Mazon, Manuel Reyes, Ed. (1972). Adelante: An Emerging Design for Mexican American Education. Prior to an intensive 3-day conference, position papers were prepared by a select group of Mexican American scholars, representing the areas of history, anthropology, bilingualism, sociology, political science, education research, psychology, and cultural arts. Under suggested guidelines, selected Mexican American educational leaders reacted to the papers in small group sessions at the conference. Based on these reactions, the papers were then revised for this publication, which is divided into two sections. The first contains two introductory papers concerning the general topic of education for the Mexican American. The second section includes a paper discussing specific problems of the Mexican American child and the eight main position papers. Topics of the papers are: a challenge for educational institutions–an educational philosophy for the instruction of Mexican Americans; anthropological implication in the education of Mexican Americans; toward a philosophy of education for…

Scorza, Margaret H. (1989). Computer Focused Russian Bilingual Instructional Program, 1986-1987. OEA Evaluation Report. The Computer Focused Russian Bilingual Instructional Program was a federally-funded program providing instructional and support activities for 321 Russian-speaking students of limited English proficiency at four public and two private high schools in Brooklyn, New York. The main goals of the program were to develop English proficiency and provide content area instruction and computer literacy. Instructional content varied across sites. Public school students took courses in English as a second language, Russian culture and literature, content areas, business, and vocational courses taught in English. Private school students had tutorials and small-group classes in English and academic subject areas. Career awareness was developed by the grade advisor at each site, and additional components included personal counseling, tutoring, parental advisement, curriculum development, and staff training. Analysis of student achievement indicated that program objectives were met in content-area… [PDF]

Abou, Selim; And Others (1978). Minorities linguistiques et interventions. Essai de typologie (Linguistic Minorities and Interventions. Towards a Typology). This volume contains six major papers on the following topics: (1) the concept of linguistic minority; (2) juridical approaches in linguistics; (3) a typology of interventions in the public sector; (4) a typology of interventions in education; (5) the use of language in private enterprise; and (6) the concept of ethnic group. The necessity of securing the collaboration of various backgrounds in the study of linguistic minorities is noted. Each paper is followed by commentaries. The contributors to the volume are: Jean-E. Humblet, Guy Heraud, Jean Poirier, Alain Prujiner, Servio Salvi, Peter Pernthaler, Alberto Escobar, Marc Lengereau, Rudolph Viletta, Guy Plastre, Heinz Kloss, Fried Esterbauer, Alain Fenet, William F. Mackey, Pierre Maranda, John Macnamara, Guiu Sobiela-Caanitz, Gerardo Alvarez, Jacques Brazeau, Pierre Laporte, Toussaint Hocevar, M.P. Herremans, Selim Abou, and Jean-Marc Leqer. (Author/AMH)… [PDF]

Akigbe, Alelia B. (1977). Monolingual and Bilingual Tutor Mixes: An Innovative Design for the Junior High School. On the theory that a large part of children's learning comes from their peers, a successful, innovative tutorial system has been initiated for ESL (English as a second language) junior high school students. Bilingual eighth and ninth grade honor students representing the languages spoken by the ESL students are recruited to help tutor non-English-speaking pupils in regular academic assignments, and to help drill small groups of students in an overcrowded ESL class. When the language barrier has been broken by the bilingual tutor, monolingual peer tutors are used to orient ESL students to the school and culture. The student tutors also make teaching games, conversation tapes, and other materials. In addition, they translate rules and regulations for teachers and go to classes to serve as interpreters when needed. This program has alleviated the failure ESL students were experiencing in their academic courses, lessened the burden of the ESL teacher, facilitated communication between…

(1973). Adult Student Retention and Achievement with Language-Based Modular Materials. POR FIN: Program Organizing Related Family Instruction in the Neighborhood. The goal of the POR FIN research design was to develop a language-based curriculum emphasizing the audiolingual approach and integrating academic and social-functioning subject matter. The modular curriculum is designed so that each lesson is independent and complete in itself, and provides a high degree of motivation, retention, and achievement for the undereducated bilingual adult. The document is divided into three major sections. The first section describes the research methodology employed, the structure of each lesson, and the measurement and statistical devices utilized in the study. The analysis and presentation of the controlled experiment's test results are offered in part 2. Four student performance measurement devices and other variables are described and analyzed to evaluate the POR FIN curriculum. They comprise a passive language and math test, a self-concept rating scale, a language proficiency rating scale, and a social-functioning test. Data from administrator,… [PDF]

