5) \The Classroom\; (6) \The Professions: ESL & Bilingual Ed.\; (7) \Culture\; (8) \Child Rearing and Parenting\; (9) \Language Acquisition\; (10) \Spanish & English: Differences\; and (11) \Grammatical Errors.\ Six tables and one figure are included, along with a list of 75 references. Teaching pointers on the following topics are appended: (1) \False Cognates\; (2) \Common Grammatical Errors\; and (3) \Useful Spanish Terms.\ (JS)…

(1989). Selected Elementary and Secondary Resources in English and Foreign Languages for Computer-Assisted Instruction. CLEAR Annotated Bibliography Series. This 30-item annotated bibliography is composed of resource materials for using computer-assisted instructional materials to teach English as a Second Language (ESL) and foreign languages at the elementary, secondary, and postsecondary levels. For each of the entries, the following information is indicated: target language educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. Included are: video-based programs, courseware, annotated bibliographies, software descriptions, teaching guides, case studies, and descriptions of language programs that use computer-assisted instructional materials. (DJD)… [PDF]

Berney, Tomi D.; Plotkin, Donna (1990). Bilingual Resource Instruction for the Development of Gainful Employment Skills. Project BRIDGES 1988-89. OREA Evaluation Section Report. Project BRIDGES, a 3-year program conducted for students of limited English proficiency (LEP) at three High Schools in Brooklyn (New York City) sought to develop the English language, academic, and vocational skills of a high-risk LEP population. The native languages of the participating students were Haitian Creole, Spanish, Chinese, Hebrew, and Russian. Students received instruction in English as a Second Language (ESL) and mathematics, science, and social studies taught bilingually or using ESL methodology. Native Language Arts (NLA) were available in at least three languages at each site. Students enrolled in mainstream classes for art, music, physical education, and business and vocational subjects. Project BRIDGES met its ESL and English reading objectives as well as its objectives in NLA, science, social studies, and business and vocational subjects. The program also achieved its objectives in staff development, parental involvement, mathematics, and student attendance rates…. [PDF]

Douglas, Denise; And Others (1982). Career Planning for Chicano/Latino Students. This career planning curriculum is designed for use with Chicano or Latino community college students. Addressed in the curriculum are the following topics: cultural and self-awareness; career awareness (self-assessment, assessment of jobs and organizations, economic awareness, and Hispanics in the work force); decision making and planning (making decisions and developing an action plan); and job search skills and job success (resumes, letters, and applications; finding the right employer; job interviews; issues relevant to the Chicano/Latino employee, and what employers expect). Each section contains instructor materials (objectives and a rationale) and student materials (handouts, exercises, and discussion questions). All student materials (with the exception of a few in the fourth section) have been translated into Spanish so that the course may be taught either in Spanish or in English. (MN)…