Lauren, Ulla (1987). The Linguistic Competence of Mono- and Bi-Lingual Pupils in Swedish in the Finland-Swedish School. Journal of Multilingual and Multicultural Development, v8 n1-2 p83-94. Comparison of free written compositions of 86 bilingual (Finnish-Swedish) and 86 monolingual (Swedish) third-, sixth-, and ninth-graders in a Finland Swedish comprehensive school revealed that bilinguals produced significantly more syntactic, vocabulary, and phraseology errors. Background variables correlating with errors included the student's school marks and environmental factors of mass media and neighborhood language. (Author/CB)…

Barobs-Gahr, Brigita; Medrano, Lydia; Nesman, Teresa M. (2001). They Are Our Kids: Significant Findings from a 1998 Latino Dropout Study. A study used focus groups and interviews to examine dropout causes among Hispanic middle and high school students in Hillsborough County, Florida. Major contributors to Latino student success included personal motivation to succeed, supportive parents, and being interested and involved in school activities. Factors contributing to dropout included lack of student motivation; negative peer influence; low support from parents, teachers, and community; responsibilities outside of school; language and cultural barriers; and inflexible school policies. Recommendations for action fell into four categories: (1) communication and support for students, school personnel, and parents; (2) availability of activities for Latino students; (3) appreciation of Latino culture; and (4) communication of school policies. A program at a middle school in the study, mentioned by students as being helpful, is described. The program recruits energetic, bilingual teachers and tutors to provide assistance… [PDF]

Hancin-Bhatt, Barbara; Nagy, William (1994). Lexical Transfer and Second Language Morphological Development. Applied Psycholinguistics, v15 n3 p289-310 Sep. A total of 196 Latino bilingual students in grades 4, 6, and 8 were asked to give the Spanish equivalent for English words, some of which had derivational and inflectional suffixes. The results indicated that the students' ability to translate cognates increased with age above and beyond any increase in their vocabulary knowledge in Spanish and English. (Contains 31 references.) (MDM)…

Keith, Diana J., Comp. (1989). Curriculum Materials for Use with Adult Groups: A Bibliography of Government Documents. The Government Documents Collection of the Calvin T. Ryan Library of the University of Nebraska at Kearney contains a broad range of information on a variety of topics, including curriculum guides and materials. This bibliography gathers government documents of special interest to education students, practicing teachers, and teachers of adult students. Most documents listed are federal, but some Nebraska state documents are annotated. Curriculum guides and supplements, print and nonprint materials, bibliographies, evaluation materials and standards, project examples, and study guides, workbooks, and activity books are included in the following categories: (1) alcohol and drug abuse; (2) career and vocational education; (3) emergency services, traffic safety, and law enforcement; (4) family life and parenting; (5) foreign languages; (6) health, fitness, and nutrition; (7) miscellaneous topics/general; (8) nursing; (9) occupational safety and health; (10) home, school, and automotive… [PDF]

Clark, Kevin (1994). Whole Language and Language-Minority Students: A Natural Fit. BEOutreach, p24-26 Spr. The approach taken by one school district to English-as-a-Second-Language instruction, using the whole language approach and simple children's literature, is described. It was determined that the whole language approach would challenge teachers to rethink how children come to know language and literacy and cause teachers to construct new beliefs about teaching and learning. Over 300 teachers were: trained in classroom strategies to try; asked to critically analyze instructional outcomes for this population, addressing social/affective, cognitive/academic, linguistic, and metacognitive areas; asked to implement the strategies; and provided with constructive feedback. The instructional sequence taught to teachers involved five steps: (1) recording information about students' prior knowledge and experiences as they might relate to the story to be used; (2) presenting the story in comprehensible fashion, including deliberate use of helpful voice inflection and pitch, guided questioning,… [PDF]

Herman, Barbara; Pankratz, David (1987). Project BEST Vocational English as a Second Language Curriculum: Communication Skills in Training and Employment in Heating, Refrigeration, and Air Conditioning. Information is provided on the Vocational English as a Second Language (VESL) component of Oakton Community College's Project BEST (Building Energy Systems Technology), a bilingual vocational training program designed to teach limited English proficient students of Polish or Hispanic origin the basics of heating, refrigeration, and air conditioning in order to enable graduates to obtain entry-level jobs in the field. After part I describes Project BEST, part II provides a description of the VESL component of the program, highlighting its emphasis on spoken, job-related English. Part III offers suggestions and warns of pitfalls in incorporating technical English into instruction, while part IV provides an overview of the VESL curriculum, which focuses on the grammatical forms that students would be most likely to use on the job. Part V describes the program's VESL competency list and sheets, while part VI offers a profile of the students and details their progress. Part VII offers a… [PDF]

