This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Judith A. Torres, Winston A. Van Horne, H. Gougeon, Susan R. Goldman, Rima Shore, M. Buteau, Helen Cheek, Dora Collazo-Levy, Thomas V. Tonnesen, and Effie Papatzikou Cochran.
(1983). Adlai E. Stevenson High School Bilingual Academic and Technical Education for Youth Program (BATEY). O.E.E. Evaluation Report, 1981-1982. The Bilingual Academic and Technical Education for Youth Program (BATEY) provides English as a second language (ESL) and bilingual instruction with a vocational focus to foreign born (98 percent of them Hispanic) students at Adlai E. Stevenson High School, Bronx, New York. Under the program, Title VII funds support administrative and support services as well as paraprofessional staff, while instructional services are provided by other sources, including Chapter 720. Program activities include: (1) the development of curriculum materials; (2) bilingual personal and vocational counseling; (3) staff development efforts; and (4) parent involvement activities. Quantitative analysis of student achievement in 1981-82, the program's second year, indicates that students in ESL classes surpassed program objectives by mastering more than one Criterion Referenced English Syntax Test (CREST) objective per month. In addition, participating students surpassed program objectives by passing bilingual industrial arts and business education classes at an equal or better rate than students in regular and vocational education and industrial arts classes. Data are not available to determine the English and Spanish reading achievement of participants. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, Business Education
(1982). Fiberglass Technician Technical Terms. English-Thai Lexicon. Introduction to Fiberglass Technician. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This English-Thai lexicon and program introduction for fiberglass technician is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English fiberglass technician technical terms and Thai equivalencies of English fiberglass technician equipment and tools. Section 3 is the Thai version of "Introduction to Fiberglass Technician." The duty-task index is then provided in Thai with major headings also given in English. Descriptors: Administrator Education, Adult Vocational Education, Bilingual Education, Bilingual Instructional Materials
(1983). Evaluation of the ESOL/Bilingual Program: Validation and Reliability of the Assessment Measures. The Montgomery County (Maryland) Public Schools (MCPS) provide English language instruction to approximately 3,800 students with limited English proficiency. This report represents results of an evaluation of the English for Speakers of Other Languages (ESOL)/Bilingual services offered during 1981-82. The first phase focuses on the entry/exit testing process, and was designed to evaluate the individual instruments used for testing as well as the entry/exit testing process in general. The entry assessment battery utilized consisted of three instruments: the Language Assessment Scale (LAS), the Minimum English Competency Test (MEC), and the Entry Teacher Evaluation interview. The exit battery consisted of a parallel form of the MEC, the LAS, and the Exit Teacher Evaluation. Major objectives of the evaluation were to determine: (1) the validity of the MEC as an entry/exit assessment of students' English proficiency; (2) whether parts of the battery are redundant; and (3) the reliability and validity of the overall testing process. It was found that: (1) test scores on the MEC and the nationally validated LAS are similar, suggesting that the MEC is a valid measure of English skills for Hispanic students in MCPS; (2) MEC scores successfully correlate with classroom performance; (3) the time required to administer the LAS is probably not justified, given its redundancy; and (4) regardless of their scores on the MEC, Asian students receive higher scores on the Exit Teacher Evaluation and are often mainstreamed with less proficiency than Hispanics. These findings led to the formulation of several recommendations to improve measurement validity and reliability. [More] Descriptors: Asian Americans, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
(1983). Louis D. Brandeis High School. New York State Chapter 720 Bilingual Program. O.E.E. Evaluation Report, 1981-1982. The Chapter 720 bilingual program located at Louis D. Brandeis High School in New York City, seeks to provide specialized Spanish and English instruction in mathematics and language development for 250 Spanish speaking students. This report briefly describes the program's goals and objectives, its organization, and instructional and noninstructional services it provides. It also presents evaluation findings from 1981-82, the program's third year of operation. The following results are given: (1) program students made statistically significant gains in Spanish language reading scores from pre to post test, as measured by the "Prueba de Lectura"; (2) program students showed statistically significant gains in bilingual mathematics, as measured by the Metropolitan Achievement Test; (3) in content-area subjects, program students' passing rates were 57 percent for mathematics, 70 percent for science, 56 to 62 percent for social studies, and 67 to 76 percent for native language arts. In addition, participants were found to have mastered an average of 1.7 objectives per month of English instruction. Finally, the attendance rates of program students was significantly greater than that of mainstream students. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, English (Second Language)
