(1969). English [Curriculum Improvement Programs in English Language Skills for Schools of the Trust Territory of the Pacific Islands]. Books VII-VIII. These volumes comprise (1) Books VII and VIII in the Curriculum Improvement Programs in English Language Skills for Schools of the Trust Territory of the Pacific Islands materials; and (2) accompanying Student Booklets introducing reading and writing exercises for each lesson. See related documents AL 002 134 for a description of the Program, AL 002 135-7 for Books I-VI, AL 002 141-3 for picture books for the first six volumes, and AL 002 144 for picture books to accompany these four volumes. (AMM)… [PDF]

(1969). English [Curriculum Improvement Programs in English Language Skills for Schools of the Trust Territory of the Pacific Islands]. Books IX-X. These volumes comprise (1) Books IX and X, the final texts in the Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands materials; and (2) accompanying Student Booklets introducing reading and writing exercises for each lesson. See related documents AL 002 134 for a description of the Program, AL 002 135-8 for Books I-VIII, AL 002 141-4 for picture books for the first eight volumes, and AL 002 145 for picture books to accompany these four volumes. (AMM)… [PDF]

(2004). Guidelines for the Inclusion of English Language Learners (ELLs) in K-12 Assessments. Iowa Department of Education This document provides guidelines for the inclusion of English Language Learners (ELLs) in K-12 assessments. Twenty questions and answers are provided, along with a list of references. The following are appended: (1) Placement Tools for English Language Learners; (2) Definitions; (3) Typical Bilingual Program Designs; (4) Typical ESL Program Models; (5) Language Acquisition Stages; (6) Iowa Title III Enrollment Descriptors; (7) Cross Referencing Language Proficiency Levels and Reasonable Expectations of English Language Learners in Content Areas; and (8) TESOL (Teachers of English to Speakers of Other Languages) Goals. (Contains 2 figures and 1 footnote.)… [PDF]

Di Vesta, Francis J.; Moreno, Virginia (1991). Cross-Cultural Comparisons of Study Habits. Journal of Educational Psychology, v83 n2 p231-39 Jun. Use of the Cognitive Skills Inventory (CSI) in cross-cultural studies was investigated by comparing responses of 348 English-speaking, 142 bilingual Puerto Rican, and 109 monolingual Spanish college students. Analyses illustrate a stable and reliable factor structure across cultures for the CSI and its Spanish translation. (SLD)…

Pardy, Donna (2004). The Perceived Effectiveness of Simultaneous Team-Teaching in a Dual Language Programme. Journal of Research in International Education, v3 n2 p207-224. Many international schools include a host country programme as part of their curriculum. Such programmes range from the study of local culture through to local language instruction. The administration and teachers of an international school (ISXX) felt they wanted to move beyond the traditional approaches to host country integration as well as dedicate more time to the units of inquiry (Primary Years Programme). In order to facilitate this, it was decided that the enquiry-based curriculum would be taught through both English and the host country language of German. This in itself did not appear to be entirely unique, however ISXX further decided that the German teachers and English-speaking class teachers would simultaneously team-teach the units. This study reveals how the children, parents and teachers felt about the first year of the programme. (Contains 2 tables.)… [Direct]

Cardenas, Jose A. (1997). Texas School Finance Reform: An IDRA Perspective. This book chronicles the history of school finance reform in Texas between 1968 and 1995. Specifically, the book focuses on the substantial changes in the method of funding Texas public schools, aimed at creating a more equitable system of educational opportunity. The author, Dr. Jose A. Cardenas, founded the Intercultural Development Research Association, which is dedicated to the principle that all students are entitled to equal educational opportunities. Dr. Cardenas has been actively involved in school finance reform since the early 1970s when he was superintendent of the Edgewood Independent School District, a poor Mexican American district in San Antonio, and when the historic Rodriguez vs. San Antonio ISD litigation (involving Edgewood) was settled. The book begins with a description of the Texas system of school finance from 1950 through 1973, focusing on its major flaw–"local enrichment"–and on myths and misconceptions of school finance. The remainder of the… [PDF]

