(1987). The Development of Computer-Based Instructional Systems for Training Essential Components of Reading. Final Report. A series of studies conducted to examine deficits in reading comprehension skills of low ability, young adult readers and to evaluate computer-based systems that have been designed to improve skills deficiencies in comprehension are described in this report. The studies described in the first section of the report: (1) examined readers' use of semantic entailments (such as the action "murdered" entailing an agent case, "the killer," and a patient case, "the victim") in drawing inferences from text; (2) investigated readers' use of relational terms such as causal and adversative connectives in gaining an understanding of higher order semantic relations among clauses and sentences within a text; and (3) focused on the problem of analyzing referential relations within a text. This section concludes with a discussion of the findings of the studies, which suggest that the subjects, high school students, need to develop efficient techniques for mapping… [PDF]
(1986). Project CAREERS, 1983-1984: OEA Evaluation Report. Project CAREERS is a Title VII bilingual program operating at three Queens, New York high schools (William C. Bryant, John Bourne, and Hillcrest). The program provides intensive instruction in English as a second language (ESL), native language arts, and bilingual instruction in mathematics, science, and social studies to Hispanic, Chinese, and Haitian students. Emphasis is placed on bilingual career awareness and training, as well as the cultural and ethnic heritages of the student participants. An evaluation of academic year 1983-84, the first year of funding, found that most students surpassed program objectives for English language achievement, but objectives were not met in content-area and business/health careers. Student achievement data varied from site to site, and no data were provided to assess the native language arts and drop-out rate objectives. The evaluators found that the non-instructional component of the program was not developed during 1983-84. Proposed staff…
(1986). Project BACIS, 1983-1984: OEA Evaluation Report. Project BACIS provides instructional, resource, and supportive services for recent immigrants from Cambodia, Haiti, and Vietnam at three New York City high schools (Christopher Columbus, Samuel J. Tilden, and Walton). At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native language arts and content-area classes would be taught in the native language, students were placed in classes according to the availability of such instruction at each school. Supportive services to program students included academic, personal, and vocational counseling, contact with families, and referrals to outside services. Development activities for staff members consisted of attendance at parent advisory council meetings and ESL classes taught by project staff. In 1983-84, the second year of funding, students were able to meet project objectives in ESL, but they were able to achieve attendance and content-area objectives only in the…
(1986). Erasmus Hall High School Bilingual Program 1984-1985. OEA Evaluation Report. In 1984-85, the Bilingual Program of New York City's Erasmus Hall High School was in its second year of a 3-year funding cycle, and served 220 students of limited English proficiency (LEP). The program population included 190 Haitian students, in addition to 21 Hispanic, eight Asian, and one Middle Eastern student. All program participants received English as a second language (ESL) instruction. Native language arts instruction was available for the Haitian and Hispanic students; bilingual classes in mathematics, science, social studies, and typing were available in Haitian Creole/French. The major instructional goal was to provide students with special assistance in English to help accelerate their movement into mainstream academic classes. A combination of Title VII and tax-levy funds supported administrative staff, instructional services, and paraprofessional assistance. Development activities for staff members included monthly meetings and workshops, and attendance at university…
(1986). Newton High School Project CAPABLE 1984-1985. OEA Evaluation Report. In 1984-85, Project CAPABLE was in its final year of a 3-year funding cycle at schools in New York City. The program provided instruction in English as a second language, native language arts, bilingual science, and bilingual social studies to 324 Chinese, Korean, and Vietnamese-speaking students of limited English proficiency (LEP) in Grades 9 through 12. Most were recent immigrants. The program operated at four sites: the primary resource at Newton High School; John Bowne High School; William Cullen Bryant High School; and Tottenville High School. The project's overall goal was to help LEP students achieve proficiency in English and thus to prepare them for mainstream classes. In addition, the project was intended to help these students adjust to their new environment and new culture. Findings concerning the implementation of the project were positive; both instructional and non-instructional objectives were met; the school authorities were supportive of the program; both the…
(1986). Project BEAM UP. Sarah J. Hale High School, 1983-1984. OEA Evaluation Report. Project BEAM UP provides instructional and supportive services to 233 Hispanic and Haitian students (Grandes 9-12) of limited English proficiency (LEP) at Sarah J. Hale High School in Brooklyn, New York. The project's main objective is to enable LEP students to participate in mainstream content-area classes by as early as the middle of their junior year. Electing to take courses in either an academic or vocational track, all students receive instruction in English as a Second Language, English and native arts, bilingual content-area classes, and mainstream content-area classes. Quantitative analysis of student achievement data during the project's first year indicates that most students showed significant gains in language skills, both English and native, and they achieved high passing rates in vocational subjects. Program students' passing rates in mathematics were not significantly higher than those from mainstream students, but they surpassed mainstream students' performance in…
(1986). Multilingual Survival Skills Program. George W. Wingate High School, 1983-1984. OEA Evaluation Report. In 1983-1984, the Multilingual Survival Skills Program provided support services and instruction in English as a Second Language (ESL) and native language skills to approximately 360 students of limited English proficiency (LEP) in Grades 9-12 at Wingate High School (Brooklyn, New York). Bilingual instruction in mathematics, science, and social studies was also provided. Eighty-one percent of the students spoke Haitian Creole as their native language. The remaining 19% were Hispanic, mainly from the Dominican Republic and Panama. Among the major goals of the project were to help students pass courses required for graduation; to develop and implement a pilot program in native language arts for Haitian students; and to develop curriculum materials to reinforce skills for illiterate or semi-literate Haitian and Hispanic students in required content-area courses. An assessment of first-year student achievement found that program students were able to achieve proposed instructional…
(1981). Hablando Con Maestros Guia para Padres para Resolver Problemas Con La Escuela = Talking With Teachers: A Problem-Solving Handbook for Parents. Designed to help parents communicate with teachers about the school problems of their children, the handbook provides strategies which can guide parents to collect accurate information about a problem and to use it to initiate an open exchange with the teacher. The strategies can be used whether parents are becoming aware of a problem or have been engaged in a long struggle on behalf of their child. Emphasizing the importance of collecting and exchanging facts in the initial stages of working with the teacher, the handbook covers the thinking process used to resolve problems; definitions of problem, communicate, collaborate, and problem solving; collection of accurate information through observation; examples of responses to an exercise on accurately observing situations; observations made at home; strategies for making observations in the home; approaching the teacher; and steps in talking with the teacher. (NQA)…
(1974). Chronicle of Race and Schools, February-April, 1974. Integrated Education, 12, 3, 9-16, May-Jun 74. A review on both the Federal level and on a State-by-State basic of the latest and the greatest developments in the field of school integration and race relations embracing the period February- April, 1974. (JM)…
(1976). Chinese as a Second Language (Spoken Cantonese). Level II. Teacher's Manual. One of the main objectives of the Chinese Bilingual Pilot Program in San Francisco is to teach Cantonese to non-Chinese speaking children. This teacher's manual is designed to be used at the second level of instruction in Chinese as a second language. For each of the thirty-five lessons, the materials needed are indicated. The basic grammar points, language patterns and vocabulary are outlined, and likely errors are pointed out. Sample tests are provided, followed by an outline of the procedures to be followed in the teaching of the language patterns. Every fourth lesson consists of a review of the previous material. Although teachers should teach language patterns that are most natural to their speech, it is suggested that students should be exposed to alternative ways of speaking once the basic foundation has been established. (CLK)… [PDF]
(1980). Bilingualism and Beginning Reading. Instructional methods and teaching resources are discussed in this document for the kindergarten teacher of bilingual beginning readers. The instructional program presented suggests, for instance, enlisting the aid of children's librarians to identify books of universal appeal; parental involvement is sought in selecting books for individual children. Use of audiotapes of stories in both English and the first language of the child is suggested, and these tapes should be available to children to listen to when they are interested. (One means of obtaining audiotapes in the native languages of children is to have community members record stories in their native tongues.) Pictorial stimuli geared to beginning readers' individual differences are reported as a successful teaching technique, as is the use of materials depicting common emotional responses, such as love and fear. Other instructional techniques which have been found to be successful in the bilingual kindergarten are reviewed….
