This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include IL. Dept. of Curriculum. Chicago Board of Education, Margaret Dean, Effie Papatzikou Cochran, Barbara R. Sjostrom, Robert Schulman, Jose Luis Keyes, Walter G. Secada, Eugene Garcia, Arlington Heights Northwest Educational Cooperative, and Michael Sica.
(1984). Morris High School, New Directions for Bilingualism. O.E.E. Evaluation Report, 1982-1983. New Directions for Bilingualism, at Morris High School (Bronx, New York) completed the first year of a three year cycle in June 1983. The program, which served 300 newly-arrived, foreign-born, low income students, had as its major goals the improvement of participants' English language proficiency, development of their native language (Spanish) skills, and enhancement of their self-image. Program students were not isolated from the high school, but shared two periods per day with mainstream students. Instructional and noninstructinal support services were provided to program students; these were funded from a variety of sources. Supportive services included personal and academic counseling as well as home visits. Analysis of student achievement indicated that participants in New Directions met or surpassed program objectives in most areas. In addition, their attendance rate was considerably higher than that of non-program students in the same school. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Economically Disadvantaged, English (Second Language)
(1983). Developing Cultural Orientation Materials. Cultural orientation, teaching about a new culture and the skills needed to operate within it, is a critical component of refugee services programs. This handbook was developed at a 2-day workshop sponsored by the Northwest Educational Cooperative (NEC) and is designed to help improve the competencies of teacher trainers and bilingual staff responsible for providing cultural orientation. The handbook is divided into three sections. Section 1 consists of workshop handouts including a questionnaire aimed at determining participants' opinions about, and knowledge of cultural orientation programs, and a curriculum guide for such a program. Section 2 is a review of existing bilingual materials, including a listing of the language and purpose of materials housed in the NEC's library. Section 3 is a selection of cultural orientation lesson plans on topics such as the sponsor/refugee relationship, social customs, and using public transportation. The cultural-specific materials in this handbook were taken from materials used in Southeast Asian refugee camps. A bibliography of selected bilingual cultural orientation materials, and sample cultural orientation lessons are included. (JL) [More] Descriptors: Bilingual Education, Cross Cultural Training, Culture Contact, Curriculum Guides
(1984). Evander Childs High School, Cooperative Work-Study Program for Bilingual Students. O.E.E. Evaluation Report, 1982-83. In its first year, the Cooperative Work-Study Program for Bilingual Students offered full and partial programs of bilingual instruction and career exploration, as well as supportive services, to 160 students at Evander Childs High School, Bronx, New York. Full program students spoke Spanish at home and in the community; partial program participants spoke various native languages including Arabic, Khmer, Chinese, French, Greek, Haitian, Creole, Korean, Persian, Spanish, Urdu, and Vietnamese. The program goal was to develop students' proficiency in English and to increase their career awareness. In addition to English as a second language, native language instruction, and content-area instruction, program students attended career education lessons and activities each semester. Title I and Chapter 1 funds supported these as well as other program activities, including guidance and academic counseling, guest lectures, field trips, staff development, a parent advisory committee, and work experience activities. Analysis of student achievement indicated that both curriculum and career information objectives were met by program participants. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Education, Career Exploration
(1989). Adult Spanish Literacy: Home English Literacy for Parents Project. A home-based Spanish literacy program for Spanish-speaking parents in Elgin, Illinois, which began as a project of the Elgin school district, is described. The program originated with a search for literacy instructional materials for this group. The curriculum was designed to focus on functional Spanish literacy and basic arithmetic skills, the needs expressed by the students. This report describes the organization and content of the literacy and arithmetic components, provides a scope and sequence of curriculum concepts in reading, writing, math, and English as a Second Language, discusses the student population, and describes the largely anecdotal approach to assessment. It is concluded that the program responded to a community need and was well received, and the hope is expressed that a similar program may be offered in the future for other Hispanic adults in need of native language literacy. Appended materials include the student pretest, Spanish-language registration and student information forms, and sample Spanish and math lessons. (MSE) Descriptors: Adult Basic Education, Arithmetic, Bilingual Education Programs, Home Programs