Vekander, Bertie M.; And Others (1968). Project PASO: A Parallel Bi-Lingual Curriculum. An Application for an Operational Grant Under the Provisions of Title III, P.L. 89-10. This Title 3 proposal outlines a program of parallel bilingual instruction for non-English speaking Mexican students and Spanish-speaking Anglo students in grades 9-12, designed to assimilate Spanish-speaking students within two years and to improve the Spanish skills of Anglo students. A descriptive section includes information on the community, statement of need, objectives, procedures, emphasis, planning, non-public school participation, evaluation, dissemination, personnel qualification, facilities, equipment, and materials. Other sections include statistical data, financial information, and assurances. An appendix contains sample materials, survey results, and additional explanatory material. [Not available in hard copy due to marginal legibility of original document.] (AF)… [PDF]

Rand, Earl, Ed. (1968). Workpapers in English as a Second Language, [Volume II]. This volume presents the 1968 collection of working papers in the field of teaching English as a second language (TESL). It includes discussions of several practicalities in the field of English language teaching such as choosing literature and short stories for non-native speakers, criteria for selecting textbooks, educational problems involved in TESL, language learning among the Navaho, English language teaching at home and abroad, TESL in a planned multilingual situation, and free recall of orally presented sentences as a test of English competence. Several articles discuss applied linguistic theory on such diverse topics as the role of rules in second language learning, teaching pronunciation, and a rationale for teaching a second language. (VM)… [PDF]

Bernbaum, Marcia (1972). Early Childhood Programs for Non-English-Speaking Children. PREP-31. Research findings on bilingual preschool children (2-1/2 to 6 years of age) and programs are presented. Working definitions are given for some of the terms used in the report. Research findings are divided into four categories: (1) "The Community" focuses on the findings from the fields of social psychology and sociolinguistics; (2) "The Bilingual Child" considers those findings from linguistics and psycholinguistics; (3) "Of Special Interest to Educators" answers some specific questions; and (4) "Testing the Bilingual Preschooler" summarizes several issues associated with assessing to what extent a child is bilingual, and draws attention to possible approaches that may be used to assess the intelligence of a bilingual child. Practical Guidelines for the Teacher and Administrator are given, followed by specific guidelines that relate to the community, the parents, the children, the teacher and her aide, and goals. Examples of existing… [PDF]

Spector, Sima (1972). Patterns of Difficulty in English in Bilingual Mexican-American Children. The purpose of this study is to examine the English-language performance of bilingual children so that patterns of difficulty may be ascertained and intelligent decisions can be made in designing language training for these students. The document first provides a review of relevant literature defining bilingualism, inherent characteristics of bilingualism, academic and psychological problems created by bilingualism, and essentials of language proficiency, and discusses specific patterns of difficulty to be expected in English-language performance. The author then describes an experiment conducted among 15 bilingual and 15 monolingual children to determine patterns of difficulty. The details and results are reported along with a discussion of implications. Findings confirm the investigations and statements of linguists as to areas of difficulty for bilingual speakers; however, the similarity of performance by their monolingual English-speaking peers indicates that other dynamics… [PDF]

(1975). Development of the SWRL English Language and Concepts Program for Spanish-Speaking Children (LCS). The English Language and Concepts Program for Spanish-Speaking Children (LCS) is designed to enable Spanish-speaking youngsters to succeed in the regular school classroom. This report presents detailed summaries of major studies in the LCS tryout and evaluation sequence. (1) LCS prototype tryout, 1969: Tryout is described, materials and procedures are identified and pupil test results presented. (2) LCS component tryout, 1970-71: 135 LCS lessons were tested, pupil and teacher feedback obtained and two variants evaluated. (3) LCS product tryout, 1971-72: Materials and procedures were tried; test results, teacher comments and pupil attendance records are presented. (4) LCS classroom observations, 1971-72: Observation procedures and data collected during the tryout are described; implications for revisions are discussed. (5) Development of LCS assessment measure, 1972: Design and construction of this measure are described. (6) Development of LCS placement procedures. (7) Follow-up of…

Bartley, Sandy; Sutton, Robin; Swihart, Steve; Thiery, Tim (1999). Cultural Perspectives at Goshen Middle School: Examination of Internal and External Factors That Affect Hispanic Student Achievement. A 4-week study at Goshen (Indiana) Middle School examined the internal and external factors affecting Hispanic student achievement. Data were collected through classroom observation, student interviews, and a survey of Latino parents. Although teacher responses to Hispanic student classroom participation were always positive, student responses, from Anglos and Hispanics alike, were less positive. When Hispanic students were given equitable response opportunities, grades improved an average of 10 percent. When the teacher was within an arm's length, Hispanic students stayed on task more, seemed more focused, attempted assignments more readily, completed work more accurately, and submitted more completed assignments. Teacher proximity resulted in grades improving 10 percent for some students, more for others, and not significantly for those already achieving satisfactorily. When Hispanic students sat together, work was turned in 15 percent more often, accuracy improved 10 percent, and… [PDF]

Klesner, Margaret (1982). Language Arts for Native Indian Students. The resource book by the British Columbia Ministry of Education explains methods that may help in teaching language arts to native Indian students in grades K-7. The book, an attempt to enhance the development of native students' language skills within the regular classroom, indicates how to incorporate into the regular curriculum materials by and about native people in British Columbia and describes instructional strategies congruent with the learning strategies of many Indian students. The methods described emphasize the child's cognitive and affective strengths and use a child-centered approach that stresses the validity of the native child's experience as the basic material of learning. The resource book presents an in-depth discussion of teaching strategies; steps in learning development; the language of the classroom; preparation for reading; early and later reading levels; the diagnostic teaching of reading; writing instruction; and supportive services for teachers, students,… [PDF]

(1985). The Danger of Poison. Level 3 = El Veneno es Peligroso. [Nivel 3.]. Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to early intermediate grade 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 3 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 reading/writing/discussing stories related to safe pesticide use, and… [PDF]

(1985). Report No. 5 to the United States District Court, District of Massachusetts on Boston School Desegregation, Volume I. Desegregation efforts made by the Boston Public School District between December, 1984, and May, 1985, are described and assessed in this executive summary of a monitoring report prepared for the U.S. District Court. Following a brief overview, separate sections deal with the following seven monitoring areas: student assignments, special desegregation measures, vocational/occupational education, facilities, staff, transportation, and parent and student organizations. Throughout this summary, emphasis is placed on the compliance status of outstanding court orders, and suggestions are made for a future monitoring process. The summary concludes with a brief discussion of disputes and modifications accepted during the year of study. (KH)…

(1985). Report No. 5 to the United States District Court, District of Massachusetts on Boston School Desegregation, Volume II. Desegregation efforts made by the Boston Public School District between December 1, 1984, and May, 1985, are discussed and evaluated in this collection of reports prepared for the U.S. District Court. Seven monitoring areas are dealt with. These are student assignments and special desegregation measures, vocational and occupational education, school facilities, staff, transportation, and parent and student organizations. Each of the seven reports includes a summary of the specific findings and the documentation in support of specific findings. Additionally, disputes resolved and modifications made during the monitoring period are described. (KH)…

