Ching, Noelani; Mahuka, Ruth (1994). The Waikiki Lifelong Learning Center. Final Report. The Waikiki Lifelong Learning Center (WLLC) project was undertaken to establish a literacy consortium of visitor industry businesses and the University of Hawaii at Manoa and to develop/implement an instructional program that included bilingual/English-as-a-second language (ESL) and General Educational Development (GED)/pre-GED components. After the literacy needs of the visitor industry work force were assessed, the instructional program was developed, field tested, and refined through ongoing evaluation and bimonthly project advisory council meetings. Project partners from Hawaii's visitors industry donated training facilities, labor, and equipment. Instructors and program staff were trained to teach multicultural adult populations. Tutors and volunteers were recruited from the community. On the basis of evaluations of students' progress and questionnaires completed by the program participants and their workplace supervisors, it was concluded that the program improved students'… [PDF]

(1977). English Teachers' Journal (Israel), No. 17. This journal, published in Israel, contains articles of interest to teachers of English as a second language, particularly those in Hebrew-English situations. This issue contains the following articles: (1) "Evaluating the Teacher's 'Control of English'," by R. Gefen; (2) "Instructional Television and the English Proficiency Level of Ninth Grade Pupils," by E. Newmark; (3) "Group Testing of Listening Comprehension and Oral Proficiency," by V. Whiteson; (4) "Creative Dramatics in the Teaching of English to Grade 4 Classes," by L. Ravich; (5) "Literature and the Religious Teacher," by R. Ribner; (6) "An Individual Instruction Program," by M. Applebaum; (7) "I'd Like You to Read This, Please," by N. Alpert; (8) "English for Speakers of Hebrew: Advanced Language Series," by R. Berman and R. Stock; (9) "Teaching Beginning Reading I: Matching Sounds and Letters," an interview with Virginia French…

Brumfit, Christopher; Mason, Kathy (1994). Bilingual Learners and the National Curriculum. Occasional Papers, 32. A study and associated development work concerning bilingual elementary and secondary students in British schools is reported. The study was designed to examine the progress and needs of bilingual students in several schools in the Southampton (England) area. It arose from concern about possible marginalization of minority language students in the context of the new National Curriculum. Existing documentation on bilingual/multilingual learners was examined through a survey of area schools and agencies, and was found to be inadequate. A more substantial study was then undertaken in one elementary/middle school with a high language-minority population, using classroom observation and both oral and written surveys of both monolingual and bilingual students. Sixteen parents were also surveyed, and 21 teachers were interviewed for their perceptions of the impact of the National Curriculum on bilingual learners. School support of and participation in the project was found to be widespread… [PDF]

Schmidt, Patricia Ruggiano (1998). Cultural Conflict and Struggle: Literacy Learning in a Kindergarten Program. Rethinking Childhood, Volume 5. Noting that literacy development is a social phenomenon, this book provides an account of the cultural conflicts and struggles experienced by two children from culturally different backgrounds and their teacher in a kindergarten program. The book is divided into eight chapters. The first chapter, \Introduction: History of the Struggle,\ introduces the research that explores the consequences of not working to understand and appreciate children's cultural backgrounds; this chapter also describes how these specific children, teacher, and kindergarten program were studied. The second chapter, \The Setting: Home and School Cultures,\ describes the children and their families, the teacher and her colleagues, and the kindergarten program within the school setting. The third chapter,\Isolation: Working and Playing with Others,\ portrays the children's unhappy social encounters in learning centers, whole-group lessons, and special classes. The fourth chapter, \Conflict and Struggle: Literacy…

