Wilkins, Ernest Conversational Spanish Curriculum for Teachers of Migrant Children. The guide consists of 15 units to teach conversational Spanish to teachers of migrant children. Using directed conversations and patterned responses, the units cover exchanging common greetings, asking and answering questions, introducing yourself and telling where you work, making statements and answering questions about certain personal characteristics or conditions (i.e., beautiful, tired, handsome, congenial), asking "why", forming negative sentences, interviewing a child, using numbers, making and responding to requests, using the past tense of any verb, talking and discussing with the migrant parents, time orientation, and using the imperfect tense. Each unit includes the performance objectives, a review, task assignments, structure note, and a culture note. The structure note briefly discusses the structure of verbs, phrases, adjectives, or idiomatic expressions. The culture notes give some background information on cultural factors which influence the migrant… [PDF]

Chambers, David R.; Kraus, Rebecca S. (2001). A Bridge to One America: The Civil Rights Performance of the Clinton Administration. This report assesses the civil rights record of Bill Clinton's presidential administration, examining progress made in federal civil rights law enforcement and policy development. Four sections include: (1) "Introduction: The Clinton Presidency in Perspective" (the civil rights landscape and continuing relevance of the fight for civil rights); (2) "Background: A Decade of Turmoil and Change" (key civil rights laws, judicial decisions, and agency enforcement in the 1990s; growing racial and ethnic tensions during Clinton's administration; socioeconomic disparities in the 1990s; and demographic change in the 1990s and beyond); (3) "An Evaluation of President Clinton's Civil Rights Record, 1993-2001" (significant civil rights issues of the Clinton administration, including diversity in the federal government, environmental justice, fair housing, equal educational opportunity, equal access to health care, the impact of welfare reform on women and… [PDF]

Curry, Janice; Zyskowski, Gloria (2000). Prekindergarten Evaluation, 1999-2000. Publication Number 99.11. Online Submission This report summarizes evaluation results from AISD's prekindergarten program during 1999-2000…. [PDF]

(2000). The Teacher's Guide to the U.S. Department of Education. This guide features information about the latest initiatives by the U.S. Department of Education, an update on specific programs for schools and teachers, and a list of services and resources, both at the Department's headquarters in Washington, DC, and nationwide. Introductory pages provide information on nine of the Department's latest initiatives, with details on the teaching initiative and a summary page on each of the others. Other sections discuss the Department of Education's grant programs and other services that may interest teachers. A Services and Resources section describes the Department's services and the various offices that are responsible for them. This section also lists federal Internet resources on education, which may be useful for teachers who use the Internet in their classrooms. The next section presents the range of regional and field-based resources that the Department of Education funds through grants or contracts. The final section presents clearinghouses… [PDF]

(1989). California's Limited English Language Students: An Intersegmental Agenda. A Report to the Intersegmental Coordinating Council from the Curriculum and Assessment Cluster Committee. This document was prepared to promote the development of policies at the school, college, and university levels that ensure that students learn English at the levels required to benefit optimally from their studies. It presents statewide demographic data on California's limited English language speaking students and recommendations for future curriculum planning. The first sections present background on California's non-native English population, including statewide demographics, school data, and economic and workplace data. These sections indicate that an estimated 5% of California's population is limited in their English proficiency and a projected 250,000 foreign immigrants are expected to enter California annually through the year 2000. The number of K-12 students classified as Limited English Proficiency (LEP) was 652,439 in 1988, approximately double the 1980 number. Between 1977 and 1987, Hispanic student enrollment in the state's community colleges increased from 8.8% to… [PDF]

Bennett, Ruth, Ed.; And Others (1985). Hupa Natural Resources Dictionary. Created by children in grades 5-8 who were enrolled in a year-long Hupa language class, this computer-generated, bilingual book contains descriptions and illustrations of local animals, birds, and fish. The introduction explains that students worked on a Macintosh computer able to print the Unifon alphabet used in writing the Hupa language. Students learned to type on the computer, to use the Macintosh mouse to manipulate actions on the computer, and to draw and "paint." A typical page is the work of one student and contains a computer-generated drawing of an animal and computer generated text in Hupa and English. Numerous drawing techniques and types of print are used. A sample of descriptions in English translation includes: deer is sweet to eat, bear–you never know what he will do, coyote stays around the flats, otter likes to eat salmon, and weasel is rattlesnake's husband. Descriptions and illustrations are created for 29 animals ranging from dog and cat to beaver…

