(1985). Literacy and Second Language Speakers of English. Viewpoints. A Series of Occasional Papers on Basic Education. Issue No. 3. This collection of papers focuses on literacy and the special educational needs of speakers of English as a second language (ESL). In a paper entitled \Ethnic Minority Educational Needs in the 1980s,\ Gurnam Heire examines some of the changes in employment and training that have taken place over the past few years and how these affect the educational needs of ethnic minority communities. Jane McLaughlin's paper, \Creative Writing in English as a Second Language Work,\ makes a case for not neglecting the important part that writing can play in working with persons for whom English is a second language. In \Bilingual Teaching and ESL,\ Sufia Majid emphasizes the importance of the mother tongue and of the bilingual teacher in language and literacy work. Jane Rawlingson Mackillop draws on her experience in southern California in her paper, \Acquisition: A Common Factor in Teaching Literacy to Native and Non-Native Speakers.\ In the final paper, \Integrating First and Second Language…

Lufler, Henry S., Jr. (1987). Pupils. This third chapter of \The Yearbook of School Law, 1986\ summarizes and analyzes state and federal court decisions handed down in 1985 affecting the legal rights of students in elementary and secondary schools. Among the topics examined are public school pupil assignment, tuition, transportation, compulsory attendance, and bilingual and bicultural programs; the public provision of services to students in private or parochial schools; student participation in athletics and other activities; students' civil rights and civil liberties; sanctions for misconduct; student testing and placement; and the desegregation of schools. The chapter notes that first amendment religion cases assumed increasing importance during the year, that school search cases were heard by several state and federal courts, and that, following a recent trend, local districts continue to claim that desegregation standards mandated by court order have been met. Litigation concerning students with disabilities is…

(1982). Britain's Ethnic Minorities. This pamphlet discusses the situation of ethnic minorities–particularly those of Caribbean, Asian, or African origin–in the United Kingdom. Following introductory material, the background to immigration in Britain is described and the numbers and geographic distribution of the different ethnic groups are discussed. Next comes a general discussion of the social disadvantages faced by minorities, the extent of racial and ethnic discrimination, and government efforts to deal with both. Race relations legislation is then described, as are special measures to combat racial and ethnic disadvantage in employment, education, health, and housing. Efforts to improve relations between the police and ethnic minorities are discussed. There is a brief description of the press and broadcasting services for ethnic minorities and of arts activities undertaken by newcomers. The pamphlet ends with a listing of relevant government departments, statutory bodies, and organizations, and a bibliography…

(1983). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1983 (Vol. 43 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with a variety of topics, including the following: (1) the effect of dialect variation on second grade students' perception of phoneme-grapheme correspondence; (2) communication rules and perceived outcomes within and between domestic culture groups; (3) the attitudes toward reading expressed by students in Poland and the United States; (4) the effects of highly valued rewards on intrinsic interest in reading in black third grade children; (5) intercultural communication between Native American and Anglo-American college students; (6) the reading preferences of elementary school children of varying socioeconomic levels as indicated by school library circulation records; (7) the perceptual impact of basic communication fidelity and nationality upon selected group interaction variables; (8) the influence of communication on black children's self… [PDF]

(1984). Make Something Happen. Hispanics and Urban High School Reform. Volume II. Report of the National Commission on Secondary Education for Hispanics. This is the second volume of the report of the National Commission on Secondary Schooling for Hispanics. There are three main sections. The first contains a comparative, demographic analysis of the United States Hispanic population, the total United States population, and the White and Black populations. It documents the relative size and growth of the Hispanic population nationally, contains data on the use of the Spanish language, and provides inter-group comparisons of key indicators: age and sex distributions, income, employment, and education. It also gives comparative demographic profiles of the four major segments of the American Hispanic population: Mexican Americans, Puerto Ricans, Cuban Americans, and Other Hispanics. Section II contains statistical tables and graphs that directly support findings presented in the first volume of this report. Out of school rates, grade averages, high school program enrollment, high school coursework in Spanish, achievement test scores, and… [PDF]

(1981). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ July through December 1981 (Vol. 42 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with a variety of topics, including the following: (1) the communicative competence of teenage boys in a northern United States urban warren; (2) the effects of second language learning upon reading achievement in selected English speaking second and fifth grade students; (3) differences in WISC verbal-performance categories and reading achievement among black, urban school children; (4) the development of a language arts program designed to improve reading and writing skills in Spanish or bilingual secondary level students using their interest as motivation; (5) the effects of race and dialect on decoding; (6) racial similarities and differences in adolescents' proverb comprehension; (7) the effects of dialects in selected passages on black third grade students' reading strategies as revealed by miscue analysis; (8) children's acquisition of… [PDF]

Andersson, Theodore, Ed.; Mackey, William F., Ed. (1977). Bilingualism in Early Childhood. Papers from a Conference on Child Language. This book consists of the 29 papers presented at the Conference on Child Language co-sponsored by the Center for Applied Linguistics and the American Council on the Teaching of Foreign Languages in Chicago in November of 1971. The subject of the conference was restricted to the learning of two or more languages or dialects by young children, especially between the ages of three and eight, with particular attention to the social setting. The volume is divided into the following eight sections: (1) Theory and Method; (2) Early Language Learning; (3) Family Bilingualism; (4) Bilingualism and Society; (5) Planning Preschool Language Learning; (6) Planning the Primary Curriculum; (7) Case Studies of School Bilingualism; and (8) Policy and Research. (CFM)…

(1976). Pilot Course in Century 21 Shorthand. Second Semester. An Evaluation of the Project. After the second semester of comparing college student performance in beginning courses in Century 21 shorthand and Gregg shorthand the following conclusions were made: Century 21 instruction produced a higher proportion of successes among students who speak a foreign language at home (Spanish); after two semesters of instruction, the attrition rates for Century 21 and Gregg were the same; and even though Century 21 students outperformed Gregg students overall in the first semester, Gregg students outperformed Century 21 students in the second semester and could take dictation at higher speeds. (A bibliography on shorthand prognosis, the proposal for the evaluation, and three questionnaires used to gather student data are included in this evaluation report. Results of the first, third, and final semester evaluations are presented in separate documents.) (BM)…

Brough, Theodore G. (1977). Pilot Course in Century 21 Shorthand. Third Semester. An Evaluation of the Project. After the third semester of comparing college student performance in beginning courses in Century 21 shorthand and Gregg shorthand statistics failed to support the contention that Century 21 instruction produces a higher proportion of successes among students who speak a foreign language at home (Spanish). Results also indicated that the attrition rate and the overall performance in both classes was virtually the same. At the end of the third semester, Century 21 students could take dictation at higher speeds while Gregg students did significantly better on vocabulary word lists. Since the size of the original experimental group dropped to fifteen students (eight Century 21 students and seven Gregg students), no meaningful statistical comparisons could be made. Hence a larger group of students were included for a four-group design, and several qualifications were considered. (Results of the first, second, and final semester evaluations are available in separate documents.) (BM)…

(1974). Annual Report of Indian Education in Montana. Johnson-O'Malley Activities, Fiscal Year 1974. Montana's Johnson-O'Malley (JOM) funds provided services for 6,094 and 7,613 Indian students respectively in 1973 and 1974. JOM funds were channeled into special projects, i.e., home-school coordinators, tutors, counselors, special transportation, special teachers, Indian teacher aides, Indian studies classes, summer programs, field trips, cultural programs, and boarding home care. Kindergarten programs were also made available to Indian children. Two other "very successful" JOM projects were the Montana Indian Youth Practicum (a statewide gathering of Indian youth to allow them to become more familiar with Tribal government, the Bureau of Indian Affairs, and the Montana Inter-tribal Policy Board) and the Speech Tournament which allowed Indian students to compete against one another in speech and debate. In 1974, there were also 28 local Indian parent advisory committees operating in 28 school districts. Although their involvement in JOM program planning and evaluation…

Eddy, Peter A.; McLane, Kathleen (1976). ERIC Documents on Foreign Language Teaching and Linguistics: List Number 14. CAL-ERIC/CLL Series on Languages and Linguistics, No. 33. This is the fourteenth in a series of catalogues of ERIC documents of interest to teachers and researchers in foreign languages and linguistics. The list consists of documents processed into the ERIC system from April 1974 through December 1974, and is divided into categories adapted from the American Council on the Teaching of Foreign Languages (ACTFL) Bibliography. Each entry provides the author's name, the title of the document, its source (wherever applicable), date of publication, length, and ED number. (CLK)… [PDF]

