Rivers, Wilga M. (1972). Speaking in Many Tongues: Essays in Foreign-Language Teaching. Expanded 2nd Edition. This volume includes the following seventeen essays on foreign language teaching: (1) \Rules, Patterns, and Creativity\; (2) \Talking Off the Tops of Their Heads\; (3) \From Linguistic Competence to Communicative Competence\; (4) \Testing and Student Learning\; (5) \Contrastive Linguistics in Textbook and Classroom\; (6) \From Skill Acquisition to Language Control\; (7) \Motivating through Classroom Techniques\; (8) \Motivation in Bilingual Programs\; (9) \The Foreign Language Teacher and Cognitive Psychology or Where Do We Go from Here?\; (10) \Linguistic and Psychological Factors in Speech Perception and Their Implications for Teaching Materials\; (11) \Foreign Languages in a Time of Change\; (12) \From the Pyramid to the Commune: The Evolution of the Foreign-Language Department\; (13) \The Non-Major: Tailoring the Course to Fit the Person – Not the Image\; (14) \University of Illinois Questionnaire of Student Interests in Foreign Languages\; (15) \Teacher-Student Relations:…

Brunner, Anita; Underwood, Karen (1991). Evaluation of Programs for Limited English Proficient Students, Fiscal Year 1991 (School Year 1990-1991). Highlights of a state survey of educational programs to assist limited-English-proficient (LEP) students in Idaho's elementary and secondary schools are reported. An introductory section describes the legislative background and history of the survey and the methods used to gather data on programs and students. These methods include questionnaires, site visits, and school district records. The first part of the report summarizes student and program data, including LEP enrollments as a proportion of overall enrollments, student distribution by home language, migrant student population, academic achievement levels, number of public school students receiving instructional services designed for LEP students, the instructional models and services used to help LEP students develop English language skills, and staffing for this population. The report's second part describes state activities providing technical assistance to the schools, including preservice and inservice teacher education… [PDF]

(1988). Passage: A Journal of Refugee Education. 1988. Passage: A Journal of Refugee Education, v4 n1-2 Spr-Sum. This combined theme issue contains articles on the following topics: science and the communicative classroom; educational and recreational facilities in the Phanat Nikhom, Thailand refugee camps; learning styles; use of visual aids for language teaching; whole language methods for second-language writing instruction; bilingual cultural orientation; training assistant teachers as refugee culture brokers; teachers training teachers; young adult refugees; motivation; refugee mental health; a factory simulation; teacher exchange programs in Bataan, Philippines; development of a textbook for instruction in English as a Second Language (ESL); viewing cultural orientation as learning a system of relationships; teaching vocabulary to upper-level students; using students' skills to generate language; meeting the needs of upper-level ESL students; a work experience program; a culturally-oriented language lab curriculum; video as a training tool; and follow-up discussions in cultural… [PDF]

(1989). Selected Materials for Elementary and Secondary Less-Commonly Taught Languages: Language Arts and Content Areas. Arabic, Cambodian, Greek, Haitian Creole, Hebrew, Hmong, Indochinese, Japanese, Khmer, Korean, Lao, Latin, Pilipino, Russian, Urkrainian, Vietnamese. CLEAR Annotated Bibliography Series. This 65-item annotated bibliography is composed of materials for teaching language arts and the content area materials in the less commonly taught languages (including Arabic, Cambodian, Greek, Haitian Creole, Hebrew, Hmong, Indochinese, Japanese, Khmer, Korean, Lao, Latin, Pilipino, Russian, Urkrainian, Vietnamese) at the elementary or secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. The bibliography includes curriculum guides, program descriptions (for bilingual programs and immersion programs), vocabulary development activities, citizenship documents, computer assisted instructional materials, culture specific materials, teaching guides, courseware, and phrasebooks. (DJD)…

DeAvila, Edward A.; Duncan, Sharon E. (1977). LAS Language Arts Supplement, English. Revised Edition. This collection of over 100 games and activities is intended to increase oral proficiency among Spanish-speaking children without requiring reading skills. The collection grew out of the desire to provide remedies for specific linguistic weaknesses in English as identified by the Language Assessment Scales (LAS). Because tongue twisters, riddles and rhymes, and childhood games play a large part in the acquisition of the first language, these are emphasized. The Language Arts Supplement (LAS-LAS) is a language enrichment experience in two dimensions. First, it is not meant to instruct, in the sense of being didactic; there are no word or sentence pattern drills, per se. Wherever possible, the learning is meant to take place within the context of games and whimsey. Second, because of the large number of activities which come from the folklore of each language, the LAS-LAS is a linguistic cultural exchange. The activities can be done with a minimum of teacher guidance; the…

