(1985). The Center for Community Development Annual Report, FY 1984-85. Volume II, Addendum 6. A variety of information is included in this 1984-85 annual report of Humboldt State University's Center for Community Development (California), which has been instrumental in establishing a wide range of community services and has worked extensively to preserve the language and culture of four northwestern California tribes–Hupa, Karuk, Tolowa, and Yurok. Opening remarks stress the Center's commitment to helping community groups assess their resources, achieve goals, and gain independence. A chronological list of 31 projects selected from those implemented from 1967-1985 includes a brief statement of their outcomes in terms of enduring services, agencies, organizations, or institutions that resulted. Other information includes the program budget, citizens' action projects and names of principal operatives, courses and meetings in which Center staff participated, Center publications including newsletters and American Indian literature, and grant-seeking efforts. An awards and…
(1987). Chapter 1/P.S.E.N. Remedial Reading and Mathematics Program 1985-86 End of the Year Report. OEA Evaluation Report. During 1985-86 the Division of Special Education of the New York Board of Education operated a Chapter 1/P.S.E.N. Remedial Reading and Mathematics Program which served approximately 11,500 English-speaking and limited English Proficient (LEP) students. Of these, 9,627 received reading instruction alone, and 119 received remedial instruction in Spanish. In the public schools, a total of 1,978 students received instruction in mathematics, some also receiving instruction in reading. To measure academic progress English language students took standardized pre- and posttests in reading or mathematics. Consultants observed a holistic approach to reading instruction at 89 percent of the sites visited. Teachers reported favorably on the use of the computer as a motivating learning tool. They requested more materials for LEP students. Reading and math instruction was integrated through the use of word problems and vocabulary study, and an emphasis on practical skills. The student achievement… [PDF]
(1987). Alternativas. A Bilingual Vocational Model Program and Curriculum. This guide is intended for use in conducting a 2-week, 30-hour career awareness and job readiness workshop for limited-English proficient, Spanish-speaking displaced homemakers and single parents. The workshop includes bilingual instructional materials dealing with the following topics: identifying interests and skills, setting goals, understanding the labor market, entering the labor market, completing job applications and writing resumes, taking a job interview, and planning a course of study and a career. The first part of the program guide describes the materials included in the workshop curriculum manual; discusses the qualifications needed by workshop facilitators; and outlines procedures for publicizing the workshop, determining program eligibility, organizing necessary supportive services (including transportation and child care), presenting the workshop, organizing individual planning sessions to be held after the workshop, making referrals, helping workshop participants…
(1981). Know Your Laws. Polish. This Polish language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objectives are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law…
(1981). Know Your Laws. German. This German language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performace Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law (state… [PDF]
(1980). Bilingual Skills Training Program. Auto Mechanics. Module 6.0: Sunscope. This module on the sun oscilloscope is the sixth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and describe sections of the basic sun scope pattern, to identify and explain use of verticle lines and gradation scale on the Sun Scope Screen, to interpret the coil output and condition of contact points on the screen, and to identify and correct problems of secondary polarity and insulation and secondary resistance by using the sun scope. Contents include list of module objectives; pretest; six sections on (1) sun scope basic pattern, (2) sun scope screen, (3) coil output, (4) contact points, (5) secondary polarity and insulation, and (6) secondary resistance; posttest; and English/Spanish vocabulary list….
(1968). California Plan for the Education of Migrant Children. Evaluation Report, July 1, 1967 – June 30, 1968. The California Plan for the Education of Migrant Children was an innovative approach designed to provide supplementary educational services to migrant children. The two major programs were (1) supplemental assistance to school districts and county offices to establish new and strengthen existing programs, and (2) interstate programs to coodinate efforts among states. Program I consisted of supplementary education services, a teacher assistant program, and migrant teacher institutes. Program II served as a vehicle for the cooperative development of a uniform Migrant Student Record Transfer form made available to all states. To evaluate the effectiveness of program activities, various types of objective measuring instruments, case studies, and subjective data were used. Recommendations were that (1) funds be provided to serve children younger than 5 years of age, (2) more lead-time be allowed for planning all aspects of the program, (3) guidelines be made available to states well in… [PDF]
(1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 1, Arabic. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Overviews of Arabic education in primary and secondary schools, in tertiary institutions, in ethnic schools, and in adult education are provided. Diplomatic language training, curriculum approaches, and qualitative trends in Arabic education are profiled. Other topics addressed include teacher education and teaching materials; language courses for native and non-native speakers; parent, student, and community attitudes; policy considerations; Arabic in Australian society, and the Arabic-speaking community worldwide. Appendices contain a list of the individuals, ethnic schools, and ethnic community organizations consulted in preparation of the document; data… [PDF]
