(1984). Fort Hamilton High School Project SPEED: Special Education to Eliminate Dropouts. O.E.E. Evaluation Report, 1982-1983. The major goal of Project SPEED (at Fort Hamilton High School, Brooklyn, New York) was dropout prevention. In its first year of operation, 1982-83, the project provided English as a Second Language (ESL) instruction, bilingual instruction in basic skills required for graduation, and guidance services to approximately 300 limited English proficient (LEP) students in grades 9-12 who were regarded as high risks for dropping out. The students, mostly recent immigrants, were 65 percent Spanish speaking, 20 percent Chinese speaking, and 15 percent Arabic speaking. The project's individualized approach was based on three models, each having a specific goal and curricular emphasis: Model 1 aimed at dropout prevention, particularly for 9th and 10th graders; Model II aimed at truants whose likelihood of staying in school is minimal; and Model III aimed at retaining LEP students older than 18. Evaluation of the project, however, showed that it was impossible to examine these models as such… [PDF]
(1984). Project BABS: Bilingual Academic and Business Skills. O.E.E. Evaluation Report, 1982-1983. Project BABS, in the second of a three year funding cycle, provided career counseling and job internships with business enterprises, in addition to a computerized reading program, to approximately 600 limited English proficient (LEP) students. The students–of Chinese/Vietnamese, Greek, Russian, and Hispanic descent–attended four New York City high schools. The major instructional objectives of the program were to provide participating students with instruction leading to the development of basic skills in both English and the native language; to develop students' business and secretarial skills; and to allow students to apply those skills in after-school or summer job internships with local businesses. Title VII funds supported all program staff positions. Due to efforts of the job developer and the curriculum specialists, 12 program students were able to serve as interns with various businesses and agencies during summer 1983. In addition, these staff members met with school… [PDF]
(1981). Survival Communication Instruction for Classroom Teachers of Students with Limited English Proficiency (LEP). Guidelines and techniques for assisting limited English proficient students in adjusting to their new environment and learning to communicate in English are provided for classroom teachers without previous training in teaching English as a second language. The language and cultural differences of minority students in Utah are noted so that teachers can aid the cultural and social adjustment of new students from the moment of their arrival. Orientation to the school through the use of the orientation tapes available in 11 languages, preliminary English proficiency assessment for placement, and the teaching of basic English vocabulary and phrases for immediate communication are described. The contents of the Holt-Gudmundson Preliminary LEP Assessment Inventory are presented and seven other assessment instruments are discussed. Also covered are the use of total physical response activities to strengthen listening comprehension, survival phrases and social expressions, questions,…
(1965). UNDERSTANDING AND HELPING THE RETARDED READER. THE PROCEEDINGS OF A 1962 STATEWIDE ARIZONA CONFERENCE ON READING DEVELOPMENT AND READING DIFFICULTIES INCLUDE 15 PAPERS. ARTICLES ON THE ABLE RETARDED READER ARE \UNDERSTANDING THE ABLE RETARDED READER\ BY HELEN M. ROBINSON, AND \CLASSROOM PROCEDURES\ BY ROSEMARY YOAKUM. PAPERS ON EMOTIONALLY DISTURBED CHILDREN ARE \IDENTIFICATION OF EMOTIONAL DIFFICULTIES IN READING\ BY PETER GALLAGHER, \CAUSATION AND PREVENTION\ BY BORIS ZEMSKY, \NEUROPSYCHIATRIC CONSIDERATIONS IN CHILDREN'S READING PROBLEMS\ BY RALPH RABINOVITCH, AND \CLASSROOM PROCEDURES\ BY LORA ANDERSON. BILINGUAL CHILDREN (CHILDREN FROM NON-ENGLISH SPEAKING HOMES) ARE DISCUSSED BY MAMIE SIZEMORE IN \UNDERSTANDING 'BILINGUAL' CHILDREN, BY MILES ZINTZ IN \DEVELOPING A COMMUNICATIONS SKILLS PROGRAM,\ AND BY JANE MOORE IN\CLASSROOM PROCEDURES.\ INCLUDED ALSO IS AN INTRODUCTION BY RUTH S. STRANG ON LEVELS OF KNOWLEDGE AND SKILL, DIAGNOSTIC PROCEDURES, ESSENTIALS OF TREATMENT, AND READING MATERIALS. THE SUMMARY AND CONCLUDING…
