Grassmuck, Janice; Greene, Joshua (1980). Youth Employment and Education: Possible Federal Approaches. Budget Issue Paper for Fiscal Year 1981. Prepared at the request of the U.S. Senate Committee on Labor and Human Resources, this study analyzes present federal programs serving youth and evaluates a variety of alternative approaches, without making recommendations. After a summary of the issues involved in the youth employment problem (such as whether to emphasize training and education programs that would help youth obtain jobs in future years or to stress programs that would provide immediate employment and income; and how to achieve the desired emphasis: by continuing existing programs without change, by modifying them, or by establishing new ones), the report presents in five chapters (1) an overview of current youth education and employment problems; (2) a description of current federal youth employment and education programs; (3) an evaluation of current youth employment and education programs; (4) a description of the Carter Administration's youth proposal (Youth Act of l980) and an evaluation of it; and (5)… [PDF]

Parrish, Berta E.; And Others (1978). New Directions in Reading Education. Volume 1. The nine articles presented in this yearbook were drawn from Arizona State University's Annual Reading Conference which focused on new directions in reading. Four of the articles deal with evaluation techniques in reading and include discussions of developing culture-fair informal reading inventories, what oral language tests really measure, and evaluations of norm-referenced and criterion-referenced measures of reading achievement. The theory and practice related to expressive language skills are discussed in two articles, one dealing with teaching in a bilingual culture, the other with language development through the content areas. The remaining three articles cover the need for readability estimates in the selection of supplementary reading materials, a suggestion that reading researchers look to government and industry for support, and a plea for all educators to humanize instructional practices. (FL)…

Marinelli, Diane, Ed. (1979). Competency-Based Adult Education/English as a Second Language Modules: Health. This packet contains four Competency-Based Adult Education/English as a Second Language (ESL) lessons in the health content area designed for beginning level students. Each lesson revolves around one central character who, in the course of the four lessons, successfully performs four life-coping skills: (1) calling for a doctor's appointment, (2) visiting the doctor, (3) filling a prescription, and (4) going to the Emergency Room. Contents of each lesson include statement of purpose, list of outcomes, pre-post test with means of evaluation, and suggested instructional resources and activities. Within the instructional activities is a section titled "Required Level of English" specifying what language content the student should be familiar with in terms of reception and production, prior to using the lesson. The lessons are keyed to two major ESL basic texts–New Horizons and ESL–A New Approach for the 21st Century. Each lesson contains some or all of the following skill…

Rosa-Lugo, Linda I., Ed. (2000). Florida Journal of Communication Disorders, 2000. Florida Journal of Communication Disorders, v10. This volume of the Florida Journal of Communication Disorders contains the following featured articles: (1) Using Descriptive Language Assessment Procedure with African-American English Preschool Child Speakers: Advantages and Limitations (Kenyatta O. Rivers and Linda J. Lombardino), which discusses best practices for using descriptive language assessment procedures; (2) Format Frequency Differences in Vowels Produced by African American and Caucasian Male Speakers (Julius Fridriksson and Jack Ryalls), which discusses research findings that indicate differences between the two groups; (3) The Consistency of Kay Elemetrics Multidimensional Voice Program (MDVP) for the Acoustic Analysis of the Dysphonic Voice (Yaser Natour and others), which discusses the high degree consistency of the MDVP system; (4) Successful Educational Re-Entry after Severe Traumatic Brain Injury: The Contribution of Cognitive Compensation Strategies (Larry E. Schultz and Judith A. Schults), which describes…

Kroon, Sjaak; Vallen, Ton (1994). Multilingualism and Education: An Overview of Language and Education Policies for Ethnic Minorities in the Netherlands. Current Issues in Language and Society, v1 n2 p103-29. Discusses the immigrant situation in The Netherlands, Dutch education policy with respect to ethnic minorities, intercultural and language education, and the implementation of the 1992 "Cedars in de tuin" policy report. It is concluded that government policy in regard to multicultural Dutch society is somewhere between assimilation and pluralism. (37 references) (MDM)…

