DeMauro, Gerald E. (1985). Issues in the Placement of Limited-English-Proficient Students and in the Evaluation of Their Instructional Programs. The Language Assessment Battery was administered to third to fifth grade limited English speaking students in New York City. Special techniques addressed two common problems in testing these populations: (1) language tests suitable for limited English speakers change their psychometric characteristics over time as the students' language ability improves; and (2) the absence of a comparison population who do not receive the necessary treatment. A cutting score was determined by the intersection of the target and monolingual curves of scores from an earlier test administration. Students scoring above this point more closely resembled monolingual speakers, while students scoring below this point were more like target students in English abilities. The skills typical of the target range of scoring were compared to those which described the monolingual range of scores; Rasch item calibrations and person abilities were examined. Reading skills (as opposed to listening and writing) best…

Olmos, Arlette (1977). Enseignement de la langue maternelle a des enfants d'emigrants (Teaching the Native Language to Children of Immigrants). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 26. For several years in Switzerland it had been clear that adolescents with previous learning difficulties in their own country experienced even greater academic problems in Switzerland where they were expected to attend school with native speakers of French. Therefore, an experimental class was organized of Spanish and Italian-speaking children who were chosen because of extremely poor results on writing tests in their native language. During the first year of the experimental course in the native language, the emphasis was on learning the native language in comparison with French. At the end of the first year an evaluation showed that students had made progress in both their own language and in French, but the further development was needed. Accordingly, three orientations were adopted for the second year: (1) the aspect of grammatical comparison of the languages was retained to some degree; (2) control of the native language was emphasized and instruction in it focused on its own…

Duran, Daniel Flores (1979). Latino Materials. A Multimedia Guide for Children and Young Adults. In the last decade the phenomenal growth of bilingual/bicultural programs for Spanish-speaking people has been accompanied by a critical need for learning materials which provide current, historically accurate, nonracist and nonstereotypic information on the contributions, heritage and current status of the various Spanish-speaking groups. Prepared to assist the librarian, teacher and curriculum specialist seeking educational materials for Latino children, this guide includes both printed works and 16mm film titles, published or developed primarily since the mid-1960's. Part I of the guide presents four essays exploring the background of Latino life and literature in the United States, as well as library services to Latinos. The next three sections list 473 general, Mexican American, and Puerto Rican resources; each section is further divided into materials for elementary, secondary and professional use. Entries include complete bibliographic information, recommended grade level,…

Khleif, Bud B. (1975). Ethnic Boundaries, Identity, and Schooling: A Socio-Cultural Study of Welsh-English Relations. This report is concerned with the current Welsh cultural resurgence, with the focus of this resurgence on the Welsh language as a chief determinant of ethnicity, and with the efforts of the Welsh to obtain from those that govern them institutional supports for their language in schools, courts of law, and similar public and official establishments. This study is put in the context of relations with the English, the historical background of the Welsh, and the larger context of autonomist movements in Europe and North America, South America, Asia, and Africa. The questions explored here include: (1) what is the relationship between ethnicity, nationalism, and language; (2) under what circumstances do they fuse into one another; (3) to what extent do they have an underlying unity, yet can be discussed apart; and (4) what accounts for the persistence of ethnicity well into the twentieth century? The report is divided into the following sections: a brief history of European, Celtic, and… [PDF]

(1969). Central California Action Associates Inc. Semi-Annual Report, August 1, 1968-January 1, 1969. The Central California Action Associates, Inc. (CCAA Inc.) was funded under the Migrant Division of the Office of Economic Opportunity to help farm workers solve their problems. The 7-county area has been characterized by high agricultural wealth and a low wage scale when compared to the surrounding cosmopolitan areas. The minimal education level of the farm workers excludes them from better jobs. The goal of the CCAA Inc. program is to provide the means through basic education and pre-vocational training whereby migrants and seasonal adult farm workers in the participating counties will be able to upgrade their economic and social lives. The 3 components of CCAA Inc. are administration, education, and vocational placement. Each division is explained as to present and future functions. (LS)… [PDF]

