Nicolaidis, Mary; Sica, Michael (1984). Fort Hamilton High School Project SPEED: Special Education to Eliminate Dropouts. O.E.E. Evaluation Report, 1982-1983. The major goal of Project SPEED (at Fort Hamilton High School, Brooklyn, New York) was dropout prevention. In its first year of operation, 1982-83, the project provided English as a Second Language (ESL) instruction, bilingual instruction in basic skills required for graduation, and guidance services to approximately 300 limited English proficient (LEP) students in grades 9-12 who were regarded as high risks for dropping out. The students, mostly recent immigrants, were 65 percent Spanish speaking, 20 percent Chinese speaking, and 15 percent Arabic speaking. The project's individualized approach was based on three models, each having a specific goal and curricular emphasis: Model 1 aimed at dropout prevention, particularly for 9th and 10th graders; Model II aimed at truants whose likelihood of staying in school is minimal; and Model III aimed at retaining LEP students older than 18. Evaluation of the project, however, showed that it was impossible to examine these models as such… [PDF]

Inman, Deborah; Schulman, Robert (1984). Project BABS: Bilingual Academic and Business Skills. O.E.E. Evaluation Report, 1982-1983. Project BABS, in the second of a three year funding cycle, provided career counseling and job internships with business enterprises, in addition to a computerized reading program, to approximately 600 limited English proficient (LEP) students. The students–of Chinese/Vietnamese, Greek, Russian, and Hispanic descent–attended four New York City high schools. The major instructional objectives of the program were to provide participating students with instruction leading to the development of basic skills in both English and the native language; to develop students' business and secretarial skills; and to allow students to apply those skills in after-school or summer job internships with local businesses. Title VII funds supported all program staff positions. Due to efforts of the job developer and the curriculum specialists, 12 program students were able to serve as interns with various businesses and agencies during summer 1983. In addition, these staff members met with school… [PDF]

Holt, Louise; And Others (1981). Survival Communication Instruction for Classroom Teachers of Students with Limited English Proficiency (LEP). Guidelines and techniques for assisting limited English proficient students in adjusting to their new environment and learning to communicate in English are provided for classroom teachers without previous training in teaching English as a second language. The language and cultural differences of minority students in Utah are noted so that teachers can aid the cultural and social adjustment of new students from the moment of their arrival. Orientation to the school through the use of the orientation tapes available in 11 languages, preliminary English proficiency assessment for placement, and the teaching of basic English vocabulary and phrases for immediate communication are described. The contents of the Holt-Gudmundson Preliminary LEP Assessment Inventory are presented and seven other assessment instruments are discussed. Also covered are the use of total physical response activities to strengthen listening comprehension, survival phrases and social expressions, questions,…

STRANG, RUTH, ED. (1965). UNDERSTANDING AND HELPING THE RETARDED READER. THE PROCEEDINGS OF A 1962 STATEWIDE ARIZONA CONFERENCE ON READING DEVELOPMENT AND READING DIFFICULTIES INCLUDE 15 PAPERS. ARTICLES ON THE ABLE RETARDED READER ARE \UNDERSTANDING THE ABLE RETARDED READER\ BY HELEN M. ROBINSON, AND \CLASSROOM PROCEDURES\ BY ROSEMARY YOAKUM. PAPERS ON EMOTIONALLY DISTURBED CHILDREN ARE \IDENTIFICATION OF EMOTIONAL DIFFICULTIES IN READING\ BY PETER GALLAGHER, \CAUSATION AND PREVENTION\ BY BORIS ZEMSKY, \NEUROPSYCHIATRIC CONSIDERATIONS IN CHILDREN'S READING PROBLEMS\ BY RALPH RABINOVITCH, AND \CLASSROOM PROCEDURES\ BY LORA ANDERSON. BILINGUAL CHILDREN (CHILDREN FROM NON-ENGLISH SPEAKING HOMES) ARE DISCUSSED BY MAMIE SIZEMORE IN \UNDERSTANDING 'BILINGUAL' CHILDREN, BY MILES ZINTZ IN \DEVELOPING A COMMUNICATIONS SKILLS PROGRAM,\ AND BY JANE MOORE IN\CLASSROOM PROCEDURES.\ INCLUDED ALSO IS AN INTRODUCTION BY RUTH S. STRANG ON LEVELS OF KNOWLEDGE AND SKILL, DIAGNOSTIC PROCEDURES, ESSENTIALS OF TREATMENT, AND READING MATERIALS. THE SUMMARY AND CONCLUDING…