Apthorp, Helen S.; D'Amato, Elaine DeBassige; Richardson, Amy (2002). Effective Standards-Based Practices for Native American Students: A Review of Research Literature. This report reviews education programs and practices that have improved Native American student achievement in English language arts and mathematics. In Navajo tribal schools, teaching Indigenous language and literacy first, followed by teaching English and promoting bilingualism, helped students perform well on tests of vocabulary, comprehension, and writing. In Hawaii, a culturally congruent English language arts program significantly improved Native Hawaiian children's achievement in reading. Emphasis on comprehension over mechanics and phonics allowed children to learn in ways that were congruent with their everyday experiences outside of school. The use of ethnomathematics, based on the same principles of cultural congruence, led to improved student achievement for Native Hawaiian children and Alaskan rural middle school students. All these programs required extensive collaboration and time. Although limited in scope, the evidence suggests that congruency between the school… [PDF]

Reyhner, Jon, Ed. (1997). Teaching Indigenous Languages. Selected Papers from the Annual Symposium on Stabilizing Indigenous Languages (4th, Flagstaff, Arizona, May 1-3, 1997). The 25 papers collected in this book represent the thoughts and experiences of indigenous language activists from the United States, Canada, Mexico, and New Zealand, and are grouped in six categories: tribal and school roles, teaching students, teacher education, curriculum and materials development, language attitudes and promotion, and summary thoughts about maintaining and renewing indigenous languages. Papers are: "Keeping Minority Languages Alive: The School's Responsibility" (Gina P. Cantoni); "A Tribal Approach to Language and Literacy Development in a Trilingual Setting" (Octaviana V. Trujillo); "Going beyond Words: The Arapaho Immersion Program" (Steve Greymorning); "Teaching Children To 'Unlearn' the Sounds of English" (Veronica Carpenter); "Learning Ancestral Languages by Telephone: Creating Situations for Language Use" (Alice Taff); "Coyote As Reading Teacher: Oral Tradition in the Classroom" (Armando Heredia,… [PDF]

Sutman, Francis X.; And Others (1993). Teaching Science Effectively to Limited English Proficient Students. ERIC/CUE Digest, Number 87. New teaching methods and curricula that show promise in their ability to provide limited English proficient (LEP) students with a good education in both science and English are discussed and illustrated. Discriminatory practice has led to the clustering of LEP students into low ability tracks without consideration of their actual abilities and potential, resulting in underrepresentation of minorities in advanced mathematics and science classes. To stimulate children's intellectual development, school professionals must become familiar with the diverse backgrounds of their students to make instruction more meaningful. Science content taught to LEP students should be the same as that taught to other students. Furthermore, English language instruction must be an integral objective of all science instruction. Instructional techniques must emphasize development of thinking skills. Research has supported the effectiveness of cooperative learning for teaching science to LEP students. An… [PDF]

Burnett, Gary (1993). The Assessment and Placement of Language Minority Students. ERIC/CUE Digest, Number 89. The assessment and placement of language minority students remain among the most serious problems facing schools today. As of 1990, 14 percent of the school-aged population in the United States comes from language minority backgrounds. Significant numbers of these students are not being properly identified by educators. Assessment procedures in a school often reflect local politics as well as student needs, and thus, no single universally acceptable model has been developed for any aspect of the language assessment process. Still, all districts must determine which students to assess and develop testing mechanisms. In most cases information from teachers and the Home Language Survey act as screening mechanisms for schools to determine if further evaluation is necessary. Various achievement and language proficiency tests have been developed to determine student eligibility for language or other services. Although tests should measure all aspects of language skill, many only evaluate… [PDF]

