Gomez, Leo; And Others (1996). Naturalistic Language Assessment of LEP Students in Classroom Interactions. Bilingual Research Journal, v20 n1 p69-92 Win. Describes the development of an instrument designed to assess the language competence of second language learners by observing natural interactions in transitional bilingual classrooms. A pilot study that assessed the social language of 24 bilingual fifth-graders in a summer math program provided data for examining the instrument's reliability and validity. Contains 44 references. (LP)…

Garcia, Eugene E.; Palmer, Deborah K. (2000). Voices from the Field: Bilingual Educators Speak Candidly about Proposition 227. Bilingual Research Journal, v24 n1-2 p169-78 Win-Spr. Reactions of 30 bilingual teachers and 20 administrators to implementation of Proposition 227 match those of educators throughout California. Teachers worry about the erosion of primary language programs, the imposition of English-only standardized testing, and the lack of clear leadership on policy implementation. Administrator concerns include policy interpretation, accountability, and communication with parents and community. (Author/TD)…

(1996). COMSIS Mid-Atlantic Multifunctional Resource Center. Contract Years 1992-1995. Final Report. This report summarizes the accomplishments of the 3-and-a-half year implementation of the Mid-Atlantic Multifunctional Resource Center (MRC), a program that provided training and technical assistance to educators and parents of limited-English-proficient (LEP) students in Delaware, the District of Columbia, Kentucky, Maryland, New Jersey, Ohio, Pennsylvania, Virginia, and West Virginia. In the contract period, MRC completed all deliverables assistance activities and responded to 4,144 quick action requests. Participants in MRC training activities numbered 7,912. Of this number, over 29 percent were Title VII recipients. Teachers were the largest number of participants (N=3,499); project directors and other administrators accounted for 29 percent of the total number of participants. A major part of MRC training and technical assistance efforts were devoted to planning short- and long-term staff development activities with SEAs (state education authorities) and LEAs (local education… [PDF]

(1981). Social Studies: Level Two–Interaction. Teacher's Guide=Araling Panlipunan: Ikalawang Antas–Pakikisalamuha. Patnubay Ng Guro. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correspond with the concepts of identity, needs and interaction. Level Two is designed for children in grades three and four. Each level develops one or more apsect oa a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \The Arts,\ examines the arts as a means of…

Yturralde, Nancy (1995). Transportation, with Sub-Themes Communities and Careers. . This lesson plan for the first grade uses information on transportation, with sub-themes of communities and careers, to provide history/social science education for limited-English-proficient (LEP) students in San Diego, California. Activities and materials from the State scholastic science kit are also used, as are songs, poems, music, and games. Instructional components include second language development, primary language instruction, specially designed academic instruction in second language, cross-cultural/self-esteem building, and parent/community involvement. The time span of the lesson plan is 3-5 weeks. Language levels include pre- and early production, speech emergence, and intermediate fluency. (NAV)… [PDF]

Augustin, Marc A. (1993). Alternative Basic Comprehensive Program (Project A.B.C.) Special Alternative Instructional Program. Final Evaluation Report 1992-93. OREA Report. The Alternative Basic Comprehension Program (Project A.B.C.) for bilingual high school students was a special alternative instructional program funded by Title VII for the third year at two high schools in the Bronx. In the year under review, Project A.B.C. served 260 students of limited English proficiency (LEP). Participating students received instruction in English as a Second Language (ESL) and the content area subjects of mathematics, science, and social studies. Teachers attended periodic staff meetings and were reimbursed for college level courses. The project had an active parental component that included ESL and educational trips. As in the previous year, the project met its ESL, staff development, occupational aspiration, attendance, dropout prevention, and parental involvement objectives. Curriculum development objectives were partially met, but the objective for student internships was not completed. Some specific suggestions are presented for program improvement. Six… [PDF]

Delgado-Gaitan, Concha; Trueba, Henry (1991). Crossing Cultural Borders: Education for Immigrant Families in America. With the rapid increase of ethnic minorities entering industrial societies and interacting with mainstream cultures, issues of cultural and linguistic differences must be addressed. Particularly relevant to educators is understanding the process of acculturation and socialization of uprooted ethnic or low-income minority children. Such children are expected to adjust rapidly to their adoptive culture, learn the language quickly, and be clearly committed to a new set of cultural values, and tolerance for different paces in acculturation or language acquisition is limited. A deeper understanding of the nature of the transition between home and school is needed. Based on an ethnographic study, this book describes the relationship between home and school socialization, the influence of the home in the school, and the impact of the school in the homes of first generation Hispanic children in a California community. It explores the impact of cultural, community, and family setting and…

