(1982). Culturally/Linguistically Different Children: Report Writing Guidelines for Speech-Language Pathologists [and] Summary of Project Communicate. Guidelines for writing assessments of the English language skills of minority, bilingual, preschool and elementary school children are presented for monolingual speech-language pathologists. In addition, a project (Project Communicate) providing direct client services and training of speech-language pathologists is briefly described. With regard to the assessment of children from culturally and linguistically diverse backgrounds, the following information approaches are suggested for the monolingual clinician's report: 1) identifying the language spoken at home and the length of time the child has been in the English-speaking environment; 2) evaluating the child in his/her native language, using other bilingual staff if necessary; 3) including descriptive information about the child's second language performance; 4) specifying the type of services recommended in the child's second language, such as speech and language therapy. Examples of acceptable and unacceptable ways to describe…
(1989). Erasmus Hall High School Bilingual Program, 1987-88. OREA Report. Evaluation Section Report. The Erasmus High School bilingual Program of instructional and support services served 111 limited-English-proficient students in its fifth year of federal funding. The program's major goal was to provide the least academically and linguistically prepared students with the instruction in English as a Second Language (ESL) needed for moving into mainstream academic classes. Students received instruction in ESL, native language arts (NLA), and bilingual instruction for some students (Haitian) in mathematics, science, and social studies. Students had the options of enrolling in an ESL typing class, mainstream subjects such as gym and art, and in a hotel and restaurant management program. Non-instructional components included academic, personal, career, and college counseling, individual and small-group tutoring, an after-school and summer jobs program, and extracurricular activities. While the program did not achieve its ESL objective, over 80% of students passed their NLA classes, and… [PDF]
(1982). El ensenar a escuchar, a hablar, a leer y a escribir. Cuadernos para el entrenamiento de maestros de educacion bilingue. Cuardernos 1, 2 y 3, Serie D. (Teaching Listening, Speaking, Reading, and Writing. Training Packets for Bilingual Teachers. Packets 1, 2 and 3, Series D.). This teacher training guide includes three major units that deal with the teaching of listening, speaking, reading, and writing skills in Spanish in the bilingual classroom. Each packet includes objectives, materials, and activities that help develop and promote students' receptive and productive skills. Other major topics covered include: the elements of language, including prosody, orthography, analogy, syntax, and semantics; aspects of oral language and activities for its development, including conversations, games, use of pictures and drawings, dramatization, and improvised dialogs; and methodology of reading, including syntactic methods, phonetic methods, onomatopeic methods, analytical and global methods, eclectic procedures and the experiential approach. Transparencies for each method are included. (TR)… [PDF]
(1990). A New Beginning for LEP Students?. New Beginning is a transitional program for limited-English-proficient (LEP) secondary school students in Dade County, Florida whose prior school experience was interrupted or limited. The program currently serves 102 students in four schools. Most participants are Hispanic or Haitian. Students are selected by district-wide criteria and grouped in self-contained classes. Program aims are: (1) to develop rapid acquisition of English skills, literacy, and academic skills needed to profit from English-as-a-Second-Language and bilingual curriculum content programs, as well as a more positive self-image; and (2) to reduce failure and dropout rates. Although the schools all follow specific guidelines, program implementation varies. All participants enrolled shortly after arrival in the United States. The program's attendance rate has been generally high. Achievement data for the first year is inconclusive concerning program success. Staff perceive the program as valuable, student response…
(1986). Project CHAMP, 1985-1986. OEA Evaluation Report. The Chinese Achievement and Mastery program, Project CHAMP, was a bilingual (Chinese/English) project offered at three high schools in Manhattan. The major goals were to enable Chinese students of limited English proficiency (LEP) to learn English and to master content in mathematics, science, global history, computer mathematics, and native language arts (Chinese) courses. Another goal was to achieve a high attendance rate for project students at the participating schools. An intensive literacy component was offered at the Seward Park High School site to those students who were functionally illiterate in their native languages and who lacked basic academic skills. The major objectives of this component were: (1) to develop students' ability to read and write fluently in their native language; (2) to master basic elements of reading, writing and speaking in English; (3) to develop the students' study skills and habits as a foundation for future academic work; and (4) to foster…
