(1982). Students From Homes in Which English Is Not the Dominant Language: Who Are They and How Well Do They Read?. Characteristics and reading performance of students who have a dominant language other than English are examined and compared with those of English-dominant students, based on the results 1979-1980 National Assessment of Educational Progress (reading and literature). Responses were obtained from 9-year-olds, 13-year-olds, and 17-year-olds. The exercises probed students' comprehension of simple words as well as such complex features of text as mood, tone, and character. It was found that students from homes in which a language other than English was often spoken (OL) generally performed below students for whom English was the dominant language (EL) In general, OL students attending advantaged-urban and private schools, those coming from homes with many reading resources, and (except at age 9) those who have a parent with post-high school education performed near, at, or above national levels. OL students attending disadvantaged-urban schools, those coming from homes with few reading… [PDF]

Cotayo, Armando; And Others (1984). Project Get Set, 1983-1984. O.E.A. Evaluation Report. This multi-site project, in its first year of funding, proposed to serve approximately 100 Hispanic students of limited ability in English and Spanish at two junior high schools in economically depressed areas of the Bronx. The project was planned to develop English language skills, to reinforce Spanish language skills, to offer counseling support services, and to provide career guidance information. Students from Theodore Roosevelt High School were to tutor project participants in English reading. Project implementation was delayed for a number of reasons. Nevertheless, the project director was able to identify and establish contact with the new participating sites; review student records to determine student eligibility; advertise and interview condidates for staff positions; hire hourly personnel to develop career awareness curriculum; and identify, review, and purchase textbooks, workbooks, reference books, instructional supplies, and audiovisual materials. For the second year… [PDF]

Luhman, Reid A.; Wax, Murray L. (1974). Bilingual Classrooms in a Mexican-American Community. The Social Bases of Thinking and Speaking: A Study of Bilingual Chicano Children. Final Report, September 1974. The study examined the relation of language use and logical thought to social experience with both age and class held constant. The primary assumptions under study were: that the logic of symbolic grouping was highly sensitive to a child's experience with the objects to which that logic was applied; that the existence of diglossia in a bilingual community and/or relative shifts in language dominance might create a situation of language specialization by domain, particularly along the dimension of immediacy and distance; that the content of grouping (those final organizations produced by the logic) was a far more stable aspect of cognition than the logic used to construct it. The study was conducted in a fourth grade classroom in a bilingual school in Las Vegas, New Mexico. All of the children had Spanish surnames. Twenty-eight children took part in an extensive set of interviews in two languages. These interviews were designed to examine inter-relations of language use and the logic…

Gendron, Jean-Denis, Ed.; Vigneault, Richard, Ed. (1981). Les mecanismes psychologiques sous-jacents a l'apprentissage d'une langue seconde (The Psychological Mechanisms Related to the Learning of a Second Language). Publication B-99. Articles include: (1) \Variables psychologiques et sociales reliees a l'apprentissage d'une langue seconde par l'immigrant adulte en situation scolaire\ (Psychological and Social Variables Related to the Learning of a Second Language by the Adult Immigrant in the Academic Situation) by A. d'Anglejan and C. Renaud, (2) \Les contacts inter-ethniques: qu'est-ce qui les rend efficaces?\ (The Inter-Ethnic Contacts: What Makes Them Effective?) by J. F. Hamers and D. Deshaies, (3) \Pourquoi apprendre une langue seconde: le role de l'appartenance ethnique\ (Why Learn a Second Language: The Role of the Ethnic Concern) by R. Clement and S. Marchildon, (4) \Attitudes face au comportement langagier a Montreal\ (Attitudes toward Language Behavior in Montreal) by R. Y. Bourhis and F. Genesee, and (5) \Les techniques mnemoniques liees a l'apprentissage des langues\ (The Mnemonic Techniques Associated with the Learning of Languages) by A. Desrochers. In each empirical study one or more measures… [PDF]

Irizarry, Ruddie A.; And Others (1980). Seward Park High School Chinese Bilingual-Bicultural Program. ESEA Title VII, Final Evaluation Report, 1979-1980. This is an evaluation of the fifth year of a Title VII bilingual/bicultural program that was conducted for Chinese speaking students at a New York City High School. A demographic analysis of the school's neighborhood (Manhattan's Lower East Side) and a discussion of participating students' characteristics are provided. The project's philosophy, organization and structure are described. Instructional components of the program are reviewed including: (1) student placement; (2) English as a second language; (3) native language classes; (4) bilingual classes; (5) transition to mainstream classes; and (6) funding of the instructional component. Non-instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development; (4) parental and community involvement; and (5) affective domain. Tables provided show students' performance and achievement in reading, mathematics, science, social studies, and native language skills, and also document… [PDF]