Barrera, Marbella; Berney, Tomi D. (1990). Language Development through Holistic Learning (Mathematics, Art, Science, Technology, and Education Resources). Project MASTER, 1988-89. OREA Report. In its fourth year, Project MASTER served 477 Spanish-speaking students in 5 elementary schools in the Bronx. The teaching strategy was holistic, integrating all aspects of the curriculum with English-language learning through science projects. The project developed curriculum materials, stressing attitudes toward and knowledge of science topics, and actively pursued capacity-building among bilingual teachers at project sites and in community projects. Objectives were achieved in English as a Second Language and mathematics. Assessment of objectives in science was not possible. Project strengths included a holistic, interdisciplinary, hands-on approach, an active engagement with community ventures, and the maintenance of an excellent relationship with school personnel. One recommendation for program improvement is the dedication of resources to capacity building for bilingual teachers, which will provide the necessary resources for incorporation of the project's approach into the… [PDF]

Parsons, Tom, Ed.; And Others (1984). Yurok Language, Literature and Culture. Third Edition. A vocabulary and list of important words in the Yurok language includes the history of a community project directed toward collecting and preserving the vanishing language and culture of Northwestern California Indians. An alphabetical vocabulary list presents English terms with Yurok equivalents in Unifon spelling and definitions in English. Names of 100 Yurok sites and geographical features along the Klamath River and the coast feature English equivalents. Other sections present Yurok words organized topically in six categories: number systems; baskets, tools, and implements; flora; wildlife; typical conversations; and frequently used expressions, phrases, and sentences. Three stories with literal translations complete the text. (LFL)…

Duran, Elva (1984). A University Program Provides Services to Young Adults of Severe Handicaps and Autism Who Are of Limited English Proficiency. Approximately 15 autistic and severely handicapped limited English or non-English proficient adults, 22 to 35 years old, attend 8 hours of classes a day at the University of Texas at El Paso. The students learn independent living skills, vocational, leisure, and social skills with instruction in both Spanish and English. Parent interviews assist in planning the learning program. Parents are instructed in why their children need to learn certain skills and how they can help at home. Teaching strategies include step-by-step photographs with bilingual directions and bilingual verbal cueing to teach cooking, social interactions, and other independent skills. College students and staff who teach in the program learn appropriate Spanish phrases. Examples of types of parent interview questions are included. (LFL)…

(1984). Make Something Happen. Hispanics and Urban High School Reform. Volume I. Report of the National Commission on Secondary Education for Hispanics. This document provides an account of the status of Hispanics in inner-city public high schools, and recommendations for improving that status. The report has two main parts. The first gives background data which reveal, among other things, that although the majority of Hispanic students enter high school with aspirations as high as any social group, 45% of Mexican American and Puerto Rican students never finish high school (compared to 17% of Anglos). The second part contains seven sets of findings and recommendations for improvement. Half of these relate to outreach and cooperative endeavors on the part of schools and other sectors of society, notably the business sector. The remainder relate more specifically to the internal structure, organization, curriculum, and especially the culture of schools. The recommendations stress the importance of improved teaching of both Spanish and English, and the need of Hispanic students for relationship with caring adults. And finally, the… [PDF]

Sousa, Ronald L. (1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume II. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices one through five: Kindergarten through sixth grade student performance objectives, criterion-referenced tests for reading in English, Spanish, and Portuguese, and a criterion-referenced test for math skills in English. (Author/CLK)…

(1977). The School in Its Relations with the Community. Research Projects EUDISED 1975-1977. The document presents abstracts of 40 research projects dealing with the relationship between school and community in Europe. These have been compiled by the European Documentation and Information System for the Education Project, (EUDISED). The aim of the EUDISED project is to create a computer-based network of national agencies dealing with educational research and development. Although the document includes research only in English and French, the data base of the EUDISED system contains over 200 abstracts in German and is able to accept abstracts in Dutch and Spanish. Topics discussed include language and social class, student leisure activities, parent-school relations, language development of children, problems and effects of teaching about race relations, student attitudes, school dropouts, the relationship between education and the environment, and immigrant education. Countries for which research is reported are France, Sweden, England, Ireland, Holland, Norway, West…

