(1986). Comprehensive Russian Instructional Program, 1983-1984: OEA Evaluation Report. In 1983-84, the second and final year of funding, Project CRIP (Comprehensive Russian Instructional Program) provided career orientation and support services to 430 Russian-speaking student of limited English proficiency (LEP) at three public and four private high schools in Brooklyn and Queens, New York. All of the students were foreign-born and varied in English language ability and overall academic preparedness. Stated program objectives included student achievement in bilingual skills classes, work experience in summer internships, regular meetings with a career counselor, visits to business offices, and workshops involving representatives of various businesses and occupations. The instructional program varied from site to site, but at each public school, students attended courses in English as a second language (ESL) and native language arts, as well as instruction in content-area subjects in English. At the private schools, the project's educational assistants provided…
(1983). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (18th, Chicago, Illinois, October 29-30, 1982). Journal of the Midwest History of Education Society, v11. The papers of this proceedings are organized into four parts : religion and education; the politics of urban education; issues in minority education; and concepts of childhood. The first paper in part 1 "I will Declare What He Hath Done for My Soul: Female Conversion Narratives in the Early Nineteenth Century" (V. L. Brereton) explores the conversion experience that led women into teaching and missionary work. "By the Bowels of God's Mercy: Protestant and Catholic Responses to Educational Development in Cincinnati, 1830-55" (F. M. Perko) describes the Catholic and Protestant influences on the common schools and the Catholic progression towards parochial schools. "Creationism vs. Evolution: Challenge to Educators" (F. Parker) relates the history of the Creationists' activities. Part 2, "Out of the Cloister of the Classroom: Political Activity and the Teachers of Detroit, 1929-39" (J. Mirel), describes the political issues of the Depression era…
(1988). Sociocultural Issues in the Assessment and Classroom Teaching of Language Minority Students. Crosscultural Special Education Series, Volume 3. This guide examines problems in the assessment, evaluation, and teaching of language minority children who come from diverse sociocultural backgrounds. School systems must find valid means to assess linguistic minority students and must offer instructional approaches that can facilitate growth and development. General guidelines for assessment include understanding the referral question, selecting assessment tools based upon reliability and validity, using caution in interpreting test results, employing more than one measure, and avoiding inferences not warranted by the tests. The guidelines are applicable when using such assessment tools as observations, interviews, objective personality inventories, or projectives. Sociocultural influences are likely to have a major impact on the student's performance on intellectual assessment, on evaluations of learning disabilities, and on the measurement of socioemotional adjustment. Care must be taken so that assessment procedures accurately… [PDF]
(1984). Flushing High School, A Basic Trilingual Program. O.E.E. Evaluation Report, 1982-1983. In 1982-83, the Basic Trilingual Program at Flushing High School in Queens, New York, provided instruction in English as a Second Language (ESL) in 185 Hispanic and 51 Korean students of limited English proficiency in grades 9-12. The Hispanic students attended native language classes and bilingual courses in social studies, math, science, art, music, and typing. The Korean students attended ESL classes, a civics course for new Americans (which incorporated native language studies through class and homework assignments), and mainstream academic courses. A major program goal was the acquisition of enough English for full mainstreaming. Quantitative analysis of student achievement in English language development, however, was difficult because program objectives in this area were vaguely worded. It was found that (1) gains in New York City reading and math tests were not significant; (2) passing rates in content areas declined from fall to spring; (3) the overall passing rate of… [PDF]
(1984). Promising and Successful Programs and practices in Schools with Intermediate Grade Levels: Programs, Projects & Activities. Information & Dissemination Series 18. Outlined are the following 11 successful programs, projects, and activities functioning in Hawaii's intermediate schools: Alternative Learning Center (Waipahu and Pearl City Highlands); Career Awareness Exploring through Basic Practical Arts; Career Education Guidance (Kailua); Creating a Positive School Climate; Learning through the Arts; Positive Assertive Discipline Program; Reading to Learn; Respect and Responsibility; SLEP Learning Center; Using Hand Calculators to Teach Problem Solving and Other Basic Skills; and Waianae Intermediate School Student Leadership Project. The listings include some or all of the following: program title, goals and objectives, program description, evaluation design, evidence of effectiveness, considerations for replication, and contact person(s). This document is part of a series of publications produced by the Hawaii Department of Education to foster program improvement in the state's schools. (MD)… [PDF]
(1977). Teacher Student Interaction in the Puerto Rican School System. This paper is based on the premise that an evaluation of teacher performance should consist of an evaluation of the teacher's presentation of subject matter and of the teacher's interaction with the students. In order to develop a balanced evaluation methodology, four English as a Second Language (ESL) classes in two schools on the island of Puerto Rico were observed and taped. Three of the classes were composed of adult students while the fourth class consisted of ten bilingual children, ages 6-7. Presentation of ESL material was evaluated by a comparison of the methodology suggested by three prominent contemporary writers on ESL teaching in the U.S.. The methodologies recommended by these three experts were summarized and the teachers were rated according to which techniques they used frequently. Class interaction was evaluated in terms of a system developed by Gertrude Moskowits who suggested that a language lesson be divided into time intervals of three seconds each. Each… [PDF]
(1976). The Assessment of the Intelligence of Latinos in the United States. (La Medicion de la Inteligencia de los Latinos en los Estados Unidos). Most of the research on the assessment of the intelligence of Latinos in the United States appears to be based on some possibly erroneous or at least dubious assumptions. Among these are the following: (1) the assumption of bilinguality; (2) the assumption of equal proficiency in the English language; (3) the assumption of the equivalence of literal translations from English to Spanish; (4) the assumption of population homogeneity with respect to socioeconomic, religious, and ethnic factors; (5) the assumption of the language uniformity of Spanish; (6) the assumption that testing can be culture-free; (7) the assumption of the superior quality of investigations of Latinos conducted by Latinos. This paper evaluates the evidence for each of the above assumptions, and concludes that great caution should be exercised to avoid taking them too much for granted. (Author)…
