Secada, Walter G. (1983). The Educational Background of Limited English Proficient Students; Implications for the Arithmetic Classroom. The educational background of students termed "limited English proficient" (LEP) is discussed, with consideration of how that background might affect the LEP student's learning of arithmetic. Reasons why knowledge of background is important are first noted. Then examples of different ways to read and write numerals and differing subtraction and division algorithms are presented, to illustrate how LEP students might have learned to approach arithmetic in ways that differ from those typically taught. Implications of these differences and some specific suggestions for instruction are discussed. Finally, some general conclusions and recommendations are made.   [More]  Descriptors: Algorithms, Arithmetic, Cognitive Processes, Cultural Influences

Tam, Tran Duc; Han, Nguyen Thi (1976). English-Vietnamese Scientific Terminology for High School and Junior College Students. Book 5: Natural Science = Danh Tu Khoa Hoc Anh-Viet Danh Cho Hoc Sinh Trung Hoc Va Sinh Vien Nam Thu Nhat Dai Hoc. Quyen 5: Van Vat Hoc. Vietnamese students now enrolled in American high schools incur an extremely special need in English. After being taught subject matter disciplines in Vietnamese for many years, and while English is still a foreign language for them, these students are bound to go through two linguistic processes. First, while reading or sitting through lectures conducted in English, they mentally translate ideas into Vietnamese, then think in Vietnamese and reason the Vietnamese way to understand them. Second, when doing homework or trying to say something, they think first in Vietnamese before mentally translating their thoughts into English. To help overcome these and other obstacles an English-Vietnamese scientific terminology series has been produced. This document, the fifth in the series, presents an alphabetical list of specialized science terms in English with corresponding terms in Vietnamese. Science terms included are drawn from botany, geology, anatomy, and other subjects taught in Vietnamese high schools under the general topic of the natural sciences. In translating the English terms into Vietnamese, existing Vietnamese equivalents were kept and words based on Sino-Vietnamese linguistic root or outright phonetic transcription were adopted. The document is suitable for high school/college students and for individuals training for paramedical and laboratory occupations. Descriptors: Anatomy, Biology, Botany, College Science

Collier, Virginia P. (1987). The Effect of Age on Acquisition of a Second Language for School. Research on second language learning suggests that age or age-related factors are a major variable in the acquisition of a second language for school. In the early stages of acquisition, older students are faster and more efficient learners, with the advantage of more advanced cognitive development in the first language. This early advantage diminishes after the first year of second language learning for adults, but remains for older children and adolescents. Adolescents past puberty are likely to retain an accent but are capable of developing complete second language proficiency. When schooled only in the second language, students in the 8-to-12-year range on arrival may be the most advantaged learners of school skills in the second language. Older students have less time to make up lost years of academic instruction easily. The effect of age diminishes over time as the learner becomes more proficient in the second language. Differences are generally found through the first five years after arrival. It takes language minority students in any type of program a minimum of four years to reach native speakers' level of school language proficiency and may take eight or more years, depending on a variety of factors.   [More]  Descriptors: Academic Achievement, Age Differences, Classroom Communication, Elementary Secondary Education

Cochran, Connie (1989). Strategies for Involving LEP Students in the All-English-Medium Classroom: A Cooperative Learning Approach. Program Information Guide Series Number 12. Strategies are presented for including limited-English-proficient (LEP) students in learning activities designed for monolingual English-speaking students. The natural approach to language acquisition described by Krashen and Terrell is highlighted, followed by a description of the development of second language proficiency. Suggested strategies can be embedded in cooperative learning activities. Cooperative learning is discussed as a classroom management system that can help involve LEP students in learning activities (such as using nonverbal responses, assigning and rotating roles, and equalizing speaking turns) that encourage linguistic and academic growth. Techniques developed by De Avila, Kagan, and Slavin are presented in the context of those goals. Several learning strategies and lesson activities are also provided that both LEP and native English-speaking students can use together. Contains 12 references.   [More]  Descriptors: Classroom Techniques, Cooperative Learning, Elementary Secondary Education, English (Second Language)

