Johnson, Robert S. (1972). English as a Second Language for Job Training and Employment: Special Demonstration Project. The San Diego demonstration project provides occupationally oriented English as a Second Language (ESL) materials aimed at preparing students for job training, on-the-job training, or entry-level employment, mainly in semi-skilled occupations. The job-readiness curriculum is planned to bring the monolingual Spanish speaking adult student to a proficiency level in English in approximately 1,000 hours of instruction. Presented in terms of performance objectives, the course curriculum is divided into three phases: survival English, English for the world of work and selected occupational clusters, and English pattern usage. The daily lesson plans, student evaluations, and tests presented in the report are all cross-referenced to a list of these basic performance objectives. The first section of the document provides: (1) specific performance objectives, (2) student information and profiles, (3) student evaluations, (4) written and oral tests utilized, (5) materials and aids, (6)… [PDF]

Cassidy, Jack; Linton, Thomas (2002). America Reads Reading Recovery Right To Read = Quality Tutoring. A Pilot Program. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university with an enrollment representative of Corpus Christi's population. The chapter details an evaluation of a pilot model for reading tutoring, which was based on America Reads monies, incorporated aspects of Reading Recovery, and used some of the materials developed under the Right to Read program. Evaluation of the pilot program found it to be very successful based on students' reading scores on the Texas Assessment of Academic Skills (TAAS). Recommendations for tutor selection and training, format for tutoring sessions, and ongoing tutor support were also developed.(Contains 25 references.) (EV)… [PDF]

McDonald, JoAnn Montes; McDonald, Robert B. (2002). Nature Study: A Science Curriculum for Three and Four-Year-Olds. This chapter is a part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter describes a curriculum model tested during a summer "discovery camp" for 3- and 4-year-olds at the ECDC. The chapter aims to illustrate key components of a developmentally appropriate and need- satisfying early childhood science curriculum model. The chapter discusses the curriculum's objectives, content, scope and sequence, and assessment. The chapter also describes evaluation of the curriculum, which revealed that the children benefitted from the opportunity to explore the natural world, and that teachers developed a greater… [PDF]

Cenoz, Jasone, Ed.; Genesee, Fred, Ed. (1998). Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters Series. This collection of essays on multilingual education includes the following: "A Global Perspective on Multilingualism and Multilingual Education" (G. Richard Tucker); "Psycholinguistic Perspectives on Multilingualism and Multilingual Education" (Jasone Cenoz, Fred Genesee); "Curriculum Decision-Making in Content-Based Language Teaching" (Myriam Met); "Immersion Pedagogy and Implications for Language Teaching" (Roy Lister); "Cultural Identities in Multilingual Classrooms" (Michael Byram); "Teacher Education for Multilingual Contexts: Models and Issues" (David Nunan, Agnes Lam); "Luxembourg and the European Schools" (Charlotte Hoffmann); "Multilingual Education in the Basque Country" (Jasone Cenoz); Teaching in Two or More Languages in the Philippine Context" (Andrew Gonzalez);"Policy, Possibility and Paradox: Indigenous Multilingualism and Education in Peru and Bolivia" (Nancy H. Hornberger,…

Houlton, David; King, Edith W. (1984). Implications of Britain's Mother Tongue Project for American Multiethnic Education. The multiethnic situation in American schools in the 1980s can be compared to that of Britain in the 1960s, when a sudden influx of non-English-speaking children in great numbers taxed the resources of an educational system dedicated to the English language. Arguments favoring multicultural education are increasing in both countries, and the need for a multilingual curriculum and parent involvement are also recognized. In 1981 Britain's School Council undertook a major program to offer assistance in the form of resources and guidelines to teachers wishing to extend the native language skills of their primary students. Teachers developed instructional materials promoting intercultural communication, and materials for other teachers, especially those not speaking the students' native languages. American programs and publications have focused on similar issues in minority language instruction. However, developing a unified policy in conditions of wide diversity is a complex… [PDF]

