Ahvakana, Floyd (1975). Avaqqanam Quliaqtuaqtanik: I. Qupqugiaq; II. Inuqulligaurat (I. The Ten-Legged Polar Bear; II. Dwarves). These traditional stories in the Barrow Inupiaq language are intended for competent speakers of the language with knowledge of the writing system. Pen-and-ink drawings illustrate the text. (NCR)… [PDF]

Peter, Katherine (1974). Gineerinlyaa (Poems). This collection of poems in the Gwich'in Athapascan language is intended for elementary school children who have a good grasp of the language. Pen-and-ink sketches illustrate the text. (NCR)…

Otayahak, Jimmy (1973). Otayahuk Ungazimi (Otayahuk in Ungaziq). This story in the Siberian Yupik language is about a visit the author made to Siberia. It is intended for competent speakers of the language who have knowledge of the writing system. Pen-and-ink drawings illustrate the text. (NCR)…

Bernal, Ernest M., Jr. (1977). Adapting Assessment Procedures to Specific Population Characteristics: The Chicano Child. This paper discusses some of the problems involved in the testing of minority group children, focusing on the testing of bilingual minorities and emphasizing the special problems involved in testing Hispanic children. Considered are a variety of ways in which tests have been misused and misinterpreted in working with these children. It is suggested that even tests designed specifically for bilingual children are generally inadequate in design and interpretation. In addition to describing these testing deficiencies, the paper presents a discussion of ways to improve the use of existing testing instruments with Hispanic children and illustrates alternate methods of developing tests for use with minority groups. (BD)… [PDF]

Strong, Helen (1975). Tinmiuraglu, Tulugaglu, Kayuqtugluli (The Bird, the Raven, and the Fox). This traditional story in the Kobuk Inupiaq language is for elementary school children with a good grasp of the language. Pen-and-ink drawings illustrate the text and nine questions about the story are included. (NCR)…

Mather, Elsie (1973). Iqiasuaq Avinnaq (The Lazy Mouse). This children's story in the Inupiaq language is written for elementary school children with a good grasp of the language. Pen-and-ink sketches illustrate the text. (NCR)…

Hughes, John F.; And Others (1968). Focus on Innovation. Summer educational programs held in 7 California school districts and funded by Title I, ESEA, are described in this issue of Focus on Innovation. Programs of remedial instruction and enrichment were developed to assist the educationally disadvantaged, primarily in the area of communication skills. Selection of students, framework of the programs, and evaluation processes are discussed. An extract from an interview with John F. Hughes, Director of the Division of Compensatory Education, U.S. Office of Education, is presented relative to federal funding of summer programs. (JEH)… [PDF]

Satre, Sharon Pungowiyi; And Others (1977). Atightumun Liitusit (The First Letters). A Primer. This workbook-primer is designed for teaching beginning readers the most frequently used letters of the St. Lawrence Island Yupik language. This book covers the first simple twenty-six symbols. Each page contains a letter, at least one illustration for that letter, and lined spaces for writing practice. (AMH)…

Ramirez, Arnulfo G.; And Others (1976). Language Attitudes and the Achievement of Bilingual Pupils. Research and Development Memorandum No. 146. This study measured pupil and teacher attitudes toward language variation in a bilingual Spanish/English environment; attempted to determine whether teacher attitudes could be changed in workshops dealing with sociolinguistic concepts of speech variation; and attempted to determine whether teacher and pupil attitudes have a relation to pupil achievement in language arts. The subjects were 279 fourth- and fifth-grade pupils and 18 teachers. A matched guise technique was used to measure both pupils' and teachers' attitudes. Pupil achievement was measured by a relative gain score in reading; reading and English grades; and performance on oral proficiency tests. In general teachers and pupils rated standard English higher than other speech varieties, and attitudes were not changed in the workshops. Pupil evaluation of standard English over other varieties was positively related to pupil achievement on some measures. Teacher attitudes toward code-switching seemed to have a negative… [PDF]

