Baker, Glenn E.; Dugger, John C., III (1982). Consumer Education for Texas Industrial Arts II. Final Report. A series of teacher workshops was held at 10 locations throughout Texas for the purpose of disseminating a set of self-contained modules on consumer skills for industrial arts students. At the individual workshops, each teacher was given up to 20 copies of each of the bilingual modules to enhance the possibility that they would be used in classrooms. The remaining workshop activities concentrated on specific techniques for the classroom use of the modules and on developmental strategies for new modules. The main evaluation measures for the project consisted of two elements, an initial evaluation at the end of each workshop and a second evaluation after the modules had been in use. Most of the teachers surveyed felt that the materials would be useful. The few negative comments dealt with the reading level of the Spanish text. After the materials had been used at the junior and senior high school levels, a follow-up questionnaire was administered to 92 randomly selected workshop participants. Again, the responses were supportive of the materials. (Appendixes to the report include the initial and follow-up evaluation instruments; respondent comments on the evaluations; and new bilingual modules dealing with buying used cars and trucks, clear wood finishes, wood screws, and nails.) Descriptors: Bilingual Education, Bilingual Instructional Materials, Consumer Education, Industrial Arts

Mestre, Jose; And Others (1987). Comprehending Premises: Effects of Negations and Training among Anglos and Hispanics. College students who were either monolingual speakers of English or bilingual Hispanics participated in two studies dealing with the comprehension of sentences containing negations. Both the influence of different sentence constructions on comprehension, as well as the heuristics and misconceptions exhibited by subjects as they attempted to comprehend the sentences were investigated. The second experiment was designed primarily to determine whether it was possible to develop an intervention strategy that eliminated the use of erroneous strategies. In the first experiment, bilinguals took longer than monolinguals to comprehend sentences containing negations, although there were no interactions between sentence construction and language background that would suggest the use of qualitatively different strategies by the two groups. The intervention procedure used in the second experiment was extremely effective for monolinguals and for most bilinguals, as measured by performance a week later. When subjects returned to be tested six months later, the improvement in performance was maintained for the monolinguals, but not the bilinguals. The educational implications of these findings are discussed.   [More]  Descriptors: Bilingual Education, Bilingual Students, College Mathematics, Concept Formation

California Univ., Los Angeles. Center for the Study of Evaluation. (1980). Planning for Student Assessment: Participant's Handbook. Bilingual Evaluation Technical Assistance, Workshop III. This participant's handbook is designed to be used in conjunction with a workshop for planning bilingual student assessment. The following materials are included: (1) simulation materials, including descriptions of simulated programs, tests, test manuals, and printouts; (2) checklists, diagrams, and charts illustrating important points of the discussion in the text; and (3) checklists, diagrams, and charts to be used in completing the workshop exercises. The goals of the workshop are as follows: (1) to identify the assessment needs of a particular bilingual program; (2) to identify and describe the types of measures that are used to meet these assessment needs; (3) to compare and examine some of these instruments for technical adequacy, curricular relevance, and appropriateness for the student population; and (4) to make recommendations regarding the assessment process of the particular bilingual program. This handbook is intended to enhance the workshop presentations because it offers detailed explanations of the issues and practice of the skills presented in the workshop. Descriptors: Bilingual Education Programs, English (Second Language), Evaluation Criteria, Evaluation Methods

Suzuki, Bob H. (1987). Cultural Diversity: Increasing Achievement through Equity. The socioeconomic future of the United States, and the State of California in particular, is linked to improving the educational achievement of its growing minority populations. Demographic trends and a fundamental shift in international trade will result in a national population that is one-third non-white by the year 2010, with a new emphasis on Asian culture. Minority students will comprise the majority in over 50 major cities throughout the country. Historically, public schools have responded to large waves of immigration with "Americanization" programs, whose goals were to quickly and forcibly assimilate the new arrivals into the mainstream of American life by imposing an Anglo-centric curriculum, punishing students for using non-English languages, and denigrating immigrant cultural traditions. Educational equity must be assured for minorities, especially Blacks and Hispanics, if the development of a two-tiered social system composed of a highly educated white upper class, and a permanent under class which is mostly non-white is to be avoided. Educational equity can be achieved if educators believe that disadvantaged minority students have the capability to learn, and understand the factors involved in successful multicultural education, including the following: (1) high expectations of achievement; (2) respect for learning in the school environment; (3) culturally diverse curriculum; (4) effective teaching methods; and (5) parent involvement. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Educational Opportunities

