(1976). Language and Ethnic Boundaries. The paper examines the phenomenon of group bilingualism, the origin of the contact situations which lead to it, and the role of language in maintaining ethnic boundaries, especially in revitalization movements. Language shift and language maintenance are seen as indicators of the degree to which ethnic boundaries are being maintained. Many ethnic groups are discussed and the case of the Swedish Lapps examined at length. (Author)… [PDF]
(1986). Teacher Accuracy in Decoding Nonverbal Indicants of Comprehension and Noncomprehension in Anglo- and Mexican-American Children. Journal of Educational Psychology, v78 n6 p454-64 Dec. The degree to which Anglo- and Mexican-American first-grade teachers can accurately decode nonverbal indicants of comprehension and noncomprehension was examined. Teachers perceived boys as understanding more than girls. Slight cultural differences were found in children's behavior, but it did not affect teachers' interpretation. (JAZ)…
(1984). Predicting Success in Graduate School Using GRE and PAEG Aptitude Test Scores. College and University, v60 n1 p54-62 Fall. Performance of limited-English speaking graduate school applicants on the Prueba de Admision para Estudios Graduados aptitude test is compared with Graduate Record Examination results, and the validity of the two tests as predictors of academic success for bilingual doctoral students in the New York University Puerto Rico program is examined. (MSE)…
(2002). Program Participation and Academic Progress of Second Language Learners: Texas Middle School Update. Policy Research Report. This study examined program participation and academic progress of second language learners, following a cohort of Texas public school students from the school years, 1992-93 to 1999-00 as they progressed through the elementary and middle grades. Researchers examined the following: changes in Texas policy related to students with limited English proficiency (LEP) that occurred during this time; demographic characteristics of middle school students once identified as LEP and their non-LEP classmates; special language program participation patterns over time; participation in the assessment program; and progress of cohort students toward passing the grade 10 exit-level test required for graduation. By the time they reached middle school, most Texas LEP students were receiving all of their instruction in the regular, all-English instructional program. Many factors influenced the patterns of special language services students received and the number of years they received those… [PDF]
(1997). Emotion Vocabulary in Bilingual Hispanic Children: Adjustment and Behavioral Effects. Journal of Language and Social Psychology, v16 n2 p191-200 Jun. Examined linkage between emotion vocabulary and behavior problems among elementary-age students enrolled in a schoolwide bilingual program. Results from 99 Spanish-speaking children reveal behavior problems are more common among students with large disparity in emotion word vocabularies between English and Spanish. Findings support the hypothesis that knowledge of emotion language is adaptive for bilingual students within an educational setting. (GR)…
(1994). Taking No Chances: A Profile of a Chinese-American Family's Support for School Success. Equity and Choice, v10 n2 p23-32 Win. Shows how a working class Chinese-American family prepares its only child for school success. This bilingual child of immigrants is successful academically and socially. The importance of high family expectations and the goal directedness of the parents is emphasized, as is the ambivalence the parents feel toward school. (SLD)…
(1991). Developmental versus Language-Based Factors in Metaphor Interpretation. Journal of Educational Psychology, v83 n4 p470-83 Dec. Roles of language proficiency and general developmental factors on metaphor interpretation were examined for 60 Spanish- and English-speaking and 60 monolingual English-speaking children aged 7-8, 9-10, and 11-12 years. Language proficiency in English and socioeconomic status were considered, but both were less important in metaphor interpretation than in age. (SLD)…
(2000). Project Access: A Program To Improve Service Delivery for Culturally and Linguistically Diverse Populations with Speech, Language and Hearing Disorders. Teacher Education and Special Education, v23 n4 p271-80 Fall. This article describes Project Access, a program at Southern University (Louisiana) designed to recruit, retain, and train speech-language/pathology students from diverse cultural and linguistic backgrounds. Seminars that explore speech and language disorders of diverse populations were added to the required curriculum. Students receive support in the forms of financial aid, mentoring, and specialized academic support. (Contains references.) (Author/DB)…
(1993). Gender Differentiation in Minority Language Loss Among Hispanic Children in Northern New Mexico. Southwest Journal of Linguistics, v12 n1-2 p39-53. This two-stage study measured the bilingual proficiency of Hispanic students using a language dominance/proficiency test to determine rural/urban residence, active language use, socioeconomic stratification, and language attitudes. Results indicated that rural males were more proficient in the minority language, whereas females were the precursors in language shift to English. (SM)…
(1995). A National Study of States' Roles in Choosing Reading and Literature for Second Language Learning. Report Series 2.25. A national survey was undertaken in 1993 to discover what approaches and materials state agencies recommend in the teaching of reading and literature to students in elementary and secondary school bilingual and English-as-a-Second-Language (ESL) programs. The report summarizes the study methodology and findings in these areas: existence and content of a state curriculum guide of framework for bilingual/ESL programs; enrollments of limited-English-proficient (LEP) students; instructional support offered by the state in the form of teacher handbooks, materials addressing specific LEP populations; adherence to local control in bilingual/ESL instruction; alignment of bilingual/ESL programs with English language arts programs; use of multifunctional resource centers; workshop and conference offerings for bilingual/ESL teachers; use of core instructional materials lists; and common issues encountered by state ESL/bilingual program directors, including reorganization and reduced resources,… [PDF]