(1978). Teaching Language Through Science. This article presents a rationale for correlation of science with language instruction, whether English as a second language (ESL) or first language development. Science can provide a conceptual base for vocabulary and syntactic development. Numerous studies indicate that language ability can be significantly increased through participation in activity science programs. Units can be developed around students' previous experiences building upon their present knowledge and developing self-esteem. Focusing on behavioral objectives will help in planning science activities. Group work which will encourage student discussion and cooperation toward a goal should be planned. Suggested topics for units or learning centers include "Foods of Ancient America,""Mother's Medicines," and "Clay Like the Indians Used." (Author/EJS)…
(1972). Les Papillons [The Butterflies]. Teacher's Guide. A resource kit for the teaching of French at the beginning primary level is represented by a bilingual teacher's guide. The module centers around a children's story, divided into 41 short episodes. The vocabulary of the story is restricted and repetitive, but has not been deliberately oversimplified. The story thus corresponds to a children's story in the student's native language. Instructions are given for the classroom use of: (1) a 41-page picture book, based on the story; (2) color/cut-out sheets; (3) paper construction models; and (4) a picture quiz. In addition, four classroom games are described. It is anticipated that the second language development arising from the use of the module will be informal, resulting from play situations conducted in French. (JB)…
(1975). The Effect of Visual Format Upon the Test Performance of Spanish-Speaking Students. The Inter-American Test of General Abilities (TOGA) for bilingual children has parallel Spanish and English forms which have been used to determine language proficiency and dominance. Generally, there has been little emphasis on measuring such physical test features as size, spacing, color, and typeface. The purpose of this study was to determine whether the Oral Vocabulary subtest of TOGA, Level I, significantly affects the test performance of Spanish-speaking youngsters. Results indicate that spacing is a significant factor in the test performance of Spanish-speaking youngsters on this test. It is emphasized that lack of research concerning format factors, particularly at the elementary school level, requires prompt action. (BJG)… [PDF]
(1975). Texas Migrant Labor. 1975 Annual Report. The Good Neighbor Commission of Texas coordinates the work of the Federal, State, and local government toward the improvement of travel and living and working conditions of Texas migrant laborers and their families. Covering the full spectrum of migrant labor activity directly related to the improvement of the well-being of migrant and seasonal farmworkers, the 1975 annual report chronicles the facts, conditions, and circumstances which focus on the socioeconomic plight of migrant families on a yearly basis. Statistical information which can be useful for the development of programs in addressing the migrant's needs is included. A brief overview of the Texas migrant laborer is given. The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and various selected agencies and programs. Current developments in education education, housing, health, transportation, and labor unions are presented. A review of all the migrant legislation passed and…
(1974). Texas Migrant Labor, 1974 Annual Report. Organized under a 1943 Federal grant and later funded by legislative appropriations, the Good Neighbor Commission of Texas coordinates the work of Federal, State, and local government units endeavoring to improve the travel, living, and working conditions of Texas migrant farmworkers and their families. The 1974 annual report chronicles the facts, conditions, and circumstances which focus on the socioeconomic plight of migrant families. An overview of the Texas migrant laborer briefly describes the migrant, his characteristics and background, and the circumstances under which he works and lives. The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and various selected agencies and programs. Current developments in education, housing, health, and employment are also presented. The present status of previous recommendations is given along with new recommendations for consideration by State or Federal authorities, some of which will require… [PDF]
(1974). Language as a Means of Social Control: The United States Experience. Language is defined here as a means of social control, a viewpoint by which language restrictions can be seen as a method of discriminating against speakers of minority languages. A government designates an official language to restrict access to economic and political power. This view of language is substantiated by an analysis of the United States' experience with official language designation in three areas: the school systems, in which English has been required; the political institutions, which require voting and naturalization processes in English; and economic life, in which many occupations have been open only to citizens. The patterns have been similar, in that they were affected by three historical trends: the initial period of relative tolerance toward the use of other languages (1780-1880), active development and support of English language qualifications in order to exclude (1880 through World War II), and then active questioning and reversal of these official actions…. [PDF]
(1972). Trabaja y aprende: Libro de actividades, 3 (Work and Learn: Workbook 3). This workbook, designed to be used with the textbook of the same title (FL 004 273), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability to get meaning from the printed page. (Author/SK)…
(1973). A Method for Determining and Depicting Language Dominance. This article suggests a method for determining and depicting language dominance through the use of parallel tests of aural ability in two languages. In addition, the use of a two-dimensional graph consisting of the proficiency levels within each language appears fruitful as a means of depicting such dominance scores in the initial placement of pupils into instructional groupings. However, the complexity of human behavior across a dual language matrix as well as the limitations of brief group testing preclude anything more than a tentative judgment with respect to any pupil's language dominance, which should be verified by subsequent diagnostic testing and prescriptive teaching. Given the restricted resources of the typical educational setting, the circumspect use of such a method offers a simple and systematic starting point for pupil placement and programmatic progress. (Author/SK)…