Rodriguez, Yvonne (1989). Collaborative Model for Minority Recruitment and Retention via the Creation of the Future Professionals of the 21st Century Club. This collaborative project between Camden Public School District and Glassboro State College in Camden, New Jersey, sought to plan, develop, implement, and evaluate a program to enhance self-esteem, academic achievement, and college entrance of economically disadvantaged minority urban youth (Black and Hispanic). Special emphasis was given to the social skills needed to compete in academia. Innovative aspects of the program included: (1) bilingual delivery (in Spanish and English); (2) meetings with participants and teachers held at the high school, not the college; (3) inclusion of a multicultural gender perspective in curricular materials; (4) collaboration between public school and college; (5) creation of a student organization for minority recruitment and retention; and (6) interaction of non-traditional and minority teacher candidates as well as minority professionals who served as role models with minority group high school students. The program was evaluated positively by…

Giannetti, George, Ed.; Sirdenis, Wisam Kazaleh, Ed. (1985). Global Lessons for Second Language Students, Grades 9-12. Student Edition and Teacher's Edition. An Oak Park, Michigan student workbook prepared as part of the Oak Park Title VII Project for limited English proficient students or students whose first or second language is other than English. contains fifteen multicultural lessons presented in four units. The first unit focuses on the nature of human global interdependence and takes a geographic look at the world through languages and their distribution. It stresses the need for mutual understanding and cooperation for survival and for the humane use of world resources. The second unit, entitled "Why Study a Second Language?" looks at ethnocentrism and its many manifestations as an obstacle to understanding other peoples and their ways. It underscores the usefulness of second language skills for making new cultural experiences, travel, and a broader range of occupations more available. This unit examines four of the major languages of the world (English, Arabic, French, and Spanish) and two cultures in Oak Park (Hebrew… [PDF]

(1985). The Danger of Poison. Level 4 = El Veneno es Peligroso. [Nivel 4.]. Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to intermediate grade students. Materials, prepared in Spanish and English, 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 4 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 designing pesticide container labels, weighing seeds, and completing the math and reading… [PDF]

Borsi, Emilia; Rogg, Fay R. (1986). Teaching Practical Writing Skills to Hispanic Students. Borough of Manhattan Community College, City University of New York, developed a course in practical writing skills for bilingual students as a means of reducing the dropout rate among vocational students, the largest group of Hispanic students in the institution. The objective was to provide writing skills through source materials with a practical orientation. Most of the 50 original participants were unable to register in or complete a college level course because of limited writing skills in either Spanish or English and inadequate general knowledge. The method's main features are that the student: (1) reads and analyzes, orally and in writing, current periodicals in both Spanish and English; (2) meets with other Hispanics in successful careers; and (3) has a bilingual Hispanic tutor. The course is designed to give adult students a feeling of accomplishment by using their own language and experience while learning to organize and express their ideas on paper, and it is…

Mace-Matluck, Betty J.; And Others (1982). Language and Literacy Learning in Bilingual Instruction: Preliminary Report. Descriptive Studies–Asian, Spanish, Navajo. One segment of a three-year study to examine the relationship between first- and second-language acquisition in light of instructional practices is presented. The study's major focus is the development of literacy skills, including school-related language forms as well as reading and writing, and in this segment, the services delivered to language minority students at three sites are described. The sites were bilingual programs serving populations speaking Spanish, Cantonese, and Navajo. The study examines and describes these elements: (1) the general characteristics of the region and population served by the school district; (2) the characteristics of the services provided by the districts to students of limited or no English speaking ability; (3) changes that have occurred in types of services delivered by the district to language minority students, and the influences of those changes; and (4) the level of academic achievement obtained by students who have participated in the… [PDF]

(1987). Curriculum for Bilingual Vocational Training Project. May 1986 to October 31, 1987. This document describes a project that provided vocational skills and job-specific English-as-a-second-language (ESL) training to Spanish- and Vietnamese-speaking adults in Arlington, Virginia. The four skills areas were clerical, building trades, commercial cooking, and printing occupations. Instruction was based on specific, clearly stated competencies or tasks that described precisely what trainees needed to master in order to be employed. Job-related English instruction was based on communication skills essential to successful job performance in an English-language work environment. The curriculum package's introduction includes lists of competencies and information about instructional procedures, recruitment and referral practices, intake and assessment procedures, support and ancillary services, and job development and placement services and activities. The package also includes detailed course descriptions and sample joint lesson plans for the three courses (vocational,… [PDF]

