Kaldor, Susan (1976). Issues for Language Planning in Australia. Linguistic Communications: Working Papers of the Linguistic Society of Australia, No. 16. While much attention has been given to the language problems of newly developing nations and to the various phases of planned language development such as graphization, standardization and modernization, not enough attention has been given to language planning that would serve the needs of minority groups in nations such as Australia where the national language, English, is a well-developed one. This paper looks at two major language planning programs in Australia: Migrant (Language) Education, or ME, and Aboriginal Bilingual Education, or ABE. The programs are compared to: (1) highlight the increasing dependence of planning authorities on Australian linguistics, (2) pinpoint matters requiring consideration in the early stages of the ABE program, and (3) indicate new directions for ME. The paper includes two tables which outline the programs and an appendix which summarizes points of comparison in terms of: policy goals; implementers; target population; specific aims, such as languages to be taught; sources of concepts, methods, and language materials; the programs in terms of teacher training, material preparation, administration, and language development; problems encountered; products such as teaching materials and linguistic descriptions; and by-products such as increased linguistic awareness, models for language education, changes in research trends, and an increased demand for training in linguistics.   [More]  Descriptors: Australian Aboriginal Languages, Bilingual Education, Descriptive Linguistics, English (Second Language)

Maldonado, Stephen (1976). Programmatic Recommendations and Considerations in Assisting School Districts to Serve Vietnamese Children. The seminar reported here focused on identifying the needs and problems of Vietnamese children and adults. These included bilingual education, culture clash, second language programs, and educational differences between Vietnam and the U.S. It was observed that teachers must be prepared to respond to their Vietnamese students according to their geographic origins, the needs and desires of students' families, and the availability of curricular and human resources. Many Vietnamese parents believe that culturally pluralistic bilingual bicultural programs are needed to meet the needs of their children. Vietnamese parent-child relationships are quite different from American relationships. Contact with American culture is seen by many Vietnamese as threatening traditional family relationships. Furthermore, some Vietnamese parents fear that a continuous emphasis on English in the education of their children will make communication with them increasingly difficult. Language learning, skill learning, and job placement are important to the Vietnamese. Developers of language programs for Vietnamese should group students according to age, profession and marital status and should use Vietnamese people as instructors or as aides for non-Vietnamese teachers. Teachers must know the difference between the ways the English and Vietnamese languages function as tools for communication.   [More]  Descriptors: Asian Americans, Bilingual Education, Culture Conflict, Educational Needs

Steinman, Edward H. (1974). The Lau v. Nichols Supreme Court Decision of 1974. Testimony of Edward H. Steinman before the Committee on Ways and Means of the California State Assembly. CATESOL Occasional Papers, No. 2, Fall, 1975. This document reviews the arguments and the ruling in the Lau v. Nichols case, and the general legal foundation for bilingual education. On March 25, 1970, a suit was filed by 13 non-English-speaking Chinese students in the District Court in San Francisco, on behalf of nearly 3,000 Chinese-speaking students, against the San Francisco Unified School District. The complaints were: (1) non-English-speaking students were being denied their rights to education because they couldn't function in the medium of instruction; and (2) these students were being doomed to becoming dropouts, and to unemployment, as a result of their language problems. Basic issues were whether the San Francisco school district should be required to provide special instruction in English, and whether instruction should be handled by bilingual Chinese-speaking teachers. While the school district and the federal court argued that the school district had no responsibility to rectify the situation, the Supreme Court ruled that the failure of the school system to provide English-language instruction to non-English-speaking students constitutes denial of opportunity to participate in the educational program. Furthermore, it was recognized both at the federal and state level that to be effective, the instruction must be bilingual.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Chinese, Chinese Americans

New Mexico Univ., Albuquerque. Navajo Reading Study. (1974). Training Teachers On-Site: The Spring Semester 1974 at Sanostee and Toadlena. Navajo Reading Study Progress Report No. 25. During the 1974 spring semester, the Sanostee-Toadlena Title VII Bilingual Education Project focused on "how and what to teach Navajo children". The on-site program included courses in human and growth development, classroom learning, production of materials, social studies, science methods, mathematics methods, developmental reading, and creative English. Trainees participated in class work with university professors and classroom and micro-teaching experiences in the two schools. Although the five professors presented various ideas of how to work with children, they basically focused on how children can best learn in school. The professors helped the trainees to: produce their own thinking and creative ideas in Navajo and English; see the value of a diagnostic approach to language acquisition and the need for greater word attack skills; examine and evaluate their own value system and to try to figure out what and how they wanted Navajo children to learn; and integrate the curriculum using social studies, science, and math. This report contains descriptions of the experience of those who taught at Sanostee and Toadlena during the semester. Virtually unedited, the various accounts give details thought to be significant by the professor. Also included are samples of the students' creative writing and their evaluations of the creative English class.   [More]  Descriptors: American Indian Reservations, American Indians, Bilingual Education, Creativity

