(1990). Bilingual Pupil Services (B.P.S.) 1988-89. OREA Evaluation Section Report. The Bilingual Pupil Services (BPS) had two complementary objectives: (1) to provide supplementary services to students of limited English proficiency (LEP) by giving them instruction in English as a Second Language (ESL) and bilingual reading and mathematics; and (2) to provide in-service training to paraprofessionals who were enrolled in programs that led to teacher certification. In its 16th year of service, the program served 2,548 elementary school students at 35 schools in New York City and trained 98 paraprofessionals. The BPS, during the year evaluated, trained 20 more paraprofessionals than in the previous year, and provided services for 673 additional students. The program met its objectives in bilingual mathematics, English reading, Spanish reading, staff development, and parental involvement. Recommendations for program improvement include: (1) modification of the evaluation design in order to utilize the results of already mandated tests for measuring achievement; (2)… [PDF]
(1984). Hupa Consonants. This modified alphabet booklet belongs to a series of bilingual instructional materials in Hupa and English. The booklet begins with a Hupa Unifon alphabet chart giving the symbols used to reproduce the most simple version of the sounds in the Hupa language. Nearly 200 basic vocabulary words and phrases are given. A Hupa consonant is followed by one to five Hupa words containing the consonant in initial, medial, or final position. The word in English is printed to the side in smaller letters. Pages contain three to six pen and ink illustrations of the word listed. The English translations given on page 3 of the booklet exemplify the cultural emphasis present throughout the word list: maple, low, my pocket, raw, paddles, my stomach, scar, he's eating, thunder, seven, abalone, narrow, mountain ridge, I'm pounding acorns, I'm grinding acorns, after me, Redwood Ridge, and alder. (JHZ)…
(1986). Seward Park High School Project CABES 1984-1985. OEA Evaluation Report. Career Advancement through Bilingual Educational Skills (Project CABES) completed the second year of a 3-year funding cycle at Seward Park High School on Manhattan's Lower East Side. Project CABES serves 233 recently immigrated, predominantly low-income, ninth through twelfth grade, Hispanic students of limited English proficiency (LEP). Included in the career-oriented curriculum are courses in employability skills, typing and word processing, and bilingual career workshops. Content-area courses, taught in the students' native language (Spanish), and intensive English as a second language (ESL) courses comprise the other curriculum components. Support services included counseling, peer tutoring, referrals to outside agencies, cultural and extracurricular programs, staff development and parental involvement activities. Primary objectives are increased achievement in English and Spanish proficiency, mathematics, science, social studies, and career advancement subjects; improved…
(1986). Walton High School Project BLAST, 1984-1985. OEA Evaluation Report. In 1984-85, Project BLAST provided English as a second language (ESL), native language arts, and bilingual instruction in social studies, mathematics, and science to 275 students of limited English proficiency (LEP) at Walton High School in the Bronx, New York. An important feature of the program is its emphasis on career orientation, the acquisition of survival skills, and citizenship training. Career exploration has been added to the first and second year of ESL; citizenship is a special unit in the bilingual social studies program. Both of these are integrated with mainstream projects at Walton. In its second year of a three-year funding cycle, Project BLAST built on the previous year's strengths and made progress in resolving some of the problems noted earlier. A restructuring of the program to improve staff coordination was implemented; original curricula and materials were developed; and staff members participated in workshops, departmental meetings, professional conferences,…
(1987). Trends and Status of Computers in Schools: Use in Chapter 1 Programs and Use with Limited English Proficient Students. Staff Paper. This examination of computer use in schools provides an overview of current trends, as well as detailed analyses of the use of computers in programs for disadvantaged learners funded by Chapter 1 of the Education Consolidation and Improvement Act of 1981, and programs for students with limited English proficiency. A summary of this report and a general overview of the trends and status of computers in American education are followed by an analysis of the use of technology by Chapter 1 programs. This analysis reviews early use of technology in such programs in both public and private schools and profiles their current use of computers. The analysis of technology use with students with limited English proficiency considers the current status of this population and describes ways in which technology (primarily the computer) is used in these programs. The implications of the findings of this study for federal policy are considered for both groups, and four areas that need attention to… [PDF]
