(1984). Improving the Functional Writing of Bilingual Secondary School Students. Final Report. A study of language and literacy activities and attitudes in a southern California bilingual community and the resulting development of more culturally relevant writing instruction for junior and senior high school students of that community is reported. The initial task was an ethnographic survey of the community, focusing on its language activities and values. Four families were studied and compared, and the parents' perspectives examined. Based on these findings, appropriate writing activities were developed for this group and formulated into instructional modules, for which seminars were held to familiarize teachers with the materials and techniques. Modules were designed with content and activities relevant to students' everyday concerns and communication needs. The writing modules were then used in 3 junior high schools with 293 students. Evaluations of over 1,000 pre- and post-course writing samples showed a significant achievement gain during the period of the study. It is… [PDF]
(1987). Cooperative Learning with a Computer in a Native Language Class. In a cooperative task, American Indian elementary students produced bilingual natural history dictionaries using a Macintosh computer. Students in grades 3 through 8 attended weekly, multi-graded bilingual classes in Hupa/English or Yurok/English, held at two public school field sites for training elementary teaching-credential candidates. Teams of three students worked together at the computer to complete a dictionary page, a task involving selection of a natural item, formulation of its definition, transcription in the Unifon alphabet, translation to English, and page layout. The project focused on written sentence construction and oral communication skills. The goal of producing a dictionary dealing with plants and animals known to local tribes allowed students to use knowledge obtained from family and other tribal members. The computer provided concrete realization of abstract concepts and a self-directed interactive learning environment. Classroom observation showed that (1)… [PDF]
(1977). An Inventory of Educational Improvement Efforts in the New York City Public Schools. In this inventory of the main efforts at improvement in the New York City public schools since 1970, there is particular emphasis on activities from 1974 to 1976. Various kinds of programs are discussed including: educational programs; programs within traditional classroom settings and within alternative schools outside; public sector programs; private sector initiated programs; vocational and prevocational programs; bilingual programs; programs for the handicapped; drug prevention programs; early childhood programs directed toward low income students; high school and college collaboration programs; and others. These program descriptions include information on date started, funding, location, emphasis, target population, staffing and changes. Three main techniques of data collection were used: (1) mail questionnaires, (2) personal interviews, and (3) analysis of existing documents. The inventory is organized in terms of four categories of innovation: (1) educational programs for…
(1980). New York City Russian Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-1980. The New York City Russian Bilingual Program operated in three public and eight private secondary schools and served 740 students from families that immigrated from the Soviet Union. The program offered instruction in English as a Second Language, native language arts, and bilingual instruction in academic subjects. Program participants were mainstreamed for some areas of instruction. Additional program components included curriculum development, supportive services, staff development, parent and community involvement, and extracurricular activities. The program was evaluated through criterion referenced tests of student achievement, interviews with staff members, and evaluator observation. The program was found to be operating effectively. Tables of data are included. Translated competency examinations and program correspondence are appended. (MK)… [PDF]
(1978). Graciela Camina a la Escuela (Graciela Walks to School). Rules of traffic safety constitute the theme of this booklet, intended as reading material for Spanish speaking elementary school children. The document was developed by students in the Bilingual Teacher Aide Program at Mesa Community College. Both the Spanish language and content have been controlled to provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. In the story a little girl, Graciela, walks with her older brother Hector so that he can show her the safest way to go to school. On the way Hector explains traffic light colors, walk and no walk signs, and the buttons that pedestrians can use to activate traffic light signals. Hector cautions Graciela to never cross in the middle of the street, wait on the sidewalk until the light changes, and always look both ways before crossing. He also instructs her on the \correct\ side of the street to walk on when there are no sidewalks. Simple black and white…
(1980). Follow Through Title I Expansion Program 1978-1979. Report Number 8043. The report of the 1978-1979 performance of the Project Follow Through Expansion Program for the primary grades focused on the educational component, parent involvement, staff development, and special supportive services. Classroom observations indicated that while aides and parents worked with groups consisting of 2 to 10 children, in two instructional models, teachers engaged in whole class instruction at least 40% of the time across all options. Cross sectional achievement data indicated that the Total Follow Through Expansion Program (TEXP) performed only as well as its Total Non-Follow Through (TNF) Title I eligible comparison group in reading, but outperformed TNF in mathematics. The specific third grade achievement objective was not attained. Parent involvement showed that most spent their time planning fund raising events. Parents who participated in program-specific activities spent their time assisting in program classrooms. Staff development activities involved 98% of the…