Gilman, Robert (1974). Some Suggested References for the Busy FL Teacher. How to Make the Most of Day-to-Day Language Activities. This is an annotated listing of bibliographies and reference works that provide retrospective and current coverage of the monographic and periodical literature of FL education and that have been selected for the assistance they offer in locating materials judged to be of greatest utility in the teaching of Spanish, Portuguese, and English to speakers of Spanish or Portuguese. Sources include ACTFL, ERIC, LLBA, LTA, DCBBE, and IRAL. Other recommended readings include books, articles, reports, journals, and other sources, such as foreign language newsletters and various language learning guides. (Author/AM)… [PDF]

Gimon, Alexander T.; And Others Applicability of Learning Potential Measurement with Spanish-Speaking Youth as an Alternative to IQ. Final Report. The learning potential (LP) procedure represents an alternative method of measuring ability of Spanish-speaking students who tend to score low on traditional IQ tests. This study sought to determine the relative predictive power of LP and IQ measures on achievement of 188 first through sixth grade Spanish-speaking students. Subjects participated in the Raven and Series LP procedures and were administered the WISC Performance Scale in Spanish and the WISC vocabulary subtest, Picture Motivator Scale, and IAGAS numeric, nonverbal, and verbal subtests in Spanish and English. Numeric and nonverbal achievement in both Spanish and English were significantly related to posttraining Series LP scores, WISC performance IQ, and age. WISC vocabulary scores were related only to verbal achievement in the same language. The LP procedure resulted in increased levels of performance on a reasoning task and provided a better predictor of achievement than verbal IQ for these students. Included in the…

Leap, William L. (1974). Ethnics, Emics, and the New Ideology: The Identity Potential of Indian English. This paper considers some aspects of the role of language in the maintenance of social and cultural identity by examining the identity potential of Indian English in the United States. A main point is that identity concepts cannot be taken at face value, but must be considered in terms of their sociocultural consequences. In the case of Indian English, the co-existence of standard American English and the local nonstandard code is an indication of the desire to maintain an Indian identity, of not wanting to conform completely with Anglo norms. A second point concerns the responsibility of the social sciences to go beyond mere documentation. In this case, the social scientist has the responsibility to reveal the contradictions inherent in the use of the identity concept. That is, while a desire to encourage the use of local nonstandard codes may be well-meaning, it also encourages de facto segregation of the Indian community from the mainstream of American life. It is therefore…

Raulin, George (1966). Kanouri. This material is a series of lessons prepared in French to give an introduction to the Kanouri language. The need for such material arose during a twelve-week Niger-Chad Peace Corps training project which took place at San Francisco State College in the summer of 1966. The teachers were bilingual French-Kanouri speakers, and it was therefore necessary to do translations in French. The Kanouri text was set down using French spelling conventions. This series of lessons is not a self-instruction course. A native speaker-teacher is needed to instruct the student in the subtleties of pronunciation, cadence, ryhthm and tone of the Kanouri language. Some of the lessons have used the Peace Corps' Djerma Basic Course materials as a guide. English as well as French translations are given throughout the lessons. (Author/CFM)… [PDF]

Day, Richard R. (1976). Language Acquisition in a Bicultural Community: A Case Study of Bidialectalism. This article investigates the acquisition of a variety of standard English (SE) by children whose first language is Hawaii Creole English (HCE). The hypothesis was made that, in a speech community with high prestige and low prestige codes, learning the dominant code would not adversely affect performance in the first language. The subjects, in grades K-3, had no formal exposure to SE prior to entering school, and received no formal language training once in school. Their teachers used SE, but did not discourage the use of HCE. The subjects' performances over time in HCE and SE were measured by tests in HCE and SE. An analysis of the results shows that SE scores increased significantly in all four grades. Further, the subjects not only maintained HCE, but in three grades significantly increased their performance. Thus the acquisition of SE by the subjects, presumably through constant exposure to it in the school setting, did not result in a decrease in linguistic ability in HCE. This… [PDF]

Bajunid, Ibrahim Ahmed; Gonzalez, Andrew (1996). Using Two/Three Languages in Philippine Classrooms: Implications for Policies, Strategies, and Practices [and] A Response. Journal of Multilingual and Multicultural Development, v17 n2-4 p210-24. Describes the multilingual situation underlying the educational scheme in the Philippines, a system inherent with problems arising from the unequal developmental status of Filipino and English and the subsequent failure to meet manpower and material needs. The article issues a call to use the synergy created by two languages. Bajunid's response focuses on the gap between language policy and reality.(26 references) (Author/CK)…

