(1970). A Study in Child Care (Case Study from Volume II-B): "Will You Marry Me?" Day Care Program Reprint Series. The Springfield Day Nursery System in Springfield, Massachusetts is one of a system of four day care centers. It is in an urban area, and over one-half of the families served are Puerto Rican, many of whom have unemployment and language barrier problems. A bilingual program (English-Spanish) is one of the outstanding features of the day care center. The program strongly emphasizes the development of English language skills, in an atmosphere which accepts the child's difficulty with English and reinforces his attempts to learn. Each age-grouped classroom has both English- and Spanish-speaking teachers who work for the development of positive self-images in the children and for the acquiring of language skills through a flexible curriculum. Development Learning materials are used extensively for seriation and sensorimotor development. Counseling is available to parents at the center, with referrals to community social services if further help is needed. The history and organization of… [PDF]
(1972). LEREC: Learning English as a Second Language through Recreation. LEREC (Learning English as a Second Language through Recreation) is a plan to make use of summer recreation projects in northern Canadian communities for developing children's fluency in English, the language of instruction in schools. This report explains the LEREC concept, defines the linguistic objectives, suggests a balanced program of recreational activities for children of all ages, states the English structural patterns and vocabulary that are necessary for those activities, proposes methodology for recreation leaders to use in implementing the program, and outlines the training needed by recreation leaders. (Author/VM)… [PDF]
(1986). Analyzing Bilingual and Monolingual Students' Perceptions of Their Reading Strategies. Reading Teacher, v39 n5 p430-33 Jan. A study of third- and fifth-grade students found that monolingual students use different reading strategies than do bilingual students reading in their second language. (FL)…
(2003). How the Whole Language Approach Using Predictable Strategies Motivates Bilingual Children Learning To Read and Write Chinese as a Second Language. In recent years, the rate of Chinese immigrants to the United States has been increasing. Chinese parents desire that their Chinese-American children learn Chinese as a second language. The purpose of this study is to examine the effects on four American-born Chinese children when the researcher, as an instructor, employed whole language instruction with predictable materials in teaching Chinese as a second language. The teaching tenets and strategies were based on the principles of the whole language approach: child-centered curriculum; the integrity of listening, reading, writing, and speaking; a whole-to-part process; and the interaction of language activities both socially and personally. Three types of data were collected: (1) classroom observation by means of the observer's field notes and after-class notes of children's behaviors; (2) interviews with the children; and (3) content analysis of children's written work during the study period. Results show that predictable… [PDF]
(1991). The Efficacy of Previewing and Discussion of Key Words on the Oral Reading Proficiency of Bilingual Learners with Speech and Language Impairments. Education and Treatment of Children, v14 n3 p199-209 Aug. This study, involving 8 Hispanic males (ages 7-10) with speech/language impairments, found that having the teacher discuss a story's key words and read aloud while students read the story silently was more effective than just having students read orally and more effective than discussing key words and having students read silently. (Author/JDD)…
(1988). Misbehaviour, Punishment, and Put-Down: Stress for Quechua Children in School. Language and Education: An International Journal, v2 n4 p239-53. Explores language and interaction behaviors of Quechua children that point to the possibility of a stress reaction on their part. Behaviors of Quechua children in two schools, one with and one without a bilingual program, are discussed. Interaction is discussed in terms of underparticipation, overparticipation, and hostile participation. (15 references) (GLR)…
(2007). Low-Level Educational Achievements in the UAE Model Schools. Online Submission This research paper explores in depth the real causes behind underachievement among students at UAE Model Schools. The researcher suggests practical solutions to turn Model Schools into high-performance schools. He also sets out to discuss the issue of NESTs Vs NNESTs and the implications of such a distinction for the education profession. The aim of the research is to address educational leaders in the UAE to initiate change that yields beneficial results that would enhance student learning. (Contains 3 figures.)… [PDF]
(1992). Teaching and Learning Science with Understanding to Limited English Proficient Students: Excellence through Reform. This paper, which considers effective science teaching and learning for limited English proficient (LEP) students in U.S. schools, is based on the assumption that science and English language can be effectively learned together without excessive emphasis on students' native language, although teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Science and language instructional goals for LEP minorities; pedagogical practices that either enhance or inhibit the attainment of these goals of enhanced learning; publications that support the proposed pedagogical practices; and science/curriculum and instruction for LEP students, are all discu ssed or provided. Central to the pedagogy described n this monograph is the use of related or thematic lessons in which sciences serves as the driving force though the materials integrate both science and language (English). Each related lesson series is referred to as an IALS or… [PDF]
(1980). Social Studies: Level One–Identity. Teacher's Guide and Resource Book=Araling Panlipunan: Unang Antas–Pagkakakilanlan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. Level One is designed for children in grades one and two. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Self-Worth,\ develops concepts concerning how people…