(1986). Criteria for the Evaluation of Secondary and Post-Secondary Foreign Language Teaching Materials. Criteria for the evaluation of foreign language materials in the commonly and less commonly taught languages in secondary and postsecondary institutions are presented. They are intended for use by individual teachers or appointed committees when selecting and evaluating language teaching materials. The criteria contain a set of evaluative and descriptive questions in six material areas: novice, intermediate, and advanced level course materials, reference materials, dictionaries, and computer-assisted instructional materials. In developing the criteria, attempts have been made to ensure ease of use while also capturing sufficient detail to provide a useful evaluation of the materials. A complete evaluation consists of three forms to be completed by the materials evaluator: a form eliciting descriptive information about the materials (bibliographic citation, availability, language/dialect presented, form of presentation, grammatical/pedagogical approach, overall organization of the… [PDF]
(1980). Odaminodaa Ojibwemong!! = Let's Play in Ojibwe!!. The booklet contains directions for designing six word games to provide motivation, reinforcement, and review for students of all ages, from children to adults, as they learn the Ojibwe language. Step-by-step instructions are provided for making and playing Quiz Board, Tic-Tac-Toe, Concentration, Lottery, Lingo (Bingo), and Incocomp. Suggestions for adapting the games to the age and language ability levels of the students, using other languages, and creating flash cards and tapes are outlined. Supplementary materials included are illustrated diagrams and/or sample cards for each game; a pronunciation guide; and bilingual English/Ojibwe lists of pets and farm animals, wild animals, fish, birds, insects, body parts, people, relatives, food, fruits and vegetables, household objects, kitchen items, months and seasons, days and time, weather vocabulary, places, everyday expressions, and numbers. (NEC)…
(1986). A Parent Involvement Model for Use with Limited English Proficient High School Students. Teacher's Guide: The Vocationally Oriented Bilingual Curriculum. This teaching guide accompanying materials for parents to support the efforts of their limited-English-speaking high school children in a vocationally-oriented bilingual secondary program provides an explanation of the program and its objectives and suggests techniques for introducing and using the materials effectively with the parents. Steps to use in replicating the program in other districts, beginning with identification of the target population and proceeding through implementation, identifying community liaisons, selecting educators, scheduling, orientation, and evaluation are provided. A sample parent introduction letter, certificate of participation, and teacher's record chart are also included. (MSE)… [PDF]
(1988). English Language Arts Framework: Kindergarten-Grade 12. This guide provides general guidelines for local school districts in Texas to follow in designing English language arts programs to meet the needs of their students and the expectations of their communities. Instead of providing specific instructional items, strategies, and materials, the guide reflects Texas State Board of Education rules and legal mandates and presents suggestions for implementing these rules. The first section provides an overview of the content of the English language arts curriculum. Subject and course descriptions are provided together with scope and sequence illustrations of the English language arts essential elements at all levels. In addition, the section details the required and suggested time allocations for the English language arts essential elements as well as the high school graduation requirements. The second section provides sample English language arts lesson plans for Grades 2, 4, 5, 7, 9, and 10. The third section provides general information…
(1982). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (17th, Chicago, Illinois, October 30-31, 1981). Journal of the Midwest History of Education Society, v10. Divided into four parts, this document presents papers covering: quantitative analysis and educational history, ethnicity and education, educational paradigms, and schooling in the urban heartland. The first paper in part 1, \The Social and Economic Correlates of School Attendance among the Children of Textile Workers, 1890\ (D. L. Angus, B. A. Hilbert, and J. E. Mirel) is based on the 1890 and 1891 annual reports of the commissioner of labor. \Path Analysis: Another Research Tool for the Educational Historian\ (I. Newman and C. M. Dye) reviews the uses of path analysis as a research methodology. Part 2 begins with \A Test of Andrew M. Greeley's Six Step Theory of Ethnic Assimilation by the Use of Norwegian-American Historiography\ (F. C. Nelsen). \Ethnicity and Ethnic Studies Revisited\ (M. M. Krug) reviews the rise in the 1970s of ethnic awareness in education. \Two Christian Ideas of Childhood: Clement of Alexandria and Augustine\ (J. J. Chambliss) contrasts Clement's childhood…