(1977). The Theory of Incompatibilities: A Conceptual Framework for Responding to the Educational Needs of Mexican American Children. According to the Cardenas-Cardenas Theory of Incompatibilities, Black, Mexican American, and economically disadvantaged children have not enjoyed the same success in school as that of the typical middle-class American because of a lack of compatibility between the characteristics of minority children and the characteristics of a typical instruction program. Over forty incompatibilities have been identified and grouped into five broad areas: poverty, culture, language, mobility, and societal perceptions. The interrelatedness and interdependence of any programs to address these incompatibilities and the inherent racism in the concept of having minority children adapt to typical programs must be considered prior to the development of an educational plan. A comprehensive education plan aimed at eliminating the incomptibilities between the school and minority children must consider a wide array of change and incorporate the following elements of school activity: educational philosophies,…
(1968). ASSIMILATION THRU CULTURAL UNDERSTANDING. ESEA TITLE III-PART II NARRATIVE REPORT. APPLICATION FOR CONTINUATION GRANT. This application for a continuation grant describes the project of the Board of Education of Hoboken, New Jersey, for improving the assimilation of Puerto Rican and foreign born students. This Elementary and Secondary Education Act, Title III, project has included, and hopes to continue, inservice teacher education, community programs, curriculum development, special school programs, and staff visits to Puerto Rico. The application also serves as a progress report and follows the standard format required by the Act. (See also UD 006853.) (NH)… [PDF]
(1976). Reading: Prospecting for Futures; Proceedings from the Tenth Annual Conference of the California Reading Association, Sacramento, 1976. The 33 articles published in this conference report represent the wide range of topics covered at the conference. Entries are organized under the following six headings: Comprehension: the reason for reading; the role of reading in personal development; language and cultural variables and reading; instructional programs and procedures; reading in the secondary school; and testing in reading. Topics treated range from self concept and bibliotherapy to the special problems involved in teaching reading to Asian and Chicano children. The section on instructional programs and procedures consists of 12 articles that provide teaching models and techniques and discuss early reading, language experience and development, remedial reading, and accountability. (MAI)…
(1978). From the Community to the Classroom: Gathering Second-Language Speech Samples. Language in Education: Theory and Practice, No. 6. Adapting sociolinguistic fieldwork techniques for use in teaching a second language is presented as an activity that gets students out of the classroom and into the speech community to observe and use language in real situations. It is intended for intermediate and advanced students who need motivation and encouragement to interact with native speakers. First methodological approaches of sociolinguists studying speech in a social context are examined, beginning with the identification of the speech community to be studied. Also included in the fieldwork techniques are preparing an explanation for the interviews and devising interview forms to guide the conversations, which are tape-recorded. Next, student preparation is discussed, including pre-fieldwork activities (classroom role-playing), and fieldwork preparation (classroom discussion to prepare topic and schedule). Three sample taped interviews are shown concerning life in New York, Puerto Ricans in Philadelphia, and family life… [PDF]
(1970). Developing Language Curricula: Programed Exercises for Teachers. Michigan Oral Language Series. This manual is designed to introduce teachers to basic principles of language analysis which can be immediately applied to classrooms populated by non-English speaking or language handicapped children. Programed exercises covering major units of study are included with follow-up discussion on: (1) nature of language; (2) attitudes toward language; (3) contrast in vowel sounds; (4) consonant sounds; (5) suprasegmentals; stress, pitch, and pause; and (6) the ordered forms of words. The exercises involve the teacher in a detailed analysis of language interference problems which can be anticipated when Spanish background youngsters try to learn English. The manual is intended for use in workshops or by individuals. (RL)… [PDF]