Leonard, Janet (1987). Wordprocessing and Language Skills. A Practical Handbook for ABE Tutors. This practical manual is designed for teachers involved in adult basic education (in particular, teachers of bilingual and adult literacy students) who would like to introduce their students to word processing through the language curriculum. A range of activities linking language and word processing skills is suggested. The tasks can be approached either as stimuli for learning word processing skills or as language exercises that happen to make use of a word processor. All the activities are accompanied by suggestions as to how they can be integrated into the language curriculum. For each of the 30 tasks, the following components are provided: overview of the tasks, word processor task, language task, pre-computer work for students and teacher, follow-up exercise(s), materials the teacher should prepare, and notes to the teacher. Representative language tasks are simple creative writing, paragraphing, punctuation, upper/lower case, parts of speech, multiple choice–structure or vocabulary, proofreading, refining text, cloze, the language of questions and answers, vocabulary extension, writing a curriculum vitae, letter writing, sequencing, reading comprehension, homophones, roots and suffixes, summary writing, group composition, style and register, and spelling. Appendixes include advice on the choice of a suitable word processor and printer and a glossary of terms. Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education, Computer Uses in Education

Winters, Lynn; And Others (1980). Bilingual Evaluation Technical Assistance: Workshop Text III. Planning for Student Assessment. Draft. This text is designed to accompany workshop instruction in student assessment technique for the purpose of evaluating bilingual programs. It is addressed to those involved with bilingual programs generally, educators directly involved in planning and implementation, and research and evaluation specialists. The contextual variables that affect the selection of appropriate student assessment instruments are summarized as a guide. Screening criteria (validity, reliability and practicality of test use) are discussed in the context of the program being evaluated, the program demands, and the constraints of data collection for bilingual programs. Managing the collection and reporting of test data, and features to consider when selecting a test for bilingual program evaluation are appended. Descriptors: Bilingual Education, Bilingual Students, Educational Planning, Elementary Secondary Education

Ashworth, Mary; Wakefield, Patricia (1982). Teaching the Non-English-Speaking Child: Grades K-2. Language in Education: Theory and Practice, No. 45. Many teachers not trained in English as a second language (ESL) often feel at a disadvantage when they are working with children whose first language is not English. This book addresses this disadvantage by giving practical information and teaching aids. The first area investigated is registration. Questions are suggested and the use to which answers can be put is outlined. A second issue is helping children adjust to a new culture. It is suggested that teachers talk to members of the ethnic group under consideration. Questions leading to examination of the similarities and differences between cultures are suggested. Next, oral fluency, reading, and writing acquisition are discussed and activities are proposed for the basic skills of listening, speaking, reading, and writing.  Ways of fostering concept development are described and an outline of facts relating language learning to concept development, along with suggested applications is provided. Finally, a number of lesson plans are given as models and six steps are suggested for bridging the gap from ESL to the regular curriculum. An annotated list of resources completes the booklet.   [More]  Descriptors: Bilingual Education, Cultural Awareness, English (Second Language), Lesson Plans

Johnson, Patricia T. (1988). A Program for Limited English Speaking Students. Necessity Is the Mother of ESL Programs. The development of a language development program for limited-English-proficient Spanish-speaking students in a New Mexico junior high school are described. Initially, the program was organized in response to sudden heavy enrollment of non-English-speaking students, and was intended to teach them English. In subsequent years, through application of research findings and theory on bilingualism and second language learning, the program has focused on developing literacy in both English and native Spanish. Currently, students spend two years in the beginning-level program and a year at the intermediate level, and some students remain in the junior high school an additional year to take advantage of the program. A beginning student's daily schedule includes: four periods of language arts, including instruction in oral and written English as a second language (ESL), Spanish and English reading, and Spanish for native speakers; math at one of two levels, taught in Spanish; and an activity class, usually physical education. At the intermediate level, students are systematically mainstreamed into the regular curriculum. All continue in appropriate native Spanish classes and mediated ESL instruction and most have math instruction in Spanish. The program has been successful in teaching and retaining students. Descriptors: Bilingual Education Programs, English (Second Language), Junior High Schools, Limited English Speaking

Humes, Ann (1980). English Writing Requirements for Bilingual Students in Grades K-6. The identification of critical writing skills was the first step in a project designed to specify language skills that should be included in instruments for assessing students' entry into and exit from bilingual classrooms. Writing skills were screened according to three criteria: appearance on state or local competency lists, textbook emphasis, and the nature of a skill as either a prerequisite of skills at a higher grade level or a subskill of another skill. The list was consequently reduced to approximately 180 different skills, which were assigned to appropriate grade levels that were derived from textbook data. The skills were then organized by categories (handwriting, spelling, mechanics, language, general discourse, and discourse products) into a framework of writing skills. Next, skill specifications were written to delineate each skill and to ensure its appropriate assessment. For most skills, three or more sample assessment items were written. Among the problems encountered in the development of the writing skill specifications were (1) the discrepancy between the simplicity of the skill statement and the complexity of the actual skill, (2) adequate directions, and (3) the development of written responses and multiple choice items. (The appendix consists of sample skill specifications.) Descriptors: Bilingual Education, Bilingual Students, Classification, Educational Assessment

