This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Victor Toledo, Gertrud S. Mazur, Ruddie A. Irizarry, Brooklyn New York City Board of Education, Strasbourg (France). Council for Cultural Cooperation, Stephan F. Brumberg, Queens Community School District 28, Robert Neidich, and Art Kotesky.
(1979). Report on Community Needs Survey of the Hispanic-American Population of Elgin. A telephone survey was undertaken of a random sample of 75 Hispanic-American family groups in Elgin, Illinois. The purpose was to learn the educational needs and characteristics of this and the large Hispanic-American group it represents in the community. Preferred courses were elicited, and the preferred method of instruction was in English with Spanish learning aids, a method used in Elgin Community College's Bilingual Access Program. Morning and evening scheduling of classes were preferred also. Only about two-thirds of the group would require financial aid, and most could provide their own transportation. The average schooling of the group was eight to nine years, most have Mexican and Puerto Rican background, and the average age was 34 years. No further analysis is given. The survey instrument, in Spanish, is appended. Descriptors: Bilingual Education, Community Characteristics, Community Colleges, Community Education
(1980). Louis D. Brandeis High School Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-80. This is an evaluation of a Title VII bilingual program that was conducted at Louis D. Brandeis High School in New York City in 1979-1980 to serve Spanish speaking students. The evaluation provides a demographic analysis of the schools's environment, information on student characteristics, and a program description. Instructional components of the program discussed include: (1) programming and mainstreaming; (2) funding; (3) English as a second language; (4) Spanish language arts; and (5) content area offerings. Non-instructional components reviewed include: (1) curriculum and materials development; (2) supportive services; (3) staff characteristics and development; (4) parental and community involvement and (5) affective domain. Tables show students' performance in mathematics, science, social studies, native language arts, oral language ability, and native language reading. Attendance figures are presented and conclusions and recommendations are offered. [More] Descriptors: Achievement Gains, Bilingual Education, Community Involvement, Curriculum Development
(1980). Trilingual Education Learning Environment (TELE). ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of the Trilingual Education Learning Environment Program (TELE) which provided training to teacher interns in New York City. The program sought to improve the linguistic performance of limited English proficient students by training Spanish/English and Italian/English teachers in Title I designated schools, and to serve as a link between the elementary (feeder) schools and the Junior High Schools. Information on the program's goals, organization, and target population is provided. Activities of the program discussed include: (1) recruitment procedures; (2) log books; (3) teacher intern self-evaluation; (4) teacher training; (5) teacher program evaluation; and (6) supplementary training activities. Tables show students' achievement in English, native language reading and mathematics. Student attendance rates are also given. Conclusions and recommendations are offered. [More] Descriptors: Bilingual Education, Elementary Education, English (Second Language), Inservice Teacher Education
(1980). Thomas Jefferson High School. Effective Transition of the Bilingual/Bicultural Student. Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at Thomas Jefferson High School in Brooklyn, New York, in 1979-1980 to serve Spanish speaking students. The goal of the program was to facilitate their transition to mainstream classes. The evaluation provides a demographic context, information on student characteristics, and a program description. Instructional components discussed include: (1) programming and mainstreaming; (2) funding; (3) bilingual classes; and (4) English as a second language classes. Non-instructional components covered include: (1) curriculum and materials development; (2) supportive services; (3) staff development; and (4) parental and community involvement. Tables show students' performance on the Criterion Referenced English Syntax Test and achievement in mathematics, social studies, science, native language arts, native language mathematics, and Spanish language. Attendance rates are given and conclusions and recommendations are offered. [More] Descriptors: Achievement Gains, Bilingual Education, Community Involvement, Curriculum Development
(1980). New York City Russian Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-1980. The New York City Russian Bilingual Program operated in three public and eight private secondary schools and served 740 students from families that immigrated from the Soviet Union. The program offered instruction in English as a Second Language, native language arts, and bilingual instruction in academic subjects. Program participants were mainstreamed for some areas of instruction. Additional program components included curriculum development, supportive services, staff development, parent and community involvement, and extracurricular activities. The program was evaluated through criterion referenced tests of student achievement, interviews with staff members, and evaluator observation. The program was found to be operating effectively. Tables of data are included. Translated competency examinations and program correspondence are appended. [More] Descriptors: Academic Achievement, Acculturation, Bilingual Education, Criterion Referenced Tests
