Clement, Richard; Labrie, Normand (1986). Ethnolinguistic Vitality, Self-Confidence and Second Language Proficiency: An Investigation. Journal of Multilingual and Multicultural Development, v7 n4 p269-82. Ninth-grade Francophone students (N=95) living in a bicultural milieu responded to tests including scales of ethnolinguistic vitality, attitudes, motivation, self-confidence, and second language competence and usage. Analyses indicated that contact with Anglophones and self-confidence with English as a second language were related to motivation, which was related to second language competence. (Author/CB)…

Parnell, A. Andrey; Villa, Fernando (1986). Liaison Interpreting as a Method of Language Instruction. Rassegna Italiana di Linguistica Applicata, v18 n1 p25-32 Jan-Apr. Describes liaison interpreting, a technique whereby students use bilingual dialogs to become aware of important differences (lexical, phonological, syntactical) between their mother tongue and the foreign language. They practice selecting a passage and encoding it for transmission. Examples of Italian-English dialogs and guidelines for use of dialogs are included. (SED)…

Allen, Virginia Garibaldi (1986). Developing Contexts to Support Second Language Acquisition. Language Arts, v63 n1 p61-66 Jan. Discusses ways in which the regular classroom teacher can design language development programs for limited-English-speaking children. (HTH)…

Chval, Kathryn; Khisty, Lena Licon; Morales, Hector (2003). Beyond Discourse: A Multimodal Perspective of Learning Mathematics in a Multilingual Context. International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p133-140. This paper presents the idea of multimodal teaching and learning and discusses how this perspective can help better understand the learning of students. The discussion is based on data gathered in a qualitative study of a fifth-grade bilingual classroom where at-risk students were successful in mathematics. We report on one class episode and one student as a case study for understanding multimodal learning. Analyses focus on how students use various texts such as speech and calculator keystrokes as resources to create meaning. This work suggests that a broader perspective and use of modes can support learning and provide students, especially those at-risk, with greater access to mathematics. (Contains 3 figures and 3 tables.) [For complete proceedings, see ED500858.]… [PDF]

Valdes, Guadalupe (2001). Learning and Not Learning English: Latino Students in American Schools. Multicultural Education Series. This book examines the experiences of four Mexican children in American middle schools struggling to learn English. It discusses policy and instructional dilemmas surrounding English language education for immigrant children. Using analysis of the children's oral and written language and examination of their classrooms, schools, and communities, the book addresses difficulties surrounding English as a Second Language (ESL) teaching and learning. An introduction, "Immigrant Children in Schools," describes the study. The first three chapters examine: (1) "Immigrant Children and the Teaching of English" (educating English language learners and acquisition of English in classroom settings); (2) "The Town, the School, and the Students" (new immigrants at the middle schools, middle school ESL programs, and challenges and realities); and (3) "Teaching English at Garden Middle School." The next four chapters highlight the four students: (4)…

Diaz, Eva, Ed.; Kloosterman, Valentina, Ed. (1995). What Educators Need To Know about Bilingual Students and…Talent Development. Practitioners' Guide A9713. This brochure for educators discusses bilingual children and talent development. It defines the optimal level of bilingualism as balanced bilingualism, in which the bilingual student shows age-appropriate abilities and feels at ease in both languages. At this level bilingual children may be more flexible in their thinking mainly because of the constant switching and awareness of using both languages. It is stressed that the development and nurturance of both languages is needed to contribute to talent development in all domains. Educators are urged to: (1) provide a learning environment that encourages bilingualism, values cultural differences, and supports these students' expressions of their strengths and interests; (2) show positive and high expectations of their bilingual students as well as an awareness of the family culture; (3) use flexible and diverse assessment procedures for the identification of cognitive strengths, abilities, interests, and learning styles of bilingual… [PDF]

Dawe, Lloyd (1983). Bilingualism and Mathematical Reasoning in English as a Second Language. Educational Studies in Mathematics, v14 n4 p325-53 Nov. Findings of a study of bilingual Punjabi, Mirpuri, Italian, and Jamaican children aged 11-13 growing up in England are reported. First-language competence was found to be an important factor in children's ability to do mathematical reasoning in English as a second language. Knowledge of logical connectives appeared crucial. (MNS)…

Spilka, Irene V. (1976). Assessment of Second-Language Performance in Immersion Programs. Canadian Modern Language Review, 32, 5, 543-561, May 76. Studies are reported which attempt to discover the exact level of second language proficiency reached by students in second language immersion programs, with emphasis on analysis of error. (RM)…

Ghuman, Paul A. S. (1997). A Study of Identities of Asian Origin Primary School Children. Early Child Development and Care, v132 p65-74 May. Used qualitative approach to examine attitudes of British-born Asian primary school children regarding their cultural and personal identities. Found that the majority could not read or write in their mother-tongue, had no knowledge of their religion, and experienced racism at school and in the neighborhood. Although they described themselves as British, they were ambivalent about their cultural identity. (Author/KB)…