(1978). Evaluation of Title I ESEA Projects, 1977-1978: Technical Reports. Report Number 7877. Technical reports of projects funded under the Elementary and Secondary Education Act Title I and summer components of the projects in the Philadelphia, Pennsylvania school system are presented. Following a summary statement, each project is described separately and contains information on the project's rationale, expected outcomes, mode of operation, previous evaluative findings, current implementation, and attainment of objectives. Summer program components focused on students in various institutions for neglected and delinquent children. Information for each component includes goals set, activities employed to attain goals, goals attained, goals not attained, and changes suggested by project administrators. Title I programs were divided into six categories: (1) comprehensive reading; (2) comprehensive mathematics; (3) programs for limited English-speaking-ability children; (4) social sciences; (5) supportive services; and (6) nonpublic school projects. (MH)…

(1976). National Workshop to Increase Spanish Speaking American Participation in Vocational Education at All Levels. Final Report. To determine the needs of Spanish-speaking students with limited English-speaking ability who are enrolled in all levels of vocational education, a series of three workshops were conducted to assess the vocational education needs of Mexican Americans and Puerto Ricans and to identify the commonalities and divergencies of the needs resulting from the assessments. Participants in the workshops, which were conducted in the southwestern and eastern parts of the country, included representatives from the Spanish-speaking American vocational education community, state decision makers, and vocational educators concerned with attracting Spanish-speaking Americans into vocational education. The findings of all three workshops were analyzed and synthesized by a representative task force, and a state of the art report was prepared. The thirty-one recommendations derived from the synthesis focused on three basic components of an effective plan of action (recruitment, program development, and…

(1969). Exceptional Children Conference Papers: Environmental Influences in the Early Education of Migrant and Disadvantaged Students. Conference papers on early childhood education cover the following topics: individual variation among preschoolers in a cognitive intervention program in low income families presented by Phyllis Levenstein, programmatic research on disadvantaged youth and an ameliorative intervention program by Merle B. Karnes and others, special education and disadvantaged Mexican Americans by Armando Rodriguez, disadvantaged migrant students and remediation through vocational education by William M. Smith, remediation and practical approaches to learning disabilities of migrant students by Aris Diaz, and environmental criteria for preschool day care facilities by Randolph L. Waligura and M. Thompson. (RJ)… [PDF]

(1971). The Young Child Learns: A Guide for Four-Year-Olds. The purpose of this teaching guide is to orient preschool teachers to the unique needs and abilities of the four-year-old child and to offer a suggested program of pre-kindergarten activities. Specific capabilities characteristic of the four-year-old are listed, followed by the scope of the preschool program in the areas of cognitive development, language development, personal and social development, creative thinking, and motor skills. A daily schedule and suggestions for room arrangement are also presented. Specific activities are grouped under the headings: (1) living together–block center, water play, sand play, woodworking center, housekeeping center; (2) enjoying foods–peeling vegetables, applesauce, party food, popping corn, ice cream, oranges or lemons, peas, whipping cream, concentrated foods, flour tortillas; (3) art activities; (4) recreation–walking, crawling, jumping, climbing and running, wheel toys, digging and gardening, whole body movements, parts of body… [PDF]

Smith, Donald F. (1976). Education for More Than One Culture: Fostering Cultural Pluralism in Micronesia. Micronesia is a multicultural society which must develop an educational system to meet viable cultural options. The society harmoniously blends Spanish, Oriental, German, and American influences in its language, racial structure, religion, and architecture, but not in its educational system. Education has traditionally been tailored to the needs of the political or religious authority in power rather than to an intercultural commitment. Education for self-identity will have to make accommodations with the contradictory contributions of past administering authorities as well as foster respect for indigenous institutions. A present shortcoming of both the formal and nonformal educational systems is the stereotyping of various minority cultures. To combat this problem, Micronesian schools should stress curriculum which incorporates material on outer islanders, placing particular emphasis on biographies of Micronesians who have achieved stature. On the nonformal level, wider exposure of… [PDF]

Walqui, Aida (2000). Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School. Topics in Immigrant Education 4. Language in Education: Theory and Practice 94. This book describes the characteristics of secondary schools in the United States that make it difficult for immigrant students to succeed. These include the following: fragmented school days and instructional programs in which English-as-a-Second-Language and content area teachers work in separate departments and rarely interact; the complex system of courses and of graduation and college entrance requirements; the practice of placing students in classes chiefly according to age, and tracking students learning English into courses that may not grant the credits they need; and inadequate methods to document student achievement. Six high school students (from El Salvador, Brazil, Haiti, Russia, Mexico, and Vietnam) are profiled. Common misconceptions about adolescents' second language acquisition and academic skills are addressed, and what current research reveals about these problems are discussed. Ten priorities for the design of programs that can foster effective teaching and… [PDF]

