(1989). Cutter-Skidder Operator. Competency-Based Training Standards = Conducteur de Debusqueuse-Abatteur d'Arbes. Normes de formation professionnelle basees sur les aptitudes. This bilingual document contains standards that are based on industry-specific skills identified by labor and management representatives of the forest products industry, successful achievement of which results in issuance of a cutter operator, skidder operator, or cutter-skidder operator Canadian certificate of qualification. With French on all left-hand pages and English on all right-hand pages, the document begins with forms on which to collect student employment data. An introduction describes the standards as consisting of the following elements: (1) competencies that make up the cutter-skidder operator skilled occupation and that are necessary for safe, efficient, and productive job performance; (2) general performance objectives that summarize the related skills of the cutter-skidder operator skilled occupation in behavioral terms and state the conditions and required performance criteria; and (3) specific performance objectives that describe the individual occupational skills…

Humlicek, Jean A. (1988). Oral Vocabulary Development Program for a Transitional First Grade Program. This report describes the implementation and evaluation of a 12-week oral vocabulary development curriculum for use with transitional first graders. The transitional first grade is a class between kindergarten and first grade to provide students with an extra year of academic instruction to learn the skills needed to enter first grade. A natural language approach was used to introduce 104 words to a class of 19 inner-city English-speaking, limited-English-proficient (LEP) Spanish-speaking, and bilingual Spanish-speaking students. The teacher presented daily 20-minute lessons. Pre- and post-implementation vocabulary ages were measured using the Peabody Picture Vocabulary Test-Revised (PPVT-R). Pretest vocabulary ages ranged from 2 years and 0 months to 5 years and 4 months. When compared to posttest scores, the students demonstrated an average vocabulary age gain of 11 months. Individual student improvement ranged from 3 to 22 months. A list of 25 references, an 8-item annotated…

(1986). Park West High School Vocational and High School Equivalency Bilingual Program 1985-86. OEA Evaluation Section Report. The Vocational and High School Equivalency Bilingual Program helped students with limited English proficiency develop their English language skills enough to enable them to participate effectively in mainstream classes and compete successfully in the United States labor market. During 1985-86 the program provided English as a second language and bilingual content-area instruction to 229 students in grades 9 to 12. The program functioned as a mini-school within Park West High School in New York City. Major emphasis was on mainstreaming students into one of the vocational mini-schools or onto an academic track. Support services included guidance, academic and career counseling, school and outside referrals, and family contacts provided by a guidance counselor, family assistant, resource teacher, grade advisor, and project coordinator. Quantitative analysis of student achievement data indicated that the percentage of students mastering one CREST (Criterion Referenced English Syntax… [PDF]

Narvaez, Dabney; Volk, Dinah (1983). Turn Allocation and Requestives: Two Aspects of Communicative Competence in a Bilingual Early Childhood Classroom. Final Report. This study examines natural language use in the bilingual, early childhood classroom in the context of: (1) functional patterns of requests and turn allocators used by Spanish-speaking children; (2) formal patterns of requests and turn allocators used by Spanish-speaking children; (3) the use of language alternation to make requests and allocate turns; and (4) the influence on requests and turn allocation of the children's speech partner (teacher or child), language dominance of the speech partner (Spanish or English), and the activity in which they are engaged. Results show the intimate relationship between classroom language use and all other factors influencing a child's daily existence. Use of functional and formal language was marked by both general similarity and appropriate variation in context, and suggests that in a classroom where a variety of language functions are encouraged, children's formal language knowledge is stimulated. Findings on language alternation suggest… [PDF]

