(1999). The Inclusive Classroom: Teaching Mathematics and Science to English-Language Learners. It's Just Good Teaching. This publication aims to help teachers to more effectively teach math and science to English language learners (ELLs). It argues that the learner's home language can play an important role in his or her science and math learning, whether or not the teacher speaks that language. When students are allowed to use their home language in the classroom, their academic performance improves, which can help them to build a solid foundation in math and science concepts before entering the higher grades where language becomes more decontextualized and cognitively more demanding. Skills in content areas like math and science, once learned in the first language, are retained when instruction shifts to the second language. The book is divided into several sections including the following:"Understanding the Specialized Languages of Mathematics and Science"; "Linking Second Language Strategies with Content Instruction"; "Thematic Instruction"; Cooperative… [PDF]
(2000). Evaluating an Innovative Elementary ESL Program. This 1999 observational study provided a school district with clear information about the experience of immigrant students in two elementary English-as-a-Second-Language (ESL) models, giving administrators, teachers, and school board members a window into the daily classroom life of ESL students. This program evaluation involving observational research design was implemented in a Wheaton, Illinois, school district. An innovative, self-contained elementary ESL program located at two of the district's elementary schools was evaluated through a matched-pairs research design that compared the experience of students in this program with the experience of similar students in the district's ESL pull-out programs. This report describes the observational research methodology and the results. A statistical analysis found significant differences between the level of engagement and teacher student interaction in the two program models, with the results favoring the experimental pod of the ESL… [PDF]
(1995). Equal Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual School. Issues in Applied Linguistics, v6 n1 p39-63 Jun. Based on a two-year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what educational opportunity means for the linguistically, culturally, and economically diverse student population participating in a successful two-way Spanish-English bilingual program. Presents micro-level classroom analysis demonstrating how team-teachers work together to help students develop academic skills in both languages. (31 references) (Author/CK)…
(1988). The Effect of Total L2 Immersion Education on Concept Development. Journal of Multilingual and Multicultural Development, v9 n6 p467-85. Presents a longitudinal examination of the effects of certain types of schooling (bilingual, immersion, mixed-language) on the concept development of monolingual, developing bilingual, or competent bilingual children in Wales. Results indicated that immersion programs temporarily retarded concept development of second language beginners. (Author/CB)…
(1994). The Development of First and Second Language Reading Skills in Early French Immersion. Canadian Modern Language Review, v50 n4 p646-67 Jun. Compared 20 good and poor readers in a second-grade French immersion program to 20 good and poor readers in regular English second-grade classes on various indexes of reading accuracy and speed. Found that English-only students achieved independent reading in greater numbers than French immersion students did in either French or English. (MDM)…
(1995). Minority Inclusion Programs. Update on Law-Related Education, v19 n1 p25-27 Win. Asserts that the United States has a long, sad history of discrimination against minority rights. Discusses the origins and history of minority inclusion or affirmative action programs. Includes a special report on the "English Only" movement. (CFR)…
(1989). Power and the Politics of Knowledge: Transformative Leadership and Curriculum Development for Minority Language Learners. Peabody Journal of Education, v66 n3 p41-60 Spr. Examines the meanings of power in relation to questions about leadership, language, curriculum, school knowledge, and program development in a community-controlled Navajo school; describes in first-person-singular detail how power was used as a prescriptive notion to create English and Navajo literacy programs that specify conditions for student and teacher empowerment. (SM)…
(1993). Language Minority Native Spanish Speakers at the Secondary Level and the Role of the Foreign Language Teacher. Peabody Journal of Education, v69 n1 p152-71 Fall. Examines secondary-level Spanish speakers' linguistic needs, highlighting foreign-language teachers' roles. The article outlines a model of acquisition that integrates student development in Spanish with acquisition of English, reviews theories of instruction, describes exemplary programs, discusses unique assessment needs, and analyzes the challenges for teacher educators. (SM)…
(2000). Factors Influencing Implementation of Mandated Policy Change: Proposition 227 in Seven Northern California School Districts. Bilingual Research Journal, v24 n1-2 p37-56 Win-Spr. Personnel at seven Northern California school districts were interviewed concerning implementation of Proposition 227. The disposition of district staff toward primary-language instruction and community attitudes influenced district policy; district decisions largely determined school policy; change occurred at all sites and was most evident in classrooms; and Proposition 227 contributed to varied policy implementation and program inconsistency. (Author/TD)…
