(1978). The Education of Migrant Workers and their Families. Case Studies Undertaken for the National Commissions of Finland, France, Sweden, Yugoslavia. UNESCO Educational Studies and Documents No 27. The report consists of four case studies which show the extent and importance of the problem of education of migrant workers and their families as seen by Finland, France, Sweden, and Yugoslavia. Dealing mainly with the education of second generation Finnish workers in Sweden, the first study addresses the teaching of the mother tongue and the host language in the context of the migrant family's socio-cultural situation. Trends in the socio-educational situation of migrants in France are discussed in the second study; some activities selected, either because they have been undertaken on a large scale or because of their experimental character and the results' qualitative value are analyzed. Topic of the third study is the different arrangements for teaching the immigrants' mother tongue in the Swedish schools. The last study discusses the socio-educational position of migrant workers in receiving countries, and what Yugoslavia is doing, both at home and abroad, to train its migrant…

Lum, John Bernard (1971). An Effectiveness Study of English as a Second Language (ESL) and Chinese Bilingual Methods. This study investigates which teaching style-Chinese bilingual or English as a second language–leads to greater oral English maturity and how useful the Chinese language is in helping a non-English-speaking Chinese person learn oral English. In the English-as-a-second-language method, the student's native language is used sparingly to avoid linguistic interference. Audiolingual means are used to internatlize grammatical structures. The Chinese bilingual style uses Chinese to teach English and combines techniques from other methods. Details of the study are reported; statistical ratings of oral language maturity and language skills are presented. Recommendations, topics for further study, and a bibliography are included. (VM)… [PDF]

De La Ronde, Chris (2005). Title V, Part A Summary Report: 2004-2005. Publication Number 04.06. Online Submission This report summarizes evaluation results for AISD's federally-funded Title V, Part A innovative program activities for the 2004-2005 school year…. [PDF]

Garcia, Eugene E. (1997). The Education of Hispanics in Early Childhood: Of Roots and Wings. Young Children, v52 n3 p5-14 Mar. Notes the challenges posed by cultural diversity in the United States. Presents a demographic assessment of factors relating to the schooling of culturally diverse populations, analysis of challenges associated with the growing number of language-minority students who are Hispanic, and conceptual and empirical perspectives precipitating a more informed approach to the education of Hispanics in early childhood. (TJQ)…

Oromaner, Mark (1995). A Research Note on a Deviant Case: The Majority Enrollment of Full-Time Students at HCCC. Data Report No. 95.03. Since the fall of 1979, over 50% of the student population at Hudson County Community College (HCCC), in New Jersey, has attended on a full-time basis, with 62% of fall 1994 students attending full-time. This characteristic makes HCCC a deviant case among community colleges where the nationwide average of full-time enrollment status is only 36%. A comparison of characteristics for HCCC's part- and full-time students for fall 1994 indicated that there were no significant differences in gender, that Hispanic students were more likely than white students to enroll full-time, and that as student age increased the percentage of full-time students decreased. The fact that 70% of the Hispanic students were attending full-time suggests that enrollment in English as a Second Language (ESL) and bilingual courses may play a role in the college's high full-time percentages. Hispanic students accounted for 47% of HCCC's total fall 1994 enrollment and represented 80% of students enrolled in… [PDF]

(1996). Adelante con Ganas!: A Title VII Transitional Bilingual Program in Burbank Middle School 1993-96. Research Report on Educational Grants. "Adelante…con Ganas!" (Forward…with Enthusiasm) was a 3-year transitional bilingual program implemented at Burbank Middle School in the Houston Independent School District (Texas). The program consisted of three levels of bilingual instruction, from preliterate through intermediate, in which students were placed following state and district guidelines. Instruction in this program was designed for students with little or no English facility, including limited English proficient students with little or no formal schooling. An evaluation involved analysis of 3 years of program data regarding students' standardized test scores, staff surveys, parent surveys, student surveys, and class observations. The findings indicate that 269 students enrolled in the program in the 3 years. Students in the program made significant progress in mathematics and Spanish reading. At the end of the first year of instruction, English oral proficiency of students was still at the…

