This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Chris Liska Carger, Ronald A. Howard, Albany. Bureau of Migrant Education. New York State Education Dept., M. Parker Anderson, Brooklyn. Office of Educational Assessment. New York City Board of Education, Frederick P. Veidt, Young Children, Dennis M. Mbuyi, Alejandro Benavides, and Colin E. Hindson.
(1993). Reflections on Color and Place, Teaching Education. A Caucasian teacher reflects on her experiences over the years of being part of and then teaching within diverse student populations, explaining what it feels like to be white in a world so worried about, yet so often unfair to, people of color. Descriptors: Bilingual Education, Black Students, Cultural Awareness, Cultural Differences
(1996). Frequently Asked Questions about NAEYC's Linguistic and Cultural Diversity Paper, Young Children. Contains questions raised about the National Association for the Education of Young Children's position paper on linguistic and cultural diversity, and answers prepared by the association's staff liaison to the Multicultural/Bilingual Panel. Descriptors: Bilingual Education, Bilingual Students, Cultural Differences, Cultural Pluralism
(1987). No Student Is a Stranger in New York State Schools. Brief histories of 16 migrant education programs in New York are presented in this report illustrated with photographs of student activities. The programs fall under Section 143 of Public Law 95-561 and are designed to improve interstate cooperation in the best interests of migrant children. The projects included are Computer-Assisted Instruction for Migrants (CAIM), Computer-Assisted Placement in Reading/Math (CAPR/CAPM), Challenging Options in Career Education (CHOICE), Eastern Stream Child Abuse Prevention and Education (ESCAPE), Goals for Youth, Grade Retention and Placement Evaluation (GRAPE), Interstate Dissemination of Educational Materials and Interstate Tutorial Outreach Program (IDEM/ITOP), Interstate Health and Education Linkage Project (I-HELP), Interstate Migrant Secondary Services Program (IMSSP), Migrant Attrition Project (MAP), Migrant Bilingual Teacher Training Institute (MBTTI), Migrant Evaluation-National Pilot Study (MENPS), Migrant Educators' National Training OutReach (MENTOR), National Migrant Special Education Center, Parent Training Project, and Step Beyond. Descriptors: Bilingual Education, Career Guidance, Child Welfare, Compensatory Education
(1987). South Shore High School Project JOBS 1985-1986. OEA Evaluation Report. Project JOBS (Job Opportunities for Bilingual Students) is a Title VII-funded project providing English as a second language (ESL) and content area and career-related instruction to students of limited English proficiency (LEP) at South Shore High School and James Madison High School in Brooklyn, New York. In 1985-86, Project JOBS was in the third year of a 3-year funding cycle and served a total of 253 LEP students. Haitian speakers were the largest group at South Shore, and Chinese speakers were the largest group at Madison. ESL and career-related instruction were offered at both sites, and bilingual content-area and native language arts courses were offered at South Shore. Project JOBS had two main objectives: (1) to assist and encourage students to complete high school requirements; and (2) to orient and train students in job-related skills. The project was transitional in nature, emphasizing the acquisition of English language skills and, ultimately, mainstreaming. Program objectives in English language mastery, reading, native language arts, career awareness and career-related courses were met and surpassed. The attendance rate for program students exceeded the school-wide attendance rate. Both schools could more effectively assist the group enrolled in the greatest number at each school if Madison referred its Haitian students to South Shore and South Shore referred its Chinese students to Madison. Descriptors: Bilingual Education Programs, Career Education, Chinese Americans, Economically Disadvantaged
(1986). Erasmus Hall High School Bilingual Program, 1985-1986. OEA Evaluation Report. In 1985-86, the Bilingual Program at Erasmus High School in Brooklyn, New York, was in the final year of a three-year funding cycle. It served 212 students of limited English proficiency (LEP), including 191 Haitian students, in addition to 14 Hispanic, 6 Asian, and 1 Middle Eastern student. All participants received English as a second language (ESL) instruction. Native language arts instruction was available for the Haitian and Hispanic students, and bilingual classes in mathematics, science, social studies, and typing were available in Haitian Creole/French. A combination of Title VII and tax-levy funds supported administrative staff, instructional services, and paraprofessional assistance. Development activities for staff members included meetings, in-house workshops, and attendance at university courses. Supportive services to participants included counseling and tutoring sessions. In 1985-86, students failed to meet the project's ESL achievement goals, but Haitian students made significant gains in native language development. To improve the program's overall effectiveness, additional grade advisors should be identified to satisfy the needs of Hispanic students and to alleviate the current Haitian grade advisor's caseload, and formal collaborations with the parents of project students should be created. Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, English (Second Language)
