(1980). Thomas Jefferson High School. Effective Transition of the Bilingual/Bicultural Student. Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at Thomas Jefferson High School in Brooklyn, New York, in 1979-1980 to serve Spanish speaking students. The goal of the program was to facilitate their transition to mainstream classes. The evaluation provides a demographic context, information on student characteristics, and a program description. Instructional components discussed include: (1) programming and mainstreaming; (2) funding; (3) bilingual classes; and (4) English as a second language classes. Non-instructional components covered include: (1) curriculum and materials development; (2) supportive services; (3) staff development; and (4) parental and community involvement. Tables show students' performance on the Criterion Referenced English Syntax Test and achievement in mathematics, social studies, science, native language arts, native language mathematics, and Spanish language. Attendance rates are given and conclusions and recommendations are… [PDF]
(1981). Non-Discriminatory Assessment: Formal and Informal Assessment of Limited English Proficient Children. PEOPLE (Pruebas de Expresion Oral y Percepcion de la Lengua Espanol) was developed as a test to help distinguish between a language difference and a language deficit in non English proficient (NEP) and limited English proficient (LEP) elementary Hispanic students. PEOPLE was developed, pilot tested in 14 school districts in Los Angeles County with 136 Mexican American students, and in field testing found to promise validity and reliability after editing. Subtests of PEOPLE include auditory association, sentence repetition, encoding, auditory sequential memory, and story comprehension (sample items of each are given). (CL)…
(1980). Bilingual Program Project SELL. Final Report. Project SELL (Spanish/English Language Learning) served 344 limited English speaking (LEP) and 40 non-limited English speaking (non-LEP) students from intermediate and junior high schools in Queens, New York. Non-LEP students acted as role models for LEP students to assist in the improvement of English language skills while LEP students acted as role models in Spanish language and culture classes. Bilingual support personnel were available for LEP students. LEP students who achieved proficiency in English were transferred out of the program while receiving additional academic support services. LEP students were mainstreamed in all subject areas. A team of guidance counselors and family assistants supported pupil adjustment and parent involvement. The program was evaluated through a questionnaire which asked school principals to identify the strengths and weaknesses of Project SELL and through evaluator observations. The evaluator found that the program operated in a superior manner…. [PDF]
(1978). Evaluation of a Ukrainian-English Bilingual Program, 1976-1977. An evaluation study is presented of a primary grades Ukrainian-English bilingual program. The study focuses on three areas: (1) pupil academic achievement; (2) pupil cultural achievement; and (3) the perceptions of relevant groups concerning the bilingual program. One hundred forty-eight students in grades one, two, and three were matched with control groups on the following variables: grade, sex, age, primary mental ability score, and socio-economic status. The major findings indicated that student achievement in the bilingual program matched that of students in the regular program in English language arts and mathematics. Test results and perceptions of teachers and parents showed that students made significant progress in learning the Ukrainian language and understanding Ukrainian culture. Parents and teachers indicated that program objectives were generally appropriate and were being achieved to a large extent. Teachers expressed a need for further in-service training and for…
(1978). A Guide to Decision Making for Bilingual Vocational Materials Development. One of two publications developed to facilitate bilingual vocational training, this guide is designed to assist educational agencies at the national, state, and local levels in determining priorities for development of materials needed for bilingual vocational training programs. (CE 019 071 contains a handbook for developers of bilingual vocational instructional materials.) The information is divided into four chapters. Chapter 1 discusses the process of identifying appropriate language groups. Chapter 2 provides guidelines for selecting appropriate vocations for which bilingual materials should be designed. Overall curricular concerns (the entire course of instruction or program, including methodologies, techniques, and materials) are addressed in chapter 3. Chapter 4 summarizes recommendations which are discussed throughout the guide. Some additional conclusions relevant to the development and dissemination of bilingual vocational materials are also included. (BM)…
(1977). Claremont Reading Conference 41st Yearbook: All Things Considered…; Proceedings of the Claremont Reading Conference (44th, Claremont, California, January 1977). The articles in this collection approach the question of what is fundamental in reading in a variety of ways. The topics covered in the 30 articles include the following: teaching and learning, structural imagination and professional staff development, Zen and the art of reading, learning and learning disabilities, Piaget and Hamlet, the political economy of education, neurometric assessment of learning disabilities, uses of popular culture in the multicultural classroom, criterion-referenced tests and the reading miscue inventory, family patterns of reading problems, the teacher's role in the process of prediction, survival literacy, nature study, and managing the educational technology. Notes on the contributors are appended. (FL)…
(1978). Fa Keih Reading Series. Teacher's Guide, Book 1. This Teacher's Guide is intended to accompany Book One of the series which is designed primarily for students who are interested in continuing to learn Chinese in a Chinese bilingual pilot program at the secondary level. For each lesson, the guide includes the following: (1) an introduction to the writer; (2) a summary of the lesson; (3) a description of the author's writing style; (4) answers to exercises; (5) suggestions for teaching the lesson; and (6) other pertinent information. The objectives of the series include cultural and affective objectives as well as those directly connected with learning language skills. (Author/AMH)…