DeAvila, Edward A.; Duncan, Sharon E. (1977). LAS Language Arts Supplement, Spanish. Revised Edition. Like its English counterpart, this is a collection of over 100 games and activities whose intent is to increase oral proficiency without requiring reading skills. The collection grew out of the desire to provide remedies for specific linguistic weaknesses in Spanish as identified by the Language Assessment Scales. Because tongue twisters, riddles, rhymes, and childhood games play a large part in the acquisition of the first language, these are emphasized. The Language Arts Supplement (LAS-LAS) is a language enrichment experience in two dimensions. First, it is not meant to instruct, in the sense of being didactic; there are no word or sentence pattern drills, per se. Wherever possible, the learning is meant to take place within the context of games and whimsey. Second, because of the large number of activities which come from the folklore of each language, the LAS-LAS is a linguistic cultural exchange. The activities can be done with a minimum of teacher guidance; the…

Coleman, Deborah D., Ed. (1979). Experiential Education in the Workplace. An Annotated Bibliography. Bibliography Series No. 47. This annotated bibliography presents selected references from various bodies of literature which pertain to experiential education in the workplace. (CSS)… [PDF]

McKeon, Denise; Samway, Katherine Davies (1999). Myths and Realities: Best Practices for Language Minority Students. This book provides research information about programs and practices that have proven to be effective for helping language minority students achieve academically. Basic background information about language acquisition, legal requirements for educating linguistically diverse students, and placement, program, and assessment information is also provided to help guide educators through the new and emerging climate of high stakes accountability. The principle aim of this book is also to debunk some of the myths surrounding the education of language minority students. A total of 45 myths in nine categories (demographics, enrollment, native language instruction, second language acquisition, placement, assessment, programming, staffing and staff development, and parents and the community) are methodically set forth, explored, and then refuted with empirical research. The importance of debunking these myths is asserted because such beliefs color the policy, programmatic, and instructional…

Bjerstedt, Ake, Ed.; Gustafsson, Evy, Ed. (1978). Towards Intergroup and Global Solidarity Via Teacher Training. Teacher Training as a Vehicle in Fostering Intercultural Awareness, Intergroup Understanding, and Global Solidarity: A Collection of Abstracts. No. 60. This annotated bibliography identifies over 100 resources available through the ERIC system. It focuses on the improvement of inservice or preservice teacher training for the purpose of fostering intercultural awareness, intergroup understanding, and global solidarity. Topics listed include international understanding via student teaching abroad, developing creative materials for teaching the culturally different child, evaluation of curriculum materials, and reviews of literature related to segregation and racism. Some descriptions of training institutes for teachers and school administrators are also included. Entries for the bibliography were located in the ERIC system from 1966-1976. Information is included on author, title, institutional source, publication date, number of pages, ERIC accession number, and availability from the ERIC Document Reproduction Service. A 200-word abstract and ERIC descriptors are included. (KC)…

(2004). Integrating Immigrant Children into Schools in Europe: Romania–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 Romania. (Contains 2 footnotes.) [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]

(2004). Integrating Immigrant Children into Schools in Europe: Portugal–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 Portugal. Cultural groups/nationalities are appended. A bibliography is included. (Contains 6 footnotes.) [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]

(2004). Integrating Immigrant Children into Schools in Europe: Latvia–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 Latvia. A bibliography is included. (Contains 5 tables and 1 footnote.) [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]

Lo Bianco, Joseph, Ed.; Wickert, Rosie, Ed. (2001). Australian Policy Activism in Language and Literacy. This book presents the dynamics of language and literacy policy activism in Australia. The introduction is "Activists and Policy" (LoBianco, Wickert). Part 1, "From Policy to Anti-Policy" (LoBianco), sets a frame and overarching context of the pattern of Australian language and literacy policy. Part 2 contains accounts of how policy activists learned to become more effective in influence and text production, including "Australia's Language" (Brock); "Politics, Activism, and Processes of Policy Production" (Wickert); and "Although It Wasn't Broken, It Certainly Was Fixed" (Moore). Part 3 explores different approaches to understanding how policy problems and solutions are constituted in particular kinds of ways with an intention to generate desired solutions. Included are"Advocating the Sustainability of Linguistic Diversity" (Singh); "Cost of Literacy for Some" (Taylor); and "(E)merging Discourses at Work"… [PDF]

