Conversational Spanish Curriculum for Teachers of Migrant Children. The guide consists of 15 units to teach conversational Spanish to teachers of migrant children. Using directed conversations and patterned responses, the units cover exchanging common greetings, asking and answering questions, introducing yourself and telling where you work, making statements and answering questions about certain personal characteristics or conditions (i.e., beautiful, tired, handsome, congenial), asking "why", forming negative sentences, interviewing a child, using numbers, making and responding to requests, using the past tense of any verb, talking and discussing with the migrant parents, time orientation, and using the imperfect tense. Each unit includes the performance objectives, a review, task assignments, structure note, and a culture note. The structure note briefly discusses the structure of verbs, phrases, adjectives, or idiomatic expressions. The culture notes give some background information on cultural factors which influence the migrant… [PDF]
(2001). A Bridge to One America: The Civil Rights Performance of the Clinton Administration. This report assesses the civil rights record of Bill Clinton's presidential administration, examining progress made in federal civil rights law enforcement and policy development. Four sections include: (1) "Introduction: The Clinton Presidency in Perspective" (the civil rights landscape and continuing relevance of the fight for civil rights); (2) "Background: A Decade of Turmoil and Change" (key civil rights laws, judicial decisions, and agency enforcement in the 1990s; growing racial and ethnic tensions during Clinton's administration; socioeconomic disparities in the 1990s; and demographic change in the 1990s and beyond); (3) "An Evaluation of President Clinton's Civil Rights Record, 1993-2001" (significant civil rights issues of the Clinton administration, including diversity in the federal government, environmental justice, fair housing, equal educational opportunity, equal access to health care, the impact of welfare reform on women and… [PDF]
(2000). Prekindergarten Evaluation, 1999-2000. Publication Number 99.11. Online Submission This report summarizes evaluation results from AISD's prekindergarten program during 1999-2000…. [PDF]
(2000). The Teacher's Guide to the U.S. Department of Education. This guide features information about the latest initiatives by the U.S. Department of Education, an update on specific programs for schools and teachers, and a list of services and resources, both at the Department's headquarters in Washington, DC, and nationwide. Introductory pages provide information on nine of the Department's latest initiatives, with details on the teaching initiative and a summary page on each of the others. Other sections discuss the Department of Education's grant programs and other services that may interest teachers. A Services and Resources section describes the Department's services and the various offices that are responsible for them. This section also lists federal Internet resources on education, which may be useful for teachers who use the Internet in their classrooms. The next section presents the range of regional and field-based resources that the Department of Education funds through grants or contracts. The final section presents clearinghouses… [PDF]
(1989). California's Limited English Language Students: An Intersegmental Agenda. A Report to the Intersegmental Coordinating Council from the Curriculum and Assessment Cluster Committee. This document was prepared to promote the development of policies at the school, college, and university levels that ensure that students learn English at the levels required to benefit optimally from their studies. It presents statewide demographic data on California's limited English language speaking students and recommendations for future curriculum planning. The first sections present background on California's non-native English population, including statewide demographics, school data, and economic and workplace data. These sections indicate that an estimated 5% of California's population is limited in their English proficiency and a projected 250,000 foreign immigrants are expected to enter California annually through the year 2000. The number of K-12 students classified as Limited English Proficiency (LEP) was 652,439 in 1988, approximately double the 1980 number. Between 1977 and 1987, Hispanic student enrollment in the state's community colleges increased from 8.8% to… [PDF]
(1985). Hupa Natural Resources Dictionary. Created by children in grades 5-8 who were enrolled in a year-long Hupa language class, this computer-generated, bilingual book contains descriptions and illustrations of local animals, birds, and fish. The introduction explains that students worked on a Macintosh computer able to print the Unifon alphabet used in writing the Hupa language. Students learned to type on the computer, to use the Macintosh mouse to manipulate actions on the computer, and to draw and "paint." A typical page is the work of one student and contains a computer-generated drawing of an animal and computer generated text in Hupa and English. Numerous drawing techniques and types of print are used. A sample of descriptions in English translation includes: deer is sweet to eat, bear–you never know what he will do, coyote stays around the flats, otter likes to eat salmon, and weasel is rattlesnake's husband. Descriptions and illustrations are created for 29 animals ranging from dog and cat to beaver…
