(1996). Naturalistic Language Assessment of LEP Students in Classroom Interactions. Bilingual Research Journal, v20 n1 p69-92 Win. Describes the development of an instrument designed to assess the language competence of second language learners by observing natural interactions in transitional bilingual classrooms. A pilot study that assessed the social language of 24 bilingual fifth-graders in a summer math program provided data for examining the instrument's reliability and validity. Contains 44 references. (LP)…
(2000). Voices from the Field: Bilingual Educators Speak Candidly about Proposition 227. Bilingual Research Journal, v24 n1-2 p169-78 Win-Spr. Reactions of 30 bilingual teachers and 20 administrators to implementation of Proposition 227 match those of educators throughout California. Teachers worry about the erosion of primary language programs, the imposition of English-only standardized testing, and the lack of clear leadership on policy implementation. Administrator concerns include policy interpretation, accountability, and communication with parents and community. (Author/TD)…
(1996). COMSIS Mid-Atlantic Multifunctional Resource Center. Contract Years 1992-1995. Final Report. This report summarizes the accomplishments of the 3-and-a-half year implementation of the Mid-Atlantic Multifunctional Resource Center (MRC), a program that provided training and technical assistance to educators and parents of limited-English-proficient (LEP) students in Delaware, the District of Columbia, Kentucky, Maryland, New Jersey, Ohio, Pennsylvania, Virginia, and West Virginia. In the contract period, MRC completed all deliverables assistance activities and responded to 4,144 quick action requests. Participants in MRC training activities numbered 7,912. Of this number, over 29 percent were Title VII recipients. Teachers were the largest number of participants (N=3,499); project directors and other administrators accounted for 29 percent of the total number of participants. A major part of MRC training and technical assistance efforts were devoted to planning short- and long-term staff development activities with SEAs (state education authorities) and LEAs (local education… [PDF]
(1981). Social Studies: Level Two–Interaction. Teacher's Guide=Araling Panlipunan: Ikalawang Antas–Pakikisalamuha. Patnubay Ng Guro. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering 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 correspond with the concepts of identity, needs and interaction. Level Two is designed for children in grades three and four. Each level develops one or more apsect oa 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 \The Arts,\ examines the arts as a means of…
(1995). Transportation, with Sub-Themes Communities and Careers. . This lesson plan for the first grade uses information on transportation, with sub-themes of communities and careers, to provide history/social science education for limited-English-proficient (LEP) students in San Diego, California. Activities and materials from the State scholastic science kit are also used, as are songs, poems, music, and games. Instructional components include second language development, primary language instruction, specially designed academic instruction in second language, cross-cultural/self-esteem building, and parent/community involvement. The time span of the lesson plan is 3-5 weeks. Language levels include pre- and early production, speech emergence, and intermediate fluency. (NAV)… [PDF]
(1993). Alternative Basic Comprehensive Program (Project A.B.C.) Special Alternative Instructional Program. Final Evaluation Report 1992-93. OREA Report. The Alternative Basic Comprehension Program (Project A.B.C.) for bilingual high school students was a special alternative instructional program funded by Title VII for the third year at two high schools in the Bronx. In the year under review, Project A.B.C. served 260 students of limited English proficiency (LEP). Participating students received instruction in English as a Second Language (ESL) and the content area subjects of mathematics, science, and social studies. Teachers attended periodic staff meetings and were reimbursed for college level courses. The project had an active parental component that included ESL and educational trips. As in the previous year, the project met its ESL, staff development, occupational aspiration, attendance, dropout prevention, and parental involvement objectives. Curriculum development objectives were partially met, but the objective for student internships was not completed. Some specific suggestions are presented for program improvement. Six… [PDF]
(1991). Crossing Cultural Borders: Education for Immigrant Families in America. With the rapid increase of ethnic minorities entering industrial societies and interacting with mainstream cultures, issues of cultural and linguistic differences must be addressed. Particularly relevant to educators is understanding the process of acculturation and socialization of uprooted ethnic or low-income minority children. Such children are expected to adjust rapidly to their adoptive culture, learn the language quickly, and be clearly committed to a new set of cultural values, and tolerance for different paces in acculturation or language acquisition is limited. A deeper understanding of the nature of the transition between home and school is needed. Based on an ethnographic study, this book describes the relationship between home and school socialization, the influence of the home in the school, and the impact of the school in the homes of first generation Hispanic children in a California community. It explores the impact of cultural, community, and family setting and…
(1990). Language Development through Holistic Learning (Mathematics, Art, Science, Technology, and Education Resources). Project MASTER, 1988-89. OREA Report. In its fourth year, Project MASTER served 477 Spanish-speaking students in 5 elementary schools in the Bronx. The teaching strategy was holistic, integrating all aspects of the curriculum with English-language learning through science projects. The project developed curriculum materials, stressing attitudes toward and knowledge of science topics, and actively pursued capacity-building among bilingual teachers at project sites and in community projects. Objectives were achieved in English as a Second Language and mathematics. Assessment of objectives in science was not possible. Project strengths included a holistic, interdisciplinary, hands-on approach, an active engagement with community ventures, and the maintenance of an excellent relationship with school personnel. One recommendation for program improvement is the dedication of resources to capacity building for bilingual teachers, which will provide the necessary resources for incorporation of the project's approach into the… [PDF]