Marx, Sherry (2000). An Exploration of Pre-Service Teacher Perceptions of Second Language Learners in the Mainstream Classroom. Texas Papers in Foreign Language Education, v5 n1 p207-221 spec iss Fall. This qualitative study explores the perceptions of a group of White and Hispanic preservice teachers toward the English language learners they tutored over the course of a semester. Nine White participants and five Hispanic participants were interviewed. Comparisons of interview data reveal that White participants and Hispanic participants chose to identify with their tutees in different ways, had different expectations for their tutees, and offered different suggestions for intervention on behalf of their tutees. The bilingualism and life experiences of Hispanic participants enabled them to assess and work with the language and academic skills of their tutees more effectively than their White, monolingual, monocultural counterparts. The impacts of life experiences and university training are discussed. (Contains 36 references.) (Author/SM)… [PDF]

Rodriguez, Stephen; Williams, Morgan (2002). Developing a Curriculum Framework in Technology for Young Children. 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 describes a project at the ECDC to develop standards for the integration of technology into the school curriculum. The standards were synthesized from teacher concerns, examination of instructional materials, and review of national and Texas Essential Knowledge and Skills (TEKS) state standards. The project resulted in several products, including a set of tables describing each TEKS technology strand, corresponding performance objectives or tasks for each grade level, suggested student activities from thematic units, and required software. (EV)… [PDF]

(2003). The Jossey-Bass Reader on Teaching. The Jossey-Bass Education Series. This collection of papers includes excerpts from books, essays, and articles that explore the heart of the teaching experience. Nineteen chapters explore the challenges and joys of teaching, focusing on the meaning and experience of teaching and the art of teaching skills. They include: (1) "The Heart of a Teacher: Identity and Integrity in Teaching" (Parker J. Palmer); (2) "The Mystery of Teaching" (William Ayers); (3) "Passionate Teaching" (Robert L. Fried); (4) "Reading the World/Reading the Word" (Paulo Freire); (5) "Teaching as Possibility: A Light in Dark Times" (Maxine Greene); (6) "Learning to Read" (Patrick McWilliams); (7) "Order in the Classroom" (Andrew Dean Mullen); (8) "'Welcome to the Sixth Grade'" (Brad Wilcox); (9) "Excerpt from 'White Teacher'" (Vivian Gussin Paley); (10) "Teachers College and Student Teaching" (Herbert Kohl); (11) "Change, Resistance, and…

Cary, Stephen (2000). Working with Second Language Learners: Answers to Teachers' Top Ten Questions. This book aims to provide practical, research-informed answers to the questions most frequently asked by teachers of second language learners. Every question targets one of the key instructional issues teachers must address to ensure success for their second language students. Included among the questions are: How do I assess a student's English? How do I make my spoken language more understandable? How do I get my reluctant speakers to speak English? How do I make a difficult textbook more readable? How do I teach grade-level content to English beginners? How do I find useful information on a student's cultural background? How do I support the student's first language when I don't speak the language? How do I help students improve their English writing? How do I minimize communication conflicts in a multilingual classroom? Actual stories from the classroom let readers watch and listen in on a variety of K-12 teachers as they frame and implement workable answers to these questions….

Friedman, Harold; Friedman, Helen (1980). Observations on Education in the Province of Quebec. Integrated Education, v18 n5-6 p2-15 Sep-Dec. Documents opinions of educators in Quebec, Canada, on Bill 101, which made French the official language of instruction in the province. Describes educational situations, practices, and programs that pertain to language and to education for Protestants, Catholics, other religious groups, minority groups, and the disadvantaged. (MJL)…

(1974). Record of the Proceedings of the Ad Hoc Conference on the Education of Migrants (Strasbourg, France, November 5-8, 1974). The conference aimed to draw up conclusions and recommendations on action to be taken at the national, bilateral, and multilateral levels with regard to the education of migrants and their children. Three main themes were addressed: (1) improving the position of the immigrant and his family, primarily in their educational circumstances, at the time of arrival in the host country; (2) securing satisfactory educational provision before and during the host country's compulsory schooling period; and (3) securing satisfactory provisions of opportunities for vocational and technical training and general education for adults and adolescents. Recommendations aimed to tackle or define the problems encountered by migrants in adapting and adjusting to the host country and their new social environment; and measures to ensure equal opportunities for migrants and nationals, particularly for migrant children's education and their admittance to socio-cultural and sports activities. The need for…