Cardenas, Blandina; Cardenas, Jose A. (1977). The Theory of Incompatibilities: A Conceptual Framework for Responding to the Educational Needs of Mexican American Children. According to the Cardenas-Cardenas Theory of Incompatibilities, Black, Mexican American, and economically disadvantaged children have not enjoyed the same success in school as that of the typical middle-class American because of a lack of compatibility between the characteristics of minority children and the characteristics of a typical instruction program. Over forty incompatibilities have been identified and grouped into five broad areas: poverty, culture, language, mobility, and societal perceptions. The interrelatedness and interdependence of any programs to address these incompatibilities and the inherent racism in the concept of having minority children adapt to typical programs must be considered prior to the development of an educational plan. A comprehensive education plan aimed at eliminating the incomptibilities between the school and minority children must consider a wide array of change and incorporate the following elements of school activity: educational philosophies,…

(1968). ASSIMILATION THRU CULTURAL UNDERSTANDING. ESEA TITLE III-PART II NARRATIVE REPORT. APPLICATION FOR CONTINUATION GRANT. This application for a continuation grant describes the project of the Board of Education of Hoboken, New Jersey, for improving the assimilation of Puerto Rican and foreign born students. This Elementary and Secondary Education Act, Title III, project has included, and hopes to continue, inservice teacher education, community programs, curriculum development, special school programs, and staff visits to Puerto Rico. The application also serves as a progress report and follows the standard format required by the Act. (See also UD 006853.) (NH)… [PDF]

DeLawter, Jayne, Ed. (1976). Reading: Prospecting for Futures; Proceedings from the Tenth Annual Conference of the California Reading Association, Sacramento, 1976. The 33 articles published in this conference report represent the wide range of topics covered at the conference. Entries are organized under the following six headings: Comprehension: the reason for reading; the role of reading in personal development; language and cultural variables and reading; instructional programs and procedures; reading in the secondary school; and testing in reading. Topics treated range from self concept and bibliotherapy to the special problems involved in teaching reading to Asian and Chicano children. The section on instructional programs and procedures consists of 12 articles that provide teaching models and techniques and discuss early reading, language experience and development, remedial reading, and accountability. (MAI)…

Freed, Barbara F. (1978). From the Community to the Classroom: Gathering Second-Language Speech Samples. Language in Education: Theory and Practice, No. 6. Adapting sociolinguistic fieldwork techniques for use in teaching a second language is presented as an activity that gets students out of the classroom and into the speech community to observe and use language in real situations. It is intended for intermediate and advanced students who need motivation and encouragement to interact with native speakers. First methodological approaches of sociolinguists studying speech in a social context are examined, beginning with the identification of the speech community to be studied. Also included in the fieldwork techniques are preparing an explanation for the interviews and devising interview forms to guide the conversations, which are tape-recorded. Next, student preparation is discussed, including pre-fieldwork activities (classroom role-playing), and fieldwork preparation (classroom discussion to prepare topic and schedule). Three sample taped interviews are shown concerning life in New York, Puerto Ricans in Philadelphia, and family life… [PDF]

(1970). Developing Language Curricula: Programed Exercises for Teachers. Michigan Oral Language Series. This manual is designed to introduce teachers to basic principles of language analysis which can be immediately applied to classrooms populated by non-English speaking or language handicapped children. Programed exercises covering major units of study are included with follow-up discussion on: (1) nature of language; (2) attitudes toward language; (3) contrast in vowel sounds; (4) consonant sounds; (5) suprasegmentals; stress, pitch, and pause; and (6) the ordered forms of words. The exercises involve the teacher in a detailed analysis of language interference problems which can be anticipated when Spanish background youngsters try to learn English. The manual is intended for use in workshops or by individuals. (RL)… [PDF]