Hamayan, Else V. (1989). Teaching Writing to Potentially English Proficient Students Using Whole Language Approaches. Program Information Guide Series, Number 11, Summer 1989. Innovative methods and strategies are described for teaching writing to potentially English proficient (PEP) students (also known as "limited English proficient"), who may or may not be literate in their native language, using holistic natural approaches. The approaches are based on the premise that students acquire language (speaking, reading, and writing) naturally when they engage in self-motivating activities that are stimulating, interesting, and meaningful to them. The guide is the result of work done at the Illinois Resource Center as well as in programs funded by the U.S. Department of State for Southeast Asian refugee students. Assumptions underlying current and innovative approaches to teaching writing are outlined and holistic natural approaches, such as language experience stories, dialogue journals, diaries, and creative writing are described. Considerations for implementing holistic language approaches are also described, including the need for intensity and constancy, using holistic approaches in a non-holistic curriculum, and monitoring student progress. Contains 12 references.   [More]  Descriptors: Dialog Journals, Elementary Secondary Education, English (Second Language), Holistic Approach

Ngu, Nguyen Khac; Khanh-Van, Tran Thi (1976). English-Vietnamese Scientific Terminology for High School and Junior College Students. Book 3: Geography = Danh Tu Khoa Hoc Anh-Viet Danh Cho Hoc Sinh Trung Hoc Va Sinh Vien Nam Thu Nhat Dai Hoc. Quyen 3: Dia Ly Hoc. Vietnamese students now enrolled in American high schools incur an extremely special need in English. After being taught subject matter disciplines in Vietnamese for many years, and while English is still a foreign language for them, these students are bound to go through two linguistic processes. First, while reading or sitting through lectures conducted in English, they mentally translate ideas into Vietnamese, then think in Vietnamese and reason the Vietnamese way to understand them. Second, when doing homework or trying to say something, they think first in Vietnamese before mentally translating their thoughts into English. To help overcome these and other obstacles an English-Vietnamese scientific terminology series has been produced. This document, the third in the series, presents an alphabetical list of geographic terms in toponyms in English with corresponding terms in Vietnamese. In translating the English terms into Vietnamese, existing Vietnamese equivalents were kept and words based on Sino-Vietnamese linguistic root or outright phonetic transcription were adopted. Since the Vietnamization of toponyms is still an issue among Vietnamese scholars, only familiar place-names with widely used Vietnamese equivalents are listed; other place-names known to the Vietnamese in their original, French, or English spellings are not included. Descriptors: Earth Science, Geographic Regions, Geography, High Schools

Khanh-Van, Tran Thi (1976). English-Vietnamese Scientific Terminology for High School and Junior College Students. Book 4: Chemistry = Danh Tu Khoa Hoc Anh-Viet Danh Cho Hoc Sinh Trung Hoc Va Sinh Vien Nam Thu Nhat Dai Hoc. Quyen 4: Hoa Hoc. Vietnamese students now enrolled in American high schools incur an extremely special need in English. After being taught subject matter disciplines in Vietnamese for many years, and while English is still a foreign language for them, these students are bound to go through two linguistic processes. First, while reading or sitting through lectures conducted in English, they mentally translate ideas into Vietnamese, then think in Vietnamese and reason the Vietnamese way to understand them. Second, when doing homework or trying to say something, they think first in Vietnamese before mentally translating their thoughts into English. To help overcome these and other obstacles an English-Vietnamese scientific terminology series has been produced. This document, the fourth in the series, presents an alphabetical list of chemistry terms in English with corresponding terms in Vietnamese. In the translation of the English terms into Vietnamese, existing Vietnamese equivalents were kept and words based on Sino-Vietnamese linguistic root or outright phonetic transcription were adopted. The document is suitable for high school and college students and for individuals training for paramedical and laboratory occupations. Descriptors: Chemical Nomenclature, Chemistry, College Science, High Schools

