Jones, Earl; And Others (1980). Evaluation of California's Educational Services to Limited and Non-English Speaking Students; Volume II: Executive Summary, Final Report. Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures which support those services, particularly in terms of instructional strategies, financial resources and utilization, teacher preparation, and district policies; (2) to relate these implementation factors with measures of program effectiveness through analysis of student achievement and the satisfaction of students, parents, teachers, aides, and administrators with the bilingual instructional services, and thus determine the relationship between program implementation and impact on children and others involved in the program, and (3) to analyze procedures for the state and local language census of LES/NES children and examine the…

(1980). Bilingual Bicultural Project, 1979-1980. Newton High School. ESEA Title VII Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in 1979-1980. The program served Spanish and Chinese speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. A program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) placement, programming, and mainstreaming; (2) funding sources for the instructional component; (3) bilingual classes; and (4) information on program students in English as a Second Language and mainstream classes. Non-instructional components covered include: (1) funding sources; (2) curriculum and materials development; (3) materials in use; (4) supportive services; (5) staff characteristics; (6) staff development; (7) parental and community involvement; and (8) affective domain. Tables show students' results on the… [PDF]

Pfeiffer, Theresa (1978). Un Libro de Pinturas de la Revolucion de Mexico (A Book of Drawings of Mexico's Revolution). Scenes from the Mexican Revolution are featured in this short booklet for Spanish speaking children in the elementary grades. These supplementary reading materials were developed by a student in the Mesa Community College Bilingual Teacher Aide Program. Both the language and content are intended to provide linguistically and culturally sensitive materials relevant to the experience of the Chicano child of the Southwest. The captioned illustrations of the booklet center around Miguel Hidalgo and refer to him as the father of Mexico. The material includes a map of Mexico, a picture of Hidalgo, and scenes related to the revolution itself. Hidalgo's incarceration and execution are also included in the narrative. A final scene shows the Mexican flag with a caption stating that many people died so that we would be able to have liberty. (DS)…

Azios, Maria Leticia; And Others (1975). Teaching English as a Second Language: A Handbook for Social Studies. Curriculum Bulletin Number 75CBM6, Secondary Level. This book of activities and exercises is intended as a guide for a course in secondary level English as a second language (ESL) for Spanish-speaking (especially Mexican-American) students. Increased proficiency in English is fostered by the examination of the Mexican-American cultural heritage. The material presented is useful in a variety of ESL teaching activities, including drills and exercises in repetition, substitution, transformation, memorization, directed questioning, and guided discussion. The book is prefaced with a rationale to guide the teacher, and each unit offers specific suggestions for audiovisual materials and other teacher aids to be incorporated into the classroom presentation. The units cover the following subjects: self-concept, civil rights, racial and ethnic groups in America, social awareness, music and culture, wedding customs, the folk tale, poetry, using maps, the Indians of Texas, the U.S. government, the industrial revolution, World War II, and world…

Jablonsky, Adelaide (1968). Some Trends in Education for the Disadvantaged. IRCD Bulletin, v4 n2 Mar. This report discusses some \promising\ compensatory education programs and presents statistical estimates which identify the disadvantaged population to be served by such programs. The discussion is based on observations of school systems and programs in all sections of the country and on interviews with over 200 educational administrators who were asked to identify presently or potentially effective programs. The discussion focuses on programs to develop the preschool child's language ability and learning readiness, programs for remedial reading and individualized instruction, programs for children whose bilingualism presents learning problems, and programs for the problem adolescent. In addition, the educational effectiveness of school integration as compared with compensatory education practices is discussed. The importance of administrative leadership in the schools, of parent involvement in the educational process, and of the use of audiovisual equipment are also discussed…. [PDF]

(1978). Evaluacion de que consister y por que se lleva acabo? (Evaluation: What Does it Consist of, and for What Purpose?). A guide is presented for the evaluation of the bilingual programs in the Austin, Texas, Independent School District. The reasons for an evaluation and a definition of program objectives and evaluation instruments are given. The program components, objectives and evaluation instruments for each grade level (K-4) are listed. The components involved are: language development (first and second language), concept development (first and second language), and development of self-concept. A glossary of relevant terms is provided. The disposition of test results is explained. (AMH)… [PDF]