Carpenter, Mark, Ed. (2000). Proceedings for the Texas Foreign Language [Education] Conference (Austin, Texas, March 31-April 1, 2000). Texas Papers in Foreign Language Education, v5 n1 spec iss Fall. Articles in this issue include the following: "Chat in EFL: Communicative Humanistic Acculturation Techniques" (Daniel Evans); "Task Interpretation and Task Effectiveness: A Vygotskian Analysis of a French L2 Classroom Task" (Lindsy Myers); "Envisioning a Standards-Based Methods Course: Preparing Second Language Educators for the 21st Century" (Kathleen Bueno); "Teachers' Beliefs about Language Learning and Teaching: A Cross-Cultural Comparison" (Nae-Dong Yang); "Foreign Language Methods Students' Beliefs about Language Learning and Teaching" (Stasie Harrington and Tammy Hertel); "From a Foreign Language Perspective: A Snapshot View of a Dual Language Program in Two Inner-City High-Poverty Elementary Schools" (Sherry Coy and Lucinda Litherland); "An Infusion Curriculum for the Heritage Speaker" (Barbara Gonzalez-Pino); "Multiple Metaphors: Teaching Second-Language Tense and Aspect to English Speakers"… [PDF]

Felix-Holt, Maria; Gonzalez, Virginia (1995). Influence of Evaluators' Prior Academic Knowledge and Beliefs on the Diagnosis of Cognitive and Language Development in Bilingual Hispanic Kindergartners. The objective of this case study is to explore the influence of evaluators' beliefs on the diagnosis of language-minority children's cognitive-linguistic development. More specifically, the following five areas are explored: (1) evaluator's cultural and linguistic backgrounds; (2) their beliefs about language-minority children's cognitive-linguistic development and measurements; (3) diagnostic and placement behaviors; (4) ability to personalize questions by making explicit connections between beliefs held and personal backgrounds; and (5) level of awareness of the effect of personality factors on the diagnosis and placement of language-minority children. The major argument underlying findings in this study is that reaching a diagnostic conclusion requires the evaluator to go through an inferencing and interpretation process, especially when currently contradictory evidence is portrayed by qualitative and standardized measurements. Conclusions emphasize theoretical and applied… [PDF]

Thomas, Robert J.; And Others (1992). Serving Vocational ESL Students. Drawing on an applied research study encompassing an extensive literature review, telephone interviews with 50 key program administrators, and site visits at 9 community colleges, this handbook describes proven, effective techniques for providing vocational education to limited English proficient (LEP) adults in a community college setting. An introductory chapter focuses on basic issues and concerns, such as understanding the diverse demographics of LEP students, welcoming them to the campus, and balancing institutional mission, resources, and capabilities. Chapter 2 looks at ways to foster a multicultural environment that serves not only LEP students, but the campus community as a whole. While chapter 3 investigates the challenges associated with planning and implementing programs and services for LEP students, chapter 4 provides a detailed discussion of instructional options, components, and strategies. Chapters 5 and 6 examine instructional support and support services,… [PDF]

(1992). Facts & Figures about Education in Alaska, 1992. This collection of tables presents selected facts and figures about education in Alaska. General and district school information about Alaska's 469 public schools in 54 districts and its 276 private and denominational schools is followed by tables of general student information, including average daily membership, enrollment, graduates, and general education diplomas. Test results and statistics on the Scholastic Aptitude Test and the American College Testing Program test are presented. Staffing information includes data on teacher salaries and student-to-teacher ratios. Financial information includes costs of boarding home programs, pupil transportation, food programs, and a review of public revenues. The school districts are described in terms of geographic size and enrollment, and school district and superintendent information is listed, along with a directory of the Alaska Department of Education. Nineteen tables present the data. (SLD)… [PDF]

Sousa, Ronald L. (1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume I. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. This report describes, in detail, the problem solving procedures, activities and strategies used in revising, developing and implementing the Bilingual Management System within the Hayward Unified School District. It should serve as a model for other bilingual programs interested in adopting a bilingual learning management system. (Author/CLK)…

(1982). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1982 (Vol. 42 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 22 titles deal with a variety of topics, including the following: (1) black English and reading; (2) academic achievement, self-concept, and attitudes toward reading of students in bilingual and traditional programs; (3) cultural and situational differences in children's language use; (4) the receptive competence of nonstandard speakers of English in understanding standard English; (5) language proficiency in the native language and acquisition of second language reading skills in bilingual children at age 12; (6) reading activities among black junior high school students; (7) the reading miscues of learning disabled black English speaking students and their relationship to readability; (8) Anglo and Chicano literal, implicit, and scriptal comprehension of ethnic stories; (9) theatre arts training as a means to develop expression and communication skills for… [PDF]