(1988). Park West High School Vocational and High School Equivalency Bilingual Program, 1986-1987. OEA Evaluation Report. Park West High School's Vocational and High School Equivalency Bilingual Program's purpose was to help limited-English-speaking students develop English skills while receiving occupational training after school through bilingual content-area instruction. The program was funded as a mini-school within the high school, providing the same overall job and career orientation provided to mainstream students. In 1986-87, the program served 224 students in grades nine through twelve. Most were recent immigrants with diverse cultural and immigration histories. Half were overage for their grades. Major emphasis was placed on mainstreaming the students into a vocational mini-school or academic track in the high school, with the aim of preparing them for employment after graduation. Guidance, academic and career counseling, and parental involvement were part of the program. Analysis of student achievement data indicates: (1) English language objectives were met only in the fall semester; (2)… [PDF]
(1984). Standards for Title VII Evaluations: Accommodation for Reality Constraints. Two separate sets of minimum standards designed to guide the evaluation of bilingual projects are proposed. The first set relates to the process in which the evaluation activities are conducted. They include: validity of assessment procedures, validity and reliability of evaluation instruments, representativeness of findings, use of procedures for minimizing error, and use of multiple objectives and multiple measures. The second set of standards relates to the content of the evaluation, and includes: project implementation; student performance; school, family, and community factors; and evaluation use. In implementing evaluation standards, several issues and problem areas are likely to emerge, e.g., resistance to change, burden on resources, and technical issues. However, the development and implementation of sound evaluation standards should go a long way in ensuring the accomplishment of desired outcomes in Title VII projects. (BW)… [PDF]
(1982). An Investigation into Bilingual Students' Classroom Communicative Competence. Final Report. The project studied a critical aspect of school performance, how children know how to display interactional competence during classroom lessons. Using videotapes of classroom lessons and interviews with participants, the study analyzed the language used by teachers and students as well as their physical behaviors to infer the knowledge needed for learners to function successfully. The participants in the study were teachers and students in a kindergarten, a second- and a fifth-grade classroom in which Spanish and English were the language of instruction. The findings were that in order to be interactionally competent, students must be able: (1) to recognize when lessons and episodes begin and end; (2) to know and follow the rules which govern them in order to participate appropriately by listening, soliciting a turn-at-talk, and/or responding to a teacher initiated turn as well as to initiate the negotiation of new episodes. These findings suggest that teachers facilitate the… [PDF]
(1975). Curriculum Guide for Italian Language Arts. Literature Levels AB = Guida alla Lettura della Lingua Italiana Letteratura Ciclo A & B. Working Draft. A curriculum and teaching guide for introductory literature appreciation in the Chicago public schools is an orientation for the bilingual teacher of Italian students. Concepts such as rhyme and personification are developed for the teacher. For each of the two levels included, the section begins with a list of specific performance objectives, numbered to correspond to subsections containing lesson outlines. Each lesson outline specifies the subskill or concept to be developed, a suggested instructional strategy, class activities, and evaluation criteria. Illustrations, poems, and worksheets provided are suitable for overhead projection. The literature covered is drawn from poetry, novels, folklore, and drama. (MSE)…
(1984). The Provisions for Hispanics, Asians and Other Minority Groups in Desegregation Plans in Major American Cities. Report No. 8424. Analysis of the provisions for Hispanics, Asians, and other minority groups (excluding Blacks) in the desegregation plans of 13 cities (Boston, Chicago, Cleveland, Dallas, Denver, Detroit, Los Angeles, Miami, Milwaukee, New York City, Philadelphia, San Francisco, and Seattle) suggests a number of trends: (1) These groups have not been classified as Black; in voluntary plans they have been classified on a percentage formula related to the groups as "separate identifiable groups" (i.e., neither White nor Black); in mandatory plans they have been classified as White; district size has not affected classification; and a high percentage of a group in a system has led to classification as a "separate identifiable group," while a low percentage has led to classification White. (2) District size has had little effect on language provisions; in districts with a high percentage of these groups, government bilingual requirements, at a minimum, have been carried out, and…