(1976). Manual for Indochinese Refugee Education 1976-1977. This manual is intended to meet the needs of elementary and secondary school teachers and administrators across the United States who have been charged with the education of Vietnamese, Cambodian, Laotian and Tai Dam refugee students. There are five sections to the manual. The first, "Retrospective," covers basically what has happened in the education of refugee children during the 1975-76 school year. The second, "Administrative Considerations," deals with such continuing problems as grade placement, school records, testing, etc. The third and largest section of the manual, "Language Considerations," is also the most comprehensive. It covers, in varying depths, all phases of language learning needs, with methods, techniques and materials for oral communication in English receiving the most attention. In the fourth section, "Cultural Considerations," the histories and value systems of the peoples of Vietnam, Cambodia, and Laos are discussed…. [PDF]

McKay, Sandra Lee, Ed.; Wong, Sau-ling Cynthia, Ed. (2000). New Immigrants in the United States: Readings for Second Language Educators. Cambridge Language Teaching Library. Articles include the following: "The Flowering of America: Linguistic Diversity in the United States" (R. Macias); "The American Linguistic Mosaic: Understanding Language Shift in the United States" (C. Veltman); "Bilingualism and Language Use Among Mexican Americans" (G. Valdes); "Puerto Ricans in the United States: Confronting the Linguistic Repercussions of Colonialism" (A. Zentella); "Speaking in Cuban: The Language of Cuban Americans" (R. Otheguy, O. Garcia, A. Roca); "The Linguistic Situation of Central Americans" (J. Lipski); "English Language Learners of Vietnamese Background" (C. Chung); "The Language Situation of the Hmong, Khmer, and Laotian Communities in the United States" (M. Lopez); "English Language Learners of Chinese Background: A Portrait of Diversity" (S. Wong, M. Lopez); "Korean Americans' Language Use" (P. Min); "The Language Situation of Filipina/os:…

Mullen, Wahneta M. (1974). Many Learners, Many Goals, Many Curricula. Responding to New Realities. ACTFL Review of Foreign Language Education, Vol. 5. Foreign language study is appealing to a broader clientele today, which results in a great diversity of needs. A more personalized curriculum and instructional activities geared towards accommodating the needs and interests of the individual are needed. The cultural background of the learner is a significant factor in determining his frame of reference and in assessing his needs in order to design curricula. Individual differences extend beyond socioeconomic factors, ethnic background, and interests. Focusing on the unique characteristics of the learner requires a highly diversified curricula and individualized learning. This emphasis on the needs, characteristics and interests of the learner highlights the importance of goal formulation. Students should be involved in cooperative planning in order to reconcile personal goals with instructional goals. Multiple goals and diverse curricula require flexibility from teachers. Teachers must expand and reinforce the text with a great…

Beykont, Zeynep F., Ed. (2002). The Power of Culture: Teaching across Language Difference. These papers address three issues of concern to educators of language minority students: preparation of quality teachers, the effects of standardized and high-stakes testing on language learners, and specific teaching strategies that view language minority students as capable and deserving of first-class educational opportunities. After an "Introduction" (Zeynep F. Beykont), there are 3 parts with 10 papers. Part 1, "Educational Reforms and Language Minority Students," includes "The High Stakes of High-Stakes Testing" (Miren Uriate); "Revealing Illusions of Educational Progress: Texas High-Stakes Tests and Minority Student Performance" (Walt Haney); and "A Quest for Quality: Providing Qualified Teachers for California's English Learners" (Julie Maxwell-Jolly and Patricia Gandara). Part 2, "Successful Teaching across Language Difference," includes "'Remember I Said': Cambodian Students' Second Language Literacy…

Brauer, Gerd, Ed. (2001). Pedagogy of Language Learning in Higher Education: An Introduction. Advances in Foreign Language Pedagogy, Volume 2. This second volume in the series \Advances in Foreign and Second Language Pedagogy\ is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the secondary level. Fifteen authors for the United States, Australia, and Germany contribute articles on issues such as the political agenda of institutions of higher education, artistic and aesthetic practice, language across the curriculum, service learning, adult education, intercultural awareness through electronic media, extra-curricular consultation, and language learning outreach. These pedagogical issues are related to teaching Portuguese, Spanish, Russian, Japanese, French, German, and English as a second or foreign language. The book is divided into four parts (Learner Motivation, Classroom Environments, Relationships for Learning, and…