(1986). Grover Cleveland High School Project CAUSA, 1985-1986. OEA Evaluation Report. In 1985-86, Project CAUSA completed a three-year funding cycle at Grover Cleveland High School in Queens, New York. The project provided 132 newly arrived students from Italy and several Spanish-speaking countries with instruction in English as a second language (ESL), native language arts, and content areas. Basic goals were to help students adjust to American culture; provide them with basic language, academic, and vocation skills; and enhance their appreciation of their native cultures and languages. Because many of the students were from poverty-level families and would have to enter the job market as soon as possible, the project focused on career training as much as English language development. Title VII, Chapter I, and tax-levy monies supported administrative and support services, staff and curriculum development activities, communication with student's families, and a variety of career-orientation services and activities. Program students successfully achieved proposed objectives in ESL, native language arts, and attendance, and their dropout rate fell below that of the general school population. Their performance in content area and bilingual business skills classes could not be adequately assessed, but their passing rates were generally over 75 percent. Because of the continuing success of the project's career guidance component, it could become a model for other bilingual programs throughout New York City. Descriptors: Adjustment (to Environment), Bilingual Education Programs, Career Education, Career Guidance
(1996). NAEYC Position Statement: Responding to Linguistic and Cultural Diversity–Recommendations for Effective Early Childhood Education. Describes linguistically and culturally diverse children who speak languages other than English, and the special challenges they present early-care and education specialists. The National Association for the Education of Young Children (NAEYC) suggests educators can best help such children by acknowledging and responding to the importance of the child's first language and culture. Gives specific strategies. Descriptors: Bilingual Education, Bilingual Students, Cultural Differences, Cultural Pluralism
(1985). Fairview German Bilingual School: A Successful Model for Elementary-School, Second-Language Learning, Part I. The program of the Fairview German Bilingual School, the elementary (K-5) segment of the Cincinnati public school system's German bilingual alternative program, is described. The school provides intensive second-language instruction in German for monolingual English-speaking children with bilingualism as the objective. In 1984-85 the student body numbered 510, from 50 Cincinnati neighborhoods. An active parents' group is a major program element. The teaching staff includes basic classroom teachers for the standard grade-level curriculum and German-language teachers with near-native fluency and extensive exposure to the people, cultures, and institutions of a German-speaking country. The kindergarten German instruction consists of three 20-minute sessions a week. From first grade on, a sequenced and highly structured oral language curriculum is used. German and English-language curricula are integrated to the extent possible. Student academic achievement has been average or above average in reading and mathematics, and German achievement, while difficult to assess comparatively, has been high. The elementary program is followed by a middle school offering bilingual instruction in German, French, and Spanish, an exchange program option, and a choice of international or college preparatory high school programs. The Fairview program has attracted strong community interest and parental commitment. Descriptors: Bilingual Education Programs, Cultural Background, Elementary Education, Elementary School Curriculum
(1983). Education for Language Minorities: The Perspectives of Administrators, Parents, and Youth. The articles in this monograph reflect varying points of view as expressed by state and local education administrators, parents, and students concerning the provision of distinctive services for language-minority students. The introduction provides a legislative history of educational programs and services for limited-English speaking students. State and local administrators describe educational programs and goals of their units. The parents' articles discuss the difficulties of adjustment and the need parents feel to hold onto their own heritage and history. The students discuss their experiences in school and in bilingual or English as a Second Language programs. [More] Descriptors: Acculturation, Asian Americans, Bilingual Education Programs, Elementary Secondary Education
(1986). Guidelines for the Implementation of the Initial Screening for Students from a Non-English Background (Form B-1). The document provides detailed guidelines for completing the Prereferral Screening Instrument, designed to determine whether a student from a non-English background suspected of needing special education should be referred for a case study evaluation and whether it should be conducted bilingually. The instrument can be completed by school personnel who know the student best; it meets federal and state (Illinois) regulations on the procedural safeguards, case study evaluation, and placement of such students. The instrument does not require the administration of any assessments but does require that the student's language proficiency assessment be current. Definitions of such terms as bilingual instructional category, language use patterns, and English language proficiency levels are provided. The instrument contains sections on general background, educational information, educational services received, and achievement behavioral characteristics. The instrument itself is appended. Descriptors: Bilingual Education, Decision Making, Disabilities, Elementary Secondary Education