Volk, Dinah (1992). A Case Study of Parent Involvement in the Homes of Three Puerto Rican Kindergartners. This paper describes three case studies of interactions between mothers and their kindergarten children. Mothers and children were of Puerto Rican descent and lived in a midwestern city. Children were bilingual, but used English more competently than Spanish. During the children's kindergarten year, researchers observed mother-child interactions in the home. Observations were also conducted in the children's classrooms. Verbal interactions in the home were recorded and the recordings transcribed. Two interaction types, instructional and informal, based on whether the mother played the role of a teacher, were identified from the transcripts. A total of 49 percent of verbal utterances had an instructional intent, and 51 percent were informal. Interactions between the children and their mothers are described, and transcriptions of some verbal exchanges are provided. Interactions between the children and their teachers are also described. These studies imply that teachers should: (1)…

Garcia, Ruth Fran (1992). Students' Perceptions of the Classroom Climate: A Descriptive Research Study. This study examined the attitudes of fifth and sixth grade students from Chicago (Illinois) toward classroom climate in an effort to better understand factors that would encourage greater self-concept, higher achievement, and student and teacher behaviors. The study population included 185 fifth and sixth grade students attending the Philip Sheridan Elementary School in Chicago. The students were from low-income families in an area of depleted jobs and much gang activity. The students were African American and Hispanic American, and 50 students were in Spanish/English bilingual classrooms with a bilingual teacher. The 60-item Classroom Climate Checklist (CCC) was administered to students over a 2-day period. A short oral explanation was given by the researcher, and the CCC was administered and collected immediately on completion. Findings indicate that of the three items rated as strong positive aspects of classroom climate, two are teacher-directed or teacher-caused: the teacher… [PDF]

Shore, Rima; And Others (1983). South Shore High School. Project VIBES. O.E.E. Evaluation Report, 1981-1982. In 1981-82, Project VIBES at South Shore High School in Brooklyn, New York, provided instruction in English as a second language (ESL) and French language arts, and bilingual mathematics, social studies, and science for Haitian high school students of limited English proficiency. The project also conducted classes in ESL, Hebrew, and Spanish language arts; and environmental science (taught in English, but geared to the needs of students with limited English proficiency) for Israeli and Hispanic participants. The report describes the project content, participants, instructional component, noninstructional activities (support services, curriculum development, and staff development), and evaluation. Evaluation findings indicate that: (1) achievement gains in English syntax were below the criterion objective; (2) passing rates in mathematics, science, and social studies were above 70 percent; (3) passing rates in native language arts were 80 percent or better (except for a 60 percent… [PDF]

Wilson, Edward, Ed. (1987). The Special Student. English in Texas, v18 n3 Spr. The challenges and rewards of dealing with the many types of students that can be found in today's English classrooms–gifted, handicapped, learning disabled, second language learners–are addressed in this focused journal issue. The titles of the articles and their authors are as follows: (1) \Help Me Help You\ (L. Quitman Troika); (2) \Students with Learning Difficulties in the English Classroom\ (J. M. Kanning); (3) \What's Dyslexia? Texas Teachers' Dilemma\ (E. B. Osburn, S. G. Cohen, and P. Swicegood); (4) \Encouraging Process over Product: Writing with Second Language Learners\ (N. L. Hadaway and V. F. Tishe); (5) \How to Work with Language-Different Children in a Regular Classroom\ (A. H. Cashman); (6) \France and America Meet at the Lectern: An Experiment in Team Teaching\ (R. A. Mottram and M. Schock); (7) \The Handicapable Kid: A Catalyst for Growth\ (H. Skrovan); (8) \Closed Faces\ (J. Carlile); (9) \The Final Conference\ (L. D. Evans); (10) \'Gifted' Low Achievers\ (L….

