Baez, Raquel (1993). Reinforcing E.S.L. with Los Cumbancheros Choral Performance Group (Los Cumbancheros). Final Evaluation Report, 1992-93. OREA Report. Reinforcing E.S.L. with Los Cumbancheros Choral Performance Group was a state-funded program functioning at seven elementary and junior high schools in the Bronx (New York) in 1992-93, its fifth year. the program served 244 Latino students primarily of limited English proficiency (LEP); a few English-proficient and special education students were also served. Participants performed in a variety of multicultural activities, 152 of them in a choral group and 92 in percussion groups. Spanish native language arts (NLA) and English as a Second Language (ESL) instruction were offered in music and music theory classes. Los Cumbancheros also provided staff development and parent involvement activities. The project was successful in meeting its objectives for ESL and NLA in music theory, and for Spanish and English oral language proficiency. It also met the objectives for staff development, cultural/education activities, and parental involvement. Recommendations for program improvement… [PDF]

Young, Malcolm B.; And Others (1988). Academic Performance of Limited-English-Proficient Indian Elementary Students in Reservation Schools: Year Two Report of the National Evaluation of Services for Limited-English-Proficient Native American Students. This report describes results of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient Students, which was also conducted for the Department of Education, but which did not include Native American students. This report summarizes the results of the second year of the two-year study of performance of LEP American Indian students. It includes results of two years of on-site data collection in a sample of eight projects visited. Schools visited include public schools, tribally controlled schools, and one school controlled by the federal Bureau of Indian Affairs. Researchers assessed the extent to which Indian languages and English are used at home and during school. Overall, the students participating in the study scored substantially below the national average on… [PDF]

(1988). Automated Bookkeeping Curriculum. This document describes a project that provides full-time training in automated bookkeeping as well as job-specific English as a second language (ESL) to adults whose first language is Chinese. The project includes a component that develops the trainees' language proficiency in business communications while emphasizing their understanding of American culture and the world of work. The daily class schedule is organized into eight 45-minute class periods: three periods of job-skills instruction, three periods of job-related ESL instruction, one period of group counseling/employability instruction, and one period of special activities such as individual counseling, tutoring, typing practice, and homework. The curriculum of the automated bookkeeping course is divided into five parts: objectives, course outline, instructional methods and techniques, materials and resources, and evaluation of trainees. Thirteen appendixes, making up the major part of the curriculum guide, cover the… [PDF]

(1988). Data Entry Curriculum. This document describes a project that provides full-time training in the microcomputing area of data entry/word processing as well as job-specific English as a second language (ESL) to adults whose first language is Chinese. The project includes a component that develops the trainees' language proficiency in business communications while emphasizing their understanding of American culture and the world of work. The daily class schedule is organized into eight 45-minute class periods: three periods of job-skills instruction, three periods of job-related ESL instruction, one period of group counseling/employability instruction, and one period of special activities such as individual counseling, tutoring, typing practice, and homework. The curriculum of the data entry course is divided into five parts: objectives, course outline, instructional methods and techniques, materials and resources, and testing materials and evaluation of trainees. Thirteen appendixes, making up the major… [PDF]

(1984). Primary and Secondary Education in Sweden. Fact Sheets on Sweden. In addition to giving pertinent historical background, this document describes the current educational system in Sweden. Specifically described are reform efforts since World War II; responsibilities of the federal, county and municipal governments; features held in common by schools in the municipalities; organization and curriculum of compulsory and upper secondary schools; and structure and training of school staff. School administration and finance, curriculum, school year schedules, marks and examinations, and the organization of the school's work are described for both compulsory and upper secondary schools. Other features of Swedish schools discussed include the following: emphasis on practical working life orientation throughout schooling; bilingual programs for immigrant children; foreign language instruction; remedial teaching for children with academic or socially related school difficulties; free activity periods (sometimes organized within an integrated school day);… [PDF]