(1983). Ethnicity, Law and the Social Good. Volume II. Ethnicity and Public Policy Series. This volume examines the relationship between ethnicity and the law, looking at the two, first in principle and then as they relate to education, employment, and neighborhoods. Philosophically, the papers included in the book represent 4 different perspectives: (1) that the law should recognize only individual rights and that membership in an ethnic or racial group is a purely private matter; (2) that the law should grant compensatory recognition of ethnic identity; (3) that ethnicity is of inherent value and that public policy should support ethnic diversity because it contributes to the social good; and (4) that ethnicity is a social problem because complex economic and political forces acknowledge and perpetrate ethnic and racial divisions and also often negatively influence these groups. Authors of articles that represent the various perspectives include Peter J. Kellogg, Raoul Berger, Robert M. O'Neil, Nathan Glazer, Richard Ruiz, Cyrena N. Pondrom, Manning Marable, and Richard J. Krickus. Descriptors: Bilingual Education, Civil Rights Legislation, Cultural Pluralism, Elementary Secondary Education
(1982). Evaluation of the Bilingual Kindergarten and Follow Up Programs: St. Joseph Elementary School, Town of Mount Royal. Third Progress Report. The third progress report is presented on the evaluation of a bilingual kindergarten program and a social studies follow-up program in grades 1 and 2. The focus is on the first cohort, presently in grade 2, on a second cohort in grade 1, and on a third cohort in kindergarten. The purpose of the program was to initiate French instruction in kindergarten in order to prepare students for the integrated social studies program and for eventual immersion in grade 6. The three parts of the report focus on the assessment of pupil achievement; participants, instruments and testing procedures; test results; and evaluation of program objectives. The extensive analyses indicate that pupil progress in content knowledge, in English, and in French was significant. The students had acquired general notions and knowledge in social studies while learning as much English and substantially more French than the pupils following the regular English program. From the point of view of parents and teachers, the program was considered advantageous. Statistics, sample questionnaires, and testing instruments are appended. Descriptors: Academic Achievement, Bilingual Education Programs, Bilingualism, Communicative Competence (Languages)
(1983). Newtown High School. Queens Chinese/Korean Bilingual Language Arts Resource Center, 1981-1982. O.E.E. Evaluation Report. The Queens Chinese/Korean Bilingual Language Arts Resource Center operates at Newtown High School, in a multiethnic neighborhood in Queens, New York. The program, designed to provide bilingual educational services and curricular materials to Chinese and Korean students (grades 9-12) at Newtown, and ancillary services to students at Bryant High School, has several objectives: (1) to provide participants with the skills they need to function in mainstream classes; (2) to help students complete their high school education and pursue higher education; (3) to encourage the development of a positive self image; and (4) to eliminate or reduce content-area failures in social studies and in Chinese language arts (this objective is part of the Chapter 720-funded component). The program includes classroom instruction, curriculum development, supportive services (grade advisement and guidance, family assistance, extracurricular activities); staff development; and parental involvement efforts. This report describes program activities and objectives, and provides data on program results, including student achievement in all subject areas and parent achievement in English. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, Chinese
(1981). Louis D. Brandeis High School Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Louis D. Brandeis High School Bilingual Program provides English and Spanish language instruction, academic courses, and supportive services for Spanish speaking students of limited English proficiency. This report describes the program as it was implemented in 1980-81. The program description includes background and context; student characteristics; organization and funding; faculty relations; the instructional component, consisting of English as a Second Language, native language instruction, mathematics, science, and social studies; curriculum development activities; counseling services; staff development; parent involvement; and evaluation. Evaluation results indicate that: (1) students had positive attitudes toward the program; (2) program attendance rates were higher than the school's attendance rates; (3) several program participants received academic honors; and (4) in general, moderate to highly significant gains were made in English syntax and language fluency, native language arts, mathematics, science, and social studies, although some students failed to reach the program achievement criteria. Recommendations for program improvement are presented. [More] Descriptors: Achievement Gains, Bilingual Education Programs, English (Second Language), High Schools