Fischer, Sara; Strum, Irene (1986). Procedure for Establishing a Cut-Off Score for Determining Limited English Proficiency among Severely and Profoundly Handicapped Students. A 5-item rating scale was developed for the New York City schools to determine eligibility for English as a Second Language instruction in Category C exceptional students exempted from testing. Most students follow a curriculum of daily living skills, and many are nonverbal. The test was piloted with 163 students including severely, trainable, and profoundly mentally handicapped and autistic children. Meaningful responses, whether verbal or nonverbal, indicated English proficiency. Both English-speaking and bilingual samples were included in order to test the Language Proficiency Questionnaires ability to discriminate between the two groups. Results indicated that in most cases the form discriminated well between the bilingual and English-only groups. This difference was less clear with nonverbal students because of the difficulty in assessing language proficiency. It was, therefore, recommended that the form be modified for autistic and severely and profoundly mentally handicapped…

Shore, Rima, Ed.; And Others (1981). Grover Cleveland High School Basic Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, provides demographic data for, and evaluates the effectiveness of a bilingual program for Spanish and Italian speaking students in Grover Cleveland High School, Queens, New York. The program relies upon individualized instruction and aims to mainstream students into the regular pre-college curriculum within 2 years, if possible. Bilingual instruction is given in language skills, mathematics, and some social studies courses, while participating students attend regular courses in other subject areas. Also part of the program is a noninstructional component, including curriculum and staff development, provision of supportive services, parent participation, and a focus on students' affective domain. The data provided in this report demonstrate significant achievement gains among participating students, as well as the successful development of academic and extracurricular activities. (GC)… [PDF]

(1980). Comprehensive High School Bilingual Program. ESEA Title VII. Final Evaluation Report, 1979-80. This is an evaluation report of a Title VII Bilingual Program conducted at five New York City High Schools in 1979-80. The report contains a program description and information on the schools' demographic context and student characteristics. Instructional components of the program discussed include: (1) student placement, programming, and mainstreaming; (2) course offerings; (3) "a teaching reading through the arts" program; and (4) special instructional features. Areas of the non-instructional component covered include: (1) curriculum and materials development; (2) supportive services; (3) staffing and staff development; (4) parental and community involvement; and (5) affective domain. Tables show the performance of Spanish, Italian, and Chinese students on the Criterion Referenced English Syntax Test and on mathematics, science, social studies, native language arts, and content area achievement tests. Attendance figures are also given. (APM)… [PDF]

Vail, Edward O., Ed. (1967). Administrator's In-Depth Seminars in Problems of Desegregation as They Relate to Large City Schools; Summaries of Seminar Discussions. A series of seminars for Los Angeles school superintendents was held in 1967 and was addressed by various experts. The purpose of the project was to seek possible solutions to problems of desegregated large-city schools. Summarized are the following discussion sessions: (1) Robert J. Havighurst, "The Integration Crisis"; (2) Julian Samora, "The Spanish Speaking People in the United States"; (3) Gordon Klopf, "Developing School Staffs"; (4) Ernesto Galarza, "Schools Faced with Multiplicity of Leadership"; and (5) James Farmer, "School Administration in the Negro Ghetto." (NH)… [PDF]

Madsen, Betty M., Ed.; Slager, William R., Ed. (1970). English for American Indians: A Newsletter of the Office of Education Programs, Bureau of Indian Affairs, United States Department of the Interior. This Bureau of Indian Affairs publication focuses on the problems of beginning reading in English. Ralph Robinett's \The Teaching of English Reading to American Indian Children\ discusses basic premises and approaches to reading for speakers of English as a second language or as a standard dialect. The \Information Exchange\ describes projects and reports primarily concerned with the Navajo–a reading study, a reading survey, a kindergarten program, and an orthography conference. Reviewed also are articles by Roger Shuy, William Labov, and Ronald Wardhaugh, and an anthology edited by A. C. Aarons, B. Y. Gordon, and W. A. Stewart. The subjects reviewed cover reading materials, problems, and instruction, and linguistic-cultural differences in American education. The \Materials\ section describes the Sullivan Programmed Readers, the Miami Linguistic Readers, the Alaskan Readers, and readers for Cherokee, Hopi, and Apache. See ED 026 629, ED 027 546, and ED 029 298 for the first three… [PDF]