(1979). Educational Programs That Work. A Resource of Exemplary Educational Programs Approved by the Joint Dissemination Review Panel Education Division, Department of Health, Education, and Welfare. Sixth Edition. This catalog is intended to make successful programs and practices available so that interested school districts may adapt and install their key elements. All programs were approved by program offices within their funding agencies and often by state education agencies. All were then carefully scrutinized for quality by the Joint Dissemination Review Panel of the Department of Health, Education, and Welfare. All programs demonstrated convincing evidence of effectiveness. Many programs are products of the National Diffusion Network. This annual catalog includes up-to-date information on all programs that were described in previous editions and over 30 additional programs. The appendix offers several listings of state coordinators of federally funded programs who may be able to assist local schools through technical assistance with new educational practices. (Author/LD)…

Dianda, Marcella R.; And Others (1993). Lee Conmigo: "Success for All" in Schools Serving Language Minority Students. Occasional Paper. Success for All is a comprehensive schoolwide restructuring program that has improved reading achievement, increased attendance, reduced special education referrals and placements, and virtually eliminated within-grade retentions in high-poverty elementary schools serving African American children. It is noted that as Success for All has expanded since its first implementation in 1986-87 in inner-city Baltimore (Maryland), districts and schools that serve language minority students are adopting the program. This report explains how Success for All is grounded in approaches that are particularly effective in promoting language minority students' academic success, including use of cooperative learning, the integration of language and communication, and a focus on metacognitive learning strategies. It also discusses adaptations in program delivery and curriculum development, especially the development of a Spanish reading curriculum, Lee Conmigo ("Read With Me"), to meet… [PDF]

Wallace, Cyril (1992). Alternative Basic Comprehensive Program (Project A.B.C.). Special Alternative Instructional Program. 1991-92 Final Evaluation Profile. OREA Report. The Alternative Basic Comprehensive Program (Project ABC) was a special alternative program for bilingual high school students in New York City. The project targeted two high schools with an influx of newly arrived immigrant students from Cambodia, Vietnam, and Spanish-speaking countries of the Caribbean and South America. The program was designed to provide students of limited English proficiency with instruction in English as a Second Language (ESL). Native language arts instruction was available in Spanish only in content areas. The project also aimed to develop student and parent career awareness. The project, which enrolled 180 males, 180 females, and 21 students with gender not reported, was fully implemented, and met its objectives in ESL, career development, occupational aspirations, attendance, dropout rate, staff development, the development of an ESL curriculum guide, and parental involvement. It partially met its objectives for content areas and partially met curriculum… [PDF]

Escamilla, Kathy; And Others (1993). Descubriendo la lectura: An Early Intervention Spanish Language Literacy Project. During the 1989-90 school year, Descubriendo la Lectura, a Spanish-language adaptation of the English Reading Recovery project was implemented in a large urban school district in Arizona. The program is designed to identify first-grade students at risk of becoming poor readers and to provide a series of intense short-term learning experiences that assist in acquisition of inner control needed to become independent readers. First-year research efforts in the program focused on construction of a Spanish observation survey and determination of its reliability and validity. For the study, data were collected on 144 first-graders who were ethnically Mexican-American and dominant Spanish-speaking; all were learning to read in Spanish. Data collection included administration of the English and Spanish versions of a language assessment scale, of a standardized Spanish reading achievement test, and of the Spanish version of the observation instrument designed for the program. Results… [PDF]

