Harley, Birgit; And Others (1986). The Effects of Early Bilingual Schooling on First Language Skills. Applied Psycholinguistics, v7 n4 p295-321 Dec. The development of first language skills among native English-speaking students enrolled in early French immersion programs was explored. Preliminary results support the hypothesis that early bilingual schooling enhances the students'performances on various kinds of first language learning tasks. (Author/CB)…

Spack, Ruth (2002). America's Second Tongue: American Indian Education and the Ownership of English, 1860-1900. This book examines the development, implementation, and aftermath of the U.S. government's language policy for indigenous people from 1860 to 1900. Analysis of archival documents, autobiographies, ethnography, and fiction examines why and how government-sponsored English-language classrooms for Native students came into being, how European American and Native teachers mediated the government's English-only directive, and what students did with the language after they learned it. It focuses on the ways that European American and Native people used English to represent themselves and each other as they sought to fulfill their own political, educational, and cultural agendas. Through these multiple perspectives, the book reveals a paradox. Even as English functioned as a disruptive and destructive instrument of linguistic and cultural control, it was also a generative tool for expressing diverse ways of seeing, saying, and believing. Chapters focus on (1) the links between language…

Porras, Silvia (1998). Vulnerable Refugees. Discussion Paper. This document considers the position, plight, and needs of recent Central American immigrants to Canada. It seeks to answer three questions: What kind of support do they need? What kind of programs can respond to their needs? How can they be helped to integrate into Canadian society? Several facts are uncovered, and conclusions are reached based on anecdotal information. Among the findings are these: Most of these immigrants come from rural areas in their own countries and have limited or no literacy in their native Spanish. They are often very unfamiliar with what basic appliances are in Canada (e.g., stoves). They encounter significant ethnic and racial-based hostility and prejudice from Canadian citizens. Many untrue and largely negative stereotypes about them are widely believed. Recommendations are made for effectively teaching these immigrants to survive and thrive in Canada. Immigrant success stories are chronicled in a number of vivid examples. It is concluded that the… [PDF]

Crymes, Ruth (1979). Guidelines for and by Non-English Speaking Students. Foreign Language Annals, v12 n3 p181-84 May. A project in which seasoned immigrant students developed guidelines for the use of incoming non-English speaking immigrant students for a bilingual Korean and English text is described. The guidelines were used for orientation and follow-up discussions about school and language attitudes. (SW)…

Crain, Robert L.; Mahard, Rita E. (1979). Research on School Desegregation and Achievement: How to Combine Scholarship and Policy Relevance. Educational Evaluation and Policy Analysis, v1 n4 p5-15 Jul-Aug. Among the guidelines offered for educational policy-relevant research on the effects of school integration on minority student academic achievement are: age at which to desegregate students; school racial composition; ethnic or racial groups to be bused; instruction for non-Black minorities; and the role of social class. (MH)…

Gatty, Janice C. (1996). Early Intervention and Management of Hearing in Infants and Toddlers. Infants and Young Children, v9 n1 p1-15 Jul. This article discusses principles for intervention with young children who have hearing impairments. It covers the nature of hearing loss; diagnosis and types of hearing impairments; sensory aids; and benefits and limitations of different approaches including the auditory-verbal, auditory-oral, cued speech, total communication, American Sign Language, and bilingual-bicultural approaches. The need for comprehensive evaluation is stressed. (DB)…

Berman, Robert (1994). Learners' Transfer of Writing Skills between Languages. TESL Canada Journal, v12 n1 p29-46 Win. Reports on a study of 126 secondary English-as-a-Second-Language (ESL) students' transfer of essay organization skills between languages (Icelandic and English). Pre- and posttest proficiency scores were analyzed. It was concluded that students' success in transferring writing skills between languages is assisted by their grammatical proficiency in the target language. Contains 6 tables and 15 references. (LR)… [PDF]

Felix, Judith Walker de; And Others (1993). A Comparison of Classroom Instruction in Bilingual and Monolingual Secondary Classrooms. Peabody Journal of Education, v69 n1 p102-16 Fall. Reports on a study of an innovative secondary bilingual program for preliterate immigrant adolescents. Researchers compared classroom processes used in the bilingual program to those in English-as-a-Second-Language classrooms. Observations indicated no significant differences in off-task behavior. Neither group participated in many higher level thinking activities. (SM)…