(1987). Property Management and Maintenance. Sacramento County Bilingual Vocational Training Program. This curriculum guide provides materials for a course that prepares limited English speaking Indochinese adults for entry-level employment in the field of property management and building maintenance. Information on the project that developed these materials is followed by a curriculum outline for the Vocational English as a Second Language (VESL) component. Materials include the program design, a lesson plan for vocabulary development, VESL teaching activities (in recognition, production, and application), and the structures and vocabulary to be taught. The curriculum is divided into 18 chapters. Each chapter contains a lesson plan (teaching materials source, a listing of main concepts to be taught, teaching activities, length of lesson, evaluation), teaching materials, tests, technical glossary, and related general glossary. Topics of the chapters include tools, care of tools and equipment, plumbing repairs, plaster and drywall, redecorating with paint, redecorating with wall… [PDF]
(1983). Ciencias 3. (Science 3). Student Book. This grade 3 textbook, the third in a series of elementary science textbooks written in Portuguese, consists of readings, activities, and review exercises on biological, physical, geological, and nutrition/health concepts. The book is organized into nine sections. Among the topic areas included in these sections are: (1) solar energy, electricity, and light; (2) solar system, planets, earth motions, and phases of the moon; (3) gravity, rocks, and erosion; (4) atmospheric phenomena; (5) water and water resources; (6) plants found in deserts, forests, and savannahs, and plant products which are used as food; (7) animals found in deserts, forests, and savannahs; (8) the bodily senses and health concepts; and (9) changes in states of matter. (JN)… [PDF]
(1976). Chinese (Cantonese) as a Second Language Reader. Level II. Teacher's Guide. The ten Chinese (Cantonese) short stories given in the student's reader are provided here, as well as a teacher's guide for their use. The English titles of the stories are: (1) "The Dictionary"; (2) "Come, Have Some Rice Noodles"; (3) "Where Shall We Go"; (4) "Beautiful Day"; (5) "The Little Dog's Wish"; (6) "Let's Go to the Movies"; (7) "Going to Los Angeles"; (8) "Spot's Birthday"; (9) "Visit to Siu Ming"; (10) "Who's Up There." The words in the glossary, which follows the stories, are arranged according to the number of strokes they contain. The teacher's guide concludes the book; for each story it provides text translations and suggestions for oral activities and seatwork in the classroom. (CFM)… [PDF]
(1978). Selected Conference Proceedings from the Conference on The Future of Minority Centers, February 23-24, 1978. This document contains presentations made at a conference which was held to address problems and concerns of professional staff members working with minority students in predominantly white colleges. Issues addressed include: (1) the validity of minority student programs at predominantly white institutions; (2) budget justification for minority student programs; (3) Indian attitudes toward and participation in multicultural programs; (4) educational opportunities for minority students; (5) bilingual programs; (6) a cultural training center proposal; (7) increasing black enrollment in minority student programs; (8) educational strategies employed in minority programs; (9) problems encountered by minority programs such as State and/or Federal funding, staff problems, accountability, and lack of student participation; and (10) the art of proposal development. The text of a speech by Kwame Salter on the future of multiculturalism is also included. Recommendations made by the…
(1978). Helping Young Children Develop Motor Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VI. This Child Development Associate (CDA) training module, the sixth in a series of 16, provides an introductory course in the development of motor skills in children. In the first two sections, the importance and characteristics of motor development are briefly discussed. Maturation factors and predictable patterns and stages in motor development are emphasized. It is emphasized that children vary considerably in their rate of motor development. The sequence of motor development from birth to age 6 is outlined in a chart and elaborated in the text. Gross and fine motor skills checklists as well as guidelines for using the skills checklists are included. This module focuses on specific behaviors that directly relate to CDA Competency 2. (RH)…