Peterson, Don; And Others (1975). Implementation Report. Volume 2. Individual Unit Reports. Arizona Statewide Implementation 1974-75. The document reports on the 1974-75 statewide field test of 13 Arizona-developed career education units; it contains unit-specific implementation data. The units were implemented in 10 projects in different parts of Arizona in order to determine their usability in classrooms throughout the State; units meeting all implementation criteria were then considered ready for large-scale dissemination. Tested were one unit each for grades K, 1, and 2; four units for grade 5; two units for grade 6; and three units for grades 7/8. The doucment is divided into 13 sections, each devoted to an analysis of an individual unit. The format includes:unit description; student demographic data; number of hours devoted to teaching the unit; teaching sequence of lessons; data on perceived unit effectiveness, teacher attitude, and student attitude, presented in tabular form by project; necessary correlation tables; lessons omitted; teacher comments; and recommendations. The data analyzed was from…

Peterson, Don; And Others (1975). Implementation Report. Volume 1. All Units. Arizona Statewide Implementation 1974-75. The report on the 1974-75 statewide field test of 13 Arizona-developed career education curriculum units presents information concerning the overall implementation rationale and a summary of resulting data. The field test was conducted to determine the units' usability in classrooms throughout the State. Units meeting all implementation criteria were considered ready for large-scale dissemination. The report provides demographic and impact data to help decision makers determine the type of students with which each unit will be effective. Tested were one unit each for grades K, 1, and 2; four units for grade 5; twp units for grade 6; and three units for grades 7/8. Data were collected by the evaluation instrument, UNIVAL (appended), designed to obtain: (1) student/teacher demographic information, (2) student/teacher attitude information, and (3) unit effectiveness data. Teacher comments were also elicited. The data analyzed were from approximately 11,000 students and 331 teachers in…

Spolsky, Bernard (1972). The Navajo Reading Study: An Illustration of the Scope and Nature of Educational Linguistics. It is the task of educational linguistics to describe and analyze language education in all aspects. With respect to the Navajo Reading Study, it is within the realm of educational linguistics to develop and make available information that will permit the Navaho people, working through their own institutions, to make informed decisions about educational language policy. Two main questions are posed in planning educational policy for Navaho language education: (1) What is the communicative competence of children entering schools? and (2) What is the nature of the language used by children? From consideration of these and related questions, language education planning can be conducted. (VM)… [PDF]

Lindfors, Judith; Nedler, Shari (1971). Bilingual Learning for the Spanish Speaking Preschool Child. It is easier for non-English-speaking preschool children to learn new concepts if they are introduced in their own language. Once the child has mastered the concept, it can be introduced in the second language. The program described in this report is designed for Mexican-American preschool children. Content of the program is selected to relate meaningfully to the child's experience, background, knowledge, and skill building. The English component of the program views language as an internalized, self-contained system of rules according to which sentences are created, spoken, or understood. The child is not explicitly told a rule; he is shown how a rule works through carefully selected and sequenced representative examples of English sentences. The English program is characterized by realistic situations, meaningful responses, individual response, acceptance of all appropriate responses, emphasis on questioning, use of complete forms, and initial emphasis on syntax, not vocabulary…. [PDF]

(1976). Selected Federal Programs Which Provide Services Relating to Child Care. This publication lists federal programs which provide services relating to child care, grouped under the sponsoring agencies: Department of Health, Education, and Welfare; Department of Agriculture; Department of Labor, Community Services Administration, Appalachian Regional Commission, Department of the Interior, Internal Revenue Service, and Department of Housing and Urban Development. A brief description of each program is provided along with the legislation that established the program, authorization, expenditures in 1975, and comments. The appendix contains a list of federal agencies which can be contacted for further details regarding specific services for child care programs. (MS)… [PDF]