(1990). Teaching Mathematics with Understanding to Limited English Proficient Students. Urban Diversity Series No. 101. This document provides research-based information to help school district personnel select appropriate mathematics education programs for their limited English proficient (LEP) elementary school students. A review of the mathematics education literature is discussed in the context of the reform movement in school mathematics. Two instructional programs for effectively teaching mathematics to LEP students, Active Mathematics Teaching (AMT) and Cognitively Guided Instruction (CGI), are discussed in detail. Examples, using addition and subtraction problems, illustrate each program. Since teaching math in a student's native language may be more effective than limiting instruction to English, Spanish translations of examples are also included to demonstrate how simple presentation of problems can facilitate their solving. Recommendations are woven throughout the text and each section ends with a list of additional recommendations for teaching mathematics to LEP students. The following final recommendations are suggested: (1) choose and use manipulatives carefully; (2) manipulatives should support discussion about mathematics, not replace it; (3) activities should emphasize the mathematics content; (4) the National Council of Teachers of Mathematics' document, "Curriculum and Evaluation Standards," provides specific recommendations for content that should be emphasized as well as deemphasized; (5) AMT has been proven effective for conveying large amounts of basic information that is well organized; (6) CGI shows promise for developing problem solving skills, higher order thinking, and enhancing student confidence; and (7) mathematics is too important for students' futures to be reduced to computations or omitted entirely. Five figures are included. A list of 72 references is appended. [More] Descriptors: Bilingual Education Programs, Curriculum Development, Elementary Education, Elementary School Mathematics
(1984). South Bronx High School, Project CASS. O.E.E. Evaluation Report, 1982-1983. Project CASS (Career Awareness/Survival Skills) in its first year of a two-year funding cycle provided English as a second language (ESL) and native language instruction, as well as bilingual instruction in mathematics, science, history and economics, to 250 low income, Spanish speaking students at South Bronx High School. The program's primary goal was to prepare students both linguistically and academically for the occupational world in the shortest time possible. To this end, students were provided with language instruction and with opportunities to develop those survival skills necessary for obtaining employment and being financially self-supporting. Program activities and services (provided with Title VII, Chapter 1, tax-levy, and Module 5B funds) included curriculum materials development, peer tutoring, personal and vocational guidance, and staff development efforts. Parent involvement in Project CASS was limited. Quantitative analysis of student achievement indicated that in ESL and native language studies, participants achieved program objectives. The objective of a 65 percent passing rate in mathematics, science and social studies was achieved only by 10th grade science students in the fall and spring, and 11th grade science students in the fall. No data were provided in the area of career awareness. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Awareness, Disadvantaged Youth
(1984). Structured English Immersion for Hispanic Students in the U.S.: Findings from the Fourteen-Year Evaluation of the Uvalde, Texas, Program. Evaluation of a structured immersion program, operating since 1968 in Uvalde, Texas as part of the United States Department of Education's Project Follow Through, suggests that the structured immersion approach has had a consistent positive effect on the academic achievement of the language minority students involved. Approximately 130 Spanish speaking Hispanic first grade students (83% classified as low income) enter the program each year, with approximately 100 students completing the 3 full years of the Follow Through program, which involves direct instruction by bilingual teachers and aides using a controlled vocabulary to teach needed skills and problem solving strategies to allow disadvantaged students to function at the same level as their peers. Evaluation of Comprehensive Test of Basic Skills, 1970 Metropolitan Achievement Tests, and Wide Range Achievement Test scores of students completing the program for 11 years indicate that achievement levels have been at or near grade level in mathematics and written language for over a decade. Performance on tests of oral reading are above grade level and scores in reading comprehension/vocabulary are at the 28th to 31st percentile, appreciably above typical levels for low income Hispanics. Follow-up studies conducted 2 and 3 years after students completed the program indicate significant, enduring effects in achievement. Descriptors: Academic Achievement, Bilingual Education, Elementary Education, English (Second Language)
(1984). Louis D. Brandeis High School, Demonstration Bilingual Enrichment College Preparatory Program. O.E.E. Evaluation Report, 1982-1983. The Enrichment College Preparatory Program, an Elementary and Secondary Education Act, Title VII bilingual demonstration project at a Manhattan, New York City, high school, completed the final year of a two-year funding cycle in June 1983. The program, which provided cultural enrichment and advanced academic experiences to 160 intellectually gifted, bilingual students, consisted of three major components: (1) special Scholastic Aptitude Tests (S.A.T.) mathematics and English courses for 11th and 12th grade limited English proficiency students; (2) college advisement, consisting of workshops and conferences designed to assist students and their parents in choosing colleges, applying for entrance and for student loans, preparing for admissions interviews, and planning visits to college campuses; and (3) cultural activities organized for students in all grades to enhance social awareness by exposure to various artistic experiences. Students' test scores, college admissions, and reactions from cultural institutions visited clearly indicated that the program made great strides in its two-year existence. [More] Descriptors: Academically Gifted, Achievement Gains, Admissions Counseling, Bilingual Education Programs
