(1993). TESOL in Context, 1990-1993. TESOL in Context, v1-3 1990-1993. This document consists of the first three volumes (six issues) of the journal "TESOL in Context". Issues contain articles on a variety of topics in the teaching of English to speakers of other languages (TESOL), focusing on current issues and concerns in Australia. Article topics include teaching techniques and methods, program and course descriptions, teacher training, classroom management, instructional materials, and class activities. All levels of education (elementary, secondary, postsecondary) are included. Five of the issues have themes: literacy and literature instruction; collaborative/cooperative learning; student assessment; development of oral language skills; and classroom research. Professional announcements, interviews, a problem-solving column, book announcements, and instructional materials reviews are included in each issue. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)… [PDF]
(1981). The Education of the Children of Migrant Workers in Europe: Interculturalism and Teacher Training. Education of the children of migrant workers in Europe is addressed in terms of interculturalism and teacher training. This report is the cornerstone of the experts' work; it not only sums up a number of case studies, but also discusses the subject of intercultural education and presents the guidelines that experts have followed and on which their actions and recommendations are based. Part one addresses intercultural education for all pupils, the need for international collaboration, learner-centered teaching, the school and the outside world, and a new kind of education. Part two provides an overview of what ought to be done and addresses specifically what the decision-makers and training centers could do. The conclusions reiterate that the intent of the report was not to proffer solutions, but to suggest a few in the form of operational proposals; thus, offering the readers a working instrument rather than a final answer. Appendices offer extracts from eight experts' reports on…
(1978). Report of the Ad Hoc Committee on Integrated Educational Programs. In this report, 22 successful integrated educational programs in California are described in terms of school environment, services offered, grade levels served, curriculum emphasis, number and ethnic composition of participants, funding, location, staffing, special facilities, method of bringing students together, time students spend in program, visitor information and descriptive literature available, and program contact. The histories and activities of the programs, which range from preschool through secondary levels, are summarized. Appendices provide definitions of terms, samples of Ad Hoc Committee on Integrated Educational Programs correspondence, and information on programs nominated for consideration by the Ad Hoc Committee. (WI)…
(1970). Urban Education in the 1970's. The reported failure of urban schools has been well documented by various government commissions. To remedy this situation, quality and equality of education must be insured. Research and development on disadvantaged populations has increased in an effort to reverse the effects of traditional pedagogical methods. Numerous programs for early intervention show that changes can be effected but that these effects have little long-term stability. But that does not mean that compensatory education is not a promising method; rather, that adequate methods and understanding are still to come. Various strategies and models for improving urban education are compensatory education, desegregation, model subsystems, parallel systems, total systems reform, and new systems development. In addition, some programs attempt to change the student himself, his family, and the schools in new ways. College programs for disadvantaged youth try to prepare students for advanced study. The greatest policy… [PDF]
(1973). Laws and Resolutions Affecting Public Education Enacted by the 63rd Texas Legislature, Regular Session–1973. This bulletin contains the laws and resolutions enacted by the 63rd legislature that pertain to public education in Texas. It is made available so that superintendents and boards of trustees may study the new statutes and the changes in existing statutes that may affect the operation of their school districts. (Author/IRT)… [PDF]
(1986). The Social and Historical Context of Minority French Language Education in Ontario. Journal of Multilingual and Multicultural Development, v7 n2-3 p199-227. Discusses the minority French-speaking population in Ontario from its 17th century origin to the present day, focusing on the changing circumstances affecting minority French-language education. Political, economic, and demographic processes are shown to influence the role played by the French-language schools in the maintenance of French language and culture. (Author/SED)…
(1993). The Development of Bilingual Ability in Pre-School Children. NIE-BvLF Project Sub-Study. To investigate the actual and possible roles of parents in the development of preschoolers' bilingual ability, this study examined the home environments and bilingual ability of Singapore preschoolers. A total of 378 children, aged 5 and 6 years, were divided into 2 groups and individually interviewed. Children in one group began the interview in English; the other group began the interview in Chinese. During the interview, children were tested in English and Chinese in the areas of vocabulary, listening comprehension, story comprehension, translation, and verbal fluency. Children also completed a Home Language Environment Questionnaire. The children's parents also completed questionnaires. Analysis showed that children who perceived their home environment to be predominantly bilingual produced optimal performances in both English and Chinese language tests. Most parents were actively involved in helping their children develop language ability either directly or indirectly. Results…
(1996). Undergraduates Learning from Nonnative English-Speaking Teaching Assistants. This study investigates whether the Student Mediation Model is useful for understanding how undergraduates learn from international teaching assistants (ITAs) teachers who are not from the United States and are not native English-speakers. The study examines a sample of over 8,300 students enrolled in beginning and more advanced calculus and computer science courses. Student grades and instructor evaluations were quantitatively analyzed to compare student achievement and satisfaction with instruction in courses taught by native English-speaking teaching assistants (NTAs) in comparison to courses taught by ITAs. Results suggest that students taught by ITAs in more advanced classes adapt to the quality of instruction. Students' grades and evaluations of the teaching assistants are not significantly different across NTA and ITA sections. Conversely, students in beginning courses appear to lack sufficient readiness to negotiate meaning with ITAs, resulting in lower communication and… [PDF]
