Thomas, Robert J.; And Others (1992). Serving Vocational ESL Students. Drawing on an applied research study encompassing an extensive literature review, telephone interviews with 50 key program administrators, and site visits at 9 community colleges, this handbook describes proven, effective techniques for providing vocational education to limited English proficient (LEP) adults in a community college setting. An introductory chapter focuses on basic issues and concerns, such as understanding the diverse demographics of LEP students, welcoming them to the campus, and balancing institutional mission, resources, and capabilities. Chapter 2 looks at ways to foster a multicultural environment that serves not only LEP students, but the campus community as a whole. While chapter 3 investigates the challenges associated with planning and implementing programs and services for LEP students, chapter 4 provides a detailed discussion of instructional options, components, and strategies. Chapters 5 and 6 examine instructional support and support services,… [PDF]

(1992). Facts & Figures about Education in Alaska, 1992. This collection of tables presents selected facts and figures about education in Alaska. General and district school information about Alaska's 469 public schools in 54 districts and its 276 private and denominational schools is followed by tables of general student information, including average daily membership, enrollment, graduates, and general education diplomas. Test results and statistics on the Scholastic Aptitude Test and the American College Testing Program test are presented. Staffing information includes data on teacher salaries and student-to-teacher ratios. Financial information includes costs of boarding home programs, pupil transportation, food programs, and a review of public revenues. The school districts are described in terms of geographic size and enrollment, and school district and superintendent information is listed, along with a directory of the Alaska Department of Education. Nineteen tables present the data. (SLD)… [PDF]

Sousa, Ronald L. (1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume I. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. This report describes, in detail, the problem solving procedures, activities and strategies used in revising, developing and implementing the Bilingual Management System within the Hayward Unified School District. It should serve as a model for other bilingual programs interested in adopting a bilingual learning management system. (Author/CLK)…

(1982). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1982 (Vol. 42 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 22 titles deal with a variety of topics, including the following: (1) black English and reading; (2) academic achievement, self-concept, and attitudes toward reading of students in bilingual and traditional programs; (3) cultural and situational differences in children's language use; (4) the receptive competence of nonstandard speakers of English in understanding standard English; (5) language proficiency in the native language and acquisition of second language reading skills in bilingual children at age 12; (6) reading activities among black junior high school students; (7) the reading miscues of learning disabled black English speaking students and their relationship to readability; (8) Anglo and Chicano literal, implicit, and scriptal comprehension of ethnic stories; (9) theatre arts training as a means to develop expression and communication skills for… [PDF]

Pletcher, Barbara P.; And Others (1978). A Guide to Assessment Instruments for Limited English Speaking Students. The test reviews in this guide are intended to be used by school personnel charged with locating and administering appropriate assessment instruments to limited-English-speaking elementary school children. Assessment instruments are reviewed for native speakers of Chinese, French, Italian, Navajo, Portuguese, Spanish and Tagalog. Each instrument reviewed met nine criteria and was analyzed for cultural bias by a cultural and linguistic review panel. The descriptive information section of each entry contains the following types of information: purpose, score interpretation, grade range, target ethnic group, administration time, administrator requirements, author, source and cost. The following types of tests are included: Language Dominance, English Language Proficiency, Native Language Proficiency, Achievement in Multi-Subject Areas, Achievement in Individual Subjects, Learning Styles (for Spanish-Speaking), and General Ability and Scholastic Aptitude. Four appendices provide a…

(1975). Guide to Children's Services: 1975-76. Take Stock in Texas: Invest in Children. A reference manual of statewide programs for children under age 6 in Texas, this Guide is designed to help public officials, community groups, professionals who work with children and other interested citizens identify and obtain assistance in meeting the needs of children and families. Information is given on state and public agencies, private organizations and industries which offer services ranging from help for handicapped children, Head Start, day care, and physical and mental health programs to public welfare. In addition, there is a breakdown by county of what programs are offered and how much money is spent in each county. Included also is a directory of frequently called officials and agencies as well as appendices containing state laws affecting children which were passed in 1975, number and capacity of licensed child care facilities and number of children served in selective programs in 1975 by county. (Author/MS)… [PDF]

Albus, Debra; Liu, Kristin; Shyyan, Vitaliy; Thurlow, Martha (2003). Literature on Early Literacy Instruction in Four Languages (Chinese, Korean, Navajo, Russian). National Center on Educational Outcomes, University of Minnesota This report, sponsored by the Office of English Language Acquisition (OELA), is a summary of evidence-based research on teaching reading to Chinese, Korean, Navajo, and Russian children. It complements a recent summary of the literature on teaching reading to Spanish speaking students. There is a significant need for evidence-based research on children who learn to read in languages other than English. The research reviewed in this report represents the linguistic background of several of the largest subgroups found in the K-12 limited English proficient (LEP; sometimes also referred to as English language learners or ELLs) student population nationwide. From this research, teachers and policymakers can gain a better understanding of the variations in definitions of literacy across cultures and how the language of a country or people affects the ways in which reading is taught. This understanding can be applied to decisions about the teaching of reading in English to second language… [PDF]

Allexsaht-Snider, Martha (1995). Teachers' Perspectives on Their Work with Families in a Bilingual Community. Journal of Research in Childhood Education, v9 n2 p85-95 Spr-Sum. Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting. Discusses resources to support teachers' work with families. (AA)…

Gold, Ruby; Strong, Michael (1990). A Year in the Life of DeafCAN: Minority Deaf Students in a Community College. The monograph reports on a year-long ethnographic study of a program for deaf students, DeafCAN (College Access Network) at Laney College, a community college in Oakland, California. During the 1988-89 year of observation, the program offered six specially designed courses, a daily lab hour, tutoring services, and a women's support/rap group. The study was designed to describe the program, evaluate the program, and construct a program model for dissemination. The study particularly looked at: the effects of the program on the mental health of the 12 new students, bilingualism and the use of American Sign Language and English, student goals, and DeafCAN as a family. Extensive tape recordings (video and audio) of classroom and informal settings provided the data for analysis. Individual chapters of the report address the following: the setting; the DeafCAN program; the DeafCAN staff; staff meetings; DeafCAN students; students' language attitudes; students' social networks; student… [PDF]

Berney, Tomi D.; Moghadam, Val (1989). Scholarly Transition and Resource Systems (Project STARS), 1987-88. OREA Evaluation Report. The Scholastic Transition and Resource System Program (Project STARS) sought to identify gifted and talented students of limited English proficiency and provide them with the help needed to succeed in advanced and basic content area and vocational/technical courses. The 1-year, federally-funded program served 321 students at 3 New York City high schools. Students received instruction in English as a Second Language (ESL), native language arts (for Spanish- and French-speaking students), content area courses, and career-related courses taught bilingually or with an ESL approach. Noninstructional activities included guidance/career advisement, staff development, parent participation, and curriculum development. Students met program objectives for mastery in ESL but not in content area subjects. Objectives were met for student attendance but not curriculum development. Lack of data prevented determination of whether guidance/career advisement, staff development, or parental involvement… [PDF]

Brown, Peggy Ann (1985). Helping Minority Students Succeed. A Report of the Association of American Colleges Minority Achievement Program, 1981-1985. College and university efforts to address minority students' needs are described. The Minority Achievement Program (MAP) provided grants to selected colleges to test a range of programs and services to help certain student groups succeed in achieving their educational goals. Descriptions of 10 selected projects are provided, along with information on the school's enrollment and the amount of the award, which ranged from $2,145 to $9,000. Information is also provided on the purpose and findings of an evaluation of MAP. The evaluator, Herman Blake, considered common elements that led to success/failure of the MAP-funded activities, and based on individual projects offered conclusions on how colleges can best address minority students' needs. Four conditions that significantly affected project outcomes were identified: institutional commitment, program leadership, program conceptualization, and faculty involvement. In addition, these criteria were applied in evaluating the 10 selected…

Barney, G. L.; Yang See, Koumarn (1978). Glimpses of Hmong History and Culture. General Information Series, No. 16. Indochinese Refugee Education Guides. The two essays in this guide are intended to provide Americans with an introduction to the history and culture of the Hmong refugees from Laos. In the first essay, "The Hmongs of Laos: 1896-1978," the following topics are discussed: (1) the Hmongs' history until 1940; (2) the emergence of Hmong leaders during and after World War II and the guerilla army after the takeover by the Pathet Lao; (3) the effects of relocation into new regions and inhospitable climates between 1955 and 1975; (4) the fall of the Royal Lao government and the period between 1972 and 1975; and (5) the problems arising from the flight into Thailand since 1975. In the second essay, a description of Hmong life and culture during the early '50s is provided to give a picture of the life that the older refugees remember. The following subjects are discussed: (1) the origins, history and way of life of the people and the mountainous regions in which they live; (2) their patrilinear clan system, which is the…

Desrochers, Alain M.; And Others (1975). Social Psychology of Second Language Acquisition and Bilinguality: An Annotated Bibliography. Research Bulletin No. 340. This bibliography includes 333 annotated references and 178 references without annotations. The articles represent a wide variety of work, including theoretical papers, statements of opinions and policy (both political and pedagogical), and empirical studies. The central theme was organized into six topics, which were then used as major categories in the classification scheme. The six topics are: (1) factors affecting attitudes and motivation; (2) social factors which influence second language acquisition; (3) costs and benefits of second language acquisition; (4) immersion programs and bilingual schools; (5) general reviews; and (6) individual differences in second language acquisition and perseverance in the programs. (CFM)… [PDF]

Lash, Trude W.; Sigal, Heidi (1976). State of the Child: New York City. Based primarily on publicly available statistics, this report puts together information relating to the condition of New York City children. After compiling lists of the major concerns for children, and testing them against the reactions of experts and relevant research literature, the availability of usable statistical indicators is explored. In order to indicate improvements where they are needed, the analysis of how children are doing is combined with an examination of selected public programs and investments. Community organizations trained teams of lay and professional members for the task, developed standard observations and interview guides, assembled and analyzed their materials, and developed their reports and recommendations. These organizations and their task forces are responsible for the reports, on which four of the chapters of this report are based. Monitoring targets were: (1) child health stations; (2) the public school attendance program; (3) food programs in the… [PDF]

(1989). Conference on Research in Language and Education: An Agenda for the Future (Lake Arrowhead, California, January 28-31, 1989). Task and Project Summaries. Seven research tasks and related projects undertaken by the Center for Language Education and Research (CLEAR) are described in a series of summary reports. For each specific task, an introductory section outlines the background, relevant research, and scope of the task. Subsequent sections contain reports of studies done as part of the task, each written by the project director. The seven tasks (beginning with task 2) include: (1) uncovering new knowledge about improving the academic learning skills of language minority students in the areas of reading, writing, and reasoning skills and as development of those skills relates to the classroom environment; (2) professional development, both preservice and language skills, and language processing in second language learning; (3) the improvement of content of materials, curricula, and programs; (4) the linguistics and metalinguistic underpinnings of academic learning; (5) the scope, structure, and effectiveness of second language…

Chern, Hermine C.; And Others (1980). Evaluation of Career Education Projects, 1979-80. Report #8124. This document contains evaluations of the thirty vocational/career education programs funded during the 1979-80 school year in the School District of Philadelphia. The first section consists of a brief summary of the conclusions and recommendations concerning each program. The remainder of the document consists of the complete evaluation reports for each of the projects. Each evaluation follows a format providing the following information: category, project area, proposal number, budget, person responsible for project, and location(s). Narrative portions include (1) project description, (2) project history, (3) project objectives as stated in the proposal, (4) project implementation, (5) evaluation plan: questions answered, (6) attainment of objectives, and (7) conclusions and recommendations. (YLB)…

Feldman, Mona A.; And Others (1982). Vocational Careers in Which a Language Other Than English Is an Asset. Final Technical Report. The product of a study to identify and collect data on vocational occupations in which knowledge of languages other than English is an asset, this report contains information of fifteen such occupations. Covered in the individual chapters of the report are banking, building maintenance and construction, food service, health care, hotel, media, nursing, office, protective services and correction, recreation, rehabilitation and therapy, retail and wholesale trade, social service, transportation, and travel and tourism occupations. Each chapter contains the following information: prerequisites for bilingual vocational training project development, employment projections, prerequisites for job placement, a listing of corporations and organizations that supplied data during the study, descriptions of jobs included in the given occupational area, and a career progression ladder that reflects the structure of the organizations interviewed during the study. (A project report describing the… [PDF]

Gatto, Angelo (1993). Curriculum Options for Pupil Enrichment (Project COPE). Bilingual Special Alternative Instructional Program. Final Evaluation Report, 1992-93. OREA Report. Curriculum Options for Pupil Enrichment (Project COPE) is a federally-funded program that served 192 limited-English-proficient students in one Brooklyn (New York) high school in 1992-93, its first year of operation. Students were native speakers of Russian, Italian, Arabic, Urdu, Korean, Vietnamese, Polish, Haitian, and Greek. They received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, computer science, secretarial studies, and industrial arts. Multicultural education, staff development, and parental involvement activities were also important program components. The program met its objectives in ESL, mathematics, science, social studies, computer science, secretarial studies, industrial arts technology, career awareness, dropout prevention, attendance, and parent involvement. It did not meet its staff development objective. The primary recommendation for program improvement is to make the staff development… [PDF]

(1984). HAPPIER: Health Resource Guide. Based on findings of Project HAPPIER surveys and intended as a resource for health care providers and educators who serve the migrant community, this guide describes over 375 instructional materials in the areas of dental health, disease control, fitness, health promotion, human growth and development, hypertension, maternal and child care, mental health, nutrition; personal hygiene, and preventative care. Organized under these major topics, each instructional item is listed on a single page along with information about the format, source/producer of the material, reading level, intended users, intended audiences, a brief description of the material, language English and/or Spanish, availability, and cost. Material formats include booklets, audiovisuals, posters, curriculum units, coloring books, and single sheets. The guide covers materials from a wide variety of government and professional organizations and health care products companies. Many materials are free. Although most… [PDF]

Gore, Jan, Ed. (1981). Strategies for Vocational Educators and Counselors Working Together. This handbook contains materials from a guidance project to provide for articulation between vocational instructors and guidance personnel for more effective placement of disadvantaged persons into vocational programs. Contents include two workshops and a series of career planning and vocational strategies. The first workshop addresses the issues of awareness and action planning; the second covers career testing and planning approaches and updating action plans. Both provide information on planning, preparation, agenda, how to facilitate, forms, and workshop evaluation results. Almost 140 pages of the handbook are devoted to descriptions of strategies for change. The majority are one page long. These strategies are categorized into recruitment, career planning, testing and placement, meeting needs of special populations, equity, and student recognition. Each strategy follows this format: title, purpose, brief description, target audience, key people, place or field test, and…

Nieto, Sonia (2000). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition. This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement. There are 11 chapters in three parts. Part 1, \Setting the Stage: Approaches and Definitions,\ includes: (1) \Why the Case Study Approach?\ and (2) \About Terminology.\ Part 2, \Multicultural Education in a Sociopolitical Context: Developing a Contextual Framework,\ includes: (3) \Racism, Discrimination, and Expectations of Students' Achievement\; (4) \Structural and Organizational Issues in Schools\; (5) \Culture, Identity, and Learning\; (6) \Linguistic Diversity in Multicultural Classrooms\; and (7) \Toward an Understanding of School Achievement.\ Part 3, \Implications of Diversity…

(1983). Vocational Education. Report by the Secretary of Education to the Congress, 1982. During the 1980-81 school year, enrollments in vocational education programs totaled nearly 16.9 million and federal, state, and local capital outlays for vocational education increased by approximately $470 million from 1979-80 to an all-time high of $7.3 billion. Vocational education also served significantly increased numbers of handicapped, disadvantaged, and limited English-proficient persons during 1980-81. Also showing an increase was the number of men and women in programs that are considered nontraditional for their respective sexes. As part of planned economic development, 20 states and Puerto Rico have established quick-start vocational training programs that provided training for an estimated 110,000 persons in 1981-82. Regarding impact, studies indicate that secondary vocational education can make a significant, if limited, contribution to improving productivity and reducing income inequality. Enrollment in vocational education courses, furthermore, does not seem to… [PDF]

Birch, Gary (1996). Concept Development through Content Instruction in the Mother Tongue of NESB Secondary Students with Little or Inadequate Previous Formal Education. This paper describes a limited bilingual approach developed for Vietnamese immigrants whose formal schooling had been interrupted due to extended periods in refugee camps, and its implementation in the Milpera Special School (Queensland, Australia), a secondary school for children of Non-English-Speaking Backgrounds (NESB). The initiative was designed to improve students' academic, cognitive, and Vietnamese language skills, self-esteem, and academic English across content areas, after exposure to Vietnamese in some content areas. The program included 7 hours weekly of academic language, world geography, and research skills instruction in Vietnamese and 15-20 hours of content-based English-as-a-Second-Language instruction in a range of secondary school subjects. Topics and processes used were to be parallel in English and Vietnamese to the extent possible. Data on the program's effectiveness were gathered in student and teacher interviews, classroom observation, and student… [PDF]

Moles, Oliver C., Ed. (1996). Reaching All Families: Creating Family-Friendly Schools. Recognizing the critical role parents have in developing their children's learning habits, this booklet offers strategies that focus on ways principals and teachers can communicate with diverse families about: (1) school goals, programs, activities, and procedures; (2) the progress of individual students; and (3) home activities which can improve children's school learning. A special emphasis is placed on making all school contacts friendly and welcoming to the diverse families being served, highlighting outreach strategies which encourage two-way communication through personal contacts including: (1) "Early Fall Mailings"; (2) "Home-School Handbooks"; (3) "Open House"; (4) "School-Parent Compacts"; (5) "Parent-Teacher Conferences"; (6) "Parent Liaisons"; (7) "Newsletters"; (8)"Positive Phone Calls"; (9) "Homework and Home Learning"; (10) "Parent Resource Centers"; (11) "Informal… [PDF]

Macdonald, C. A. (1990). Crossing the Threshold into Standard Three in Black Education. The Consolidated Main Report of the Threshold Project. The Threshold Project, a 3-year project that followed a 1985 pilot study, examined the nature of the language and learning difficulties that black Standard Three (Std 3, or grade 5) children in South Africa experience when they change from their mother tongue of Sepedi to English as a medium of instruction and learning, a policy known as "delayed immersion." This main report of the Threshold Project summarizes the five final reports of the project and constitutes an integration of the analysis in terms of three parameters: historical-political, socio-cultural, and educational-systemic. Specific educational aspects covered include the following: school-based teaching and learning experiences; English as a subject; the disparity between English as a subject and English as the medium of instruction; learning content subjects; local models of teaching and learning; curriculum development and reducing the disparity between junior and senior primary phases; possible English…

Fisher, Charles W.; Guthrie, Larry F. (1983). Stability of Instructional System and Process for a Sample of Eighty-Five Students in the SBIF Study. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. This report describes a two-year substudy tracing the experience of 85 LEP students from five nationally distributed sites representing varied ethnolinguistic groups (Mexican, Puerto Rican, Cuban, Chinese, and Navajo). The study examined two broad aspects of the students' experience: (1) the classroom context and instructional processes as they related to student performance, and (2) variation in the students' engagement and/or participation with the characteristics of the classrooms to which they were assigned. Data are analyzed here for the overall group and for each site, and results are compared for four student subgroups divided according to the amount of native language use in basic skills instruction. (MSE)… [PDF]

Martinez, Ana L.; And Others (1988). Project COM-TECH (Bilingual Computer- and Technology-Oriented Program), 1986-1987. In its second year, Project COM-TECH's (Bilingual Computer- and Technology-Oriented Program) primary goal was to provide two high schools with bilingual individualized instruction, through enrichment, to limited English proficient (LEP) students (222 Spanish-speaking and 96 Haitian Creole/French-speaking) of varying native language proficiency and academic preparedness. The program provided supplementary instruction in English as a second language (ESL) and native language arts, and in mathematics, science, and social studies taught in the native language. The core of the project design was a bilingual resource/computer center at each site that provided computer instruction, tutored students, performed career advising, counselled, helped students to prepare for exams, sponsored career- and culture-related field trips, and exhibited cultural materials and classwork. A basic skills class for parents was also offered at both sites. Analysis of student data indicates: (1) the English… [PDF]

Asselle, Maria Grazia; And Others (1988). Jamaica High School Computer-Assisted Bilingual/Bicultural Multi-Skills Project, 1986-1987. OEA Evaluation Report. In its third funding year, Jamaica High School's Computer-Assisted Bilingual/Bicultural Multi-Skills Project used computerized and non-computerized instruction to help 132 native speakers of Haitian Creole/French and Spanish develop English language, native language, and content-area skills. The goal was to help these students participate successfully in the school's mainstream program and then go to college, trade school, or enter the job market. Classroom instruction was complemented by tutoring and career planning, and sought to develop parental understanding and involvement to increase student motivation. Analysis of student achievement data indicates: (1) the proposed English language objective was met for the fall; (2) overall, students met the native language arts objective in both semesters; (3) program students achieved passing rates as high as those of mainstream students in science, social studies, and mathematics; and (4) students met objectives in attendance and… [PDF]

Berney, Tomi D.; Plotkin, Donna (1989). Bilingual Academic Computer and Technology Oriented Program. Project COM-TECH, 1987-1988. The Bilingual Computer and Technology Oriented Program (COM-TECH) completed the final year of a 3-year funding cycle. The project's primary goal was to provide bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole/French-speaking students of varying levels of native and English second-language (ESL) proficiency and academic preparation. In two high schools, 237 Spanish-speaking and 106 Haitian Creole/French-speaking students were served. A bilingual resource and computer center was provided at each school, offering computer instruction, tutoring, career advisement, counseling, and help preparing for exams. The centers also sponsored career- and culture-related trips and acted as exhibition centers for Haitian and Hispanic cultural materials and classwork on career skills and computer literacy. An innovative aspect of the program was a basic skills class for parents. The project met its ESL and attendance objectives, but did not meet the…

(1972). Adult Basic Education Communication Skills Institute. June 21, 1971-July 16, 1971; Followup to August 31, 1972. Final Report. The document is a collection of materials related to a four-week summer institute for the training of teachers of disadvantaged and/or Spanish surname adults. The focus of the program was communication skills, primarily the teaching of reading and of English as a second language. A secondary emphasis was on training teachers to develop flexible curricula for the target population. In addition, a week-long interaction analysis workshop was conducted to aid teachers in evaluating teaching effectiveness. A brief introduction indicating the scope of the program is followed by a five-page calendar of activities, an indication of materials and equipment utilized, and an estimated expenditure report. A section on evaluation concludes the main text; it records participants' comments and lists their suggestions for future institutes. The larger part of the document is comprised of appendixes; approximately half of these are such related materials as correspondence, application and evaluation… [PDF]