Cloud North, Woesha (1979). Formal and Informal Education of the Winnebago Society with Implications for Formal Education. Tracing the effects of white contact with Native American tribes as evidenced in the Winnebago Tribe, this paper describes the problems of Winnebago youth caused by divisions between traditional Winnebago culture and the dominant mainstream American culture. Chapter I shows how the informal training of Winnebago family and clan have been gradually eroded, from 1863 to the present, by the formal training conducted by the United States government in on-reservation and off-reservation boarding schools and by Christian mission schools. Chapter II describes how political strategies were effectively put to use during the 1960's and 1970's to bring about tribal supervision of the disbursement of federal funds. It tells how Nebraska tribes, including the Winnebago, found that unified efforts helped them to gain greater self-determination on local, state, and national levels. Chapter III describes how the traditional expressive arts of the Winnebago and the social groupings of clan and tribe…

Benseler, David P., Comp. (1978). ACTFL Annual Bibliography of Books and Articles on Pedagogy in Foreign Languages for the Years 1975 and 1976. This selected bibliography of books and articles related to foreign language pedagogy is compiled from a master list of over 300 journals and reference sources. This compilation, which lists publications that appeared during the two calendar years 1975 and 1976, contains 4,224 citations. They are divided into the following topics: "Festschriften" and Other Analyzed Collections; General; Bilingualism; Linguistics; Culture; Teaching the Foreign Language; Curricular Problems and Developments; Materials; Physiology and Psychology of Language Learning; Teacher Education and Certification; Methods; Equipment; and Testing. An author index is provided. (Author/NCR)…

(1980). Bilingual Skills Training Program. Meat Cutting. Module 2.0: Job Classifications, Tools, Sanitation & Safety. This module on job classification, tools, sanitation, and safety is the second of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify job classifications in a retail meat market; proper use and maintenance of meat cutting hand tools; power equipment, its usage, and cleaning procedures; sanitation procedures; and meat market safety rules. Contents include list of module objectives; pretest; five sections on (1) meat cutters, (2) hand tools, (3) power equipment, (4) sanitation, and (5) safety; 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…

Calderon, Margarita, Ed.; Slavin, Robert E., Ed. (2001). Effective Programs for Latino Students. This collection of papers presents the current state of research on effective instructional programs for Hispanic American students. The 10 chapters are: (1) "Effective Programs for Latino Students in Elementary and Middle Schools" (Olatokunbo S. Fashola, Robert E. Slavin, Margarita Calderon, and Richard Duran); (2) "Effective Dropout Prevention and College Attendance Programs for Latino Students" (Olatokunbo S. Fashola and Robert E. Slavin); (3) "Effective Elementary, Middle, and High School Programs for Latino Youth" (Anne Turnbaugh Lockwood); (4) A Two-Way Bilingual Program: Promise, Practice, and Precautions" (Margarita Calderon and Argelia Carreon); (5) "Improving Literacy Achievement for English Learners in Transitional Bilingual Programs" (William M. Saunders); (6)"Effects of Bilingual and English-as-a-Second-Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English" (Robert E. Slavin…

(1977). Educational Programs That Work. Volume IV. This catalog is published as one of many mechanisms to stimulate and facilitate continuing communication among the federal, state, intermediate, and local agencies that share responsibility for educational program improvement through nationwide dissemination activities. All the projects cited have undergone close scrutiny by the Joint Dissemination Review Panel within the Educational Division of the Department of Health, Education, and Welfare, and have been approved for national dissemination. A brief description of the program is given along with information on the materials used, services available, target audience, financial requirements, program evaluation, and contact person. The appendix offers several listings of key persons–National Diffusion Network State Facilitators and state coordinators of federally funded programs–who may be able to assist local schools through technical assistance as they search for useful new educational practices. The appendix also cites a…