(1987). Project BILLET Curriculum Package. Bilingual Vocational Skill Training Program 1986-1987. This document describes a project that provided vocational skills and job-specific English-as-a-second-language (ESL) training to Spanish-speaking adults in Lincoln, Rhode Island. Project BILLET (Bilingual Learning and Employment Training) offered training in five vocational skill areas: machine technology, welding technology, geriatric nursing assistant, dental/clerical assistant, and word processing/data entry. The Project BILLET curriculum package is composed of two major sections. The first section consists of an introduction to the structure and purpose of bilingual vocational training. This section describes the project's target population, goals, objectives, and methodologies, as well as staffing patterns and program components. The program components include recruitment, assessment and selection criteria, vocational skills instruction, ESL instruction, work readiness instruction, and job development and placement. The second section describes the courses, instructional… [PDF]

(1981). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1981 (Vol. 41 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 English reading competence of Navajo students in public and Bureau of Indian Affairs schools; (2) the effect of syntax on readability for Spanish-speaking adult students of English as a second language; (3) the characteristics of reading programs for migrant children; (4) the effects of a parent involvement program on the reading achievement, school attitude, reading attitude, and cognitive home environment scores of Mexican-American migrant pupils; (5) developmental patterns in native and nonnative reading acquisition; (6) a reading tutorial program for underachieving migrant students; (7) reading achievement among selected adolescent Latino/Chicano students as a result of participating in an ethnocurriculum; (8) the effects of two visual training programs upon automaticity of letter and… [PDF]

Kunkel, R. C.; Tucker, S. A. (1978). VALE: Value Assessment Latino Education, a Needs Assessment Model for Latino Children. Over 2,000 interviews, questionnaires, and observations obtained needs assessment information from students, teachers, school administrators, and community members with the 4 major objectives being to help Latino children and parents articulate their educational needs, to help South Bend Community School Corporation interpret these needs in deliverable terms, to demonstrate to Latino people that their perceptions are valued, and to inform service providers of Latino needs. The assessment led to six general recommendations for meeting Latino needs: (1) improve language skills and school achievement, (2) decrease student dropout rate, (3) address educational problems related to family mobility, (4) increase compatibility between home culture and school experience, (5) alleviate stress generated by personal and family economics, and (6) coordinate state and local resources to meet student needs. The delivery strategy task force translated these general recommendations into specific…

Clark, Jeffrey; Evans, G. Edward (1980). North American Indian Language Materials, 1890-1965: An Annotated Bibliography of Monographic Works. American Indian Bibliographic Series No. 3. The 187 monographs cited in this annotated bibliography on North American Indian language materials cover the period 1890-1965, updating the 9 linguistic bibliographies compiled by James C. Pilling for the U.S. Bureau of (American) Ethnology. Filling the gap between Pilling's works (variously published between 1887 and 1894), this bibliography is designed to be of use in Native American education programs. A detailed introduction describes the scope of the bibliography in terms of: subject inclusions and exclusions; bibliographic form inclusions and exclusions; time period inclusions and exclusions; sources consulted; and entry and annotation procedures. Each work is listed alphabetically by author or title under the language it treats exclusively or principally; however, cross references are also used. The authority for language and dialect designations is C.F. and F. M. Voegelin's \Index to the World's Languages\ (1973). All entries include content and academic level designations….

Carter, Thomas P.; Segura, Roberto D. (1979). Mexican Americans in School: A Decade of Change. Various explanations and possible solutions for the low social status and poor school achievement of the Mexican American are the subject of this book, which examines ethnic characteristics of the Mexican American, socioeconomic conditions in the five southwestern states, and practices and policies of the schools in the Southwest. This book grew out of an earlier work ("Mexicans in School: A History of Educational Neglect") based on the Mexican American Study Project; to supplement the background provided by that extensive investigation, the authors conducted 100 interviews and examined research studies of the past decade, as well as reports of special programs for Mexican Americans that resulted from federal funding for minority group education projects. Chapter headings include"A History of Educational Neglect,""The Outcome of Schooling,""The Failure of the Chicano,""The Default of the School,""Efforts to Adjust the…

(2007). Guide to U.S. Department of Education Programs, 2007. US Department of Education This reference guide provides an overview of Department of Education programs authorized and funded under federal law for fiscal year 2007. It includes information as well on the laboratories, centers, and other facilities funded by the Department that provide important programs and resources for education. Information for students, teachers, administrators, researchers, and policymakers is provided. The reader will find information on financial assistance offered to state and local education agencies, institutions of higher education, other postsecondary institutions, public and private nonprofit organizations, and individuals, among others. Also included are: a program index; a subject index; and a list of commonly requested web sites. [This document was produced by the US Department of Education's Office of Communications and Outreach.] [For 2006 guide, see ED492924.]… [PDF]