Carline, Donald A.; Hoffman, John R. (1976). Comparison of Language Experience Approach to Reading with a Conventional Reading Approach in Eight Summer Migrant Schools. Educational Reports: Migrant Education Research Report. Conducted in schools, separated into control and experimental groups by geography, size, and number of bilingual teachers, the study examined whether the: (1) language experience approach yielded higher scores on a reading attitude test, a standardized reading test in English and one translated into Spanish; (2) reading gains and school attendance were related to the teacher or aide's race and language ability; (3) child's age and school attendance were related to his reading scores; and (4) teacher's attitude toward the approach she used or her confidence in teaching reading, as measured by an attitude questionnaire prior to the program's beginning, was related to her post-attitude scores or to the child's gains. The relationship between the English reading ability of the children with their Spanish reading ability was also examined. Complete data were obtained from 111 chidlren and 25 teachers. Half of the Comprehensive Test of Basic Skills' reading sections, a 16-item reading… [PDF]

Artichoker, John, Jr.; Palmer, Neil M. (1959). The Sioux Indian Goes to College. An Analysis of Selected Problems of South Dakota Indian College Students. Problems of American Indian college students in South Dakota which appeared to be "distinctively Indian" in nature were identified. Two questionnaires were administered to 72 Indian students enrolled in 4-year colleges and universities during the spring of 1957. Data analysis centered on the comparison of the problems of two pair of groups: Indian vs non-Indians and "Indian-like" Indians vs "non-Indian-like" Indians. In the first set of comparisons, certain data from this study were compared with results of similar studies of college students in general in a Wisconsin State Teachers College and the University of Illinois. The second set of comparisons was based on a division of the Indian students into two groups on the basis of ability or lack of ability to speak an Indian language. The two sets of comparisons yielded essentially the same results. The one general and overriding finding was that Indian students have more problems that are troublesome… [PDF]

Jimenez, Randall Cosme (1975). Pre-Columbian Curriculum Motivators: An Approach to Bi-cultural Instruction. A process that could facilitate a cross-cultural learning environment was designed. The process involved (1) developing motivational devices using an historical selection process that incorporated a "significant difference", evaluated reconstructed historical materials, devices that prevent a "past-present" dichotomy, directional and enculturative mechanisms, and designs for internalizing conceptual perspectives and thought systems; (2) creating a deliberate curriculum design which integrated those multi-cultural learning systems that best facilitated the teaching-learning environment in which the motivator was to be applied; and (3) setting up evaluation and accountability mechanisms through the use of instructional objectives and thought process variation. Most of the units were field-tested in grades K-12. Although all the units use Pre-Columbian, Meso-American materials and concepts, each unit has a basic focus in a discipline, i.e., history, social science,…

Waggoner, Dorothy (1978). Non-English Language Background Persons: Three U.S. Surveys. TESOL Quarterly, 12, 3, Sep 78. This paper presents preliminary findings from three of the National Center for Education Statistics (NCES) surveys of interest to teachers of English as a second language (ESL): (1) the Survey of Income and Education (SIE) conducted in 1976; (2) the Teachers Language Skills Survey (TLSS) conducted in 1976-77; and (3) the Survey of Institutions of Higher Education (IHE) conducted in 1975-76 and 1976-77. (CFM)…

Harley, Birgit; And Others (1986). The Effects of Early Bilingual Schooling on First Language Skills. Applied Psycholinguistics, v7 n4 p295-321 Dec. The development of first language skills among native English-speaking students enrolled in early French immersion programs was explored. Preliminary results support the hypothesis that early bilingual schooling enhances the students'performances on various kinds of first language learning tasks. (Author/CB)…

Spack, Ruth (2002). America's Second Tongue: American Indian Education and the Ownership of English, 1860-1900. This book examines the development, implementation, and aftermath of the U.S. government's language policy for indigenous people from 1860 to 1900. Analysis of archival documents, autobiographies, ethnography, and fiction examines why and how government-sponsored English-language classrooms for Native students came into being, how European American and Native teachers mediated the government's English-only directive, and what students did with the language after they learned it. It focuses on the ways that European American and Native people used English to represent themselves and each other as they sought to fulfill their own political, educational, and cultural agendas. Through these multiple perspectives, the book reveals a paradox. Even as English functioned as a disruptive and destructive instrument of linguistic and cultural control, it was also a generative tool for expressing diverse ways of seeing, saying, and believing. Chapters focus on (1) the links between language…