(1991). Language and Language Education: Working Papers of The National Languages Institute of Australia, Volume 1, Number 1. Language and Language Education: Working Papers of the National Languages Institute of Australia, v1 n1. This volume on language issues within Australia contains five research papers: "Patterns of Inter-Cultural Communication in Melbourne Factories: Some Research in Progress" (Michael Clyne); "Developing Proficiency Scales for Communicative Assessment" (D. E. Ingram, Elaine Wylie); "Rapid Profile: A Second Language Screening Procedure" (Alison Mackey, Manfred Pienemann, Ian Thornton); "Language Use in Classrooms in Western Samoan Schools" (Joseph Lo Bianco, Anthony Liddicoat); and "The International English Language Testing System (IELTS): The Speaking Test" (D. E. Ingram)….

Blanco, George; Spurlin, Quincy (1998). Que es la Ciencia? What Is Science? A Question for All Students. This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching heterogeneous groups; motivating participation; using students' background knowledge; and providing concrete support for student efforts. A sample unit entitled "What Is Science?" is outlined in seven detailed and varied classroom activities. (MSE)… [PDF]

Cornejo, Ricardo J.; And Others (1983). Eliciting Spontaneous Speech in Bilingual Students: Methods & Techniques. Intended to provide practical information pertaining to methods and techniques for speech elicitation and production, the monograph offers specific methods and techniques to elicit spontaneous speech in bilingual students. Chapter 1, "Traditional Methodologies for Language Production and Recording," presents an overview of studies using various traditional approaches to elicit language. Chapter 2, "Interactive Language Research," offers some general concepts dealing with language research in the classroom and at home, i.e., in the normal milieu where children spend most of their time. Chapter 3, "Methods of Observation," offers some specific suggestions concerning the use of observation as a technique to record language samples. Chapter 4, "The Interview," presents techniques that can be used to maximize the use of the interview as a procedure to elicit speech. Chapter 5, "Elicitation Techniques for Spontaneous Speech," offers a… [PDF]

Tsang, Sau-Lim (1983). Mathematics Learning Styles of Chinese Immigrant Students. Final Research Report. Major revision in the U.S. mathematics curriculum since the 1960s have led to significant differences between the mathematics curriculum of the United States and those of many other countries. This study explored how eight Chinese immigrant students, with different cultural backgrounds, mathematics knowledge, and learning styles, learned in an Algebra I course. Three research questions were addressed: (1) How did students learn from the teachers and textbook? (2) What were the students' understandings of the algebraic concepts introduced in the class? (3) How did the mathematics they acquired in their home country affect their learning of the U.S. mathematics curriculum? A multiple-case study method was employed which permitted an examination of results across a number of cases (individual students) and generalization of findings. Data were collected by classroom observations, teacher/student interviews, testing, clinical studies of students' heuristic processes in problem-solving,… [PDF]

Farmer, Stephen S.; And Others (1983). Bilingual Supervision: Does It Make a Difference?. The study attempted to determine whether monolingual English-speaking supervisors and bilingual-bicultural supervisors would provide markedly different supervision management to bilingual (English-Spanish) student clinicians in audiology/speech pathology. After viewing each of 10 video-tapes of Spanish language therapy sessions for 2 preschool bilingual females, 2 bilingual and 2 monolingual supervision judges rated the clients' and the clinicians' cognitive, linguistic, and social components of communication and suggested the next step in the supervision of the clinician. The result of a chi square analysis showed no statistically significant differences in the way bilingual and monolingual clinical supervisors judged the clinicians' or the clients' behavior, in the types of supervisory decisions they made, or in individual supervisor judgments. The predominant supervisory strategy of conferring with the clinician confirmed conferences as critical to the supervisory process….