(1997). Parents as Partners for Preparing Deaf Students for Bi-Bi Educational Programs. This paper describes Bilingual-Bicultural (BiBi) instructional programs for students with hearing impairments and proposes a model for BiBi instruction which uses parents as partners with instructors to develop the linguistic abilities of hearing-impaired students. In the model, traditionally spoken languages are conveyed via cued speech instead of manually coded English (MCE) systems on the basis of three advantages of cued speech over MCE systems: (1) task differences in learning to cue or sign English; (2) how completely signs and cues convey English; and (3) the energy needed by fluent signers or cuers to convey English to children with hearing impairments. Because of their proximity to the child during the optimum language learning period (ages birth to 6), parents are described as being in the best position to serve as linguistic role models and interact naturally with the child in developing a first language. The importance of utilizing the strengths of parents to develop…
(1991). Evaluation of the 1989 and 1990 Reading Improvement Program. Illinois Initiatives for Educational Reform. Research, Evaluation, & Planning Report. This document evaluates the 1989 and 1990 Reading Improvement Program, which aimed to enhance and support 330 local schools in the implementation of Chicago (Illinois) Public Schools' goals for reading and language arts in kindergarten through grade 6. The program focused on improving instruction and reading achievement. Program features included reading resource teachers, bilingual classroom teachers, reduced class size, after-school tutoring, staff development, parent involvement, attendance incentive, and enrichment reading. The evaluation used student pretest and posttest data, observations, and eight behavioral outcomes to assess the program's success. With the exception of seventh and eight grade tutors in an after-school component, achievement goals were not met. The reading resource teachers did not spend the expected time on individual instruction but rather focused on group instruction and on coordinating materials and students. Despite overcrowding and time constraints,… [PDF]
(1987). Intimidad (Privacidad Personal) = Privacy. Level II. Student Book and Teacher's Edition. This curriculum unit presents an overview of privacy as a concept intrinsic to the functioning of a democratic society. The unit requires students to examine the concept of privacy, some differences among individuals and cultures in relation to it, its benefits and costs, and its proper scope and limits. The curriculum is organized around topical questions that provide a systematic approach to the analysis and evaluation of privacy. This edition of the curriculum, for students in grades 2 and 3, contains four units, each of which concerns a topical question. Unit 1 asks, \Que es la intimidad o privacidad personal?\ (What is privacy?). Unit 2 asks, \Como se explicaran las diferencias de conducta para conseguir la intimidad?\ (What factors might explain differences in privacy behavior?). Unit 3 asks, \Cuales son los beneficios y los costos que causa la intimidad?\ (What might be some benefits and costs of privacy?). Unit 4 asks, \Que abarca y hasta donde se limita la intimidad?\ Each…
(1989). Justicia = Justice. Level II. Student Book and Teacher's Edition. This curriculum is designed to help students understand and apply basic principles and considerations useful in examining issues of justice so they can determine for themselves what would be just in a particular situation. From such activities, students should gain an increased awareness of the importance of justice in their own lives and its place in contemporary society, and an increased capacity and inclination to deal with issues of justice effectively and wisely. In order to deal with the broad range of issues of justice, this curriculum is organized according to a common classification scheme that breaks down such issues into questions of distributive justice, corrective justice, and procedural justice. This edition of the curriculum, for students in grades 2 and 3, contains four units, each of which concerns a topical question. Unit 1 asks, \Que es la justicia?\ (What is justice?) Unit 2 asks, \Como resolver problemas de justicia acerca de lo que le toca a cada uno?\ (How can…
(1989). The Medium of Instruction in Developing Countries. Report 0-317. In this investigation of education, conducted in South West Africa/Namibia, it was found that the medium of instruction was one of the basic causes of the teaching and educational problems experienced at schools. In South West Africa/Namibia, several languages, including English and Afrikaans as official languages, are involved in the medium-of-instruction issue and children are exposed to several languages in the first few years of school. Other findings include these: (1) the child's native language appears to be the appropriate medium of instruction during the first 3 to 5 years; (2) the changeover to a foreign language as the medium of instruction should occur over a period of time and according to academic subject; and (3) when deciding on a policy regarding the medium of instruction, several factors should be determined, including which language makes communication in the occupational world possible, the foreign language used most in a specific region, and the foreign language…
(1987). Project BEST Final Report. Project BEST (Building Energy Systems Technology), a bilingual vocational training program, operated at Oakton Community College between March 1986 and September 1987. The purpose of the project was to provide 60 limited English proficient (LEP) Hispanic and Polish adults with sufficient vocational skills, English language skills, and appropriate support services to enter the heating and air conditioning service field. Adults who qualified for the 15-week, tuition-free program received hands-on instruction in the vocational area, bilingual tutoring, instruction in Vocational English as a Second Language (VESL), instruction in job-seeking and job-retaining skills, job placement assistance, and both personal and career counseling. In the course of 18 months, Project BEST delivered three 15-week training cycles. Of 250 potential students recruited, 61 were selected for training, 55 actually started training, and 42 trainees completed the program, and as of July 6, 1987, 64% of… [PDF]