(1990). Employment Training for Limited English Proficient Individuals: A Manual for Program Development. This manual describes procedures commonly used to plan and implement bilingual vocational training (BVT) programs for individuals who are limited English proficient (LEP). An introductory section examines the purposes of BVT and outlines a general model consisting of seven components: targeted recruitment, diagnostic rather than exclusive intake and assessment, adapted vocational instruction, vocational English as a Second Language (ESL), counseling and support services, job development and placement geared to the special needs of the LEP population, and coordination of these six elements in order that each element supports the others. An additional bilingual and academic basic skills component is suggested for secondary school programs. The first of two sections presents specific procedures and makes suggestions for planning a BVT program in the areas of need assessment of the local LEP population and the local job market; developing support and assessing resources; staffing; staff… [PDF]
(1986). Yurok Vocabulary. An illustrated vocabulary presents approximately 275 Yurok words organized topically from the Indian perspective to demonstrate the relationship between Yurok Indians and their social and natural worlds. English terms arranged alphabetically within each topic have two accompanying Yurok entries–one a Unifon spelling, the other having syllable breaks and marked accents. Topics include people, cultural things, baskets, acorns, plants, animals, birds, fish, and food. An introduction explains the role of language in Indian culture and points out differences in styles of thought between Indians and whites. A Yurok Unifon single sound chart is included. (LFL)…
(1983). The Educational Experience of Sydney High School Students. Report No. 3: A Comparative Study of Migrant Students of Non-English-Speaking Origin and Students Whose Parents were Born in an English-Speaking Country. The findings of a longitudinal survey of the educational experiences of 3043 immigrant secondary school students in Sydney, Australia, are provided in this book. The general aim of the study was to compare the experiences of students of non-English speaking (NES) origin and students born in English speaking countries (ES) in terms of the influences of significant others, students' perceptions, aspirations, and school performance, and equality of educational opportunity. There are seven chapters, the first of which briefly describes the background of the research. Chapter 2 discusses theoretical issues. In Chapter 3, students' family and social experiences are analyzed, and particular attention is paid to the language of communication networks within NES-origin families. The attitudes of students and teachers toward NES-origin children learning their parents' language are also discussed. Chapter 4 focuses on the educational and occupational aspirations of children and their parents…. [PDF]
(1988). The Edison Elementary School Bilingual Immersion Program: Student Progress after One Year of Implementation. CLEAR Technical Report Series TR9. A study of progress in the Edison Elementary School (California) bilingual immersion program after its first year of implementation looked at: (1) student levels and gains in first and second language proficiency; (2) levels of math and reading achievement and their possible relationship to student language background; (3) levels of students' perceived academic, peer, physical, and mother-child relationship competencies; and (4) attitudes toward the program among parents and staff. A total of 58 kindergarten and 54 first-grade students participated. Pre- and post-test comparisons of achievement showed that all students made gains in both Spanish and English, with more Spanish-dominant than English-dominant students fluent in both languages. Overall, both Spanish- and English-dominant students scored above average in content area achievement. Students' perceived interpersonal competence was high in each domain examined, and attitudes toward the program were generally positive…. [PDF]
(1988). Pupils. The sharp increase in the number of cases that involve school antidrug policies continued in 1987. Courts continued to support school policies that contain an automatic suspension or expulsion penalty for school drug possession. First Amendment religious cases also continued to increase in number. A new grouping of cases under the heading "home instruction" contains cases raising a medley of First Amendment and other issues. The issue of substantive due process violations in corporal punishment cases was heard in two cases. Cases are discussed under the following sections: (1) public school assignment, tuition, transportation, home instruction, and compulsory attendance; (2) bilingual and bicultural programs; (3) private and parochial schools; (4) substantive rights of students, including search and seizure, and First Amendment religious and freedom of expression rights; (5) sanctions for student misconduct including suspensions, expulsions, and corporal punishment; and…
(1985). Testing in the English Language Arts: Uses and Abuses. A Collection of Articles. Intended for teachers, this collection of articles on testing in the English language arts contains the following titles: \What Do Test Scores 'Really' Mean in Educational Policy?\ by George F. Madaus; \Testing and Literacy: A Contradiction in Terms?\ by Marilyn Wilson; \Throwing in the TOWL,\ by Mary Jane Curry; \Taking the Authority Figure Out of the Language of Testing,\ by Petey Young; \Implications of Parent, Teacher, and Student Perspectives on the Value of School Tests,\ by Sheila Fitzgerald; \Sergeant Friday Meets the Taxonomy: We Need More than Just the Facts Ma'am,\ by James M. Brewbaker; \Large Scale Writing Assessment: An Instructional Message,\ by Charles R. Chew; \Self-Assessment and the Mastery of Writing,\ by Edgar H. Thompson; and \Trends and Issues in the Use and Misuse of Oral Language Proficiency Testing for Bilingual Program Planning,\ by Josefina V. Tinajero. The appendix contains a literacy statement on testing and assessment by the Michigan Association of…