Ada, Alma Flor (1987). Creative Reading: A Relevant Methodology for Language Minority Children. A discussion of reading instruction for limited-English-proficient (LEP) students looks at elements contributing to development of an effective instructional approach. The elements discussed include the following: the quality of reading materials; role of oral language development; design of an initial decoding process geared to success; need to make reading relevant to the students' own lives; and incorporation of parents in the literacy process. Drawing on the theories and work of Paulo Freire, the discussion proposes the use of dialogues to develop an interactive reading process aimed at the empowerment of students. The approach attempts to validate each student's own feelings and previous experiences and to develop critical thinking skills and problem-solving attitudes that help shape reality. A brief bibliography is included. (Author/MSE)…

(1985). The Danger of Poison. Level 1 = El Veneno es Peligroso. [Nivel 1.]. Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to early primary children. Materials are prepared in Spanish and English versions and can be used as a separate science/health unit on pesticides or integrated into the regular math and reading curriculum. Topics include benefits of pesticides, packaging and warning labels, application methods for fields and homes, specific hazards such as pesticide storage areas and contaminated irrigation water, and steps to take in case of pesticide contamination. The Level 1 Unit gives background information for teachers, a detailed course for instructing children, 15 visuals, 4 true-false tests, and an illustrated pamphlet for parents. The unit is organized under 16 pesticide concepts with teaching materials, activities, and reading and math skills outlined for each concept. Activities include comparing healthy and unhealthy produce, counting and grouping seeds, and completing… [PDF]

Incardone, Peter (1982). Teaching Students to Read Better. Professional Development Series, No. 6. This guide consists of suggestions designed to assist vocational educators in helping students improve their reading skills. School-related and non-school-related reasons why students have difficulty reading are examined. Discussed in a section on teaching the essential technical reading skills are textbook usage skills, vocabulary development, and comprehension and study skills improvement. Auditory and visual methods for helping bilingual students are provided. Suggestions are set forth for using the services of reading specialists, librarians, and school nurses to help students improve their reading skills. Finally, the teaching of a model reading unit is described in terms of the phases of the school year, from the August preparatory period through the wrap-up stage in June. (MN)…

Ross, Eva (1982). Parental Involvement Component. Ysleta Equity Seekers (YES) Program. Designed for use by vocational counselors with parents of junior high students, this handbook includes activities written in English and Spanish covering parental influence in vocational choices. The first of three sections discusses increasing parental involvement in vocational education. Section II begins with advice for implementation of such a program for Mexican American parents to make them aware of factual information regarding women and work, realistic career choices for their children, their own child-rearing practices, and ways to reinforce their children's nonstereotypic activities. Parent recruitment and implementation steps are discussed. Materials written in English and Spanish are then provided for six 2-hour sessions. For each session some or all of the following are included: an agenda; a trainer's copy of the session agenda listing goals, purposes, activities, and materials; participant handouts; transparency masters; a trainer instruction sheet for each activity…

Leben, Clay (1987). Prekindergarten: Full Day vs. Half Day. Austin Independent School District, 1986-87. In 1986-87, the Austin (Texas) Independent School District converted from a full-day prekindergarten program for low-achieving children to a half-day program to serve more limited-English-proficient (LEP) and low-income children (thereby meeting eligibility criteria in conformance with Texas House Bill 72). Half-day instructional time was 60% of that provided in full-day sessions, and with teaching staff increases, three times as many children (1,516) were served as in 1985-86 (494), including more bilingual and English as a Second Language (ESL) classes. Pretest-posttest gains on the Peabody Picture Vocabulary Test-Revised evaluated half-day and full-day program effectiveness, measured against national average gains. Results showed that: (1) half-day program gains in English vocabulary were generally two-thirds those of the full-day program; (2) the greater gains of full-day LEP students occurred at all achievement levels, but the difference appeared to be associated more with… [PDF]

Grassmuck, Janice; Greene, Joshua (1980). Youth Employment and Education: Possible Federal Approaches. Budget Issue Paper for Fiscal Year 1981. Prepared at the request of the U.S. Senate Committee on Labor and Human Resources, this study analyzes present federal programs serving youth and evaluates a variety of alternative approaches, without making recommendations. After a summary of the issues involved in the youth employment problem (such as whether to emphasize training and education programs that would help youth obtain jobs in future years or to stress programs that would provide immediate employment and income; and how to achieve the desired emphasis: by continuing existing programs without change, by modifying them, or by establishing new ones), the report presents in five chapters (1) an overview of current youth education and employment problems; (2) a description of current federal youth employment and education programs; (3) an evaluation of current youth employment and education programs; (4) a description of the Carter Administration's youth proposal (Youth Act of l980) and an evaluation of it; and (5)… [PDF]