Barker, Graham; Heller, Monica (1988). Conversational Strategies and Contexts for Talk: Learning Activities for Franco-Ontarian Minority Students. Anthropology and Education Quarterly, v19 n1 p20-47 Mar. Analysis of the problems of French-speaking Ontarian minority students suggests that they are able to build on the different communicative resources they bring to the task to jointly or variably address multiple embedded discourse and task and social functions, thereby extending their use and awareness of language. (Author/BJV)…

Tucker, G. Richard (1996). Some Thoughts Concerning Innovative Language Education Programmes. Journal of Multilingual and Multicultural Development, v17 n2-4 p315-20. Identifies five recurring themes in the literature on bilingualism: role of language policy or planning activities in educational reform; concern with nurturing the mother tongue and facilitating transfer of skills across languages; importing a model versus a "cycle of discovery"; practical problems that impede implementation of innovative language education programs; and the potential contributions of research in classroom discourse. (CK)…

Cota, Irene C. (1997). The Role of Previous Educational Learning Experiences on Current Academic Performances and Second Language Proficiency of Intermediate School Limited English Proficient Students. Bilingual Research Journal, v21 n2-3 p147-62 Spr-Sum. Interviews with 103 limited-English-proficient middle school students in California examined student and parent attitudes toward learning English, student use of English with family and friends, homework and study assistance, participation in extracurricular activities, and the influence of frequent absences and years of English instruction on academic achievement. (Contains 24 references.) (Author/TD)…

Segan, Frances (1993). Project Porvenir. Final Evaluation Report, 1992-93. OERA Report. Project Porvenir was a federally-funded program serving 392 native Spanish-speaking, limited-English-proficient students in four Bronx (New York) elementary schools in 1992-93, its fifth and final year of operation. Participating students were general education students in grades 3-6 and special education students. Students received instruction in career education in their English-as-a-Second-Language (ESL) and native language arts (NLA) classes. Staff development, parent involvement in school-related activities, and curriculum development were also important program components. The program met its objectives for English language development, career-education, non-academic mainstreaming, attendance of general education students, staff development, curriculum development, and parental involvement. It did not meet its objectives for NLA, academic mainstreaming of special education students, and attendance of special education students. (Author/MSE)… [PDF]

(1988). New Voices: Immigrant Students in U.S. Public Schools. Immigrant children face serious problems in gaining access to a free public education. Many schools discourage immigrant children from enrolling; once inside the schoolhouse, these children continue to experience barriers to a comprehensive and effective education. Immigrant students lack the quality language assistance programs they need to develop effective skills in reading comprehension, writing, and speaking. Immigrant students are more likely to be retained in-grade and inappropriately placed in special education programs, and are at double risk for being placed in low academic tracks on the basis of language limitations or slow academic progress. The cumulative effects of these experiences, which cause great emotional stress, often cause them to leave school early; many immigrant students need specialized support services. Intergroup conflict is a serious problem in many schools. Schools are not doing enough to work with immigrant parents. Unless schools are restructured in…

(1978). Actividades al Aire Libre (Outdoor Activities). OBIS/Mini-Corps. Prepared specifically for use in one-week outdoor summer camp programs for migrant children aged 10-15, the twenty bilingual (Spanish and English) educational and recreational activities in the Outdoor Biology Instructional Strategies (OBIS)/Mini-Corps package have been revised to develop language skills as well as an awareness of the outdoor environment. Simulation, observation, experimentation, and numerous games are used to study ants, fish, lichen, plant habitats and distribution, decomposers, water organisms, stalking, and food chains. Each activity is presented in an individual water-resistant folio containing an introduction, materials list, preparation, action, and language development section consisting of discussion activities, language games, and an all-Spanish mini-dictionary. Throughout the package instructions and information for the leader are in English. Headings, key words, materials, and instructions for students are bilingual. The package contains three additional…