Seitamo, Leila (1974). Scholastic Learning Problems of Skolt Lapp Children: Intellectual and Motivational Readiness, School Achievement and Official Plans for Schooling. This paper presents a study of the educational problems of the Skolt Lapp children living in Finland. (The Skolt Lapps have a distinctively different culture from the rest of the Finnish people.) The study was designed to define: (1) to what degree cultural factors affect the educational readiness (intellectual functions, school motivation, and patterns of work habits) of these children, and (2) to what degree these cultural factors affect school achievement. Data collected on Skolt children, ages 6-15, were compared with data from a sample of Finnish children. Measures included intelligence tests, scales rated by teachers, children and parents, children's drawings, projective tests, half-open interviews, and observations. Recent developments in the education of the Lapps in Finland are discussed, including the general outlines of suggested bills and statutes drawn up by various committees. The reforms will attempt to grant the Lappish Language the position of an official language…

Tome, Martha V., Ed. (1969). Proyecto Leer Bulletin Number 6. This annotated, cumulative bibliography, developed by the Proyecto Leer Program, of more than 600 selected works in Spanish focuses on works which meet the following criteria: (1) reading difficulty does not exceed 10th grade level, and (2) selections are suitable for a Spanish-American community. Books for children are listed separately from those selected for adult readers. Availability, price, and binding are noted. (RL)… [PDF]

(1958). [English Program for Agricultural Migrant Workers.]. By legislative action in June 1958, the Commonwealth of Puerto Rico initiated a program to teach English as a second language to Spanish-speaking migrant workers. The purpose of the program is to improve employer-employee relationships and to help the agricultural migrant adjust to the English-oriented community when he is seasonally employed in the continental United States. Formal classes (vocabulary and language patterns), orientation periods (local laws, current events, consumer education), and recreational activities (games, sports, visits) are the 3 phases of the program. Lessons are divided into 3 groups providing for varying degrees of knowledge of English. Procedures for teaching including use of audiovisual aids are included. (JH)… [PDF]

(1973). An Evaluation: Improvement of Teaching English as a Second Language. The primary objective of the project for Improving the Teaching of English as a Second Language in the High Schools was to improve the facility of English-language-handicapped students in the four language skills (listening, speaking, reading, and writing) so that they can make a proper adjustment to high school. Most of the students are from Spanish-speaking or French-speaking backgrounds, althought the project serves as many as 20 different language groups. To overcome the language problem of these students in the 50 high schools selected for participation, three (later increased to four) teacher trainers were employed at the Central Board, a variety of curriculum materials was uniformly introduced to the schools, and a structure was provided to coordinate and direct the overall effort. Specifically, the program objectives which were evaluated were: (1) the efficacy of the teacher-training program; (2) the number of classroom visitations, workshops and demonstration lessons… [PDF]

Feirer, John L. (1976). Metric Conversion in Vocational Education. Final Report. Volume II of Two Volumes. This volume is the second half of a final report of a project concerned with developing indepth metric teaching units in the areas of carpentry and machine shop, preparing instructional materials to teach metrics in Spanish, and developing three-dimensional metric instructional materials and cassette tapes for persons with reading difficulties and sight handicaps. The volume contains the metric instructional materials developed for persons with reading difficulties and sight handicaps including an article on metrics for the visually impaired, guidelines for developing learning kits to teach metrics to students with low aptitudes or reading difficulties, and a handbook on teaching metrics to the sight handicapped. Conclusions and recommendations from the total project, presented at the end of this volume, emphasize the following: All State and city courses of study in vocational education should be re-evaluated to determine the amount of metrics that should be included in each of…

Tokuhama-Espinosa, Tracey, Ed. (2003). The Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languages. This collection of 21 essays focuses on people who experience the world with multiple languages: (1) "Myths about Multilingualism" (Tracey Tokuhama-Espinosa); (2) "Teaching Languages using the Multiple Intelligences and the Senses" (Tracey Tokuhama-Espinosa); (3) "The Role of the Sense of Smell in Language Learning" (Sara Ackerman Aoyana); (4) "Multiliteracy Skills" (Tracey Tokuhama-Espinosa); (5) "Two-Way Immersion Programs in the United States" (Jennifer Rengel); (6) "The Relationship between Musical Ability and Foreign Languages: Communication via Sounds and via Words" (Tracey Tokuhama-Espinosa); (7) "Language, Math, and Thought: Vygotsky's Concept of Inner Speech" (Tracey Tokuhama-Espinosa); (8) "Multilingual Mathematics" (Marie Petraitis); (9) "In the Beginning was the Word: Language and the Womb" (Andrea Bader-Rusch); (10) "First Choice Option: From Birth" (Tracey…