Parrish, Berta E.; And Others (1978). New Directions in Reading Education. Volume 1. The nine articles presented in this yearbook were drawn from Arizona State University's Annual Reading Conference which focused on new directions in reading. Four of the articles deal with evaluation techniques in reading and include discussions of developing culture-fair informal reading inventories, what oral language tests really measure, and evaluations of norm-referenced and criterion-referenced measures of reading achievement. The theory and practice related to expressive language skills are discussed in two articles, one dealing with teaching in a bilingual culture, the other with language development through the content areas. The remaining three articles cover the need for readability estimates in the selection of supplementary reading materials, a suggestion that reading researchers look to government and industry for support, and a plea for all educators to humanize instructional practices. (FL)…

Marinelli, Diane, Ed. (1979). Competency-Based Adult Education/English as a Second Language Modules: Health. This packet contains four Competency-Based Adult Education/English as a Second Language (ESL) lessons in the health content area designed for beginning level students. Each lesson revolves around one central character who, in the course of the four lessons, successfully performs four life-coping skills: (1) calling for a doctor's appointment, (2) visiting the doctor, (3) filling a prescription, and (4) going to the Emergency Room. Contents of each lesson include statement of purpose, list of outcomes, pre-post test with means of evaluation, and suggested instructional resources and activities. Within the instructional activities is a section titled "Required Level of English" specifying what language content the student should be familiar with in terms of reception and production, prior to using the lesson. The lessons are keyed to two major ESL basic texts–New Horizons and ESL–A New Approach for the 21st Century. Each lesson contains some or all of the following skill…

Rosa-Lugo, Linda I., Ed. (2000). Florida Journal of Communication Disorders, 2000. Florida Journal of Communication Disorders, v10. This volume of the Florida Journal of Communication Disorders contains the following featured articles: (1) Using Descriptive Language Assessment Procedure with African-American English Preschool Child Speakers: Advantages and Limitations (Kenyatta O. Rivers and Linda J. Lombardino), which discusses best practices for using descriptive language assessment procedures; (2) Format Frequency Differences in Vowels Produced by African American and Caucasian Male Speakers (Julius Fridriksson and Jack Ryalls), which discusses research findings that indicate differences between the two groups; (3) The Consistency of Kay Elemetrics Multidimensional Voice Program (MDVP) for the Acoustic Analysis of the Dysphonic Voice (Yaser Natour and others), which discusses the high degree consistency of the MDVP system; (4) Successful Educational Re-Entry after Severe Traumatic Brain Injury: The Contribution of Cognitive Compensation Strategies (Larry E. Schultz and Judith A. Schults), which describes…

Kroon, Sjaak; Vallen, Ton (1994). Multilingualism and Education: An Overview of Language and Education Policies for Ethnic Minorities in the Netherlands. Current Issues in Language and Society, v1 n2 p103-29. Discusses the immigrant situation in The Netherlands, Dutch education policy with respect to ethnic minorities, intercultural and language education, and the implementation of the 1992 "Cedars in de tuin" policy report. It is concluded that government policy in regard to multicultural Dutch society is somewhere between assimilation and pluralism. (37 references) (MDM)…

(1979). Educational Programs That Work. A Resource of Exemplary Educational Programs Approved by the Joint Dissemination Review Panel Education Division, Department of Health, Education, and Welfare. Sixth Edition. This catalog is intended to make successful programs and practices available so that interested school districts may adapt and install their key elements. All programs were approved by program offices within their funding agencies and often by state education agencies. All were then carefully scrutinized for quality by the Joint Dissemination Review Panel of the Department of Health, Education, and Welfare. All programs demonstrated convincing evidence of effectiveness. Many programs are products of the National Diffusion Network. This annual catalog includes up-to-date information on all programs that were described in previous editions and over 30 additional programs. The appendix offers several listings of state coordinators of federally funded programs who may be able to assist local schools through technical assistance with new educational practices. (Author/LD)…