(1978). PLESA: Program for Persons of Limited English-Speaking Ability. Ten Case Studies. These ten case studies of the Program for Persons of Limited English-Speaking Ability (PLESA) report different approaches to providing training and employment assistance to unemployed persons of limited English-speaking ability. (A summary report of forty-seven projects is available separately. See Note.) The first four describe projects conducted in Tucson, Arizona; New York City; Bergen County, New Jersey; and Laredo, Texas. The remaining six cases describe selected features or components of projects in Los Angeles, San Francisco, and Orange County, California; Honolulu, Hawaii; and Philadelphia and New Holland, Pennsylvania. Each section (case study) begins with a bibliographic data sheet and project profile sheet which outlines target group; objectives; client recruitment, selection, assessment, and counseling; training; job development and placement; follow-up program; supportive services; budget; and outcomes. Topics discussed within the narrative of the case studies include… [PDF]
(1983). Project H.E.L.P. (Haitian/Hispanic Employability through Language Program). Project H.E.L.P. (Haitian/Hispanic Employability through Language Program) was developed in response to the language and employment needs of adult Spanish-speaking and Haitian immigrants in Florida. It is an interinstitutional cooperative educational program focusing on four basic aspects of communication: understanding, speaking, reading, and writing. The primary purpose is to help students learn functional conversational English. The program is described in detail, including: (1) program philosophy; (2) administrative and programmatic organization, including sample data collection forms for a variety of administrative functions; (3) linkages and cooperative arrangements with community agencies, business, and industry; (4) outreach and need assessment; (5) curriculum objectives, models, and instructional materials; (6) teaching techniques and materials; (7) the volunteer component; (8) evaluation of student progress, staff, and the overall program; and (9) results of participant… [PDF]
(1988). George W. Wingate High School Multilingual Survival Skills Program, 1986-1987. OEA Evaluation Report. In 1986-87, the Multilingual Survival Skills Program provided, with the support of Title VII funding, instructional and support services to 360 limited-English-speaking Haitian and Hispanic students at a Brooklyn high school. The program's major goals were to develop English and native language proficiency through simultaneous, intensive study of both languages to develop content-area mastery in bilingual classes until mainstreaming was possible, and to increase awareness of students' cultural heritages and of American culture, democratic values, and institutions. A project director, Haitian Creole/French resource specialist, Spanish resource specialist, Spanish educational assistant, and Haitian Creole educational assistant provided support and instructional services to bilingual content-area teachers, English as a second language (ESL) teachers, and school guidance staff. Program objectives were met or surpassed in native language arts, mathematics, science, social studies,… [PDF]
(1988). Erasmus Hall High School Bilingual Program, 1986-1987. OEA Evaluation Report. In its fourth year of Title VII funding, the Erasmus Hall High School Bilingual Program served 144 limited-English-speaking students, most of whom spoke Haitian Creole as their first language. The remaining small percentage spoke Spanish, Chinese, or another Asian language as their native language. The program was targeted at the school's least academically and linguistically prepared students, with its major goal to provide them the instruction in English as a second language (ESL) that they would need to quickly join mainstream instruction. Instruction included six levels of ESL, English literacy classes, native language arts in French or Haitian Creole, bilingually-taught math, science, and social studies, and enrollment in some mainstream subjects. Academic, career, personal, and college counseling, tutoring, extracurricular activities, and staff development activities were also included. Although students' English development compared favorably with citywide standards, the… [PDF]