Pletcher, Barbara P.; And Others (1978). A Guide to Assessment Instruments for Limited English Speaking Students. The test reviews in this guide are intended to be used by school personnel charged with locating and administering appropriate assessment instruments to limited-English-speaking elementary school children. Assessment instruments are reviewed for native speakers of Chinese, French, Italian, Navajo, Portuguese, Spanish and Tagalog. Each instrument reviewed met nine criteria and was analyzed for cultural bias by a cultural and linguistic review panel. The descriptive information section of each entry contains the following types of information: purpose, score interpretation, grade range, target ethnic group, administration time, administrator requirements, author, source and cost. The following types of tests are included: Language Dominance, English Language Proficiency, Native Language Proficiency, Achievement in Multi-Subject Areas, Achievement in Individual Subjects, Learning Styles (for Spanish-Speaking), and General Ability and Scholastic Aptitude. Four appendices provide a…

(1975). Guide to Children's Services: 1975-76. Take Stock in Texas: Invest in Children. A reference manual of statewide programs for children under age 6 in Texas, this Guide is designed to help public officials, community groups, professionals who work with children and other interested citizens identify and obtain assistance in meeting the needs of children and families. Information is given on state and public agencies, private organizations and industries which offer services ranging from help for handicapped children, Head Start, day care, and physical and mental health programs to public welfare. In addition, there is a breakdown by county of what programs are offered and how much money is spent in each county. Included also is a directory of frequently called officials and agencies as well as appendices containing state laws affecting children which were passed in 1975, number and capacity of licensed child care facilities and number of children served in selective programs in 1975 by county. (Author/MS)… [PDF]

Albus, Debra; Liu, Kristin; Shyyan, Vitaliy; Thurlow, Martha (2003). Literature on Early Literacy Instruction in Four Languages (Chinese, Korean, Navajo, Russian). National Center on Educational Outcomes, University of Minnesota This report, sponsored by the Office of English Language Acquisition (OELA), is a summary of evidence-based research on teaching reading to Chinese, Korean, Navajo, and Russian children. It complements a recent summary of the literature on teaching reading to Spanish speaking students. There is a significant need for evidence-based research on children who learn to read in languages other than English. The research reviewed in this report represents the linguistic background of several of the largest subgroups found in the K-12 limited English proficient (LEP; sometimes also referred to as English language learners or ELLs) student population nationwide. From this research, teachers and policymakers can gain a better understanding of the variations in definitions of literacy across cultures and how the language of a country or people affects the ways in which reading is taught. This understanding can be applied to decisions about the teaching of reading in English to second language… [PDF]

Allexsaht-Snider, Martha (1995). Teachers' Perspectives on Their Work with Families in a Bilingual Community. Journal of Research in Childhood Education, v9 n2 p85-95 Spr-Sum. Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting. Discusses resources to support teachers' work with families. (AA)…

Gold, Ruby; Strong, Michael (1990). A Year in the Life of DeafCAN: Minority Deaf Students in a Community College. The monograph reports on a year-long ethnographic study of a program for deaf students, DeafCAN (College Access Network) at Laney College, a community college in Oakland, California. During the 1988-89 year of observation, the program offered six specially designed courses, a daily lab hour, tutoring services, and a women's support/rap group. The study was designed to describe the program, evaluate the program, and construct a program model for dissemination. The study particularly looked at: the effects of the program on the mental health of the 12 new students, bilingualism and the use of American Sign Language and English, student goals, and DeafCAN as a family. Extensive tape recordings (video and audio) of classroom and informal settings provided the data for analysis. Individual chapters of the report address the following: the setting; the DeafCAN program; the DeafCAN staff; staff meetings; DeafCAN students; students' language attitudes; students' social networks; student… [PDF]

Berney, Tomi D.; Moghadam, Val (1989). Scholarly Transition and Resource Systems (Project STARS), 1987-88. OREA Evaluation Report. The Scholastic Transition and Resource System Program (Project STARS) sought to identify gifted and talented students of limited English proficiency and provide them with the help needed to succeed in advanced and basic content area and vocational/technical courses. The 1-year, federally-funded program served 321 students at 3 New York City high schools. Students received instruction in English as a Second Language (ESL), native language arts (for Spanish- and French-speaking students), content area courses, and career-related courses taught bilingually or with an ESL approach. Noninstructional activities included guidance/career advisement, staff development, parent participation, and curriculum development. Students met program objectives for mastery in ESL but not in content area subjects. Objectives were met for student attendance but not curriculum development. Lack of data prevented determination of whether guidance/career advisement, staff development, or parental involvement… [PDF]