Diaz, R. Leticia; Hirano-Nakanishi, Marsha J. (1982). Differential Educational Attainment among \At-Risk\ Youth: A Case Study of Language Minority Youth of Mexican Descent and Low Socioeconomic Status. NCBR Reports. Little has been done to analyze the forces that predict whether high-risk students will stay in school or drop out. Current and retrospective data from 27 high-risk youths were studied to shed light on this problem and to suggest ways of improving educational services. The at-risk students were from low socioeconomic backgrounds, were Mexican American, and were language minorities. Results showed that the high-risk youths did not differ significantly on standard school entry-level variables. However, more and regular exposure to learning activities in the home and school, in Spanish as well as English, seemed to be associated with greater educational attainment and achievement. The only noticeable differences in elementary school between eventual dropouts and college-bound students appeared on tests of reading achievement. College-bound students and graduates reported more positive memories of elementary school. Dropping out was not influenced by employment, peer relationships, or… [PDF]

(1980). High School and Beyond: Language File Code Book. High School and Beyond is a national longitudinal study of the cohorts of 1980 high school seniors and sophomores in the United States, intended to provide information through the early adulthood of these students. The Language File contains data on each student who responded that he or she had experience in a language other than English in the High School and Beyond base year survey in 1980. It includes 11,303 records with information on: (1) childhood languages; (2) current language spoken; (3) the most important language; (4) number of languages used; (5) English or non-English comprehension; and (6) use of non-English language at home. Data are also presented on whether students received instruction in elementary and secondary schools for students for whom English is not the primary language, as well as whether they took cultural history courses related to the primary language. The questionnaire contained 23 questions, with 42 variables for each student. The codebook provides… [PDF]

(1981). A Report from the National Hispanic Conference on Law Enforcement and Criminal Justice. (Washington D.C., July 28-30, 1980). Intended to aid administrators, decision-makers, and the general public in learning about and gaining better understanding of Hispanic concerns, needs, and recommendations regarding justice administration, this document includes the keynote addresses and 15 topic papers presented at the conference which was attended by 91 law enforcement experts. The 15 papers were presented at 5 workshops on police, courts, corrections, juvenile justice, and undocumented workers. Proceedings for each workshop include a summary, three papers presented, formal policy recommendations, and a list of participants. Papers focus on data gaps; revision of legislative, judicial, and administrative policies; impact of national strategies on the national and local level law enforcement and criminal justice systems; psychological testing of incarcerated Hispanics; bilingual programming as a viable alternative in corrections; re-entry and support services for Hispanic offenders; use of physical force by police;… [PDF]

Irizarry, Ruddie A.; And Others (1980). Eastern District High School Integrated Bilingual Demonstration Project, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) student placement, programming, and mainstreaming; (2) instructional offerings; and (3) funding of the instructional component. Non- instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development; (4) parental and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring native language reading achievement, native language mathematics achievement, mathematics performance, science performance,… [PDF]

Schon, Isabel; And Others (1981). The Effects of Special Reading Time in Spanish on the Reading Abilities and Attitudes of Hispanic Junior High School Students. It was hypothesized that a positive improvement in Hispanic junior high school students' Spanish and English reading abilities, reading attitudes and academic self-concepts would result after being provided special reading time with a wide variety of reading materials in Spanish. An experimental (E) group of approximately 200 grade 7 and 8 Hispanic students in Tempe, Arizona, were provided at least 45 minutes a week of free reading time with access and encouragement to use Spanish newspapers, magazines, paperback and hardcover books during required homogeneously-grouped reading classes. Approximately 200 other Hispanic students, who had been enrolled in reading classes the previous year (1979-80) and were taught only basic reading skills and English and American literature, served as a control (C) group. The E and C groups were compared on measures of Spanish and English reading comprehension, speed and vocabulary; attitude toward reading; and academic self-concept. Findings…

Kazlow, Carole; Lachman, Susan (1980). District 13 Haitian-Spanish Bilingual Program. Funded under ESEA Title VII. Final Evaluation, July 1, 1979-June 30, 1980. This report is an evaluation of a Title VII Bilingual Program conducted in two New York junior high schools in 1979-1980 for Spanish speaking and Haitian students. A program description outlines the methods used for selecting students for the bilingual program. A discussion of the evaluation's design and objectives is also included. The evaluation considered the following aspects of the program: (1) room and materials; (2) general pedagogy; (3) language use; (4) bicultural aspects; (5) parental involvement; (6) staff development; and (7) curriculum development. The report presents student tests scores in Spanish and English reading achievement. It concludes with recommendations regarding testing, staff, bicultural activities, truancy, and student placement. (APM)… [PDF]