Mazon, Manuel Reyes, Ed. (1972). Adelante: An Emerging Design for Mexican American Education. Prior to an intensive 3-day conference, position papers were prepared by a select group of Mexican American scholars, representing the areas of history, anthropology, bilingualism, sociology, political science, education research, psychology, and cultural arts. Under suggested guidelines, selected Mexican American educational leaders reacted to the papers in small group sessions at the conference. Based on these reactions, the papers were then revised for this publication, which is divided into two sections. The first contains two introductory papers concerning the general topic of education for the Mexican American. The second section includes a paper discussing specific problems of the Mexican American child and the eight main position papers. Topics of the papers are: a challenge for educational institutions–an educational philosophy for the instruction of Mexican Americans; anthropological implication in the education of Mexican Americans; toward a philosophy of education for…

Scorza, Margaret H. (1989). Computer Focused Russian Bilingual Instructional Program, 1986-1987. OEA Evaluation Report. The Computer Focused Russian Bilingual Instructional Program was a federally-funded program providing instructional and support activities for 321 Russian-speaking students of limited English proficiency at four public and two private high schools in Brooklyn, New York. The main goals of the program were to develop English proficiency and provide content area instruction and computer literacy. Instructional content varied across sites. Public school students took courses in English as a second language, Russian culture and literature, content areas, business, and vocational courses taught in English. Private school students had tutorials and small-group classes in English and academic subject areas. Career awareness was developed by the grade advisor at each site, and additional components included personal counseling, tutoring, parental advisement, curriculum development, and staff training. Analysis of student achievement indicated that program objectives were met in content-area… [PDF]

Abou, Selim; And Others (1978). Minorities linguistiques et interventions. Essai de typologie (Linguistic Minorities and Interventions. Towards a Typology). This volume contains six major papers on the following topics: (1) the concept of linguistic minority; (2) juridical approaches in linguistics; (3) a typology of interventions in the public sector; (4) a typology of interventions in education; (5) the use of language in private enterprise; and (6) the concept of ethnic group. The necessity of securing the collaboration of various backgrounds in the study of linguistic minorities is noted. Each paper is followed by commentaries. The contributors to the volume are: Jean-E. Humblet, Guy Heraud, Jean Poirier, Alain Prujiner, Servio Salvi, Peter Pernthaler, Alberto Escobar, Marc Lengereau, Rudolph Viletta, Guy Plastre, Heinz Kloss, Fried Esterbauer, Alain Fenet, William F. Mackey, Pierre Maranda, John Macnamara, Guiu Sobiela-Caanitz, Gerardo Alvarez, Jacques Brazeau, Pierre Laporte, Toussaint Hocevar, M.P. Herremans, Selim Abou, and Jean-Marc Leqer. (Author/AMH)… [PDF]

Akigbe, Alelia B. (1977). Monolingual and Bilingual Tutor Mixes: An Innovative Design for the Junior High School. On the theory that a large part of children's learning comes from their peers, a successful, innovative tutorial system has been initiated for ESL (English as a second language) junior high school students. Bilingual eighth and ninth grade honor students representing the languages spoken by the ESL students are recruited to help tutor non-English-speaking pupils in regular academic assignments, and to help drill small groups of students in an overcrowded ESL class. When the language barrier has been broken by the bilingual tutor, monolingual peer tutors are used to orient ESL students to the school and culture. The student tutors also make teaching games, conversation tapes, and other materials. In addition, they translate rules and regulations for teachers and go to classes to serve as interpreters when needed. This program has alleviated the failure ESL students were experiencing in their academic courses, lessened the burden of the ESL teacher, facilitated communication between…