Wood, Richard E. (1977). Potential Issues for Language Planning in Scotland. Language Planning Newsletter, Vol. 3, No. 1. The national re-emergence of Scotland is accompanied by the desire for cultural and linguistic autonomy and identity. Issues at hand include language standardization, bilingual education, the language problems of immigrants, the role of Gaelic as compared to the continuum of linguistic varieties that go from Standard English to Scots, the adoption of a distinctive linguistic symbol of national identity, and the identification and development of a distinct Scots language. Three actual or potential language standards exist: (1) Scots Gaelic, a Celtic language closely related to Irish Gaelic; (2) Standard Scottish English, differing phonologically and syntactically from the English of England; and (3) Scots (Lallans), a historic outgrowth of the English in England. The domains in which each language is used are described, as well as the developments in education and the media regarding the use of Gaelic and Scots. A comparison is made with the language situation in Norway. Most immigrants to Scotland are Pakistanis living in Glasgow, and, as non-speakers of English, are not confronted with language attitude problems like those of West Indians in England who speak English-based Creoles. Lexicography, social and geographical dialectology, language attitude studies, and language policy in education and government are all areas requiring further attention.   [More]  Descriptors: Bilingual Education, Educational Policy, English, Language Attitudes

Schuyler, Nancy Baenen (1987). Bilingual/ESL Programs, 1986-87 Final Technical Report. The Austin (Texas) Independent School District served 4,143 students with limited English proficiency in 1986-87. The native language breakdown was 87% Spanish, 5% Vietnamese, and 8% other language groups. The students were served through either the Transitional Bilingual Education program (TBE) or English as a Second Language program (ESL). The TBE, which provided dual-language instruction, is available to Spanish speakers in pre-kindergarten through grade 8 and Vietnamese speakers in kindergarten through grade 6. The ESL provides intensive English instruction to other students; it is a sequential English language instruction program in the skills of listening, speaking, and writing. The ESL also addresses the cultural heritage of both the primary language and of the United States. Title VII federal funds have been used for the regular secondary program for Hispanics since 1985-86. Results of evaluation of the TBE, ESL, and Title VII program provide insights into student Spanish and English language mastery, dropout rates, enrollment and retention rates, general academic achievement and failure, teacher training, student tutoring, curriculum development, and parental involvement. The report includes extensive tabulated data and other supporting materials, and provides 11 appendices.   [More]  Descriptors: Bilingual Education Programs, Elementary School Students, Elementary Secondary Education, English (Second Language)

Greenwood, Peter W.; And Others (1975). Federal Programs Supporting Educational Change, Vol. 3: The Process of Change. This report is the third in a series that describes the first-year results of the Rand study (July 1973-July 1974). It summarizes the findings and policy implications resulting from 29 case studies of change-agent projects conducted by Rand staff members and consultants in 25 school districts during April and May 1974. The report also describes the role of the state education agencies in selecting, managing, and disseminating change-agent projects. The case-study sites represent a variety of project objectives and local district conditions. The studies were limited to five types of innovations: career education, bilingual education, reading, staff development, and classroom organization. In the organization of the report, the process of innovation is characterized by three phases: initiation, implementation, and outcomes. Each area is given a chapter of the report. The outcomes of interest to this study are the effects of the project on classrooms, teachers, and students; the extent to which the project treatments were continued after the special project funding ended; and the amount of dissemination that took place between the project schools and nonproject schools within the local education agency and in other districts.   [More]  Descriptors: Adoption (Ideas), Bilingual Education, Career Education, Case Studies