(1979). Guia para la ensenanza de las artes del lenguaje espanol. Nivel Elemental Adelantado M. Edicion Experimental = Curriculum Guide for Spanish Language Arts. Elementary Level M. Field Test. Working Draft. Unedited Edition. A curriculum guide series developed by the City of Chicago's Board of Education to help native Spanish speaking, limited English speaking students develop Spanish language reading skills as a preliminary step in teaching English reading skills consists of 13 books. The level M corresponds to grade 7 instruction. The approach used is learner-centered and skill-oriented, presenting behavioral objectives for reading skills and subskills to be taught. At each level, four reading skill strands are emphasized, presented in this sequence: word attack, comprehension, study skills, and literature. Within each skill category are listed the fundamental subskills to be mastered to attain reading competency, followed by a specific behavioral objective, classroom instructional strategies and activities related to the objective, and suggested criteria for evaluating learners' performances. All objectives are arranged from the most fundamental to the most advanced, and objectives crucial to mastery are highlighted. A bibliography of related instructional materials is provided. Prefatory material in the guide is given in both English and Spanish, and the remainder of the volume is in Spanish only. Descriptors: Behavioral Objectives, Bilingual Education, Classroom Techniques, Curriculum Guides
(1984). Comprehensive Russian Instructional Program. O.E.E. Evaluation Report, 1982-1983. Project CRIP (Comprehensive Russian Instructional Program) in its first year provided career orientation and support services to 460 Russian-speaking students of limited English proficiency at three public and four private high schools in Brooklyn and Queens, New York. The primary project goal was to help students to plan and prepare for future careers. Stated objectives included student achievement in bilingual skills classes, work experience in summer internships, regular meetings with the career advisor for counseling, visits to business offices, and workshops involving representatives of various businesses and occupations. The specific instructional program available to Project CRIP participants varied from site to site, but included English as a second language and native language instruction and content-area instruction. The project's career awareness component included counseling, lectures, presentations by outside speakers, and informal no-credit classes in computer programing, career education, and office skills. Staff development activities and encouragement of parent participation also took place under Project CRIP. Students were assessed in English language development; growth in their mastery of the native language; mathematics, science, social studies, and business courses; and attendance. Results varied considerably among school sites. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Business Skills, Career Awareness
(1980). Guia para la ensenanza de las artes del lenguaje espanol. Nivel Elemental Intermedio L. Edicion Experimental = Curriculum Guide for Spanish Language Arts. Elementary Level L. Field Test. Working Draft. A curriculum guide series developed by the City of Chicago's Board of Education to help native Spanish speaking, limited English speaking students develop Spanish language reading skills as a preliminary step in teaching English reading skills consists of 13 books. The level L corresponds to grade 6 instruction. The approach used is learner-centered and skill-oriented, presenting behavioral objectives for reading skills and subskills to be taught. At each level, four reading skill strands are emphasized, presented in this sequence: word attack, comprehension, study skills, and literature. Within each skill category are listed the fundamental subskills to be mastered to attain reading competency, followed by a specific behavioral objective, classroom instructional strategies and activities related to the objective, and suggested criteria for evaluating learners' performances. All objectives are arranged from the most fundamental to the most advanced, and objectives crucial to mastery are highlighted. A bibliography of related instructional materials is provided. Prefatory material in the guide is given in both English and Spanish, and the remainder of the volume is in Spanish only. Descriptors: Behavioral Objectives, Bilingual Education, Classroom Techniques, Curriculum Guides