Gregory, Dorothy, Comp.; Monka, Carolyn, Comp. (1973). ERIC Documents on the Teaching of Foreign Languages: List Number 10. This is the 10th in a series of bibliographies of those documents related to the teaching of foreign languages available from the ERIC Document Reproduction Service. This list consists of documents processed into the ERIC system by the various clearinghouses from May 1972 through September 1972. The 377 entries are arranged in alphabetical order by author, and a user index of 15 topics is provided. Each citation refers the reader to the page and issue of Resources in Education (RIE) where he or she can examine an abstract of the document. Price information for microfiche and hard copy reproductions is also given. (PMP)…

Davis, Meredith, Comp.; Monka, Carolyn, Comp. (1973). ERIC Documents on the Teaching of Foreign Languages: List Number 11. This is the 11th in a series of bibliographies of those documents related to the teaching of foreign languages available from the ERIC Document Reproduction Service. This list consists of documents processed into the ERIC system by the various clearinghouses from October 1972 through March 1973. The 404 entries are arranged in alphabetical order by author, and a user index of 15 topics is provided. Each citation refers the reader to the page and issue of Resources in Education (RIE) where he or she can examine an abstract of the document. Price information for microfiche and hard copy reproductions is also given. (PMP)…

James, Charles J., Ed.; Lange, Dale L., Ed. (1972). Foreign Language Education: A Reappraisal. This fourth volume in a series on foreign language education develops a cohesive review of language instruction in American public schools and also forecasts probable trends for the 1970's. The dominant themes which prevail in this study are individualization of instruction, pluralism of group interests, and technical assistance in learning. Chapters included material on: (1) purposes and goals in future foreign language programs, (2) teacher attitude, aptitude, and motivation, (3) teaching as facilitation and management of learning, (4) teacher education for new goals, (5) student aptitude, attitude, and motivation, (6) implications of psychological research for second language learning, (7) curriculums for new goals, (8) measurement implications of recent trends in foreign language teaching, (9) interaction of student and teacher with the learning environment, (10) teachers, students, and media as coagents in learning, (11) extra-school factors that influence language learning,…

Blanc, Doreen V. (1976). Training Manual: Job and Social Skills. Vocational Strategies for Special Needs Students. Curriculum materials presented in this Spanish-English guide, one of five developed as part of the vocational strategies project, are intended to provide vocational services to mildly handicapped special needs students mainstreamed into regular high schools. Material is sequentially arranged, emphasizing those skills which a student needs to know initially, and those which become critical as the time of actual employment nears. The first unit, "Your Name and Some Important Things You Should Know," concerns basic knowledge and can be used as early as the first year in high school. Exercises are provided for budgeting time, learning to use public transportation, answering questions, and obtaining a Social Security card. The second unit, "Finding Jobs," covers processes for finding work through the media, the Yellow Pages of the telephone book, the employment ads, and the State employment office. The third unit, "Applying for Jobs," gives students practice…

Colombi, M. Cecilia, Ed.; Roca, Ana, Ed. (2003). Mi Lengua: Spanish as a Heritage Language in the United States. This collection of papers includes the following: (1) "Insights from Research and Practice in Spanish as a Heritage Language" (M. Cecilia Colombi and Ana Roca); (2) "Toward a Theory of Heritage Language Acquisition: Spanish in the United States" (Andrew Lynch); (3) "Profiles of SNS Students in the Twenty-First Century: Pedagogical Implications of the Changing Demographics and Social Status of U.S. Hispanics" (Maria M. Carreira); (4) "Un Efoque Funcional para la Ensenanza del Ensayo Expositivo" (M. Cecilia Colombi); (5) "La Ensenanza del Espanol en Nuevo Mexico: ?Revitalizacion o Erradicacion de la Variedad Chicana?" (Ysaura Bernal-Enriquez and Eduardo Hernandez Chavez); (6) "'Spanish in My Blood': Children's Spanish Language Development in Dual-Language Immersion Programs" (Ernestina Pesina Hernandez, Hinako Takahashi-Breines, and Rebecca Blum-Martinez); (7) "Minority Perspectives on Language: Mexican and…