California Univ., Los Angeles. Center for the Study of Evaluation. (1980). Selecting Evaluation Design: Participant's Handbook. Bilingual Evaluation Technical Assistance, Workshop IIB. This participant's handbook for a workshop on selecting evaluation designs for bilingual programs presents group activities to facilitate learning about the selection process. The objectives of the workshop are to (1) identify the implied comparisons associated with frequently encountered evaluation questions, (2) select the most appropriate evaluation design for four different evaluation purposes, and (3) design a small evaluation for a simulated bilingual program. Three activities that will help participants achieve these objectives are described. The first activity involves analyzing a design for evaluating students' achievement in English, Swabe, and Ono reading; math; and language skills. The second activity involves deciding on the necessary comparative data and design required for a given evaluation. The third and final activity involves designing an evaluation of either an elementary or junior high school bilingual program. Sample answers are given, and a workshop participant evaluation form is appended. Descriptors: Bilingual Education Programs, English (Second Language), Evaluation Criteria, Evaluation Methods

D'Alu, Maria Jose Miranda de Sousa (1985). Matematica 3. Manual. This teachers manual accompanies a mathematics textbook, written in Portuguese, for third graders. It closely follows the objectives and methodology of the major curricula used throughout the schools in the United States. The 11 chapters deal with: numeration (0-999,999); addition with and without regrouping; subtraction with and without borrowing; commutative and associative properties; length, time, weight, capacity, and temperature measurements; money; geometric figures; perimeter and graphs; fractions; multiplication; division; and word problems. For each chapter the guide contains a discussion of objectives, an introduction, vocabulary, activities, an evaluation, a review, and answers to problems in the textbook. Descriptors: Answer Keys, Bilingual Education, Computation, Elementary Education

Krashen, Stephen D. (1981). The "Fundamental Pedogagical Principle" in Second Language Teaching, Studia Linguistica. A fundamental principle of second language acquisition is stated and applied to language teaching. The principle states that learners acquire a second language when they receive comprehensible input in situations where their affective filters are sufficiently low. The theoretical background of this principle consists of five hypotheses: the acquisition-learning, natural order, monitor, input, and affective filter hypotheses. The fundamental principle helps to resolve several problems in the professional literature, including the effectiveness of second language instruction and the effects of age on second language acquisition. The principal applied to pedagogy posits that any instructional technique that promotes second language acquisition does so by providing comprehensible input. This pedagogical principle can be applied to a variety of language teaching methods and settings, including the language classroom, the media, the language laboratory, subject matter teaching, and immersion programs. Descriptors: Age Differences, Bilingual Education, Immersion Programs, Language Acquisition

James, Gregory (1984). Some Problems in In-Service Teacher Training. The problems of motivation and evaluation in the inservice training of primary school techers of English at the Institute of Language in Education in Hong Kong are discussed. The Institute was founded with the goal of improving the standard of English and Chinese in the schools and the community and to facilitate bilingualism in the Colony. A description is given of inservice training programs established to improve the skills of teachers of both Chinese and English. Included in the description is a discussion on how the syllabi used in the schools were reformed and the development of a new syllabus for English. Problems involved in implementing effective inservice education for the reformed curriculum and syllabi are analyzed in the light of how the teachers reacted to inservice workshops and their attitudes toward an evaluation system used to critique their work and progress. Descriptors: Bilingual Education, Chinese, Curriculum Development, Elementary Education

Hohhertz, Durwin (1980). Soldadura (Welding). Spanish Translations for Welding. Thirty transparency masters with Spanish subtitles for key words are provided for a welding/general mechanical repair course. The transparency masters are on such topics as oxyacetylene welding; oxyacetylene welding equipment; welding safety; different types of welds; braze welding; cutting torches; cutting with a torch; protective equipment; arc welding; arc welding equipment; welding positions; joints and welds; piercing, gouging, and beveling; DC polarity; AC welder; and properly and improperly formed beads. Descriptors: Bilingual Education, Bilingual Instructional Materials, Metal Working, Postsecondary Education

ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. (1988). Career Education for the Limited English Proficient. Trends and Issues Alerts. This document begins with an overview of trends and issues in the area of career education for limited English proficient persons. The overview briefly addresses: the projected shortage of young workers in the work force that will force employers to hire limited English proficient (LEP) individuals, the accompanying demand for higher skill levels in those jobs, the role of career education in integrating LEP individuals into the work force, the need for career counseling for LEP youth and adults, the areas of learning that must be incorporated into career education, and ancillary student needs such as transportation and child care. A list follows of sources of information on career education for LEP persons. Print resources available from ERIC are listed by author, with title, place of publication and publisher or source, date, and ED number. Similar information is provided for non-ERIC print resources. In addition, a listing is provided of organizations that can be contacted for further information. Addresses and telephone numbers are included.   [More]  Descriptors: Adult Education, Bilingual Education, Career Counseling, Career Development