(1981). New York City Russian Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The New York City Russian Bilingual Program is described in this report. As implemented in 1980-81, the program provided instruction in English as a second language, native language arts, reading, and bilingual mathematics, science, social studies, and other subject areas to approximately 700 Russian-dominant students of limited English proficiency in eleven public and non-public high schools. The report describes the schools where the program was implemented; characteristics of program participants; the student placement process; instructional offerings; non-instructional program components such as curriculum development, program organization, supplementary services, and parent involvement; program implementation; and program evaluation. Statistical tables provide evaluation results. Among the findings are that: (1) limited gains were made in mastery of English syntax objectives; (2) in general, statistically significant achievement gains were made in native language, mathematics,… [PDF]
(1979). A Needs Assessment Study for Long Range Planning. Central Arizona College at Signal Peak. In an effort to gather information needed in the development of a five-year plan (1980-1985), Central Arizona College (CAC) conducted a survey in 1979 to determine: (1) the future educational needs of area high school students; (2) the courses, programs, and services desired by permanent area residents; (3) the training needs of area businesses; (4) the attitudes of current CAC students toward the college; (5) faculty and staff opinions concerning the success of the college in meeting students' needs; and (6) the role that the college advisory committee members felt they should assume in planning CAC occupational programs. Survey instruments were developed for each group. Respondents included 2,500 high school students from six schools, 100 randomly selected residents (interviewed by telephone), 57 area employers (interviewed in person), 262 CAC students, 96 CAC faculty and staff, and 26 advisory committee members. The survey report summarizes the findings for each group and…
(2005). The Rich Promise of Two-Way Immersion. Educational Leadership, v62 n4 p56-59 Dec 2004-Jan. A key to closing the achievement gap between students who come to school speaking a language other than English and native English speakers is adoption of two-way bilingual immersion (TWBI) programs. The bilingual immersion approach fosters excellent academic achievement and positive school attitudes in students of any ethnicity who participate. It also makes students comfortable and competent in other cultures. Lindholm-Leary details the key features that make up different TWBI programs, notably the amount of instructional time spent in English and the time spent on the target language at various grades. Convincing evidence shows favorable outcomes of TWBI programs in terms of true oral and reading/writing bilingualism, high academic achievement comparable to or better than that of students in English-only curriculums, and improved attitudes toward studying and staying in school. (Contains 1 figure.)… [Direct]
(1989). Multisystem: Systematic Instructional Planning for Exceptional Bilingual Students. This training package assists educators in improving the delivery of services to culturally and linguistically diverse exceptional (CLDE) students at the classroom level. It is based on the necessity of addressing multiple systems (e.g., the child, the family, and the school), with emphasis on mildly disabled over other levels of disability and on Hispanics over other ethnolinguistic groups because of the dominance of these groups in the CLDE population. It models innovative training approaches including video-based training segments, role playing and simulations, and use of cooperative group work. The package is organized into five modules: (1) the Preview Module, which covers characteristics of CLDE children, the role of culture, acculturation, and developmental stages of second language acquisition; (2) the Specialized Informal Assessment Module, which covers language proficiency, academic skills, and learning style/social skills; (3) the Culturally and Linguistically Appropriate… [PDF]
(1998). National Workplace Literacy Program. Garment-Related Bilingual (English & Chinese) T.V. Broadcast Lessons. Book II: Episodes 16-27. This publication contains a series of 12 garment-related bilingual (English and Chinese) television broadcast lessons that were produced to augment an earlier series of 15 lessons. The objective of these television lessons is to teach garment-related English terminology to the garment workers who cannot attend classes in the National Workplace Literacy Program of Chinatown Manpower Project, Inc., New York, New York, and to arouse their interest in learning more English. Each lesson is approximately 10-15 minutes in length. The lessons usually begin with a hostess introducing basic garment-related English terms. This is followed by a real life story incorporating the new vocabulary and its usage. At the end of the lesson is a review of the garment-related terminologies and a test. To facilitate the learning process, all the lessons have English and Chinese subtitles. Topics of the lessons–Episodes 16-27–are as follows: colors and patterns; garment-related tools and sewing machine…