(1980). Thomas Jefferson High School. Effective Transition of the Bilingual/Bicultural Student. Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at Thomas Jefferson High School in Brooklyn, New York, in 1979-1980 to serve Spanish speaking students. The goal of the program was to facilitate their transition to mainstream classes. The evaluation provides a demographic context, information on student characteristics, and a program description. Instructional components discussed include: (1) programming and mainstreaming; (2) funding; (3) bilingual classes; and (4) English as a second language classes. Non-instructional components covered include: (1) curriculum and materials development; (2) supportive services; (3) staff development; and (4) parental and community involvement. Tables show students' performance on the Criterion Referenced English Syntax Test and achievement in mathematics, social studies, science, native language arts, native language mathematics, and Spanish language. Attendance rates are given and conclusions and recommendations are… [PDF]

Mares, Sharon (1981). Non-Discriminatory Assessment: Formal and Informal Assessment of Limited English Proficient Children. PEOPLE (Pruebas de Expresion Oral y Percepcion de la Lengua Espanol) was developed as a test to help distinguish between a language difference and a language deficit in non English proficient (NEP) and limited English proficient (LEP) elementary Hispanic students. PEOPLE was developed, pilot tested in 14 school districts in Los Angeles County with 136 Mexican American students, and in field testing found to promise validity and reliability after editing. Subtests of PEOPLE include auditory association, sentence repetition, encoding, auditory sequential memory, and story comprehension (sample items of each are given). (CL)…

Neidich, Robert (1980). Bilingual Program Project SELL. Final Report. Project SELL (Spanish/English Language Learning) served 344 limited English speaking (LEP) and 40 non-limited English speaking (non-LEP) students from intermediate and junior high schools in Queens, New York. Non-LEP students acted as role models for LEP students to assist in the improvement of English language skills while LEP students acted as role models in Spanish language and culture classes. Bilingual support personnel were available for LEP students. LEP students who achieved proficiency in English were transferred out of the program while receiving additional academic support services. LEP students were mainstreamed in all subject areas. A team of guidance counselors and family assistants supported pupil adjustment and parent involvement. The program was evaluated through a questionnaire which asked school principals to identify the strengths and weaknesses of Project SELL and through evaluator observations. The evaluator found that the program operated in a superior manner…. [PDF]

Ewanyshyn, Eugene (1978). Evaluation of a Ukrainian-English Bilingual Program, 1976-1977. An evaluation study is presented of a primary grades Ukrainian-English bilingual program. The study focuses on three areas: (1) pupil academic achievement; (2) pupil cultural achievement; and (3) the perceptions of relevant groups concerning the bilingual program. One hundred forty-eight students in grades one, two, and three were matched with control groups on the following variables: grade, sex, age, primary mental ability score, and socio-economic status. The major findings indicated that student achievement in the bilingual program matched that of students in the regular program in English language arts and mathematics. Test results and perceptions of teachers and parents showed that students made significant progress in learning the Ukrainian language and understanding Ukrainian culture. Parents and teachers indicated that program objectives were generally appropriate and were being achieved to a large extent. Teachers expressed a need for further in-service training and for…

(1978). A Guide to Decision Making for Bilingual Vocational Materials Development. One of two publications developed to facilitate bilingual vocational training, this guide is designed to assist educational agencies at the national, state, and local levels in determining priorities for development of materials needed for bilingual vocational training programs. (CE 019 071 contains a handbook for developers of bilingual vocational instructional materials.) The information is divided into four chapters. Chapter 1 discusses the process of identifying appropriate language groups. Chapter 2 provides guidelines for selecting appropriate vocations for which bilingual materials should be designed. Overall curricular concerns (the entire course of instruction or program, including methodologies, techniques, and materials) are addressed in chapter 3. Chapter 4 summarizes recommendations which are discussed throughout the guide. Some additional conclusions relevant to the development and dissemination of bilingual vocational materials are also included. (BM)…