Brunn, Michael (2000). Migrant Children in the Rural Midwest: A Collaboration of Teachers and Administrators To Reform School Programs. Within a 3-year period, a rural Midwestern school district's Hispanic student population increased from 3 to over 180 due to the hiring of migrant workers by a local meat packing plant. A qualitative study using interviews and classroom observations examined the processes through which 23 teachers and 5 administrators in this school district formulated an effective instructional program for recently arrived Spanish-speaking students. Input was sought from teachers, the Hispanic parents, and the Hispanic students. The change process consisted of three phases. The Program-Exploring Phase established a common base of understanding among the three stakeholder groups about effective bilingual programs. In the Consensus-Building Phase, a steering committee of representative stakeholders drew on the discussions of the first phase to develop a Statement of Principles and Beliefs (SPB). During the "Response and Ratification Phase," the SPB was sent back to stakeholders for their… [PDF]

Monzo, Lilia D.; Rueda, Robert S. (2000). Apprenticeship for Teaching: Professional Development Issues Surrounding the Collaborative Relationship between Teachers and Paraeducators. Research Report. This report discusses findings from a study that examined issues surrounding the collaborative relationship between Latino paraeducators and the classroom teachers with whom they worked. Specifically, the study examined the types of activities that the paraeducators engaged in, the input they had in classroom instructional activities, the assistance they received from teachers and others, and the factors that detracted from or fostered collaborative relationships. The 32 participants in the study were drawn from two large Southern California public elementary schools that serve primarily working class Latino limited English speaking students. Findings reveal that a lack of interaction between teachers and paraeducators allowed little time for paraeducators to ask questions of the teachers or for the teachers to assist the paraeducators in the development of effective teaching strategies. Both parties indicated that more opportunities for interaction would be beneficial. It was also… [PDF]

Goodwin, Judy; And Others (1991). A Study of the Bilingual Instructional Support Component in New Instructional Model Schools. Prepared Pursuant to the Remedial Plan for Limited English Proficiency Asian Students. Report No. 9119. This study assessed the bilingual instructional support component in Philadelphia's (Pennsylvania) New Instructional Model schools in the 1990-91 school year. Focus was on the following topics: (1) the extent to which the bilingual instructional support component had been implemented in the 32 schools; (2) the appropriateness and quality of the tutoring provided at the 11 schools selected for in-depth study; and (3) Asian high school students' perceptions on how well the bilingual instructional support components met their need for academic assistance. Data included that 118 tutors had been hired, of whom 71 percent were Asian. Observation data showed that in most high schools classes, teachers and tutors circulated to assist students. At the elementary school level, regular English-as-a-Second-Language (ESOL) instruction took place while tutors worked with one or more students at the back of the classroom or another location. Teacher interviews showed general satisfaction with…

Li, Keh-nan; Patton, David B. (1991). Asian Remedial Plan: Compliance Report. Report No. 9116. This report describes the following five areas of compliance in the Philadelphia (Pennsylvania) public school Remedial Plan for Services to Asian Limited English Proficiency (LEP) students: (1) counseling services; (2) assignment of students to English-as-a-Second Language (ESOL) Levels 1 and 2; (3) pupil support committees (PSCs); (4) personnel/deployment of Asian staff in an Asian language; and (5) instructional materials. The study gathered data using Compliance Checklists completed in December, 1990. The following results are highlighted: (1) 22 of 32 New Instructional Model schools reported that Asian Bilingual Counseling Assistants were helping LEP students with their adjustment to the school setting; (2) 26 schools reported that ESOL level 1 students were preliterate in both English and their primary language and that students were carefully monitored for prompt movement to ESOL Level 2; (3) 29 schools reported that students experiencing significant learning and/or adjustment…