Shannon, Sheila M. (1996). Minority Parental Involvement: A Mexican Mother's Experience and a Teacher's Interpretation. Education and Urban Society, v29 n1 p71-84 Nov. Presents the personal narrative of a Mexican immigrant mother who reports her dilemma and frustration when attempting to assist in her child's classroom. Highlights the obstacles mothers face when they seek to become actively involved in their children's classrooms, and challenges educators to seriously consider what is meant by parent involvement, especially when minority parents are involved. (GR)…

Lin, Lichu (1993). Language of and in the Classroom: Constructing the Patterns of Social Life. Linguistics and Education, v5 n3-4 p367-409. Draws a distinction between language in the classroom and language of the classroom to illustrate the ways in which situated definitions of language, text, and academic practices were established by a seventh-grade English teacher and her students through their oral and written discourse practices. (MDM)…

Salmon, Angela Katiuska; Truax, Roberta (1998). Developing Child-Centered Learning. Educational Leadership, v55 n5 p66-68 Feb. At a Quito elementary school, the biggest challenge facing teachers was developing a curriculum that supports child-centered learning, a new concept for Ecuador's traditional society. To strengthen their own teaching and involve parents, a bilingual group of teachers began by collaborating among themselves. The result was a thematically oriented program (on insects) that motivated students and increased their love of learning. (MLH)…

Read, Julia (1999). Immersion Indonesian at Rowville Secondary College. Babel, v34 n2 p4-29 Spr. Provides observations from a study of an attempt to introduce Indonesian in an Australian high school. Data collection was done through interviews and classroom observations. Classroom test results were used to compare achievement in subject content and language learning. Findings are discussed. (Author/VWL)…

Dodd, Barbara; Stow, Carol (2003). Providing an Equitable Service to Bilingual Children in the UK: A Review. International Journal of Language & Communication Disorders, v38 n4 p351-377 Oct. Background: The UK is a multicultural, multilingual society and the majority of paediatric speech and language therapists in England have at least one bilingual child on their caseload. There are many imperatives driving the profession to provide an equitable service for bilingual children. Evidence is beginning to emerge, however, that bilingual children with specific language impairment are not being identified and are, therefore, not accessing services. The situation facing clinicians in the UK is not unique: it is mirrored around the world. Aims: This paper reviews the literature relating to speech and language services for bilingual children and begins by providing an overview of the forces driving the need to provide equity of service. All aspects of the therapeutic process are then examined, from referral to therapy, in order to identify features that are regarded as best practice. Whilst the focus is on delivery of services in the UK, research findings from around the world… [Direct]

Peterson, Robert (1992). Teachers and Parents: The Milwaukee Experience. This booklet tells of the 1987 struggle teachers and parents of a racially-integrated, working-class neighborhood of Milwaukee faced when the central administration of the Milwaukee Public Schools announced the closing of the neighborhood school. Parents and teachers dreamed of a decent school that children would want to attend, in an integrated neighborhood, teaching children to be bilingual in Spanish and English, using cooperative and innovative methods, governed by a council of parents and teachers. La Escuela Fratney grew from the tradition of a long history of progressivism in Wisconsin. The struggles for Fratney School are recounted with both its successes and challenges that lie ahead. (EH)…

(1989). The Effects of School Reform on Black and Latino Students in Los Angeles County. Report on a Public Hearing by the Los Angeles County Commission on Human Relations. This publication reports on a hearing concerning the relationship between educational reform and the educational problems of Black and Latino students in Los Angeles County. Findings include the following: (1) while over 70 percent of students countywide are minority group members, fewer than 30 percent of teachers are from these groups; (2) most poor students and students of color lack access to resources that are believed to make a difference in learning; (3) with rare exceptions, students placed in low-ability groups continue in these groups and drop out at alarming rates; (4) school reform has emphasized college preparation at the expense of students who pursue occupational training, enter military service, or immediately seek jobs; (5) the need to teach English to students while simultaneously keeping them on an academic par with their age group has increased dramatically with recent immigration; (6) the few model classrooms and schools in communities of color are mostly…

Gittinger, Jack D., Jr. (1986). Mobile Computer-Assisted-Instruction in Rural New Mexico. The University of New Mexico's three-year Computer Assisted Instruction Project established one mobile and five permanent laboratories offering remedial and vocational instruction in winter, 1984-85. Each laboratory has a Degem learning system with minicomputer, teacher terminal, and 32 student terminals. A Digital PDP-11 host computer runs the TOAM operating system. Originally developed for Israel's culturally diverse immigrants in educationally isolated rural areas, the Degem system courseware was selected for its relevance to the basic skill remediation needs of rural New Mexico's multi-ethnic population. Courseware emphasizes mathematics, English as a second language, and reading through drill-and-practice and diagnostics. Introductory courseware in electricity, typing, algebra, sciences, and geometry was added. Each student receives individualized lessons at each session, based on initial placement results and subsequent performance. Instructors can print reports pinpointing a…