Feliciano, Wilma (1980). The Spanish for Native Speakers Program at State University New York at Albany. The program grew out of the desire of monolingual students, native bilingual students, and instructors for a class to meet the specific needs of Spanish-speaking students of Spanish. The objectives are: (1) to improve the self image of the students, (2) to increase access to the Spanish-speaking community of the world, (3) to use native bilingual skills as a springboard for expansion into written communication, (4) to increase career marketability, and (5) to learn about Hispanic culture. The program is divided into two semesters. Orthography and grammar are stressed in the first with attention given to dictations, oral drills, practice dittos, short readings, free composition, and pan-Hispanic traditional music. Throughout, language is examined as a function of culture and experience. The second semester stresses reading and writing and continues the concern for cultural knowledge and oral development. Written work is evaluated for orthographic and grammatical accuracy as well as…

Lozano, Anthony Girard (1976). Teaching Standard Versus Non-Standard Spanish in a Study Abroad Program. Lektos: Interdisciplinary Working Papers in Language Sciences, Special Issue. The question of teaching a standard dialect to Chicano students who are studying abroad has implications for teaching any standard versus nonstandard dialect. The University of Colorado has a program at the Universidad Veracruzana in Jalapa, Mexico, in which the policy is to teach standard Mexican Spanish (the cultivated norm of Mexico City) as an additional dialect to those students who already speak Chicano Spanish. One technique is to provide written exercises which develop the reading and writing skills of those students fluent in Colorado Spanish. Broadly speaking, the main differences between this dialect and standard Mexican Spanish lie in different pronunciations of the same lexical items and in the use of different lexical items for the same concept. Although the syntactic patterns of the two dialects are similar, there are certain recurring syntactic patterns in Colorado Spanish which can be termed nonstandard forms, calques or anomalous forms. Various types of exercises… [PDF]

Gonzalez, Andrew, Ed.; Noss, Richard B.; Sibayan, Bonifacio P., Ed. (1996). Language in Schools. Monograph No. 41. This monograph attempts to integrate experience and research findings in several related disciplines and bring them to bear on the problem of how to make language programs in schools simultaneously accommodate the needs of both the language curriculum and the general curriculum. It addresses four issues: (1) how specific languages, in all their varieties, are typically used to convey general information through various spoken and written channels to children in schools, and how they are susceptible to change; (2) how students' language proficiency, as individuals and as groups, affect acquisition of other knowledge and skills, and vice versa, in a typical school; (3) options available to language specialists in relating the monolingual, bilingual, or multilingual curriculum to language syllabi, tests, and instructional sequences in language courses; and (4) in cases where choice of language media and language subjects has not ben dictated by educational policy, or is otherwise… [PDF]

Falkowsky, Charlotte (1993). Bilingual Russian Academic and Career Educational Services (Project BRACES). Final Evaluation Report, 1992-93. OREA Report. Bilingual Russian Academic and Career Educational Services (Project BRACES) is a federally-funded program serving 141 native Russian-speaking, limited-English-proficient (LEP) students in one Brooklyn (New York) high school in 1992-93, its first year of operation. Students were recent immigrants of the former Soviet Union who were generally working on grade level in the subject areas, but were in danger of dropping out because of limited English skills and differences in educational systems. Students received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, career awareness, employment skills, English survival skills, and computer use. Staff development, parent involvement and educational activities, curriculum development, and provision of academic, cultural, and social support services were also important program components. The program met its objectives for NLA, content area courses, computer skills, vocational… [PDF]