Berney, Tomi D.; Plotkin, Donna (1990). Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report. Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual mathematics, science, and social studies to 344 students at Bushwick High School in Brooklyn (New York City) and Louis D. Brandeis High School in Manhattan (New York City). Project COM-TECH provided a resource center at both high schools, where the staff offered individualized computer instruction, tutoring, career and college advisement, and personal counseling and academic advising. The project's main goals were for limited-English-proficient students to acquire optimal English skills, native-language proficiency, and an appreciation of their cultural heritage. The project met its objective in ESL and attendance. Data was not… [PDF]

Kucer, Stephen B. (1989). Understanding Literacy Lessons: Do Teachers and Students Talk the Same Language?. This study examined the relationship between teacher and student understandings. Subjects consisted of 26 third-grade students, of whom six were chosen for case studies, in a school in a large metropolitan area. All students were Latino, bilingual, and from working class homes. Modified cloze lessons were taught, and three types of data were collected with regard to the lessons: video tapes and field notes of the lessons observed, literacy artifacts, and teacher and student interviews. The focus of the data analysis was to discern how the various participants in the lesson (students, teachers, and ethnographer) understood the activity and the degree to which these understandings were shared across participants. Field notes indicated that the only issue which emerged was that at times the children had difficulty in using the information presented after the blank to judge the meaningfulness of their responses. Literacy artifacts indicated that 93% of all student responses were… [PDF]

Cafferty, Pastora San Juan, Ed.; McCready, William C., Ed. (1985). Hispanics in the United States. A New Social Agenda. This book is a collection of essays about Hispanics in America, their impact upon the social structure of American society, and implications for the country's future social agenda. Each essay is preceded by an abstract and concludes with references. The essays (and authors) are: 1) "A Demographic Portrait" (Teresa A. Sullivan); 2) "The 'New'Immigration" (Pastora San Juan Cafferty); 3) "Culture and Religion" (William C. McCready); 4) "Toward a Model of Socialization for Hispanic Identity: The Case of Mexican-Americans (Marco A. Martinez); 5) "Language and Social Assimilation" (Pastora San Juan Cafferty); 6) "Hispanics and Education) (Neil Fligstein and Roberto M. Fernandez); 7) "Jobs and Employment for Hispanics" (George J. Borjas); 8) "Hispanics and Health Care" (Aida L. Giachello); 9) "Hispanics and the Social System" (Carmen Rivera-Martinez); 10) "Hispanics and the Criminal Justice System"…

Fisher, Charles W.; And Others (1983). Verification of Bilingual Instructional Features. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables (Part I) and verified their utility in other settings (Part II). This report describes two verification studies: (1) in two additional classrooms nominated as "successful" bilingual instructional settings but serving different ethnolinguistic groups, and (2) in other classrooms serving LEP students but not nominated as successful and not necessarily bilingual. The first study found the five instructional features identified as significant in Part I (congruence of instructional intent, use of active teaching behaviors, use of the students' native language and… [PDF]

Offenberg, Robert M.; And Others (1984). Bilingual Learning Centers in Elementary Schools, 1982-1983. Report No. 8418. The Bilingual Learning Centers in Elementary Schools program was begun in four Philadelphia public schools in 1982-83. The project's goal was to improve the achievement of limited-English proficiency children through work in bilingual learning centers containing materials and instructional devices for individual and small group work. Learning centers established at the four project schools were equipped to varying degrees by the end of the year. Use of the centers by pupils was associated with improved aural comprehension of English, improved reading vocabulary, and better attendance than the school norm. Learning center use was not associated with statistically significant improvement of English reading comprehension, mathematics, or word study skills test scores. Of the six original objectives, five were attained in full or in part. These outcomes are considered good because the centers had operated for only part of the academic year and without the full complement of… [PDF]

Clesca, Monique; Schulman, Robert (1984). Project L'Ouverture, 1982-1983. O.E.E. Evaluation Report. This multisite project, in its third and final year of funding, served approximately 350 recently immigrated Haitian students of limited English proficiency at three New York City high schools in Brooklyn and Queens. The students varied in their proficiency in Creole, French, and English. The major program goal was to expedite English and native language skill acquisition through bilingual instruction which "encouraged the development of a positive self-concept based on the exploration of cultural heritage and the development of a positive career orientation." Dropout prevention was a major focus. Most students initially were placed in the ninth grade and then were mainstreamed on an individual basis upon demonstrating sufficient academic progress. In addition to the student services, this program supported staff development activities and some parent participation. Student achievement data indicated that the program had variable success in area of performance, but… [PDF]