Reynolds, Jack; And Others (1978). PLESA: Program for Persons of Limited English-Speaking Ability. Ten Case Studies. These ten case studies of the Program for Persons of Limited English-Speaking Ability (PLESA) report different approaches to providing training and employment assistance to unemployed persons of limited English-speaking ability. (A summary report of forty-seven projects is available separately. See Note.) The first four describe projects conducted in Tucson, Arizona; New York City; Bergen County, New Jersey; and Laredo, Texas. The remaining six cases describe selected features or components of projects in Los Angeles, San Francisco, and Orange County, California; Honolulu, Hawaii; and Philadelphia and New Holland, Pennsylvania. Each section (case study) begins with a bibliographic data sheet and project profile sheet which outlines target group; objectives; client recruitment, selection, assessment, and counseling; training; job development and placement; follow-up program; supportive services; budget; and outcomes. Topics discussed within the narrative of the case studies include… [PDF]

(1983). Project H.E.L.P. (Haitian/Hispanic Employability through Language Program). Project H.E.L.P. (Haitian/Hispanic Employability through Language Program) was developed in response to the language and employment needs of adult Spanish-speaking and Haitian immigrants in Florida. It is an interinstitutional cooperative educational program focusing on four basic aspects of communication: understanding, speaking, reading, and writing. The primary purpose is to help students learn functional conversational English. The program is described in detail, including: (1) program philosophy; (2) administrative and programmatic organization, including sample data collection forms for a variety of administrative functions; (3) linkages and cooperative arrangements with community agencies, business, and industry; (4) outreach and need assessment; (5) curriculum objectives, models, and instructional materials; (6) teaching techniques and materials; (7) the volunteer component; (8) evaluation of student progress, staff, and the overall program; and (9) results of participant… [PDF]

Lopatin, Arthur D.; And Others (1988). George W. Wingate High School Multilingual Survival Skills Program, 1986-1987. OEA Evaluation Report. In 1986-87, the Multilingual Survival Skills Program provided, with the support of Title VII funding, instructional and support services to 360 limited-English-speaking Haitian and Hispanic students at a Brooklyn high school. The program's major goals were to develop English and native language proficiency through simultaneous, intensive study of both languages to develop content-area mastery in bilingual classes until mainstreaming was possible, and to increase awareness of students' cultural heritages and of American culture, democratic values, and institutions. A project director, Haitian Creole/French resource specialist, Spanish resource specialist, Spanish educational assistant, and Haitian Creole educational assistant provided support and instructional services to bilingual content-area teachers, English as a second language (ESL) teachers, and school guidance staff. Program objectives were met or surpassed in native language arts, mathematics, science, social studies,… [PDF]

Lopatin, Arthur D.; And Others (1988). Erasmus Hall High School Bilingual Program, 1986-1987. OEA Evaluation Report. In its fourth year of Title VII funding, the Erasmus Hall High School Bilingual Program served 144 limited-English-speaking students, most of whom spoke Haitian Creole as their first language. The remaining small percentage spoke Spanish, Chinese, or another Asian language as their native language. The program was targeted at the school's least academically and linguistically prepared students, with its major goal to provide them the instruction in English as a second language (ESL) that they would need to quickly join mainstream instruction. Instruction included six levels of ESL, English literacy classes, native language arts in French or Haitian Creole, bilingually-taught math, science, and social studies, and enrollment in some mainstream subjects. Academic, career, personal, and college counseling, tutoring, extracurricular activities, and staff development activities were also included. Although students' English development compared favorably with citywide standards, the… [PDF]