(1978). My Ojibwe Name Is… Although suitable for students of all ages, this illustrated resource booklet is specifically intended to help teach young children the Ojibwe names of 19 familiar domestic and wild animals. Three brief, simple English sentences offer clues describing an animal, and these are followed by a final sentence stating the animal's Ojibwe name. The facing page provides a line drawing of the animal suitable for reproducing and coloring by the student. The booklet includes the raccoon (ay-si-bun), bird (bi-nay-shee), deer (wah-wash-kay-shee), squirrel (ah-ji-dah-moo), eagle (mee-gi-zee), wolf (mah-eeng-gun), pig (goo-koosh), fish (gee-goo), porcupine (gog), duck (zhee-sheeb), skunk (shi-gog), beaver (ah-mik), owl (koo-koo-koo-oo), dog (ah-ni-moosh), buffalo (mah-shko-day-bi-zhi-kee), bear (mah-kwah), horse (bay-bay-zhi-goo-gah-zhee), cat (gah-zhah-gayns), and rabbit (wah-booz). (NEC)…

Buteau, M.; Gougeon, H. (1985). Evaluation of the Bilingual Kindergarten and Follow-Up Programs, St. Joseph Elementary School, Town of Mount Royal (1979-1984). Submitted to the St. Croix School Commission. Final Summary Report = Evaluation des Programmes Experimentaux de Maternelle Bilingue et de Continuation, Ecole Primaire Saint-Joseph, Ville Mont-Royal (1979-1984). Soumis par la Commission Scolaire Sainte-Croix. Rapport Recapitulatif. Results are presented of a five-year evaluation of an experimental bilingual kindergarten and elementary program with instruction in French for native English-speakers, including information about the program's design (including materials and teaching activities) and student achievement. It was found that the participating children profited from the experience, and that the class composition, including a few native French speakers, provided a good climate for sensitization to a second language. The year-end pupil proficiency was comparable to that of students in a reception class in a French language school. After the bilingual kindergarten experience, the pupils' French proficiency decreased without further instruction, but remained higher than that of English-language program pupils. By grade 4, the former bilingual program pupils did not have as positive an identification with French language and culture as anticipated. Although teachers found some program deficiencies, both…

Baecher, Richard E.; Coletti, Charles D. (1986). Two-Way Bilingual Programs: Implementation of an Educational Innovation. SABE Journal, v2 n1 p42-58 Spr. A two-way bilingual program, in which limited-English-speaking Hispanic students and English-proficient students provide reciprocal language-learning experiences, was implemented in a Port Chester, New York elementary school. The program's features included a combined second/third grade, two classes (one limited-English-proficient and one English-proficient), a transitional language development sequence, team teaching, individualized instruction, adaptive planning, and parental involvement in training workshops and school-related affairs. First-year results of a sign test of instructional outcomes and the My Class Inventory of classroom environment are strongly supportive of the benefits of a two-way bilingual program. A strong working relationship between administrators and teachers was found to be essential to program success. (MSE)… [PDF]

Valencia, Atilano A. (1983). Psychological Perspectives in Second Language Development. Four commonly used approaches to teaching English as a second language to limited English proficiency and non-English proficiency students have both advantages and disadvantages. The Natural Approach is based on children's acquisition of speech sounds and oral proficiency through spontaneous interaction in a natural environment. Although a natural environment is hard to duplicate in the classroom, teachers can approximate a natural setting with objects, plants, and stimuli corresponding to the children's developmental stages. The Stimulus-Response-Reinforcement Approach involves a structured and sequenced series of lessons enabling the teacher to model increasingly complex language elements. The teacher uses audio-visual aids and gestures as stimuli to elicit responses and extend immediate reinforcement. Critics call the approach structured, mechanical, and restrictive of natural oral expression. Advocates think it ensures appropriate second language progession and reduces…

Gourgey, Annette; And Others (1984). Computer-Assisted Instruction Evaluation Report, 1983-1984 School Year. DRET Report No. 21. Designed to improve student achievement in reading, language arts, and mathematics, the computer-assisted instruction (CAI) program in the Newark, New Jersey, schools comprises a regular component for remedial and average-achieving students, an enrichment component for higher achieving students, and a bilingual component for students having limited proficiency in English. An evaluation of the program's effectiveness showed that: (1) the regular CAI program for mathematics and reading was more beneficial for students qualifying for remedial services than for average achievers; (2) the most effective management strategies were affective encouragement in reading and coordinated instruction in mathematics; (3) elementary students in the enrichment program scored higher in vocabulary but not in reading comprehension than nonparticipants; (4) students in the mathematics enrichment program scored higher than nonparticipants in both math computation and concepts and applications; (5) ninth…

