(1972). English as a Second Language for Job Training and Employment: Special Demonstration Project. The San Diego demonstration project provides occupationally oriented English as a Second Language (ESL) materials aimed at preparing students for job training, on-the-job training, or entry-level employment, mainly in semi-skilled occupations. The job-readiness curriculum is planned to bring the monolingual Spanish speaking adult student to a proficiency level in English in approximately 1,000 hours of instruction. Presented in terms of performance objectives, the course curriculum is divided into three phases: survival English, English for the world of work and selected occupational clusters, and English pattern usage. The daily lesson plans, student evaluations, and tests presented in the report are all cross-referenced to a list of these basic performance objectives. The first section of the document provides: (1) specific performance objectives, (2) student information and profiles, (3) student evaluations, (4) written and oral tests utilized, (5) materials and aids, (6)… [PDF]
(2002). America Reads Reading Recovery Right To Read = Quality Tutoring. A Pilot Program. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university with an enrollment representative of Corpus Christi's population. The chapter details an evaluation of a pilot model for reading tutoring, which was based on America Reads monies, incorporated aspects of Reading Recovery, and used some of the materials developed under the Right to Read program. Evaluation of the pilot program found it to be very successful based on students' reading scores on the Texas Assessment of Academic Skills (TAAS). Recommendations for tutor selection and training, format for tutoring sessions, and ongoing tutor support were also developed.(Contains 25 references.) (EV)… [PDF]
(2002). Nature Study: A Science Curriculum for Three and Four-Year-Olds. This chapter is a part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter describes a curriculum model tested during a summer "discovery camp" for 3- and 4-year-olds at the ECDC. The chapter aims to illustrate key components of a developmentally appropriate and need- satisfying early childhood science curriculum model. The chapter discusses the curriculum's objectives, content, scope and sequence, and assessment. The chapter also describes evaluation of the curriculum, which revealed that the children benefitted from the opportunity to explore the natural world, and that teachers developed a greater… [PDF]
(1998). Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters Series. This collection of essays on multilingual education includes the following: "A Global Perspective on Multilingualism and Multilingual Education" (G. Richard Tucker); "Psycholinguistic Perspectives on Multilingualism and Multilingual Education" (Jasone Cenoz, Fred Genesee); "Curriculum Decision-Making in Content-Based Language Teaching" (Myriam Met); "Immersion Pedagogy and Implications for Language Teaching" (Roy Lister); "Cultural Identities in Multilingual Classrooms" (Michael Byram); "Teacher Education for Multilingual Contexts: Models and Issues" (David Nunan, Agnes Lam); "Luxembourg and the European Schools" (Charlotte Hoffmann); "Multilingual Education in the Basque Country" (Jasone Cenoz); Teaching in Two or More Languages in the Philippine Context" (Andrew Gonzalez);"Policy, Possibility and Paradox: Indigenous Multilingualism and Education in Peru and Bolivia" (Nancy H. Hornberger,…
(1984). Implications of Britain's Mother Tongue Project for American Multiethnic Education. The multiethnic situation in American schools in the 1980s can be compared to that of Britain in the 1960s, when a sudden influx of non-English-speaking children in great numbers taxed the resources of an educational system dedicated to the English language. Arguments favoring multicultural education are increasing in both countries, and the need for a multilingual curriculum and parent involvement are also recognized. In 1981 Britain's School Council undertook a major program to offer assistance in the form of resources and guidelines to teachers wishing to extend the native language skills of their primary students. Teachers developed instructional materials promoting intercultural communication, and materials for other teachers, especially those not speaking the students' native languages. American programs and publications have focused on similar issues in minority language instruction. However, developing a unified policy in conditions of wide diversity is a complex… [PDF]