LaCerva, Christine (1993). Auxiliary Services for High Schools Bilingual Resource and Training Center (Project ASHS). Final Evaluation Report, 1992-93. OREA Report. Auxiliary Services for High Schools, Bilingual Resource and Training Center (Project ASHS) was a federally funded project in its third year of operation in 1992-93. It functioned at 22 sites in the five boroughs of New York City, serving 3,972 limited-English-proficient students, an increase of over 600 students from the previous year. The target population included students who were over the traditional high school age and/or had inadequate previous schooling. Day and evening classes in English as a Second Language, native language arts, sheltered English (Chinese only), and high school equivalency test preparation were held in Spanish, Greek, Haitian, Vietnamese, and Chinese. Participating teachers had the opportunity to attend weekly staff development meetings and workshops on curriculum development and adaptation of instructional approaches. The project met its objectives for English language proficiency, English reading achievement, Spanish reading achievement, and mathematics… [PDF]

Willetts, Karen F., Ed. (1986). Integrating Language and Content Instruction. Proceedings of the Seminar (Washington, DC, January 6, 1986). The proceedings of a seminar on integrating language instruction and academic content instruction include: two presentations surveying the current state of the art in content-based language instruction ("Language and Content Learning: Finding Common Ground," by Bernard Mohan and "Integrating Content and Language Instruction," by Helena Anderson Curtain); summaries of four sessions geared to different languages and levels of instruction (elementary or secondary grades, and English or foreign languages); an overview of critical concerns in the content-based instruction, and summary remarks by G. Richard Tucker. Descriptions of ten content-based programs represented in the presentations and a list of resources in the field are appended. (MSE)… [PDF]

Jones, Ramona (1976). Minnesota Indian Education Hearings Report, November 1976. Summarizing the analyses of testimonies presented before the Minnesota Subcommittee on Indian Education by both Indians and nonIndians concerned and/or involved with national, state, or local Indian education, this report focuses on findings at the statewide and individual site levels (Minneapolis, St. Paul, Red Wing, Cass Lake, Duluth, White Earth, and Red Lake). Additionally, this document presents: methods employed in analysis; detailed recommendations; limitations; and appendices (comprised of definitions, the content analysis code structure, table of contents–written testimonies, frequencies of responses per major categories by item names, total priorities per hearing site by major categories, priorities per major categories as indicated by total number of responses, and summary of data by races for each site). Supporting documents of graphs, charts, tables, etc. are presented both within the main text and the appendices. Specific recommendations are generalized into the…

Rackley, Ray, Ed. (1976). Research, Demonstration, and Evaluation Studies: Fiscal Year 1976. This report provides descriptive information on the Research, Demonstration, and Evaluation Program of the Office of Child Development (OCD) for Fiscal Year 1976. An overview describing the mission, function and long range goals of the OCD is included along with a discussion of the Research, Demonstration and Evaluation Program and its activities undertaken in support of the goals of the agency. Specific projects funded in Fiscal Year 1976 are then described within the context of these goal areas: (1) State Capacity Building; (2) Head Start; (3) Child Welfare; (4) Child Abuse and Neglect; (5) Day Care and (6) Child and Family Development. A section on the effects and use of television is included under the last goal area. A brief description of each project is included along with the principal investigator's name and address and the amount of funding received. (Author/MS)… [PDF]

(1982). Curriculum Resources. Resources in Vocational Education, Volume 15, Number 1. Resources in Vocational Education, v15 n1 1982-83. This volume consists of resumes of vocational and technical education curriculum products that were selected by the ERIC Clearinghouse on Adult, Career, and Vocational Education (ERIC/ACVE) for inclusion in the July 1981 through June 1982 issues of "Resources in Education." Among the major types of documents abstracted are curriculum guides, research and technical reports, administrator guides, dissertations and theses, conference reports, literature reviews, state-of-the-art papers, journals, legal and regulatory materials, statistical data, position papers, essays, program descriptions, feasibility studies, bibliographies, directories, conference papers, and tests. Each resume contains an ERIC accession number, an author and title listing, information concerning the time and place of publication, a publication type classification code, information concerning the availability of the document, descriptors, identifiers, and an abstract. Three indexes–a subject index, an… [PDF]

Ching, Noelani; Mahuka, Ruth (1994). The Waikiki Lifelong Learning Center. Final Report. The Waikiki Lifelong Learning Center (WLLC) project was undertaken to establish a literacy consortium of visitor industry businesses and the University of Hawaii at Manoa and to develop/implement an instructional program that included bilingual/English-as-a-second language (ESL) and General Educational Development (GED)/pre-GED components. After the literacy needs of the visitor industry work force were assessed, the instructional program was developed, field tested, and refined through ongoing evaluation and bimonthly project advisory council meetings. Project partners from Hawaii's visitors industry donated training facilities, labor, and equipment. Instructors and program staff were trained to teach multicultural adult populations. Tutors and volunteers were recruited from the community. On the basis of evaluations of students' progress and questionnaires completed by the program participants and their workplace supervisors, it was concluded that the program improved students'… [PDF]

(1977). English Teachers' Journal (Israel), No. 17. 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) "Evaluating the Teacher's 'Control of English'," by R. Gefen; (2) "Instructional Television and the English Proficiency Level of Ninth Grade Pupils," by E. Newmark; (3) "Group Testing of Listening Comprehension and Oral Proficiency," by V. Whiteson; (4) "Creative Dramatics in the Teaching of English to Grade 4 Classes," by L. Ravich; (5) "Literature and the Religious Teacher," by R. Ribner; (6) "An Individual Instruction Program," by M. Applebaum; (7) "I'd Like You to Read This, Please," by N. Alpert; (8) "English for Speakers of Hebrew: Advanced Language Series," by R. Berman and R. Stock; (9) "Teaching Beginning Reading I: Matching Sounds and Letters," an interview with Virginia French…

Brumfit, Christopher; Mason, Kathy (1994). Bilingual Learners and the National Curriculum. Occasional Papers, 32. A study and associated development work concerning bilingual elementary and secondary students in British schools is reported. The study was designed to examine the progress and needs of bilingual students in several schools in the Southampton (England) area. It arose from concern about possible marginalization of minority language students in the context of the new National Curriculum. Existing documentation on bilingual/multilingual learners was examined through a survey of area schools and agencies, and was found to be inadequate. A more substantial study was then undertaken in one elementary/middle school with a high language-minority population, using classroom observation and both oral and written surveys of both monolingual and bilingual students. Sixteen parents were also surveyed, and 21 teachers were interviewed for their perceptions of the impact of the National Curriculum on bilingual learners. School support of and participation in the project was found to be widespread… [PDF]

Schmidt, Patricia Ruggiano (1998). Cultural Conflict and Struggle: Literacy Learning in a Kindergarten Program. Rethinking Childhood, Volume 5. Noting that literacy development is a social phenomenon, this book provides an account of the cultural conflicts and struggles experienced by two children from culturally different backgrounds and their teacher in a kindergarten program. The book is divided into eight chapters. The first chapter, \Introduction: History of the Struggle,\ introduces the research that explores the consequences of not working to understand and appreciate children's cultural backgrounds; this chapter also describes how these specific children, teacher, and kindergarten program were studied. The second chapter, \The Setting: Home and School Cultures,\ describes the children and their families, the teacher and her colleagues, and the kindergarten program within the school setting. The third chapter,\Isolation: Working and Playing with Others,\ portrays the children's unhappy social encounters in learning centers, whole-group lessons, and special classes. The fourth chapter, \Conflict and Struggle: Literacy…

Diaz, R. Leticia; Hirano-Nakanishi, Marsha J. (1982). Differential Educational Attainment among \At-Risk\ Youth: A Case Study of Language Minority Youth of Mexican Descent and Low Socioeconomic Status. NCBR Reports. Little has been done to analyze the forces that predict whether high-risk students will stay in school or drop out. Current and retrospective data from 27 high-risk youths were studied to shed light on this problem and to suggest ways of improving educational services. The at-risk students were from low socioeconomic backgrounds, were Mexican American, and were language minorities. Results showed that the high-risk youths did not differ significantly on standard school entry-level variables. However, more and regular exposure to learning activities in the home and school, in Spanish as well as English, seemed to be associated with greater educational attainment and achievement. The only noticeable differences in elementary school between eventual dropouts and college-bound students appeared on tests of reading achievement. College-bound students and graduates reported more positive memories of elementary school. Dropping out was not influenced by employment, peer relationships, or… [PDF]

(1980). High School and Beyond: Language File Code Book. High School and Beyond is a national longitudinal study of the cohorts of 1980 high school seniors and sophomores in the United States, intended to provide information through the early adulthood of these students. The Language File contains data on each student who responded that he or she had experience in a language other than English in the High School and Beyond base year survey in 1980. It includes 11,303 records with information on: (1) childhood languages; (2) current language spoken; (3) the most important language; (4) number of languages used; (5) English or non-English comprehension; and (6) use of non-English language at home. Data are also presented on whether students received instruction in elementary and secondary schools for students for whom English is not the primary language, as well as whether they took cultural history courses related to the primary language. The questionnaire contained 23 questions, with 42 variables for each student. The codebook provides… [PDF]

(1981). A Report from the National Hispanic Conference on Law Enforcement and Criminal Justice. (Washington D.C., July 28-30, 1980). Intended to aid administrators, decision-makers, and the general public in learning about and gaining better understanding of Hispanic concerns, needs, and recommendations regarding justice administration, this document includes the keynote addresses and 15 topic papers presented at the conference which was attended by 91 law enforcement experts. The 15 papers were presented at 5 workshops on police, courts, corrections, juvenile justice, and undocumented workers. Proceedings for each workshop include a summary, three papers presented, formal policy recommendations, and a list of participants. Papers focus on data gaps; revision of legislative, judicial, and administrative policies; impact of national strategies on the national and local level law enforcement and criminal justice systems; psychological testing of incarcerated Hispanics; bilingual programming as a viable alternative in corrections; re-entry and support services for Hispanic offenders; use of physical force by police;… [PDF]

Irizarry, Ruddie A.; And Others (1980). Eastern District High School Integrated Bilingual Demonstration Project, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) student placement, programming, and mainstreaming; (2) instructional offerings; and (3) funding of the instructional component. Non- instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development; (4) parental and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring native language reading achievement, native language mathematics achievement, mathematics performance, science performance,… [PDF]

Schon, Isabel; And Others (1981). The Effects of Special Reading Time in Spanish on the Reading Abilities and Attitudes of Hispanic Junior High School Students. It was hypothesized that a positive improvement in Hispanic junior high school students' Spanish and English reading abilities, reading attitudes and academic self-concepts would result after being provided special reading time with a wide variety of reading materials in Spanish. An experimental (E) group of approximately 200 grade 7 and 8 Hispanic students in Tempe, Arizona, were provided at least 45 minutes a week of free reading time with access and encouragement to use Spanish newspapers, magazines, paperback and hardcover books during required homogeneously-grouped reading classes. Approximately 200 other Hispanic students, who had been enrolled in reading classes the previous year (1979-80) and were taught only basic reading skills and English and American literature, served as a control (C) group. The E and C groups were compared on measures of Spanish and English reading comprehension, speed and vocabulary; attitude toward reading; and academic self-concept. Findings…

Kazlow, Carole; Lachman, Susan (1980). District 13 Haitian-Spanish Bilingual Program. Funded under ESEA Title VII. Final Evaluation, July 1, 1979-June 30, 1980. This report is an evaluation of a Title VII Bilingual Program conducted in two New York junior high schools in 1979-1980 for Spanish speaking and Haitian students. A program description outlines the methods used for selecting students for the bilingual program. A discussion of the evaluation's design and objectives is also included. The evaluation considered the following aspects of the program: (1) room and materials; (2) general pedagogy; (3) language use; (4) bicultural aspects; (5) parental involvement; (6) staff development; and (7) curriculum development. The report presents student tests scores in Spanish and English reading achievement. It concludes with recommendations regarding testing, staff, bicultural activities, truancy, and student placement. (APM)… [PDF]

Feliciano, Wilma (1980). The Spanish for Native Speakers Program at State University New York at Albany. The program grew out of the desire of monolingual students, native bilingual students, and instructors for a class to meet the specific needs of Spanish-speaking students of Spanish. The objectives are: (1) to improve the self image of the students, (2) to increase access to the Spanish-speaking community of the world, (3) to use native bilingual skills as a springboard for expansion into written communication, (4) to increase career marketability, and (5) to learn about Hispanic culture. The program is divided into two semesters. Orthography and grammar are stressed in the first with attention given to dictations, oral drills, practice dittos, short readings, free composition, and pan-Hispanic traditional music. Throughout, language is examined as a function of culture and experience. The second semester stresses reading and writing and continues the concern for cultural knowledge and oral development. Written work is evaluated for orthographic and grammatical accuracy as well as…

Lozano, Anthony Girard (1976). Teaching Standard Versus Non-Standard Spanish in a Study Abroad Program. Lektos: Interdisciplinary Working Papers in Language Sciences, Special Issue. The question of teaching a standard dialect to Chicano students who are studying abroad has implications for teaching any standard versus nonstandard dialect. The University of Colorado has a program at the Universidad Veracruzana in Jalapa, Mexico, in which the policy is to teach standard Mexican Spanish (the cultivated norm of Mexico City) as an additional dialect to those students who already speak Chicano Spanish. One technique is to provide written exercises which develop the reading and writing skills of those students fluent in Colorado Spanish. Broadly speaking, the main differences between this dialect and standard Mexican Spanish lie in different pronunciations of the same lexical items and in the use of different lexical items for the same concept. Although the syntactic patterns of the two dialects are similar, there are certain recurring syntactic patterns in Colorado Spanish which can be termed nonstandard forms, calques or anomalous forms. Various types of exercises… [PDF]

Gonzalez, Andrew, Ed.; Noss, Richard B.; Sibayan, Bonifacio P., Ed. (1996). Language in Schools. Monograph No. 41. This monograph attempts to integrate experience and research findings in several related disciplines and bring them to bear on the problem of how to make language programs in schools simultaneously accommodate the needs of both the language curriculum and the general curriculum. It addresses four issues: (1) how specific languages, in all their varieties, are typically used to convey general information through various spoken and written channels to children in schools, and how they are susceptible to change; (2) how students' language proficiency, as individuals and as groups, affect acquisition of other knowledge and skills, and vice versa, in a typical school; (3) options available to language specialists in relating the monolingual, bilingual, or multilingual curriculum to language syllabi, tests, and instructional sequences in language courses; and (4) in cases where choice of language media and language subjects has not ben dictated by educational policy, or is otherwise… [PDF]

Falkowsky, Charlotte (1993). Bilingual Russian Academic and Career Educational Services (Project BRACES). Final Evaluation Report, 1992-93. OREA Report. Bilingual Russian Academic and Career Educational Services (Project BRACES) is a federally-funded program serving 141 native Russian-speaking, limited-English-proficient (LEP) students in one Brooklyn (New York) high school in 1992-93, its first year of operation. Students were recent immigrants of the former Soviet Union who were generally working on grade level in the subject areas, but were in danger of dropping out because of limited English skills and differences in educational systems. Students received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, career awareness, employment skills, English survival skills, and computer use. Staff development, parent involvement and educational activities, curriculum development, and provision of academic, cultural, and social support services were also important program components. The program met its objectives for NLA, content area courses, computer skills, vocational… [PDF]

Guillen, Leonor; And Others (1985). A Resource Book for Building English Proficiency. This resource book is a collection of articles, annotated references, and resource lists to supplement the accompanying handbook and trainer's guide for educators planning or working with English language programs for limited English proficient (LEP) students. The first part presents resources of interest to administrators adapting programs for a new school population, and contains sections on teacher selection and training, instructional programs for LEP students, policies and federal or state guidelines, and evaluation of programs for LEP students. The second part addresses the interests of the classroom teacher, including culture and the teacher, LEP student assessment, developing goals and objectives for LEP students, research on second language learning, teaching strategies for this population, establishing a resource center, and available instructional materials, with publisher and distributor addresses provided. (MSE)… [PDF]