CUMMINS, EMERY J.; PALOMARES, UVALDO H. (1968). ASSESSMENT OF RURAL MEXICAN-AMERICAN PUPILS, PRESCHOOL AND GRADES ONE THROUGH SIX, SAN YSIDRO, CALIFORNIA. MEXICAN-AMERICAN STUDENTS FROM 8 GRADE LEVELS WITHIN THE SAN YSIDRO, CALIFORNIA, ELEMENTARY SCHOOL DISTRICT WERE TESTED IN JUNE, 1967, AS PART OF AN EVALUATION OF THE RURAL MEXICAN-AMERICAN STUDENT POPULATION IN CALIFORNIA. ANALYSIS OF TEST RESULTS REVEALED THAT MEXICAN-AMERICAN STUDENTS FELL PROGRESSIVELY BEHIND IN PERCEPTUAL MOTOR DEVELOPMENT–A DEFICIT ATTRIBUTED TO BOTH HOME AND SCHOOL ENVIRONMENTS. LOW SELF-CONCEPT SCORES AND ABOVE-NORMAL SOCIAL MATURITY SCORES MAY HAVE REFLECTED THE DEMANDS OF 2 CULTURES ON THE MEXICAN-AMERICAN STUDENT. ACADEMIC ACHIEVEMENT PROGRESSIVELY DECLINED, POSSIBLY AS A RESULT OF THE DE-EMPHASIZING OF INDIVIDUALIZED INSTRUCTION AND THE ABSTRACTION DEMANDS MADE ON MEXICAN-AMERICAN STUDENTS BY MATERIALS GEARED TO MIDDLE-CLASS NORMS. TABLES SHOW WHICH TESTS WERE GIVEN TO WHICH GRADE LEVELS, AGE-GRADE RELATIONSHIPS, AND RESULTS BY INDIVIDUAL TEST. RELATED DOCUMENTS ARE RC002539 AND RC001775. (JEH)… [PDF]

Torres-Guzman, Maria E.; And Others (1996). Stories about Differences in a Collaborative with Middle School Students. Theory into Practice, v35 n3 p196-204 Sum. Describes a collaborative in which graduate students who were learning about participatory research and cultural diversity in the classroom worked with middle school students who were learning about research. The paper examines the stories of six middle school research clubs, focusing on collaborative interactions between researchers and students. (SM)…

Sher, Jonathan P., Ed. (1981). Rural Education in Urbanized Nations: Issues and Innovations. Westview Special Studies in Education. An OECD/CERI Report. Collected as part of the program of work for the Organisation for Economic Co-operation and Development/Centre for Educational Research and Innovation (OECD/CERI) Education and Local Development project, scheduled to operate from 1979 to the end of 1981, this volume is designed to provide a foundation of information and insights on education in the sparsely populated areas of a group of industrialized nations. The book addresses the broad spectrum of rural education issues within some OECD member countries (Portugal, New Zealand, Scotland, Australia, Finland, Norway and the United States). The authors identify innovative programs, policies, and strategies, and point toward the more promising paths for rural school improvement. They also issue warnings about some of the blind alleys and dead ends that can be encountered. The major topics covered include delivery systems, in-school innovations, support mechanisms, and community-school linkages. (Author/CM)…

Guadalupe, Deana R. (1993). Integrated Methods for Pupils To Reinforce Occupational and Verbal Effectiveness (Project IMPROVE). Final Evaluation Report, 1992-93. OREA Report. Integrated Methods for Pupils to Reinforce Occupational and Vocational Effectiveness (Project IMPROVE) was a federally funded project in its second year of operation in two Manhattan (New York) high schools in 1992-93. It served limited-English-proficient students, 186 Latino and 13 Asian-American, in grades 9-12. Students received instruction in English as a Second Language (ESL), native language arts (NLA), science, mathematics, social studies, and career education. Program staff attended workshops and conferences, had the opportunity to take college courses, and developed curriculum materials. Parent involvement activities included ESL classes, meetings, interviews with program staff, and educational field trips. The project met its objectives for Spanish and Chinese NLA, familiarity with American citizenship and culture, cultural pride, attitude toward school, dropout prevention, attendance, career education, and parent involvement. It partially met objectives for content area… [PDF]