Shore, Rima, Ed.; And Others (1981). New York City Russian Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The New York City Russian Bilingual Program is described in this report. As implemented in 1980-81, the program provided instruction in English as a second language, native language arts, reading, and bilingual mathematics, science, social studies, and other subject areas to approximately 700 Russian-dominant students of limited English proficiency in eleven public and non-public high schools. The report describes the schools where the program was implemented; characteristics of program participants; the student placement process; instructional offerings; non-instructional program components such as curriculum development, program organization, supplementary services, and parent involvement; program implementation; and program evaluation. Statistical tables provide evaluation results. Among the findings are that: (1) limited gains were made in mastery of English syntax objectives; (2) in general, statistically significant achievement gains were made in native language, mathematics,… [PDF]

Gibson, Dale R. (1979). A Needs Assessment Study for Long Range Planning. Central Arizona College at Signal Peak. In an effort to gather information needed in the development of a five-year plan (1980-1985), Central Arizona College (CAC) conducted a survey in 1979 to determine: (1) the future educational needs of area high school students; (2) the courses, programs, and services desired by permanent area residents; (3) the training needs of area businesses; (4) the attitudes of current CAC students toward the college; (5) faculty and staff opinions concerning the success of the college in meeting students' needs; and (6) the role that the college advisory committee members felt they should assume in planning CAC occupational programs. Survey instruments were developed for each group. Respondents included 2,500 high school students from six schools, 100 randomly selected residents (interviewed by telephone), 57 area employers (interviewed in person), 262 CAC students, 96 CAC faculty and staff, and 26 advisory committee members. The survey report summarizes the findings for each group and…

Lindholm-Leary, Kathryn J. (2005). The Rich Promise of Two-Way Immersion. Educational Leadership, v62 n4 p56-59 Dec 2004-Jan. A key to closing the achievement gap between students who come to school speaking a language other than English and native English speakers is adoption of two-way bilingual immersion (TWBI) programs. The bilingual immersion approach fosters excellent academic achievement and positive school attitudes in students of any ethnicity who participate. It also makes students comfortable and competent in other cultures. Lindholm-Leary details the key features that make up different TWBI programs, notably the amount of instructional time spent in English and the time spent on the target language at various grades. Convincing evidence shows favorable outcomes of TWBI programs in terms of true oral and reading/writing bilingualism, high academic achievement comparable to or better than that of students in English-only curriculums, and improved attitudes toward studying and staying in school. (Contains 1 figure.)… [Direct]

Cloud, Nancy; And Others (1989). Multisystem: Systematic Instructional Planning for Exceptional Bilingual Students. This training package assists educators in improving the delivery of services to culturally and linguistically diverse exceptional (CLDE) students at the classroom level. It is based on the necessity of addressing multiple systems (e.g., the child, the family, and the school), with emphasis on mildly disabled over other levels of disability and on Hispanics over other ethnolinguistic groups because of the dominance of these groups in the CLDE population. It models innovative training approaches including video-based training segments, role playing and simulations, and use of cooperative group work. The package is organized into five modules: (1) the Preview Module, which covers characteristics of CLDE children, the role of culture, acculturation, and developmental stages of second language acquisition; (2) the Specialized Informal Assessment Module, which covers language proficiency, academic skills, and learning style/social skills; (3) the Culturally and Linguistically Appropriate… [PDF]

(1998). National Workplace Literacy Program. Garment-Related Bilingual (English & Chinese) T.V. Broadcast Lessons. Book II: Episodes 16-27. This publication contains a series of 12 garment-related bilingual (English and Chinese) television broadcast lessons that were produced to augment an earlier series of 15 lessons. The objective of these television lessons is to teach garment-related English terminology to the garment workers who cannot attend classes in the National Workplace Literacy Program of Chinatown Manpower Project, Inc., New York, New York, and to arouse their interest in learning more English. Each lesson is approximately 10-15 minutes in length. The lessons usually begin with a hostess introducing basic garment-related English terms. This is followed by a real life story incorporating the new vocabulary and its usage. At the end of the lesson is a review of the garment-related terminologies and a test. To facilitate the learning process, all the lessons have English and Chinese subtitles. Topics of the lessons–Episodes 16-27–are as follows: colors and patterns; garment-related tools and sewing machine…