Dianda, Marcella R.; And Others (1993). Lee Conmigo: "Success for All" in Schools Serving Language Minority Students. Occasional Paper. Success for All is a comprehensive schoolwide restructuring program that has improved reading achievement, increased attendance, reduced special education referrals and placements, and virtually eliminated within-grade retentions in high-poverty elementary schools serving African American children. It is noted that as Success for All has expanded since its first implementation in 1986-87 in inner-city Baltimore (Maryland), districts and schools that serve language minority students are adopting the program. This report explains how Success for All is grounded in approaches that are particularly effective in promoting language minority students' academic success, including use of cooperative learning, the integration of language and communication, and a focus on metacognitive learning strategies. It also discusses adaptations in program delivery and curriculum development, especially the development of a Spanish reading curriculum, Lee Conmigo ("Read With Me"), to meet… [PDF]

Wallace, Cyril (1992). Alternative Basic Comprehensive Program (Project A.B.C.). Special Alternative Instructional Program. 1991-92 Final Evaluation Profile. OREA Report. The Alternative Basic Comprehensive Program (Project ABC) was a special alternative program for bilingual high school students in New York City. The project targeted two high schools with an influx of newly arrived immigrant students from Cambodia, Vietnam, and Spanish-speaking countries of the Caribbean and South America. The program was designed to provide students of limited English proficiency with instruction in English as a Second Language (ESL). Native language arts instruction was available in Spanish only in content areas. The project also aimed to develop student and parent career awareness. The project, which enrolled 180 males, 180 females, and 21 students with gender not reported, was fully implemented, and met its objectives in ESL, career development, occupational aspirations, attendance, dropout rate, staff development, the development of an ESL curriculum guide, and parental involvement. It partially met its objectives for content areas and partially met curriculum… [PDF]

Escamilla, Kathy; And Others (1993). Descubriendo la lectura: An Early Intervention Spanish Language Literacy Project. During the 1989-90 school year, Descubriendo la Lectura, a Spanish-language adaptation of the English Reading Recovery project was implemented in a large urban school district in Arizona. The program is designed to identify first-grade students at risk of becoming poor readers and to provide a series of intense short-term learning experiences that assist in acquisition of inner control needed to become independent readers. First-year research efforts in the program focused on construction of a Spanish observation survey and determination of its reliability and validity. For the study, data were collected on 144 first-graders who were ethnically Mexican-American and dominant Spanish-speaking; all were learning to read in Spanish. Data collection included administration of the English and Spanish versions of a language assessment scale, of a standardized Spanish reading achievement test, and of the Spanish version of the observation instrument designed for the program. Results… [PDF]

Stephens, Max, Ed.; And Others (1993). Communicating Mathematics: Perspectives from Classroom Practice and Current Research. The Australian Reading Association felt that language in mathematics was a topic worthy of inclusion in their First International Conference and 19th National Conference. As a result, this book was formed from contributions of mathematics educators in Australia and New Zealand. The book is broken into five major sections: (1) Communicating mathematical meaning, (2) Fostering good classroom practice in mathematical communication, (3) Students writing in mathematics, (4) Assessing mathematical communications, (5) Influence of culture and linguistic background. Themes included in communicating mathematical meaning are language in small group work, communicating the definition of mathematics, and the relationships among cognition, visual imagery, and language. Included in the second section are papers on applying language-learning principles to the mathematics classroom, employing story-telling and children's literature in mathematics, and introducing students to probability through…