(1980). Social Studies: Introductory–Identity. Teacher's Guide and Resource Book=Araling Panlipunan: Intro–Pagkakakilanlan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. The Introductory Level is designed for prekindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Self-Discovery,\ develops…

Yap, Kim O.; And Others (1990). Making a Difference for the Bilingual Child: How One District Achieved its Goals. The Students of Limited English Proficiency (SLEP) program of the Honolulu School District (Hawaii) is designed to help the large number of limited-English-speaking immigrants adjust to the American culture in the Hawaiian setting by acquiring basic communication skills for regular classroom participation and school activities. The program is implemented in 54 schools with over 60 permanent teachers, 10 educational assistants, and over 80 part-time teachers. Students are selected for participation and exit based on language dominance and proficiency ratings. Program components include: (1) a whole language approach emphasizing communication skills; (2) a comprehensive database containing achievement status and diagnostic data, norm-referenced, criterion-referenced, and non-test; (3) a program implementation checklist and quality control system; (4) an extensive staff development program; and (5) a survival skills segment for newly-arrived immigrants. Specific learner objectives… [PDF]

Callaway, Donn R. (1985). Washington State Adult Refugee Project. ESL Master Plan (Revised). Guidelines for Institutional Curricula for Refugees. The Washington State English as a Second Language (ESL) Master Plan, part of the Adult Refugee Project, is designed for use by program administrators and instructors in planning institutional curricula. Program goals are the following: (1) enable refugees to reach a level of English usage and cultural familiarity that makes them employable; (2) enable refugees to reach a level of English usage that allows participation in vocational training and upgrading programs; (3) provide for English language improvement for employed refugees; and (4) enable refugees to make a contribution to the new society in which they have resettled. The program distinguishes between illiterate, non-Western refugees and those who are literate, somewhat familiar with Western culture, but unable to speak, read or write English. Students are designated as either preliterate, beginning, or intermediate, based on their degree of literacy, familiarity with Western culture, and proficiency in the English language….

Zarrillo, James (1987). Literature-Centered Reading and Language Minority Students. This paper argues that literature-centered reading programs, based on the perspective that reading is the process of bringing meaning to print, are in the best interest of the language minority students in the nation's elementary schools. After a review of basal reading systems and language-centered reading programs, the paper describes the problems faced by language minority students and limited English proficient (LEP) students in traditional reading programs. Several case studies are presented in the development of second language literacy. The paper concludes with a model of a literature-centered reading program for language minority students which is built on the premises that reading and writing are processes acquired through use; that the ability to read and write competently in two languages is of value; and that elementary school children of the same chronological age differ widely in their interests and abilities. The model advocated in the paper has three phases: (1) core… [PDF]

(1975). Subject Area Glossary: Greek-English Vocabulary. Curriculum Bulletin Number 14. A glossary of Greek counterparts for terms used in the Chicago public schools' curricula is intended to be used by teachers of native Greek-speaking, limited-English speaking students. An introductory section outlines Greek phonology and pronunciation, and ensuing sections provide English vocabulary lists with both the Greek orthography and phonetic transcription of the Greek terms. The vocabulary lists cover words commonly used in art, audiovisual aids, foreign languages, language arts, library science, mathematics, music, physical education, recreation, Reserve Officers' Training Corps (ROTC), science, social studies, and English as a second language. The International Phonetic Alphabet is used as the standard for pronunciation to point out the distinctions between the sound system of the Greek language and that of English. (MSE)…

Shore, Rima, Ed.; And Others (1981). Eastern District High School Competency Based Bilingual/Bicultural Project. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Competency Based Bilingual/Bicultural Project at Eastern District High School in New York City is an integrated bilingual demonstration project designed to develop English and native language skills as well as instill positive self concepts among high school students with Spanish-speaking backgrounds. In 1980-1981, the program provided instruction in English as a second language, reading, native language arts, bilingual instruction in content areas, and vocational/career guidance. This report describes the program setting; participants; philosophy and organization; student placement; instructional and non-instructional services; program implementation; and program evaluation. Results of evaluation indicate that: (1) significant gains were achieved in English reading, language fluency, native language reading, and mathematics; and (2) program attendance rates were higher than school-wide attendance rates. The report suggests that the program was successful and presents… [PDF]

