(1973). Procedures for the Preparation of Descriptions on Assessment of Exemplary Programs. Final Report. The chief purpose of this project was to prepare descriptions of exemplary programs in childhood education and reading having sufficient merit to be considered as visitation sites for other educators. The childhood education phase of this project was funded jointly by the Office of Economic Opportunity and the Office of Education. Its purpose was to select and document a variety of programs including Head Start, Follow Through, elementary and secondary programs in inner city schools, programs for Spanish-Speaking, and programs in basic skills and vocational areas for initial dissemination through the six Regional and National White House Conferences. In addition it was planned that OEO and OE could use the print and nonprint materials developed by the project for independent dissemination efforts. The exemplary reading programs phase of the project involved the field assessment of selected programs related to reading instruction and the verification of their effectiveness as… [PDF]
(2002). A Self-Study of Diversity: Preservice Teachers' Beliefs Revealed through Classroom Practices. Multiple Voices for Ethnically Diverse Exceptional Learners, v5 n1 p1-12 Aug. The authors present the results of a self-study by seven preservice teachers that reveals ways in which the teachers' beliefs regarding diversity issues were realized in their classroom interactions, practices, and observations. This investigation was set within the context of a cohort of postbaccalaureate preservice teachers in an initial teacher education program that is built around the goal of preparing reflective teachers. It provided the framework for preservice teachers to raise their level of awareness regarding issues of diversity. The identification of common themes in the participants' journals provided insights into how these beliefs may link to future classroom teaching practice and ways teacher educators can help preservice teachers to view their students' backgrounds and abilities as resources, not problems. (Contains 3 tables.)… [Direct]
(2003). Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogies. Comparative Education Review, v47 n1 p64-89 Feb. Case studies of Eurocentric versus culturally relevant educational practices with Indigenous students were carried out in four Australian and U.S. schools that were mainstream or community-controlled schools. Comparisons focus on colonial versus postcolonial perspectives on curriculum content, the dilemma of unsuitable high-stakes assessments linked to monocultural mainstream standards, the teaching of Indigenous languages and cultures, and needs for teacher education. (SV)…
(1992). Literacy Development of Two Bilingual, Ethnic-Minority Children in a Kindergarten Program. An ethnographic study observed a kindergarten classroom community, as "Peley" (of Southeast Asian origin) and "Raji" (of Indian origin) interacted with students and staff to develop their English literacy. Data included field notes collected at home and at the suburban, central New York elementary school. In-depth interviews with parents, educators, and the two children were conducted. Results indicated that: (1) the children struggled with their social interactions; (2) the children were often visibly confused during holiday festivities and classroom celebrations; (3) home-school communication was inadequate; and (4) the teacher struggled to understand the children but was unaware of the children's home cultures. Findings suggest that early childhood classrooms should adopt the additive or diversity perspective rather than focus on assimilation or cultural blending. (Twenty-six references are attached.) (RS)… [PDF]
(1993). ESL and Bilingual Program Models. ERIC Digest. Nowadays all schools must be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English. The effectiveness of various program models for language minority students remains the subject of controversy, and there are several factors to consider when selecting a program model: (1) district or school demographics, (2) student characteristics, and (3) district or school resources. English-as-a-Second-Language (ESL) programs (rather than bilingual programs) are likely to be used in districts where the language minority population is very diverse and represents many different languages. There are several different types of ESL programs: ESL pull-out, ESL class period, and ESL resource center. Bilingual program models, which use the students' home language, in addition to English for instruction, are most easily implemented in districts with a large number of students from the same language background. There are… [PDF]
(1992). Segundo Paso. Grados 4to – 5to (Second Step. Grades 4-5). This document is the Spanish language supplement to "Second Step, Grades 4-5," a violence-prevention curriculum designed to reduce impulsive and aggressive behavior in young children and to increase their social competence. The supplement, which cannot be used alone, translates portions of the curriculum, such as stories and discussions, role plays and activities, take-home letters, homework, and posters. The curriculum is divided into three units appropriate for fourth and fifth graders, as follows: (1) 16 lessons on empathy, recognizing and accepting feelings, and accepting differences; (2) 16 lessons on the control of impulses and social behavior such as taking responsibility for one's own actions and making conversation; and (3) 14 lessons on managing anger, including responding to complaints. (SLD)…
(1987). Instructional Discourse in an Effective Kindergarten Classroom: A Case of Study. A set of recorded teacher-child interactions in a successful kindergarten classroom was analyzed using the Mehan interactional model for analyzing the sequential organization of speech acts within classroom lessons. The study identified aspects of teacher-student interaction during formal instruction time at micro-interactional levels. The class had been nominated previously as an example of a successful language minority classroom in Phoenix (Arizona), and a majority of students were limited-English-proficient and of Hispanic origin. It was hypothesized that the model would assist in describing the similarities and differences for teacher-student actions. Results indicate that the teacher fulfilled the general expectation of the model but did not invite instructional interaction in any other than the most communicatively simple mode, inviting student participation mostly with choice elicitations. An 18-item bibliography is included. (Author/MSE)… [PDF]
(1983). Theoretical and Practical Aspects of Teaching Spanish to Bilingual Students. In an effort to bridge the gap between Spanish foreign language classes for the monolingual English speaker and the needs of the Hispanic bilingual student wishing to have Spanish instruction, a bilingual teacher trainer has designed Spanish courses specifically for the Hispanic bilingual. To give recognition to bilinguals' existing linguistic repertoire, \biloquial\ approach is taken, placing value on both the students' existing language and the standard Spanish being taught. The aim is to build on students' substantial Spanish skills rather than trying to eradicate nonstandard usages. Written work is emphasized. Students are graded on progressively higher expectations, and are taught that effective communication rather than perfectionism in composition is valued. (MSE)… [PDF]