(1989). Sunnyside Unified School District Kindergarten Curriculum Guide. (Revised). The kindergarten program of Tucson, Arizona's Sunnyside Unified School District aims to provide young children with opportunities to develop strong oral language skills, basic problem-solving abilities, fine and gross motor skills, and feelings of confidence and joy as a learner. In its 10 major sections, this color-coded kindergarten curriculum guide provides: (1) articles and research on kindergarten issues; (2) information on the development of kindergarten children; (3) exit outcomes and essential skills delivered to kindergartners; (4) components of and materials related to cognitive, affective, and sensorimotor kindergarten curriculum areas; (5) descriptive materials on the kindergarten learning environment; (6) a discussion of classroom management, specifically schedules, grouping, and thematic units; (7) guidelines on communicating with parents; (8) materials for screening students and evaluating students and programs; (9) a format for looking at and talking about art; and…

McBeath, Gerald A.; And Others (1982). Achievement and School Effectiveness: Three Case Studies. A Report to the Alaska Department of Education. Case studies of high student achievement levels and school effectiveness from three rural Alaska Native schools, all offering some bilingual or bicultural classes, examine curriculum and school instructional practices, school social systems, student outcomes, aspects of school governance, and school-community relations. Chaputnguak High School, in the Yupik Eskimo village of Chefornak, enrolls 29 students in individualized, self-paced mastery programs and has the region's highest graduation requirements; school-community relations are excellent, students have positive attitudes and a sense of "ownership," and one-third to one-half of seniors enter college. Metlakatla elementary/secondary school, in a Tsimshian Indian village, has a history of local control and emphasizes teaching basics; student academic achievement, measured on standardized tests, is very good compared to other rural small schools in Alaska, but some questions exist about school effectiveness in meeting…

Lehman, Sheila (1983). Native American Education Program, 1981-82: O.E.E. Evaluation Report. During 1981-82, the Native American Education Program, based in a lower working class neighborhood in Manhattan, served 360 Native American children (K-12) scattered throughout New York City. Goals of visiting and interviewing 50% of the target population of 500 Native American students in the city were substantially realized. Materials and curriculum development continued, with progress made on Shinnecock, Mohawk and Cherokee curricula. Instruction in Native history and culture was given in five mini-courses in different boroughs. Information on educational opportunities was provided at the central site and through home visits and a workshop. Special activities, with student and parent participation, included trips to the Shinnecock and Ward/Pound Ridge Delaware Reservations, the Black Bear trading post and museum, an American Indian spiritual musical play, and a New Jersey program for Ramapo Indian children. Staff members attended workshops and conferences to upgrade their… [PDF]

(1982). Bilingual Vocational Training Programs. Manual for Instructors. This manual is designed to provide instructors with basic information concerning Connecticut's bilingual vocational training programs (BVTPs). Discussed in the first section are the goals of BVTPs, characteristics of typical BVTP participants, how and when two languages are used in the programs, and the four instructional areas of a BVTP (the vocational, related skills, job-specific English-as-a-second-language, and life skills areas). Instructional plans for each of these four program areas are provided. Included in the individual instructional plans are a checklist dealing with developing a plan for instruction, utilizing instructional resources, providing instruction, measuring trainee progress, and preparing for the employment of trainees, as well as a section of comments elaborating on the items in the checklist. Appended to the handbook are sample lesson plan, student evaluation, and learning activity sheets. (MN)… [PDF]

Crawford, Reva (1980). Mississippi Choctaw Parent Child Development Program: Impact Study. The Mississippi Choctaw Parent Child Development Program (PCDP), initially funded by the BIA in 1973 as a pilot project, has had a reservation-wide impact in each of its four main areas of focus: health and nutrition; education; social services; and staff and parent development. There has been a measurable decrease in early childhood infectious diseases and parasitic infections. Participating two and three year old children have shown increased skills in five areas of cognitive development, especially language. As a direct result of PCDP referrals at least 31 families per year received General Assistance and Child Welfare Assistance Payments and 300 parents received some type of training. Prevention of child abuse has been an especially effective area of PCDP. Parents, working closely with the program, have increased their understanding of their children and improved their parenting skills. The availability of free, quality care for preschool children has increased family earning…