Leon, Edgar (1996). Challenges and Solutions for Educating Migrant Students. This paper overviews challenges and solutions for educating migrant students in Michigan. The majority of migrant workers in the United States are Hispanic men with families. Data indicate that only about a fifth of migrant children complete education beyond the sixth grade. Migrant students tend to fall behind in their education because they change schools frequently and miss classes in order to work and help support their families. On the average, migrant students are 3-4 years behind nonmigrant students academically. Six major challenges of migrant education are interrupted schooling, limited English-language proficiency, poor health and nutrition, social isolation, economic marginality, and lack of self-esteem. Solutions for addressing these challenges include teachers and schools: (1) being prepared to meet the educational needs of migrant students, adjusting school calendars to accommodate migrant students, and keeping an academic portfolio on each student; (2) supporting… [PDF]

Kinzer, Charles K., Ed.; Leu, Donald J., Ed. (1993). Examining Central Issues in Literacy Research, Theory, and Practice. Forty-Second Yearbook of the National Reading Conference. The 43 conference papers in this yearbook cover such diverse topics in the field of reading as the analysis of children's literacy responses, the study of aesthetic literacy, and the investigation of phonemic awareness. The yearbook includes both data-driven studies and conceptual explorations of diverse literacy learners. The yearbook opens with the presidential address to the conferees: \Researching the Literal: Of Muted Voices, Second Texts, and Cultural Representations\ (D. E. Alvermann). The other papers include: \Assessment as Social Practice\ (Peter Johnston); \Language and Learning: Exploring Schooling Issues That Impact Linguistically Diverse Students\ (O. B. Miramontes); \What Is Scaffolded Instruction? Definitions, Distinguishing Features, and Misnomers\ (D. K. Meyer);\The Case for Expressive Writing for Developmental College Readers\ (I. Baker and P. I. Mulcahy-Ernt); \Reading in English as a Translation Task: Fluent Deaf Young Adult Bilinguals\ (P. N. Chrosniak);…

Carroll, Margaret Kelly (1998). What Did You Do At School Today? A Guide to Schooling and School Success. Written for parents, this book discusses current practice in preschools, elementary schools, and secondary schools. The first section, entitled "Learning," defines and discusses learning, memory, learning styles, study skills, and homework. The second section, entitled "What Goes on in Schools?," discusses inclusion, cooperative learning, whole-language instruction, middle schools, multidisciplinary study, bilingual programs, educational assessment, and parents' rights. The chapters in the third section, "Family Involvement in Learning," are: (1) "Preparing Children for School," which discusses language, motor, and social development; (2) "Learning Wherever You Are," which discusses everyday learning opportunities; (3) "Learning Whenever You Can," which discusses learning during the spring and summer, and suggestions for studying space exploration; (4) "Holiday Preparation," which discusses presents, commercials,…

Clark, Andrew (1993). Project Aprendizaje. Final Evaluation Report 1992-93. This report provides evaluative information regarding the effectiveness of Project Aprendizaje, a New York City program that served 269 Spanish-speaking students of limited English proficiency (LEP). The project promoted parent and community involvement by sponsoring cultural events, such as a large Latin American festival. Students developed their writing skills and self-esteem by contributing articles in English and Spanish to a biannual newsletter. Participating students received instruction in English as a second language (ESL), native language arts (NLA), and the content-area subjects of mathematics, science, and social studies. Evaluation data show that Project Aprendizaje met its objectives for ESL, NLA, business education, attendance, suspension rate, dropout prevention, guidance, extracurricular activities, newsletter production, and parental involvement. It also met its content-area objectives except for science in the fall, and it met two of three staff-development… [PDF]

(1986). A Regional High-Technology Delivery System Model for Adult Literacy. Final Report. The Houston Regional High-Technology Delivery System Model for Adult Literacy meets the need for a technology-based system to deliver instruction in basic literacy skills. The system provides multilevel instruction in reading, writing, and computation skills to out-of-school youth and under-educated adults. A variety of technologies are used to serve the students through technology-based literacy centers, in their homes, and through community centers, such as schools and libraries. Prior to developing the system, a high-school dropout study was completed and a systematic approach was taken to identify the following: resources, student needs, skills for entering the job market, suitable electronic transmission systems, and available instructional materials compatible with the systems. (This report describes the conduct of the project and includes many schedules used in developing the project: organizational contacts, recruitment guidelines, basic skills needed for entering the job…