Espiritu, Evangeline; Meier, Daniel R.; Villazana-Price, Norma; Wong, Manuel Kichi (2002). A Collaborative Project on Language and Literacy Learning: Promoting Teacher Research in Early Childhood Education. Young Children, v57 n5 p71-78 Sep. Four teachers from diverse early childhood environments formed a teacher research group to learn more about children's language and literacy development. This article discusses the formation of the group, the value of teacher research for understanding children's language, and the lessons learned by the participating teachers that enhanced their personal and professional development. (TJQ)…

Salend, Spencer J.; Salinas, AltaGracia (2003). Language Differences or Learning Difficulties: The Work of the Multidisciplinary Team. TEACHING Exceptional Children, v35 n4 p36-43 Mar-Apr. The following recommendations are made to assist multidisciplinary teams in developing educational programs for second-language learners: diversify the team and offer training; compare student performance in native and secondary languages; consider factors associated with second-language acquisition; employ alternative assessments; identify life experience influences; and analyze data and develop a plan. (Contains references.) (CR)… [Direct]

Quiroz, Pamela Anne (2001). The Silencing of Latino Student \Voice\: Puerto Rican and Mexican Narratives in Eighth Grade and High School. Anthropology & Education Quarterly, v32 n3 p326-49 Sep. Narratives of Puerto Rican and Mexican American students, written in 8th grade and then 11th grade, describe who they are and illustrate school-sponsored silencing, with student critiques of their educational experience ignored by schools. The narratives help explain the Hispanic student high dropout rate, reasons behind students' academic decisions, and interventions needed to change negative schooling processes and outcomes. (SM)…

Dixon, Juli Kim (1995). Limited English Proficiency and Spatial Visualization in Middle School Students' Construction of the Concepts of Reflection and Rotation. Bilingual Research Journal, v19 n2 p221-47 Spr. Eighth-grade students in bilingual classrooms explored the geometric concepts of reflection and rotation within a computer-based, dynamic, instructional environment. With initial differences controlled, treatment groups performed significantly better on concept formation and spatial visualization than did control groups receiving conventional geometry instruction. Student performance was not affected by level of English proficiency. Contains 72 references. (SV)…

Schiff-Myers, Naomi B. (1992). Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners. Language, Speech, and Hearing Services in Schools, v23 n1 p28-33 Jan. This article examines issues in language assessment in children exposed to two languages, including arrested language development in preschool children, arrested development and language loss in school-age children, effects of educational policy (especially the devaluation of non-English languages) on bilingualism, problems in primary language assessment, and importance of the case history. (DB)…

Shannon, Sheila M. (1995). The Culture of the Classroom: Socialization in an Urban Bilingual Classroom. Urban Review, v27 n4 p321-45 Dec. Reports on an ethnographic study of a fourth-grade bilingual classroom that examined the culture created in the classroom and how children were socialized to it. The author argues that for culturally diverse, at-risk students to succeed, the culture of the classroom must be different in its roles, values, beliefs, and expectations than what exists outside. (GR)…

de Jong, Ester J. (2004). After Exit: Academic Achievement Patterns of Former English Language Learners. Education Policy Analysis Archives, v12 n50 Sep. With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered \limited English proficient\ and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL) program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL) program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students' achievement patterns… [PDF]

(1985). Assistant Chef Program. Curriculum Outline, Orientation, Safety and Sanitation. Instructor materials are provided for an assistant chef program intended for English as a second language (ESL) or bilingual (Spanish speaking) students. A curriculum outline includes a listing of the tasks to be mastered in the program. Other contents include key terms from the production and service area of food service in the areas of orientation, safety, and equipment. Lists of the terms in English and lists of the English terms with Spanish definitions are provided. Informational materials (written in Spanish) are presented on these topics in the area of safety and sanitation: Prevencion de Fuegos (fire prevention), Occupational Safety and Health Act (bilingual English and Spanish), Sanidad (sanitation), and Germes y Bacterias (germs and bacteria). (YLB)…

Weinberg, Meyer (1981). Assessment of Current Knowledge about the Effectiveness of School Desegregation Strategies. Volume IV: A Practical Guide to Desegregation: Sources, Materials, and Contacts. This volume on desegregation is divided into seven sections that outline and annotate bodies of information available from various sources. These sections include: (1) selected sources of information on various school desegregation issues; (2) \how to\ sources on school desegregation; (3) sources of information on cities that have been desegregated for a comparatively long time; (4) sources of reviews of research on desegregation; (5) sources of information on government agencies and private organizations offering desegregation assistance; (6) persons (names and addresses) with expertise in one or more areas of desegregation implementation; and (7) a glossary of desegregation and equal education terminology. (JCD)… [PDF]

