Mortensen, Eileen (1984). Reading Achievement of Native Spanish-Speaking Elementary Students in Bilingual vs. Monolingual Programs. Bilingual Review, v11 n3 p31-36 Sep-Dec. Compares word-attack and comprehension skill mastery of 65 native Spanish-speaking upper elementary students in a bilingual English/Spanish program and 55 native Spanish-speaking students of the same grade levels in an English monolingual program. There was no significant difference in the word-attack skills of the two groups but the bilingual group mastered significantly more comprehension skills than the monolingual group. (SED)…

Auchter, Joan E.; Stansfield, Charles W. (1997). Developing Parallel Tests across Languages: Focus on the Translation and Adaptation Process. This paper describes the General Educational Development (GED) Testing Service's Spanish Test Adaptation Project. The GED Tests are designed to give those who have not graduated from high school the opportunity to earn a diploma that is recognized by institutions of higher education and employers. The purpose of this project is to develop, based on an analysis of the issues, Spanish-language versions of the GED tests that parallel the English-language versions so that the GED candidates' Spanish-language scaled scores are comparable to the scores of candidates who take the English-language GED tests. In 1995, about 26,500 Spanish-language GED tests were taken on the mainland United States and about 14,600 were taken in Puerto Rico. The paper describes the processes followed to analyze three forms of the five-test GED battery to determine if items are translatable, to ensure that all items are valid, and that the resulting instruments measure comparable constructs. The process of… [PDF]

Griffore, Robert J.; Samuels, Douglas D. (1979). The Plattsburgh French Language Immersion Program: Its Influence on Intelligence and Self-Esteem. Language Learning, v29 n1 p45-52 Jun. Reports the results of a study examining the effect of one year's attendance in a French language immersion program on the intelligence and self-esteem of six year olds. (AM)…

Benjamin, Rebecca (1997). What Do Our Students Want? Some Reflections on Teaching Spanish as an Academic Subject to Bilingual Students. ADFL Bulletin, v29 n1 p44-47 Fall. Discusses the teaching of Spanish to native Spanish speakers, looking at the history of the field and the experiences of bilingual students. Suggests that while bilingual educators and Spanish language teachers may see themselves as quite different from each other, their students may perceive their classes as similar. Reference is made to a study of five fifth-grade bilingual students. (MSE)…

Allen, Denise (1996). Teaching through Technology. Breaking the Language Barrier. Teaching PreK-8, v26 n5 p16-18 Feb. Notes that it is important to lay the foundation for building English vocabulary and language skills using realistic situations. Reviews three computer programs that enable English-as-a-Second-Language students to achieve efficiency more quickly. The software titles reviewed are \Learning English–Home and Family Life and Neighborhood Life,\\Let's Go,\ and \The Rosetta Stone.\ (TJQ)…

Lee, Fong Yun (1995). Asian Parents as Partners. Young Children, v50 n3 p4-9 Mar. Forty parents, representing five different Asian groups living in California and Colorado, were interviewed about their attitudes toward their children's education. Found that, in general, Asian parents are interested in their children's school progress and are willing to help at school. Suggests ways to help teachers capitalize on this interest for the benefit of the children in their classes. (AA)…

Jimenez, Robert T.; And Others (1995). Three Children, Two Languages, and Strategic Reading: Case Studies in Bilingual/Monolingual Reading. American Educational Research Journal, v32 n1 p67-97 Spr. The cognitive and metacognitive knowledge of a proficient bilingual sixth-grade reader who was Latina was studied by comparing her reading processes with those of a marginally proficient bilingual reader and a proficient monolingual reader. Four key dimensions are identified that distinguish the proficient bilingual reader's performance. (SLD)…

McInnes, Marguerite M. (1992). Using Bilingual Classification Exercises to Teach Inference to Spanish-Speaking High School Students. Language Quarterly, v30 n1-2 p28-38 Win-Spr. To assist a class of Hispanic teenagers whose English reading and writing skills were limited, a program using both Spanish and English, or a bilingual model, was implemented. Application of the \alternate language\ approach is described. (11 references) (LB)…

Cardelle-Elawar, Maria (1990). Effects of Feedback Tailored to Bilingual Students' Mathematics Needs on Verbal Problem Solving. Elementary School Journal, v91 n2 p165-76 Nov. Describes a study of the effect of teachers' verbal feedback on the ability of bilingual sixth graders to solve mathematical word problems. Treatment was based on Mayer's model of problem solving. Results indicated that theory-based feedback targeted to bilingual students' individual and class needs improved student mathematics performance. (GH)… [Direct]