(1973). Adult Student Retention and Achievement with Language-Based Modular Materials. POR FIN: Program Organizing Related Family Instruction in the Neighborhood. The goal of the POR FIN research design was to develop a language-based curriculum emphasizing the audiolingual approach and integrating academic and social-functioning subject matter. The modular curriculum is designed so that each lesson is independent and complete in itself, and provides a high degree of motivation, retention, and achievement for the undereducated bilingual adult. The document is divided into three major sections. The first section describes the research methodology employed, the structure of each lesson, and the measurement and statistical devices utilized in the study. The analysis and presentation of the controlled experiment's test results are offered in part 2. Four student performance measurement devices and other variables are described and analyzed to evaluate the POR FIN curriculum. They comprise a passive language and math test, a self-concept rating scale, a language proficiency rating scale, and a social-functioning test. Data from administrator,… [PDF]

Vekander, Bertie M.; And Others (1968). Project PASO: A Parallel Bi-Lingual Curriculum. An Application for an Operational Grant Under the Provisions of Title III, P.L. 89-10. This Title 3 proposal outlines a program of parallel bilingual instruction for non-English speaking Mexican students and Spanish-speaking Anglo students in grades 9-12, designed to assimilate Spanish-speaking students within two years and to improve the Spanish skills of Anglo students. A descriptive section includes information on the community, statement of need, objectives, procedures, emphasis, planning, non-public school participation, evaluation, dissemination, personnel qualification, facilities, equipment, and materials. Other sections include statistical data, financial information, and assurances. An appendix contains sample materials, survey results, and additional explanatory material. [Not available in hard copy due to marginal legibility of original document.] (AF)… [PDF]

Rand, Earl, Ed. (1968). Workpapers in English as a Second Language, [Volume II]. This volume presents the 1968 collection of working papers in the field of teaching English as a second language (TESL). It includes discussions of several practicalities in the field of English language teaching such as choosing literature and short stories for non-native speakers, criteria for selecting textbooks, educational problems involved in TESL, language learning among the Navaho, English language teaching at home and abroad, TESL in a planned multilingual situation, and free recall of orally presented sentences as a test of English competence. Several articles discuss applied linguistic theory on such diverse topics as the role of rules in second language learning, teaching pronunciation, and a rationale for teaching a second language. (VM)… [PDF]

Bernbaum, Marcia (1972). Early Childhood Programs for Non-English-Speaking Children. PREP-31. Research findings on bilingual preschool children (2-1/2 to 6 years of age) and programs are presented. Working definitions are given for some of the terms used in the report. Research findings are divided into four categories: (1) "The Community" focuses on the findings from the fields of social psychology and sociolinguistics; (2) "The Bilingual Child" considers those findings from linguistics and psycholinguistics; (3) "Of Special Interest to Educators" answers some specific questions; and (4) "Testing the Bilingual Preschooler" summarizes several issues associated with assessing to what extent a child is bilingual, and draws attention to possible approaches that may be used to assess the intelligence of a bilingual child. Practical Guidelines for the Teacher and Administrator are given, followed by specific guidelines that relate to the community, the parents, the children, the teacher and her aide, and goals. Examples of existing… [PDF]

Spector, Sima (1972). Patterns of Difficulty in English in Bilingual Mexican-American Children. The purpose of this study is to examine the English-language performance of bilingual children so that patterns of difficulty may be ascertained and intelligent decisions can be made in designing language training for these students. The document first provides a review of relevant literature defining bilingualism, inherent characteristics of bilingualism, academic and psychological problems created by bilingualism, and essentials of language proficiency, and discusses specific patterns of difficulty to be expected in English-language performance. The author then describes an experiment conducted among 15 bilingual and 15 monolingual children to determine patterns of difficulty. The details and results are reported along with a discussion of implications. Findings confirm the investigations and statements of linguists as to areas of difficulty for bilingual speakers; however, the similarity of performance by their monolingual English-speaking peers indicates that other dynamics… [PDF]