Jarrett, Denise (1999). The Inclusive Classroom: Teaching Mathematics and Science to English-Language Learners. It's Just Good Teaching. This publication aims to help teachers to more effectively teach math and science to English language learners (ELLs). It argues that the learner's home language can play an important role in his or her science and math learning, whether or not the teacher speaks that language. When students are allowed to use their home language in the classroom, their academic performance improves, which can help them to build a solid foundation in math and science concepts before entering the higher grades where language becomes more decontextualized and cognitively more demanding. Skills in content areas like math and science, once learned in the first language, are retained when instruction shifts to the second language. The book is divided into several sections including the following:"Understanding the Specialized Languages of Mathematics and Science"; "Linking Second Language Strategies with Content Instruction"; "Thematic Instruction"; Cooperative… [PDF]

Seaman, Alan A. (2000). Evaluating an Innovative Elementary ESL Program. This 1999 observational study provided a school district with clear information about the experience of immigrant students in two elementary English-as-a-Second-Language (ESL) models, giving administrators, teachers, and school board members a window into the daily classroom life of ESL students. This program evaluation involving observational research design was implemented in a Wheaton, Illinois, school district. An innovative, self-contained elementary ESL program located at two of the district's elementary schools was evaluated through a matched-pairs research design that compared the experience of students in this program with the experience of similar students in the district's ESL pull-out programs. This report describes the observational research methodology and the results. A statistical analysis found significant differences between the level of engagement and teacher student interaction in the two program models, with the results favoring the experimental pod of the ESL… [PDF]

Freeman, Rebecca D. (1995). Equal Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual School. Issues in Applied Linguistics, v6 n1 p39-63 Jun. Based on a two-year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what educational opportunity means for the linguistically, culturally, and economically diverse student population participating in a successful two-way Spanish-English bilingual program. Presents micro-level classroom analysis demonstrating how team-teachers work together to help students develop academic skills in both languages. (31 references) (Author/CK)…

Dodson, C. J.; Thomas, Sara E. (1988). The Effect of Total L2 Immersion Education on Concept Development. Journal of Multilingual and Multicultural Development, v9 n6 p467-85. Presents a longitudinal examination of the effects of certain types of schooling (bilingual, immersion, mixed-language) on the concept development of monolingual, developing bilingual, or competent bilingual children in Wales. Results indicated that immersion programs temporarily retarded concept development of second language beginners. (Author/CB)…

Clifton, Susan; Geva, Esther (1994). The Development of First and Second Language Reading Skills in Early French Immersion. Canadian Modern Language Review, v50 n4 p646-67 Jun. Compared 20 good and poor readers in a second-grade French immersion program to 20 good and poor readers in regular English second-grade classes on various indexes of reading accuracy and speed. Found that English-only students achieved independent reading in greater numbers than French immersion students did in either French or English. (MDM)…

Gelfand, M. David (1995). Minority Inclusion Programs. Update on Law-Related Education, v19 n1 p25-27 Win. Asserts that the United States has a long, sad history of discrimination against minority rights. Discusses the origins and history of minority inclusion or affirmative action programs. Includes a special report on the "English Only" movement. (CFR)…

McLaughlin, Daniel (1989). Power and the Politics of Knowledge: Transformative Leadership and Curriculum Development for Minority Language Learners. Peabody Journal of Education, v66 n3 p41-60 Spr. Examines the meanings of power in relation to questions about leadership, language, curriculum, school knowledge, and program development in a community-controlled Navajo school; describes in first-person-singular detail how power was used as a prescriptive notion to create English and Navajo literacy programs that specify conditions for student and teacher empowerment. (SM)…

Merino, Barbara J.; And Others (1993). Language Minority Native Spanish Speakers at the Secondary Level and the Role of the Foreign Language Teacher. Peabody Journal of Education, v69 n1 p152-71 Fall. Examines secondary-level Spanish speakers' linguistic needs, highlighting foreign-language teachers' roles. The article outlines a model of acquisition that integrates student development in Spanish with acquisition of English, reviews theories of instruction, describes exemplary programs, discusses unique assessment needs, and analyzes the challenges for teacher educators. (SM)…

Maxwell-Jolly, Julie (2000). Factors Influencing Implementation of Mandated Policy Change: Proposition 227 in Seven Northern California School Districts. Bilingual Research Journal, v24 n1-2 p37-56 Win-Spr. Personnel at seven Northern California school districts were interviewed concerning implementation of Proposition 227. The disposition of district staff toward primary-language instruction and community attitudes influenced district policy; district decisions largely determined school policy; change occurred at all sites and was most evident in classrooms; and Proposition 227 contributed to varied policy implementation and program inconsistency. (Author/TD)…