Douglass, Malcolm P., Ed. (1977). Claremont Reading Conference 41st Yearbook: All Things Considered…; Proceedings of the Claremont Reading Conference (44th, Claremont, California, January 1977). The articles in this collection approach the question of what is fundamental in reading in a variety of ways. The topics covered in the 30 articles include the following: teaching and learning, structural imagination and professional staff development, Zen and the art of reading, learning and learning disabilities, Piaget and Hamlet, the political economy of education, neurometric assessment of learning disabilities, uses of popular culture in the multicultural classroom, criterion-referenced tests and the reading miscue inventory, family patterns of reading problems, the teacher's role in the process of prediction, survival literacy, nature study, and managing the educational technology. Notes on the contributors are appended. (FL)…

Sung, Robert (1978). Fa Keih Reading Series. Teacher's Guide, Book 1. This Teacher's Guide is intended to accompany Book One of the series which is designed primarily for students who are interested in continuing to learn Chinese in a Chinese bilingual pilot program at the secondary level. For each lesson, the guide includes the following: (1) an introduction to the writer; (2) a summary of the lesson; (3) a description of the author's writing style; (4) answers to exercises; (5) suggestions for teaching the lesson; and (6) other pertinent information. The objectives of the series include cultural and affective objectives as well as those directly connected with learning language skills. (Author/AMH)…

Rodgers, Raymond (1968). Prepared Text of Remarks at the French-Acadian Conference of the Louisiana Department of Education (1st, January 20, 1968). An outline of the implications for the Louisiana bilingual program of the Quebec-Louisiana Agreement on Cultural Cooperation is presented. In December 1967, a submission was addressed to the State Superintendent and also to the Special Legislative Committee, proposing a partial revival of the use of French as a language of instruction in Louisiana, particularly in Acadiana (Acadia). It is now, the author points out, "the stated policy of the United States Government to preserve special language potential within the country, with a view to furthering this nation's business abroad." South Louisiana, with its "large oral-Francophone population," he feels, "is in an excellent position to serve the United States in this respect, if we develop our potential to include widespread knowledge of the written language." The author comments briefly on the state agencies and institutions which have expressed interest in a bilingual program and closer relationships… [PDF]

MacLean, Edna Ahgeak (1974). Savaaksrat I (Workbook I). This primary-level workbook is part of a series of materials developed for beginning reading instruction in Barrow Inupiaq. It is designed to accompany the reader entitled "Suva Una," also in the series. Each page consists of an illustration from "Suva Una" and lined spaces for writing exercises. (AM)…

(1974). Educational Needs of Children from Minority Groups. This paper proposes measures for policy implementation to meet the educational needs of minority group children from "New Commonwealth" (newly independent) countries residing in England. An admission of the importance of education of these children, the need for more resources to be made available to them, and the extent to which these children's needs and those of the indigenous community are similar are stated to be relevant considerations. The main results of systematic research findings and experience in multi-racial schools are given along with the main implications for action and research. Specific recommendations submitted include requests for additional resources from central government, the establishment of a national policy for deprived urban areas, several programs for local education authorities (such as advisory teams on multi-racial education, multi-racial curricula development, and assessment in multi-racial schools), and teacher training with the adoption… [PDF]

Epstein, Erwin H., Comp. (1970). Politics and Education in Puerto Rico: A Documentary Survey of the Language Issue. This compilation, which is divided into three parts, brings together essays and documents representing a wide variety of views of the language question, especially as that issue relates to prospects for statehood and independence. Part 1 provides a general overview of the school language issue and evaluates the role that North American leaders play in fostering Puerto Rico's ambivalent nationality. In the opening essay, Gordon Lewis expresses the separatist's suspicion of English instruction. That the goals of language instruction have indeed been tied to the vagaries of political status is suggested in Secretary of Interior Harold Ickes' celebrated letter of May 22, 1943. Part 2 focuses on the significance of having English as the principal medium of instruction in many private schools. Commonwealth status has been accompanied by an increased stress on English in many private schools and a rapidly growing gap in quality and emphasis between public and private education. Roman…