(1990). Bilingualism and the Academic Performance of Mexican-American Children: The Evolving Debate. ERIC Digest. This ERIC digest considers three important issues for educators of bilingual students, specifically Spanish-American children. First, it articulates the ongoing debate about which language to use for instruction. Second, it examines myths about the negative effects of bilingualism. And finally, it presents supporting evidence and suggestions for creating a responsive educational environment for bilingual Mexican-American students. The bilingualism debate pits those who believe that two-language instruction helps develop general language and thinking skills against those who believe early and intensive English instruction is the most effective and appropriate way for learning in an English-dominant environment. Early research identified bilingualism as a handicap, finding that bilingualism caused language confusion among children. More recent studies show that young children who live in nurturing bilingual environments do not develop linguistic handicaps and even demonstrate cognitive advantages over monolinguistic children. Current studies support the idea that bilingual language instruction should match the natural social context of the student, showing that the better a child masters language in general, the better that child performs academics in English. The digest concludes with five recommendations for teachers who wish to give rewarding instruction to bilingual and Spanish monolingual students. This digest includes 10 references. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Bilingualism
(1984). George W. Wingate High School, Bilingual Demonstration College Preparatory Program. O.E.E. Evaluation Report, 1982-1983. The Bilingual Demonstration College Preparatory Program, in its second year of funding, provided English as a second language (ESL) and native language instruction, in addition to bilingual instruction in mathematics, social studies, and science, to 120 Spanish-speaking students in grades 9-12 at George W. Wingate High School (Brooklyn, New York). The program had two major foci: assisting students in successfully completing high school, and encouraging them to enter postsecondary education. Students were mainstreamed during their junior year, although some continued to take ESL or English reading courses to enhance their English skills. The program supported administrative and support services staff, curriculum development activities, supportive services to program students, staff development activities, and monthly meetings for parents. Analysis of student achievement indicated that program students met English language development objectives in the fall but not in the spring. Further, the overall passing rates of program students in mathematics and social studies courses were significantly lower than the passing rates of mainstream students in comparable classes. The attendance rate of participants was greater than that of the general school population. Based on the evaluation, a number of recommendations were formulated toward improving the program's effectiveness. [More] Descriptors: Achievement Gains, Bilingual Education Programs, College Bound Students, College Preparation
(1984). Adlai E. Stevenson High School, Bilingual Academic and Technical Education for Youth Program. O.E.E. Evaluation Report, 1982-1983. The Bilingual Academic and Technical Education for Youth (BATEY) Program completed its third and final year of funding at Adlai E. Stevenson High School, Bronx, New York. In 1982-83, the program offered bilingual instruction and support services to approximately 300 Hispanic students of limited English proficiency in grades 9-12. Although the program emphasized vocational skills training, its ultimate goal was to develop proficiency in English and to prepare students to meet graduation requirements. The program developed and adapted curriculum materials in mechanical drawing, automotive machine shop, home maintenance and repair, bookkeeping and record keeping, American history, and consumer economics. Support services for program students consisted of guidance and career counseling. Staff development activities included monthly department meetings and workshops. Program parents were members of the advisory committee. Quantitative analysis of student achievement showed significant gains in English and Spanish reading and industrial arts. Passing rates in mathematics, science and social studies ranged from 49 to 99 percent. The attendance rate of program students was greater than that of the general school population. It was concluded that the program's success was due to the competence and dedication of the program staff, the acquisition and development of curriculum materials, and the support of the school administration. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Development, English (Second Language)
(1980). Guia para la ensenanza de las artes del lenguaje espanol. Nivel Elemental Adelantado M. Edicion Experimental = Curriculum Guide for Spanish Language Arts. Elementary Level N. Field Test. Working Draft. A curriculum guide series developed by the City of Chicago's Board of Education to help native Spanish speaking, limited English speaking students develop Spanish language reading skills as a preliminary step in teaching English reading skills consists of 13 books. The level N corresponds to grade 8 instruction. The approach used is learner-centered and skill-oriented, presenting behavioral objectives for reading skills and subskills to be taught. At each level, four reading skill strands are emphasized, presented in this sequence: word attack, comprehension, study skills, and literature. Within each skill category are listed the fundamental subskills to be mastered to attain reading competency, followed by a specific behavioral objective, classroom instructional strategies and activities related to the objective, and suggested criteria for evaluating learners' performances. All objectives are arranged from the most fundamental to the most advanced, and objectives crucial to mastery are highlighted. A bibliography of related instructional materials is provided. Prefatory material in the guide is given in both English and Spanish, and the remainder of the volume is in Spanish only. Descriptors: Behavioral Objectives, Bilingual Education, Classroom Techniques, Curriculum Guides