Guillen, Leonor; And Others (1985). A Resource Book for Building English Proficiency. This resource book is a collection of articles, annotated references, and resource lists to supplement the accompanying handbook and trainer's guide for educators planning or working with English language programs for limited English proficient (LEP) students. The first part presents resources of interest to administrators adapting programs for a new school population, and contains sections on teacher selection and training, instructional programs for LEP students, policies and federal or state guidelines, and evaluation of programs for LEP students. The second part addresses the interests of the classroom teacher, including culture and the teacher, LEP student assessment, developing goals and objectives for LEP students, research on second language learning, teaching strategies for this population, establishing a resource center, and available instructional materials, with publisher and distributor addresses provided. (MSE)… [PDF]

Parsons, Elizabeth A. (1983). Factors Influencing the Teaching of Amish Students in the Public School. To examine available research, largely done after 1965, and identify factors influencing academic performance of Amish students in public schools, particularly in Indiana, material was divided into four annotated bibliographic sections: Amish definition of education (three items); Amish attitudes toward education, as reflected in their society (eight items); Amish educational methods (six items); educational achievement of Amish students (five items). Conclusions were: education is extremely important to the Amish, but must have practical applications; Amish prefer to educate their children in their own parochial schools, using Amish teachers who teach the 3 R's and uphold Christian morals; if parochial schools are unavailable, Amish parents will send children to public schools and attempt to counteract worldly influence. Research also indicated that: Amish schools are successful by worldly standards; although curriculum is less varied than in public schools, Amish pupils perform at…

Bex, Tony, Ed.; And Others (1978). ESPMENA Bulletin (English for Special Purposes in the Middle East and North Africa), No. 10, Spring 1978. This bulletin contains articles of interest to persons and institutions engaged in teaching English for special purposes (ESP) and allied activities. "Developments in ESP Courses and Centres" gives information on programs in specialized English and French. "Teaching and Learning Materials" presents techniques for teaching conceptual paragraphs, outlining, "if sentences" in instructions, and using lecturettes. "Problems and Puzzles" discusses footnotes, social language needs, sentence writing, and titles. "How Common are 'Common Core' Words?" by John Kirkman, raises questions about the probability of nouns in a ready-made general ESP program. "A Verb Frequency Count in Legal English," by Mike Friel, includes words from legal texts as well as samples of the students own writing. An"items received" section provides an annotated list of newsletters and books. Three reviews complete the issue: "25 Centuries of…

Donaldson, Judy P. (1980). Transcultural Picture Word List: For Teaching English to Children from Any of Twenty-One Language Backgrounds. This instructional aid for elementary and secondary teachers of English as a second language recommends itself especially to those situations where a bilingual teacher and a formal bilingual program are not available. The first item presented is a letter to parents translated into each of the 21 languages covered. The letter urges the parents to reinforce at home what the student is being taught in school. Information on syntax variants and common pronunciation problems is then presented for each language. Several sections are devoted to transcultural picture word lists of things, opposites, place or position, actions, colors, numbers, and shapes, with the English word for the object, action, etc. printed under the picture. The book concludes with the "220 Basic Sight Word List" of Dolch in the various languages. (JB)…

Kee, Daniel W.; Sherwin, Trisha (1978). Pictorial Elaboration Effects on Mexican-American Children's Retention of Noun Pairs. The present experiment investigated: (1) the effect of pictorial elaboration on low socioeconomic-status Mexican-American children's long term memory for noun pairs; (2) the effects of labeling mode on estimates of paired-associate acquisition and retention; and (3) the interrelationships between paired-associate task performance and school achievement. The basic design was a 2×2 crossed factorial with pictorial presentation (standard vs. elaborated) and labeling mode (English vs. Spanish). In the acquisition phase of the experiment, 60 second grade children learned a twenty-pair list of common noun referents labeled in English or Spanish. The children learned the list to a leniently scored criterion of 16/20 correct by the study-test paired-associate method. After seven days, retention was assessed by cued-recall and multichoice tests. The results indicated that while elaborated pictorial presentation enhanced the rate of original learning, it neither helped nor hindered the…