(1979). An Investigation of the Effects of Background Characteristics and Special Language Service on the Reading Achievement and English Fluency of Bilingual Students, Report No. 79-19, [and] Management Information Summary, Report No. 79-20. Some of the variations in reading achievement and fluency levels among bilingual students enrolled in the Seattle Public Schools are explained, and an examination of the effects of special language services (English as a second language and bilingual subject matter instruction) is emphasized. A model is presented which examines the relationships among the following variables: reading achievement, relative English fluency, special language services, family income, language background and grade level. Results indicated that the bilingual population is: (1) low in relative English fluency; (2) largely composed of Asian language groups; (3) lower in reading achievement and higher in math achievement than the national norm group; and (4) composed of high proportions of low income families. No strong evidence was obtained supporting the assertion that special language services have a consistent or positive effect upon reading achievement. A summary of the report is included. (Author/GK)…
(1967). THE DIVERSE NEEDS OF THE LEARNERS TO BE SERVED. ONE OF THE GOALS OF EDUCATION IS HELPING EVERY LEARNER ACHIEVE HIS INDIVIDUAL POTENTIAL. IN DIRECTING EFFORT TOWARD THIS GOAL, EDUCATIONAL LEADERS MUST IDENTIFY AND MEET DIVERSE NEEDS IN THE FOLLOWING AREAS–(1) THE MATURITY OF THE LEARNER, (2) HIS PHYSICAL AND SOCIAL ENVIRONMENT, (3) HIS FAMILY BACKGROUND, (4) HIS PHYSICAL CONDITION, AND (5) INDIVIDUAL DIFFERENCES IN ABILITY, INTEREST, APTITUDE, AND ASPIRATION. ENROLLMENT GROWTH IN JUNIOR COLLEGES AND ADULT EDUCATION CLASSES, INCREASED EMPHASIS ON EDUCATION OF THE DISADVANTAGED, AND PRE-SCHOOL PROGRAMS ARE CITED AS TRENDS IN EDUCATION IN THE TWENTIETH CENTURY. CHILDREN FROM HOMES OF POVERTY, MIGRANT CHILDREN, AND CHILDREN WHOSE PARENTS SPEAK ANOTHER LANGUAGE PRESENT DIFFERENT KINDS OF EDUCATIONAL CHALLENGES TO THE SCHOOLS. THE MAJOR RESPONSIBILITY IS SEEN AS THE PREVENTION OF FAILURE. THIS REQUIRES LEARNING ACTIVITIES WHICH ARE HIGHLY INDIVIDUALIZED, FREEDOM FROM RIGID GRADE STANDARDS, AND A CLOSER HOME SCHOOL RELATIONSHIP. THIS… [PDF]
(1975). Working Papers in Linguistics. CAL-ERIC/CLL Series on Languages and Linguistics, No. 5. This annotated bibliography, compiled in an effort to improve the dissemination of linguistic information, provides information about 53 working papers series. It is the result of responses to questionnaires sent out during the past year. Most of the inquiries were made at institutions within the United States, but a few entries from other countries are included. Each citation indicates the subject areas covered by the particular series, its intended audience, frequency of issue, price, and availability. (PMP)…
(1975). Project M. E. CH. I. C. A.: Materials para Estudios Chicanos Interculturales de America. Final Project Report. A group of 25 Chicano, bilingual, community college students were selected to participate in this curriculum development project, 15 spending an entire semester in Mexico, and 10 going on a shorter tour. The major objectives of the project were: (1) to develop and disseminate bilingual Chicano Studies curriculum materials; (2) to train school personnel in the use of these materials; and (3) to develop an intercultural dimension to Chicano Studies. Fourteen teaching modules for public school classrooms were developed by the participating students, each providing prototype of necessary curriculum materials and orientation and resource materials for the teacher. Among the other project achievements were a Chicano literature anthology, an anthology on Mexican and Chicano thought and philosophy, an anthology on Mexican and Chicano art, videotapes, poetry tapes, a catalogued collection of pictures and slides, collections of Chicano Studies books and records, a comprehensive bibliography… [PDF]