(1984). Yurok Language, Literature and Culture. Third Edition. A vocabulary and list of important words in the Yurok language includes the history of a community project directed toward collecting and preserving the vanishing language and culture of Northwestern California Indians. An alphabetical vocabulary list presents English terms with Yurok equivalents in Unifon spelling and definitions in English. Names of 100 Yurok sites and geographical features along the Klamath River and the coast feature English equivalents. Other sections present Yurok words organized topically in six categories: number systems; baskets, tools, and implements; flora; wildlife; typical conversations; and frequently used expressions, phrases, and sentences. Three stories with literal translations complete the text. (LFL)…
(1984). A University Program Provides Services to Young Adults of Severe Handicaps and Autism Who Are of Limited English Proficiency. Approximately 15 autistic and severely handicapped limited English or non-English proficient adults, 22 to 35 years old, attend 8 hours of classes a day at the University of Texas at El Paso. The students learn independent living skills, vocational, leisure, and social skills with instruction in both Spanish and English. Parent interviews assist in planning the learning program. Parents are instructed in why their children need to learn certain skills and how they can help at home. Teaching strategies include step-by-step photographs with bilingual directions and bilingual verbal cueing to teach cooking, social interactions, and other independent skills. College students and staff who teach in the program learn appropriate Spanish phrases. Examples of types of parent interview questions are included. (LFL)…
(1984). Make Something Happen. Hispanics and Urban High School Reform. Volume I. Report of the National Commission on Secondary Education for Hispanics. This document provides an account of the status of Hispanics in inner-city public high schools, and recommendations for improving that status. The report has two main parts. The first gives background data which reveal, among other things, that although the majority of Hispanic students enter high school with aspirations as high as any social group, 45% of Mexican American and Puerto Rican students never finish high school (compared to 17% of Anglos). The second part contains seven sets of findings and recommendations for improvement. Half of these relate to outreach and cooperative endeavors on the part of schools and other sectors of society, notably the business sector. The remainder relate more specifically to the internal structure, organization, curriculum, and especially the culture of schools. The recommendations stress the importance of improved teaching of both Spanish and English, and the need of Hispanic students for relationship with caring adults. And finally, the… [PDF]
(1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume II. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices one through five: Kindergarten through sixth grade student performance objectives, criterion-referenced tests for reading in English, Spanish, and Portuguese, and a criterion-referenced test for math skills in English. (Author/CLK)…
(1977). The School in Its Relations with the Community. Research Projects EUDISED 1975-1977. The document presents abstracts of 40 research projects dealing with the relationship between school and community in Europe. These have been compiled by the European Documentation and Information System for the Education Project, (EUDISED). The aim of the EUDISED project is to create a computer-based network of national agencies dealing with educational research and development. Although the document includes research only in English and French, the data base of the EUDISED system contains over 200 abstracts in German and is able to accept abstracts in Dutch and Spanish. Topics discussed include language and social class, student leisure activities, parent-school relations, language development of children, problems and effects of teaching about race relations, student attitudes, school dropouts, the relationship between education and the environment, and immigrant education. Countries for which research is reported are France, Sweden, England, Ireland, Holland, Norway, West…
(1978). Evaluation of Title I ESEA Projects, 1977-1978: Technical Reports. Report Number 7877. Technical reports of projects funded under the Elementary and Secondary Education Act Title I and summer components of the projects in the Philadelphia, Pennsylvania school system are presented. Following a summary statement, each project is described separately and contains information on the project's rationale, expected outcomes, mode of operation, previous evaluative findings, current implementation, and attainment of objectives. Summer program components focused on students in various institutions for neglected and delinquent children. Information for each component includes goals set, activities employed to attain goals, goals attained, goals not attained, and changes suggested by project administrators. Title I programs were divided into six categories: (1) comprehensive reading; (2) comprehensive mathematics; (3) programs for limited English-speaking-ability children; (4) social sciences; (5) supportive services; and (6) nonpublic school projects. (MH)…
(1976). National Workshop to Increase Spanish Speaking American Participation in Vocational Education at All Levels. Final Report. To determine the needs of Spanish-speaking students with limited English-speaking ability who are enrolled in all levels of vocational education, a series of three workshops were conducted to assess the vocational education needs of Mexican Americans and Puerto Ricans and to identify the commonalities and divergencies of the needs resulting from the assessments. Participants in the workshops, which were conducted in the southwestern and eastern parts of the country, included representatives from the Spanish-speaking American vocational education community, state decision makers, and vocational educators concerned with attracting Spanish-speaking Americans into vocational education. The findings of all three workshops were analyzed and synthesized by a representative task force, and a state of the art report was prepared. The thirty-one recommendations derived from the synthesis focused on three basic components of an effective plan of action (recruitment, program development, and…