Rhodes, Nancy C. (1979). Attitudes Toward Guarani and Spanish: A Pilot Study in Paraguay. This study analyzes the language attitudes of the Paraguayan people toward their two languages, Guarani and Spanish. To study the bilingual situation in the South American country, a pilot survey was carried out in the capital city addressing the major topics of language attitudes, language usage, and language varieties. The goals of the survey were: (1) to find out the Paraguayans attitudes toward their two languages, (2) to find out if they valued Guarani, (3) to see how they viewed the future of Guarani, (4) to see what they thought of using Guarani and/or Spanish in the schools, and (5) to see how knowledge of the two languages influenced their ability to use them. In the data analysis it was found that 78% of the 65 informants thought that Spanish and Guarani should be used as languages of instruction. The results showed that although they saw Guarani as an interference with Spanish, they also viewed Spanish as having a lexical and phonological influence on Guarani. The…

(1980). Conference on the Educational and Occupational Needs of Hispanic Women, June 29-30, 1976, December 10-12, 1976. Twenty-four Hispanic American professional women drawn from the fields of education, social services, and government by the Women's Research Program of the National Institute of Education met to develop a national research agenda which would begin to address the educational and occupational needs of Hispanic women. Twelve papers presented by activists and researchers at the conference dealt with: the lack of political involvement of Hispanic women; Hispanic women in education in New York and Chicago; Puerto Rican women in higher education; impediments to organizing Hispanic women; the cult of virginity; guidance and counseling of Hispanic girls; an overview of La Chicana and Chicana identity; relevant social issues; approaches to education for the Hispanic woman; and the Hispanic woman's marginal status. Participants identified four major issues: the lack of accurate research on Hispanic women; the identification of barriers to organizing Hispanic women; the identification of… [PDF]

Ainsworth, C.L., Ed. (1969). Teachers and Counselors for Mexican American Children. The main problems confronting teachers of Mexican American children are the language and cultural barriers. Mexican American children are often limited in communication skills in both Spanish and English and hold different values and life styles than the Anglo American teacher. The \live now\ attitude, which is characteristic of Latin cultures, instead of putting off gratification of desires that is part of the Protestant ethic, frustrates many teachers. Teachers, preferably from Spanish-speaking background, should be trained in both Spanish and English. Historical origin and background, cultural characteristics and basic values and aspirations of the Mexican American culture, as well as linguistics, should be included in teacher education. School counselors, should possess guidance skills to help solve Mexican American students' problems of role acceptance, self-concept, and social values. Finally, in the acculturation of the culturally disadvantaged Mexican American, a pluralistic… [PDF]

Streiff, Virginia (1971). Question Generation by First Graders: A Heuristic Model. This paper describes the design and practical application of a program called \Listening\ which has been developed to help young learners of English as a second language gain some strategies for comprehension in their new language. The long-range goal of the program is to develop the learner's active involvement in thinking about the facts he listens to, in applying language and thinking processes which help him comprehend and retain the salient features of a message which often exceed the explicit facts, and then in thinking more about them. Inquiry is the principal device of the program. The children learn to ask relevant, appropriate, and substantial questions, and to value such inquiry by actually engaging in the activity. Question-asking acts as the pivot from second language learning to learning in the second language. A description of the program is provided, with remarks on the objectives and characteristics of the various states of the program. (Author/VM)… [PDF]

Sick, Goh-Ngong (1971). The Malay Language in Malaysia: An Applied Sociolinguistic Study. This master's thesis considers the linguistic situation of Malaysia and the need for language planning to establish one language as a common link across many diverse ethnic and linguistic groups. The development of the present-day multilingual situation in Malaysia is described. The country is characterized by language islands created by a lack of geographical mobility and insulated through socioeconomic and religious activities. The author discusses the formulation of a satisfactory language policy and advocates that Malay be the language which serves as a symbol of ethnic and cultural identification at the national level, as a means for horizontal mass communication, and as a means of access to science and technology. The implementation of such a language policy through the educational system is discussed. (VM)… [PDF]