(1976). Research and Evaluation of Second Language Programs. This report consists of an evaluation of four experimental French programs (1973-74) and the federally-funded extensions of these programs (1974-75) in the schools of the Carleton, Ontario, Roman Catholic Separate School Board. Part 1 provides a review of literature relevant to immersion, intensive and enriched language programs, and the attitudinal and motivational aspects of second language acquisition. The various second language programs, which cover grades K-8, are also described. Intensive French programs consist of 90 minutes of French instruction per day, while enriched programs consist of 40 minutes per day. In immersion programs, native English-speaking children receive curriculum instruction in French. Part 1 presents the results of comparisons of grade 1 and 2 immersion programs with intensive programs. Part II provides a summary of the 1973-74 results, a description of 1974-75 programs, and results of comparisons of grade 1, 2, and 3 immersion programs with intensive…
(1982). A Preliminary Study of Language Influences in the English Writing of Third- and Sixth-Grade Chicano Students. A study investigated the extent to which oral language forms influence the written products of Mexican-American students attending an inner city school in a low income neighborhood. For the study, writing samples from 78 third grade and 92 sixth grade students were analyzed for Spanish, interlanguage, and Chicano English features. (Interlanguage forms, produced by learners of English from a variety of language backgrounds, occur as English is being learned.) In the writing samples of the third grade students, 773 errors were identified; of these, 33% were considered to have possible influences from Spanish, interlanguage, or Chicano English. In the writing samples of the sixth grade students, 677 errors were identified; of these, 36% were considered to have possible oral language influences. (Prompts for the writing samples and lists of errors are appended.) (FL)… [PDF]
(1976). Learning Disabilities Found in Association with French Immersion Programming. Thirty-two children who experienced difficulty in primary French immersion were compared to seven other groups of children matched for age and sex on a wide variety of language, perceptual, academic achievement, memory, motor, sensory and other tests to determine if there was anything unique in the profile of this group. The comparison groups included three groups in which language is a factor: English-speaking children in French language schools, French-speaking children in French language schools and children from other ethnic and language backgrounds in English language schools. The four "non-language" groups included standard diagnostic groups: hyperactive, minimal brain dysfunction, social and emotional maladjustment and primary reading disability. A group of eight children who were doing well in French immersion was included. To monitor their progress on academic achievement and language tests over time, follow-up testing was obtained on twenty-four children who had…
(1976). Ndal Tsukdu Gheldzay Tsukdu (Crane Story and Moon Story). These traditional stories in the Tanaina Athapaskan language (Talkeetna dialect) are intended for competent speakers of the Alaskan language who have knowledge of the writing system. An interlinear English translation is included as well as a free English translation. (NCR)…
(1977). Digelas Tukda (The Story of a Tanaina Chief). This story in the Tanaina Athapascan language (Susitna dialect) is about a Tanaina Chief and tells about Tanaina life in the nineteenth century. It is intended for competent speakers of the Alaskan language who have knowledge of the writing system. An interlinear English translation is included as well as a free English translation. (NCR)…
(1975). Ataatalugiik (Grandchild with Grandfather). This traditional story in the Barrow Inupiaq language is intended for competent speakers of the language with knowledge of the writing system. Pen-and-ink drawings illustrate the text. (NCR)…
(1967). Curriculum Guide for Child Development Centers, Five Year Old Program. The Gallup-McKinley County Schools developed this curriculum guide in an attempt to aid teachers involved in teaching English as a second language to Spanish speaking students and students of Indian descent. The guide provides a brief description of the value systems of the three ethnic groups–Spanish American, Zuni, and Navajo. A phonetic analysis of the likenesses and differences between English and languages of the three groups is also presented. Objectives and activities designed for the five year old student are given in the areas of language development, social studies, numbers, physical education, health, science, music, and art. A bibliography of related materials consisting of 35 books and 18 pamphlets is also provided. (DK)… [PDF]
(1976). Basic Skills After School Pre-Kindergarten Program, 1975-1976. This report describes an after school pre-kindergarten program which sought to upgrade the reading and math readiness, and develop English-as-a-second-language skills for 45 pre-kindergarten neighborhood children. Pupils were selected for the program on the basis of family background information and pupils' inability to speak English because of recent arrival to the U.S. The program activities were based upon the cognitive/affective approach. Pupil growth in social skills, physical abilities, intellectual ability, English fluency, self image, and parent involvement were assessed. A screening test for learning disabilities, an intelligence test, teacher rating scale of pupils' attitudes, and interviews with school personnel and parents were used to evaluate the program. The report concluded that the program was successful in increasing the social skills, physical abilities, and intellectual ability of the 45 pupils. The program was also successful in developing more positive self… [PDF]
(1975). Christmas, Natal, Navidad in Cuba, Mexico, and Portugal. This material is a compilation of junior high school student-developed stories and games about the way Christmas is celebrated in Portugal, Mexico, and Cuba. The material was developed in the classroom by Portuguese, Mexican, and Cuban immigrant students and by American students who do not have a recent immigrant background, all of whom were participants in the Trilingual Program of the ABC Unified School District in California. The booklet has three main sections: (1) Memories of Christmas in the Azores and Angloa; (2) Memories of Christmas in Mexico and California; and (3) Memories of Christmas in Cuba. The student-developed materials, some written in English and others in Portuguese and Spanish, include maps, poems, short stories, words to unscramble, a spelling baseball game, seek-and-find word games, word matching games, crossword puzzles, and drawings. (Author/RM)…