(1994). Project Progreso. Evaluation Report, 1993-94. OER Report. This report describes Project Progreso, a federally funded project that served 240 Spanish-speaking students of limited English proficiency in special education Modified Instructional Service classes in kindergarten through sixth grade in the Bronx, New York. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects. The main project goal was to promote the acquisition of native and English language skills, which were assessed by standardized tests. Six paraprofessionals and 22 teachers of participating students were offered monthly staff development activities consisting of inservice programs and classroom consultations. Additional project activities included referral to ESL and General Education Diploma classes for parents and parent advisory committees. A Likert-type questionnaires were used to evaluate staff development and parent education activities. Students met objectives for content area… [PDF]
(1996). Aboriginal Language Maintenance, Development, and Enhancement: A Review of Literature. This paper offers a general review of literature relating to the maintenance, development, and enhancement of Aboriginal languages in North America, particularly Canada. Drawing primarily on sociolinguistics, several concepts about language usage and change are outlined that are useful for the purposes of thinking about language maintenance. Next, the current status of Aboriginal languages in Canada is considered through census figures and other broad data, national surveys of factors that influence language change and maintenance, scales of language vitality, and comparisons with recent immigrant language groups in North America. Finally, sources are examined that outline strategies for Aboriginal language maintenance. These include sources covering language values and support for endangered languages, general guidance on language retention and renewal, general policies and program provisions in schools, descriptions of specific bilingual and native language programs, teachers and… [PDF]
(1993). Meeting the Needs of the Gifted and Talented Limited English Proficient Student: The UHCL Prototype. The needs of gifted and talented limited English proficient (G/T LEP) students are being poorly met. A University of Houston-Clear Lake (UHCL), Texas, teacher education curriculum designed to train teachers in the identification, placement, and instruction of gifted and talented limited English proficient students (GT/LEPs) is discussed. As background material, information in four related areas is presented, including: (1) a review of research on these topics; (2) survey results concerning common GT/LEP assessment and instructional practices in states with high Hispanic-American populations; (3) characteristics of Hispanic GT/LEPs as perceived by the community, based on a survey; and (4) results of a study to establish national consensus about instructional objectives of an exemplary GT/LEP program. Finally, a set of five 3-hour instructional modules and additional coursework developed for GT/LEP teacher training are described briefly. The course description, prerequisites, and… [PDF]
(1979). Educational Program Status Report. Ganado Public Schools. Prepared as background information for a future long-range comprehensive plan, this status study was done to determine the scope and nature of the current educational program and facilities in the four schools operated by the Ganado Public School District. To accomplish the project, the staff of consultants followed a 5-part procedure: (1) examined faculty and administrative prepared North Central Association documents (1978); (2) examined North Central Association review team's re-evaluation report (1978); (3) observed district school plants; (4) interviewed and questioned selected school personnel; and (5) researched documents from interviewed personnel. Observers concentrated on gaining overall impressions of the settings in which teaching and learning take place in the four schools. The combination of high rates of personnel turnover, inadequate facilities, and widely scattered facilities was determined to be contributing significantly to communication difficulties, thereby…
(1980). Bilingual Skills Training Program. Auto Mechanics. Module 3.0: The Automotive Fuel System. This module on the automotive fuel system is the third of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name and explain the function of the four main parts of an automotive fuel system, and to name the most common problems of a fuel system. Contents include list of module objectives; pretest; five sections on (1) parts of the fuel system, (2) fuel pump, (3) carburetor, (4) circuits of a carburetor, and (5) common problems of the fuel system; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the…
(1980). Bilingual Skills Training Program. Auto Body Repair. Module 3.0: Basic Metal Repair. This module on basic metal repair is the third of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify procedure for preparing exterior, interior, and under surfaces and for analyzing damage; to identify metal capabilities; and to identify these processes: metal roughout, metal shrinking, soldering, plastic filler, metal finishing. Contents include list of module objectives; pretest; five sections on (1) surface preparation, (2) damage analysis and metal roughout, (3) metal shrinking, (4) body solder and plastic filler, and (5) metal finishing; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts…