Carrillo, F. M.; Carrillo, Ida S. (1979). Bilingual Teaching in Content Areas: Navajo/English. A Navajo/English bilingual program uses the student's knowledge of his first language, offers the opportunity to speak in two languages, and helps the student move from the home experience to the school experience. It gives instruction in content materials to all students either in English or in Navajo and direct language instruction in both languages. The skills of understanding, speaking, reading, and writing are emphasized throughout the program. Students with little communication experience are given an aural-oral language program, and students with some reading and writing skills in their first language are given exercises to enhance second language learning. Vocabulary is presented through the structures of both languages and is taught in other areas of the curriculum. The effective bilingual program involves parents, teachers, and students and uses local bilingual resources. It emphasizes language concept development and assists each student in developing self-esteem. Descriptors: American Indians, Bilingual Education, Content Area Reading, Content Area Writing

Murray, Lane (1981). A Program to Provide Vocational Training to Limited English Speaking Adults in a Correctional Setting. Final Report. The Windham School System implemented a pilot project designed to provide bilingual vocational training to limited English-speaking adults in a correctional setting. Inmate students enrolled in Windham bilingual academic classes on the Eastham Unit of the Texas Department of Corrections were interviewed, and procedures for student screening and subsequent placement into existing vocational classes were developed and implemented. A vocational academic teacher was hired to provide 6 hours of language training each week as a supplement to their 30 hours of weekly vocational training. Coordination was effected between the vocational trades instructors and the vocational academic teacher to incorporate vocational terminology into the language training class. Relevant vocational materials in Spanish were provided as supplements to the vocational trades curriculum. Ten limited English-speaking adult inmate students were placed into five vocational trades classes. They reported no dissatisfaction with their vocational placement. Their functional reading levels in English consistently improved, but reading deficiency was continually cited as the major impediment to learning in the vocational classroom. Acquisition of trade skills progressed satisfactorily. Program expansion would require increased roles of the administrators and instructors. (Appendixes include descriptions of screening tests and vocational materials translated into Spanish for the project.) Descriptors: Adult Vocational Education, Bilingual Education, Correctional Education, Correctional Rehabilitation

Dato, Daniel P., Ed. (1975). Developmental Psycholinguistics: Theory and Applications. Georgetown University Round Table on Languages and Linguistics (Washington, D.C., 1975). The proceedings of this Georgetown University Round Table on developmental psycholinguistics are divided into four sections: (1) "Children's Language Acquisition: Linguistic and Psycholinguistic Theory"; (2) "Children's Language Acquisition and Communicative Disorders"; (3) "Developmental Psycholinguistics and Second Language Learning"; and (4) "Developmental Psycholinguistics and Education." The papers in the first section deal with sound patterns, speech, psychologically real grammar, and the acquisition of meaning. The second panel deals with the acquisition of transformations, children's language problems, and postsemantic processes in delayed child language related to first and second language learning. The panel on developmental psycholinguistics and second language learning treats cerebral dominance and language learning, second language learning, approaches to discovering universal strategies of child second language acquisition, and psycholinguistic universals in children's learning of Spanish. The fourth section treats Piagetian equilibration processes in syntax learning, the acquisition of knowledge by children educated bilingually, class inclusion, and men's speech to young children. Descriptors: Bilingual Education, Child Language, Fathers, Intellectual Development

Cummins, Jim; And Others (1982). Linguistic Interdependence among Japanese and Vietnamese Immigrant Students. Final Report. A study was designed to investigate the nature of language proficiency and its cross-lingual dimensions. The focus of the study was on the interdependence hypothesis, that older immigrant students whose first language (L1) cognitive/academic proficiency is better developed on arrival in Canada will acquire English cognitive/academic skills more rapidly than younger immigrant students. The sample was comprised of Japanese children attending grades 2, 3, 5, and 7 of the School of Supplementary Japanese Studies in Toronto and of 45 recently arrived Vietnamese students between the ages of 9 and 17 years. Group and individual testing was done in both native language and English. Results are described separately for Japanese and Vietnamese studies. Data analyses supported the hypothesis that L1 cognitive/academic proficiency would account for a highly significant proportion of variance in second language (L2) proficiency. The data suggest that younger immigrant children tend to replace L1 as they acquire L2, whereas older children tend to add L2. With regard to the nature of language proficiency, findings suggest that L1 and L2 interactional style are interdependent because both are manifestations of personality attributes of the individual and of the same underlying cognitive/proficiency.   [More]  Descriptors: Abstract Reasoning, Academic Achievement, Bilingual Education, Concept Formation

Valencia, Atilano A. (1983). Psychological Perspectives in Second Language Development. Four commonly used approaches to teaching English as a second language to limited English proficiency and non-English proficiency students have both advantages and disadvantages. The Natural Approach is based on children's acquisition of speech sounds and oral proficiency through spontaneous interaction in a natural environment. Although a natural environment is hard to duplicate in the classroom, teachers can approximate a natural setting with objects, plants, and stimuli corresponding to the children's developmental stages. The Stimulus-Response-Reinforcement Approach involves a structured and sequenced series of lessons enabling the teacher to model increasingly complex language elements. The teacher uses audio-visual aids and gestures as stimuli to elicit responses and extend immediate reinforcement. Critics call the approach structured, mechanical, and restrictive of natural oral expression. Advocates think it ensures appropriate second language progession and reduces frustration. The Integrated Concept-Language Development Approach helps students learn concepts concurrently with language. Although the teacher must maintain a balance between concept and language learning, the approach aids development in both areas. In the Eclectic Approach teachers who prefer a non-structured plan and are willing to plan carefully, select and apply elements of the other approaches to second language learning. Descriptors: Bilingual Education, Cognitive Development, Elementary Education, English (Second Language)

Kelly, Michael G.; And Others (1982). A Plan to Develop and Compare Two Vocational Education Models for Limited English Proficiency Students. Final Report FY82. A project was conducted to develop and compare two vocational education programs–a bilingual instructional model and an English core language instructional model–for limited English proficient (LEP) students in vocational education at Waubonsee Community College (Illinois). During the project, information and referral services and support services to more than 100 LEP students were provided; inservice workshops concerning the problems of LEP students were presented for Waubonsee personnel and the community; and inservice and preservice training for planning and implementing vocational training for LEP students were offered to administrators and vocational and language instructors in Illinois. The major accomplishments of the LEP project were in the areas of materials development. Instructional materials for students and instructors in machine shop fundamentals and a secretarial science instructor's manual in vocational English as a second language were developed. A comparison of the bilingual and non-bilingual English core language instructional models were implemented during the project. The project demonstrated that with support services, courses in vocational English as a second language and appropriate English core vocational curricula and materials both helped limited English proficient students succeed. The project concluded that a high priority be placed on English language skills in all vocational courses. The materials developed by the project are expected to be used by more than 150 community colleges.   [More]  Descriptors: Bilingual Education, Community Colleges, English (Second Language), Instructional Materials

Shapson, Stan M.; Day, Elaine M. (1983). Evaluation Studies of Bilingual Programs in Canada. A synthesis of two evaluation studies is presented. The first study describes an early immersion school-based program in the province of British Columbia conducted on a longitudinal basis from kindergarten to grade 7, and sponsored by parents to extend their children's school-based bilingual experience. The longitudinal study of the early immersion program examined the effects of the program on children's performance in English language arts and mathematics, French language skills, and attitudes toward French language and culture. Comparisons were made with students in the regular English program and with those in other types of French second language programs. The second study involves a bilingual exchange program for grade 7 early immersion students which had two aspects: a cultural-lecture component on various aspects of French-Canadian culture given during the year, and a 2-week visit to the province of Quebec during which the early immersion students studied with French speaking students and their families. The evaluation study was designed to investigate the effects of each component of the exchange program on students' knowledge of and their attitudes toward various aspects of French language and culture. Descriptors: Bilingual Education Programs, Cross Cultural Training, Cultural Exchange, Educational Research

Collazo-Levy, Dora; And Others (1983). South Bronx High School. Bilingual Basic Skills Program. O.E.E. Evaluation Report, 1981-1982. To expedite acquisition of English language skills needed for full mainstreaming, the Bilingual Basic Skills Program at South Bronx High School in New York City provided instruction in English as a second language and native language arts, and bilingual mathematics, science, and social studies for 370 Spanish speaking students of limited English proficiency, during 1981-82. Aside from instructional services, program activities included curriculum development, support and counseling services, staff development, and provision of opportunities for parent involvement in the program. The report describes the project context, participants, organization, implementation, and evaluation. Evaluation results indicate that (1) gains in English reading were statistically significant; (2) students achieved more English syntax objectives than the criterion objective; (3) a greater proportion of participants passed teacher-made Spanish language arts tests in the spring than in the fall; (4) passing rates were slightly higher than 50 percent for mathematics, about 60 percent for science, and 67 percent (fall) and 58.8 percent (spring) for social studies; and (5) the attendance rate among participants was higher than the school-wide attendance rate. Recommendations for program improvement are presented.   [More]  Descriptors: Bilingual Education Programs, English (Second Language), High Schools, Hispanic Americans

Arenas, Soledad; Trujillo, Lorenzo A. (1982). A Success Story: The Evaluation of Four Head Start Bilingual Multicultural Curriculum Models. An evaluation was made of four Head Start bilingual/ multicultural curriculum models to assess their effectiveness and impact on children, staff, and parents. Intended as a pre-post design (with 90 children at each of eight Head Start replication sites and with treatment and control groups stratified on the basis of Spanish or English language preference, age, sex, and prior preschool experience), the study was conducted on an incompletely randomized sample of 243 experimental-group and 199 comparison-group children. Child competency measures assessed socioemotional development and Spanish and English language production, comprehension, and concept development. Parent interviews assessed attitudes and knowledge about education, expectations and aspirations regarding the child's educational achievement, and parental involvement in the child's education. Surveys of Head Start classroom staff focused on the staff's understanding of bicultural/bilingual children and their attitudes and sensitivity towards these children as well as their ability to appropriately modify instruction. Implementation forms, ethnographic notes, and focused observation of individual children were also used to gather data. Analyses of variance and covariance assessed differences in test performance of experimental and comparison children. Contrasts were made at the level of the overall study sample, at the level of the combined sites, and at the level of the individual sites. Results and their implications are discussed.   [More]  Descriptors: Bilingual Education, Comparative Analysis, Curriculum Development, Curriculum Evaluation

Gross, Susan (1983). Variables Affecting the Performance of ESOL/Bilingual Students in Non-ESOL Classes. The Montgomery County (Maryland) Public School system is currently in its second year of a multiyear evaluation of the ESOL/bilingual program. The focus of the first year's effort was an analysis of test results and teacher evaluations of the overall classroom performance of over 3,000 students receiving ESOL/bilingual services. Findings were as follows: (1) Student performance in English as measured by the Language Assessment Scale (LAS), published by Linguametrics Group, correlated well with student performance on a Montgomery County developed instrument, the Minimum English Competency (MEC) Test. Correlations of .7 or better were observed for comparable subtests and total scores. (2) For 1,400 students tested in fall and spring of the same school year, statistically significant gains were observed for LAS and MEC results at all grade levels. (3) When teacher evaluations of students' classroom performance were compared to test scores for Asian and Hispanic students, it was found that Asian students were evaluated higher than their Hispanic peers by their teachers, even though the Hispanic students demonstrated as much or more language proficiency on the LAS and MEC. Descriptors: Bilingual Education Programs, Educational Research, Elementary Secondary Education, English (Second Language)

Foidart, Donald (1981). French Immersion Programmes in Manitoba: An Evaluation. Final Report. Achievement in French and English language skills and in mathematics is compared among groups of immersion students in Grades 3, 6, and 9 in the province of Manitoba. Comparisons are also made between these groups of immersion students and a sample of students whose native language is French. Different types of programs (early and late, total and partial) offered in different settings are considered in the study. The parents, teachers, and principals of students in the study were asked to respond to questionnaires designed to provide additional information on French immersion programs in Manitoba. The study indicates that the immersion students perform as well as, or better than, the national norms in English and mathematics. French immersion programs have no negative effects on achievement in those subjects. In French language achievement and proficiency, the early total immersion program in an immersion setting produces the best results. The type of program and the setting influence French language development: students in an immersion setting and in a total immersion program obtain higher scores than those in an English setting or in a partial immersion program. Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, English

Nava-Hamaker, Mary Lou (1981). Academic Achievement of LEP Students After Reclassification: A Southern California Study. Gains and grade level achievement in Total Reading and Language of four groups of fifth grade students, including LEP (Limited English Proficient) students, in SES (socioeconomic status) 1 and SES 2 schools were compared to determine whether the students were achieving at grade level in reading and at an equivalent level in language. Groups from SES 1 schools consisted of 44 reclassified Spanish FEP (Fluent English Proficient) students in an English-only program and 108 non-minority monolingual students in the English program. Groups from SES 2 schools consisted of 40 Spanish surnamed FEP students in an English-only program and 50 non-minority monolingual English students. SES 1 and SES 2 schools were formed by matching all elementary schools on three variables (socioeconomic status, Aid to Families of Dependent Children, and percent of limited English proficient/non-English proficient students). Findings indicated that: reclassified Spanish FEP students receiving bilingual instruction for at least 1 year showed gains at the same rate in Total Reading and higher gains in Total Language than non-minority monolinguals, but did not achieve at the same rate in reading and language grade level; and Spanish surnamed FEP students in SES 2 schools lagged significantly behind non-minority monolinguals in both reading and language gains and grade level. Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, Comparative Analysis

Simich, Carmen; Rivera, Charlene (1981). Sociolinguistic/Ethnographic Issues and the Assessment of Bilingual Students' Language Proficiency. A teacher training program was implemented over a 2-year period in cooperation with the Tucson Unified School District, where over 28% of the students have been identified as having a primary language other than English. The goal of the training was to provide a forum wherein teachers and administrators would explore the application of ethnographic/sociolinguistic theories and methodologies as these can be applied to language proficiency assessment practices. The training was implemented in three phases. Phase I was a graduate level course for participating teachers which focused on models of language proficiency, and language proficiency in the bilingual classroom and community. Phase II consisted of the development of field techniques and a teacher observation instrument (TOS).  Central to this instrument is a consideration of the social contexts used to describe students' language behavior. Phase III consisted of several stages: identification of issues for field testing of the TOS, more formal training for teachers in microethnographic/sociolinguistic field methods, and development of criteria for analyzing TOS field test results. Finally, the limitations and significance of the teacher training program are described in order to provide evaluative information regarding the ethnographic/sociolinguistic approach to language proficiency assessment.   [More]  Descriptors: Bilingual Education, Culture Fair Tests, Elementary Education, English (Second Language)

Torres, Judith A.; And Others (1983). Flushing High School. A Basic Trilingual Program, 1981-1982. O.E.E. Evaluation Report. The Basic Trilingual Program at Flushing High School in Queens, New York City, provides instruction in English as a second language, native language arts instruction, and bilingual instruction in different content areas to Spanish speaking and Korean speaking high school students of limited English proficiency. The program is also involved in curriculum development, staff training, counseling and supportive services, and the provision of opportunities for parent involvement in the program. This report describes the context, participants, organization, instructional and noninstructional components, and evaluation of the program during 1981-82. Evaluation findings indicate that: (1) Spanish speaking students demonstrated statistically significant gains in English reading achievement, but Korean speaking students did not; (2) Spanish speaking students achieved more English syntax objectives than Korean speaking students; (3) participants' passing rates in mathematics, science, and social studies were greater than 50 percent; (4) both Hispanics and Koreans had passing rates of over 70 percent in teacher made tests for their respective native language arts; and (5) participants' attendance rates were higher than the school-wide rate. Recommendations for program improvement are presented.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, English (Second Language), High Schools

Los Angeles Unified School District, CA. Div. of Career and Continuing Education. (1982). Industrial Crafts. A Bilingual Text = Trabajos Manuales Industriales. Un Texto Bilingue. This bilingual instructional text, one in a series of six texts covering various vocational and technical topics, provides secondary level English and Spanish instruction in industrial crafts. Addressed in the individual units are the following topics: plastics; laminating acrylic plastic; thermoforming plastics; sawing, shaping, and finishing plastics; fiberglass; casting with resin; copper tooling; woodcarving; copper enameling; leather craft; and careers in industrial crafts. Each unit contains an instructional text, a vocabulary review, discussion topics, and review questions. Concluding the guide is a glossary. Descriptors: Art Materials, Bilingual Education, Employment Opportunities, Equipment Utilization