(1989). Sunnyside Unified School District Kindergarten Curriculum Guide. (Revised). The kindergarten program of Tucson, Arizona's Sunnyside Unified School District aims to provide young children with opportunities to develop strong oral language skills, basic problem-solving abilities, fine and gross motor skills, and feelings of confidence and joy as a learner. In its 10 major sections, this color-coded kindergarten curriculum guide provides: (1) articles and research on kindergarten issues; (2) information on the development of kindergarten children; (3) exit outcomes and essential skills delivered to kindergartners; (4) components of and materials related to cognitive, affective, and sensorimotor kindergarten curriculum areas; (5) descriptive materials on the kindergarten learning environment; (6) a discussion of classroom management, specifically schedules, grouping, and thematic units; (7) guidelines on communicating with parents; (8) materials for screening students and evaluating students and programs; (9) a format for looking at and talking about art; and…
(1982). Achievement and School Effectiveness: Three Case Studies. A Report to the Alaska Department of Education. Case studies of high student achievement levels and school effectiveness from three rural Alaska Native schools, all offering some bilingual or bicultural classes, examine curriculum and school instructional practices, school social systems, student outcomes, aspects of school governance, and school-community relations. Chaputnguak High School, in the Yupik Eskimo village of Chefornak, enrolls 29 students in individualized, self-paced mastery programs and has the region's highest graduation requirements; school-community relations are excellent, students have positive attitudes and a sense of "ownership," and one-third to one-half of seniors enter college. Metlakatla elementary/secondary school, in a Tsimshian Indian village, has a history of local control and emphasizes teaching basics; student academic achievement, measured on standardized tests, is very good compared to other rural small schools in Alaska, but some questions exist about school effectiveness in meeting…
(1983). Native American Education Program, 1981-82: O.E.E. Evaluation Report. During 1981-82, the Native American Education Program, based in a lower working class neighborhood in Manhattan, served 360 Native American children (K-12) scattered throughout New York City. Goals of visiting and interviewing 50% of the target population of 500 Native American students in the city were substantially realized. Materials and curriculum development continued, with progress made on Shinnecock, Mohawk and Cherokee curricula. Instruction in Native history and culture was given in five mini-courses in different boroughs. Information on educational opportunities was provided at the central site and through home visits and a workshop. Special activities, with student and parent participation, included trips to the Shinnecock and Ward/Pound Ridge Delaware Reservations, the Black Bear trading post and museum, an American Indian spiritual musical play, and a New Jersey program for Ramapo Indian children. Staff members attended workshops and conferences to upgrade their… [PDF]
(1982). Bilingual Vocational Training Programs. Manual for Instructors. This manual is designed to provide instructors with basic information concerning Connecticut's bilingual vocational training programs (BVTPs). Discussed in the first section are the goals of BVTPs, characteristics of typical BVTP participants, how and when two languages are used in the programs, and the four instructional areas of a BVTP (the vocational, related skills, job-specific English-as-a-second-language, and life skills areas). Instructional plans for each of these four program areas are provided. Included in the individual instructional plans are a checklist dealing with developing a plan for instruction, utilizing instructional resources, providing instruction, measuring trainee progress, and preparing for the employment of trainees, as well as a section of comments elaborating on the items in the checklist. Appended to the handbook are sample lesson plan, student evaluation, and learning activity sheets. (MN)… [PDF]
(1980). Mississippi Choctaw Parent Child Development Program: Impact Study. The Mississippi Choctaw Parent Child Development Program (PCDP), initially funded by the BIA in 1973 as a pilot project, has had a reservation-wide impact in each of its four main areas of focus: health and nutrition; education; social services; and staff and parent development. There has been a measurable decrease in early childhood infectious diseases and parasitic infections. Participating two and three year old children have shown increased skills in five areas of cognitive development, especially language. As a direct result of PCDP referrals at least 31 families per year received General Assistance and Child Welfare Assistance Payments and 300 parents received some type of training. Prevention of child abuse has been an especially effective area of PCDP. Parents, working closely with the program, have increased their understanding of their children and improved their parenting skills. The availability of free, quality care for preschool children has increased family earning…
