Secada, Walter G.; And Others (1989). Innovative Strategies for Teaching Mathematics to Limited English Proficient Students. Program Information Guide Series, Number 10, Summer 1989. This program information guide describes two approaches, Cognitively Guided Instruction (CGI) and Active Mathematics Teaching (AMT), for teaching academic skills in mathematics to limited English proficient (LEP) students. CGI is based on four related teacher competencies: knowing how specific mathematical content is organized in children's minds; ability to make solving mathematical problems the content focus; ability to assess in what way students are thinking about the content in question; and ability to make instructional decisions. CGI allows students to receive basic skills instruction in a problem-solving context that is meaningful and fosters higher order thinking skills, and gives students a sense of confidence. AMT is a form of instruction developed by Good and Grouws that has proven effective in teaching large bodies of highly structured materials, such as basic mathematics skills. AMT is a structured teaching sequence typically organized into 45-minute lessons that include review (8-10 minutes), development of new content with controlled practice (20-25 minutes), and seatwork and homework (10-15 minutes). Suggestions for implementing CGI and AMT are offered, and sample activities to implement both of these approaches in the classroom are provided, including a pre-test and post-test. The activities comprise the bulk of the document. Contains 7 references.   [More]  Descriptors: Basic Skills, Cognitive Style, Comparative Analysis, Elementary Secondary Education

Valverde, Leonard A., Ed.; And Others (1980). Educating English-Speaking Hispanics. In both diagnostic procedures and in program prescriptions, this book attempts to deal with the problem of the Hispanic child who speaks no Spanish and who, in fact, may be discouraged from learning Spanish by parents who mistakenly feel they are helping the child make a quicker transition to the dominant culture. The first three chapters present some curriculum and instructional methods that can and should be used with groups of Hispanic children who speak English. In the first chapter, three fundamental premises are given: (1) curricula designed for middle-class native English-speaking children are not conducive to teaching Hispanic children; (2) English-speaking Hispanic students may not be proficient enough to succeed in the standard curriculum; and (3) instructional personnel need to develop a curriculum appropriate for English-speaking Hispanic children. In chapter two, current research is used to expose and discredit myths and stereotypes about Hispanic children and in chapter three, suggestions are offered to teachers/supervisors for becoming better acquainted with the needs and school problems of Latino students. An annotated bibliography is divided into four parts: Mexican American (Chicano), Puerto Rican, Latin American, and Cuban. Sources are listed in three areas: History and Culture, Contributors to Present Society, and Imaginative Literature. Descriptors: Annotated Bibliographies, Cultural Awareness, Cultural Pluralism, Curriculum Development

Friedlander, Monica (1991). The Newcomer Program: Helping Immigrant Students Succeed in U.S. Schools. Program Information Series Guide, No. 8. The innovative newcomer program concept, developed as a model to meet the needs of the growing limited-English-proficient (LEP) population in American classrooms, is described. Newcomer programs function as temporary stopovers for recently arrived LEP immigrant and refugee students. They operate on the assumption that LEP newcomer students need a period of adjustment not only to the education system but also to the U.S. social environment. These students face such challenges as language limitations, less than age-appropriate education, lack of familiarity with the U.S. school system, and personal trauma and low self-esteem. Newcomer programs feature orientation to school and society, specialized curriculum, access to support services, individualized attention, specialized teacher training, and multicultural education. A variety of newcomer programs are in place in California, Illinois, New York, Pennsylvania, and Massachusetts. Newcomer identification and placement are described, along with program components and support services of the newcomer curriculum. Three models are discussed, including: all day, school within a school (Los Angeles); half day, separate site (Hayward, California); and all day, separate site (Long Island City, New York). Legal guidelines for newcomer programs are also provided, and sample curricula and a checklist for developing a newcomer program are appended. Contains 6 references.   [More]  Descriptors: Acculturation, Check Lists, Curriculum, Elementary Secondary Education