(1983). Teaching Inuktitut to Grade 2. Interim Edition. This teacher's guide for a second grade Inuktitut language arts program has 30 units based on concepts in social studies, science, math, and health; and emphasizes development of listening, speaking, reading, and writing skills. The vocabulary and unit concepts are based on themes familiar to the children, including ships, plants, rocks, animal activities and uses, travel, clothing, measurement, weather, food, cooking and eating, the body, sports and games, birds, building materials, landforms, and waterforms. Each unit contains (1) lists of nouns and verbs; (2) conceptual information for teachers; and (3) suggestions for motivation, activities, and materials for these language emphases: conceptual development, language exposure, listening, oral reproduction, creative expression, sight recognition, decoding and encoding, and language experiences. Descriptors: Bilingual Education, Bilingual Instructional Materials, Class Activities, Elementary Education
(1983). William H. Taft High School Project Adelante. O.E.E. Evaluation Report, 1981-1982. Project Adelante provided instruction in English as a second language (ESL), as well as bilingual instruction in social studies, mathematics, and science to 230 students of limited English proficiency at William H. Taft High Schol, Bronx, New York City. One of the program's major goals was to expedite the acquisition and use of English language skills necessary for entry into mainstream courses. Quantitative analysis of student achievement during the second year of Project Adelante indicates that: (1) on the average, students failed to meet program objectives in ESL and Spanish reading; (2) from 54 to 61 percent of the program students enrolled in mainstream mathematics courses passed teacher made exams; (3) 62 to 67 percent of the students passed the bilingual mathematics courses; (4) a higher percentage of program students passed mainstream science courses than bilingual science courses; (5) in social studies, similar passing rates were noted in the mainstream and the bilingual courses; and (6) the overall attendance rate of program students exceeded that of the school as a whole by 26 percent. Program evaluation also resulted in a number of recommendations regarding administrative reorganization to increase communication among teachers, evaluation of course offerings, increased parent participation, and review and evaluation of instructional materials. [More] Descriptors: Achievement Gains, Bilingual Education Programs, English (Second Language), High Schools
(1982). The Use of First and Second Languages in Primary Education: Selected Case Studies. World Bank Staff Working Paper No. 504. This paper discusses the question of whether, in a multilingual society, the child's first or second language is best as a language of instruction in primary school. Reviewing eight case studies from seven countries in which initial primary schooling was given either in the second or first language, the discussion compares achievement in reading and language in both languages and describes achievement in content subjects, especially arithmetic. Case studies from the Philippines, Ireland, and Canada report the use of a second language as the language of instruction, while studies from Mexico, Nigeria, Sweden, and the United States report use of the first language. It is concluded that, depending on the interrelated characteristics of each situation, answers must be found on a case-by-case basis. Such characteristics include the linguistic and cognitive development of the child in his or her first language, the attitudes of parents toward the language chosen for the school, and the status of the languages in the wider community. In terms of these characteristics, situations are described in which the best choice for initial instruction might be either the child's first or second language. These descriptions are followed by a discussion of issues raised in a paper (1980) devoted to education sector policy and by a series of recommendations for World Bank staff. Descriptors: Academic Achievement, Bilingual Education, Case Studies, Elementary Education
(1983). Use of Prior Knowledge in Understanding Fables in First and Second Languages. Children's understanding of fables and the degree to which knowledge used by the child to understand first language input is also used to understand second language input were studied. In addition, the way that such a relationship changes as the second language is acquired was examined. Students in Spanish-English bilingual programs in kindergarten through fourth grade and other children in monolingual English classrooms were presented Aesop's fables and asked to retell the fables and to answer inferential comprehension questions. For all students, questions and recall performance were positively correlated, with the questions demonstrating higher performance than the recalls. For the students in the bilingual programs, recall and question performance were comparable in both Spanish and English, once basic auditory and orthographic parsing skills were mastered in English. Performance in first languages (Spanish for the bilinguals; English for the monolinguals) was comparable at each grade level. The findings indicate that knowledge used to guide story comprehension in a first language is also used to guide story comprehension in the second language. This conclusion reinforces the instructional practice of using the primary language as the language of instruction while English is introduced as a second language. Descriptors: Bilingual Education, Bilingualism, Elementary Education, English