Gladstein, Jill, Ed.; Silver, Rita Elaine, Ed. (1994). Working Papers in Educational Linguistics. Volume 10, Number 1. Working Papers in Educational Linguistics, v10 n1 Spr. This collection of six papers consists of works in progress undertaken by students and faculty of the University of Pennsylvania's Language in Education Division of the Graduate School of Education. The papers are: (1) "Language Planning and Identity Planning: An Emergent Understanding" (Rebecca Freeman); (2) "Communicative Functions of Speech in a Monolingual Kindergarten" (Mary Jean Tecce deCarlo); (3) "Acquisition Planning, Ethnic Discourse, and the Ecuadorian Nation-State" (Kendall King); (4) "'Yes I Think It's You': A Discussion of Intercultural Communication" (Kristen Loheyde and Nancy Kunz); (5) "Targeting Morpho-Syntax in Children's ESL: An Empirical Study of the Use of Interactive Goal-Based Tasks" (Allison Mackey); and (6) "Ethnic Pride and the Classroom: An Ethnographic Study of Classroom Behavior-Norms and Themes" (Kate Menken). Each paper is followed by a reference list. (MDM)… [PDF]

Berney, Tomi D.; Velasquez, Clara (1990). Project COMPUOCC.LEP, 1988-89. Evaluation Section Report [and] Executive Summary. OREA Report. Project COMPUOCC.LEP, a Title VII-funded program of instructional and support services, served 400 Hispanic students of limited English proficiency with special handicapping conditions. It also served 36 special education teachers at 14 Bronx (New York) intermediate and junior high schools, offering on-site technical assistance in curriculum development, occupational and vocational instruction, and computer-assisted instruction. The project used computers to teach writing and career education skills, and provided students with supplementary English-as-a-Second-Language (ESL) and Native Language Arts instruction at the project's learning centers. The project's non-instructional component consisted of staff and curriculum development as well as activities to involve parents. The project met its computer-assisted instruction, career education, and staff development objectives, partially met its curriculum development objectives, but failed to meet its ESL or parental involvement… [PDF]

Keyes, Jose Luis; And Others (1983). DeWitt Clinton High School. Bilingual-Bicultural Program. O.E.E. Evaluation Report, 1981-1982. The Bilingual-Bicultural Program at DeWitt Clinton High School, Bronx, New York, was designed to provide support services to students with problems in reading and writing skills, and in linguistic, academic, and classroom adjustment. The program offered instruction in English as a Second language (ESL), Spanish for native speakers, Spanish as a second language (SSL), and bicultural content area courses to 214 students in 1982. An evaluation of the program, based on students' achievement in English language development, mastery of their native language, mathematics, social studies, and science showed: (1) levels 9 and 10 students demonstrated a moderate improvement in English, while level 11 students showed a slight decline; (2) the performance of students at all levels and grades improved in Spanish; (3) level 11 students showed a moderate improvement in mathematics, while level 9 and 10 students showed a slight decline; (4) the majority of the students who received instruction in… [PDF]

Torres, Judith A.; And Others (1983). Sarah J. Hale High School. Project BECOME. O.E.E. Evaluation Report, 1981-1982. Project BECOME at Sarah J. Hale High School in Brooklyn, New York, was designed to provide instruction in English as a second language and in native language arts, as well as bilingual instruction in social studies, mathematics, and science, for Hispanic and Haitian high school students of limited English proficiency. In 1981-82, the second year of implementation, the project served 210 students. This report describes the project context, participant characteristics, objectives, organization, staffing, instructional activities, noninstructional activities (support services, curriculum development, parent involvement, staff development, and extracurricular activities), and evaluation. Evaluation results indicate that, in general, the program participants (1) met the criterion objective of one English syntax objective mastered per month of instruction; (2) made gains in English language skills, native language arts (Spanish, or French and Creole) mathematics, science, and social… [PDF]

Yap, Kim O.; And Others (1988). SLEP Student Achievement: Some Pertinent Variables and Policy Implications. An evaluation of the Honolulu (Hawaii) School District's program of supplementary instruction to limited English proficient students is presented. The program was designed to aid in the adjustment to the American culture and school life in Hawaii. The evaluation addressed whether the program is meeting its objectives, whether English second language (ESL) instruction, as contrasted with bilingual instruction, should be continued, whether the program's pull-out design should be continued, and how program costs relate to outcomes. Results show that participants are making gains in oral English, reading, language arts, and mathematics beyond expectations of comparable students in the regular classes, as measured by standardized norm-referenced tests. In narrowing the achievement gap caused by their limited English proficiency, the students have in many instances surpassed the national growth norms. In addition, the students are generally doing satisfactory or better work in the regular… [PDF]