Pierce, Lorraine Valdez; O'Malley, J. Michael (1992). Performance and Portfolio Assessment for Language Minority Students. Program Information Guide Series, 9. Performance assessment procedures and a portfolio assessment framework are presented for monitoring the language development of language minority students in the upper elementary and middle grades. Unlike standardized achievement tests, performance-based assessment can effectively monitor the progress of language minority students because it can be conducted on an ongoing basis. Portfolio assessment has the potential for becoming an effective management system for performance assessment results. It can be conducted on a classroom, school-wide, or district-wide basis. This report contains two main sections. The first discusses performance assessment, covering purposes, types, design, administration, and scoring techniques for oral language assessment, reading assessment, writing assessment, anecdotal records, and self-assessment for language proficiency and learning strategies. A sample literacy development checklist and a chart showing sample holistic criteria are provided. The second section reports on portfolio assessment, including the following: designing portfolios (e.g, purpose, specific focus, performance task/instrument selection, setting criteria, staff collaboration, staff development, student selection, and student/parent involvement); planning for and collecting the data; analyzing portfolio contents; using portfolio results; and some common concerns about putting portfolio use into practice (e.g., time requirements, content interpretation, ways to use portfolios and performance-based assessment). Sample contents from reading/writing portfolios in Virginia, New Hampshire, and Florida are summarized in a one-page chart. Contains 68 references.   [More]  Descriptors: Bilingual Students, Check Lists, Data Collection, Evaluation Criteria

Twyford, Charles William (1987). Age-Related Factors in Second Language Acquisition. The convergence of several lines of psycholinguistic and sociolinguistic research suggests possible explanations for age-related influences on language acquisition. These factors, which include cognitive development, sociocultural context, affective factors, and language input, can be helpful to language educators. By being alert to the cognitive variables active in children entering the classroom, educators can base instruction on what the individual learners are ready to accomplish. The experiences that a child has with language at home and in the community may influence later success in school and may be age-related. Mastery of different kinds of language use, or elaborated code, facilitates both language acquisition and academic achievement in general. Affective factors such as motivation, anxiety, self-confidence, and other individual characteristics are seen by some as partially responsible for the differences between adult and child language acquisition. Finally, the nature of language samples presented to the learner as input for the acquisition process is a significant, age-related factor, since older learners receive less simplified input than do children and must develop skills in gaining needed linguistic information. Teachers following research in these areas are more likely to devise language teaching systems sensitive to the needs and potential of individual learners.   [More]  Descriptors: Adult Learning, Affective Behavior, Age Differences, Cognitive Development

Fradd, Sandra H.; Wilen, Diane K. (1990). Using Interpreters and Translators To Meet the Needs of Handicapped Language Minority Students and Their Families. Program Information Guide Series No. 4. The need is discussed for the services of trained interpreters and translators in the school setting for oral and written communications between limited-English-speaking (LEP) students with special needs and English-speaking personnel. The purpose of this guide is: (1) to highlight the type of background and experience required of interpreters and translators working with LEP special needs students and their families; and (2) to emphasize the importance of training translators and interpreters as well as those who use their services. Specific attention is focused on the following: the need for interpreters and translators; development of appropriate recruitment guidelines; development of professional skills; using interpreters and translators in educational settings; and using translators in test preparation and the assessment process. (21 references)   [More]  Descriptors: Communication (Thought Transfer), Disabilities, Educational Environment, Elementary Secondary Education

Samway, Katharine Davies (1992). Writers' Workshop and Children Acquiring English as a Non-Native Language. NCBE Program Information Guide 10. Examples of writers' workshops and ways to implement them for children's second-language learning are described in this handbook for teachers. Writers' workshops are important structured classroom events that provide children with opportunities to demonstrate their facility as writers. The theory behind writers' workshops is that children acquiring English are capable of much more than is generally expected of them. Writing is described as a process that is meaning-making, recursive, and developmental. Classroom procedures for designing a writers' workshop are outlined; they cover the following areas: classroom set-up, classroom procedures, teacher and student roles, native language literacy, and teaching English to speakers of other languages (ESOL) classes. A step-by-step approach to implementing the workshop is offered that includes getting started, topic generation and selection, audience and publication, writing conferences, contextualized skills teaching, editing (e.g., self-editing, peer editing, adult editing, copy editing), and publishing. A sample chart illustrates how to document a child's progress by recording dates, time spent writing, what was worked on, and comments. Contains 19 references, including books, journals, and videos useful to teachers.   [More]  Descriptors: Child Language, Class Activities, Editing, Elementary Education