De Avila, Edward; And Others (1981). Improving Cognition: A Multi-Cultural Approach. Final Report, MICA Project: Multi-Cultural Improvement of Cognitive Abilities. Described and summarized are the results of a program designed to improve the intellectual, academic, and linguistic functioning of children in a linguistically and culturally mixed setting. The program, Multicultural Improvement of Cognitive Abilities (MICA), was installed and supported by project staff in nine participating classrooms under two experimental conditions, intensive and economical, with the difference being in the extent to which they were supported by project staff. The activities were provided to all participating classrooms in addition to an ongoing bilingual program. Pupils had the opportunity to engage in approximately 100 mathematics/science activities and experiments. Each activity was self-contained and required pupils to complete worksheets using basic mathematics and literacy skills. A high degree of verbal interaction and cooperation was necessitated by the activities. The results were highly encouraging in revealing consistent positive gains that can be…

(1972). Hearing Before the United States Commission on Civil Rights (Phoenix, Arizona, November 17-18, 1972). The U.S. Commission on Civil Rights held two days of hearings in Phoenix to investigate the civil rights status of Arizona Indian Tribes, to ascertain the nature and extent of their problems, and to try to arrive at a means to rectify those problems. The testimony offered at the public session came from representatives of local, state, Federal and Tribal governments, persons from the private sector, and individual citizens. In an opening statement, Donald R. Antone, President of the Intertribal Council of Arizona, spoke of the differences in needs and desires between city-dwelling and Reservations and of the paternalistic intervention in reservation affairs by outside "do-gooders". He also listed education, welfare, industrial and tourism development, and taxation and services to Indians by the State of Arizona as the four areas of most critical need. In another overview, two representatives from the Mojave and Colorado Rivers Tribes discussed employment problems,… [PDF]

CUMMINS, EMERY J.; PALOMARES, UVALDO H. (1968). ASSESSMENT OF RURAL MEXICAN-AMERICAN PUPILS, PRESCHOOL AND GRADES ONE THROUGH TWELVE, WASCO, CALIFORNIA. MEXICAN-AMERICAN STUDENTS FROM 13 GRADE LEVELS WITHIN THE WASCO, CALIFORNIA, PUBLIC SCHOOLS WERE TESTED IN MARCH, 1967, AS PART OF AN EVALUATION OF STRENGTHS AND WEAKNESSES OF RURAL MEXICAN-AMERICAN STUDENTS IN CALIFORNIA. ANALYSIS OF TEST RESULTS REVEALED THAT MEXICAN-AMERICAN STUDENTS FELL PROGRESSIVELY BEHIND IN PERCEPTUAL MOTOR DEVELOPMENT–A DEFICIT ATTRIBUTED TO BOTH HOME AND SCHOOL ENVIRONMENTS. LOW SELF-CONCEPT SCORES AND ABOVE-NORMAL SOCIAL MATURITY SCORES MAY HAVE REFLECTED THE DEMANDS OF 2 CULTURES ON THE MEXICAN-AMERICAN STUDENT. ACADEMIC ACHIEVEMENT PROGRESSIVELY DECLINED, POSSIBLY AS A RESULT OF THE DE-EMPHASIZING OF INDIVIDUALIZED INSTRUCTION AND THE ABSTRACTION DEMANDS MADE ON MEXICAN-AMERICAN STUDENTS BY MATERIALS GEARED TO MIDDLE-CLASS NORMS. TABLES SHOW WHICH TESTS WERE GIVEN TO WHICH GRADE LEVELS, AGE-GRADE RELATIONSHIPS, AND RESULTS BY INDIVIDUAL TEST. RELATED DOCUMENTS ARE RC 002 539 AND RC 001 775. (JEH)… [PDF]

Porter, M. Roseamonde (1969). Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands. Final Report. The study reported here was carried on under a Curriculum Research Grant from the U.S. Office of Education to the University of Hawaii from November 1966 to June 1969. The Education Department of the Trust Territory of the Pacific Islands jointly sponsored the English curriculum research and development. Objectives were to evaluate the current status of English (as a second language) instruction and proficiency in aural comprehension, speech, reading, and writing for Micronesian pupils and teachers in the Ponape District in Grades 1-12, and to develop instructional materials and sequential curriculum for an audiolingual approach to language learning, basing curriculum and methodology on an analysis of key English structures and on problems in learning English communication skills in the Ponape District. This document, a detailed report of the study, consists of the following: (1) a summary of the project; (2) background information; (3) a review of recent literature and research… [PDF]