(1968). Prepared Text of Remarks at the French-Acadian Conference of the Louisiana Department of Education (1st, January 20, 1968). An outline of the implications for the Louisiana bilingual program of the Quebec-Louisiana Agreement on Cultural Cooperation is presented. In December 1967, a submission was addressed to the State Superintendent and also to the Special Legislative Committee, proposing a partial revival of the use of French as a language of instruction in Louisiana, particularly in Acadiana (Acadia). It is now, the author points out, "the stated policy of the United States Government to preserve special language potential within the country, with a view to furthering this nation's business abroad." South Louisiana, with its "large oral-Francophone population," he feels, "is in an excellent position to serve the United States in this respect, if we develop our potential to include widespread knowledge of the written language." The author comments briefly on the state agencies and institutions which have expressed interest in a bilingual program and closer relationships… [PDF]
(1974). Savaaksrat I (Workbook I). This primary-level workbook is part of a series of materials developed for beginning reading instruction in Barrow Inupiaq. It is designed to accompany the reader entitled "Suva Una," also in the series. Each page consists of an illustration from "Suva Una" and lined spaces for writing exercises. (AM)…
(1974). Educational Needs of Children from Minority Groups. This paper proposes measures for policy implementation to meet the educational needs of minority group children from "New Commonwealth" (newly independent) countries residing in England. An admission of the importance of education of these children, the need for more resources to be made available to them, and the extent to which these children's needs and those of the indigenous community are similar are stated to be relevant considerations. The main results of systematic research findings and experience in multi-racial schools are given along with the main implications for action and research. Specific recommendations submitted include requests for additional resources from central government, the establishment of a national policy for deprived urban areas, several programs for local education authorities (such as advisory teams on multi-racial education, multi-racial curricula development, and assessment in multi-racial schools), and teacher training with the adoption… [PDF]
(1970). Politics and Education in Puerto Rico: A Documentary Survey of the Language Issue. This compilation, which is divided into three parts, brings together essays and documents representing a wide variety of views of the language question, especially as that issue relates to prospects for statehood and independence. Part 1 provides a general overview of the school language issue and evaluates the role that North American leaders play in fostering Puerto Rico's ambivalent nationality. In the opening essay, Gordon Lewis expresses the separatist's suspicion of English instruction. That the goals of language instruction have indeed been tied to the vagaries of political status is suggested in Secretary of Interior Harold Ickes' celebrated letter of May 22, 1943. Part 2 focuses on the significance of having English as the principal medium of instruction in many private schools. Commonwealth status has been accompanied by an increased stress on English in many private schools and a rapidly growing gap in quality and emphasis between public and private education. Roman…
(1973). Portuguese-English Bilingual Test Development (Providence, Rhode Island, FY 1973). Final Report. This report discusses the work accomplished during fiscal year 1973 by the Providence Portuguese-English Bilingual Test Development Project, the purpose of which was to develop a series of ability tests useful to Portuguese-English programs. English as a second language (ESL) and Portuguese as a second language (PSL) achievement test videotapes were revised and produced in final form. Procedures for providing empirical information about the reliability and validity of the achievement tests were established and implemented. Four activities for fiscal year 1974 were recommended: (1) improved versions of the aptitude tests and a user's are to be prepared; (2) teachers are to be trained in the use of the tests; (3) a training tape is to be produced for the administering of the aptitude tests and for the collecting of the second-stage data; and (4) reporting of the analyses of the data should be incorporated into the manuals. An appendix contains sample items from the ESL and PSL…
(1969). Catalogo de peliculas educativas y otros materiales audiovisuales (Catalogue of Educational Films and other Audiovisual Materials). This catalogue of educational films and other audiovisual materials consists predominantly of films in Spanish and English which are intended for use in elementary and secondary schools. A wide variety of topics including films for social studies, language arts, humanities, physical and natural sciences, safety and health, agriculture, physical education, and vocational training is classified by film type. Overhead transparencies, overlays, 8mm, 16mm, and 35mm film are further subclassified according to student age and interest factors. Relevant acquisition data are included. (RL)… [PDF]
(1969). English for American Indians: A Newsletter of the Office of the Assistant Commissioner for Education, Bureau of Indian Affairs, United States Department of the Interior. Spring, 1969. This newsletter is third in a series of publications by the Bureau of Indian Affairs, prepared and edited by the English for Speakers of Other Languages Program of the Center for Applied Linguistics. While the first two issues (AL 001 671 and AL 001 819) were concerned with the teaching of English to elementary and kindergarten children in BIA schools, this issue focuses on the problems of intermediate and advanced secondary school students, with special emphasis on the teaching of composition and written English. The first article, "Breaking Down Your Writing Goals," by Gerald Dykstra, discusses attainable "sub-goals." The first step, or sub-goal, on the way to developing written skill in English is the corollary of simple repetition in oral work–the copying of one entire title and paragraph without error. Following steps include substitutions, transformations, reductions, expansions, completions, additions, revisions, commentary, and creations. "The… [PDF]
(1967). The Mexican American, A New Focus on Opportunity. Testimony Presented at the Cabinet Committee Hearings on Mexican American Affairs (El Paso, Texas, October 26-28, 1967). Statements presented at the Cabinet Committee Hearings' on Mexican American Affairs by 52 men and women of divergent backgrounds and professions on the problems facing Mexican Americans are given. The topics covered are in the areas of agriculture; labor; health, education, and welfare; the war on poverty; and the general improvement of the economic and social conditions of the Mexican American. Positive attitudes and action for consideration and incorporation into governmental policy and social structure are reflected in their testimony. (CM)… [PDF]