Claus, Richard N.; Quimper, Barry E. (1988). State Bilingual and ECIA Chapter 1 Migrant Process Evaluation Report: 1987-88. The State Bilingual Education program, the Local Bilingual program, and the Migrant Education program are designed to meet the needs of bilingual and migrant students in the School District of the City of Saginaw, Michigan. Instruction consisted primarily of one hour of supplemental reading and mathematics. Students in grades 7-12 also received counseling and support services. The vast majority of the students were Hispanic, with a small number of Laotians completing the program population. In view of the fact that the program populations overlapped a great deal, the staff serving the students were the same, and all materials and activities were shared by all of the programs. A process evaluation, involving monitoring the program throughout the year, was conducted to determine if the program is being implemented as planned. Another goal of the evaluation was to identify the strengths and weaknesses that influenced the programs' outcomes. A set of questionnaires was sent to all participating staff and building principals concerning the following: (1) programming and instructional management; (2) communication; (3) pupil selection: and (4) miscellaneous. The program evaluator reviewed the responses and summarized them into a list of program strengths and weaknesses, and made recommendations for improvement. Information on the identification and eligibility procedures for program participants, copies of the survey questionnaires, and the results of the survey are included in three appendices.   [More]  Descriptors: Bilingual Education Programs, Compensatory Education, Educationally Disadvantaged, Elementary School Students

Martinez, Ana L.; And Others (1988). James Monroe High School Proyecto Nuevos Horizontes, 1986-1987. OEA Evaluation Report. In its second year of Title VII funding, James Monroe High Schools's Proyecto Nuevos Horizontes (Project New Horizons) served 344 limited-English-speaking recent arrivals from Latin America and the Caribbean, in grades 9 through 12. The program has built on the strengths of the high school's extensive computer-assisted instruction (CAI) program, and was designed to develop CAI materials and provide individualized CAI to supplement the bilingual education program in English as a second language (ESL), native language instruction, and content areas. The program succeeded in producing ESL material, but was unable to find appropriate software for native language and content area instruction. Analysis of student achievement data indicates that program objectives were met in ESL, native language development courses and in passing rates in mathematics, science, and social studies, and attendance. Recommendations for program improvement include continued efforts to develop and/or locate software in the content areas and native language instruction, and continued in-service training on how to gradually increase the amount of English used in content-area courses.   [More]  Descriptors: Bilingual Education Programs, Computer Assisted Instruction, Computer Software, Courseware

Matluck, Joseph H.; Mace-Matluck, Betty (1975). The Multilingual Test Development Project: Oral Language Assessment in a Multicultural Community. This paper discusses a series of oral proficiency tests in six languages developed under the auspices of the Center for Applied Linguistics and the Seattle Public Schools District. The prototype is an English test, totally oral, for use in grades K-4, designed to: (a) determine the child's ability to (1) understand and produce the distinctive characteristics of spoken English, (2) express known cognitive concepts, and (3) handle learning tasks in English; and (b) provide placement and instructional recommendations for alternate programs such as special English instruction and bilingual education. Comparable tests with similar objectives were then developed in Cantonese, Mandarin, Tagalog, Ilokano, and Spanish, reflecting some of the largest of the forty non-native-English-speaking groups in Seattle schools. Development of the tests was based on identifying basic learning concepts that children must handle in order to perform in a school setting. These concepts include identifying, classifying, quantifying, interrogating, negating and showing spatial, case and temporal relationships. The grammatical manifestations of a language that a child must handle to perceive or to communicate these concepts were then determined. The construction of the tests and the scoring methods are discussed, as well as cultural and linguistic differences encountered in the preparation of the tests.   [More]  Descriptors: Bilingual Education, Bilingual Students, Cantonese, Child Language

Schuyler, Nancy Baenen (1987). Programs for Students with Limited English Proficiency, Evaluation 1986-87. In 1986-87, the Austin Independent School District (AISD) served 4,143 students with limited English proficiency (LEP) through two programs: transitional bilingual education (TBE) programs and English as a second language (ESL) programs. TBE is available to Spanish speakers in grades pre-kindergarten through 8 and to Vietnamese speakers in grades K-6. ESL provides intensive English instruction to students in 49 other language groups. Federal funds have been used to enhance the regular secondary program for Hispanic LEP students. Evaluation shows that for AISD-funded programs, LEP students exceeded state standards in 6 of 14 comparisons, showed high Spanish language mastery rates in grade 1 and 3, had a dropout rate twice that of the district as a whole, scored well in comparison with national averages in mathematics in some grades, and have maintained achievement in reading and language above the 23rd percentile after exiting from LEP status. However, the bilingual teacher supply has diminished and programs from 1980-83 have not had long-term effects on retention, exit rate, and achievement. In federally-funded programs, English proficiency improved at four of six grade levels and in each of five subjects, Spanish language results were generally positive, tutoring program participants increased, and teachers supported development efforts.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Dropout Rate, Elementary Education