Spencer, Mary L. (1995). FSM National Standardized Tests of National Curriculum Minimum Standards: Spring 1995 Results, Sixth, Eighth, and Tenth Grade Language Arts and Mathematics. The development of national minimum educational standards for the Federated States of Micronesia (FSM) began in 1988 with the deliberations of a national task force that created performance expectations in a number of subjects. In 1988 the development of nationally standardized tests reflecting these standards began. This document presents the 1995 results from tests in language arts and mathematics for grades 6, 8, and 10. All the tests in the series are based on a criterion-referenced test development process. The total samples from the 4 states of Chuuk, Kosrae, Pohnpei, and Yap were: (1) grade 6 language arts, 673; (2) grade 8 language arts, 621; (3) grade 10 language arts, 263; (4) grade 6 mathematics, 656; (5) grade 8 mathematics, 601; and (6) grade 10 mathematics, 257. In the English language arts content area, an average of 49-61% of the FSM students answered items correctly at all 3 grades. Scores from Chuuk were somewhat lower for sixth graders, and Chuuk did not test its… [PDF]

Long, Michael H., Ed.; Seliger, Herbert W., Ed. (1983). Classroom Oriented Research in Second Language Acquisition. A collection of works concerning classroom research methodology, learner strategies and variables, teacher speech, teacher and learner feedback, and second language classroom communication has been compiled. It includes: \What Is Classroom Oriented Research?\ (Herbert W. Seliger and Michael H. Long); \Inside the 'Black Box': Methodological Issues in Classroom Research on Language Learning\ (Michael H. Long); \Risk-Taking and the Language Learner\ (Leslie M. Beebe); \Competitiveness and Anxiety in Adult Second Language Learning: Looking \at\ and \through\ the Diary Studies\ (Kathleen M. Bailey); \Inferencing: Testing the 'Hypothesis-Testing' Hypothesis\ (Ellen Bialystok); \Foreigner Talk in the Classroom–An Aid to Learning?\ (Craig Chaudron); \Foreigner Talk in Content Classrooms\ (Linda A. Schinke-Llano); \Teacher-Student Interaction in Bilingual Classrooms: Four Approaches to Error Feedback\ (Nancy Johnson Nystrom); \Learner Feedback: An Exploratory Study of Its Role in the Second…

Berney, Tomi D.; And Others (1990). The Cognitive Academic Learning Approaches through E.S.L. Content Areas with Career Exploration Strategies Program for Bilingual High School Students in New York City. Project CALA, 1988-89. OREA Final Evaluation Report. Project CALA was a special alternative program at the International High School in Queens (New York City). In its first year, the project provided instructional and support services, emphasizing career education, to 171 high school students of limited English proficiency (LEP) who had lived in the United States for less than 4 years. The project provided instruction in English reading, content area subjects, and career education. Students participated in job internships and, if eligible, took community college courses. Staff development, curriculum development, and parent involvement activities were also provided. The project met its objectives in the content areas, career education internships, staff and curriculum development, attendance rate, dropout rate, and college application rate. Objectives in career education and in parent involvement could not be assessed. The parent involvement component could not be implemented as intended, and the English language acquisition objective… [PDF]

Berney, Tomi D.; Lista, Carlos A. (1990). Project Reach 1988-89. OREA Report. Project Reach, serving 390 students of limited English proficiency at William H. Taft high school in New York, was fully implemented in 1988-89. Project Reach endeavored to help students develop their English and native language skills and make academic progress through bilingual content area courses. During the school year, participating students received instruction in English as a Second Language (ESL), Native Language Arts (NLA), and the bilingual content area subjects of mathematics, science, and social studies. A small group of students with severe educational deficiencies received remedial instruction. The project provided staff development, curriculum development, and parental involvement activities. Project Reach met its ESL and content area objectives, and two of its three NLA objectives. The project partially met its staff development objective. It did not meet one of its two parent involvement objectives; the other objective could not be evaluated because of lack of… [PDF]

Di Martino, Vincent James; And Others (1983). Grover Cleveland High School. Basic Bilingual Program. O.E.E. Evaluation Report, 1981-1982. This paper evaluates the bilingual educational program at Grover Cleveland High School, Queens, New York City. The program offered instruction in English as a second language (ESL) and native language skills in Italian and Spanish as well as courses in science, mathematics, and social studies to 142 students with limited English proficiency. The major goal of the program was to promote the acquisition of English language skills needed for mainstreaming within a 2-year span, while nurturing strong personal and ethnic identity in the students. Supportive services were provided for staff development, career counseling, and parental involvement through home visits. Evaluation findings for 1981-82 indicate that students were meeting program objectives in English language development, and achieving high rates of passing in native language arts. Passing rates varied in content area courses. In addition, the attendance rate of program students was higher than the average school wide… [PDF]