Porras, Silvia (1998). Vulnerable Refugees. Discussion Paper. This document considers the position, plight, and needs of recent Central American immigrants to Canada. It seeks to answer three questions: What kind of support do they need? What kind of programs can respond to their needs? How can they be helped to integrate into Canadian society? Several facts are uncovered, and conclusions are reached based on anecdotal information. Among the findings are these: Most of these immigrants come from rural areas in their own countries and have limited or no literacy in their native Spanish. They are often very unfamiliar with what basic appliances are in Canada (e.g., stoves). They encounter significant ethnic and racial-based hostility and prejudice from Canadian citizens. Many untrue and largely negative stereotypes about them are widely believed. Recommendations are made for effectively teaching these immigrants to survive and thrive in Canada. Immigrant success stories are chronicled in a number of vivid examples. It is concluded that the… [PDF]

Crymes, Ruth (1979). Guidelines for and by Non-English Speaking Students. Foreign Language Annals, v12 n3 p181-84 May. A project in which seasoned immigrant students developed guidelines for the use of incoming non-English speaking immigrant students for a bilingual Korean and English text is described. The guidelines were used for orientation and follow-up discussions about school and language attitudes. (SW)…

Crain, Robert L.; Mahard, Rita E. (1979). Research on School Desegregation and Achievement: How to Combine Scholarship and Policy Relevance. Educational Evaluation and Policy Analysis, v1 n4 p5-15 Jul-Aug. Among the guidelines offered for educational policy-relevant research on the effects of school integration on minority student academic achievement are: age at which to desegregate students; school racial composition; ethnic or racial groups to be bused; instruction for non-Black minorities; and the role of social class. (MH)…

Gatty, Janice C. (1996). Early Intervention and Management of Hearing in Infants and Toddlers. Infants and Young Children, v9 n1 p1-15 Jul. This article discusses principles for intervention with young children who have hearing impairments. It covers the nature of hearing loss; diagnosis and types of hearing impairments; sensory aids; and benefits and limitations of different approaches including the auditory-verbal, auditory-oral, cued speech, total communication, American Sign Language, and bilingual-bicultural approaches. The need for comprehensive evaluation is stressed. (DB)…

Berman, Robert (1994). Learners' Transfer of Writing Skills between Languages. TESL Canada Journal, v12 n1 p29-46 Win. Reports on a study of 126 secondary English-as-a-Second-Language (ESL) students' transfer of essay organization skills between languages (Icelandic and English). Pre- and posttest proficiency scores were analyzed. It was concluded that students' success in transferring writing skills between languages is assisted by their grammatical proficiency in the target language. Contains 6 tables and 15 references. (LR)… [PDF]

Felix, Judith Walker de; And Others (1993). A Comparison of Classroom Instruction in Bilingual and Monolingual Secondary Classrooms. Peabody Journal of Education, v69 n1 p102-16 Fall. Reports on a study of an innovative secondary bilingual program for preliterate immigrant adolescents. Researchers compared classroom processes used in the bilingual program to those in English-as-a-Second-Language classrooms. Observations indicated no significant differences in off-task behavior. Neither group participated in many higher level thinking activities. (SM)…

(1991). Language and Language Education: Working Papers of The National Languages Institute of Australia, Volume 1, Number 1. Language and Language Education: Working Papers of the National Languages Institute of Australia, v1 n1. This volume on language issues within Australia contains five research papers: "Patterns of Inter-Cultural Communication in Melbourne Factories: Some Research in Progress" (Michael Clyne); "Developing Proficiency Scales for Communicative Assessment" (D. E. Ingram, Elaine Wylie); "Rapid Profile: A Second Language Screening Procedure" (Alison Mackey, Manfred Pienemann, Ian Thornton); "Language Use in Classrooms in Western Samoan Schools" (Joseph Lo Bianco, Anthony Liddicoat); and "The International English Language Testing System (IELTS): The Speaking Test" (D. E. Ingram)….