(1969). English [Curriculum Improvement Programs in English Language Skills for Schools of the Trust Territory of the Pacific Islands]. Books VII-VIII. These volumes comprise (1) Books VII and VIII in the Curriculum Improvement Programs in English Language Skills for Schools of the Trust Territory of the Pacific Islands materials; and (2) accompanying Student Booklets introducing reading and writing exercises for each lesson. See related documents AL 002 134 for a description of the Program, AL 002 135-7 for Books I-VI, AL 002 141-3 for picture books for the first six volumes, and AL 002 144 for picture books to accompany these four volumes. (AMM)… [PDF]

(1969). English [Curriculum Improvement Programs in English Language Skills for Schools of the Trust Territory of the Pacific Islands]. Books IX-X. These volumes comprise (1) Books IX and X, the final texts in the Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands materials; and (2) accompanying Student Booklets introducing reading and writing exercises for each lesson. See related documents AL 002 134 for a description of the Program, AL 002 135-8 for Books I-VIII, AL 002 141-4 for picture books for the first eight volumes, and AL 002 145 for picture books to accompany these four volumes. (AMM)… [PDF]

(2004). Guidelines for the Inclusion of English Language Learners (ELLs) in K-12 Assessments. Iowa Department of Education This document provides guidelines for the inclusion of English Language Learners (ELLs) in K-12 assessments. Twenty questions and answers are provided, along with a list of references. The following are appended: (1) Placement Tools for English Language Learners; (2) Definitions; (3) Typical Bilingual Program Designs; (4) Typical ESL Program Models; (5) Language Acquisition Stages; (6) Iowa Title III Enrollment Descriptors; (7) Cross Referencing Language Proficiency Levels and Reasonable Expectations of English Language Learners in Content Areas; and (8) TESOL (Teachers of English to Speakers of Other Languages) Goals. (Contains 2 figures and 1 footnote.)… [PDF]

Di Vesta, Francis J.; Moreno, Virginia (1991). Cross-Cultural Comparisons of Study Habits. Journal of Educational Psychology, v83 n2 p231-39 Jun. Use of the Cognitive Skills Inventory (CSI) in cross-cultural studies was investigated by comparing responses of 348 English-speaking, 142 bilingual Puerto Rican, and 109 monolingual Spanish college students. Analyses illustrate a stable and reliable factor structure across cultures for the CSI and its Spanish translation. (SLD)…

Pardy, Donna (2004). The Perceived Effectiveness of Simultaneous Team-Teaching in a Dual Language Programme. Journal of Research in International Education, v3 n2 p207-224. Many international schools include a host country programme as part of their curriculum. Such programmes range from the study of local culture through to local language instruction. The administration and teachers of an international school (ISXX) felt they wanted to move beyond the traditional approaches to host country integration as well as dedicate more time to the units of inquiry (Primary Years Programme). In order to facilitate this, it was decided that the enquiry-based curriculum would be taught through both English and the host country language of German. This in itself did not appear to be entirely unique, however ISXX further decided that the German teachers and English-speaking class teachers would simultaneously team-teach the units. This study reveals how the children, parents and teachers felt about the first year of the programme. (Contains 2 tables.)… [Direct]

Cardenas, Jose A. (1997). Texas School Finance Reform: An IDRA Perspective. This book chronicles the history of school finance reform in Texas between 1968 and 1995. Specifically, the book focuses on the substantial changes in the method of funding Texas public schools, aimed at creating a more equitable system of educational opportunity. The author, Dr. Jose A. Cardenas, founded the Intercultural Development Research Association, which is dedicated to the principle that all students are entitled to equal educational opportunities. Dr. Cardenas has been actively involved in school finance reform since the early 1970s when he was superintendent of the Edgewood Independent School District, a poor Mexican American district in San Antonio, and when the historic Rodriguez vs. San Antonio ISD litigation (involving Edgewood) was settled. The book begins with a description of the Texas system of school finance from 1950 through 1973, focusing on its major flaw–"local enrichment"–and on myths and misconceptions of school finance. The remainder of the… [PDF]