Saunders, George (1982). Bilingual Children: Guidance for the Family. Multilingual Matters 3. Concerns that parents might have about raising their children bilingually are addressed, and a case study of an Australian family pursuing this course over an 8-year period is presented. In addition, relevant research into bilingualism is cited. Bilingualism means having command of two languages, and bilinguals can range from the rare equilingual who is indistinguishable from a native speaker in both languages to the person who has just begun to acquire a second language. This book, which is written for the general reader, includes the following topical areas: (1) factors to consider in determining a bilingual's dominant language; (2) motives for creating bilingualism; (3) infant bilingualism; (4) children's communications strategies; (5) communication with members of the family, animals, and toys; (6) role-playing; (7) storytelling by the parents; (8) code switching and triggering; (9) quotational switching; (10) attitudes of monolingual English-speakers; (11) influences from…

(1981). New Utrecht High School Project IMPACT. E.S.E.A. Title VII Final Evaluation Report, 1980-81. This report describes and evaluates Project Impact, a magnet program that provided instruction in English as a Second Language and in Italian language skills, and bilingual instruction in science, mathematics, social studies, industrial arts, and secretarial studies to Italian speaking students of limited English proficiency. The program, as implemented in 1980-81, aimed to develop English language skills to effect a gradual transition into the mainstream within 2 years. Aside from instruction, the program provided for curriculum and materials development, counseling and supportive services, staff development, and parent involvement. Evaluation indicated that some gains were achieved in English reading, English listening comprehension, and Italian reading. However, irregularities in the pattern of gains and in correlations between pretests and posttests suggested that the achievement data in these areas were inconclusive. In mathematics, relatively significant gains were… [PDF]

Jones, Earl; And Others (1980). Evaluation of California's Educational Services to Limited and Non-English Speaking Students; Volume I, Final Report. Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures which support those services, particularly in terms of instructional strategies, financial resources and utilization, teacher preparation, and district policies; (2) to relate these implementation factors with measures of program effectiveness through analysis of student achievement and the satisfaction of students, parents, teachers, aides, and administrators with the bilingual instructional services, and thus determine the relationship between program implementation and impact on children and others involved in the program; and (3) to analyze procedures for the state and local language census of LES/NES children and examine the…

Irizarry, Ruddie A.; And Others (1980). Fort Hamilton High School Project GRASP. ESEA Title VII. Final Evaluation Report, 1979-1980. This report is an evaluation of a Title VII Bilingual Program conducted at the Fort Hamilton High School in Brooklyn, New York, in 1979-1980. This bilingual program provided instruction for Greek, Spanish, and Arabic speaking students. The ethnic and economic composition of the neighborhood and of the school population are discussed, and the program's objectives, funding sources, and uses of those funds are examined. The program is analyzed in the following areas: (1) class organization; (2) curriculum and materials development; (3) staff development; (4) parental and community involvement; (5) supportive services; and (6) affective domain. Tables are presented measuring each student ethnic group's achievement level in social studies, science, mathematics, and English and native language development. The tables also indicate students' performance on the Criterion Referenced English Syntax Test (CREST). The report concludes with a positive assessment of the program. (APM)… [PDF]

(1975). People of Native Ancestry, A Resource Guide for the Primary and Junior Divisions. Basic principles of primary-junior education as they pertain specifically to people of native ancestry in Ontario are elaborated in this resource guide. Intended for both native and non-native teachers, principals, and administrators responsible for curriculum for children of native ancestry and others, its aim is to help in development of a stronger curriculum based upon experience of the children. Through more realistic units on native peoples, the resource guide maintains that the native child's self-image can be strengthened and communitywide appreciation of original Canadian people fostered. Pointing out the importance of considering the native child's family, community, economic activity, and self-image in planning curriculum content, a discussion on curriculum also includes activities which teachers of non-native primary students can use in units about native peoples, a teacher checklist for curricular activity planning, and the need to examine curriculum within the context…

Russell, William; Snow, David (1977). A Bilingual Study of Selected Syntactic Skills in Spanish-Speaking Children. Technical Report 60. Twelve Spanish-speaking kindergarteners livinq in Los Angeles were tested for usage of English verb tense morphemes through responses elicited during task situations that were dramatized with the use of toy-like realia. The children were first asked to provide a constructed response to questions, and were then given model sentences for immediate imitation. For comparison, three English-speaking kindergarteners were similarly tested. A longitudinal follow-up was done at the first-grade and third-grade levels. The data were sufficient to support an acquisition sequence for five auxiliary morphemes. In kindergarten, only the progressive suffix "-ing" was produced to criterion by a high percentage of the Spanish speakers. In first grade, "did" came under control. In third grade, where morphemic tense usage within relative clauses was recorded, perfective "have" and the suffixes "-ed" and "-en" reached criterion in certain contexts…