Barnhardt, Ray, Ed.; And Others (1977). Cross-Cultural Issues in Alaskan Education. This collection of articles represents the state of the art with regard to understanding and attending to cross-cultural issues in Alaskan education. The views presented by the various authors indicate some of the approaches being taken to ameliorate what are probably the most vexing problems faced by educators anywhere in the country. The articles were selected to present a variety of views on a wide range of issues, all associated with the complex cross-cultural problems inherent in the delivery of educational services to Alaska's multicultural population. The authors are all active participants in the processes and programs they describe, though the views presented are their own. The book is divided into sections that deal with educational policy, educational development, community/school, teaching/learning, and language issues. (Author/IRT)… [PDF]

Brinton, Donna, Ed.; Ching, Roberta, Ed. (2001). The CATESOL Journal, 2001. CATESOl Journal, v13 n1. This journal contains the following articles: "Teachers' Perceptions of the Supports and Resources Needed to Prepare English Language Learners for the Future" (Douglas Fisher); "Exploring the Learning Styles of Russian-Speaking Students of English as a Second Language" (Ann C. Wintergerst and Andrea DeCapua); "New Voices in the Classroom: Nonnative English-Speaking Professionals in the Field of Teaching English to Speakers of Other Languages" (Lia D. Kambi-Stein); "Confessions of a Nonnative English-Speaking Professional" (Jun Liu); "Teaching in Kindergarten Through Grade 12 Programs: Perceptions of Native and Nonnative English-Speaking Practitioners" (Lia D. Kambi-Stein, Annette Aagard, Angelica Ching, Myoung-Soon Ashley Paik, and Linda Sasser); "Nativism, the Native Speaker Construct, and Minority Immigrant Women Teachers of English as a Second Language" (Nuzhat Amin); "Autonomy and Collaboration in Teacher… [PDF]

Tompkins, Joanne (1998). Teaching in a Cold and Windy Place: Change in an Inuit School. In 1987, the author accepted the position of principal/program-support teacher in the Inuit community of Anurapaktuq in the Baffin Island region of Nunavut, Canada. In the 4 years she spent there, positive changes occurred in the K-9 school and community. This book recounts how and why this was achieved. Chapter 1 describes the psychological context, research design, methodology, and development of the book. Chapter 2 describes the history, ecology, and sociology of the community, and the author's previous experiences as a primary teacher and special education programmer. Chapter 3 discusses major changes effected at the school: improved attendance; increased student commitment; increased cognitive and language development, particularly in Inuktitut; and increased numbers of Inuit educators in the school. Chapter 4 discusses the instructional strategies that led to change in the school: teaming and theming, learning centers, small-group instruction, consideration of the Inuit…

Berney, Tomi D.; Stern, Lucia (1990). Career Awareness Program. Project CAP, 1988-89. OREA Report. The Career Awareness Program (Project CAP) served 244 Chinese-speaking students, most of limited English proficiency, at 2 intermediate schools. The project's aim was to encourage students to stay in school by acquainting them with career opportunities available to high school graduates. Activities included bilingual career awareness classes, staff and curriculum development, supplementary activities for students, and parent outreach. Students took classes in English as a Second Language (ESL), and in native language arts (NLA). The project met its instructional objectives in ESL and content area courses. Data were insufficient for evaluating computer skills and NLA objectives. Non-instructional objectives in attendance and staff development were met. Staff members participated in teacher training conferences and workshops and enrolled in college courses. The program developed resource manuals, held parent workshops, organized conferences attended by representatives of business and… [PDF]

Cochran, Effie Papatzikou; Cotayo, Armando (1983). Louis D. Brandeis High School. Demonstration Bilingual Enrichment College Preparatory Program. O.E.E. Evaluation Report, 1981-1982. The Demonstration Bilingual Enrichment College Preparatory Program at Louis D. Brandeis High School in New York City is designed to address the needs of the "academically more able" student with limited English proficiency. The program supplements the school's existing services for 120 Spanish-dominant students, and offers instructional programs in cultural activities, special mathematics and English courses geared to college entrance examinations, and college advisement. An evaluation of the program's first year, based on student achievement in English language development and growth in their mastery of their native language, mathematics, social studies, and science, shows that (1) students mastered 1.3 objectives per month of instruction in English as a second language, but fell short of the program objective of 1.5 per month; (2) students made statistically and educationally significant gains in reading; (3) most of the students passed teacher-made examinations in… [PDF]

