(1980). Pupils. Chapter 4 of a book on school law, this chapter focuses on 1979 cases involving students. The author notes that in 1979 most unresolved legal issues in this area involved handicapped children. He finds disagreement among the holdings in these cases about the limits of a district's responsibility to provide special services to the handicapped. It is noted that the Supreme Court rendered several significant decisions in 1979 cases dealing with school desegregation. According to the author, decisions in \Dayton II\ and \Columbus\ made it clear that the Court was not backing away from approving plans involving substantial busing. In other desegregation cases, the Fifth Circuit Court of Appeals continued last year's trend by becoming more like the other circuits in desegregation decisions. Two new patterns in pupil cases are seen: one regarding cases involving both student testing and bilingual-bicultural programming, and one regarding cases involving athletic association and school…
(1981). A Descriptive Summary of the Characteristics of Bilingual Students and Programs in Seattle, 1976-1980. Report No. 81-1. This is a descriptive summary of the characteristics of bilingual students and programs in Seattle, Washington for 1976-1980. The first section presents information on Seattle's students from non-English language backgrounds in regard to their English fluency, language group membership, family income, residential patterns, and by their attrition from lower categories of English fluency. In the second section a detailed description of the instructional services provided to bilingual students is found. This section outlines the structure, operation, and components of Seattle's bilingual programs which include program development, instructional methods, staff development, funding, and Lau compliance service status. The last section discusses the following issues of particular concern to school district planners in the future implementation of special language programs: (1) growth of the bilingual population; (2) entrance and exit criteria for students; (3) need for a comprehensive…
(1980). Nonpublic School Programs: English as a Second Language. ESEA Title I. Final Evaluation Report, 1979-1980. This is an evaluation report on a Title I English as a second language program that served Spanish speaking students (grades K-8) in private schools in New York in 1979-1980. Section one of the report provides a description of the program. Data analysis methods and pre- and post-test scores are presented in the second section. The third section gives a summary of survey data and teacher interviews that includes: (1) information about teacher respondents; (2) a pupil profile; (3) information on various teaching methods used; and (4) a report on the role of support services and parents. In section four, observations regarding classroom and teacher characteristics are summarized. The fifth section contains a summary of interviews with the program coordinator and the field supervisor that cover issues including: (1) program organization; (2) instructional approaches; (3) student progress and retention; and (4) personnel considerations. The final section presents evaluation conclusions… [PDF]
(1979). Spanish Bilingual Program: Samples from Levels III and IV. This document presents sample lesson plans for Level 3, part of a proposed fourth volume in this series of curriculum guides, and a more detailed sampling of Level 4, which will be volume 5 of the series. The samples for Level 3 are two lesson plans for Unit Two, the content of Unit 7, and some lesson plans for that unit. The Level 4 section provides the content of the curriculum, the performance objectives, and suggested learning experiences for each of the seven units of Strand A (oral language skills) and Strand B (language skills for receiving and engaging in content instruction in Spanish). It outlines six units in Strands A and B according to the following categories: (1) culture and cross-cultural contrasts; (2) vocabulary; (3) pronunciation and listening skills, and (4) morphology, syntax and usage. Sample lesson plans are included for parts of units 1 and 2. (AMH)…
(1979). Evaluation of a Grade Six Late Immersion Program. ERIBC Reports. A report is presented of an evaluation study that was set up to monitor the effects of a bilingual program on students' progress in all subject areas, its effects on student attitudes towards the French language and culture, and the patterns of language usage in the bilingual classroom. The sample for the study consisted of three groups: a treatment group of two sixth grade bilingual classes, and two comparison groups comprised of sixth grade classes and a ninth grade class from a regular program. Standard tests and observation procedures were used to collect data. Analysis of the data indicated the following: (1) the treatment group performed as well as the comparison grade six class in subjects other than French, and better than both comparison groups in French; (2) the treatment group maintained more positive attitudes toward the French language and culture than the sixth grade comparison group; and (3) by the end of the year, the greatest percentage of French language used in…
(1980). Models for the Bilingual Instruction of Immigrant Children: School Research Newsletter. Project No. 218. An experimental scheme of bilingual instruction for Finnish immigrant children at the preschool level and at the junior level of elementary school was conducted between 1972 and 1980. The aim of the project was for the children to become functionally bilingual in an educational context equivalent to that provided for Swedish children. Between 1972 and 1979, the school achievement and linguistic and general development of four groups of Finnish children were continuously studied. Initial group size varied between 11 and 15. The instructional model for the project consisted of a two-year, Finnish-speaking pre-school and a two-year junior level elementary school. The Finnish students first reading and writing instruction was in Finnish and transition to regular Swedish instruction was accomplished at the intermediate level (Grade 4). Data were obtained from Finnish and Swedish school and language tests, ability tests, teacher observations and interviews with parents. It was concluded…