Apthorp, Helen S.; D'Amato, Elaine DeBassige; Richardson, Amy (2002). Effective Standards-Based Practices for Native American Students: A Review of Research Literature. This report reviews education programs and practices that have improved Native American student achievement in English language arts and mathematics. In Navajo tribal schools, teaching Indigenous language and literacy first, followed by teaching English and promoting bilingualism, helped students perform well on tests of vocabulary, comprehension, and writing. In Hawaii, a culturally congruent English language arts program significantly improved Native Hawaiian children's achievement in reading. Emphasis on comprehension over mechanics and phonics allowed children to learn in ways that were congruent with their everyday experiences outside of school. The use of ethnomathematics, based on the same principles of cultural congruence, led to improved student achievement for Native Hawaiian children and Alaskan rural middle school students. All these programs required extensive collaboration and time. Although limited in scope, the evidence suggests that congruency between the school… [PDF]

Reyhner, Jon, Ed. (1997). Teaching Indigenous Languages. Selected Papers from the Annual Symposium on Stabilizing Indigenous Languages (4th, Flagstaff, Arizona, May 1-3, 1997). The 25 papers collected in this book represent the thoughts and experiences of indigenous language activists from the United States, Canada, Mexico, and New Zealand, and are grouped in six categories: tribal and school roles, teaching students, teacher education, curriculum and materials development, language attitudes and promotion, and summary thoughts about maintaining and renewing indigenous languages. Papers are: "Keeping Minority Languages Alive: The School's Responsibility" (Gina P. Cantoni); "A Tribal Approach to Language and Literacy Development in a Trilingual Setting" (Octaviana V. Trujillo); "Going beyond Words: The Arapaho Immersion Program" (Steve Greymorning); "Teaching Children To 'Unlearn' the Sounds of English" (Veronica Carpenter); "Learning Ancestral Languages by Telephone: Creating Situations for Language Use" (Alice Taff); "Coyote As Reading Teacher: Oral Tradition in the Classroom" (Armando Heredia,… [PDF]

Sutman, Francis X.; And Others (1993). Teaching Science Effectively to Limited English Proficient Students. ERIC/CUE Digest, Number 87. New teaching methods and curricula that show promise in their ability to provide limited English proficient (LEP) students with a good education in both science and English are discussed and illustrated. Discriminatory practice has led to the clustering of LEP students into low ability tracks without consideration of their actual abilities and potential, resulting in underrepresentation of minorities in advanced mathematics and science classes. To stimulate children's intellectual development, school professionals must become familiar with the diverse backgrounds of their students to make instruction more meaningful. Science content taught to LEP students should be the same as that taught to other students. Furthermore, English language instruction must be an integral objective of all science instruction. Instructional techniques must emphasize development of thinking skills. Research has supported the effectiveness of cooperative learning for teaching science to LEP students. An… [PDF]

Burnett, Gary (1993). The Assessment and Placement of Language Minority Students. ERIC/CUE Digest, Number 89. The assessment and placement of language minority students remain among the most serious problems facing schools today. As of 1990, 14 percent of the school-aged population in the United States comes from language minority backgrounds. Significant numbers of these students are not being properly identified by educators. Assessment procedures in a school often reflect local politics as well as student needs, and thus, no single universally acceptable model has been developed for any aspect of the language assessment process. Still, all districts must determine which students to assess and develop testing mechanisms. In most cases information from teachers and the Home Language Survey act as screening mechanisms for schools to determine if further evaluation is necessary. Various achievement and language proficiency tests have been developed to determine student eligibility for language or other services. Although tests should measure all aspects of language skill, many only evaluate… [PDF]