Politzer, Guy (1991). Comparison of Deductive Abilities across Language. Journal of Cross-Cultural Psychology, v22 n3 p389-402 Sep. To study deductive abilities across languages, 102 bilingual college students of two linguistic origins (Chinese and South Indian) were asked to solve deductions between sentences in their second languages. Implications of the lack of systematic differences between subjects with different native languages are discussed. (SLD)…

Kluth, Paula; Straut, Diana (2001). Standards for Diverse Learners. Educational Leadership, v59 n1 p43-46 Sep. To make standards inclusive for today's diverse student populations, educators must support and cultivate five conditions. Standards should be developmental and flexible, employ varied assessment tools, allow equitable access to meaningful content, involve the entire community in their implementation, and serve as a catalyst for other reforms. (Contains 15 references.) (MLH)…

Vang, Christopher T. (2005). Hmong-American Students Still Face Multiple Challenges in Public Schools. Multicultural Education, v13 n1 p27 Fall. Although much research has been done on bilingual students from a variety of backgrounds, little research has been done specifically on the needs of K-12 Hmong students. Hmong students are refugees and children of refugees who immigrated to the United States since 1975, leaving their home country of Laos. California public schools have approximately 36,000 K-12 Hmong-American students. Of that number, 85% are classified as Limited English Proficient (LEP) students and 15% are identified as Fluent English Proficient (FEP) students. In some schools, 80% of Hmong-American students in grades K-6 are LEP students. Hmong students comprise the third largest LEP group in California's public schools, with Vietnamese students the second largest group and Hispanic pupils the largest. Today, Hmong-American students still face a variety of challenges in public schools. This article examines research that provides some insights into the factors that affect academic success and/or failure of… [PDF]

(1995). Investigating Your Environment. The goal of this interdisciplinary curriculum is to enable students to make informed and responsible decisions about natural resources management by promoting an understanding of natural, social, and economic environments and the student's role in affecting all three. The included investigations utilize processes and techniques that help people examine different components of the environment and understand how they interrelate. The curriculum is broad based, practical, and designed for educators. Each of the lesson plans provides a framework in which succeeding activities and discussions build on previous lessons and lead to an understanding of environmental problems and possible solutions. Learners are then asked to synthesize the information they have gathered. Unit topics include: (1) Forests (in English and Spanish); (2) Measurement; (3) Plants; (4) Soil; (5) Water; (6) Wildlife; (7) Desert; (8) Dunes; (9) Ponds; (10) Range; (11) Riparian; (12) Wilderness; (13) Land Use… [PDF]

Donley, Brenda; And Others (1995). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume III: SEA Report, Task 7. Summary of State Educational Agency Program Survey of States' Limited English Proficient Persons and Available Educational Services, 1993-1994. The report summarizes information submitted by state education agencies (SEAs) on the survey of states' limited-English-proficient (LEP) persons and available educational services for the 1993-94 school year. Results indicate that enrollment of LEP students in public and private schools continued to increase, comprising 7 percent of public school enrollment in grades K-12. California enrolled the largest number; New Mexico and Alaska had the highest proportion of LEP students. Data on progress of these students was found to be incomplete, but they indicated that dropout and retention rates were 1.7 and 2.5 percent, respectively, among institutions providing data. Definition and methods of identification of LEP students varied between and sometimes within states. Almost 2.4 million LEP students were reported enrolled in special programs to meet their educational needs; in public schools this represented 78.5 percent and in private schools, 30.4 percent of LEP students. The largest… [PDF]

(1988). The El Arco Iris Program. REACH: Realistic Educational Achievement Can Happen. Volume II, Part 6 of 6. El Arco Iris is a supplementary pre-school program for Hispanic 4- and 5-year-old children and their parents. The Brownsville (Texas) Independent School District operates the program. Ninety-five percent of the kindergarten children in this district begin school speaking little or no English and median family incomes are among the lowest in the state. El Arco Iris aims to upgrade the entrance-level readiness skills of children whose performance might be inhibited by language difficulties. Twice weekly parents and their children attend 90-minute sessions that include a television presentation in which a story is read and major concepts presented. A bilingual teacher presents the television lesson, which contains footage of locations in the community. Paraprofessional aides provide further instruction, show parents how to complete activities at home, and emphasize learning with children. Evaluation studies show positive gains in language for participants. Parents are unanimously…

Barrera, Marbella; Berney, Tomi D. (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]

Bennett, Ruth, Ed.; And Others (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]

Raposo, Lucilia (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]

Lew, Helene (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]

Taylor, Charles, Ed. (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…

Coleman, Joyce H. (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)…

Randall, Clint; Van Buskirk, Sue (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]

Chesterfield, Ray; And Others (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…

Villarreal, Beatrice; Yawkey, Thomas Daniels (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…

Holley, Freda M. (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]