Hainer, Emma Violand; And Others (1990). Integrating Learning Styles and Skills in the ESL Classroom: An Approach to Lesson Planning. Strategies and lessons are reported that were developed by a team researching learning styles of language minority students. The research incorporated work done in the Arlington County, Virginia program, English for Speakers of Other Languages–High Intensity Language Training (ESOL-HILT). The Arlington instructional model for LEP students has evolved from making it the students' responsibility to adjust to the unfamiliar to meeting the students where they are and helping them to broaden their learning horizons. The approach involves integrating learning style theory and instructional strategies to enhance students' opportunities to learn. The experiential 4MAT learning model was used to achieve those goals. This guide, intended to be a springboard for designing more effective learning activities, reviews learning styles theory, learning styles applications (for "innovative,""analytic,""common sense," and "dynamic" learners), and adaptation of the 4MAT system for developing lesson plans. Six detailed lesson plans are presented, each with motivation, concept development, practice, and application components. Contains 17 references, some of which are annotated.   [More]  Descriptors: Classroom Techniques, Cognitive Style, Elementary Secondary Education, English (Second Language)

Holt, Daniel D.; And Others (1992). Cooperative Learning in the Secondary School: Maximizing Language Acquisition, Academic Achievement, and Social Development. NCBE Program Information Guide Series 12. Cooperative learning is a valuable strategy for teaching secondary school students, especially useful with students from diverse linguistic and cultural backgrounds who are learning English as a Second Language. It offers a method for managing diversity, channeling peer influence into a positive force for improving school performance, and involving students in classroom communication and activity. Secondary students with limited English language skills have less time to acquire the English essential to academic success, and need a low-risk environment to practice English. Cooperative learning provides an appropriate method for these purposes, and in addition offers increased opportunities for student social development. Cooperative learning strategies can be used in a variety of ways and time periods. Team-building and oral language activities can be used to familiarize students with the approach and build language skills. Such collaborative activities include games for exchanging personal information, problem-solving exercises, brainstorming, group discussion, cooperative review of information, and story-sequencing. A sample unit for grade 10 world history, designed for a class consisting of native English-speakers, non-native fluent English-speakers, and limited-English-proficient students, illustrates the approach. The activity requires that small groups complete projects and share them with the rest of the class.   [More]  Descriptors: Academic Achievement, Class Activities, Classroom Techniques, Cooperative Learning

Provenzano, Johanna Z.; And Others (1986). Real-Life English for Adults: Using a Competency-Based Approach in ESOL Instruction. This publication presents the Adult Language Levels (ALL) Management System as a curriculum and programmatic framework to assist administrators and teachers in implementing a competency-based English for speakers of other languages (ESOL) program. Chapter 1 presents theoretical investigations of adult learning and adult second language development and an explanation of competency-based adult education (CBAE) as an effective teaching approach. The suitability of competency-based principles for ESOL program development is also discussed. Chapter 2 focuses on the importance of and processes involved in conducting an assessment of learners' needs and interests. Chapter 3 highlights the language proficiency levels and testing procedures developed by Baltimore County adult educators to measure the English language abilities of limited English proficient adults. Chapter 4 describes how the instructor uses the results from the needs assessment and proficiency testing to individualize instruction. A sample lesson is included. Chapter 5 presents an overview of how to monitor student progress. Appendixes, amounting to over one-half of the publication, include (1) seven charts that display the life-skill tasks across proficiency levels and that form the foundation of the curriculum framework, (2) seven tables listing each competency task and its respective performance measure, and (3) an annotated bibliography of curriculum materials.   [More]  Descriptors: Adult Education, Adult Learning, Adult Programs, Behavioral Objectives

Careaga, Rudy, Comp. (1988). Keeping Limited English Proficient Students in School: Strategies for Dropout Prevention. Program Information Guide Series Number 7. A guide for secondary school practitioners provides strategies for motivating limited-English-proficient (LEP) students to continue their education at least through the secondary level. The guide is based on the project handbook from a Kenwood, Oklahoma community-based dropout-prevention project. The guide begins by presenting dropout statistics, describing the characteristics of at-risk students, and listing common features of dropout prevention programs. The guide then outlines specific strategies for remedial instruction (including remedial content-area and language arts instruction), student self-development (including positive attitudes and motivation through career awareness), and establishing a home-school partnership. In each of these sections, specific objectives, procedures, materials, and activities are outlined. The suggestions are designed to enhance teacher awareness of the special needs of at-risk LEP students and to build a positive, success-oriented, and supportive school environment.   [More]  Descriptors: Academic Achievement, Attitude Change, Career Awareness, Dropout Characteristics