Wallace, Cyril (1994). Project Progreso. Evaluation Report, 1993-94. OER Report. This report describes Project Progreso, a federally funded project that served 240 Spanish-speaking students of limited English proficiency in special education Modified Instructional Service classes in kindergarten through sixth grade in the Bronx, New York. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects. The main project goal was to promote the acquisition of native and English language skills, which were assessed by standardized tests. Six paraprofessionals and 22 teachers of participating students were offered monthly staff development activities consisting of inservice programs and classroom consultations. Additional project activities included referral to ESL and General Education Diploma classes for parents and parent advisory committees. A Likert-type questionnaires were used to evaluate staff development and parent education activities. Students met objectives for content area… [PDF]

Burnaby, Barbara (1996). Aboriginal Language Maintenance, Development, and Enhancement: A Review of Literature. This paper offers a general review of literature relating to the maintenance, development, and enhancement of Aboriginal languages in North America, particularly Canada. Drawing primarily on sociolinguistics, several concepts about language usage and change are outlined that are useful for the purposes of thinking about language maintenance. Next, the current status of Aboriginal languages in Canada is considered through census figures and other broad data, national surveys of factors that influence language change and maintenance, scales of language vitality, and comparisons with recent immigrant language groups in North America. Finally, sources are examined that outline strategies for Aboriginal language maintenance. These include sources covering language values and support for endangered languages, general guidance on language retention and renewal, general policies and program provisions in schools, descriptions of specific bilingual and native language programs, teachers and… [PDF]

Bermudez, Andrea B.; And Others (1993). Meeting the Needs of the Gifted and Talented Limited English Proficient Student: The UHCL Prototype. The needs of gifted and talented limited English proficient (G/T LEP) students are being poorly met. A University of Houston-Clear Lake (UHCL), Texas, teacher education curriculum designed to train teachers in the identification, placement, and instruction of gifted and talented limited English proficient students (GT/LEPs) is discussed. As background material, information in four related areas is presented, including: (1) a review of research on these topics; (2) survey results concerning common GT/LEP assessment and instructional practices in states with high Hispanic-American populations; (3) characteristics of Hispanic GT/LEPs as perceived by the community, based on a survey; and (4) results of a study to establish national consensus about instructional objectives of an exemplary GT/LEP program. Finally, a set of five 3-hour instructional modules and additional coursework developed for GT/LEP teacher training are described briefly. The course description, prerequisites, and… [PDF]

Tonigan, Richard F. (1979). Educational Program Status Report. Ganado Public Schools. Prepared as background information for a future long-range comprehensive plan, this status study was done to determine the scope and nature of the current educational program and facilities in the four schools operated by the Ganado Public School District. To accomplish the project, the staff of consultants followed a 5-part procedure: (1) examined faculty and administrative prepared North Central Association documents (1978); (2) examined North Central Association review team's re-evaluation report (1978); (3) observed district school plants; (4) interviewed and questioned selected school personnel; and (5) researched documents from interviewed personnel. Observers concentrated on gaining overall impressions of the settings in which teaching and learning take place in the four schools. The combination of high rates of personnel turnover, inadequate facilities, and widely scattered facilities was determined to be contributing significantly to communication difficulties, thereby…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 3.0: The Automotive Fuel System. This module on the automotive fuel system is the third of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name and explain the function of the four main parts of an automotive fuel system, and to name the most common problems of a fuel system. Contents include list of module objectives; pretest; five sections on (1) parts of the fuel system, (2) fuel pump, (3) carburetor, (4) circuits of a carburetor, and (5) common problems of the fuel system; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the…

(1980). Bilingual Skills Training Program. Auto Body Repair. Module 3.0: Basic Metal Repair. This module on basic metal repair is the third of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify procedure for preparing exterior, interior, and under surfaces and for analyzing damage; to identify metal capabilities; and to identify these processes: metal roughout, metal shrinking, soldering, plastic filler, metal finishing. Contents include list of module objectives; pretest; five sections on (1) surface preparation, (2) damage analysis and metal roughout, (3) metal shrinking, (4) body solder and plastic filler, and (5) metal finishing; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts…