(2004). Integrating Immigrant Children into Schools in Europe: Lithuania–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Lithuania. A bibliography is included. (Contains 3 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Austria–National Description 2003-04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Austria. (Contains 7 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Norway–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Norway. (Contains 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Malta–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Malta. (Contains 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: France–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in France. (Contains 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(1991). Framework for a Locally Developed Language Arts Curriculum (ECS-Grade 12) for a Language Other Than English or French. The guide is intended for use by Alberta's (Canada) local school authorities developing a language arts program in a language other than English or French. In these partial immersion programs, instruction is provided in a language other than English or French for 25-50% of the school day. The first section describes the development of the curriculum framework and the learner expectations central to it. The second section outlines briefly how the framework is designed to be used. Section 3 expands on curriculum components: the rationale for offering such programs; 13 basic principles concerning the nature of language, child development, and the language learning process that guide the curriculum design; the general and specific learner expectations of a partial bilingual program; required and elective components; program organization; planning for instruction and evaluation; and planning for transfer of language learning through existing student skills. Charts detail specific skill… [PDF]

Cabrera, Eulalia; And Others (1988). 1987 Bilingual Program for Eleventh and Twelfth Graders. OEA Evaluation Report. In its first year, the 1987 Bilingual Program for Eleventh and Twelfth Graders provided mostly over-age, limited-English-speaking students with an opportunity for more timely graduation through instruction in English as a second language (ESL) and content-area instruction in the summer. Eligibility requirements included limited English proficiency and the inability to schedule required or makeup courses during the academic year. The program operated at 18 high schools in the Bronx, Brooklyn, Manhattan, and Queens. Evening classes were available at one location. Courses included three levels of ESL, bilingually-taught classes in business math, Latin American studies, American history, biology, and general science, and six levels of native language arts in French and Spanish. Most participants were Spanish- or Chinese-speaking, and many were in the ninth and tenth grades. Although no specific objectives were proposed, data show passing rates in all but two courses were over 70%…. [PDF]

Chern, Hermine J.; And Others (1976). Evaluation of Career Education Projects, 1975-1976. Report No. 7715. The evaluations of 26 career education programs which operated in the Philadelphia, Pennsylvania school district from July 1, 1975 to June 30, 1976 are contained in this report. Generally the projects achieved their objectives, with only a few exceptions. Indications are that the career development programs currently in progress in Philadelphia are well adapted to the environment in which they are expected to function, and have been developed in accordance with the actual needs of the students they are intended to serve. Of the 26 projects evaluated, eleven of these were primarily concerned with classroom or shop instruction, six with curriculum development, and five with guidance activities. The other four projects involved staff development, job placement, and the development and refinement of a computer management system for the skills centers. Information is presented for each program separately and includes budget, project description, project history, objectives, project…

Gray, Tracy C. (1978). A Bicultural Approach to the Issue of Achievement Motivation. The literature emphasizes that achievement motivation depends on a generalized desire to accomplish a given task; it does not deal with the issue of whether or not a culture values the appropriate behavior. This study investigated possible cultural and sex differences in achievement motivation from a bicultural perspective. This research: (1) examined and compared the incentive for achievement motivation of 480 fourth and sixth grade Mexican-American and Anglo-American students in three diverse school districts in California; and, (2) examined the relationship between language dominance as a possible indicator of acculturation and mode of achievement motivation. The results indicated a statistically significant difference between Mexican Americans and Anglo Americans and between males and females in mode of achievement motivation. Unexpectedly, in the academic setting, Anglo-American females showed a relatively lower need to achieve for self than Mexican-American females. The…

(2004). Integrating Immigrant Children into Schools in Europe: Ireland–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Ireland. Appended are: (1) 10 most frequently reported countries of origin of Ireland's asylum-seeking population per year, 1998-2001; and (2) Programme refugees in Ireland 1979-2002. (Contains 2 figures and 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication… [Direct]

Hancin-Bhatt, Barbara; Nagy, William (1993). Bilingual Students' Developing Understanding of Morphologically Complex Cognates. Technical Report No. 567. This study investigates the development of two levels of morphological knowledge that contribute to Spanish-English bilingual students' ability to recognize cognates: the ability to recognize a cognate stem within a suffixed English word, and knowledge of systematic relationships between Spanish and English suffixes (e.g., the fact that English words ending in "-ty" often have a Spanish cognate ending in "-dad". A total of 196 Latino bilingual students in fourth, sixth, and eighth grades, were asked to give the Spanish equivalent for English words, some of which had derivational and inflectional suffixes. Results indicate that students' ability to translate cognates increases with age above and beyond any increase in their vocabulary knowledge in Spanish and English. There was also marked growth in students' knowledge of systematic relationships between Spanish and English suffixes. Students recognized cognate stems of suffixed words more easily than non-cognate… [PDF]

McLaughlin, Barry (1978). Second-Language Acquisition in Childhood. This book is a comprehensive treatment of the literature on second language acquisition in childhood, viewed in terms of contemporary process models. After a general introduction on bilingualism in society, six major topics are considered: first-language acquistion, language acquisition and learning in childhood and adulthood, simultaneous acquisition of two languages in childhood, successive acquisition of two languages in childhood, second-language programs in elementary school and some effects of bilingusalism. Basic to the whole discussion is the examination of first language acquisition: the skills the child is thought to bring to the process, tasks to be accomplished, and developmental stages. The other topics considered are: the critical period hypothesis, developmental processes involved in simultaneous and successive acquisition of a second language, the effect of interference, code-switching, second language programs for children in the United States and Canada, the…

Elias-Olivares, Lucia; Rodriguez-Brown, Flora V. (1981). Linguistic Repertoires, Communicative Competence and the Hispanic Child. This paper examines: (1) the use of questions by children at different levels of proficiency in Spanish and English, and (2) the congruency between the language constructs used to measure language proficiency and the natural language repertoire of children as seen in video-tapes of classroom interaction. A quantitative analysis of the data collected on question repertoire indicates that, in general, questions occur more often in the language in which the children are more proficient. The results show no significant difference in the number of questions asked by each child. Discussing measures of language proficiency, it is concluded that a test that measures more than one aspect of language competence is a better predictor of the speaker's communicative competence than one which is limited to a single aspect of that competence. In addition, the paper concludes that tests currently used to measure language proficiency examine aspects of language use that are irrelevant to children's… [PDF]

(1978). An Annotated Bibliography of Materials on the Hmongs of Laos. General Information Series, No. 17. Indochinese Refugee Education Guides. Fourth in a series of documents on the Hmong language and culture, this bibliography is intended to give an idea of what has been written about the Hmongs since 1945. Because most of the sources are not readily accessible, lengthy annotations are written where possible. The entries are divided into the following classifications: (1) For Children; (2) General Descriptions of Hmong Life; (3) The War; (4) Hmong Relationships with Various Governments; (5) Missionary and Philanthropic Work; (6) Opium; (7) Fiction; (8) Anthropological Surveys; (9) Specific Aspects of Hmong Culture; (10) Hmong Linguistics; (11) Hmong Alphabets; and (12) Hmong Dictionaries. (AMH)…

Azios, Maria Leticia; And Others (1975). Teaching English as a Second Language: A Handbook for Science. Curriculum Bulletin Number 75CBM5, Secondary Level. This course guide is intended for classroom use by teachers of secondary level science to Spanish-speaking students of English as a second language (ESL). Both science instruction and acquisition of English scientific terminology are emphasized, within the framework of increasing overall student proficiency in English. The book is prefaced with a rationale to guide the teacher. Units present drills in repetition, substitution, and question answering. Topics covered include the metric system, matter and temperature, solutions, the microscope, the cell, mitosis, genetics, taxonomic classification, record breakers among animals, the human ear, the skeletal system, digestion, flowers and seeds, the structure of the earth, the water cycle, oceanography, astronomy, anthropology, and space exploration. Ample illustrations are provided,, laboratory activities are described, and Spanish translations of many assignments are provided to assist the student in mastering new terminology. (JB)…

Choonoo, John (1993). To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE). Final Evaluation Report, 1992-93. OREA Report. To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE) was a federally funded program in its fourth year of operation in two Queens (New York) high schools in 1992-93. It served 451 limited-English-speaking students of varied language backgrounds with less than two years of schooling in English. The project's two components were: (1) instructional services in English as a Second Language (ESL), native language arts (NLA), mathematics, science, social studies, and business/vocational education; and (2) support services, including development of curriculum and instructional materials in the students' native languages, staff development, and parent involvement activities. The project carried out all specified activities and met all objectives except that for ESL achievement, although in ESL, achievement gains were significant. While no objective for attendance was specified, the attendance rate for participating students was higher than in the previous year… [PDF]

Carrejo, Denise Pi√±on (2004). State Compensatory Education, 2003-2004 Evaluation Report. Publication Number 03.10. Online Submission This report summarizes AISD's evaluation results of its 2003-2004 state compensatory education programs…. [PDF]

Seiman, Florence (1993). Special Competition Bilingual Enrichment Academic Russian Program. Final Evaluation Report, 1992-93. OREA Report. Special Competition Bilingual Enrichment Academic Russian Program is a federally-funded program that served 623 native Russian-speaking, limited-English-proficient (LEP) students in nine public and two private high schools in New York City in 1992-93, its first year of operation. Students received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, and business skills. Staff development and parental involvement and educational activities were also important program components. The program met all objectives in ESL, NLA, student performance on state competency and achievement tests, mathematics, science, social studies, business, career awareness, attitudes toward the Russian language, attendance, and parental involvement. Recommendations for program improvement include: exploration of additional techniques to increase student subject area skills at selected sites, possibly by augmenting peer and paraprofessional… [PDF]

(1987). Schools and Communities Working Together for Linguistic Minority Students. Seventeen Massachusetts programs involving schools and communities working together to support the educational success of linguistic minorities are described. The programs represent a cross-section of efforts in the state serving a variety of language groups. Program focuses include: (1) supplemental support and resources for Cambodian students; (2) an experiential science curriculum for English- and Spanish-speaking students; (3) services to a Hispanic community, including a homework center; (4) tutoring of limited-English-proficient (LEP) students by trained college students; (5) advocacy to ensure equity of bilingual programs; (6) after-school recreational, educational, and counseling services; (7) educational and support services to LEP preschool children and their families; (8) a photography project for bilingual students; (9) General Educational Development (GED) and English-as-a-Second-Language (ESL) services for LEP parents; (8) after-school assistance with assignments and… [PDF]

Batten, Margaret (1983). Issues of the Eighties: Principals' Perspectives and School Practices. ACER Research Monograph No. 22. Over recent years there has been an increasing amount of public and political discussion of educational directions and educational accountability in relation to Australian primary and secondary schools. The study reported in this monograph attempted to address these concerns through a four-stage process: a review of literature exploring community expectations of schooling; the development of a classification of educational issues; a survey of 400 primary and secondary government and nongovernment school principals to determine their priorities among the issues; and detailed studies of school practices that exemplified the priority issues in 27 of the survey schools. Some significant differences between the groups emerged in the data analysis: pastoral care and moral education were issues of particular importance to nongovernment school principals from both levels; cooperative learning was particularly important to primary government school principals; preparation for the world of… [PDF]

Rist, Ray C. (1978). On the Education of Guestworker Children in Germany: A Comparative Study of Policies and Programs in Bavaria and Berlin. This paper examines two programs for the education of immigrant (guestworker) children in Germany. The Bavarian model bases its program upon the assumption that most foreign children remain in Germany for only a short time, eventually returning to their native countries. Evidence largely discredits this assumption, however. Though providing options for those foreign children who speak German, its primary emphasis is upon maintaining skills in the mother tongue. Immigrant children are given their own schools and are encouraged to stay there. By establishing this type of system, Bavaria is perpetuating the isolation and segregation of its minority population. Conversely, the Berlin (West) model is aimed at the integration of the children of the foreign worker as quickly as possible into the German language classroom. In contrast to the Bavarian program, the Berlin model tends to overemphasize integration. Cultural integration is so strong that no recognition of the national background… [PDF]

Demetrion, George (2000). Crossing Critical Thresholds at the Bob Steele Reading Center: Transforming Potentiality into Actuality. The Bob Steele Reading Center was established in Hartford, Connecticut, in 1986 under board and staff leadership of the Literacy Volunteers of America-Connecticut (LVA-CT). The center has been under the management of Literacy Volunteers of Greater Hartford (LVGH) since 1989. Located in an alternative high school in a predominantly Hispanic neighborhood, the center's initial mission was to operate as a neighborhood reading center serving students and drawing on staff and volunteer resources in the school's immediate vicinity. In 1986, the center was viewed primarily as a pilot program providing one-to-one tutoring. In 1986-1996, the Bob Steele Reading Center shifted its focus from the neighborhood concept to pedagogical development and developed from a pilot project into a well-run urban affiliate of LVA-CT engaged in cutting-edge literacy activities. In the 1990s, the center introduced a series of innovative programs and services, including the following: (1) small group tutoring… [PDF]

Goodwin, Judy; And Others (1992). Remedial Plan for Asian LEP Students, An Assessment of Sheltered v. Mainstream Classes in New Instructional Model Schools, 1991-1992. Report #9302. This report presents the findings of two phases of a study of Asian limited-English speaking middle school and high school students' experiences in sheltered classes as compared with mainstream classes in the School District of Philadelphia (Pennsylvania). The study involved focus group interviews conducted with 114 English as a Second Language (ESOL) Level 4 Asian students at the secondary school level, classroom observations and interviews conducted with 10 high school content area teachers who taught both mainstream and sheltered classes in the same subject, and case studies of 59 Asian Limited English Proficient (LEP) students who attended these sheltered classes. The findings from the student focus groups indicated that at least 66 percent of the high school students and 90 percent of the middle school students felt they were learning content area subjects adequately in mainstream classes. Most of these students expressed a preference for classes with regular students and a… [PDF]

Azios, Maria Leticia; And Others (1975). Teaching English as a Second Language: A Handbook for Language Arts. Curriculum Bulletin Number 75CBM3, Secondary Level. This course guide is intended for classroom use by teachers of English as a second language (ESL) to Spanish-speaking secondary school students. Each unit offers exercises and activities to facilitate increased proficiency in some aspect of English grammar or usage. The book is prefaced with a rationale to guide the teacher. Topics covered include sound discrimination through minimal pairs, the Cloze method, word borrowing from Indian language to Spanish, word borrowing from Spanish to English, slang, gestures and expressions, punctuation, capital letters, count and non-count nouns, action and linking verbs, past tense of regular verbs, regular and irregular verbs, irregular past tense, adjectives, parts of speech, stressed and unstressed syllables, techniques of description, comparison of adjectives, writing a recipe, logical sequence, accents, homonyms, types of sentences, sentence construction, sentence variety, news reporting, paragraphs, adverbs, modal auxiliaries, identifying…

(1976). CFLTA Kiosk of Foreign Language Aids, Vol. II. This document is a collection of articles on foreign language education from both state and national sources. The articles deal with trends in the field, resources for the foreign language teacher, creative student work and audiovisual teaching aids. The volume is divided into the following sections: (1) general language (including the articles \The Foreign Language Teacher as a Multi Cultural Educator – Promises, Pitfalls and Preparation,\ by Frederick Jenks and \An Outline of Methods and Materials for Presenting Culture in the Classroom,\ by Marianne Harvey); (2) Spanish (lists of materials for classroom use, including games, books, films, posters, records, slides, travel guides and maps, comics, paperbacks, etc.); (3) French (including an article by Kay Flanagan, \Toward Free Conversation in the Classroom\); (4) German (including a long list of classroom projects); (5) Russian; (6) Latin; (7) Miscellaneous; (8) Italian; (9) Oriental (including a list of publications concerning… [PDF]