Adams, Brian F. (1987). LILAC: A Program Enabling Primary-Age Spanish-Dominant Children to Learn the Language of Instruction. A school on Florida's west-central coast was selected as the site for the Language Intensive Lab Accelerated Classroom (LILAC) program which was developed to address the need for a county-wide, objective-based educational program for non-English proficient (NEP) and limited-English proficient (LEP) Hispanic children in grades K-2. The number of enrolled children fluctuated around 28, with children being integrated into the normal curriculum as soon as they were ready. Instruction focused on language experiences in English, with emphasis placed on readiness concepts for success in the regular classroom and instructional mode, and conformed to the basic English for Speakers of Other Languages (ESOL) philosophy. Evidence showed that 93.75% of enrolled children raised their IDEA Oral Language Proficiency Test score by at least one level. In April 1987, the school agreed to apply to the State of Florida for funding, through a formula tied to "Drop Out Prevention." This funding… [PDF]

(1989). Selected Elementary and Secondary Spanish Language Materials: Content Areas. CLEAR Annotated Bibliography Series. This 76-item annotated bibliography is composed of materials for teaching Spanish in the content areas at the elementary and secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. Included are program descriptions (of immersion, one-way, and two-way bilingual programs), cultural materials, vocabulary development activities, curriculum guides, and computer-assisted instructional materials. (DJD)… [PDF]

Berney, Tomi D.; Gritzer, Glenn (1990). Computer-Focused Russian Bilingual Instructional Program, 1988-89. OREA Report. In its fourth year, the computer-Focused Russian Bilingual Instructional Program provided instructional and support activities to 276 Russian-speaking students, most of whom are limited English proficient, at 4 public and 2 private high schools in Brooklyn. Instructional activities varied by site. Public school students took English as a Second Language (ESL), native language arts (NLA) courses in Russian culture and literature, and content area (mathematics, science, and social studies) and business and vocational subjects taught bilingually or in English using ESL methodology. At private schools, the project offered individual and small-group tutorials in English and content areas. Additional program components included counseling, tutoring, vocational services, staff development, and parental involvement activities. The program met its objectives in ESL, NLA, content area subjects, and parental involvement, but did not provide sufficient data to assess the computer skills and… [PDF]

Harrison, Barbara; And Others (1985). Manokotak: A Case Study of Rural School Development in Alaska. A University of Alaska staff member, two local teachers, and two community members used on-site visits, observations, questionnaires, and interviews to assess development of the Manokotak school from its inception in 1947 to 1984 as perceived by community members, school staff, and students. Rural and cross-cultural, the Alaskan school served 117 pre-school through high school students in 1984 and provided basic academic programs and vocational training, a Yup'ik literacy program, and a variety of special and extracurricular programs. A Community School Committee played an active role in the school; the staff was experienced and relatively stable. The majority of community adults, high school students, teachers, and the principal thought the school was successful, although teachers perceived a wide range of unsolved problems involving educational and personal concerns not expressed by others. Written primarily for practicing educators in rural Alaska but with possible application…

(1985). The Danger of Poison. Level 2 = El Veneno es Peligroso. [Nivel 2.]. Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to primary students. 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 2 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 discussing stories related to pesticide concepts and completing the skills activity sheets… [PDF]

(1984). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ July through December 1984 (Vol. 45 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: (1) developmental differences in preschoolers' comprehension of WH-questions; (2) discourse analysis and early literacy in minority education; (3) effects of text structure on comprehension and recall in adult readers of English as a foreign language; (4) the writing proficiency of ESL and monolingual English writers at three grade levels; (5) language philosophy in composition theory and its pedagogical implications for native and nonnative English speakers; (6) comprehension skills of black and white good readers; (7) effects of sociodramatic play on language development of rural Appalachian kindergarten children; (8) teaching language arts and social studies in inner-city schools; (9) effectiveness of supplementary computer assisted instruction in reading; (10) math and reading anxiety among Mexicans, Hispanic… [PDF]