(1987). Central Intermediate School. 1986-87 Profile. This building profile provides standard information about one of the 129 schools of the Cleveland Public Schools (Ohio) in 1986-87. Information for the Central Intermediate School (CIS), serving grades 7 and 8, is presented along with comparative data for the school cluster and for the district as a whole. In 1986-87, 404 Black students and 237 others were enrolled in the CIS. Information presented includes: (1) mobility rate, the change in school population in the year; (2) number of students served by bilingual programs; (3) enrollment; (4) number of corporal punishments; (5) number of students suspended; (6) number of suspensions; (7) attendance rate; (8) failure rate; (9) dropout rate; (10) total teacher contracts; and (11) mastery of reading objectives. Additional information includes comparative reading comprehension and mathematics concepts and applications scores. Five-year goals and objectives are summarized. The remedial order by the United States District Court in 1978 to…

Shore, Rima, Ed.; And Others (1981). Project ECC: Equal Career Opportunities for Bilingual High School Students. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. Equal Career Opportunities is a program that aims to provide instruction in English language skills while offering bilingual instruction in basic skills and pre-occupational training to limited-English-proficient Spanish-speaking and Haitian high school students at three schools in New York City. This report describes the program as it was implemented in 1980-81. The report discusses the program settings, participant characteristics, philosophy and organization, student placement, instructional offerings, career orientation and supportive services, curriculum development, staff development, program implementation, and program evaluation in each of the three sites. Evaluation results indicate that: (1) variable gains were achieved in mastery of English syntax objectives; (2) in most cases, the passing rate in mathematics, social studies, and native language arts met the program's criterion objective; (3) improvement in attitudes toward school surpassed the criterion objective in all… [PDF]

Fillmore, Lily Wong; And Others (1985). Learning English through Bilingual Instruction. Final Report. A three-year research project investigated the effects of instructional practices and patterns of language use in bilingual and English-only classrooms on general academic development and the development of English language skills by limited-English-proficient students, especially those skills needed to participate fully in the society's schools. The subjects were native Chinese- and Spanish-speaking students with two to three years of exposure to English, from 17 bilingual program classes. Tests, classroom observation, and audio and video recordings focusing on instructional situations were used to assess oral and written language comprehension and production, subject-area academic achievement, and the instructional practices and patterns of instructional language use. It was found that variables influencing development of English production skills included: interactional opportunities, especially for Hispanic students and those with lower initial English proficiency; quality of… [PDF]

Kazlow, Carole; Lachman, Susan (1980). Bilingual Program-District 13. Funded under ESEA Title VII. Final Report, September 1, 1979-August 31, 1980. This report is an evaluation of a Title VII Bilingual Program conducted in New York City in 1979-1980 for Spanish speaking students. A program description outlines the methods used for selecting students for the bilingual program. A discussion of the evaluation's design and objectives is also included. The report presents student test scores in Spanish and English reading achievement along with explanatory notes. The evaluation considered the following facets of the program: (1) rooms and materials; (2) class structure and departmentalized instruction; (3) language use; (4) bicultural aspects; (5) parental involvement; (6) staff development; and (7) curriculum development. The report concludes with a series of recommendations regarding testing, grouping, staff development, resources, and student placement. (APM)… [PDF]

(1979). Minority and Second Language Education, Elementary and Secondary Levels. Time Devoted to Second Language Instruction. This publication provides information on programs of study in Canada under the following headings: (1) the language of the minority group (French in nine of the provinces, English in Quebec) as a subject of study, showing grade enrollments and participation rates; (2) the language of the minority qroup as a first language (designed for French mother-tongue children outside Quebec and for English mother-tongue children in Quebec) providing enrollments, participation rates, and participation indices; and (3) French immersion programs outside the province of Quebec. In addition to the program descriptions and information, an overview is provided of the three programs as they are offered throughout the country. The backqround to the provincial programs is discussed and some cautionary notes with respect to the use of the data are provided. (Author/AMH)…