(1985). Hispanics in the United States. A New Social Agenda. This book is a collection of essays about Hispanics in America, their impact upon the social structure of American society, and implications for the country's future social agenda. Each essay is preceded by an abstract and concludes with references. The essays (and authors) are: 1) "A Demographic Portrait" (Teresa A. Sullivan); 2) "The 'New'Immigration" (Pastora San Juan Cafferty); 3) "Culture and Religion" (William C. McCready); 4) "Toward a Model of Socialization for Hispanic Identity: The Case of Mexican-Americans (Marco A. Martinez); 5) "Language and Social Assimilation" (Pastora San Juan Cafferty); 6) "Hispanics and Education) (Neil Fligstein and Roberto M. Fernandez); 7) "Jobs and Employment for Hispanics" (George J. Borjas); 8) "Hispanics and Health Care" (Aida L. Giachello); 9) "Hispanics and the Social System" (Carmen Rivera-Martinez); 10) "Hispanics and the Criminal Justice System"…
(1983). Verification of Bilingual Instructional Features. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables (Part I) and verified their utility in other settings (Part II). This report describes two verification studies: (1) in two additional classrooms nominated as "successful" bilingual instructional settings but serving different ethnolinguistic groups, and (2) in other classrooms serving LEP students but not nominated as successful and not necessarily bilingual. The first study found the five instructional features identified as significant in Part I (congruence of instructional intent, use of active teaching behaviors, use of the students' native language and… [PDF]
(1984). Bilingual Learning Centers in Elementary Schools, 1982-1983. Report No. 8418. The Bilingual Learning Centers in Elementary Schools program was begun in four Philadelphia public schools in 1982-83. The project's goal was to improve the achievement of limited-English proficiency children through work in bilingual learning centers containing materials and instructional devices for individual and small group work. Learning centers established at the four project schools were equipped to varying degrees by the end of the year. Use of the centers by pupils was associated with improved aural comprehension of English, improved reading vocabulary, and better attendance than the school norm. Learning center use was not associated with statistically significant improvement of English reading comprehension, mathematics, or word study skills test scores. Of the six original objectives, five were attained in full or in part. These outcomes are considered good because the centers had operated for only part of the academic year and without the full complement of… [PDF]
(1984). Project L'Ouverture, 1982-1983. O.E.E. Evaluation Report. This multisite project, in its third and final year of funding, served approximately 350 recently immigrated Haitian students of limited English proficiency at three New York City high schools in Brooklyn and Queens. The students varied in their proficiency in Creole, French, and English. The major program goal was to expedite English and native language skill acquisition through bilingual instruction which "encouraged the development of a positive self-concept based on the exploration of cultural heritage and the development of a positive career orientation." Dropout prevention was a major focus. Most students initially were placed in the ninth grade and then were mainstreamed on an individual basis upon demonstrating sufficient academic progress. In addition to the student services, this program supported staff development activities and some parent participation. Student achievement data indicated that the program had variable success in area of performance, but… [PDF]
(1979). Attitudes Toward Guarani and Spanish: A Pilot Study in Paraguay. This study analyzes the language attitudes of the Paraguayan people toward their two languages, Guarani and Spanish. To study the bilingual situation in the South American country, a pilot survey was carried out in the capital city addressing the major topics of language attitudes, language usage, and language varieties. The goals of the survey were: (1) to find out the Paraguayans attitudes toward their two languages, (2) to find out if they valued Guarani, (3) to see how they viewed the future of Guarani, (4) to see what they thought of using Guarani and/or Spanish in the schools, and (5) to see how knowledge of the two languages influenced their ability to use them. In the data analysis it was found that 78% of the 65 informants thought that Spanish and Guarani should be used as languages of instruction. The results showed that although they saw Guarani as an interference with Spanish, they also viewed Spanish as having a lexical and phonological influence on Guarani. The…
(1980). Conference on the Educational and Occupational Needs of Hispanic Women, June 29-30, 1976, December 10-12, 1976. Twenty-four Hispanic American professional women drawn from the fields of education, social services, and government by the Women's Research Program of the National Institute of Education met to develop a national research agenda which would begin to address the educational and occupational needs of Hispanic women. Twelve papers presented by activists and researchers at the conference dealt with: the lack of political involvement of Hispanic women; Hispanic women in education in New York and Chicago; Puerto Rican women in higher education; impediments to organizing Hispanic women; the cult of virginity; guidance and counseling of Hispanic girls; an overview of La Chicana and Chicana identity; relevant social issues; approaches to education for the Hispanic woman; and the Hispanic woman's marginal status. Participants identified four major issues: the lack of accurate research on Hispanic women; the identification of barriers to organizing Hispanic women; the identification of… [PDF]
(1969). Teachers and Counselors for Mexican American Children. The main problems confronting teachers of Mexican American children are the language and cultural barriers. Mexican American children are often limited in communication skills in both Spanish and English and hold different values and life styles than the Anglo American teacher. The \live now\ attitude, which is characteristic of Latin cultures, instead of putting off gratification of desires that is part of the Protestant ethic, frustrates many teachers. Teachers, preferably from Spanish-speaking background, should be trained in both Spanish and English. Historical origin and background, cultural characteristics and basic values and aspirations of the Mexican American culture, as well as linguistics, should be included in teacher education. School counselors, should possess guidance skills to help solve Mexican American students' problems of role acceptance, self-concept, and social values. Finally, in the acculturation of the culturally disadvantaged Mexican American, a pluralistic… [PDF]