Purnell, Richard F. (1973). Portuguese-English Bilingual Test Development (Providence, Rhode Island, FY 1973). Final Report. This report discusses the work accomplished during fiscal year 1973 by the Providence Portuguese-English Bilingual Test Development Project, the purpose of which was to develop a series of ability tests useful to Portuguese-English programs. English as a second language (ESL) and Portuguese as a second language (PSL) achievement test videotapes were revised and produced in final form. Procedures for providing empirical information about the reliability and validity of the achievement tests were established and implemented. Four activities for fiscal year 1974 were recommended: (1) improved versions of the aptitude tests and a user's are to be prepared; (2) teachers are to be trained in the use of the tests; (3) a training tape is to be produced for the administering of the aptitude tests and for the collecting of the second-stage data; and (4) reporting of the analyses of the data should be incorporated into the manuals. An appendix contains sample items from the ESL and PSL…

(1969). Catalogo de peliculas educativas y otros materiales audiovisuales (Catalogue of Educational Films and other Audiovisual Materials). This catalogue of educational films and other audiovisual materials consists predominantly of films in Spanish and English which are intended for use in elementary and secondary schools. A wide variety of topics including films for social studies, language arts, humanities, physical and natural sciences, safety and health, agriculture, physical education, and vocational training is classified by film type. Overhead transparencies, overlays, 8mm, 16mm, and 35mm film are further subclassified according to student age and interest factors. Relevant acquisition data are included. (RL)… [PDF]

Ohannessian, Sirarpi, Ed. (1969). English for American Indians: A Newsletter of the Office of the Assistant Commissioner for Education, Bureau of Indian Affairs, United States Department of the Interior. Spring, 1969. This newsletter is third in a series of publications by the Bureau of Indian Affairs, prepared and edited by the English for Speakers of Other Languages Program of the Center for Applied Linguistics. While the first two issues (AL 001 671 and AL 001 819) were concerned with the teaching of English to elementary and kindergarten children in BIA schools, this issue focuses on the problems of intermediate and advanced secondary school students, with special emphasis on the teaching of composition and written English. The first article, "Breaking Down Your Writing Goals," by Gerald Dykstra, discusses attainable "sub-goals." The first step, or sub-goal, on the way to developing written skill in English is the corollary of simple repetition in oral work–the copying of one entire title and paragraph without error. Following steps include substitutions, transformations, reductions, expansions, completions, additions, revisions, commentary, and creations. "The… [PDF]

(1967). The Mexican American, A New Focus on Opportunity. Testimony Presented at the Cabinet Committee Hearings on Mexican American Affairs (El Paso, Texas, October 26-28, 1967). Statements presented at the Cabinet Committee Hearings' on Mexican American Affairs by 52 men and women of divergent backgrounds and professions on the problems facing Mexican Americans are given. The topics covered are in the areas of agriculture; labor; health, education, and welfare; the war on poverty; and the general improvement of the economic and social conditions of the Mexican American. Positive attitudes and action for consideration and incorporation into governmental policy and social structure are reflected in their testimony. (CM)… [PDF]

Espinoza, Delia (1973). La Noche de las Brujas Module. Nivel Primario. [The Night of the Witches Module. Primary Level.]. La Noche de las Brujas (Halloween) is the topic of this primary level unit. The objectives are to enable the child to: (1) draw scenery, using his imagination, about witches, castles, and devils; (2) write compositions on witches, devils, and Halloween; (3) explain the story "La Noche de las Brujas"; (4) tell about any adventures or incidents he or someone he knows has had with witches, spirits, monsters, devils, or apparitions; (5) understand and use the vocabulary in the story; (6) express his viewpoint on the fantasy or reality of stories or legends about witches, apparitions, and other such things; (7) develop 3 or more activities given in this unit or devised by the teacher; and (8) correctly answer the majority of the final exam. The unit consists of the story "La Noche de las Brujas"; a pretest and posttest; a vocabulary list; a brief history of La Santa Inquisicion (a tribune formed during Mexico's conquest to condemn anyone charged as being a witch or… [PDF]