(1985). Literacy and Second Language Speakers of English. Viewpoints. A Series of Occasional Papers on Basic Education. Issue No. 3. This collection of papers focuses on literacy and the special educational needs of speakers of English as a second language (ESL). In a paper entitled \Ethnic Minority Educational Needs in the 1980s,\ Gurnam Heire examines some of the changes in employment and training that have taken place over the past few years and how these affect the educational needs of ethnic minority communities. Jane McLaughlin's paper, \Creative Writing in English as a Second Language Work,\ makes a case for not neglecting the important part that writing can play in working with persons for whom English is a second language. In \Bilingual Teaching and ESL,\ Sufia Majid emphasizes the importance of the mother tongue and of the bilingual teacher in language and literacy work. Jane Rawlingson Mackillop draws on her experience in southern California in her paper, \Acquisition: A Common Factor in Teaching Literacy to Native and Non-Native Speakers.\ In the final paper, \Integrating First and Second Language…

Lufler, Henry S., Jr. (1987). Pupils. This third chapter of \The Yearbook of School Law, 1986\ summarizes and analyzes state and federal court decisions handed down in 1985 affecting the legal rights of students in elementary and secondary schools. Among the topics examined are public school pupil assignment, tuition, transportation, compulsory attendance, and bilingual and bicultural programs; the public provision of services to students in private or parochial schools; student participation in athletics and other activities; students' civil rights and civil liberties; sanctions for misconduct; student testing and placement; and the desegregation of schools. The chapter notes that first amendment religion cases assumed increasing importance during the year, that school search cases were heard by several state and federal courts, and that, following a recent trend, local districts continue to claim that desegregation standards mandated by court order have been met. Litigation concerning students with disabilities is…

(1982). Britain's Ethnic Minorities. This pamphlet discusses the situation of ethnic minorities–particularly those of Caribbean, Asian, or African origin–in the United Kingdom. Following introductory material, the background to immigration in Britain is described and the numbers and geographic distribution of the different ethnic groups are discussed. Next comes a general discussion of the social disadvantages faced by minorities, the extent of racial and ethnic discrimination, and government efforts to deal with both. Race relations legislation is then described, as are special measures to combat racial and ethnic disadvantage in employment, education, health, and housing. Efforts to improve relations between the police and ethnic minorities are discussed. There is a brief description of the press and broadcasting services for ethnic minorities and of arts activities undertaken by newcomers. The pamphlet ends with a listing of relevant government departments, statutory bodies, and organizations, and a bibliography…

(1983). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1983 (Vol. 43 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with a variety of topics, including the following: (1) the effect of dialect variation on second grade students' perception of phoneme-grapheme correspondence; (2) communication rules and perceived outcomes within and between domestic culture groups; (3) the attitudes toward reading expressed by students in Poland and the United States; (4) the effects of highly valued rewards on intrinsic interest in reading in black third grade children; (5) intercultural communication between Native American and Anglo-American college students; (6) the reading preferences of elementary school children of varying socioeconomic levels as indicated by school library circulation records; (7) the perceptual impact of basic communication fidelity and nationality upon selected group interaction variables; (8) the influence of communication on black children's self… [PDF]

(1984). Make Something Happen. Hispanics and Urban High School Reform. Volume II. Report of the National Commission on Secondary Education for Hispanics. This is the second volume of the report of the National Commission on Secondary Schooling for Hispanics. There are three main sections. The first contains a comparative, demographic analysis of the United States Hispanic population, the total United States population, and the White and Black populations. It documents the relative size and growth of the Hispanic population nationally, contains data on the use of the Spanish language, and provides inter-group comparisons of key indicators: age and sex distributions, income, employment, and education. It also gives comparative demographic profiles of the four major segments of the American Hispanic population: Mexican Americans, Puerto Ricans, Cuban Americans, and Other Hispanics. Section II contains statistical tables and graphs that directly support findings presented in the first volume of this report. Out of school rates, grade averages, high school program enrollment, high school coursework in Spanish, achievement test scores, and… [PDF]

(1981). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ July through December 1981 (Vol. 42 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with a variety of topics, including the following: (1) the communicative competence of teenage boys in a northern United States urban warren; (2) the effects of second language learning upon reading achievement in selected English speaking second and fifth grade students; (3) differences in WISC verbal-performance categories and reading achievement among black, urban school children; (4) the development of a language arts program designed to improve reading and writing skills in Spanish or bilingual secondary level students using their interest as motivation; (5) the effects of race and dialect on decoding; (6) racial similarities and differences in adolescents' proverb comprehension; (7) the effects of dialects in selected passages on black third grade students' reading strategies as revealed by miscue analysis; (8) children's acquisition of… [PDF]

Andersson, Theodore, Ed.; Mackey, William F., Ed. (1977). Bilingualism in Early Childhood. Papers from a Conference on Child Language. This book consists of the 29 papers presented at the Conference on Child Language co-sponsored by the Center for Applied Linguistics and the American Council on the Teaching of Foreign Languages in Chicago in November of 1971. The subject of the conference was restricted to the learning of two or more languages or dialects by young children, especially between the ages of three and eight, with particular attention to the social setting. The volume is divided into the following eight sections: (1) Theory and Method; (2) Early Language Learning; (3) Family Bilingualism; (4) Bilingualism and Society; (5) Planning Preschool Language Learning; (6) Planning the Primary Curriculum; (7) Case Studies of School Bilingualism; and (8) Policy and Research. (CFM)…

(1976). Pilot Course in Century 21 Shorthand. Second Semester. An Evaluation of the Project. After the second semester of comparing college student performance in beginning courses in Century 21 shorthand and Gregg shorthand the following conclusions were made: Century 21 instruction produced a higher proportion of successes among students who speak a foreign language at home (Spanish); after two semesters of instruction, the attrition rates for Century 21 and Gregg were the same; and even though Century 21 students outperformed Gregg students overall in the first semester, Gregg students outperformed Century 21 students in the second semester and could take dictation at higher speeds. (A bibliography on shorthand prognosis, the proposal for the evaluation, and three questionnaires used to gather student data are included in this evaluation report. Results of the first, third, and final semester evaluations are presented in separate documents.) (BM)…

Brough, Theodore G. (1977). Pilot Course in Century 21 Shorthand. Third Semester. An Evaluation of the Project. After the third semester of comparing college student performance in beginning courses in Century 21 shorthand and Gregg shorthand statistics failed to support the contention that Century 21 instruction produces a higher proportion of successes among students who speak a foreign language at home (Spanish). Results also indicated that the attrition rate and the overall performance in both classes was virtually the same. At the end of the third semester, Century 21 students could take dictation at higher speeds while Gregg students did significantly better on vocabulary word lists. Since the size of the original experimental group dropped to fifteen students (eight Century 21 students and seven Gregg students), no meaningful statistical comparisons could be made. Hence a larger group of students were included for a four-group design, and several qualifications were considered. (Results of the first, second, and final semester evaluations are available in separate documents.) (BM)…

(1974). Annual Report of Indian Education in Montana. Johnson-O'Malley Activities, Fiscal Year 1974. Montana's Johnson-O'Malley (JOM) funds provided services for 6,094 and 7,613 Indian students respectively in 1973 and 1974. JOM funds were channeled into special projects, i.e., home-school coordinators, tutors, counselors, special transportation, special teachers, Indian teacher aides, Indian studies classes, summer programs, field trips, cultural programs, and boarding home care. Kindergarten programs were also made available to Indian children. Two other "very successful" JOM projects were the Montana Indian Youth Practicum (a statewide gathering of Indian youth to allow them to become more familiar with Tribal government, the Bureau of Indian Affairs, and the Montana Inter-tribal Policy Board) and the Speech Tournament which allowed Indian students to compete against one another in speech and debate. In 1974, there were also 28 local Indian parent advisory committees operating in 28 school districts. Although their involvement in JOM program planning and evaluation…