(1971). Question Generation by First Graders: A Heuristic Model. This paper describes the design and practical application of a program called \Listening\ which has been developed to help young learners of English as a second language gain some strategies for comprehension in their new language. The long-range goal of the program is to develop the learner's active involvement in thinking about the facts he listens to, in applying language and thinking processes which help him comprehend and retain the salient features of a message which often exceed the explicit facts, and then in thinking more about them. Inquiry is the principal device of the program. The children learn to ask relevant, appropriate, and substantial questions, and to value such inquiry by actually engaging in the activity. Question-asking acts as the pivot from second language learning to learning in the second language. A description of the program is provided, with remarks on the objectives and characteristics of the various states of the program. (Author/VM)… [PDF]
(1971). The Malay Language in Malaysia: An Applied Sociolinguistic Study. This master's thesis considers the linguistic situation of Malaysia and the need for language planning to establish one language as a common link across many diverse ethnic and linguistic groups. The development of the present-day multilingual situation in Malaysia is described. The country is characterized by language islands created by a lack of geographical mobility and insulated through socioeconomic and religious activities. The author discusses the formulation of a satisfactory language policy and advocates that Malay be the language which serves as a symbol of ethnic and cultural identification at the national level, as a means for horizontal mass communication, and as a means of access to science and technology. The implementation of such a language policy through the educational system is discussed. (VM)… [PDF]
(1971). Bicultural Socialization: A Group Process Approach to Bilingual Instruction; Behavior Observation Schedules. These 11 behavior observation schedules were developed to serve as a source of data for evaluation experimental variations in instructional procedures and classroom organization, and for monitoring changes in teacher, teacher aide, and child behaviors. (MS)… [PDF]
(2002). Improving Language Acquisition through Journal Writing. This study examined how journal writing could improve language minority students' language acquisition. Participants were Serbo-Croatian and Laotian second and third graders from two elementary schools. Initial student surveys and writing assignments, conducted in September to document the problem, found that students lacked writing skills, vocabulary skills, and strong influences in their native languages. Their first language acquisition had not been fully developed. They lacked guidance from their teachers, which resulted in bad learning habits (sloppiness, poor spelling, and lack of self-correction). Based on literature that suggests providing guidance during journal writing time (which builds upon native language skills that can be transferred into English), students participated in a journal writing intervention in which they wrote three types of journals (personal, dialogue, and literary). Teachers observed students daily using a checklist. Students completed a writing… [PDF]
(1992). Nonlanguage Factors Affecting Undergraduates' Judgments of Nonnative English-Speaking Teaching Assistants. Research in Higher Education, v33 n4 p511-31 Aug. Three studies extend earlier research that showed the potency of nonlanguage factors such as ethnicity in affecting undergraduates' reactions to university teaching assistants who are nonnative speakers of English. Results indicate that intercultural sensitization for undergraduates must complement skills training for nonnative teaching assistants. (Author/DB)…
(2004). The Impact of PBL Technology on the Preparation of Teachers of English Language Learners. Journal of Special Education Technology, v19 n3 p35-46 Sum. This document presents a description and explanation of the MUSE module, a multimedia, computer-supported, problem-based learning (CS-PBL) unit that provides users with a simulation of the special education referral process. The module, developed by Leafstedt et al. (2000) depicts an elementary Hispanic student who is limited in English proficiency and is also experiencing academic difficulties. The module is available for viewing at www.caselinks.education.ucsb.edu. The simulation provides preservice teachers an opportunity to grapple with the complexity of determining the nature of academic problems (i.e., are the student's academic difficulties related to English language limitations or a disability?). The module serves as an adjunct to lectures and readings in teacher preparation courses and consists of three sequential phases: (a) narrative, (b) role strands, and (c) problem resolution….
(2005). Reading Trajectories of Immigrant Latino Students in Transitional Bilingual Programs. Bilingual Research Journal, v29 n3 p679-697 Fall. Using data from a random sample of Latino students in California, tracked throughout their elementary and middle school years, this paper examines ways in which outcomes vary for students of similar language and socioeconomic background who are initially instructed in their native language in transitional bilingual programs. As the students made the transition to instruction in English, which took place for most students in the sample between Grades 2 and 4, all students experienced an abrupt decline in performance on standardized reading test scores in English. However, performance trajectories after transition took markedly different paths, with higher achievers returning to pre-transition rates of performance as lower achievers continued an achievement decline that began for many while still being instructed in Spanish. The paper also examines school factors potentially associated with variations in performance (school-wide reform and strong kindergarten program) for subsets of… [Direct]
(1993). Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP). Final Evaluation Report 1992-93. OER Report. This report examines the progress in 1992-93 of the Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP) in New York City. In the year under review, Project CAP served a total of 292 students with limited English proficiency who were also limited in their ability to read and write in their native language. Participating students received instruction in English as a second language (ESL); native language arts (NLA); and the content-area subjects of mathematics, science, and social studies. Although the project established a multifaceted parental component, which included ESL classes and educational trips, it found it difficult to stimulate participation. The project met its objectives for ESL, American culture and citizenship, cultural heritage, attitude toward school, career development, dropout prevention, attendance, staff development, and curriculum development. The project only partially met its objectives for Spanish and Haitian NLA, parental… [PDF]