(1976). To Be A Navajo. Second Edition, 1976. Designed to provide culturally relevant and interesting reading material in Navajo for Navajo speaking children, this booklet presents 20 short stories written and illustrated by students at Rough Rock Demonstration School. Intended to encourage Navajo speaking children, and others, to read and to instill pride in being a Navajo, the stories pertain to the children's experience at home. The short stories, given in English and Navajo, cover such topics as horses, the seasons of spring and summer, the family, the rodeo, home, herding sheep, weaving a rug, and the student's surrounding environment. (NQ)…
(1978). Communication Education and the Teaching of English as a Second Language. Changes in the field of teaching English as a second language (TESL), especially in the last two decades, have included increased recognition of the language needs of learners in numerous circumstances and have resulted in greater attention to the problems of language minority groups in the United States. TESL today is strong and growing, has achieved professional status, and has expanded in teaching, teacher training, and research. Three current areas of TESL of potential interest to teachers of speech are programs for bilingual children, for children in immigrant groups, and for minority children who speak a nonstandard dialect such as Black English. Basic resources for TESL teachers include a wide array of professional groups, professional publications, commercial texts and materials, and other aids. The recent stress on communicative competence has led to increased collaboration between ESL and speech or language arts teachers and has had an impact on TESL curriculum design,…
(1977). Alaska Peninsula Alutiiq Workbook. This workbook contains materials for teachers to use in the classroom. An alphabet book, the Pledge of Allegiance, songs, a play, and units on various subjects, such as hunting, picking berries, making a garden, and spring cleaning, are included. The materials are presented in both Alaska Peninsula Alutiiq (Sugpiaq) and English. (CFM)…
(1975). Shahnyaati' Tr'iinin Nilii Dai' (Shahnyaati's Childhood). This illustrated reader is geared toward students with an intermediate level of proficiency in Gwich'in Athapascan. It consists of a story about a child's life in the old days. (AMH)…
(1973). Anulhuyuk. This illustrated reader is in the North Slope (Barrow) dialect of Inupiaq. A traditional story, it is intended for competent speakers of the language with knowledge of the writing system. (AMH)…
(1976). Tutoring: Walk and Talk Program, 1975-1976 Academic Year. This report evaluated the seventh year of an after school tutorial program designed to provide extra instruction to students who were recent immigrants to New York City or who came from bilingual homes. The primary objective of the program was the improvement of the students' basic skills, namely reading, communications, and mathematics. One hundred seventy-six students from grades one to six were enrolled in the program. The majority of the students came from Chinese or Spanish speaking homes. Students were selected for participation in the program on the basis of teacher-counselor recommendation and academic need. Students were divided into five bilingual and basic skills groups and received intensive and individualized instruction six to ten hours weekly from teachers, educational assistants and high school students who served as tutors. The Stanford Achievement Tests were administered to every student on a pre and post test basis. Questionnaires were administered to all…
(1977). Proceedings of National Conference on Research & Policy Implications. Lau Task Force Report. "Findings Specifying Remedies for Eliminating Past Educational Practices Ruled Unlawful Under Lau v. Nichols" (Austin, Texas, June 17-18, 1976). This publication presents the proceedings of a national conference on the research and policy implications of the U.S. Supreme Court's decision in Lau v. Nichols that was held in Austin, Texas, June 17-18, 1976. The conference was designed around eight panel discussions that focused on the following topics: 1) analysis of performance variables affecting use of dominant language in bilingual settings, 2) review of research on culturally based learning behaviors, 3) analysis of the nature and importance of culturally responsive programs, 4) analysis of the dynamics of first and second language acquisition in the context of general cognitive development, 5) review of current bilingual/multicultural programs and models, 6) analysis of culturally based process variables, 7) discussion of potential administrative problems and solutions in implementing bilingual/multicultural programs, and 8) review of statutory and judicial bases for bilingual program implementation. The report is divided… [PDF]
(1977). Un Viaje al Aeropuerto (A Trip to the Airport). This illustrated, bilingual Spanish-English intermediate reader describes a class trip to an airport, in which the class tours the airport, and learns about airport activities, the parts of an airplane, and other related topics. Each page of the text is illustrated with a drawing. The narrative is followed by a list of 24 suggested learning activities and 40 vocabulary items relating to airplanes and airports, as well as a few classroom games. (AM)…
(1975). A Revised Spanish/English Oral Proficiency Test, 1974 Field Test Results. Research and Development Memorandum No. 134. A revised Spanish/English oral-proficiency test battery was administered to 40 Spanish-surnamed pupils equally divided by sex at grade levels 1, 3, 5, and 7. The test battery included parallel Spanish and English versions of: (1) a 12-item vocabulary pretest, (2) a 32-item vocabulary-by-domain test consisting of four sections–home, neighborhood, church, and school–of eight items each, and (3) a 32-item grammar production test requiring 10 different grammatical operations. The pupils' performance was similar (balanced) in both languages on the home and neighborhood domains in all grades; Spanish was dominant on the church domain in grades 1 and 3, balance not being achieved until grade 7. English was dominant only on the school domain in grade 5. Spanish was dominant on the grammar test through grade 5, with balance achieved in grade 7. The general tendency was for test scores to improve with grade level or years in school. The amount of variance in the test scores that could be… [PDF]