Mehan, Hugh; And Others (1985). Computers in Classrooms: A Quasi-Experiment in Guided Change. Final Report. This report describes a curriculum development program designed to address three problems associated with computer use in the schools: underutilization of the computer capabilities by overemphasis on basic skills instruction; stratified access to computers, or inequitable access based on race, sex, or income; and emphasis on teaching computer programming when the skills needed for the workplace are much more diverse. This project involved the systematic introduction of computer curricula in language arts and mathematics to students in grades 2-6. One classroom was part of a designated bilingual program, two others had a number of students who spoke Spanish as a first language, and one was designated as a Chapter 1 classroom. The report is presented in nine chapters: (1)"Introduction" (Hugh Mehan); (2) "The Classrooms" (Marcia Boruta, Ann Marie Newcombe, Marti tum Suden, and Christina Drale); (3) "Microcomputers and Classroom Organization: Some Mutual… [PDF]

(1986). Project BITEC 1983-84. New Utrecht High School. OEA Evaluation Report. Project BITEC offers instructional, resource, and supportive services to four different populations of limited English proficient (LEP) students from China, Vietnam, Latin America, and Italy at New Utrecht High School in Brooklyn, New York. The project provides a technological/computer, secretarial, and industrial arts program intended to complement the regular program of academic studies. The project's overall goal is to facilitate students' completion of high school and the acquisition of one or more vocational skills at an age comparable to that of their English-speaking peers. Development activities for staff and parent involvement activities are important components of the project. In 1983-84, the first year of funding, Project BITEC reached 415 students, Grades 9-12. Forty-one percent were native speakers of Spanish, and 32 percent were Italian-speaking. An assessment of first year data found that project objectives were achieved in English reading and comprehension, as well…

Carrasquillo, Angela L. (1982). A Descriptive Study of Spanish Reading Proficiency and Training among Bilingual Elementary School Teachers. The knowledge and training of 80 bilingual elementary school teachers in the areas of Spanish language, reading skills, and reading methodology were studied. The teachers met the following criteria: they were bilingual (English and Spanish), they were licensed and currently teaching in New York City, and they had been exposed to the teaching of reading for at least 2 years in public elementary schools. It was found that the teachers had a reasonable understanding of the Spanish language in terms of philosophy, history, phonology, lexicon, morphology, and syntax, and they showed slightly less knowledge in Spanish reading skills. They appeared to have minimum competencies in Spanish language knowledge and Spanish reading skills and were not well prepared in Spanish reading methodology. Self-report information generally indicated that training in Spanish reading had been inadequate. Teachers were able to partially identify skills such as word recognition, comprehension, evaluation and… [PDF]

(1982). Linguistic and Cultural Backing for Immigrant and Minority-Group Children of Pre-School Age. Findings of the Committee on Linguistic Minorities among Children of Pre-School Age. Summary. A summary of the findings and recommendations of the Swedish Government's Committee on Linguistic Minorities among Children of Preschool Age is provided in this report. The first six chapters supply background material. Chapter 1 describes the target group and its estimated size, and suggests new definitions for use in native language backing schemes. In Chapter 2, social and cultural conditions affecting immigrant and minority children are described. Questions relating to language development and multilingualism are discussed in Chapter 3. Chapters 4-6 outline the past development of native language training at preschool level. Chapter 7 defines the proposed objectives of native language backing programs, both in and out of school. The remaining chapters deal with the following topics: (8) investigatory visits and related activities, language registration, and planning of native language programs by local authorities; (9) children not brought up as Swedish-speakers in hospitals or…