(1978). Aprendemos de carreras (We Learn about Careers). Designed to help Spanish speaking children learn more about various professions, this book features scenes of people at work in 22 different occupations. The Spanish text, illustrations and learning exercises were developed as supplementary reading materials for elementary grades by students in a Bilingual Teachers Aide Program at Mesa Community College. Both language and content provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. The different types of occupations which are described include a judge, teacher, doctor, nurse, carpenter, electrician, painter, garbageman, postman, bus driver, shoe salesman, butcher, waitress, policeman, photographer, fireman, bank teller, barber, and cashier. The large illustrations are black and white \coloring book\ style. (DS)…
(1977). El Transportador de las Particulas. Explorando el Mundo Natural-Nivel 3 (The Transporter of the Particles. Exploring the Natural World–Level 3.). The Intermediate Science Curriculum Study Spanish language science instruction manual for the intermediate grades focuses on energy of many types. The soft bound volume uses self-pacing and individualized learning to guide the students through a series of experiments. Basically, the students are asked to think about what they do and see, evaluate whether or not they understand, and review the material. Subject material includes: electrical energy; making batteries; electrolysis; energy in action; various types of energy; a model of particles; particle reactions; and calories. Each chapter contains a materials list, a short note about chapter emphasis, and specific points of interest, followed by an introduction of the subject. A series of related experimental activities follows, with notes and questions for the student based on observation of the particular phenomena involved. Illustrations often indicate correct methodology for the experiments and related principles. English… [PDF]
(1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Pilot Study Results and Child Assessment Measures. The purpose of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1979), is to present the results of a pilot test of a battery of instruments to be used in assessing the effectiveness of four early childhood bilingual/bicultural curriculum models. The instruments pilot tested were the Bilingual Syntax Measure (second language acquisition), the CIRCO Subtests: Escuchen Este Cuento (Spanish language comprehension), the CIRCUS Subtests: Listen to the Story (English language comprehension), and the Preschool Inventory (English and Spanish concept development). Evaluation of the instruments focussed on three aspects: (1) the feasibility of successfully implementing the curriculum models in more than one setting; (2) the impact of each model on children enrolled in Head Start, on their parents, and on the Head Start teaching staff; and (3) the attitudes and opinions of Head Start staff and parents (who are in areas where the models…
(1979). Language Learning Through Pretend Play in Young Bilingual-Bicultural Children. Child care programs are ideal places to begin the mastery of both English and a native language. Language growth can be promoted through the use of pretend play. Pretend situations include storytelling, oral drills and poems, riddles and songs. In storytelling activities, it is essential that the adult model language for the children. The children listen very intently to pronunciation, intonation, pitch, stress, rhythm, and tone. Using oral substitution drills with pretend play, the teacher can select nouns, verbs, or adjectives from the native language which can be substituted for English equivalents. Youngsters enjoy going through these drills especially if the teacher varies them. In pretend play, children can assume roles of characters or objects from stories, poems or riddles which they have heard. Oral language techniques such as (a) selective visual attention or questioning, (b) attention to nonvisual stimuli, (c) recall, (d) directed dialogue, and (e) self-monitoring can be…
(1977). Evaluation Design 1977-78. ESEA Title I Migrant Program November 15, 1977. Publication No. 77-10. Evaluation of the Austin Independent School District Elementary and Secondary Education Act (ESEA) Title I Migrant Program involves collecting and disseminating information relevant to eleven decision questions addressing both the system and program levels. At the system level are questions of whether the district should have a migrant program and how coordination with other programs should be improved. Nine program level questions are concerned with such subjects as changes in academic areas and expansion or modification of ancillary services, recruitment procedures, parental involvement programs, and staff development. Three basic types of data are required: needs assessment, process, and outcome data. This document summarizes the information sources for each area covered by the evaluation. An overview of each decision question includes evaluative questions and objectives, information sources for the data needed, and the date the information is due. Another portion of the document… [PDF]