Adelman, Miriam; Berney, Tomi D. (1989). Bilingual Resource Instruction for Development of Gainful Employment Skills. Project BRIDGES, 1987-88. The Bilingual Resources for Development of Gainful Employment skills (Project BRIDGES) was a federally-funded program in its second year of a 3-year funding cycle. Project BRIDGES aimed at developing the academic and vocational skills of limited-English-proficient (LEP) students who had failed two or more classes and were at risk of dropping out. Students were selected for the program on the basis of low scores on the Language Assessment Battery (LAB). Students received instruction in English as a Second Language (ESL), native language arts, and bilingual or ESL content-area instruction in mathematics, science, and social studies. The project also provided support services, curriculum and staff development, and parental-involvement activities. Students achieved the ESL objective, as well as the objectives of business and vocational courses by making gains on the LAB and on teacher-made tests. They partially achieved the objective for content area classes (in science and social… [PDF]

Davis, Peter B., Ed.; Jones, Earl, Ed. (1977). Experimental Schools Project, Edgewood Independent School District. Volume I: Final Summary Report. The Edgewood Independent School District (San Antonio, Texas), using a mini-system of one high school, one middle school, and four elementary schools, conducted an Experimental Schools Program from 1972-1977 to test a local decision making, long-term innovative program to effect substantial changes in the affective and cognitive characteristics of a largely Mexican American student body. The program utilized intervention components of staff development, curriculum development, internal evaluation, family services, cultural advocacy, and services to the handicapped to operationalize its instructional strategies. Cross-sectional and longitudinal analyses were performed on the constructs of educational change, educational compatibility, social context, and student impacts. Evaluation data indicated: (1) about the same range of characteristics (student attitudes, self-concept, motivation) in program students as those tested elsewhere by the same instruments; (2) no consistent…

Reynolds, Jack; And Others (1978). The PLESA Experience: Training and Employment Services for Persons of Limited English-Speaking Ability. This report summarizes the Program for Persons of Limited English-Speaking Ability (PLESA) which involved 47 prime sponsors providing training and employment assistance to over 6,000 persons, most of whom were Hispanic or Asian. Focus is on lessons learned that will be useful for developing such programs. Chapters 1 and 2 discuss the background of the PLESA program and highlight the similarities and differences among the projects which improved their clients' English-speaking ability by providing English as a Second Language (ESL) training and in some cases offering occupational skills training and general education courses. Chapters 3-7 describe project planning and organization; client recruitment, selection, counseling, and training (English language and vocational); and job development and placement. Each chapter follows a standard format including a summary introduction pointing out key lessons learned from the PLESA experience and sections dealing with program components. Each… [PDF]

(1978). English Teachers' Journal (Israel), No. 19. This journal, published in Israel, contains articles of interest to teachers of English as a second language, particularly those in Hebrew-English situations. This issue contains the following articles: (1) "Thirty Years of Israel — in the English Class," by A. Sotto and L. Marnin; (2) "English in Grade Four," by E. Gelber; (3) "English Teaching in Grade Four," by L. Marnin and A. Sotto; (4) "Instructional English," by J.R. Ewer and E.H. Davies; (5) "Simplifying Tense and Aspect for English Language Students," by W.K. Gallagher; (6) "The Role of the Experienced Teacher in Training Future Teachers," by S. Shaulson; (7) "Work in Groups," by S. Sar-Shalom; (8) "Guidelines for Teachers in the Secretarial and Tourism Trends"; (9) "Theater Games for All Grades," by L. Ravich; (10)"Teaching the Reading Skill," by R. Kressel; (11) "Some Recommendations for Extensive Reading," by Y….

Cassidy, Jack, Ed.; Garrett, Sherrye D., Ed. (2002). Early Childhood Literacy: Programs & Strategies To Develop Cultural, Linguistic, Scientific and Healthcare Literacy for Very Young Children & their Families, 2001 Yearbook. This yearbook recounts the work in 2001 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 ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The book's first four chapters give a historical overview of the ECDC and its dual-language programs; each program is then discussed more fully in chapters 5-14. The book's first unit, "The School and the Classroom," contains chapters: (1) "A University Lab School for the 21st Century: The Early Childhood Development Center" (Jack Cassidy and Jana Sanders); (2) "A Dual Language Curriculum for Young Children" (Nicole S. Montague, Christine Marroquin, and Frank Lucido); (3) "University/Public School Partnership Provides a Jump Start for Three-Year-Olds"… [PDF]