Bianchi, Gary; Bianchi, Maria Eugenia Matute (1974). Una Perspectiva de Mexico: Its People, Places and History. Evolving from a general commitment to the goals of cultural pluralism and bicultural education, this portfolio of 24 full color and halftone photographs aims to reinforce those curricular objectives which emphasize a respect for the value and individuality of different cultures and groups, affirm the right of an individual to maintain a bicultural identity, and encourage a respect for and cultivation of bilingualism and multiculturalism. Depicting both the timeless and modern aspects of Mexico, the series' conceptual framework deals with the complexities of the cultural and historical interactions of the Indian, Spaniard, and Mestizo in Mexico. Printed on heavy paper stock (11″ x 14″) and suitable for display purposes, each print includes a text in English and Spanish. Related historical themes and concepts and topics for discussion are suggested. Topics are: the Aztec Calendar; a Chamula weaver; selling gum and newspapers; a colonial kitchen; faces of Mexico; a family…

Sirgado, Isabel Cid (1981). District 30 Queens. Chapter 720. Greek-English, Korean-English. Final Report. This is an evaluation of the bilingual program in District 30, Queens, New York City during 1979-1980. The report states that the program was designed to aid the educational and cultural development of Greek and Korean speaking limited English pupils in grades K-6. Program objectives are listed as achievement gains in students' English speech and comprehension, native language proficiency, social studies, science, and mathematics performance, and increased student participation in classroom activities and extracurricular activities. Pretest and posttest scores show that the first three objectives were met and teachers' ratings reveal increased student involvement. Notes from several classroom observations are provided and teacher training, parent activities, and the Parents Advisory Committee are discussed. (APM)… [PDF]

Lufler, Henry S., Jr. (1980). Pupils. Chapter 4 of a book on school law, this chapter focuses on 1979 cases involving students. The author notes that in 1979 most unresolved legal issues in this area involved handicapped children. He finds disagreement among the holdings in these cases about the limits of a district's responsibility to provide special services to the handicapped. It is noted that the Supreme Court rendered several significant decisions in 1979 cases dealing with school desegregation. According to the author, decisions in \Dayton II\ and \Columbus\ made it clear that the Court was not backing away from approving plans involving substantial busing. In other desegregation cases, the Fifth Circuit Court of Appeals continued last year's trend by becoming more like the other circuits in desegregation decisions. Two new patterns in pupil cases are seen: one regarding cases involving both student testing and bilingual-bicultural programming, and one regarding cases involving athletic association and school…

Fong, Susan; Matthews, Tom (1981). A Descriptive Summary of the Characteristics of Bilingual Students and Programs in Seattle, 1976-1980. Report No. 81-1. This is a descriptive summary of the characteristics of bilingual students and programs in Seattle, Washington for 1976-1980. The first section presents information on Seattle's students from non-English language backgrounds in regard to their English fluency, language group membership, family income, residential patterns, and by their attrition from lower categories of English fluency. In the second section a detailed description of the instructional services provided to bilingual students is found. This section outlines the structure, operation, and components of Seattle's bilingual programs which include program development, instructional methods, staff development, funding, and Lau compliance service status. The last section discusses the following issues of particular concern to school district planners in the future implementation of special language programs: (1) growth of the bilingual population; (2) entrance and exit criteria for students; (3) need for a comprehensive…

(1980). Nonpublic School Programs: English as a Second Language. ESEA Title I. Final Evaluation Report, 1979-1980. This is an evaluation report on a Title I English as a second language program that served Spanish speaking students (grades K-8) in private schools in New York in 1979-1980. Section one of the report provides a description of the program. Data analysis methods and pre- and post-test scores are presented in the second section. The third section gives a summary of survey data and teacher interviews that includes: (1) information about teacher respondents; (2) a pupil profile; (3) information on various teaching methods used; and (4) a report on the role of support services and parents. In section four, observations regarding classroom and teacher characteristics are summarized. The fifth section contains a summary of interviews with the program coordinator and the field supervisor that cover issues including: (1) program organization; (2) instructional approaches; (3) student progress and retention; and (4) personnel considerations. The final section presents evaluation conclusions… [PDF]