Brown, Peggy Ann (1985). Helping Minority Students Succeed. A Report of the Association of American Colleges Minority Achievement Program, 1981-1985. College and university efforts to address minority students' needs are described. The Minority Achievement Program (MAP) provided grants to selected colleges to test a range of programs and services to help certain student groups succeed in achieving their educational goals. Descriptions of 10 selected projects are provided, along with information on the school's enrollment and the amount of the award, which ranged from $2,145 to $9,000. Information is also provided on the purpose and findings of an evaluation of MAP. The evaluator, Herman Blake, considered common elements that led to success/failure of the MAP-funded activities, and based on individual projects offered conclusions on how colleges can best address minority students' needs. Four conditions that significantly affected project outcomes were identified: institutional commitment, program leadership, program conceptualization, and faculty involvement. In addition, these criteria were applied in evaluating the 10 selected…

Barney, G. L.; Yang See, Koumarn (1978). Glimpses of Hmong History and Culture. General Information Series, No. 16. Indochinese Refugee Education Guides. The two essays in this guide are intended to provide Americans with an introduction to the history and culture of the Hmong refugees from Laos. In the first essay, "The Hmongs of Laos: 1896-1978," the following topics are discussed: (1) the Hmongs' history until 1940; (2) the emergence of Hmong leaders during and after World War II and the guerilla army after the takeover by the Pathet Lao; (3) the effects of relocation into new regions and inhospitable climates between 1955 and 1975; (4) the fall of the Royal Lao government and the period between 1972 and 1975; and (5) the problems arising from the flight into Thailand since 1975. In the second essay, a description of Hmong life and culture during the early '50s is provided to give a picture of the life that the older refugees remember. The following subjects are discussed: (1) the origins, history and way of life of the people and the mountainous regions in which they live; (2) their patrilinear clan system, which is the…

Desrochers, Alain M.; And Others (1975). Social Psychology of Second Language Acquisition and Bilinguality: An Annotated Bibliography. Research Bulletin No. 340. This bibliography includes 333 annotated references and 178 references without annotations. The articles represent a wide variety of work, including theoretical papers, statements of opinions and policy (both political and pedagogical), and empirical studies. The central theme was organized into six topics, which were then used as major categories in the classification scheme. The six topics are: (1) factors affecting attitudes and motivation; (2) social factors which influence second language acquisition; (3) costs and benefits of second language acquisition; (4) immersion programs and bilingual schools; (5) general reviews; and (6) individual differences in second language acquisition and perseverance in the programs. (CFM)… [PDF]

Lash, Trude W.; Sigal, Heidi (1976). State of the Child: New York City. Based primarily on publicly available statistics, this report puts together information relating to the condition of New York City children. After compiling lists of the major concerns for children, and testing them against the reactions of experts and relevant research literature, the availability of usable statistical indicators is explored. In order to indicate improvements where they are needed, the analysis of how children are doing is combined with an examination of selected public programs and investments. Community organizations trained teams of lay and professional members for the task, developed standard observations and interview guides, assembled and analyzed their materials, and developed their reports and recommendations. These organizations and their task forces are responsible for the reports, on which four of the chapters of this report are based. Monitoring targets were: (1) child health stations; (2) the public school attendance program; (3) food programs in the… [PDF]

(1989). Conference on Research in Language and Education: An Agenda for the Future (Lake Arrowhead, California, January 28-31, 1989). Task and Project Summaries. Seven research tasks and related projects undertaken by the Center for Language Education and Research (CLEAR) are described in a series of summary reports. For each specific task, an introductory section outlines the background, relevant research, and scope of the task. Subsequent sections contain reports of studies done as part of the task, each written by the project director. The seven tasks (beginning with task 2) include: (1) uncovering new knowledge about improving the academic learning skills of language minority students in the areas of reading, writing, and reasoning skills and as development of those skills relates to the classroom environment; (2) professional development, both preservice and language skills, and language processing in second language learning; (3) the improvement of content of materials, curricula, and programs; (4) the linguistics and metalinguistic underpinnings of academic learning; (5) the scope, structure, and effectiveness of second language…