Zehler, A. M. (1994). Working with English Language Learners: Strategies for Elementary and Middle School Teachers. Program Information Guide Series. No. 19. This report is based on the findings of a Special Issues Analysis Center (SIAC) focus group on active learning instructional models for limited English proficiency (LEP) students which convened in June 1993. The report is aimed at supplying answers for teachers uncertain about what to do when confronted with English language learners (ELL) in their classrooms. The guide offers perspectives, strategies, and suggestions to help teachers improve ELL students' English skills while at the same time including them in all the content area instruction contained in the school curriculum. In sequence, the guide: (1) discusses and defines ELL students; (2) offers insights on understanding cultural differences; and (3) gives advice on understanding second language learning. The guide also offers such ideas about instruction in the active learning classroom as how to: maximize opportunities for language use; secure participation in meaningful and challenging tasks; support students' own efforts at understanding; and utilize cultural diversity. (Contains 8 references.)   [More]  Descriptors: Active Learning, Class Activities, Classroom Environment, Classroom Techniques

Violand-Sanchez, Emma; And Others (1991). Fostering Home-School Cooperation: Involving Language Minority Families as Partners in Education. Information is presented about parent involvement in general and, specifically, about practical strategies for developing partnerships with language minority parents. A framework is provided for fostering cooperation between home and school, given the special factors that should be considered as non-native English speaking families become more familiar with their new communities. Experiences and approaches of the Arlington, Virginia, Public Schools are described. Factors that affect parental involvement are identified, including: length of U.S. residence, English language proficiency, availability of support groups and bilingual staff, and prior experience. Components of a model program are discussed in terms of (1) a district-level response; and (2) school-based initiatives. For the district level the discussion concerns the following topics: intake center, bilingual staff, long-range management plan, multicultural conference, staff development, staff networking, citizen advisory committees, leadership training for parents, native language resource materials for parents, and parent education projects. School-based initiatives are discussed in terms of: school/community events, bilingual staff, administrative support and leadership, family learning activities, parent education workshops and orientation, bilingual materials for parents, building advisory committees, parent/teacher meetings with interpreters, and special projects for science and math. Activities at Kate Waller Barrett Elementary School in Arlington County, Virginia, are reported. An outline for a parent workshop on reading is appended. Contains six references.   [More]  Descriptors: Advisory Committees, Bilingualism, Elementary Education, English (Second Language)

Kiang, Peter Nien-Chu (1990). Southeast Asian Parent Empowerment: The Challenge of Changing Demographics in Lowell, Massachusetts. MABE Monograph #1. This case study of the battle over public school education in Lowell (Massachusetts) chronicles the process of change taking place there, partly as a result of the emerging role of Southeast Asian parents who, in coalition with Latino parents, are demanding educational access and equity for their children. The following sections are included: (1) "Introduction"; (2) "A Brief History of Lowell"; (3) "Demographic Change and New Waves of Immigrants"; (4) "Access and Equity in the Schools"; (5) "Parents Organizing"; (6) "English-Only Exclusion and Violence"; (7) "Political Representation and Political Power"; (8) "Education and Empowerment"; and (9) "Schools, Southeast Asians, and the Future of Lowell." The case study illustrates how community organizing and coalition building around a specific issue have led to the demand for political representation and empowerment as the means to deal with the challenge of the changing demographics facing the city. A lesson that can be learned from the experiences of the people of Lowell concerns the role played by parents in securing educational equity for their children; this monograph presents a clear account of parents of bilingual students functioning collectively as part of the solution to the educational difficulties faced by their children. A list of 22 references is included. Descriptors: Asian Americans, Bilingual Students, Case Studies, Community Role

McLaughlin, Barry; And Others (1995). Assessing Language Development in Bilingual Preschool Children. NCBE Program Information Guide Series No. 22. This guide offers advice on the assessment of the language development abilities of bilingual preschool children. A brief review of general bilingual child language development, including mixing and loss or semilingualism, is followed by a review of current assessment practices. A language assessment procedure developed for the State of California for use with bilingual preschool children is detailed. It includes making the plan, collecting information, developing a portfolio and a narrative summary, meeting with the family and staff, and developing an appropriate curriculum. This assessment process must be repeated continually as the child develops. Using such a program will require drastic reform and, with it, a restructuring of time uses, professional staff development, accountability, and the parent-school relationship. (Contains 23 references.)   [More]  Descriptors: Bilingual Students, Bilingualism, Child Language, Evaluation Methods