(2001). EFF HOT Topics. Volume 1, Number 1, Spring 2001. National Institute for Literacy HOT Topics is a new quarterly publication from the Equipped for the Future (EFF) National Center. HOT stands for Highlights On Teaching, and this publication is committed to providing teachers and tutors with tools and ideas for teaching using the EFF Framework and Standards. This first issue of HOT Topics focuses on strategies that use the EFF framework for goal-setting. These strategies, developed by practitioners, help move learners from generalized long-term goals to more specific short-term goals. This issue contains the following articles: (1) EFF Frames the Goal-Setting Process; (2) 3 Mind Maps; (3) Basketball Goal Activity; (4) SMART Goals; (5) The Goal-Setting Form: Another Tool to Focus Learners; (6) \But I've Got New Learners…\; and (7) Online Resources…. [PDF]

Mesthrie, Rajend, Ed. (2001). Concise Encyclopedia of Sociolinguistics. This book provides comprehensive information on all aspects of sociolinguistics. It includes 285 articles, of which 80 are short biographical entries. Fifty of the biographies and 42 other articles are entirely new, while the remaining entries are revised and updated from the "Encyclopedia of Language and Linguistics." The book provides access to important concepts in adjacent disciplines (e.g., role theory or social class from sociology). It also gives an account of methods and approaches taken by scholars in different branches of the discipline and a sense of sociolinguistics as a profession by reference to its key journals, societies, and conferences and by including brief portraits of its leading practitioners. The book's 10 sections include articles on the following: (1)"Foundations of Society and Language"; (2) "Language and Interaction"; (3) "Language Variation: Style, Situation, Function"; (4) "Language Variation and Change:…

Ostler, Nicholas, Ed. (1998). Endangered Languages: What Role for the Specialist? Proceedings of the Foundation for Endangered Languages (FEL) Conference (2nd, Edinburgh, Scotland, September 25-27, 1998). The papers included here examine issues related to the role outside specialists, such as linguists, educators, or media professionals, can play in the preservation of endangered languages. Language communities must continue to use their mother tongues if the languages are to survive, and this has led to questions about whether outside organizations have the right to intervene. The proceedings of the second annual Foundation for Endangered Languages (FEL) Conference is divided into several sections. "Successful Interactions" section includes three reports from linguists and educators on work with three different communities, with an outlook on what has been learned and the challenges for the future. "Understanding the Language from the Outside" is more sociolinguistic in orientation, looking at large communities more dispassionately, from a perspective other than that of an active collaborator. "Understanding From the Inside" turns to the communities'…

Albus, Deb; Liu, Kristi; Thompson, Sandy; Thurlow, Martha (1999). Participation and Performance of Students from Non-English Language Backgrounds: Minnesota's 1996 Basic Standards Tests in Reading and Math. Minnesota Report. In the assessment literature, a general recommendation has been to disaggregate scores and other data for students with limited English proficiency (LEP). This has rarely been done for most non-English language background (NELB) students in the United States, with the partial exception of Spanish speakers. Nationwide Spanish speakers make up the largest group of LEP/NELB students, but in Minnesota Southeast Asian students make up the largest single group of students with a language other than English spoken at home. While LEP/NELB students share some common characteristics, there are enough noteworthy differences to justify separate studies. This document reports on the achievement of LEP/NELB students from the largest seven language groups in Minnesota (Hmong, Spanish, Vietnamese, Lao, Cambodian, African languages, Russian) during the 1995-1996 school year when the Basic Standards Tests were first implemented. The data also records whether the student received any… [PDF]

Gifford, Bernard R.; Valdes, Guadalupe (2006). The Linguistic Isolation of Hispanic Students in California's Public Schools: The Challenge of Reintegration. Yearbook of the National Society for the Study of Education, v105 n2 p125-154 Oct. According to Frankenberg, Lee, and Orfield, segregation for black students declined substantially after the landmark 1954 U.S. Supreme Court decision, "Brown v. Board of Education," reaching its lowest point 30 years later. By comparison, Latino students have experienced "steadily rising segregation since the 1960s." Unlike black students who have been the focus of desegregation orders and Office of Civil Rights enforcements, Latinos have remained segregated both because of limited policy efforts on their behalf and because of their increasing numbers. In this chapter, the authors focus on the educational challenges of linguistic isolation for Latino students by examining the case of California. They provide a historical overview of Spanish in California, tracing the climate of evolving hostility toward Spanish and Spanish-speaking immigrants, and describing the challenges of achieving equity for Latino students segregated by language. The authors address four… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Liechtenstein–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Liechtenstein. [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