James, C. V., Ed. (1978). The Older Mother Tongues of the United Kingdom. This report describes bilingual education programs in England that promote the Welsh and Gaelic languages. The section on Welsh includes discussions of: the history of the Welsh language, the Welsh books scheme to promote the availability of published materials in Welsh, the activities of the national language unit of Wales, external examinations, proposals toward a national language policy on Welsh education, Welsh schools, and schools council committee for Wales. Also covered are higher education, teacher training, Welsh in the community, Welsh communities abroad, references and sources, select bibliography, and a list of organizations that promote the Welsh language. The section on Scottish Gaelic includes historical notes, Gaelic in the community, Gaelic in schools, external examinations, higher and further education, teacher training, teaching materials, select bibliography, and a list of organizations concerned with promoting the Scottish Gaelic language. A brief chapter on the Irish language is also presented. Various tabular and pictorial material statistically present the percentages of Welsh/English and Gaelic/English bilingualism. Descriptors: Bilingual Education, Bilingualism, Educational Policy, Elementary Secondary Education

Artesia Public Schools, NM. (1973). Suggested Curriculum Guidelines for an Effective Bilingual Program, 1973-1974. Health, Science, Social Studies, New Mexico History, English as a Second Language, Multiculturalism. First Grade, Level 1. This volume presents suggested curriculum guidelines for an effective bilingual program, with specific focus on instruction in health, science, social studies, New Mexico history, English as a second language, and multiculturalism, at the first grade level. The philosophy of the program views bilingual education as a vehicle and pedagogical tool to be used to better prepare all children to function in society. The point of departure for formal learning and formal training is the linguistic and cultural heritage that the child brings to the school situation. The Learning Loop method is used, involving five basic steps in the presentation of all subject matter: (1) diagnosis–recognizing the child's needs; (2) prescription–outlining the child's learning activities; (3) commitment –willingness of the child to learn; (4) treatment — teaching time spent; and (5) evaluation of the child's accomplishments. The volume is divided into six major sections, each dealing with one of the subject areas and itself divided into smaller units. The guidelines for each unit are presented in terms of concept or objective to be taught, content, resources and materials, and evaluation. Criterion-referenced inventory cards for student evaluation accompany the text.   [More]  Descriptors: Bilingual Education, Criterion Referenced Tests, Curriculum Development, Curriculum Guides

Artesia Public Schools, NM. (1973). Suggested Curriculum Guidelines for an Effective Bilingual Program, 1973-1974. Health, Science, Social Studies, New Mexico History, English as a Second Language, Multiculturalism. Second Grade, Level 2. This volume presents suggested curriculum guidelines for an effective bilingual program, with specific focus on instruction in health, science, social studies, New Mexico history, English as a second language, and multiculturalism, at the second grade level. The philosophy of the program views bilingual education as a vehicle and pedagogical tool to be used to better prepare all children to function in society. The point of departure for formal learning and formal training is the linguistic and cultural heritage that the child brings to the school situation. The Learning Loop method is used, involving five basic steps in the presentation of all subject matter: (1) diagnosis–recognizing the child's needs; (2) prescription–outlining the child's learning activities; (3) commitment–willingness of the child to learn; (4) treatment–teaching time spent; and (5) evaluation of the child's accomplishments. The volume is divided into six major sections, each dealing with one of the subject areas and itself divided into smaller units. The guidelines for each unit are presented in terms of concept or objective to be taught, content, resources and materials, and evaluation. Criterion-referenced inventory cards for student evaluation accompany the text.   [More]  Descriptors: Bilingual Education, Criterion Referenced Tests, Curriculum Development, Curriculum Guides

O'Malley, J. Michael; Carlos, Manuel (1976). Overview of Current Strategies of the Multicultural/Bilingual Division at the National Institute of Education. The Multicultural/Bilingual Division at NIE was established in January of 1975 as a reflection of the increased attention to cultural and linguistic factors in education. The emergence of this interest in minority education programs and research can be traced through three phases of activity: (1) adoption and management of OE-transferred projects, and promotion of field-initiated research; (2) completion of 10 multicultural planning conferences and continuation of support for selected projects; and (3) creation of the Division, synthesis of planning conferences, and completion of the first program plan beginning to systematically focus on needs in the field. A new conceptual framework proposes a definition of multicultural education, identifies the relationship between multicultural and bilingual education, and draws from the definition a statement that information about cultural and linguistic communities should be used in the development of instructional programs for children of ethnic minority background of limited English-speaking ability. The new framework also provides a structure for organizing and assigning priorities to continuing and proposed Division activities.   [More]  Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students