(1977). Challenges in Leadership in Vocational Education. National EPD Leadership Development Seminar Proceedings (Atlantic City, New Jersey, December 2, 1977). Final Report. Current delivery systems for vocational education and their implications for the future is the topic of presentations included in this report of an EPDA (Educational Professions Development Act) leadership development seminar. Major contents are an evaluation summary, texts of the three major speeches, and outlines of afternoon interaction sessions designed for maximum involvement of EPDA awardees attending. Major speeches are "Present and Future Challenges in Leadership in Vocational Education," by Gene Bottoms; "Youth Employment Act," by Robert Taggart; and "What to Look for in a Good Graduate School," by Henry Brickell. Topics of the interactive sessions outlined include (1) eradication of sex bias and stereotyping in vocational education programs; (2) legislative impact on guidance and counseling; (3) sociological influences on vocational education; (4) emerging evaluation systems; (5) vocational education delivery systems of the future; (6)…
(2000). Implementing the ESL Standards for Pre-K-12 Students through Teacher Education. Written by English-as-a-Second-Language (ESL) teachers and teacher educators who played key roles in the Teachers of English to Speakers of Other Languages' (TESOL) Standards and Assessment Project, this book is designed for preservice teachers in credential/licensure programs and master's programs at American universities and for practicing ESL and content area teachers. Faculty and providers of technical assistance to school districts will also find this volume useful for in-service teacher development. Chapter titles include the following: "Incorporating ESL Standards into Teacher Education: Ideas for Teacher Educators" (Nancy Cloud); "Changing Populations, Changing Needs in Teacher Preparation" (Natalie Kuhlman, Denise E. Murray); "A History of the ESL Standards for Pre-K-12 Students" (Emily L. Gomez); "Developments in Second Language Acquisition Research and Theory: From Structuralism to Social Participation" (Bridget Fitzgerald Gersten,…
(1996). Supporting Bilingual Learners in Schools. Starting from the perspective that bilingualism is an asset, the book describes approaches and strategies for schools to adopt that support and develop the skills of bilingual learners. A theoretical framework and research on which it is based are outlined, and suggestions are made for classroom strategies and procedures. The first chapter discusses the issues of entitlement and provision for bilingual learners in the British context, and the second reviews research on language development, particularly as it relates to bilingualism. The third chapter outlines reasons for valuing first languages in the schools, and the fourth looks at the distinctive language of the school environment, its effect on bilingual students, and the specific needs of bilingual learners new to a school in which their home language is not the language of instruction. Chapter five discusses explanations of and remedies for the underachievement of bilingual students under the National Curriculum in Britain….
(1993). Preservation of North American Indian Languages. A discussion of the crisis in preservation of North American Indian languages looks at a variety of general and specific issues. First, it examines briefly current efforts by international organizations for maintenance of endangered languages worldwide. The discussion then turns to North American Indian languages, and particularly to three issues: (1) how to set priorities about which languages and varieties of languages to document, and the relationship between linguists and the community in this effort; (2) the kinds of cooperative projects that have been successful to date; and (3) the social and professional responsibility of the linguist, as a scientist and as a teacher of future researchers. The urgency of the problem is emphasized. (MSE)… [PDF]
(1993). Mexican Immigrants in High Schools: Meeting Their Needs. ERIC Digest. Immigration to the United States from Mexico has a long history and has been increasing in recent years. Immigrant students, especially those who arrive as adolescents and those whose families are migrant agricultural workers, have special educational needs. Mexican immigrant students have varied educational backgrounds, but most need to learn English. Many lack literacy skills in Spanish, or have numerous absences and transfers because of family migration patterns. Secondary schools usually respond to these problems with three types of programs: (1) intensive English for Speakers of Other Languages classes; (2) bilingual programs that teach courses in the native language as students learn English; and (3) newcomer programs that provide transition courses to facilitate students' academic and cultural adjustment. Each of these has its strengths and weaknesses, but quality of instruction in all of them is hampered by students' varying English proficiency and academic skills and by a… [PDF]
(1993). Is Concurrent-Translation or Preview-Review More Effective in Promoting Second Language Vocabulary Acquisition?. This study investigated the effectiveness of two English second language (ESL) teaching methodologies commonly used in bilingual classrooms: concurrent translation, often criticized but widely practiced, and dual language preview-review, which combines introductory and follow-up exercises in the first language and lesson teaching in the second language. Subjects were 60 native Spanish-speaking third-grade students of mixed Spanish and English reading skills, divided into three groups. One (n=16) was a control group, one (n=21) was taught using concurrent translation, and one (n=23) was taught using the preview-review method. All had the same teacher. Pre- and posttests of vocabulary acquisition were administered and analyzed. Results indicate that the children learned and retained far more vocabulary with the preview-review method. However, students taught with the concurrent translation method who took a delayed posttest performed better than those with a posttest immediately after… [PDF]
(1991). Alternative Basic Comprehensive Program (Project A.B.C.). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of the New York City Public Schools' Alternative Basic Comprehensive Program (Project ABC). Project ABC operated at 2 high schools in the Bronx (Christopher Columbus High School and Walton High School) and served limited English proficient (LEP) students, 227 in the fall and 286 in the spring of the 1990-91 school year. The program was designed for bilingual high school students in schools with an influx of newly arrived immigrant students from many countries. Project ABC provided LEP students with instruction in English as a Second Language and native language arts in content area subjects and developed student and parent awareness of career resources and opportunities. The evaluation was conducted using student and director questionnaires, test scores, and interviews. Evaluation findings indicate that the program was well integrated into the two sites as the principals were heavily involved. The project met its objectives for dropout rate and instruction in… [PDF]