(1991). A Contrastive Analysis of the Spoken Discourse of Bilingual Swedish Finnish and Native Swedish School Children. Finnish and Swedish dialogues by bilingual Swedish Finnish children were contrasted with dialogues by their monolingual peers. Two specific discourse features were investigated: the use and distribution of various politeness strategies and the use of downgraders. The material consisted of 12 second language dialogues in Finnish between the Finnish Swedish school children and 6 conversations in Swedish between them and their Swedish counterparts. Participants, who all knew each other, were asked to solve a potential conflict by discussing the matter with each other. The study of politeness strategies revealed great differences between the Finnish and Swedish discourse of the Finnish Swedish subjects, with the Finnish dialogues dominated by positive politeness strategies. The contrastive analysis of the use of downgraders showed also that the most striking differences between the three groups were those of the Swedish Finnish children's conversations in Finnish and Swedish. The…
(1992). Cross-Language Transfer of Lexical Knowledge: Bilingual Students' Use of Cognates. Technical Report No. 558. A study investigated how Hispanic bilingual students' knowledge of Spanish vocabulary and awareness of Spanish-English cognates influence comprehension of English expository text. The subjects, 74 upper elementary school students literate in both Spanish and English, were tested for vocabulary knowledge in both languages. After reading four expository texts containing English words with Spanish cognates (e.g., English "transform" and Spanish "transformar"), subjects were given a multiple-choice test for understanding of key concepts from the texts. After a brief explanation of the concept of cognates, they were asked to identify words in the text with Spanish cognates. Results indicate the following: (1) the students were aware of cognates and made some use of that knowledge in their English reading; (2) the contribution of Spanish vocabulary knowledge to English reading is not automatic, but depends on the degree of awareness of the languages' cognate… [PDF]
(1990). Getting the Word Out: A Practical Guide to AIDS Materials Development. This book provides health professionals with a \how to\ approach to developing culturally sensitive and effective Acquired Immune Deficiency Syndrome (AIDS) education materials. It is a collection of chapters written by community AIDS educators who have specialized knowledge and skill in developing educational materials in multi-ethnic communities. Included are: (1) \Laying the Groundwork\ (Stephen B. Thomas); (2) \Using Evaluation to Develop Responsive Materials\ (Aisha Gilliam and Roberta Hollander); (3) \Using Focus Group Interviews to Design Materials\ (Joyce V. Fetro); (4) \Creating Culturally Sensitive Materials\ (Sara Olivia Garcia); (5) \Developing Low-Literacy Materials\ (Jane H. Root); (6) \Adapting and Translating Materials\ (Ana Consuelo Matiella); (7) \Singing Your Own Song\ (Terry Tafoya and Douglas A. Wirth); (8) \Telling a Tale\ (Andrea Green Rush and Dominic Cappello); (9) \Producing Comic Books and Photonovels\ (Susan Leibtag and Hugh Rigby); (10) \Developing…
(1980). Supplement for Curriculum Guide for Science: Vietnamese-Speaking Students, Kindergarten-Upper Two. Field Test. This supplement to the Chicago public schools' science curriculum guide is for use with Vietnamese-speaking students and is designed to help students make the transition to science learning in English. English-Vietnamese vocabulary lists, independent learning activities (in Vietnamese), and teaching aids (cultural activities such as songs, proverbs, and legends in both languages) are included to permit children to use their knowledge of the Vietnamese language in the study of science and to relate the study of science in Vietnam to the understanding of universal scientific concepts. Concepts studied include include living things, the universe, and the behavior of matter and energy. The focus of the curriculum is on science education for the primary grades, but a number of learning activities for intermediate and upper levels are also described. Information for the teacher is provided as background for understanding differences in the study of science that result from geographic…
(1982). Teaching Mathematics to Indochinese Students with Limited Proficiency in English. Experiences in teaching a course in developmental mathematics to Indochinese students who were uncertified bilingual teachers employed by the Minneapolis Public Schools are described. The students received training in basic mathematics while being exposed to a college-level course taught in English. Results of a placement test are noted, as well as attempts to teach the course on a number of different levels of mathematical sophistication, while taking into account the language difficulty. (MNS)… [PDF]
(1975). Verbal Ability and School Achievement of Bilingual and Monolingual Children of Different Ages. Journal of Educational Research, 68, 9, 349-53, May-Jun 75. …
(1989). Cooperative Learning for LEP Students. Intercultural Development Research Association Newsletter, v16 n9 p1-7 Sep. Substantial evidence suggests that students working together in small cooperative groups can master material better than students working on their own, and that cooperative learning structures higher self-esteem and learning motivation. Cooperative learning (CL) has been proposed for use with language minority children, as well as with other at-risk students. This method offers advantages for primary language instruction, whole language approaches, English as a Second Language (ESL) and transition to English, sheltered instruction and critical thinking, development of cognitive and metacognitive strategies, and classrooms with few limited-English-proficient (LEP) students. Several CL models have targeted bilingual classroom settings, using different focuses: group investigation and cooperative integrated reading and composition. Effective implementation of CL instruction requires that: (1) students be prepared for cooperative work; (2) teachers understand the change in their role…