Met, Myriam; And Others (1979). Spanish Bilingual Program: Samples from Levels III and IV. This document presents sample lesson plans for Level 3, part of a proposed fourth volume in this series of curriculum guides, and a more detailed sampling of Level 4, which will be volume 5 of the series. The samples for Level 3 are two lesson plans for Unit Two, the content of Unit 7, and some lesson plans for that unit. The Level 4 section provides the content of the curriculum, the performance objectives, and suggested learning experiences for each of the seven units of Strand A (oral language skills) and Strand B (language skills for receiving and engaging in content instruction in Spanish). It outlines six units in Strands A and B according to the following categories: (1) culture and cross-cultural contrasts; (2) vocabulary; (3) pronunciation and listening skills, and (4) morphology, syntax and usage. Sample lesson plans are included for parts of units 1 and 2. (AMH)…

Pfeiffer, Marie Genevieve (1979). Evaluation of a Grade Six Late Immersion Program. ERIBC Reports. A report is presented of an evaluation study that was set up to monitor the effects of a bilingual program on students' progress in all subject areas, its effects on student attitudes towards the French language and culture, and the patterns of language usage in the bilingual classroom. The sample for the study consisted of three groups: a treatment group of two sixth grade bilingual classes, and two comparison groups comprised of sixth grade classes and a ninth grade class from a regular program. Standard tests and observation procedures were used to collect data. Analysis of the data indicated the following: (1) the treatment group performed as well as the comparison grade six class in subjects other than French, and better than both comparison groups in French; (2) the treatment group maintained more positive attitudes toward the French language and culture than the sixth grade comparison group; and (3) by the end of the year, the greatest percentage of French language used in…

Lofgren, Horst (1980). Models for the Bilingual Instruction of Immigrant Children: School Research Newsletter. Project No. 218. An experimental scheme of bilingual instruction for Finnish immigrant children at the preschool level and at the junior level of elementary school was conducted between 1972 and 1980. The aim of the project was for the children to become functionally bilingual in an educational context equivalent to that provided for Swedish children. Between 1972 and 1979, the school achievement and linguistic and general development of four groups of Finnish children were continuously studied. Initial group size varied between 11 and 15. The instructional model for the project consisted of a two-year, Finnish-speaking pre-school and a two-year junior level elementary school. The Finnish students first reading and writing instruction was in Finnish and transition to regular Swedish instruction was accomplished at the intermediate level (Grade 4). Data were obtained from Finnish and Swedish school and language tests, ability tests, teacher observations and interviews with parents. It was concluded…

Begay, Shirley M., Ed. (1976). To Be A Navajo. Second Edition, 1976. Designed to provide culturally relevant and interesting reading material in Navajo for Navajo speaking children, this booklet presents 20 short stories written and illustrated by students at Rough Rock Demonstration School. Intended to encourage Navajo speaking children, and others, to read and to instill pride in being a Navajo, the stories pertain to the children's experience at home. The short stories, given in English and Navajo, cover such topics as horses, the seasons of spring and summer, the family, the rodeo, home, herding sheep, weaving a rug, and the student's surrounding environment. (NQ)…

Cooper, Stephen (1978). Communication Education and the Teaching of English as a Second Language. Changes in the field of teaching English as a second language (TESL), especially in the last two decades, have included increased recognition of the language needs of learners in numerous circumstances and have resulted in greater attention to the problems of language minority groups in the United States. TESL today is strong and growing, has achieved professional status, and has expanded in teaching, teacher training, and research. Three current areas of TESL of potential interest to teachers of speech are programs for bilingual children, for children in immigrant groups, and for minority children who speak a nonstandard dialect such as Black English. Basic resources for TESL teachers include a wide array of professional groups, professional publications, commercial texts and materials, and other aids. The recent stress on communicative competence has led to increased collaboration between ESL and speech or language arts teachers and has had an impact on TESL curriculum design,…