(1977). Cross-Cultural Issues in Alaskan Education. This collection of articles represents the state of the art with regard to understanding and attending to cross-cultural issues in Alaskan education. The views presented by the various authors indicate some of the approaches being taken to ameliorate what are probably the most vexing problems faced by educators anywhere in the country. The articles were selected to present a variety of views on a wide range of issues, all associated with the complex cross-cultural problems inherent in the delivery of educational services to Alaska's multicultural population. The authors are all active participants in the processes and programs they describe, though the views presented are their own. The book is divided into sections that deal with educational policy, educational development, community/school, teaching/learning, and language issues. (Author/IRT)… [PDF]
(2001). The CATESOL Journal, 2001. CATESOl Journal, v13 n1. This journal contains the following articles: "Teachers' Perceptions of the Supports and Resources Needed to Prepare English Language Learners for the Future" (Douglas Fisher); "Exploring the Learning Styles of Russian-Speaking Students of English as a Second Language" (Ann C. Wintergerst and Andrea DeCapua); "New Voices in the Classroom: Nonnative English-Speaking Professionals in the Field of Teaching English to Speakers of Other Languages" (Lia D. Kambi-Stein); "Confessions of a Nonnative English-Speaking Professional" (Jun Liu); "Teaching in Kindergarten Through Grade 12 Programs: Perceptions of Native and Nonnative English-Speaking Practitioners" (Lia D. Kambi-Stein, Annette Aagard, Angelica Ching, Myoung-Soon Ashley Paik, and Linda Sasser); "Nativism, the Native Speaker Construct, and Minority Immigrant Women Teachers of English as a Second Language" (Nuzhat Amin); "Autonomy and Collaboration in Teacher… [PDF]
(1998). Teaching in a Cold and Windy Place: Change in an Inuit School. In 1987, the author accepted the position of principal/program-support teacher in the Inuit community of Anurapaktuq in the Baffin Island region of Nunavut, Canada. In the 4 years she spent there, positive changes occurred in the K-9 school and community. This book recounts how and why this was achieved. Chapter 1 describes the psychological context, research design, methodology, and development of the book. Chapter 2 describes the history, ecology, and sociology of the community, and the author's previous experiences as a primary teacher and special education programmer. Chapter 3 discusses major changes effected at the school: improved attendance; increased student commitment; increased cognitive and language development, particularly in Inuktitut; and increased numbers of Inuit educators in the school. Chapter 4 discusses the instructional strategies that led to change in the school: teaming and theming, learning centers, small-group instruction, consideration of the Inuit…
(1990). Career Awareness Program. Project CAP, 1988-89. OREA Report. The Career Awareness Program (Project CAP) served 244 Chinese-speaking students, most of limited English proficiency, at 2 intermediate schools. The project's aim was to encourage students to stay in school by acquainting them with career opportunities available to high school graduates. Activities included bilingual career awareness classes, staff and curriculum development, supplementary activities for students, and parent outreach. Students took classes in English as a Second Language (ESL), and in native language arts (NLA). The project met its instructional objectives in ESL and content area courses. Data were insufficient for evaluating computer skills and NLA objectives. Non-instructional objectives in attendance and staff development were met. Staff members participated in teacher training conferences and workshops and enrolled in college courses. The program developed resource manuals, held parent workshops, organized conferences attended by representatives of business and… [PDF]
(1983). Louis D. Brandeis High School. Demonstration Bilingual Enrichment College Preparatory Program. O.E.E. Evaluation Report, 1981-1982. The Demonstration Bilingual Enrichment College Preparatory Program at Louis D. Brandeis High School in New York City is designed to address the needs of the "academically more able" student with limited English proficiency. The program supplements the school's existing services for 120 Spanish-dominant students, and offers instructional programs in cultural activities, special mathematics and English courses geared to college entrance examinations, and college advisement. An evaluation of the program's first year, based on student achievement in English language development and growth in their mastery of their native language, mathematics, social studies, and science, shows that (1) students mastered 1.3 objectives per month of instruction in English as a second language, but fell short of the program objective of 1.5 per month; (2) students made statistically and educationally significant gains in reading; (3) most of the students passed teacher-made examinations in… [PDF]