DeMauro, Gerald E. (1985). Issues in the Placement of Limited-English-Proficient Students and in the Evaluation of Their Instructional Programs. The Language Assessment Battery was administered to third to fifth grade limited English speaking students in New York City. Special techniques addressed two common problems in testing these populations: (1) language tests suitable for limited English speakers change their psychometric characteristics over time as the students' language ability improves; and (2) the absence of a comparison population who do not receive the necessary treatment. A cutting score was determined by the intersection of the target and monolingual curves of scores from an earlier test administration. Students scoring above this point more closely resembled monolingual speakers, while students scoring below this point were more like target students in English abilities. The skills typical of the target range of scoring were compared to those which described the monolingual range of scores; Rasch item calibrations and person abilities were examined. Reading skills (as opposed to listening and writing) best…

Olmos, Arlette (1977). Enseignement de la langue maternelle a des enfants d'emigrants (Teaching the Native Language to Children of Immigrants). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 26. For several years in Switzerland it had been clear that adolescents with previous learning difficulties in their own country experienced even greater academic problems in Switzerland where they were expected to attend school with native speakers of French. Therefore, an experimental class was organized of Spanish and Italian-speaking children who were chosen because of extremely poor results on writing tests in their native language. During the first year of the experimental course in the native language, the emphasis was on learning the native language in comparison with French. At the end of the first year an evaluation showed that students had made progress in both their own language and in French, but the further development was needed. Accordingly, three orientations were adopted for the second year: (1) the aspect of grammatical comparison of the languages was retained to some degree; (2) control of the native language was emphasized and instruction in it focused on its own…

Duran, Daniel Flores (1979). Latino Materials. A Multimedia Guide for Children and Young Adults. In the last decade the phenomenal growth of bilingual/bicultural programs for Spanish-speaking people has been accompanied by a critical need for learning materials which provide current, historically accurate, nonracist and nonstereotypic information on the contributions, heritage and current status of the various Spanish-speaking groups. Prepared to assist the librarian, teacher and curriculum specialist seeking educational materials for Latino children, this guide includes both printed works and 16mm film titles, published or developed primarily since the mid-1960's. Part I of the guide presents four essays exploring the background of Latino life and literature in the United States, as well as library services to Latinos. The next three sections list 473 general, Mexican American, and Puerto Rican resources; each section is further divided into materials for elementary, secondary and professional use. Entries include complete bibliographic information, recommended grade level,…

Khleif, Bud B. (1975). Ethnic Boundaries, Identity, and Schooling: A Socio-Cultural Study of Welsh-English Relations. This report is concerned with the current Welsh cultural resurgence, with the focus of this resurgence on the Welsh language as a chief determinant of ethnicity, and with the efforts of the Welsh to obtain from those that govern them institutional supports for their language in schools, courts of law, and similar public and official establishments. This study is put in the context of relations with the English, the historical background of the Welsh, and the larger context of autonomist movements in Europe and North America, South America, Asia, and Africa. The questions explored here include: (1) what is the relationship between ethnicity, nationalism, and language; (2) under what circumstances do they fuse into one another; (3) to what extent do they have an underlying unity, yet can be discussed apart; and (4) what accounts for the persistence of ethnicity well into the twentieth century? The report is divided into the following sections: a brief history of European, Celtic, and… [PDF]

(1969). Central California Action Associates Inc. Semi-Annual Report, August 1, 1968-January 1, 1969. The Central California Action Associates, Inc. (CCAA Inc.) was funded under the Migrant Division of the Office of Economic Opportunity to help farm workers solve their problems. The 7-county area has been characterized by high agricultural wealth and a low wage scale when compared to the surrounding cosmopolitan areas. The minimal education level of the farm workers excludes them from better jobs. The goal of the CCAA Inc. program is to provide the means through basic education and pre-vocational training whereby migrants and seasonal adult farm workers in the participating counties will be able to upgrade their economic and social lives. The 3 components of CCAA Inc. are administration, education, and vocational placement. Each division is explained as to present and future functions. (LS)… [PDF]