(1975). Development of the SWRL English Language and Concepts Program for Spanish-Speaking Children (LCS). The English Language and Concepts Program for Spanish-Speaking Children (LCS) is designed to enable Spanish-speaking youngsters to succeed in the regular school classroom. This report presents detailed summaries of major studies in the LCS tryout and evaluation sequence. (1) LCS prototype tryout, 1969: Tryout is described, materials and procedures are identified and pupil test results presented. (2) LCS component tryout, 1970-71: 135 LCS lessons were tested, pupil and teacher feedback obtained and two variants evaluated. (3) LCS product tryout, 1971-72: Materials and procedures were tried; test results, teacher comments and pupil attendance records are presented. (4) LCS classroom observations, 1971-72: Observation procedures and data collected during the tryout are described; implications for revisions are discussed. (5) Development of LCS assessment measure, 1972: Design and construction of this measure are described. (6) Development of LCS placement procedures. (7) Follow-up of…

Bartley, Sandy; Sutton, Robin; Swihart, Steve; Thiery, Tim (1999). Cultural Perspectives at Goshen Middle School: Examination of Internal and External Factors That Affect Hispanic Student Achievement. A 4-week study at Goshen (Indiana) Middle School examined the internal and external factors affecting Hispanic student achievement. Data were collected through classroom observation, student interviews, and a survey of Latino parents. Although teacher responses to Hispanic student classroom participation were always positive, student responses, from Anglos and Hispanics alike, were less positive. When Hispanic students were given equitable response opportunities, grades improved an average of 10 percent. When the teacher was within an arm's length, Hispanic students stayed on task more, seemed more focused, attempted assignments more readily, completed work more accurately, and submitted more completed assignments. Teacher proximity resulted in grades improving 10 percent for some students, more for others, and not significantly for those already achieving satisfactorily. When Hispanic students sat together, work was turned in 15 percent more often, accuracy improved 10 percent, and… [PDF]

Klesner, Margaret (1982). Language Arts for Native Indian Students. The resource book by the British Columbia Ministry of Education explains methods that may help in teaching language arts to native Indian students in grades K-7. The book, an attempt to enhance the development of native students' language skills within the regular classroom, indicates how to incorporate into the regular curriculum materials by and about native people in British Columbia and describes instructional strategies congruent with the learning strategies of many Indian students. The methods described emphasize the child's cognitive and affective strengths and use a child-centered approach that stresses the validity of the native child's experience as the basic material of learning. The resource book presents an in-depth discussion of teaching strategies; steps in learning development; the language of the classroom; preparation for reading; early and later reading levels; the diagnostic teaching of reading; writing instruction; and supportive services for teachers, students,… [PDF]

(1985). The Danger of Poison. Level 3 = El Veneno es Peligroso. [Nivel 3.]. Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to early intermediate grade 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 3 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 reading/writing/discussing stories related to safe pesticide use, and… [PDF]

(1985). Report No. 5 to the United States District Court, District of Massachusetts on Boston School Desegregation, Volume I. Desegregation efforts made by the Boston Public School District between December, 1984, and May, 1985, are described and assessed in this executive summary of a monitoring report prepared for the U.S. District Court. Following a brief overview, separate sections deal with the following seven monitoring areas: student assignments, special desegregation measures, vocational/occupational education, facilities, staff, transportation, and parent and student organizations. Throughout this summary, emphasis is placed on the compliance status of outstanding court orders, and suggestions are made for a future monitoring process. The summary concludes with a brief discussion of disputes and modifications accepted during the year of study. (KH)…

(1985). Report No. 5 to the United States District Court, District of Massachusetts on Boston School Desegregation, Volume II. Desegregation efforts made by the Boston Public School District between December 1, 1984, and May, 1985, are discussed and evaluated in this collection of reports prepared for the U.S. District Court. Seven monitoring areas are dealt with. These are student assignments and special desegregation measures, vocational and occupational education, school facilities, staff, transportation, and parent and student organizations. Each of the seven reports includes a summary of the specific findings and the documentation in support of specific findings. Additionally, disputes resolved and modifications made during the monitoring period are described. (KH)…