Stephens, Max, Ed.; And Others (1993). Communicating Mathematics: Perspectives from Classroom Practice and Current Research. The Australian Reading Association felt that language in mathematics was a topic worthy of inclusion in their First International Conference and 19th National Conference. As a result, this book was formed from contributions of mathematics educators in Australia and New Zealand. The book is broken into five major sections: (1) Communicating mathematical meaning, (2) Fostering good classroom practice in mathematical communication, (3) Students writing in mathematics, (4) Assessing mathematical communications, (5) Influence of culture and linguistic background. Themes included in communicating mathematical meaning are language in small group work, communicating the definition of mathematics, and the relationships among cognition, visual imagery, and language. Included in the second section are papers on applying language-learning principles to the mathematics classroom, employing story-telling and children's literature in mathematics, and introducing students to probability through…

Dervaric, Charles, Ed.; Fleischman, Howard L., Ed.; Leighton, Ed.; Said, Mary Staples, Ed. (1994). Descriptive Study of Services to Limited English Proficient Students. Volume 3: Case Studies. The report presents results of a study of: the type, content, duration, and intensity of instructional services provided to limited-English-proficient (LEP) students in the United States; administrative procedures associated with these services (including procedures for identifying students for entry into and exit from these special services); the numbers, types, and qualifications (including first and second language proficiency) of staff and the costs of these special services. Data were gathered through: mail survey of LEP coordinators at state education agencies (n=51), local school districts (n=745), individual schools (n=1,835), and teachers (n=949) of LEP students; telephone survey with LEP coordinators at school districts (n=99) and schools (n=263); case studies of ten school districts; and Title VII file reviews (n=192), including reviews of Title VII applications and interviews with project directors. The study covered the 1991-92 school year. This volume, third of 4 of… [PDF]

Gallego, Margaret A.; Hollingsworth, Sandra (1991). Redefining School Literacy: Teachers' Evolving Perceptions. Research Series No. 210. For the past year, 12 social studies, English/reading, bilingual, and library teachers at an urban middle school have collaborated with 2 professors and 2 graduate assistants from Michigan State University (MSU) to create the concept of \multiple literacies\ in themselves and among their students. The purpose of the work is to extend the concept of multiple literacy beyond its traditional reading/writing and content knowledge boundaries and to help students see the connections between the knowledge and processes that are required to be school literate and those they will need for real life success. Developing multiple literacies thus involves the integration of community literacy (or the appreciation, understanding, and/or use of interpretive and communicative processes needed to adapt socially to school settings, maintain a good sense of self, and gain a conceptual understanding of school subjects) and personal literacy (or ways of knowing and believing about the self, and personal… [PDF]

Musante, Patricia (1993). Effective Transition (Project E.T.) Final Evaluation Report, 1992-93. OER Report. This report presents an evaluation of the Effective Transition (ET) project, an Elementary and Secondary Education Act Title VII-funded project in its second year of operation at Lafayette High School and Pershing Intermediate School in Brooklyn, New York. The project served a total of 300 students of limited English proficiency who were native speakers of Spanish, Cantonese, Mandarin, or other Chinese dialects. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and the content area subjects of mathematics, science, social studies, and computer science. The project also included peer tutoring, career advice, staff development workshops, a parental advisory committee, and parent ESL classes. An evaluation of project ET found that it met its objectives for NLA in Cantonese, the content areas of mathematics, science, social studies, and computer education, attendance, curriculum development, career development for advisement,… [PDF]

(1990). Russian/Greek Bilingual Comprehensive Instructional Program, 1989-90. OREA Final Evaluation Report. During the 1989-90 school year, the Russian/Greek Bilingual Comprehensive Instructional program was fully implemented, serving 707 limited-English-speaking native Russian- and Greek-speaking students at seven public and three private high schools. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), bilingual/ESL content areas (mathematics, science, and social studies), and business skills. Personal and career counseling, tutoring, and parent involvement activities were also provided. The project achieved its objectives in ESL, business skills, attendance, support services, and staff development. The program partially met its objectives for career development and parental involvement, but did not achieve its objective in content area courses. It is recommended that the program lower the target passing rate for content area courses to reflect more reasonable expectations. (Author/MSE)… [PDF]