Dervaric, Charles, Ed.; Fleischman, Howard L., Ed.; Leighton, Ed.; Said, Mary Staples, Ed. (1994). Descriptive Study of Services to Limited English Proficient Students. Volume 3: Case Studies. The report presents results of a study of: the type, content, duration, and intensity of instructional services provided to limited-English-proficient (LEP) students in the United States; administrative procedures associated with these services (including procedures for identifying students for entry into and exit from these special services); the numbers, types, and qualifications (including first and second language proficiency) of staff and the costs of these special services. Data were gathered through: mail survey of LEP coordinators at state education agencies (n=51), local school districts (n=745), individual schools (n=1,835), and teachers (n=949) of LEP students; telephone survey with LEP coordinators at school districts (n=99) and schools (n=263); case studies of ten school districts; and Title VII file reviews (n=192), including reviews of Title VII applications and interviews with project directors. The study covered the 1991-92 school year. This volume, third of 4 of… [PDF]

Gallego, Margaret A.; Hollingsworth, Sandra (1991). Redefining School Literacy: Teachers' Evolving Perceptions. Research Series No. 210. For the past year, 12 social studies, English/reading, bilingual, and library teachers at an urban middle school have collaborated with 2 professors and 2 graduate assistants from Michigan State University (MSU) to create the concept of \multiple literacies\ in themselves and among their students. The purpose of the work is to extend the concept of multiple literacy beyond its traditional reading/writing and content knowledge boundaries and to help students see the connections between the knowledge and processes that are required to be school literate and those they will need for real life success. Developing multiple literacies thus involves the integration of community literacy (or the appreciation, understanding, and/or use of interpretive and communicative processes needed to adapt socially to school settings, maintain a good sense of self, and gain a conceptual understanding of school subjects) and personal literacy (or ways of knowing and believing about the self, and personal… [PDF]

Musante, Patricia (1993). Effective Transition (Project E.T.) Final Evaluation Report, 1992-93. OER Report. This report presents an evaluation of the Effective Transition (ET) project, an Elementary and Secondary Education Act Title VII-funded project in its second year of operation at Lafayette High School and Pershing Intermediate School in Brooklyn, New York. The project served a total of 300 students of limited English proficiency who were native speakers of Spanish, Cantonese, Mandarin, or other Chinese dialects. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and the content area subjects of mathematics, science, social studies, and computer science. The project also included peer tutoring, career advice, staff development workshops, a parental advisory committee, and parent ESL classes. An evaluation of project ET found that it met its objectives for NLA in Cantonese, the content areas of mathematics, science, social studies, and computer education, attendance, curriculum development, career development for advisement,… [PDF]

(1990). Russian/Greek Bilingual Comprehensive Instructional Program, 1989-90. OREA Final Evaluation Report. During the 1989-90 school year, the Russian/Greek Bilingual Comprehensive Instructional program was fully implemented, serving 707 limited-English-speaking native Russian- and Greek-speaking students at seven public and three private high schools. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), bilingual/ESL content areas (mathematics, science, and social studies), and business skills. Personal and career counseling, tutoring, and parent involvement activities were also provided. The project achieved its objectives in ESL, business skills, attendance, support services, and staff development. The program partially met its objectives for career development and parental involvement, but did not achieve its objective in content area courses. It is recommended that the program lower the target passing rate for content area courses to reflect more reasonable expectations. (Author/MSE)… [PDF]

(1990). Feedback: A Look at Limited-English-Proficient Students in AISD. The numbers and status of limited-English-proficient (LEP) students in the Austin (Texas) Independent School District (AISD) are described for the 1989-90 school year. During that year, 4,494 LEP students were served by the AISD schools: 3,481 elementary school students, 531 middle/junior high school students, and 482 high school students. The LEP population in the school system was 90% Hispanic; Vietnamese speakers were the next largest segment, at 4%. In all, there were 4,042 Hispanic students; 32 Black students; and 420 American Indian, Asian, and White students. Most (90%) LEP students in the AISD were from low-income families, and 38% were overage. Most (88%) LEP students were in regular LEP programs, with a few assigned to special education or modified instruction. Students needing additional services transferred to other schools that provide enhanced services. Such transfers in the year are detailed. In general, rates for the LEP program were similar to districtwide rates for… [PDF]