(1991). Children of the Rainbow: First Grade. This manual for first grade teachers provides suggestions and teaching materials that reflect the multicultural composition of New York City's (New York) public schools. An introduction describes the philosophy that supports a high-quality, developmentally appropriate program through a multicultural perspective. The manual is organized into the following eight sections: (1) "Planning for the First Grade," which provides strategies to assist teachers in beginning the school year successfully; (2) "The Multicultural Learning Environment," which offers guidance in organizing and implementing a variety of instructional approaches; (3) "Instructional Approaches and Strategies," which suggests approaches for implementing multicultural education as well as basic skills; (4) "Developing Themes of Study," which illustrates the thematic approach through five themes appropriate for first grade; (5) "Working Together," which describes shared…
(1993). What Works, and Can We Afford It? Program Effectiveness in AISD, 1991-92. Publication Number 91.43. This report presents information on the effectiveness, including cost effectiveness, of many programs of the Austin (Texas) Independent School District (AISD). In 1991-92, the AISD Office of Research and Evaluation (ORE) reviewed 85 programs or program components. Cost effectiveness was calculated for 18 programs using an achievement effect measure and for 16 programs using a dropout prevention effect measure. Most evaluated programs were rated as effective. In general, the programs showing the highest achievement gains for students tend to be programs that offer students enriching experiences in addition to the regular curriculum. Most have a relatively high initial cost, but once in place, their per-pupil costs are relatively low. A common feature for successful dropout programs is that they provide students with individual attention or the possibility of flexibility in class schedules and enrichment. These findings are in keeping with other conclusions that the ORE has drawn over… [PDF]
(1984). Bilingual Pupil Services E.C.I.A. Chapter 1. O.E.E. Evaluation Report, 1982-1983. The primary goal of New York City's Bilingual Pupil Services project was to improve the academic performance and linguistic proficiency of Spanish-speaking limited English proficient students in grades 1-6. The project was designed to achieve this goal through a program which trained and supervised bilingual paraprofessionals who provided direct instruction to students in designated classrooms in 14 districts throughout Manhattan, the Bronx, and Brooklyn. Through a rigorous selection and retention process, structured inservice training sessions, and close ongoing supervision, paraprofessionals were guided by field instructional specialists toward becoming more knowledgeable, conscientious, and effective teachers. In 1982-83, 55 paraprofessionals worked with 1,210 students in 24 schools. Analysis of student achievement indicates that in all areas of the curriculum–English reading, Spanish reading, and math–and at all grade levels, students demonstrated statistically significant… [PDF]
(1989). Connections: A Journal of Adult Literacy. Spring 1989. Volume 3. Connections: A Journal of Adult Literacy, v3 Spr. The 10 articles (and introduction by Stephen Reuys) in this journal discuss issues of adult literacy/adult basic education from a variety of perspectives. Titles and authors are as follows: \The Boston Adult Literacy Initiative: Moving beyond Initiative\ (Silja Kallenbach); \Project FOCUS: Writing through Pictures\ (Beatriz M. Strohmeyer); \The Massachusetts Workplace Education Program\ (Judy Hikes); \Use of the Language Experience Approach with Non-English Speaking Refugees and Immigrants\ (Anthony D'Annunzio, Paige E. Payne); \Pioneering Effective Educational Services for Dyslexic Illiterate Adults\ (Carolyn Buell Kidder); \Two Views of Language Minority Issues\ (Tomas Kalmar, Fulano de Tal); \The Pittsburgh Literacy Initiative: A Community-Based Model for Meeting Urban Literacy Needs\ (Frances Wright); \A Storybook Ending\ (Lisa Santagate); \Meeting the Needs of Unprepared Students in Higher Education\ (Emilie Steele); and \Between Paulo Freire and Tom Sticht: Adult Education and… [PDF]
(1981). A Plan to Develop and Compare Two Vocational Education Models for Limited English Proficiency Students. Final Report FY81, August 1, 1980-June 30, 1981. A bilingual instructional model to teach limited English proficency (LEP) students vocational skills was developed and implemented at Waubonsee Community College (Illinois). Bilingual vocational and vocational English as a second language (VESL) courses were developed and conducted in the areas of machine tools and secretarial science. A total of five one-semester vocational Machine Tool courses were offered, with 60 LEP students enrolled; and two one-semester vocational Secretarial Science courses were offered, enrolling 22 students. Related VESL courses were offered along with both subjects. In order to conduct the courses, instructional materials were developed by rewriting and adapting regular course materials, in the Machine Tool course; and finding texts and materials at the appropriate levels for the Secretarial Science course. Materials were field tested in two semesters of the courses and revised as needed. Translated materials for the bilingual model were developed as… [PDF]