Belcher, James O.; Warmbrod, Catharine P. (1987). Literacy Enhancement for Adults. OPTIONS. Expanding Educational Services for Adults. This monograph is part of OPTIONS, a packaged set of materials developed to provide postsecondary administrators, program planners, curriculum developers, counselors, and instructors with up-to-date, reliable information. This volume and two other monographs are intended to enable counselors and instructors to establish and conduct special services to meet the learning and career needs of adult populations. This publication provides the literacy enhancement program planner with the demographic information, program development considerations, and remediation strategies needed to implement a successful program. Part I discusses the characteristics of illiterate speakers of English. An examination of employers' literacy competency needs results in a checklist of literacy competencies required for entry-level employment and for career advancement. Guidelines for assessing the basic skills of literacy program clients are presented along with criteria for selecting instructional materials… [PDF]

(1980). Bilingual Vocational Dental Assistant Training. Program Performance Report, Final, August 15, 1979-August 14, 1980. In addition to a 20-page program narrative, this report provides materials from a bilingual vocational dental assistant training project (1979-80). These program accomplishments are discussed: curriculum, English as a Second Language (ESL), student performance, in-service training, and languages and cultures represented. Major activities and events are also enumerated. Program problems considered include English comprehension and communication, study habits, and enrollment decline. Other topics covered are publicity, dissemination, and progress on data collection and evaluation. The employment service and student projects are also described. Appendixes include teacher evaluations of student bilingual oral hygiene presentations, list of students and languages and cultures, copies of articles publicizing the program, and program brochure. Three exemplary copies of one student project, the Plaque Control Notebook, are provided in both English and Spanish, Japanese, and Chinese. An…

Welch, Richard O. (1977). Academic Achievement of Mexican American Students: The Edgewood School Plan. A five-year bilingual, bicultural program, part of the Experimental Schools Program, employed by the Edgewood Independent School District, San Antonio, Texas, was designed to enhance the affective characteristics of the predominantly Mexican American student population, to train teachers to avoid socioeconomic and cultural biases, and to improve the academic achievement of the students. Measurement of the program impact was conducted yearly in language, mathematics, science, social studies, reading, and study skills through a quasi-experimental research design, wherein the treatment schools were matched with comparison schools where students had similar socioeconomic status, affective characteristics, and standardized test achievement scores. Annual comparison scores were collected from both groups over a four-year period, with some significantly higher scores in the treatment groups attributed to particular subjects and grades where treatments were employed. However, the general…

Lange, Drexel D.; And Others (1977). Annual Evaluation Report for Migrant Programs, Fiscal Year 1976 (School Year 1975-76) [Iowa]. During fiscal year 1976, 5 school districts conducted special educational activities for 386 migrant children. Although each local educational agency (LEA) approached the migrant child's educational problems differently, the individualized instruction concept was central in all programs. Standardized testing, Migrant Student Record Transfer System printouts, and teacher judgement determined the grade level instructional activities. Normal age-grade criteria was used for grade classification during the regular school term; during the summer, instructional grouping was established by attainment level with the actual age range limited to a 3-year differentiation. Although summer programs were integrated with the regular Title I summer programs in the morning, afternoon sessions were for migrant children only and included such enrichment activities as art, swimming, field trips, and social activities. Coordination with other programs concerned with the migrant's problems was maintained….

Beardsmore, Hugo Baetens; Kohls, Juergen (1988). Immediate Pertinence in the Acquisition of Multilingual Proficiency: The European Schools. Canadian Modern Language Review, v44 n2 p240-60 Jan. The structure and programs of the multilingual European Schools network are outlined, focusing on the role of language in the curriculum. The schools' linguistic outcomes are compared with those of Canada's immersion programs. The use of social engineering to foster multilingual contacts is discussed. (MSE)…

Christian, Cinda; Garland, Marshall (2007). State Compensatory Education, 2005-2006. Publication Number 05.15. Online Submission State Compensatory Education (SCE) is a supplemental program in Texas designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2005-2006 school year…. [PDF]

Paratore, Jeanne R.; And Others (1995). Teaching Literacy to Bilingual Children: Effective Practices for Use by Monolingual and Bilingual Teachers. This paper addresses the educational needs of children who speak English as a Second Language (ESL) and considers the issues that are critical to providing these children with beneficial classroom environments, focusing on the effective instruction of bilingual children who are placed in classrooms with monolingual teachers and monolingual instruction. Eight specific points address such concerns as use of the first language; first language and parent influence; cognitive abilities; the relationship between reading, listening, and speaking; situational impact; sources of learning difficulties; and assessment concerns. It is suggested that when teachers understand the role of the first language in literacy learning and build on it as a foundation for the development of English literacy, children who speak English as a second language experience greater success in school. (Contains 37 notes.) (NAV)… [PDF]