Nicolaidis, Mary; Sica, Michael (1984). Fort Hamilton High School Project SPEED: Special Education to Eliminate Dropouts. O.E.E. Evaluation Report, 1982-1983. The major goal of Project SPEED (at Fort Hamilton High School, Brooklyn, New York) was dropout prevention. In its first year of operation, 1982-83, the project provided English as a Second Language (ESL) instruction, bilingual instruction in basic skills required for graduation, and guidance services to approximately 300 limited English proficient (LEP) students in grades 9-12 who were regarded as high risks for dropping out. The students, mostly recent immigrants, were 65 percent Spanish speaking, 20 percent Chinese speaking, and 15 percent Arabic speaking. The project's individualized approach was based on three models, each having a specific goal and curricular emphasis: Model 1 aimed at dropout prevention, particularly for 9th and 10th graders; Model II aimed at truants whose likelihood of staying in school is minimal; and Model III aimed at retaining LEP students older than 18. Evaluation of the project, however, showed that it was impossible to examine these models as such… [PDF]

Inman, Deborah; Schulman, Robert (1984). Project BABS: Bilingual Academic and Business Skills. O.E.E. Evaluation Report, 1982-1983. Project BABS, in the second of a three year funding cycle, provided career counseling and job internships with business enterprises, in addition to a computerized reading program, to approximately 600 limited English proficient (LEP) students. The students–of Chinese/Vietnamese, Greek, Russian, and Hispanic descent–attended four New York City high schools. The major instructional objectives of the program were to provide participating students with instruction leading to the development of basic skills in both English and the native language; to develop students' business and secretarial skills; and to allow students to apply those skills in after-school or summer job internships with local businesses. Title VII funds supported all program staff positions. Due to efforts of the job developer and the curriculum specialists, 12 program students were able to serve as interns with various businesses and agencies during summer 1983. In addition, these staff members met with school… [PDF]

Holt, Louise; And Others (1981). Survival Communication Instruction for Classroom Teachers of Students with Limited English Proficiency (LEP). Guidelines and techniques for assisting limited English proficient students in adjusting to their new environment and learning to communicate in English are provided for classroom teachers without previous training in teaching English as a second language. The language and cultural differences of minority students in Utah are noted so that teachers can aid the cultural and social adjustment of new students from the moment of their arrival. Orientation to the school through the use of the orientation tapes available in 11 languages, preliminary English proficiency assessment for placement, and the teaching of basic English vocabulary and phrases for immediate communication are described. The contents of the Holt-Gudmundson Preliminary LEP Assessment Inventory are presented and seven other assessment instruments are discussed. Also covered are the use of total physical response activities to strengthen listening comprehension, survival phrases and social expressions, questions,…

STRANG, RUTH, ED. (1965). UNDERSTANDING AND HELPING THE RETARDED READER. THE PROCEEDINGS OF A 1962 STATEWIDE ARIZONA CONFERENCE ON READING DEVELOPMENT AND READING DIFFICULTIES INCLUDE 15 PAPERS. ARTICLES ON THE ABLE RETARDED READER ARE \UNDERSTANDING THE ABLE RETARDED READER\ BY HELEN M. ROBINSON, AND \CLASSROOM PROCEDURES\ BY ROSEMARY YOAKUM. PAPERS ON EMOTIONALLY DISTURBED CHILDREN ARE \IDENTIFICATION OF EMOTIONAL DIFFICULTIES IN READING\ BY PETER GALLAGHER, \CAUSATION AND PREVENTION\ BY BORIS ZEMSKY, \NEUROPSYCHIATRIC CONSIDERATIONS IN CHILDREN'S READING PROBLEMS\ BY RALPH RABINOVITCH, AND \CLASSROOM PROCEDURES\ BY LORA ANDERSON. BILINGUAL CHILDREN (CHILDREN FROM NON-ENGLISH SPEAKING HOMES) ARE DISCUSSED BY MAMIE SIZEMORE IN \UNDERSTANDING 'BILINGUAL' CHILDREN, BY MILES ZINTZ IN \DEVELOPING A COMMUNICATIONS SKILLS PROGRAM,\ AND BY JANE MOORE IN\CLASSROOM PROCEDURES.\ INCLUDED ALSO IS AN INTRODUCTION BY RUTH S. STRANG ON LEVELS OF KNOWLEDGE AND SKILL, DIAGNOSTIC PROCEDURES, ESSENTIALS OF TREATMENT, AND READING MATERIALS. THE SUMMARY AND CONCLUDING…