Asato, Jolynn; Baquedano-Lopez, Patricia; Gutierrez, Kris D. (2000). "English for the Children": The New Literacy of the Old World Order, Language Policy and Educational Reform. Bilingual Research Journal, v24 n1-2 p87-112 Win-Spr. A qualitative study examined how three urban California school districts and teachers in three case study classrooms interpreted and implemented Proposition 227. School district implementation varied according to district language ideology. Nevertheless, English only policy and accompanying highly scripted reading reforms stripped teachers of their expertise and institutionalized conditions for underachievement and failure by English learners. (Contains 21 references.) (TD)…

Steinberg, Lois S. (1975). The Role of Extra-Local Interest Groups in School Policy Making and Implementation. The belief that structural change providing for the representation of minority parents in urban school districts would improve educational services for their children has led to an emphasis on school-system controlled or affiliated channels for participation. This emphasis, based on assumptions about parent participation in suburban districts, has neglected the findings of suburban school studies that indicate the significance of community organizations in the articulation of educational interests and has diverted attention from the recent dilution of local school board authority. This paper relates the utilization of both institutional and independent community channels for the articulation of parent interests in a New York suburb and the results of some recent events in New York City involving the adoption of bilingual programs for Puerto Rican students. The analysis illustrates some of the structural similarities in both types of districts that inhibit parent participation in… [PDF]

(1989). Selected Teacher Resources for Elementary and Secondary English as a Second Language (ESL). CLEAR Annotated Bibliography Series. This 81-item annotated bibliography is composed of resource materials for teachers of English as a Second Language (ESL) at the elementary or secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. The bibliography includes conference proceedings, program descriptions (bilingual, sheltered English, and ESL), assessment instruments, materials about theoretical linguistics, annotated bibliographies, materials that endorse particular instructional strategies, computer-assisted instructional materials, courseware, program handbooks, entry/exit information for ESL programs, classroom activities, teacher training materials, and guidelines for adapting non-ESL materials to the ESL classroom. Many of the materials are directed toward specific limited-English-proficient…

Turner, Monica (1985). Literacy Work with Bilingual Students. A Resource for Tutors. This handbook is intended to introduce tutors to literacy work with bilingual students who are fairly fluent speakers of English and who are often to be found in a literacy class for native speakers of English. The introductory section, which deals with literacy and the second language learner, covers influences on and difficulties encountered while learning a second language as well as the processes involved. The next five sections cover the following aspects of helping nonnative speakers of English improve their literacy skills: giving students responsibility (students' expectations and examples); developing writing skills (personal expressive writing, techniques in correcting students' writing, more formal writing, and materials); learning to spell (influence of the mother tongue and ways of developing strategies for spelling); developing reading skills (practical approaches to work with beginning readers, materials, and methods of developing reading skills); and developing…

Doran, Sandra; Toro, Leonor (1986). Colombia. America = Las Americas [Series]. Written for teachers to use with migrant children in elementary grades to highlight the many Americas, this bilingual English/Spanish social studies resource booklet provides historical and cultural background information on Colombia and features biographies of Colombian leaders and artists. A table of contents indicates the language–Spanish or English–in which the topics are written. The quarterly provides an encyclopedia-style overview of Colombia's history, geography, government, economy, culture, and society, It provides biographies of Gonzalo Jimenez de Quesada, Simon Bolivar, and Gabriel Garcia Marquez; discusses pre-Colombian culture; and describes major Colombian cities and places of interest. A map of the country, list of governmental divisions with average temperatures, list of holidays, drawings of representative flora and fauna, and music and words of the national anthem are included. Christmas and other celebrations and the Bambuco (the national dance) are described…

Maltby, Gregory P.; And Others (1988). San Elizario Bilingual Learning Community: An Application of Technology to Reading/Writing/Mathematics/Computer Literacy. Fourth Year Evaluation Report. San Elizario, Texas, is a border community with a high poverty rate, overcrowded school conditions, and a 60% limited English proficiency (LEP) rate among school students. In 1984, the school district began a cooperative university and school system project to improve Hispanic LEP students' achievement through applied computer technology. In 1987-88, the project provided computer assisted instruction in mathematics, language arts, and computer literacy to 119 students in grades 1-6 and 9-12, plus science and social science to older participants. A comparison of October 1987 and April 1988 standardized test scores showed improvement for most grade levels. The greatest reduction in the gap between participant scores and national norms occurred at grade 11 for composite scores (29%), reading (48%), and language arts (25%), and at grade 6 for mathematics (81%). Questionnaires completed by school administrators and project staff indicated that, compared to their counterparts, project… [PDF]