(1990). Feedback: A Look at Limited-English-Proficient Students in AISD. The numbers and status of limited-English-proficient (LEP) students in the Austin (Texas) Independent School District (AISD) are described for the 1989-90 school year. During that year, 4,494 LEP students were served by the AISD schools: 3,481 elementary school students, 531 middle/junior high school students, and 482 high school students. The LEP population in the school system was 90% Hispanic; Vietnamese speakers were the next largest segment, at 4%. In all, there were 4,042 Hispanic students; 32 Black students; and 420 American Indian, Asian, and White students. Most (90%) LEP students in the AISD were from low-income families, and 38% were overage. Most (88%) LEP students were in regular LEP programs, with a few assigned to special education or modified instruction. Students needing additional services transferred to other schools that provide enhanced services. Such transfers in the year are detailed. In general, rates for the LEP program were similar to districtwide rates for… [PDF]

Clark, Margaret M.; And Others (1985). Early Education of Children with Communication Problems: Particularly Those from Ethnic Minorities. This report is based on an in-depth study of early education in five multicultural primary schools in England's West Midlands. The aim of the study was to identify developments and features of organization that facilitate communication between teachers and children and among the children themselves. Specifically examined were the abilities of 247 children entering primary school reception classes during 1982-83 as shown over time and in different settings. A total of 41 percent of participants were indigenous Whites, 34 percent were of Asian origin, 24 percent were of Afro-Caribbean origin, and the remaining 1 percent were of other backgrounds. Part I of the report describes the characteristics of the schools, classes, and children. Part II describes the language abilities of children in a variety of settings. In the discussion, attention is drawn to some children with communication problems and to the influence of the setting on their apparent competence. Evidence is also reported… [PDF]

DiMartino, Vincent James; Schulman, Robert (1984). Project A.B.C. Bronx Academic Bilingual Career Program, 1982-1983. O.E.E. Evaluation Report. This multi-site program, in its final year of a two-year funding cycle, provided special resources and supportive services to approximately 200 recently arrived students of limited English proficiency in grades 9-12 at three Bronx (New York) high schools. The project served Vietnamese (Chinese ethnics), Italians, and Hispanics. Services provided by each school, as well as student placement policy, differed among sites. However, all project students were incorporated into each school's regular bilingual program and received instruction in English as a Second Language and native language skills and, where available, bilingual content area instruction. Mainstreaming was done gradually and on an individual basis. The project's stated goal was to "let students acquire practical skills and understand the ways in which bilingualism could work for them." Pre-occupational training was to be offered in students' native languages, but this project component was not implemented…. [PDF]

Genesee, F.; And Others (1977). An Experiment in Trilingual Education. Report 4. This is the fourth report of the evaluation of the French-Hebrew immersion programs at the Hebrew Foundation School and the Solomon Schecter Academy in Montreal. Students in the study were those who had started in the project in kindergarten and grade 1, and, at the time of the fourth evaluation, were in grades 3 and 5 respectively. Two pilot immersion groups and one comparison group were considered. The purpose of the current evaluation was to continue monitoring the development of the pilot immersion groups as they completed grades 3 and 5, in the areas of English, French, Hebrew, and mathematics. Particular attention is paid to the performance of the immersion groups in grade 3. For the third grade, results indicate that immersion students have superior skill in French and parity in English skills with their peers in the control school. There was no evidence that participation in French immersion had adverse effects on the students' Hebrew language development. Results were…

de Guzman, Estefania S.; Santiago, Milagros J. (1977). A Child's Step Forward in Reading. The Effect of Language of Material and Other Factors on Reading Comprehension among Grade Four Pupils. Philippine Normal College Research Series No. 3. Sixty grade four pupils of the Philippine Normal College Laboratory were involved in a study to determine the effect of language of material, type of material, and ability level on their reading comprehension. The materials were either unilingual English (E/E), unilingual Pilipino (P/P), or consisted of a text in English followed by questions in Pilipino, (E/P), or vice versa (P/E). The materials were either "Work" or "recreatory" types of materials. The students were identified as being of fast, average, or slow ability. Four selections of work materials and four of recreation materials were each randomly presented in four formats. An analysis of variance with repeated measures on type and language of the materials was used to analyze pupils' scores on the comprehension tests given after they had gone over each of the eight selections. The reading comprehension of the pupils varied as a function of the language of the material, with the unilingual P/P being the…