Eddy, Peter A.; McLane, Kathleen (1976). ERIC Documents on Foreign Language Teaching and Linguistics: List Number 14. CAL-ERIC/CLL Series on Languages and Linguistics, No. 33. This is the fourteenth in a series of catalogues of ERIC documents of interest to teachers and researchers in foreign languages and linguistics. The list consists of documents processed into the ERIC system from April 1974 through December 1974, and is divided into categories adapted from the American Council on the Teaching of Foreign Languages (ACTFL) Bibliography. Each entry provides the author's name, the title of the document, its source (wherever applicable), date of publication, length, and ED number. (CLK)… [PDF]

Gregory, Dorothy, Comp.; Monka, Carolyn, Comp. (1973). ERIC Documents on the Teaching of Foreign Languages: List Number 10. This is the 10th in a series of bibliographies of those documents related to the teaching of foreign languages available from the ERIC Document Reproduction Service. This list consists of documents processed into the ERIC system by the various clearinghouses from May 1972 through September 1972. The 377 entries are arranged in alphabetical order by author, and a user index of 15 topics is provided. Each citation refers the reader to the page and issue of Resources in Education (RIE) where he or she can examine an abstract of the document. Price information for microfiche and hard copy reproductions is also given. (PMP)…

Davis, Meredith, Comp.; Monka, Carolyn, Comp. (1973). ERIC Documents on the Teaching of Foreign Languages: List Number 11. This is the 11th in a series of bibliographies of those documents related to the teaching of foreign languages available from the ERIC Document Reproduction Service. This list consists of documents processed into the ERIC system by the various clearinghouses from October 1972 through March 1973. The 404 entries are arranged in alphabetical order by author, and a user index of 15 topics is provided. Each citation refers the reader to the page and issue of Resources in Education (RIE) where he or she can examine an abstract of the document. Price information for microfiche and hard copy reproductions is also given. (PMP)…

James, Charles J., Ed.; Lange, Dale L., Ed. (1972). Foreign Language Education: A Reappraisal. This fourth volume in a series on foreign language education develops a cohesive review of language instruction in American public schools and also forecasts probable trends for the 1970's. The dominant themes which prevail in this study are individualization of instruction, pluralism of group interests, and technical assistance in learning. Chapters included material on: (1) purposes and goals in future foreign language programs, (2) teacher attitude, aptitude, and motivation, (3) teaching as facilitation and management of learning, (4) teacher education for new goals, (5) student aptitude, attitude, and motivation, (6) implications of psychological research for second language learning, (7) curriculums for new goals, (8) measurement implications of recent trends in foreign language teaching, (9) interaction of student and teacher with the learning environment, (10) teachers, students, and media as coagents in learning, (11) extra-school factors that influence language learning,…

Blanc, Doreen V. (1976). Training Manual: Job and Social Skills. Vocational Strategies for Special Needs Students. Curriculum materials presented in this Spanish-English guide, one of five developed as part of the vocational strategies project, are intended to provide vocational services to mildly handicapped special needs students mainstreamed into regular high schools. Material is sequentially arranged, emphasizing those skills which a student needs to know initially, and those which become critical as the time of actual employment nears. The first unit, "Your Name and Some Important Things You Should Know," concerns basic knowledge and can be used as early as the first year in high school. Exercises are provided for budgeting time, learning to use public transportation, answering questions, and obtaining a Social Security card. The second unit, "Finding Jobs," covers processes for finding work through the media, the Yellow Pages of the telephone book, the employment ads, and the State employment office. The third unit, "Applying for Jobs," gives students practice…