(1988). Conversational Strategies and Contexts for Talk: Learning Activities for Franco-Ontarian Minority Students. Anthropology and Education Quarterly, v19 n1 p20-47 Mar. Analysis of the problems of French-speaking Ontarian minority students suggests that they are able to build on the different communicative resources they bring to the task to jointly or variably address multiple embedded discourse and task and social functions, thereby extending their use and awareness of language. (Author/BJV)…
(1996). Some Thoughts Concerning Innovative Language Education Programmes. Journal of Multilingual and Multicultural Development, v17 n2-4 p315-20. Identifies five recurring themes in the literature on bilingualism: role of language policy or planning activities in educational reform; concern with nurturing the mother tongue and facilitating transfer of skills across languages; importing a model versus a "cycle of discovery"; practical problems that impede implementation of innovative language education programs; and the potential contributions of research in classroom discourse. (CK)…
(1997). The Role of Previous Educational Learning Experiences on Current Academic Performances and Second Language Proficiency of Intermediate School Limited English Proficient Students. Bilingual Research Journal, v21 n2-3 p147-62 Spr-Sum. Interviews with 103 limited-English-proficient middle school students in California examined student and parent attitudes toward learning English, student use of English with family and friends, homework and study assistance, participation in extracurricular activities, and the influence of frequent absences and years of English instruction on academic achievement. (Contains 24 references.) (Author/TD)…
(1993). Project Porvenir. Final Evaluation Report, 1992-93. OERA Report. Project Porvenir was a federally-funded program serving 392 native Spanish-speaking, limited-English-proficient students in four Bronx (New York) elementary schools in 1992-93, its fifth and final year of operation. Participating students were general education students in grades 3-6 and special education students. Students received instruction in career education in their English-as-a-Second-Language (ESL) and native language arts (NLA) classes. Staff development, parent involvement in school-related activities, and curriculum development were also important program components. The program met its objectives for English language development, career-education, non-academic mainstreaming, attendance of general education students, staff development, curriculum development, and parental involvement. It did not meet its objectives for NLA, academic mainstreaming of special education students, and attendance of special education students. (Author/MSE)… [PDF]
(1988). New Voices: Immigrant Students in U.S. Public Schools. Immigrant children face serious problems in gaining access to a free public education. Many schools discourage immigrant children from enrolling; once inside the schoolhouse, these children continue to experience barriers to a comprehensive and effective education. Immigrant students lack the quality language assistance programs they need to develop effective skills in reading comprehension, writing, and speaking. Immigrant students are more likely to be retained in-grade and inappropriately placed in special education programs, and are at double risk for being placed in low academic tracks on the basis of language limitations or slow academic progress. The cumulative effects of these experiences, which cause great emotional stress, often cause them to leave school early; many immigrant students need specialized support services. Intergroup conflict is a serious problem in many schools. Schools are not doing enough to work with immigrant parents. Unless schools are restructured in…
(1978). Actividades al Aire Libre (Outdoor Activities). OBIS/Mini-Corps. Prepared specifically for use in one-week outdoor summer camp programs for migrant children aged 10-15, the twenty bilingual (Spanish and English) educational and recreational activities in the Outdoor Biology Instructional Strategies (OBIS)/Mini-Corps package have been revised to develop language skills as well as an awareness of the outdoor environment. Simulation, observation, experimentation, and numerous games are used to study ants, fish, lichen, plant habitats and distribution, decomposers, water organisms, stalking, and food chains. Each activity is presented in an individual water-resistant folio containing an introduction, materials list, preparation, action, and language development section consisting of discussion activities, language games, and an all-Spanish mini-dictionary. Throughout the package instructions and information for the leader are in English. Headings, key words, materials, and instructions for students are bilingual. The package contains three additional…