Cardenas, Blandina; Cardenas, Jose A. (1977). The Theory of Incompatibilities: A Conceptual Framework for Responding to the Educational Needs of Mexican American Children. According to the Cardenas-Cardenas Theory of Incompatibilities, Black, Mexican American, and economically disadvantaged children have not enjoyed the same success in school as that of the typical middle-class American because of a lack of compatibility between the characteristics of minority children and the characteristics of a typical instruction program. Over forty incompatibilities have been identified and grouped into five broad areas: poverty, culture, language, mobility, and societal perceptions. The interrelatedness and interdependence of any programs to address these incompatibilities and the inherent racism in the concept of having minority children adapt to typical programs must be considered prior to the development of an educational plan. A comprehensive education plan aimed at eliminating the incomptibilities between the school and minority children must consider a wide array of change and incorporate the following elements of school activity: educational philosophies,…

(1968). ASSIMILATION THRU CULTURAL UNDERSTANDING. ESEA TITLE III-PART II NARRATIVE REPORT. APPLICATION FOR CONTINUATION GRANT. This application for a continuation grant describes the project of the Board of Education of Hoboken, New Jersey, for improving the assimilation of Puerto Rican and foreign born students. This Elementary and Secondary Education Act, Title III, project has included, and hopes to continue, inservice teacher education, community programs, curriculum development, special school programs, and staff visits to Puerto Rico. The application also serves as a progress report and follows the standard format required by the Act. (See also UD 006853.) (NH)… [PDF]

DeLawter, Jayne, Ed. (1976). Reading: Prospecting for Futures; Proceedings from the Tenth Annual Conference of the California Reading Association, Sacramento, 1976. The 33 articles published in this conference report represent the wide range of topics covered at the conference. Entries are organized under the following six headings: Comprehension: the reason for reading; the role of reading in personal development; language and cultural variables and reading; instructional programs and procedures; reading in the secondary school; and testing in reading. Topics treated range from self concept and bibliotherapy to the special problems involved in teaching reading to Asian and Chicano children. The section on instructional programs and procedures consists of 12 articles that provide teaching models and techniques and discuss early reading, language experience and development, remedial reading, and accountability. (MAI)…

Freed, Barbara F. (1978). From the Community to the Classroom: Gathering Second-Language Speech Samples. Language in Education: Theory and Practice, No. 6. Adapting sociolinguistic fieldwork techniques for use in teaching a second language is presented as an activity that gets students out of the classroom and into the speech community to observe and use language in real situations. It is intended for intermediate and advanced students who need motivation and encouragement to interact with native speakers. First methodological approaches of sociolinguists studying speech in a social context are examined, beginning with the identification of the speech community to be studied. Also included in the fieldwork techniques are preparing an explanation for the interviews and devising interview forms to guide the conversations, which are tape-recorded. Next, student preparation is discussed, including pre-fieldwork activities (classroom role-playing), and fieldwork preparation (classroom discussion to prepare topic and schedule). Three sample taped interviews are shown concerning life in New York, Puerto Ricans in Philadelphia, and family life… [PDF]

(1970). Developing Language Curricula: Programed Exercises for Teachers. Michigan Oral Language Series. This manual is designed to introduce teachers to basic principles of language analysis which can be immediately applied to classrooms populated by non-English speaking or language handicapped children. Programed exercises covering major units of study are included with follow-up discussion on: (1) nature of language; (2) attitudes toward language; (3) contrast in vowel sounds; (4) consonant sounds; (5) suprasegmentals; stress, pitch, and pause; and (6) the ordered forms of words. The exercises involve the teacher in a detailed analysis of language interference problems which can be anticipated when Spanish background youngsters try to learn English. The manual is intended for use in workshops or by individuals. (RL)… [PDF]