Pierce, Lorraine Valdez, Comp. (1988). Using Computer Concepts as Problem-Solving Tools in the Language Classroom. From a Curriculum Guide Prepared by Georgia State University Department of Early Childhood Education. Program Information Guide Series Number 5. The guide provides teachers of limited-English-proficient students in grades 4-6 with a communicative teaching unit integrating language, math, and computer skills. A model for integrating other content areas with English as a second language contains nine classroom activities, beginning with games that introduce and reinforce math vocabulary and problem-solving strategies and ending with hands-on practice at the computer. Lessons progress gradually from a review of math concepts to classification and categorization of number sets, organizing data to form a database, using the database to organize and manipulate specific lists of numbers, application of the database to problem-solving, and designing and searching a database. In all activities, the teacher introduces the concepts to the whole class and then reinforces and extends them in small groups, in a learning center, and in homework assignments. Specific objectives for each activity are listed. Each activity includes recommendations for grouping and teacher role, a list of materials needed, detailed procedures, suggestions for evaluation, and possible extensions of the activity. Two glossaries, one of mathematical terms and one of database terms, are appended. Suggested references and classroom resources are also noted.   [More]  Descriptors: Class Activities, Classroom Techniques, Computer Literacy, English (Second Language)

Peyton, David (1995). Time Management and Educational Reform, Directions in Language and Education. This report is an excerpt from the National Education Commission On Time and Learning Final Report, "Prisoners of Time," published in April, 1994. In it, the Commission concludes that the reform movement of the last decade is destined to founder unless it is able to harness more time, and better management thereof, for learning. The excerpt discusses how students and teachers are prisoners of time and how schools in other countries handle time. Some innovative time schedules found in schools with high minority enrollments are highlighted. Specific recommendations include centering schools around learning rather than timing, using time in better and new ways, disregarding grouping of children by age, and establishing an "academic" day. Longer school days are advocated, with more technology and local action plans that involve community and parents. Elimination of government "red tape" and increased involvement by higher education as well as business, parents, students, and teachers in schooling is suggested.   [More]  Descriptors: Elementary Secondary Education, Extended School Day, Flexible Scheduling, Released Time

McLeod, Beverly (1995). School Reform and Student Diversity: Exemplary Schooling for Language Minority Students. NCBE Resource Collection Series No. 4. This report identifies, describes, and analyzes exemplary elementary and middle school reform efforts for limited-English-proficient (LEP) students in grades 4 through 8 in language arts, science, and mathematics in 20 states; 75 schools were screened originally by telephone to identify those exhibiting excellence in high quality language arts, significant school restructuring, and implementation of a well designed English-language acquisition program. Fifteen sites were selected for 1-day preliminary field visits based on demographic, geographic, and programmatic variables. Eight schools total in California, Illinois, Massachusetts, and Texas were selected for more intensive field work. Findings reveal that LEP education is viable and that all such successful programs possess certain essential elements that provide segregated, specialized instruction combined with meaningful integration into an all-English instructional environment. Success results from collaboration between LEP instructors and English-proficient instructors, giving more block time to LEP instruction, and the existence of a comprehensive language and literacy development program that emphasizes the same kinds of activities. An appendix details selected schools and their programs.   [More]  Descriptors: Change Strategies, Cooperation, Educational Change, Intermediate Grades

Chamot, Anna Uhl; O'Malley, J. Michael (1986). A Cognitive Academic Language Learning Approach: An ESL Content-Based Curriculum. The Cognitive Academic Language Learning Approach (CALLA) is an instructional program for limited English proficient (LEP) students who are being prepared to participate in mainstream content instruction. CALLA students are taught to use learning strategies derived from a cognitive model of learning as aids to comprehension and retention of concepts in the content area. This report provides a broad perspective on the integration of language, content, and strategy learning for LEP students at upper elementary and secondary levels. Intended to serve as a coordinating link between ESL or bilingual teachers and mainstream classroom teachers, the report contains five chapters on the following topics: characteristics of the CALLA model; English language development (1) through science, (2) through mathematics, and (3) through social studies; and assessment and evaluation (of academic achievement and English language proficiency). It is noted that the CALLA approach is based on the observation that many LEP students fail to realize the promise of their early successes in learning English by continuing to master English once they advance to content-area instruction. Contains 65 references.   [More]  Descriptors: Academic Achievement, Cognitive Style, Elementary Secondary Education, English (Second Language)