Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1978). Pu-nvt-tv E-ten-hes-se (Animal Friends). This reader in Maskoke (Muskokee) is developed to help elementary school children begin simple reading. Black-and-white drawings personifying animals illustrate the text. An English translation is included. Descriptors: American Indian Languages, Bilingual Education, Childrens Literature, Instructional Materials

Cowan, J. Ronayne; Sarmed, Zohreh (1976). Reading Performance of Bilingual Children According to Type of School and Home Language. Working Papers on Bilingualism, No. 11. This study examined bilingual children's performance in reading Persian and English at grades one, three and six. Two types of programs, one an immersion curriculum and the other a split curriculum where half the daily instruction is in one language and the remaining half is in the other, were compared with monolingual control groups. The results showed the bilingual children performing not quite as well as either of their monolingual peer groups, although the difference was more striking for Persian than for English children. A parallel processing theory of reading for bilinguals is proposed to account for the overall trend.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingualism

Perez, Carmen A.; And Others (1980). Report on the Educational Programs for Students of Limited English Proficiency in the State of New York. This report provides statistics on the number of New York State students enrolled in bilingual programs, the characteristics of these programs, and the achievements of students enrolled. A description of funded programs for limited English proficient (LEP) students show the numbers of students enrolled and the language groups served. A discussion of bilingual program characteristics outlines instructional components, teacher characteristics, and entry-exit criteria for students. Tables reveal the level of student achievement in reading and mathematics skills and achievement gains in oral language scores. The report concludes with several recommendations for program improvement. An appendix lists and describes the State and Federal programs for students of limited English proficiency.   [More]  Descriptors: Achievement Gains, Bilingual Education, English (Second Language), Enrollment

Bruck, Margaret; And Others (1975). Alternative Forms of Immersion for Second Language Teaching. Working Papers on Bilingualism, No. 10. This study focuses on the consequences of immersion experience as a means of developing second language skills. The students involved are 13 to 14 years of age, finishing grade 7 in the public school system. Two forms of immersion are compared, "early" and "late." Early immersion means that students had followed an immersion program from kindergarten on, while late immersion means that students had followed a French-as-a-second language program during elementary school, and taken a one-year French immersion program at grade 7. An analysis of the comparative abilities of the two groups leads to the general conclusions that there were differences in second language proficiency between early and late immersion students. These differences appeared on tests of reading, writing, speaking and listening where the early immersion students generally performed better than the later immersion students. However, neither group of students performed at the same level as the francophone students.   [More]  Descriptors: Bilingual Education, English, French, Immersion Programs

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1978). Hamsi & Joker. This children's reader in the Hualapai language is to be used with "Hualapai Misith Mispo Book 1" in a bilingual elementary school classroom. Pen-and-ink drawings illustrate the text. Descriptors: American Indian Languages, Bilingual Education, Childrens Literature, Elementary Education

DeGeorge, George P., Ed. (1981). Improving Bilingual Program Management. A Handbook for Title VII Directors. Filled with practical advice and workable techniques and strategies to help bilingual program directors deal with the problems they face, this handbook brings together ideas and suggestions from Title VII program directors, state coordinators, and superintendents with experience in bilingual programs. The handbook, written in question and answer format, is a distillation of the contributions of presenters and participants at the 1979-80 Institutes for Program Improvement. The first chapter on program evaluation looks at such things as types of evaluation and problems of testing. The section on leadership development highlights both situational leadership and how to deal with school district personnel and administrators and the community. Proposal writing is also covered, or more specifically, assessing the needs of bilingual populations, formulating a program, and translating that program into a fundable proposal. One chapter deals with strategies for parental involvement, and another deals with strategies for involving bilingual and monolingual students in joint activities. Ways to formulate a parallel curriculum and some problems related to diagnostic and placement testing are also touched on.   [More]  Descriptors: Bilingual Education, Curriculum Development, Educational Diagnosis, Elementary Secondary Education

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1978). Iyas Iyasma:Viyam Ma:k. This children's reader in the Hualapai language is to be used with "Hualapai Misith Mispo Book 2" in a bilingual elementary school classroom. Pen-and-ink drawings illustrate the text. Descriptors: American Indian Languages, Bilingual Education, Childrens Literature, Elementary Education

Dolson, David P. (1994). Assessing Students in Bilingual Contexts: Provisional Guidelines. Prepublication Edition. The guidelines for assessment of limited-English-proficient (LEP) students in California public schools are one result of a recent statewide study of instruction and services for language minority children. An introductory section offers background information. Five subsequent sections present the specific guidelines, with explanation. The guidelines address the following issues and principles: an assessment procedure for each student; annual assessments for learners of English as a Second Language; handling special cases; assessment of students in some other categories, not classified as LEP; independent and separate development in English and native languages; avoidance of translation; separately structured assessment for each language; dealing with dialects; need for student background information for assessment purposes; data management for proper analysis; clarifying the role of staff; disseminating key messages concerning assessment to students and parents; and recognizing superior performance. Appended materials include notes on construction of bilingual instruction programs, information on the California Learning Assessment System, and a sample student data collection form, with instructions.   [More]  Descriptors: Academic Achievement, Bilingual Education, Dialects, English (Second Language)