Short, Deborah J. (1991). Integrating Language and Content Instruction: Strategies and Techniques. Three principal factors that apply equally to language and content teachers are the focus on an integrated approach to teaching limited English proficient (LEP) students in grades 6 through 12. They are: (1) the use of multiple media; (2) the enhancement of students' thinking skills; and (3) student-centered organization of instruction. Strategies and techniques are described for preparing for the integrated approach, helping the LEP student adjust to the classroom, adjusting teaching style, teaching multilevel classes, motivating students and providing background knowledge, adapting traditional ESL techniques to the content classroom, meeting the students' cognitive academic needs, and checking student comprehension of the content. Suggestions are offered for developing lesson plans, including a lesson plan format and sample lessons. Contains 8 references.   [More]  Descriptors: Academic Education, Content Area Reading, Elementary Secondary Education, English (Second Language)

Bay Area Bilingual Education League, Berkeley, CA. (1976). English-Vietnamese Scientific Terminology for High School and Junior College Students. Book 6: Government and History = Danh Tu Khoa Hoc Anh-Viet Danh Cho Hoc Sinh Trung Hoc Va Sinh Vien Nam Thu Nhat Dai Hoc. Quyen 6: To Chuc Chanh Quyen Va Su Hoc. Vietnamese students now enrolled in American high schools incur an extremely special need in English. After being taught subject matter disciplines in Vietnamese for many years, and while English is still a foreign language for them, these students are bound to go through two linguistic processes. First, while reading or sitting through lectures conducted in English, they mentally translate ideas into Vietnamese, then think in Vietnamese and reason the Vietnamese way to understand them. Second, when doing homework or trying to say something, they think first in Vietnamese before mentally translating their thoughts into English. To help overcome these and other obstacles an English-Vietnamese scientific terminology series has been produced. This document, the sixth in the series, presents an alphabetical list of terms in history and government covering overlapping aspects of past and present human activities. Terms related to government focus on the governmental system in the United States. In translating the English terms into Vietnamese, existing Vietnamese equivalents were kept and words based on Sino-Vietnamese linguistic root or outright phonetic transcription were adopted. Descriptors: Government (Administrative Body), Two Year Colleges, Vietnamese, Vocabulary

Stewner-Manzanares, Gloria; And Others (1985). Learning Strategies in English as a Second Language Instruction: A Teacher's Guide. Learning strategy applications are provided for beginning, intermediate, and advanced levels of English-as-a-Second-Language (ESL) instruction. Although designed primarily for high school students, most of the sample lessons can be used equally successfully with older learners, and some lessons are also suitable for younger learners. Chapter 1 of the teacher's guide briefly discusses learning strategies, their importance, and their limitations. Chapters 2 and 3 provide definitions of various types of learning strategies, with examples of how they are used by students. Two types are discussed: metacognitive, which involves thought about the learning process or the regulation of learning; and cognitive, which involves the direct application of a strategy to the information to be learned. Specific examples are given in Chapter 4 of the lesson plans, including sample activities for teaching learning strategies that teachers can use in the context of the ongoing instructional program. Language learning is differentiated into a series of representative activities that occur in the ESL classroom, and a number of learning strategies are identified that students can use with each. Emphasis is on motivating students to become actively involved in their own learning. Contains 10 references.   [More]  Descriptors: Adults, Classroom Techniques, Cognitive Style, English (Second Language)

Careaga, Rudy, Comp. (1988). Parent Involvement: A Resource for the Education of Limited English Proficient Students. Program Information Guide Series, Number 8, Fall 1988. This program guide is based on two handbooks developed by the Departments of Education in Ohio and New Jersey, each of which was used to help local school districts comply with state requirements for parent involvement programs. Primary components include the following: day and evening workshops for parents as tutors; full-time community coordinators available to parents at all times; active parent advisory councils with regular parent participation; and systematic inclusion of outside community organizations in parent training components. Various components of program development are discussed, including needs assessment, goal setting, implementation, and program monitoring. Needs assessment includes obtaining (1) information on such things as language background of students and their parents, cultural values and practices of different linguistic groups; and parents' attitudes and work schedules; and (2) information on parents' concerns and interests, for which a Parent Survey and Assessment Profile are included. Program goals and strategies are discussed in terms of communicating with parents, parent development, and parent leadership. Ways to monitor and evaluate the program are suggested. Various questionnaires, log forms, a sample letter, and an outline of informational meeting plans are included in this document.   [More]  Descriptors: Elementary Secondary Education, English (Second Language), Goal Orientation, Guidelines