(1976). Manual for Indochinese Refugee Education 1976-1977. This manual is intended to meet the needs of elementary and secondary school teachers and administrators across the United States who have been charged with the education of Vietnamese, Cambodian, Laotian and Tai Dam refugee students. There are five sections to the manual. The first, "Retrospective," covers basically what has happened in the education of refugee children during the 1975-76 school year. The second, "Administrative Considerations," deals with such continuing problems as grade placement, school records, testing, etc. The third and largest section of the manual, "Language Considerations," is also the most comprehensive. It covers, in varying depths, all phases of language learning needs, with methods, techniques and materials for oral communication in English receiving the most attention. In the fourth section, "Cultural Considerations," the histories and value systems of the peoples of Vietnam, Cambodia, and Laos are discussed…. [PDF]

McKay, Sandra Lee, Ed.; Wong, Sau-ling Cynthia, Ed. (2000). New Immigrants in the United States: Readings for Second Language Educators. Cambridge Language Teaching Library. Articles include the following: "The Flowering of America: Linguistic Diversity in the United States" (R. Macias); "The American Linguistic Mosaic: Understanding Language Shift in the United States" (C. Veltman); "Bilingualism and Language Use Among Mexican Americans" (G. Valdes); "Puerto Ricans in the United States: Confronting the Linguistic Repercussions of Colonialism" (A. Zentella); "Speaking in Cuban: The Language of Cuban Americans" (R. Otheguy, O. Garcia, A. Roca); "The Linguistic Situation of Central Americans" (J. Lipski); "English Language Learners of Vietnamese Background" (C. Chung); "The Language Situation of the Hmong, Khmer, and Laotian Communities in the United States" (M. Lopez); "English Language Learners of Chinese Background: A Portrait of Diversity" (S. Wong, M. Lopez); "Korean Americans' Language Use" (P. Min); "The Language Situation of Filipina/os:…

Mullen, Wahneta M. (1974). Many Learners, Many Goals, Many Curricula. Responding to New Realities. ACTFL Review of Foreign Language Education, Vol. 5. Foreign language study is appealing to a broader clientele today, which results in a great diversity of needs. A more personalized curriculum and instructional activities geared towards accommodating the needs and interests of the individual are needed. The cultural background of the learner is a significant factor in determining his frame of reference and in assessing his needs in order to design curricula. Individual differences extend beyond socioeconomic factors, ethnic background, and interests. Focusing on the unique characteristics of the learner requires a highly diversified curricula and individualized learning. This emphasis on the needs, characteristics and interests of the learner highlights the importance of goal formulation. Students should be involved in cooperative planning in order to reconcile personal goals with instructional goals. Multiple goals and diverse curricula require flexibility from teachers. Teachers must expand and reinforce the text with a great…

Beykont, Zeynep F., Ed. (2002). The Power of Culture: Teaching across Language Difference. These papers address three issues of concern to educators of language minority students: preparation of quality teachers, the effects of standardized and high-stakes testing on language learners, and specific teaching strategies that view language minority students as capable and deserving of first-class educational opportunities. After an "Introduction" (Zeynep F. Beykont), there are 3 parts with 10 papers. Part 1, "Educational Reforms and Language Minority Students," includes "The High Stakes of High-Stakes Testing" (Miren Uriate); "Revealing Illusions of Educational Progress: Texas High-Stakes Tests and Minority Student Performance" (Walt Haney); and "A Quest for Quality: Providing Qualified Teachers for California's English Learners" (Julie Maxwell-Jolly and Patricia Gandara). Part 2, "Successful Teaching across Language Difference," includes "'Remember I Said': Cambodian Students' Second Language Literacy…

Brauer, Gerd, Ed. (2001). Pedagogy of Language Learning in Higher Education: An Introduction. Advances in Foreign Language Pedagogy, Volume 2. This second volume in the series \Advances in Foreign and Second Language Pedagogy\ is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the secondary level. Fifteen authors for the United States, Australia, and Germany contribute articles on issues such as the political agenda of institutions of higher education, artistic and aesthetic practice, language across the curriculum, service learning, adult education, intercultural awareness through electronic media, extra-curricular consultation, and language learning outreach. These pedagogical issues are related to teaching Portuguese, Spanish, Russian, Japanese, French, German, and English as a second or foreign language. The book is divided into four parts (Learner Motivation, Classroom Environments, Relationships for Learning, and…