Singh, Basil R., Ed. (1994). Improving Gender and Ethnic Relations. Strategies for Schools and Further Education. Cassell Education Series. The development of educational and social relationships among students of different ethnic groups and social backgrounds is examined in these explorations of the reduction of prejudice among school children. Qualitative methods are used, and emphasis is placed on the role of collaborative learning and on the strategies and techniques teachers can use to collect data on student interrelationships. Following an introduction, \Improving Social Relationships through Teaching Methods\ by Basil R. Singh, the following papers are included: (1) \Can Monolingual Teachers Teach Language Awareness Successfully to the Benefit of All Children?\ (Wendy F. Reeds); (2) \Personal and Social Education: A Vehicle for Prejudice Reduction\ (Lynn Powell); (3) \Experiencing Temporary Disadvantage through Drama as a Means of Prejudice Reduction\ (Carol Bianchi-Cooke); (4) \Using Curriculum Material and Teaching Methods To Reduce Prejudice and Maintain Academic Standards in an A Level Human Geography…

(1980). Pilipino Kindergarten Language Arts–Interaction. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Pakikisalamuha. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The \Interaction Kit\ includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self-discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. (LB)…

Gungab, Voltaire (1981). Pilipino Language Arts Level One–Identity. Reader: \At School\ [and] Teacher's Handbook [and] Student Workbook=Sining ng Wika Unang Antas–Pagkakakilanlan. Reader: \Sa Paaralan\ [and] Hanbuk ng Guro [and] Gawaing-aklat ng Mag-aaral. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in grades 1 and 2 is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. It covers four basic areas of language development: listening, speaking, reading, and writing, with emphasis on reading. The \Identity Kit\ includes: (1) a student reader (a collection of eight to ten selections with topics linked to the AABC social studies core curriculum); (2) teacher's handbook that includes lessons, games, evaluative test and student profile, and resource materials; and (3) a student workbook that provides tasks focusing on phonic, structural, comprehension, and study skills as well as vocabulary development and practice. Four themes are stressed in this bilingual program: child,…

Skutnabb-Kangas, Tove (1983). All Children in the Nordic Countries Should Be Bilingual–Why Aren't They?. Little data are available concerning the native languages of Scandinavian residents, other than the official languages, despite the linguistic diversity of the region. Foreign language teaching starts early in schooling, but there has been little study of actual language needs. Three basic program designs are available for teaching foreign languages, including: immersion, mixed classes of native and non-native majority-language speakers; and sheltered, maintenance, or native language medium instruction. Seven program design variations can be classified according to both language medium and social goals. Conditions affecting second language learning can also be classified according to both language medium and social goals. Conditions affecting second language learning can also be classified as affective (anxiety, motivation, self-confidence), cognitive/linguistic/social second-language-related (input adapted to student's level, input from peers outside school), and… [PDF]

Orenstein, Donna; Solomon, Alan (1991). A Study of the Factors Which Contribute to the Academic Performance of First Grade At-Risk Hispanic Students at a Schoolwide Projects Facility. This study examined the effect of school attendance, use of English-as-a-Second Language (ESL) services, and language spoken at home on Hispanic students' performance. The academic performance of 101 Hispanic first graders in intensive, regular, and bilingual programs was measured by standardized test scores in reading and mathematics, and report card grades. Students with no kindergarten experience earned a higher median score on the reading test than students with kindergarten experience. Students with kindergarten experience earned a higher median report card grade. Students in intensive programs had the highest median score in the reading test, and students in regular programs had the highest score in the mathematics test and the highest report card grade. Students who had better than median attendance scored better on the standardized tests and had higher report card grades than students below the median. Students in the intensive ESL group had higher median scores on the… [PDF]

Balliet, Cindy (1990). Bright Beginnings (Ayagnekegtaaraat): Preschool Curriculum Guide. This preschool curriculum was developed by a local task force in Lower Kuskokwim School District, Alaska. The task force based their work on the book \Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8,\ on input from district parents of young children, and on the recommendations of a curriculum review committee. This document begins with a statement of educational philosophy and goals and an outline of program organization. The cognitive, physical, emotional, and social development of the preschool child are broken down into main components, and desired learning experiences related to each component are described along with sample activities and resources. Also discussed are methods for meeting each child's needs, parent participation, training of teacher aides, and tips for choosing preschool books and being a successful story reader. Instructional materials and resources are provided, including recipes, craft instructions,…