Greene, John (1975). Experimental Bicultural Early Childhood Program. Annual Evaluation Report. This document presents the evaluation design and findings of the second year of operation of the Experimental Bicultural Early Childhood Program, an Elementary and Secondary Education Act (ESEA) Title III project operating in Bridgeport, Connecticut. The major objectives of the program were: (1) to facilitate the development of school readiness skills for 3- and 4-year-olds in the Pre-Kindergarten component of the program; (2) to promote maturational growth and development of certain skills with 3-year-olds through parental orientation and training in the home, and to make available to families educational toys and other materials, using the child's dominant language; and (3) to provide a Kindergarten experience for children who participated in the program the previous year, and to promote readiness for a formal learning situation in terms of commonly accepted learning readiness skills. The target population was approximately 65% Spanish-speaking. The evaluation technique, process… [PDF]

Arnau, Joaquim; Boada, Humbert (1986). Languages and School in Catalonia. Journal of Multilingual and Multicultural Development, v7 n2-3 p107-22. Discusses research on the development of different models of schooling in Catalonia and on the linguistic abilities and qualifications of teachers of Catalan. Recent research has shown that the proficiency of pupils of Catalan and Castillian is determined by environmental and individual factors. (Author/SED)…

Sweeting, Carmen Van Maanen; Wilen, Diane Kriger (1986). Assessment of Limited English Proficient Hispanic Students. School Psychology Review, v15 n1 p59-75. This article discusses the psychoeducational assessment of limited English proficient Hispanic youngsters in the American school. Emphasis is placed on the use of nonverbal measures of intelligence and the importance of language and academic evaluations in both English and Spanish in order to obtain comparative data. (Author/LMO)…

Heine, Hilda; Low, Marylin; Penland, Destin (2005). The Language Question in Pacific Education: The Case of the Republic of the Marshall Islands. Research Brief. Pacific Resources for Education and Learning (PREL) This paper uses a sociohistorical lens to examine complex issues surrounding language-in-education policy in Micronesia. It is motivated by the realization that language policy and practice in this region, like many other parts of the world significantly impacted by outside contact, rarely align. This is especially evident in contexts where demands for English have already established themselves and an increasingly global agenda of schools as a primary support to the process of modernization and marketing of the nation-state is firmly in place. Drawing on an example of language policy review from the Republic of the Marshall Islands (RMI), we consider community expectations through various perspectives of local stakeholders as shared in public discussion of language issues in Pacific education. The review raises difficult questions brought into play when persuasive globalizing forces that stress the need to learn English come in contact with a more context-oriented language agenda… [PDF]

Francis, Norbert; Heredia, Armando (1997). Coyote as Reading Teacher: Oral Tradition in the Classroom. Although traditional indigenous stories are widely recognized for their artistic merits and their role in the linguistic and cultural continuity of indigenous peoples, they are seldom used in schools. This paper discusses the instructional uses of traditional coyote stories, with particular reference to bilingual revitalization programs involving the teaching of indigenous languages. Instructional uses fall into two broad areas of school-based language learning: the development of academic discourse proficiencies and the development of second-language proficiency (using original versions for indigenous language revitalization purposes and translations for students dominant in the indigenous language and learning the national language). Coyote stories vary widely in their structural complexity and themes. In this variability lies their power as a genre, from a pedagogical point of view. Two extended examples illustrate the features that, respectively, lend themselves to the two broad… [PDF]

Elmeroth, Elisabeth (1999). The School Situation of Pupils Whose Parents Were Both Born Abroad. This study examined the educational situations of Swedish students whose parents were both born abroad, using data from the 1992 National Evaluation Programme. The evaluation involved 101 schools, with about 10,000 ninth graders. Students were categorized in the following manner: both parents born in Sweden, one parent born in Sweden and the other born abroad, and both parents born abroad. This study highlighted 576 students whose parents were both born abroad. Researchers examined data on parents' birthplace, students' school attendance in other countries, participation in home language lessons, difficulty with Swedish due to immigrant background, gender, parents' and students' participation in and attitudes about school, and leisure activities. The study also investigated ability and skills, self-esteem, and attitudes related to Swedish, English, and mathematics. Overall, students with an immigrant background were highly heterogeneous, although they had many similarities with… [PDF]

