(2004). Integrating Immigrant Children into Schools in Europe: Lithuania–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Lithuania. A bibliography is included. (Contains 3 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2004). Integrating Immigrant Children into Schools in Europe: Austria–National Description 2003-04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Austria. (Contains 7 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2004). Integrating Immigrant Children into Schools in Europe: Norway–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Norway. (Contains 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2004). Integrating Immigrant Children into Schools in Europe: Malta–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Malta. (Contains 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2004). Integrating Immigrant Children into Schools in Europe: France–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in France. (Contains 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(1991). Framework for a Locally Developed Language Arts Curriculum (ECS-Grade 12) for a Language Other Than English or French. The guide is intended for use by Alberta's (Canada) local school authorities developing a language arts program in a language other than English or French. In these partial immersion programs, instruction is provided in a language other than English or French for 25-50% of the school day. The first section describes the development of the curriculum framework and the learner expectations central to it. The second section outlines briefly how the framework is designed to be used. Section 3 expands on curriculum components: the rationale for offering such programs; 13 basic principles concerning the nature of language, child development, and the language learning process that guide the curriculum design; the general and specific learner expectations of a partial bilingual program; required and elective components; program organization; planning for instruction and evaluation; and planning for transfer of language learning through existing student skills. Charts detail specific skill… [PDF]
(1988). 1987 Bilingual Program for Eleventh and Twelfth Graders. OEA Evaluation Report. In its first year, the 1987 Bilingual Program for Eleventh and Twelfth Graders provided mostly over-age, limited-English-speaking students with an opportunity for more timely graduation through instruction in English as a second language (ESL) and content-area instruction in the summer. Eligibility requirements included limited English proficiency and the inability to schedule required or makeup courses during the academic year. The program operated at 18 high schools in the Bronx, Brooklyn, Manhattan, and Queens. Evening classes were available at one location. Courses included three levels of ESL, bilingually-taught classes in business math, Latin American studies, American history, biology, and general science, and six levels of native language arts in French and Spanish. Most participants were Spanish- or Chinese-speaking, and many were in the ninth and tenth grades. Although no specific objectives were proposed, data show passing rates in all but two courses were over 70%…. [PDF]
(1976). Evaluation of Career Education Projects, 1975-1976. Report No. 7715. The evaluations of 26 career education programs which operated in the Philadelphia, Pennsylvania school district from July 1, 1975 to June 30, 1976 are contained in this report. Generally the projects achieved their objectives, with only a few exceptions. Indications are that the career development programs currently in progress in Philadelphia are well adapted to the environment in which they are expected to function, and have been developed in accordance with the actual needs of the students they are intended to serve. Of the 26 projects evaluated, eleven of these were primarily concerned with classroom or shop instruction, six with curriculum development, and five with guidance activities. The other four projects involved staff development, job placement, and the development and refinement of a computer management system for the skills centers. Information is presented for each program separately and includes budget, project description, project history, objectives, project…
(1978). A Bicultural Approach to the Issue of Achievement Motivation. The literature emphasizes that achievement motivation depends on a generalized desire to accomplish a given task; it does not deal with the issue of whether or not a culture values the appropriate behavior. This study investigated possible cultural and sex differences in achievement motivation from a bicultural perspective. This research: (1) examined and compared the incentive for achievement motivation of 480 fourth and sixth grade Mexican-American and Anglo-American students in three diverse school districts in California; and, (2) examined the relationship between language dominance as a possible indicator of acculturation and mode of achievement motivation. The results indicated a statistically significant difference between Mexican Americans and Anglo Americans and between males and females in mode of achievement motivation. Unexpectedly, in the academic setting, Anglo-American females showed a relatively lower need to achieve for self than Mexican-American females. The…