Gonz√°lez, Rosa Mar√≠a (2006). Bilingual/ESL Programs Evaluation Summary: 2005-2006. Publication Number 05.19. Online Submission This report summarizes Austin Independent School District's (AISD's) 2005-2006 bilingual and English as a second language programs…. [PDF]

Creaser, Barbara; Dau, Elizabeth (1995). The Anti-Bias Approach in Early Childhood. This book on an anti-bias approach to early childhood education addresses aspects of diversity such as gender, race, and language within Australian society and provides strategies for working with families and staff to challenge existing attitudes and practices. Key features of the book include case studies showing anti-bias principles in action, questions for discussion and references at the end of each chapter, and a glossary of key terms. The chapters are: (1) "Children and Bias" (Anne Glover); (2) "Creating an Anti-Bias Environment" (Rosemary Green); (3) "Cultural Diversity" (Mary Vajda); (4) "The Gender Factor" (Glenda MacNaughton); (5) "Responding to Special Needs" (Anne Palmer); (6) "Linguistic Diversity" (Leonie Arthur); (7) "Exploring Families; The Diversity and the Issues" (Elizabeth Dau); (8) "Cross-Cultural Challenges in Early Childhood Education" (Emione [Emmy] Kiriakou); (9) "'Men…

Macdonald, C. A. (1990). Standard Three General Science Research 1987-1988. (A Final Report of the Threshold Project). The superordinate problem that the Threshold Project addressed is the nature of the language and learning difficulties that South African Standard 3 (Std 3) children experience when they change from their mother tongue to English as a medium for instruction. The primary focus of the Threshold Project work in 1987 was on a section of the South African Std 3 general science syllabus entitled plant structure, growth, and reproduction. As an aid to curriculum construction, this relatively non-technical report describes learning theories, reviews the educational research, and reports the results of pre and posttests to assess content knowledge and science process skills. Some of the major conclusions of the report are summarized as follows: (1) Research in the field of alternate conceptions in the South African context needs to be done; (2) a teacher-centered enquiry approach or transition model is the recommended form of instruction; (3) students whose native language was Setswana and… [PDF]

Meriam, J. L. (1938). Learning English Incidentally: A Study of Bilingual Children. Bulletin 1937, No. 15. This classic study is one of a series of reports of investigations carried out during 1936 and 1937 under the "Project in Research in Universities" of the Office of Education. The report describes work done during a 6-year period (1930-36) in a school for Spanish-speaking children where English (language, spelling, writing, reading) was not taught as a subject but was acquired incidentally in the course of normal childhood activities. The work described took place at La Jolla School–which had an enrollment of approximately 180 Mexican children–in Placentia, California. Chapters 1 and 2 discuss problems of educating non-English-speaking children; Chapter 3 focuses on the problems of the Mexican American child with sections on racial background and social status, income and health handicaps, and school performance. Chapter 4 describes the school and its experimental curriculum based on four major subjects: (1) learning to play wholesome games; (2) learning to make things,… [PDF]

Bruck, Margaret (1978). The Suitability of Early French Immersion Programs for the Language Disabled Child. This is the second report of a longitudinal project, initiated in 1970, in which children with and without language problems are identified in French immersion and English kindergartens and closely monitored to the end of grade 3. This study investigates the desirability of early French immersion program for English-speaking children with language learning disabilities. The primary focus of the research is to determine whether these children should be left in the French immersion program or be transferred to an all-English program. The four groups selected for study comprise children with language disabilities in French immersion programs (FP) and in English classes (EP), children with normal language development in French immersion programs (FC) and in English classes (EC). A comparison of the performance of the FP children on a number of academic, cognitive and linguistic tests to that of the EP children and to the two normal control groups indicates that the FP children acquire…