(1983). Project A.B.C. (Bronx Academic Bilingual Career Program). O.E.E. Evaluation Report, 1981-1982. Project A.B.C. (Academic Bilingual Career Program) is a multisite project serving new immigrant students at three different high schools in the Bronx, New York: Vietnamese (Chinese ethnics) at Theodore Roosevelt, Italians at Christopher Columbus, and Cubans and Dominicans at John F. Kennedy high schools. Project students are incorporated into the schools' regular bilingual programs, and receive additional special resources. As well as attending ESL and native language arts classes, participants take content-area subjects (mathematics, science, social studies) in their native language. Analysis of the program's first year of operation found that most students met program objectives in English syntax. Performance in other areas was variable. This evaluation report attributes failures to meet objectives to organizational and administrative difficulties and provides a number of recommendations regarding: (1) the development of career resource centers at each site; (2) completion of implementation of the curriculum development component within the Italian bilingual program; (3) curriculum development and location of Vietnamese-speaking teachers for program students at Roosevelt High; and (4) continued efforts toward developing an instrument to measure native language ability for the Vietnamese students. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Education, English (Second Language)
(1981). The Education of the Children of Migrant Workers in Europe: Interculturalism and Teacher Training. Education of the children of migrant workers in Europe is addressed in terms of interculturalism and teacher training. This report is the cornerstone of the experts' work; it not only sums up a number of case studies, but also discusses the subject of intercultural education and presents the guidelines that experts have followed and on which their actions and recommendations are based. Part one addresses intercultural education for all pupils, the need for international collaboration, learner-centered teaching, the school and the outside world, and a new kind of education. Part two provides an overview of what ought to be done and addresses specifically what the decision-makers and training centers could do. The conclusions reiterate that the intent of the report was not to proffer solutions, but to suggest a few in the form of operational proposals; thus, offering the readers a working instrument rather than a final answer. Appendices offer extracts from eight experts' reports on training teachers in the Federal Republic of Germany, France, the Netherlands, Sweden, Switzerland, and the United Kingdom, plus training Portuguese and Spanish teachers working in France. Descriptors: Bilingual Education, Case Studies, Change Strategies, Comparative Education
(1981). Mathematics Curriculum Guide for Kindergarten through 3rd Grade. ESEA Title VII Bilingual Program. Dysart Unified School District. Bilingual mathematics competencies and competency-coordinated activities are provided in the four sections of this curriculum guide for kindergarten (pre-operational) and grades 1-3 (concrete-operational) children. Topic areas for kindergarten include: classification (logic); comparing/ordering/graphing; quantitative; measurement; geometry; patterning/predicting; and construction. Topic areas for grades 1-3 include: classification (logic), comparing, and ordering; numeration; notation; measurement; basic facts (addition and subtraction of whole numbers); algorithms for operations; graphing; geometry; patterns; and fractions. Each section begins with the list of competencies related to the topic area, followed by activities for learning the competency. Included with the activities are behavioral objectives, instructional strategies, a list of materials needed, and when applicable, references to text materials. Since the curriculum is intended to be a developmental/diagnostic/prescriptive curriculum, competencies and activities are not grade bound; pre-operational children, regardless of grade placement, need pre-operational activities/experiences; likewise, concrete-operational children in kindergarten need concrete activities/experiences. In addition, before each objective in the concrete-operational sections (grades 1-3) is a conservation task appropriate for that objective. Children successful with this task should continue with the objective activities while those not successful must continue with activities suggested in this area of the pre-operational (kindergarten) section. Descriptors: Algorithms, Arithmetic, Bilingual Education Programs, Classification