LaCerva, Christine (1993). Auxiliary Services for High Schools Bilingual Resource and Training Center (Project ASHS). Final Evaluation Report, 1992-93. OREA Report. Auxiliary Services for High Schools, Bilingual Resource and Training Center (Project ASHS) was a federally funded project in its third year of operation in 1992-93. It functioned at 22 sites in the five boroughs of New York City, serving 3,972 limited-English-proficient students, an increase of over 600 students from the previous year. The target population included students who were over the traditional high school age and/or had inadequate previous schooling. Day and evening classes in English as a Second Language, native language arts, sheltered English (Chinese only), and high school equivalency test preparation were held in Spanish, Greek, Haitian, Vietnamese, and Chinese. Participating teachers had the opportunity to attend weekly staff development meetings and workshops on curriculum development and adaptation of instructional approaches. The project met its objectives for English language proficiency, English reading achievement, Spanish reading achievement, and mathematics… [PDF]

Willetts, Karen F., Ed. (1986). Integrating Language and Content Instruction. Proceedings of the Seminar (Washington, DC, January 6, 1986). The proceedings of a seminar on integrating language instruction and academic content instruction include: two presentations surveying the current state of the art in content-based language instruction ("Language and Content Learning: Finding Common Ground," by Bernard Mohan and "Integrating Content and Language Instruction," by Helena Anderson Curtain); summaries of four sessions geared to different languages and levels of instruction (elementary or secondary grades, and English or foreign languages); an overview of critical concerns in the content-based instruction, and summary remarks by G. Richard Tucker. Descriptions of ten content-based programs represented in the presentations and a list of resources in the field are appended. (MSE)… [PDF]

Jones, Ramona (1976). Minnesota Indian Education Hearings Report, November 1976. Summarizing the analyses of testimonies presented before the Minnesota Subcommittee on Indian Education by both Indians and nonIndians concerned and/or involved with national, state, or local Indian education, this report focuses on findings at the statewide and individual site levels (Minneapolis, St. Paul, Red Wing, Cass Lake, Duluth, White Earth, and Red Lake). Additionally, this document presents: methods employed in analysis; detailed recommendations; limitations; and appendices (comprised of definitions, the content analysis code structure, table of contents–written testimonies, frequencies of responses per major categories by item names, total priorities per hearing site by major categories, priorities per major categories as indicated by total number of responses, and summary of data by races for each site). Supporting documents of graphs, charts, tables, etc. are presented both within the main text and the appendices. Specific recommendations are generalized into the…

Rackley, Ray, Ed. (1976). Research, Demonstration, and Evaluation Studies: Fiscal Year 1976. This report provides descriptive information on the Research, Demonstration, and Evaluation Program of the Office of Child Development (OCD) for Fiscal Year 1976. An overview describing the mission, function and long range goals of the OCD is included along with a discussion of the Research, Demonstration and Evaluation Program and its activities undertaken in support of the goals of the agency. Specific projects funded in Fiscal Year 1976 are then described within the context of these goal areas: (1) State Capacity Building; (2) Head Start; (3) Child Welfare; (4) Child Abuse and Neglect; (5) Day Care and (6) Child and Family Development. A section on the effects and use of television is included under the last goal area. A brief description of each project is included along with the principal investigator's name and address and the amount of funding received. (Author/MS)… [PDF]

(1982). Curriculum Resources. Resources in Vocational Education, Volume 15, Number 1. Resources in Vocational Education, v15 n1 1982-83. This volume consists of resumes of vocational and technical education curriculum products that were selected by the ERIC Clearinghouse on Adult, Career, and Vocational Education (ERIC/ACVE) for inclusion in the July 1981 through June 1982 issues of "Resources in Education." Among the major types of documents abstracted are curriculum guides, research and technical reports, administrator guides, dissertations and theses, conference reports, literature reviews, state-of-the-art papers, journals, legal and regulatory materials, statistical data, position papers, essays, program descriptions, feasibility studies, bibliographies, directories, conference papers, and tests. Each resume contains an ERIC accession number, an author and title listing, information concerning the time and place of publication, a publication type classification code, information concerning the availability of the document, descriptors, identifiers, and an abstract. Three indexes–a subject index, an… [PDF]