(1986). Samuel Gompers High School Bilingual Mini-School, 1985-1986. OEA Evaluation Report. The Samuel Gompers High School (Brooklyn, New York) Bilingual Mini-School program was assessed during the 1985-86 school year, its final year of a three-year funding cycle. This evaluation is divided into the following parts: (1) description of program, including organizational personnel; (2) student characteristics; (3) findings; (4) conclusions and recommendations; and (5) appendix describing the tests used. The program provided instruction in English as a second language (ESL); native language arts; and bilingual instruction in mathematics, science, and social studies to 104 Spanish-speaking students of limited English proficiency. In addition, program students were enrolled in several specialized mainstream vocational courses. The program sought to help students improve their English competence and meet academic requirements for a high school diploma in as short a time as possible. Program objectives were assessed in English language development, mathematics, science, social studies, and Spanish. Analysis of data showed modest success in achieving the instructional and non-instructional objectives. Students' passing rate in the ESL component improved from 62 percent in the fall to 79 percent in the spring. The overall passing rate in mathematics, science and social studies, at 67 percent, surpassed the proposed objective in this area. Descriptors: Bilingual Education Programs, English (Second Language), Experimental Programs, High Schools
(1987). Beyond Policy and Language Choice: An Analysis of Texts in Four Instructional Contexts in East Africa. Special Studies in Comparative Education, Number Eighteen. This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. [More] Descriptors: African Culture, African Languages, Bilingual Education, Course Content
(1995). Educational Planning in Vanuatu: An Alternative Analysis, Comparative Education. Although formal western-oriented educational planning is the basis of the search for educational direction in South Pacific countries, the planning process has often been subverted by tensions based in local cultural contexts. In Vanuatu, planning has been hindered by political instability and a colonial inheritance of two languages of instruction (English, French) and corresponding educational philosophies. Descriptors: Bilingual Education, Cultural Context, Educational Development, Educational Planning
(1987). Project CARIBE, 1985-1986. OEA Evaluation Report. In 1985-86, the second year of funding, Project CARIBE proposed to increase career awareness among Spanish-speaking students of limited English proficiency (LEP) through a computer-literacy program. The project operated at two schools in Brooklyn, New York, Eastern District High School and Clara Barton High School, but after the number of Spanish-speaking students at Clara Barton were found to have declined, the project's second site was switched mid-year to Far Rockaway High School. The project provided instruction in English as a second language (ESL), native language arts, and content-area subjects taught in Spanish; these classes were supplemented by enrichment experiences related to careers. For these experiences, the project planned to provide a resource/computer center in each of the participating schools, additional guidance and career-planning services for students, and ESL/Americanization classes for students' parents. All of these proposals were not fulfilled at both sites, and student achievement goals were not fully met. Recommendations for improving the project include: (1) develop the career awareness program with appropriate software; (2) develop instruments to measure pupil and staff awareness and/or attitudes, or modify the objectives; and (3) make every effort to implement the program fully at Far Rockaway in September. Questionnaires for staff and students to evaluate the program's effectiveness are appended. Descriptors: Bilingual Education Programs, Career Awareness, Computer Assisted Instruction, English (Second Language)
(1986). John Jay High School Project TRIUNFE, 1985-1986. OEA Evaluation Report. In 1985-86, its third and final year of operation, John Jay High School's (Brooklyn, New York) Project TRIUNFE served 314 students of Hispanic, Asian, Haitian and Indian backgrounds. Its goals were to improve students' competence in speaking, reading, and writing English; to enhance students' native language ability and ethnic pride; and to teach computer literacy. Other goals were to raise students' occupational aspirations and level of achievement in vocational classes and to help them obtain part-time jobs in the neighborhood. Alternative education was also offered for the marginal/juvenile delinquent student. The project was a transitional program which aimed to mainstream students in less than two years. Analysis of student achievement data indicates the following: (1) students met the proposed objectives for English language progress; (2) students surpassed the objectives in mathematics, science, and social studies both semesters; (3) Spanish-speaking students made significant gains; (4) students surpassed the native language arts objective; and (5) attendance rate of program students was significantly higher than that of mainstream students. It is recommended that bilingual materials be shared with other programs around the city. Descriptors: Academic Achievement, Bilingual Education Programs, Career Awareness, Computer Literacy