(2004). Integrating Immigrant Children into Schools in Europe: Ireland–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Ireland. Appended are: (1) 10 most frequently reported countries of origin of Ireland's asylum-seeking population per year, 1998-2001; and (2) Programme refugees in Ireland 1979-2002. (Contains 2 figures and 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication… [Direct]
(1993). Bilingual Students' Developing Understanding of Morphologically Complex Cognates. Technical Report No. 567. This study investigates the development of two levels of morphological knowledge that contribute to Spanish-English bilingual students' ability to recognize cognates: the ability to recognize a cognate stem within a suffixed English word, and knowledge of systematic relationships between Spanish and English suffixes (e.g., the fact that English words ending in "-ty" often have a Spanish cognate ending in "-dad". A total of 196 Latino bilingual students in fourth, sixth, and eighth grades, were asked to give the Spanish equivalent for English words, some of which had derivational and inflectional suffixes. Results indicate that students' ability to translate cognates increases with age above and beyond any increase in their vocabulary knowledge in Spanish and English. There was also marked growth in students' knowledge of systematic relationships between Spanish and English suffixes. Students recognized cognate stems of suffixed words more easily than non-cognate… [PDF]
(1978). Second-Language Acquisition in Childhood. This book is a comprehensive treatment of the literature on second language acquisition in childhood, viewed in terms of contemporary process models. After a general introduction on bilingualism in society, six major topics are considered: first-language acquistion, language acquisition and learning in childhood and adulthood, simultaneous acquisition of two languages in childhood, successive acquisition of two languages in childhood, second-language programs in elementary school and some effects of bilingusalism. Basic to the whole discussion is the examination of first language acquisition: the skills the child is thought to bring to the process, tasks to be accomplished, and developmental stages. The other topics considered are: the critical period hypothesis, developmental processes involved in simultaneous and successive acquisition of a second language, the effect of interference, code-switching, second language programs for children in the United States and Canada, the…
(1981). Linguistic Repertoires, Communicative Competence and the Hispanic Child. This paper examines: (1) the use of questions by children at different levels of proficiency in Spanish and English, and (2) the congruency between the language constructs used to measure language proficiency and the natural language repertoire of children as seen in video-tapes of classroom interaction. A quantitative analysis of the data collected on question repertoire indicates that, in general, questions occur more often in the language in which the children are more proficient. The results show no significant difference in the number of questions asked by each child. Discussing measures of language proficiency, it is concluded that a test that measures more than one aspect of language competence is a better predictor of the speaker's communicative competence than one which is limited to a single aspect of that competence. In addition, the paper concludes that tests currently used to measure language proficiency examine aspects of language use that are irrelevant to children's… [PDF]
(1978). An Annotated Bibliography of Materials on the Hmongs of Laos. General Information Series, No. 17. Indochinese Refugee Education Guides. Fourth in a series of documents on the Hmong language and culture, this bibliography is intended to give an idea of what has been written about the Hmongs since 1945. Because most of the sources are not readily accessible, lengthy annotations are written where possible. The entries are divided into the following classifications: (1) For Children; (2) General Descriptions of Hmong Life; (3) The War; (4) Hmong Relationships with Various Governments; (5) Missionary and Philanthropic Work; (6) Opium; (7) Fiction; (8) Anthropological Surveys; (9) Specific Aspects of Hmong Culture; (10) Hmong Linguistics; (11) Hmong Alphabets; and (12) Hmong Dictionaries. (AMH)…
(1975). Teaching English as a Second Language: A Handbook for Science. Curriculum Bulletin Number 75CBM5, Secondary Level. This course guide is intended for classroom use by teachers of secondary level science to Spanish-speaking students of English as a second language (ESL). Both science instruction and acquisition of English scientific terminology are emphasized, within the framework of increasing overall student proficiency in English. The book is prefaced with a rationale to guide the teacher. Units present drills in repetition, substitution, and question answering. Topics covered include the metric system, matter and temperature, solutions, the microscope, the cell, mitosis, genetics, taxonomic classification, record breakers among animals, the human ear, the skeletal system, digestion, flowers and seeds, the structure of the earth, the water cycle, oceanography, astronomy, anthropology, and space exploration. Ample illustrations are provided,, laboratory activities are described, and Spanish translations of many assignments are provided to assist the student in mastering new terminology. (JB)…