Blanco, George; Spurlin, Quincy (1998). Que es la Ciencia? What Is Science? A Question for All Students. This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching heterogeneous groups; motivating participation; using students' background knowledge; and providing concrete support for student efforts. A sample unit entitled "What Is Science?" is outlined in seven detailed and varied classroom activities. (MSE)… [PDF]

Cornejo, Ricardo J.; And Others (1983). Eliciting Spontaneous Speech in Bilingual Students: Methods & Techniques. Intended to provide practical information pertaining to methods and techniques for speech elicitation and production, the monograph offers specific methods and techniques to elicit spontaneous speech in bilingual students. Chapter 1, "Traditional Methodologies for Language Production and Recording," presents an overview of studies using various traditional approaches to elicit language. Chapter 2, "Interactive Language Research," offers some general concepts dealing with language research in the classroom and at home, i.e., in the normal milieu where children spend most of their time. Chapter 3, "Methods of Observation," offers some specific suggestions concerning the use of observation as a technique to record language samples. Chapter 4, "The Interview," presents techniques that can be used to maximize the use of the interview as a procedure to elicit speech. Chapter 5, "Elicitation Techniques for Spontaneous Speech," offers a… [PDF]

Tsang, Sau-Lim (1983). Mathematics Learning Styles of Chinese Immigrant Students. Final Research Report. Major revision in the U.S. mathematics curriculum since the 1960s have led to significant differences between the mathematics curriculum of the United States and those of many other countries. This study explored how eight Chinese immigrant students, with different cultural backgrounds, mathematics knowledge, and learning styles, learned in an Algebra I course. Three research questions were addressed: (1) How did students learn from the teachers and textbook? (2) What were the students' understandings of the algebraic concepts introduced in the class? (3) How did the mathematics they acquired in their home country affect their learning of the U.S. mathematics curriculum? A multiple-case study method was employed which permitted an examination of results across a number of cases (individual students) and generalization of findings. Data were collected by classroom observations, teacher/student interviews, testing, clinical studies of students' heuristic processes in problem-solving,… [PDF]

Farmer, Stephen S.; And Others (1983). Bilingual Supervision: Does It Make a Difference?. The study attempted to determine whether monolingual English-speaking supervisors and bilingual-bicultural supervisors would provide markedly different supervision management to bilingual (English-Spanish) student clinicians in audiology/speech pathology. After viewing each of 10 video-tapes of Spanish language therapy sessions for 2 preschool bilingual females, 2 bilingual and 2 monolingual supervision judges rated the clients' and the clinicians' cognitive, linguistic, and social components of communication and suggested the next step in the supervision of the clinician. The result of a chi square analysis showed no statistically significant differences in the way bilingual and monolingual clinical supervisors judged the clinicians' or the clients' behavior, in the types of supervisory decisions they made, or in individual supervisor judgments. The predominant supervisory strategy of conferring with the clinician confirmed conferences as critical to the supervisory process….

Berney, Tomi D.; Plotkin, Donna (1990). Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report. Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual mathematics, science, and social studies to 344 students at Bushwick High School in Brooklyn (New York City) and Louis D. Brandeis High School in Manhattan (New York City). Project COM-TECH provided a resource center at both high schools, where the staff offered individualized computer instruction, tutoring, career and college advisement, and personal counseling and academic advising. The project's main goals were for limited-English-proficient students to acquire optimal English skills, native-language proficiency, and an appreciation of their cultural heritage. The project met its objective in ESL and attendance. Data was not… [PDF]

Kucer, Stephen B. (1989). Understanding Literacy Lessons: Do Teachers and Students Talk the Same Language?. This study examined the relationship between teacher and student understandings. Subjects consisted of 26 third-grade students, of whom six were chosen for case studies, in a school in a large metropolitan area. All students were Latino, bilingual, and from working class homes. Modified cloze lessons were taught, and three types of data were collected with regard to the lessons: video tapes and field notes of the lessons observed, literacy artifacts, and teacher and student interviews. The focus of the data analysis was to discern how the various participants in the lesson (students, teachers, and ethnographer) understood the activity and the degree to which these understandings were shared across participants. Field notes indicated that the only issue which emerged was that at times the children had difficulty in using the information presented after the blank to judge the meaningfulness of their responses. Literacy artifacts indicated that 93% of all student responses were… [PDF]