Hanna, Cornelia B.; Levermann, D. (1975). First Chance Outreach. Del Rio First Chance Early Childhood Program. In order to help handicapped children function in regular school programs by the time they enter first grade, the First Chance Early Childhood Program provides precise intervention into the development of children aged 3 to 5 with clearly identified handicapping conditions. Using English and/or Spanish, program staff test and measure the referred child's educational and language functioning, as well as social, emotional, behavioral, medical, and intelligence factors. Evaluators employ many tests including the Alpern-Boll Developmental Scale, the Leiter International Performance Scale, and the Del Rio Language Screening Test, an instrument which uses five subtests to screen language skills of English and Spanish speaking children aged 3 to 6.11. Children accepted into the program are assigned to one of four program components in which they: (1) spend full time with the Assisting Individual Development (AID) program; (2) divide their time between AID and a regular program; (3) use AID… [PDF]

Jones, Earl; And Others (1980). Evaluation of California's Educational Services to Limited and Non-English Speaking Students; Volume III: Technical Materials, 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…

Campbell-Thrane, Lucille, Ed. (1979). Let's Work Together: Intervention Strategies for Learners with Special Needs. \It Isn't Easy Being Special.\ Research & Development Series No. 175. Divided into four chapters, this monograph focuses on strategies that meet equally the common needs of all students and the unique needs of special students. Chapter 1, Preparing to Meet the Needs of Special Students: Let's Look at Our Responsibilities, identifies special needs populations and presents a list of responsibilities for teachers, counselors, and administrators in helping the special needs learner to succeed in a vocational program. The second chapter explores ten educational needs common to all learners and discusses basic strategies that may help teachers, counselors, administrators, and others to perform effectively with the special student. Chapter 3 provides lists of unique needs of seven special groups and presents strategies for meeting them. Special groups included are (1) American Indians, (2) individuals with limited English proficiency, (3) inmates of correctional institutions, (4) minority groups, (5) gifted/talented students, (6) handicappeo students, and… [PDF]

Flood, Lily Wong (1970). A Second Year Program in English as a Second Language Prepared for Para-Professional Teachers in Bi-Lingual Pre-School Home Teaching Programs: Teacher's Manual. This teacher's manual for a preschool second-year program in English as a second language contains daily lesson plans–objectives, activities, exercises, and subject material–for 22 weeks of class. The program is designed for two English instructional periods per day. English should also be used as the medium of instruction in one other subject. The first four weeks are spent in review of the first year's work. The subjectives and subject material for each week's work are listed at the beginning of the weekly plans. (VM)… [PDF]

Cook-Gumperaz, Jenny; Gumperaz, John J.; Szymanski, Margaret H. (1999). Collaborative Practices in Bilingual Cooperative Learning Classrooms. In cooperative learning environments, small groups of students work together to accomplish specific pedagogical tasks, and teachers act as facilitators. One highly significant characteristic of cooperative learning that has received little consideration so far is the shift in the participation frame that takes place when students are left alone to work on classroom tasks rather than having the teacher direct the learning process. Students are free to take their own time to work out their learning strategies, and they rely on peer group processes both to establish collaboration and guide their own learning. It is in such exchanges that learning processes can be made into observable activities. Central to the case studies described in this report is the fact that everyday informal conversational exchanges play an essential role in group processes, where one speaker is given primary rights of speaking, but where participants must compete for the floor and cooperate in achieving shared… [PDF]