Baker, Jean M.; Martin, James (1971). Bicultural Socialization: A Group Process Approach to Bilingual Instruction; Behavior Observation Schedules. These 11 behavior observation schedules were developed to serve as a source of data for evaluation experimental variations in instructional procedures and classroom organization, and for monitoring changes in teacher, teacher aide, and child behaviors. (MS)… [PDF]

Chanthalangsy, Sonevilay; Moskalis, Stan (2002). Improving Language Acquisition through Journal Writing. This study examined how journal writing could improve language minority students' language acquisition. Participants were Serbo-Croatian and Laotian second and third graders from two elementary schools. Initial student surveys and writing assignments, conducted in September to document the problem, found that students lacked writing skills, vocabulary skills, and strong influences in their native languages. Their first language acquisition had not been fully developed. They lacked guidance from their teachers, which resulted in bad learning habits (sloppiness, poor spelling, and lack of self-correction). Based on literature that suggests providing guidance during journal writing time (which builds upon native language skills that can be transferred into English), students participated in a journal writing intervention in which they wrote three types of journals (personal, dialogue, and literary). Teachers observed students daily using a checklist. Students completed a writing… [PDF]

Rubin, Donald L. (1992). Nonlanguage Factors Affecting Undergraduates' Judgments of Nonnative English-Speaking Teaching Assistants. Research in Higher Education, v33 n4 p511-31 Aug. Three studies extend earlier research that showed the potency of nonlanguage factors such as ethnicity in affecting undergraduates' reactions to university teaching assistants who are nonnative speakers of English. Results indicate that intercultural sensitization for undergraduates must complement skills training for nonnative teaching assistants. (Author/DB)…

Kelly, Mary L.; Ochoa, Theresa A.; Rogers-Adkinson, Diana; Stuart, Shannon (2004). The Impact of PBL Technology on the Preparation of Teachers of English Language Learners. Journal of Special Education Technology, v19 n3 p35-46 Sum. This document presents a description and explanation of the MUSE module, a multimedia, computer-supported, problem-based learning (CS-PBL) unit that provides users with a simulation of the special education referral process. The module, developed by Leafstedt et al. (2000) depicts an elementary Hispanic student who is limited in English proficiency and is also experiencing academic difficulties. The module is available for viewing at www.caselinks.education.ucsb.edu. The simulation provides preservice teachers an opportunity to grapple with the complexity of determining the nature of academic problems (i.e., are the student's academic difficulties related to English language limitations or a disability?). The module serves as an adjunct to lectures and readings in teacher preparation courses and consists of three sequential phases: (a) narrative, (b) role strands, and (c) problem resolution….

Gallimore, Ronald; Guthrie, Donald; Reese, Leslie (2005). Reading Trajectories of Immigrant Latino Students in Transitional Bilingual Programs. Bilingual Research Journal, v29 n3 p679-697 Fall. Using data from a random sample of Latino students in California, tracked throughout their elementary and middle school years, this paper examines ways in which outcomes vary for students of similar language and socioeconomic background who are initially instructed in their native language in transitional bilingual programs. As the students made the transition to instruction in English, which took place for most students in the sample between Grades 2 and 4, all students experienced an abrupt decline in performance on standardized reading test scores in English. However, performance trajectories after transition took markedly different paths, with higher achievers returning to pre-transition rates of performance as lower achievers continued an achievement decline that began for many while still being instructed in Spanish. The paper also examines school factors potentially associated with variations in performance (school-wide reform and strong kindergarten program) for subsets of… [Direct]

Augustin, Marc A. (1993). Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP). Final Evaluation Report 1992-93. OER Report. This report examines the progress in 1992-93 of the Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP) in New York City. In the year under review, Project CAP served a total of 292 students with limited English proficiency who were also limited in their ability to read and write in their native language. Participating students received instruction in English as a second language (ESL); native language arts (NLA); and the content-area subjects of mathematics, science, and social studies. Although the project established a multifaceted parental component, which included ESL classes and educational trips, it found it difficult to stimulate participation. The project met its objectives for ESL, American culture and citizenship, cultural heritage, attitude toward school, career development, dropout prevention, attendance, staff development, and curriculum development. The project only partially met its objectives for Spanish and Haitian NLA, parental… [PDF]