(1997). Project Based Learning and Assessment: A Resource Manual for Teachers. The idea behind this guide is that assessing student performance through projects not only allows for the observation of affective behaviors and cognitive strategies that affect learning, but also helps to make instruction fully responsive to students' needs. This resource kit was developed to assist teachers in understanding the purpose of project work as a practical and meaningful way of learning and assessing the progress of learning English. The main focus of this kit is to guide teachers in developing projects for learning and assessment of their adult students. The kit includes an introduction, a guide for developing and implementing projects (including background information, project framework, pre-project activities, assessment, and sample projects), abstracts of projects for different levels, and a bibliography. Numerous diagrams, figures, charts, rubrics, checklists, and lesson plans are included. (Contains 28 references.) (Adjunct ERIC Clearinghouse for ESL Literacy… [PDF]

Nash, Andy, Ed. (1999). Civic Participation and Community Action Sourcebook: A Resource for Adult Educators. This guide is a combination of very up-to-date English-as-a-Foreign-Language (EFL) standards and curricula text and a radical, community organization and action guidebook. The guide's aim is to help people learn English so that they can participate actively in American democracy and to assert their rights and extract a larger share of power and resources from government and society as a whole. The book asserts that one of the primary purposes, historically, of adult education has been to prepare people for participation in a democracy. This might include English and civics lessons for newcomers who wanted citizenship, or literacy for emancipated slaves who faced literacy requirements erected to keep them from voting. In these situations, the vote has represented a powerful symbol of liberation and inclusion. An argument is made for more direct forms of political action and participation than voting. The ultimate aim is to present a range of tools that can help readers examine their… [PDF]

Cathcart, W. George (1982). Effects of a Bilingual Instructional Program on Conceptual Development in Primary School Children. Alberta Journal of Educational Research, v28 n1 p31-43 Mar. To investigate whether children who had been in a bilingual instructional program for three years or less would have some cognitive advantages over those in monolingual programs, 96 (50 percent male, 50 percent female) first to third graders from Edmonton (Alberta) were tested in 1979. The children in bilingual programs outperformed their monolingual peers. (LC)…

Bitter, Gary G.; Kinard, Benjamin (1997). Multicultural Mathematics and Technology: The Hispanic Math Project. Computers in the Schools, v13 n1-2 p77-88. Funded by the National Science Foundation, the Hispanic Math Project is a stand-alone tutorial program that teaches measurement lessons with a theme-based presentation format. The interactive bilingual, multicultural program consists of situational modules that combine digital video and animation to deliver developmentally appropriate, user-friendly instruction. Positive reactions were received from students, teachers, and administrators. (AEF)…

Whitworth, Randolph H. (1988). Comparison of Anglo and Mexican American Male High School Students Classified as Learning Disabilities. Hispanic Journal of Behavioral Sciences, v10 n2 p127-37 Jun. Compares intelligence and achievement test results from learning disabled (LD) and normal Mexican American high school students with those of Anglo LD and normal students. No differences in performance IQ between Mexican and Anglo LDs. Suggests language proficiency or sociocultural factors, not learning disabilities, cause differences. (Author/TES)…

Soto, Lourdes Diaz (1993). Native Language for School Success. Bilingual Research Journal, v17 n1-2 p83-97 Win-Spr. Home interviews with 30 Puerto Rican families in eastern Pennsylvania revealed that parents of higher-achieving children in grades K-2 preferred that their children have a native-language environment at home and in school to a greater extent than did families of lower-achieving children. Contains 48 references. (TD)…

Hastings-Gongora, Brenda (1993). The Effects of Reading Aloud on Vocabulary Development. Teacher Insights. Bilingual Research Journal, v17 n1-2 p135-38 Win-Spr. Examines the effects of training Spanish-speaking parents in read-aloud techniques on the Spanish vocabulary development of their children aged five and six. Although not statistically significant, the results seem to favor the group that received training for five weeks versus a control group. The training increased parental involvement and had positive effects on the home literacy environment. (TD)…

Maddox, Mary; Vadasy, Patricia (1995). Staff Development for Cultural Diversity: Voices from a Rural Community. Journal of Staff Development, v16 n1 p40-45 Win. A study of five rural school districts in Washington State examined the effects of students' cultural diversity on education. Interviews with administrators, teachers, parents, and community members emphasized the need for staff development to consider the characteristics of diverse student populations. Recommendations for staff developers are included. (SM)…