Christiansen, Matrona; And Others (1977). Alaska Peninsula Alutiiq Workbook. This workbook contains materials for teachers to use in the classroom. An alphabet book, the Pledge of Allegiance, songs, a play, and units on various subjects, such as hunting, picking berries, making a garden, and spring cleaning, are included. The materials are presented in both Alaska Peninsula Alutiiq (Sugpiaq) and English. (CFM)…

Peter, Katherine (1975). Shahnyaati' Tr'iinin Nilii Dai' (Shahnyaati's Childhood). This illustrated reader is geared toward students with an intermediate level of proficiency in Gwich'in Athapascan. It consists of a story about a child's life in the old days. (AMH)…

Nageak, James; Nashaknik, Henry (1973). Anulhuyuk. This illustrated reader is in the North Slope (Barrow) dialect of Inupiaq. A traditional story, it is intended for competent speakers of the language with knowledge of the writing system. (AMH)…

Leaf, Jeanette B. (1976). Tutoring: Walk and Talk Program, 1975-1976 Academic Year. This report evaluated the seventh year of an after school tutorial program designed to provide extra instruction to students who were recent immigrants to New York City or who came from bilingual homes. The primary objective of the program was the improvement of the students' basic skills, namely reading, communications, and mathematics. One hundred seventy-six students from grades one to six were enrolled in the program. The majority of the students came from Chinese or Spanish speaking homes. Students were selected for participation in the program on the basis of teacher-counselor recommendation and academic need. Students were divided into five bilingual and basic skills groups and received intensive and individualized instruction six to ten hours weekly from teachers, educational assistants and high school students who served as tutors. The Stanford Achievement Tests were administered to every student on a pre and post test basis. Questionnaires were administered to all…

(1977). Proceedings of National Conference on Research & Policy Implications. Lau Task Force Report. "Findings Specifying Remedies for Eliminating Past Educational Practices Ruled Unlawful Under Lau v. Nichols" (Austin, Texas, June 17-18, 1976). This publication presents the proceedings of a national conference on the research and policy implications of the U.S. Supreme Court's decision in Lau v. Nichols that was held in Austin, Texas, June 17-18, 1976. The conference was designed around eight panel discussions that focused on the following topics: 1) analysis of performance variables affecting use of dominant language in bilingual settings, 2) review of research on culturally based learning behaviors, 3) analysis of the nature and importance of culturally responsive programs, 4) analysis of the dynamics of first and second language acquisition in the context of general cognitive development, 5) review of current bilingual/multicultural programs and models, 6) analysis of culturally based process variables, 7) discussion of potential administrative problems and solutions in implementing bilingual/multicultural programs, and 8) review of statutory and judicial bases for bilingual program implementation. The report is divided… [PDF]

(1977). Un Viaje al Aeropuerto (A Trip to the Airport). This illustrated, bilingual Spanish-English intermediate reader describes a class trip to an airport, in which the class tours the airport, and learns about airport activities, the parts of an airplane, and other related topics. Each page of the text is illustrated with a drawing. The narrative is followed by a list of 24 suggested learning activities and 40 vocabulary items relating to airplanes and airports, as well as a few classroom games. (AM)…

Politzer, Robert L.; Ramirez, Arnulfo G. (1975). A Revised Spanish/English Oral Proficiency Test, 1974 Field Test Results. Research and Development Memorandum No. 134. A revised Spanish/English oral-proficiency test battery was administered to 40 Spanish-surnamed pupils equally divided by sex at grade levels 1, 3, 5, and 7. The test battery included parallel Spanish and English versions of: (1) a 12-item vocabulary pretest, (2) a 32-item vocabulary-by-domain test consisting of four sections–home, neighborhood, church, and school–of eight items each, and (3) a 32-item grammar production test requiring 10 different grammatical operations. The pupils' performance was similar (balanced) in both languages on the home and neighborhood domains in all grades; Spanish was dominant on the church domain in grades 1 and 3, balance not being achieved until grade 7. English was dominant only on the school domain in grade 5. Spanish was dominant on the grammar test through grade 5, with balance achieved in grade 7. The general tendency was for test scores to improve with grade level or years in school. The amount of variance in the test scores that could be… [PDF]