Barker, Graham; Heller, Monica (1988). Conversational Strategies and Contexts for Talk: Learning Activities for Franco-Ontarian Minority Students. Anthropology and Education Quarterly, v19 n1 p20-47 Mar. Analysis of the problems of French-speaking Ontarian minority students suggests that they are able to build on the different communicative resources they bring to the task to jointly or variably address multiple embedded discourse and task and social functions, thereby extending their use and awareness of language. (Author/BJV)…

Tucker, G. Richard (1996). Some Thoughts Concerning Innovative Language Education Programmes. Journal of Multilingual and Multicultural Development, v17 n2-4 p315-20. Identifies five recurring themes in the literature on bilingualism: role of language policy or planning activities in educational reform; concern with nurturing the mother tongue and facilitating transfer of skills across languages; importing a model versus a "cycle of discovery"; practical problems that impede implementation of innovative language education programs; and the potential contributions of research in classroom discourse. (CK)…

Cota, Irene C. (1997). The Role of Previous Educational Learning Experiences on Current Academic Performances and Second Language Proficiency of Intermediate School Limited English Proficient Students. Bilingual Research Journal, v21 n2-3 p147-62 Spr-Sum. Interviews with 103 limited-English-proficient middle school students in California examined student and parent attitudes toward learning English, student use of English with family and friends, homework and study assistance, participation in extracurricular activities, and the influence of frequent absences and years of English instruction on academic achievement. (Contains 24 references.) (Author/TD)…

Segan, Frances (1993). Project Porvenir. Final Evaluation Report, 1992-93. OERA Report. Project Porvenir was a federally-funded program serving 392 native Spanish-speaking, limited-English-proficient students in four Bronx (New York) elementary schools in 1992-93, its fifth and final year of operation. Participating students were general education students in grades 3-6 and special education students. Students received instruction in career education in their English-as-a-Second-Language (ESL) and native language arts (NLA) classes. Staff development, parent involvement in school-related activities, and curriculum development were also important program components. The program met its objectives for English language development, career-education, non-academic mainstreaming, attendance of general education students, staff development, curriculum development, and parental involvement. It did not meet its objectives for NLA, academic mainstreaming of special education students, and attendance of special education students. (Author/MSE)… [PDF]

(1988). New Voices: Immigrant Students in U.S. Public Schools. Immigrant children face serious problems in gaining access to a free public education. Many schools discourage immigrant children from enrolling; once inside the schoolhouse, these children continue to experience barriers to a comprehensive and effective education. Immigrant students lack the quality language assistance programs they need to develop effective skills in reading comprehension, writing, and speaking. Immigrant students are more likely to be retained in-grade and inappropriately placed in special education programs, and are at double risk for being placed in low academic tracks on the basis of language limitations or slow academic progress. The cumulative effects of these experiences, which cause great emotional stress, often cause them to leave school early; many immigrant students need specialized support services. Intergroup conflict is a serious problem in many schools. Schools are not doing enough to work with immigrant parents. Unless schools are restructured in…

(1978). Actividades al Aire Libre (Outdoor Activities). OBIS/Mini-Corps. Prepared specifically for use in one-week outdoor summer camp programs for migrant children aged 10-15, the twenty bilingual (Spanish and English) educational and recreational activities in the Outdoor Biology Instructional Strategies (OBIS)/Mini-Corps package have been revised to develop language skills as well as an awareness of the outdoor environment. Simulation, observation, experimentation, and numerous games are used to study ants, fish, lichen, plant habitats and distribution, decomposers, water organisms, stalking, and food chains. Each activity is presented in an individual water-resistant folio containing an introduction, materials list, preparation, action, and language development section consisting of discussion activities, language games, and an all-Spanish mini-dictionary. Throughout the package instructions and information for the leader are in English. Headings, key words, materials, and instructions for students are bilingual. The package contains three additional…