Ada, Alma Flor (1987). Creative Reading: A Relevant Methodology for Language Minority Children. A discussion of reading instruction for limited-English-proficient (LEP) students looks at elements contributing to development of an effective instructional approach. The elements discussed include the following: the quality of reading materials; role of oral language development; design of an initial decoding process geared to success; need to make reading relevant to the students' own lives; and incorporation of parents in the literacy process. Drawing on the theories and work of Paulo Freire, the discussion proposes the use of dialogues to develop an interactive reading process aimed at the empowerment of students. The approach attempts to validate each student's own feelings and previous experiences and to develop critical thinking skills and problem-solving attitudes that help shape reality. A brief bibliography is included. (Author/MSE)…

(1985). The Danger of Poison. Level 1 = El Veneno es Peligroso. [Nivel 1.]. Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to early primary children. Materials are prepared in Spanish and English versions and can be used as a separate science/health unit on pesticides or integrated into the regular math and reading curriculum. Topics include benefits of pesticides, packaging and warning labels, application methods for fields and homes, specific hazards such as pesticide storage areas and contaminated irrigation water, and steps to take in case of pesticide contamination. The Level 1 Unit gives background information for teachers, a detailed course for instructing children, 15 visuals, 4 true-false tests, and an illustrated pamphlet for parents. The unit is organized under 16 pesticide concepts with teaching materials, activities, and reading and math skills outlined for each concept. Activities include comparing healthy and unhealthy produce, counting and grouping seeds, and completing… [PDF]

Incardone, Peter (1982). Teaching Students to Read Better. Professional Development Series, No. 6. This guide consists of suggestions designed to assist vocational educators in helping students improve their reading skills. School-related and non-school-related reasons why students have difficulty reading are examined. Discussed in a section on teaching the essential technical reading skills are textbook usage skills, vocabulary development, and comprehension and study skills improvement. Auditory and visual methods for helping bilingual students are provided. Suggestions are set forth for using the services of reading specialists, librarians, and school nurses to help students improve their reading skills. Finally, the teaching of a model reading unit is described in terms of the phases of the school year, from the August preparatory period through the wrap-up stage in June. (MN)…

Ross, Eva (1982). Parental Involvement Component. Ysleta Equity Seekers (YES) Program. Designed for use by vocational counselors with parents of junior high students, this handbook includes activities written in English and Spanish covering parental influence in vocational choices. The first of three sections discusses increasing parental involvement in vocational education. Section II begins with advice for implementation of such a program for Mexican American parents to make them aware of factual information regarding women and work, realistic career choices for their children, their own child-rearing practices, and ways to reinforce their children's nonstereotypic activities. Parent recruitment and implementation steps are discussed. Materials written in English and Spanish are then provided for six 2-hour sessions. For each session some or all of the following are included: an agenda; a trainer's copy of the session agenda listing goals, purposes, activities, and materials; participant handouts; transparency masters; a trainer instruction sheet for each activity…

Leben, Clay (1987). Prekindergarten: Full Day vs. Half Day. Austin Independent School District, 1986-87. In 1986-87, the Austin (Texas) Independent School District converted from a full-day prekindergarten program for low-achieving children to a half-day program to serve more limited-English-proficient (LEP) and low-income children (thereby meeting eligibility criteria in conformance with Texas House Bill 72). Half-day instructional time was 60% of that provided in full-day sessions, and with teaching staff increases, three times as many children (1,516) were served as in 1985-86 (494), including more bilingual and English as a Second Language (ESL) classes. Pretest-posttest gains on the Peabody Picture Vocabulary Test-Revised evaluated half-day and full-day program effectiveness, measured against national average gains. Results showed that: (1) half-day program gains in English vocabulary were generally two-thirds those of the full-day program; (2) the greater gains of full-day LEP students occurred at all achievement levels, but the difference appeared to be associated more with… [PDF]