(1989). Total and Partial Immersion Programs in U.S. Elementary Schools, 1989; [and] Useful Resources for Teaching Languages to Children. CLEAR Materials Resource Series, Numbers 2 and 4. Two numbers of the CLEAR Materials Resource Series that both deal with teaching languages to children have been combined. Number two summarizes the status of foreign language immersion programs in elementary schools in the United States. For each of the 20 states with total or partial immersion programs, the following information is provided: (1) school district; (2) comments on the type of program, date of implementation, funding sources; (3) the number of schools; (4) the number of pupils; (5) the number of teachers; (6) the languages taught; and (7) the contact people within each of the school districts. Number four provides a bibliography of materials that can be used by teachers, parents, and administrators to facilitate children's second language learning. Practical guide books, cassette tapes, newsletters, and handbooks for teachers and parents are included. The following information is included for each citation: title, author, availability, cost, and a brief abstract. (DJD)… [PDF]
(1988). English-Ukrainian Bilingual Program, Grades 1-6. This curriculum for Manitoba's bilingual heritage language instruction program in Ukrainian outlines the objectives, content, and design of instruction of the bilingual program, open to all children regardless of language background. Introductory sections describe the program's rationale, goals, and objectives, and provide notes on program implementation, student evaluation, and curriculum adaptation for special needs. Three subsequent sections include the following: (1) the general cognitive and language goals and specific objectives in each language skill area (listening, speaking, reading, and writing) at each grade level; (2) a scope and sequence chart of linguistic skills, entirely in Ukrainian, for each grade level; and (3) minimum vocabulary acquisition lists, in Ukrainian, and phrase lists, in English and Ukrainian, for grades 1-3. (MSE)…
(1986). Grover Cleveland High School Project CAUSA, 1985-1986. OEA Evaluation Report. In 1985-86, Project CAUSA completed a three-year funding cycle at Grover Cleveland High School in Queens, New York. The project provided 132 newly arrived students from Italy and several Spanish-speaking countries with instruction in English as a second language (ESL), native language arts, and content areas. Basic goals were to help students adjust to American culture; provide them with basic language, academic, and vocation skills; and enhance their appreciation of their native cultures and languages. Because many of the students were from poverty-level families and would have to enter the job market as soon as possible, the project focused on career training as much as English language development. Title VII, Chapter I, and tax-levy monies supported administrative and support services, staff and curriculum development activities, communication with student's families, and a variety of career-orientation services and activities. Program students successfully achieved proposed…
(1986). Hupa Numbers. An introduction to the Hupa number system is provided in this workbook, one in a series of numerous materials developed to promote the use of the Hupa language. The book is written in English with Hupa terms used only for the names of numbers. The opening pages present the numbers from 1-10, giving the numeral, the Hupa word, the English word, and an illustration of the number set. Students practice writing the Hupa number names, solve simple addition problems, and write their own addition problems. The same procedure is repeated for numbers from 10-20. Students then practice the Hupa system of combining numbers from 21-99. Illustrations of number sets depict artifacts of Hupa culture. Answers are provided for each of the 18 work pages. A chart of the Hupa Unifon alphabet with computer-generated characters is included. (JHZ)…
(1987). Applying Research on Effective Bilingual Instruction in a Multi-District Inservice Teacher Training Program. A study examined the usefulness of one major strategy for helping teachers, administrators, and resource staff use research on bilingual instruction. The strategy studied was the Multi-District Trainer of Trainers Institute (MTTI) as implemented in California. The study's objectives were to: describe the MTTI design, content, delivery, and organizational arrangements; describe the impact the MTTI has had on participants, facilitators, and researchers; and analyze the MTTI as a research utilization process using a model from the research utilization literature. The MTTI (1) is an effective research utilization strategy when research must be adapted for practice in a conflicted educational environment, illustrating how the rationalist and conflict-oriented research utilization views can be merged effectively; (2) demonstrates the importance of sustained training; (3) can help to implement research-based instructional strategies; and (4) can enhance and redirect research efforts. (MSE)…
(1987). South Shore High School Project JOBS 1985-1986. OEA Evaluation Report. Project JOBS (Job Opportunities for Bilingual Students) is a Title VII-funded project providing English as a second language (ESL) and content area and career-related instruction to students of limited English proficiency (LEP) at South Shore High School and James Madison High School in Brooklyn, New York. In 1985-86, Project JOBS was in the third year of a 3-year funding cycle and served a total of 253 LEP students. Haitian speakers were the largest group at South Shore, and Chinese speakers were the largest group at Madison. ESL and career-related instruction were offered at both sites, and bilingual content-area and native language arts courses were offered at South Shore. Project JOBS had two main objectives: (1) to assist and encourage students to complete high school requirements; and (2) to orient and train students in job-related skills. The project was transitional in nature, emphasizing the acquisition of English language skills and, ultimately, mainstreaming. Program…
(1986). Samuel Gompers High School Bilingual Mini-School, 1985-1986. OEA Evaluation Report. The Samuel Gompers High School (Brooklyn, New York) Bilingual Mini-School program was assessed during the 1985-86 school year, its final year of a three-year funding cycle. This evaluation is divided into the following parts: (1) description of program, including organizational personnel; (2) student characteristics; (3) findings; (4) conclusions and recommendations; and (5) appendix describing the tests used. The program provided instruction in English as a second language (ESL); native language arts; and bilingual instruction in mathematics, science, and social studies to 104 Spanish-speaking students of limited English proficiency. In addition, program students were enrolled in several specialized mainstream vocational courses. The program sought to help students improve their English competence and meet academic requirements for a high school diploma in as short a time as possible. Program objectives were assessed in English language development, mathematics, science, social…