(1978). Questions and Answers about Writing a Lau Compliance Plan. The Lau v. Nichols decision and its implications for school districts are explained in this question and answer format paper. Lau compliance plans are described in full. The number of students necessary for development of a plan or program, what a Lau plan should include, and appropriate program types are detailed. (MK)…
(1978). ML-PAT. Mohawk Language Picture Association Test. This picture association test booklet for the Mohawk language has two parts. Part One contains 10 questions and Part Two contains 40 questions. Each item consists of a word in Mohawk and a number of drawing from which the learner is to choose the correct one that represents the word. (AMH)…
(1965). A Study of The "New Primary Approach" in The Schools of Kenya. This two-part study is an outgrowth of the explosive expansion in English-medium instruction which has taken place in the primary schools of Kenya since 1957. "Part I: The Prator Statement," which concentrates on the linguistic, methodological, and teacher-training aspects of the overall problem, presents first a description of the linguistic background of Kenya, the rationale underlying the use of English as a medium of instruction, and the role of Swahili and the vernaculars. Also described are the present language policy, its implementation and future, and the development of the NPA ("New Primary Approach" — referred to formerly as the "English-Medium Scheme"). The author evaluates the "New Peak Course" and the teacher training colleges. "Part II: The Hutasoit Statement" focuses attention on the administrative and financial aspects of education in Kenya and implementation of the NPA. A few of the joint recommendations appended to… [PDF]
(1976). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Mid-Year Evaluation, 1975-76 Program Year. Evaluation of Progress No. 8. An early education program for children of migrant and seasonal farm workers, the program is designed around three problems which uniquely affect these children's education–lack of continuity, lack of professional staff, and irregularity of attendance. Serving primarily Mexican American migrant children, the program consists of two year-round sites located in Washington State and a third site called the "mobile component." The mobile program operates in La Grulla (Texas) during the winter; then the teachers, recruited from the families of the children served, move north when the children do and set up centers wherever the children move, continuing their education at each stop. The Washington sites provide year-round services for interstate, intrastate, and settled-out migrants. This evaluation report discusses the program's mid-year progress during the 1975-76 program year. The outcome and process objectives are given along with a summary of findings for the following…
(1974). Noorvik Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader contains a number of brief stories or essays about life in Noorvik, Alaska, and is illustrated with black-and-white drawings. (CLK)…
(1975). Kivalina Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader describes, in the form of a story about a little boy, the life of Alaska natives near Kivalina. The text is illustrated with black-and-white drawings. (CLK)…
(1986). Schools in Ethnic Minorities: Wales. Journal of Multilingual and Multicultural Development, v7 n2-3 p169-86. Describes the history of the status of the Welsh language from the Acts of Union in 1536 and 1543 to the present day. The teaching of Welsh in the country's primary and secondary schools and career and employment opportunities in the the Welsh language are also discussed. (SED)…
(1983). Bilingualism in Education: The Nigerian Experience Re-examined. Prospects: Quarterly Review of Education, v13 n3 p373-79. Because most Nigerian children receive only limited schooling, it is important to use this time as effectively as possible. One way to improve Nigerian schools is by teaching children in their native language, so that they will not be hindered by the need to master two languages and cultures. (IS)…
(1997). Beyond Reading, Writing, and Arithmetic: A Retrospective Look at How Schools Have Responded to Changing Societal Needs. Second Edition. Founded by the federal government in 1966 as an educational research documentation network, the Educational Resources Information Center (ERIC) has evolved in both scope and philosophy over the past years. This publication is a tribute to the ERIC program as it enters its fourth decade. The contents, which were chosen to chronicle the progress of educational development, focus on how the public schools, as agents of change, have adapted over time to selected societal trends. The volume presents documents dealing with four social trends that have occupied much of professional literature during the past 30 years: the increase in children and families living in poverty; the influx of children and families whose home language is not English; the "epidemic" rise in teen pregnancy and parenthood; and the widespread use of tobacco, alcohol, and other drugs by children at younger ages. The volume is divided into five sections. Each of the first four sections deals with one of the… [PDF]