MacGregor-Mendoza, Patricia (1999). Spanish and Academic Achievement among Midwest Mexican Youth: The Myth of the Barrier. Latino Communities: Emerging Voices: Political, Social, Cultural, and Legal Issues. A Garland Series. This book explores the relationship between Spanish language usage, English language proficiency, and the long-term educational outcomes of Mexican American youths. Language use patterns and language attitudes were examined among 38 high school dropouts, 188 high school students, and 36 college students, all Mexican Americans in Chicago. Chapters review relevant research and literature, provide the problem statement and methodology, present comparative analyses of the data from each informant group, discuss relevant findings, and suggest areas for future research. Findings reveal that a high use of Spanish and favorable attitudes toward Spanish in no way hindered either English language proficiency or long-term academic achievement among Hispanic youth. Instead, these factors accompanied higher levels of achievement among the youth surveyed. Additionally, high levels of English language proficiency and positive attitudes toward English did not guarantee high levels of academic…

Cummins, Jim (1988). The Role and Use of Educational Theory in Formulating Language Policy. TESL Canada Journal, v5 n2 p11-19 Mar. Discusses the relationship between research, theory, and policy in language policy formulation in the context of a "conflict" paradigm. In bilingual programs in the United States and Canada, the sociological context of the debate plays a major role in determining the choice of issues to investigate. (CB)… [PDF]

Ayala, Carlos; Contreras, Frances; Schirling, Elsa (2000). Proposition 227: Tales from the Schoolhouse. Bilingual Research Journal, v24 n1-2 p127-40 Win-Spr. Interviews with parents, teachers, and administrators of a California Bay Area elementary school explored the impact of Proposition 227 on parent involvement, student achievement, classroom instruction, and student and teacher emotions. Data indicate that an overemphasis on language of instruction overshadowed other critical issues such as prepared teachers, access to grade-level content, and appropriate instructional materials. (Author/TD)…

Hones, Donald F. (1999). Making Peace: A Narrative Study of a Bilingual Liaison, a School and a Community. Teachers College Record, v101 n1 p106-34 Fall. Explores the role of bilingual liaisons in resolving conflicts and building bridges of understanding between schools and diverse communities, discussing the representation of individuals' voices and narrative forms that engage readers aesthetically and critically; addressing multiple conflicts affecting the lives of minority language students, their families, and schools; and noting the need to move to a paradigm of making peace. (SM)…

Massey, Romeo M.; And Others (1980). The Employability Skills Series: Field Trial Results of a Spanish Language Version for Hispanics. The previously validated Employability Skills Series was systematically translated into Spanish, and field tests were conducted, using criterion referenced measures, to establish if the materials were effective with Hispanic students. Data were collected on the achievement of 484 students on thirty-nine knowledge and twenty-five performance objectives of these competency-based materials written at approximetely a fifth-grade reading level and designed for use in a variety of instructional settings. Eighty percent of the students were at or above the criteria in sixty objectives. They showed significant improvement in their pretest-posttest gains in five of the six units. Further analysis of five factors (school level, English language ability, age, ethnic group, and reading level in Spanish) showed that (1) junior high students did not do as well as students in high schools, vocational-technical centers, community colleges, or adult centers; (2) bilingual students did better than…

Benally, Elaine Roanhorse; And Others (1980). American Indian Education Fact Sheets and Mini Review. Two fact sheets and a minireview are directed at improving American Indian education. The first fact sheet deals with curriculum development for Indian students by the classroom teacher. Curriculum, scope, and sequence are defined, and suggestions are made for using commercially prepared curriculum materials (which often ignore minority representation) as supplements to individually planned programs. A list of 14 centers and organizations that specialize in American Indian-oriented curriculum is included. The problems of stereotyping and depersonalization of Indians, prevalent in children's literature, are described in the mini review, and guidelines for selecting unbiased reading materials are discussed. Ten methods and strategies for effectively using the literature, a challenge to present young readers with truthful and meaningful materials, and a list of instructional materials and reading selections are given. In the second fact sheet, a brief history of American Indian… [PDF]