Ochoa, Alberto; And Others (1977). Recommendations and Framework for Developing a Comprehensive Educational Master Plan to Comply with Title VI of the Civil Rights Act, 1964. Lau Center Manual IV. The development of a program to comply with Title VI of the Civil Rights Act of 1964 is discussed. A master plan is offered that encompases a manifold effort in the areas of administrative organization, community relations, diagnosis of student needs, instructional program design, staff development, counseling and guidance, curriculum and materials development, and strategies for assessment and evaluation. For each of these areas, an extensive outline is presented which details goals and procedures. If followed, these procedures can produce compliance with Title VI in accordance with a specified time line, and enable a community to meet the educational needs of its non- and limited-English-speaking students. An overview of compliance procedures provides information about the legislative background of federal mandates. Appendices include: (1) samples of goals and objectives for the development of a compliance-oriented master plan, (2) a checklist of questions for selecting an oral…

Valette, Rebecca M. (1977). Modern Language Testing. Second Edition. This handbook, intended for language teachers at all levels, is an introduction to foreign language testing. It is a revision and expansion of the edition that appeared ten years ago. This edition reflects contemporary concerns in measurement and evaluation and contemporary changes in teaching aims, particularly toward communicative competence. The book is divided into three parts: (1) Principles and Procedures of Testing, (2) Methods of Evaluation and (3) Current Developments. The first section deals with the general area of modern language testing, preparing and giving the classroom test and evaluating test results. The second section describes tests in six areas of language instruction: listening, speaking, reading, writing, culture and literature. The third section discusses new directions in modern language testing and in bilingual and ESL programs. There are also an appendix, containing descriptions of commercial language tests, and a selected bibliography. (AMH)…

Freebody, Peter; Lo Bianco, Joseph (1997). Australian Literacies. Informing National Policy on Literacy Education. This book, which is intended to inform Australia's education community about various aspects of the national literacy debate and the policy development process, reviews the literature on literacy teaching in secondary and postsecondary education and the workplace and describes the sociocultural and educational context for development of literacy policy and programs in the 1990s. Among the topics discussed in the book's six parts are the following: part 1, broad context of literacy education (the powers of literacy; literacy levels among Australians; and citizenship, social equity, and competence); part 2, necessary content of a national policy on literacy (policy context; purpose and scope; definitions; considerations in defining literacy; teaching cycles); part 3, Australia's learners (Australian English speakers, language diversity and English literacy, indigenous Australians, special needs, socioeconomic disadvantage); part 4, school literacy education (the early years, the… [PDF]

Duffin, Beryl; And Others (1977). A Study of Writing Problems in a Remedial Writing Program for EOP Students. In 1976, small special sections of English A (basic composition) were initiated within the English Department of the University of California at Davis to teach university-level writing skills to students in the Educational Opportunity Program (EOP), seventy-five per cent of whom speak English as a second language. This paper describes the design and implementation of the program and discusses the findings of a linguistic analysis that was conducted during the first quarter of the program. The study focuses on the following points: (1) identifying specific writing problems of students in EOP sections, particularly those problems that tend to disappear during ten weeks of intensive instruction and those that do not; (2) comparing the performances of students in EOP sections of English A with those of students in regular sections; (3) determining the relationship of writing errors to the first language, that is, the degree to which a student's first language or dialect interferes with…

Lamatino, Robyn; Mintz, Adin (1978). Leamos Sobre Veinte Ocupaciones! Twenty Trades to Read About. Twenty trades are explored in this bilingual supplementary workbook, designed specifically for native Spanish speakers who are in the process of learning English. The purpose of this book is to ease the Spanish-speaking student from his/her native language into English with as little discomfort as possible. There are twenty chapters in the book with successively more English as the chapters progress. Each chapter begins with a story in both English and Spanish. The first exercise in each chapter consists of ten vocabulary words in Spanish and English with their respective definitions. Various exercises are constructed throughout the unit using the ten words. The work is designed to be used in English as a second-language program, vocational career exploration, gaming improvement, and simulation practice. Some games, crossword puzzles, and other activities are included. The text is illustrated. The units contain exercises related to the following trades: auto body, auto mechanics,…