Chambers, Joanna F., Comp. (1975). Guide to Title VII ESEA Bilingual Bicultural Programs, 1974-1975. This annual publication serves as a directory and statistical guide to programs funded under Title VII, the Bilingual Act, of the Elementary and Secondary Education Act of 1965, as amended in 1968. The 320 programs in 41 states and territories are listed by the name of the funded agency or district and are arranged by state and city. The languages and number of years of ESEA funding are listed in addition to the name of the project, its director's name and an address and telephone number to contact for further information. A state summary appears at the beginning of each state's listing, together with the name of the person and the department in that state's department of education who oversees the funded projects; the address and telephone number are also listed. Indexes to project titles, directors and state coordinators and to project languages are designed to facilitate research and directory use. A table provides a general overview of the national picture in ESEA-funded projects.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Directories

Skutnabb-Kangas, Tove; Toukomaa, Pertti (1979). Semilingualism and Middle Class Bias: A Reply to Cora Brent-Palmer. Working Papers on Bilingualism, No. 19. Immigrant education and Language Shelter programs for Finnish speakers living in Sweden are discussed in answer to Cora Brent-Palmer's criticism that a middle class bias exists in the Swedish educational system. She claims that the system operates against the academic opportunities and employment success of Finnish immigrants. However, it is argued that Language Shelter programs have as their goals assimilation of the second language speakers and the elimination of semilingualism. In these programs, instruction is mainly in Finnish with Swedish as a Second Language (SSE) from grade 3 on. Thus, instruction in Finnish to Finish speakers promotes linguistic competence in the first language (L1) while SSE leads to proficiency in Swedish. A large-scale longitudinal study proves: (1) that Finnish immigrant children at the end of grade 6 after a Language Shelter program do just as well as Finnish children in Finland on all language tests; (2) that they do just as well as Swedish children in tests of listening and reading comprehension and oral production in Swedish; and (3) that they write in Swedish almost at grade level, with some minor difficulties in spelling and punctuation. Their school achievement in academic subjects is also at grade level. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary Education

Gill, Clark C.; Mellenbruch, Julia K. (1975). Handbook on Mexico for Elementary and Secondary Teachers. This guide presents a rationale for the study of a foreign culture, specifically the culture of Mexico, and develops ways of fitting this cultural education into the elementary and secondary education curriculum. It is felt that the study of any foreign culture leads to greater understanding of others and of oneself. Mexico is chosen because: (1) it is a neighboring country representing the Latin American cultural area, (2) it is an emerging nation with many descendants in the U.S., and (3) much up-to-date material on Mexico is available. Key ideas about Mexico are developed around the areas of physical environment, historical background, contemporary culture, society, and political and economic situation. Teaching suggestions for the implementation of each of these key ideas are provided; they include: discussions of a particular aspect of culture comparison of Spanish and English America, debates on historical issues and social and political problems, and studies of the literature, folklore, and music of Mexico. A list is provided of bibliographies, Spanish books, materials sources, and curriculum guide materials. Geographical information and some important dates are provided in an appendix.   [More]  Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Cultural Background

Hamayan, Else; And Others (1976). Differences in Performance in Elicited Imitation between French Monolingual and English-Speaking Bilingual Children. Working Papers on Bilingualism, No. 8. This study represents an attempt to describe the second-language competence of English-speaking children who are learning French as a second language. The performance of fourth- and sixth-grade children taking part in a French immersion program was compared to that of French-speaking children of the same age using an elicited imitation task. The subjects' performance on eight syntactic features was measured. French-speaking children, in general, performed better than the English children. A consistent pattern of errors by the English children indicated that they possessed a rule system for several of the features which was different from that of the child native speakers. By giving a digit span task in both languages, it was possible to rule out a confounding memory factor which may have offered an advantage to French speakers in a sentence-repetition task.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Error Patterns

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1978). Hualapai Misith Mispo', Book 2. This reader in the Hualapai language is intended for use in a bilingual elementary school classroom. Pen-and-ink drawings illustrate the text. Descriptors: American Indian Languages, Bilingual Education, Childrens Literature, Elementary Education

Dissemination and Assessment Center for Bilingual Education, Austin, TX. (1978). Hualapai Misith Mispo, Book 1. This basic reader in the Hualapai language is intended for use in a bilingual elementary school classroom. Pen-and-ink drawings illustrate the text. Descriptors: American Indian Languages, Bilingual Education, Childrens Literature, Elementary Education

Parker, Dennis R. (1984). Individual Learning Programs for Limited-English-Proficient Students: A Handbook for School Personnel. A handbook designed to provide legal, pedagogical, and practical assistance to those responsible for providing a comprehensive educational program for limited-English-proficient (LEP) students in California's public schools is intended for schools with both large and small concentrations of LEP pupils. The first section outlines legal requirements and definitions concerning identification, diagnosis, annual assessment, reclassification, program placement, program content, staffing, parent involvement, submission of plans, and funding. The second section discusses the theory and implications of primary language instruction, instruction in English as a second language, content instruction using a second language, relative language use, and student types and general recommendations.  The third section examines the components of an individual learning program (ILP), including diagnostic information, curriculum, objectives, activities, personnel, materials, schedule of instruction, grouping, language use, parent/student consultation, and ILP design. A final section provides summary checklists for documentation, steps to implement an ILP, and instructional procedures. Appendices include diagrams and more detailed treatment of procedures and issues outlined earlier in the text, and some forms.   [More]  Descriptors: Administrator Guides, Bilingual Education, Curriculum Guides, English (Second Language)