(1979). Proceedings: Pacific Northwest Council on Foreign Languages. Volume XXX, Part 2. The following papers of relevance to second language instruction are compiled here: (1) "Bilingual Math in a Monolingual Classroom: A Field Study," by Elizabeth M. Baricevic; (2) "Ideologie et pedagogie: reflexions sur le manuel de francais au programme de '3e annee secondaire' en Algerie," by Jeanne Adam; (3) "Pedagogic Grammar and Applied Linguistics," by Barrie E. Bartlett; (4) "Verb Tenses and Time in the Discourse," by Marcial Prado; (5) "Word-Final Phoneme-Grapheme Correspondence in French," by O. W. Rolfe; (6) "The Role of Listening Comprehension in L2 Acquisition," by Wilfried M. Voge; and (7) "The Story of 'de' in Mandarin Chinese: Linguistic Functions and Usage," by Lucia Yang. Descriptors: Applied Linguistics, Bilingual Education, Curriculum, Discourse Analysis
(1980). C.S. 211 Bilingual Gifted and Talented Program. Final Evaluation Report, 1979-80. This Title VII Bilingual Gifted and Talented Program was conducted in a community school district in New York City in 1979-80. The program served Hispanic students in grades K-6. A description of the school and the rationale for the program are presented, and program objectives are discussed. These are grouped in three major areas: (1) the instructional program; (2) staff development; and (3) parent involvement. Activities within each of these three areas are described. Findings presented include the results of on-site observations and testing. The results of student and parent questionnaires are also provided and discussed. Tables showing distribution of gifted students by grade, test results, and parents' perception of children's improvement are included, and conclusions and recommendations are offered. [More] Descriptors: Academically Gifted, Bilingual Education, Bilingual Teachers, Curriculum Development
(1980). Title VII Bilingual Educational Approach (B.E.A.). Community School District 28. Final Report, 1979-1980. The basic goal of the Bilingual Educational Approach (B.E.A.) Program of District 28 in Queens, New York, was to develop and maintain Hispanic students' proficiency in English within a multicultural setting. B.E.A. operated in five elementary schools and one junior high school. Services were provided to 500 students. The program was implemented somewhat differently in each of the participating schools; however, all students received instruction in English and Spanish language arts and bilingual instruction in other academic subjects. B.E.A. was evaluated through pupil achievement measured with norm referenced tests; interviews with staff, parents, and students; and classroom observations. The evaluator found the program to be of immeasurable value and recommended that it be implemented again the following year. Student achievement data are appended. [More] Descriptors: Academic Achievement, Bilingual Education, Elementary Education, English (Second Language)
(1980). South Bronx High School Bilingual Basic Skills Program. ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at South Bronx High School in New York City in 1979-1980 to serve Spanish speaking students. The evaluation provides a demographic analysis of the school's environment, information on student characteristics, and a program description. Instructional components discussed include: (1) placement, programming, and mainstreaming; (2) funding; (3) bilingual classes; and (4) mainstream classes. Non-instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development and characteristics; (4) parental and community involvement; and (5) affective domain. Tables show students' performance on the Criterion Referenced English Syntax Test. Students' achievement is also shown for English reading, mathematics, social studies, and native language arts. Attendance figures are presented and conclusions and recommendations are offered. [More] Descriptors: Achievement Gains, Bilingual Education, Community Involvement, Curriculum Development
(1980). James Monroe High School Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at James Monroe High School in New York City in 1979-1980 to serve Spanish speaking students. The evaluation provides a demographic context, information on student characteristics, and a program description. Instructional components discussed include: (1) funding; (2) bilingual classes; (3) mainstream classes; and (4) transition. Non-instructional components reviewed include: (1) curriculum development; (2) supportive services; (3) staff characteristics and development; (4) parental and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test. Also shown are tables measuring students' performance in science, mathematics, and social studies. In addition, test results for native language reading achievement and oral language ability are presented. Attendance figures are given and conclusions and recommendations are offered. [More] Descriptors: Achievement Gains, Bilingual Education, Community Involvement, Curriculum Development
(1980). Project C.A.P.I.S.C.O. New Utrecht High School. ESEA Title VII Final Evaluation Report, 1979-1980. This is the evaluation report for the fifth and final year of Project CAPISCO (Comprehensive Academic Program for Italian Students' Citizenship Orientation). The Title VII bilingual (Italian/English) program was carried out at New Utrecht High School, located in the Bay Ridge-Bensonhurst area of Brooklyn, New York, and served 140 students. The students participating in the program demonstrated superior performance in English reading, mathematics, science, social studies, and native (Italian) language arts. In addition, the attendance record of CAPISCO students was better than the rate for the general school population. The program's success is attributed to strong motivation on the part of the bilingual staff and to the involvement of program parents. In addition to discussing instructional activities and student achievement, this report describes administrative procedures, staff and curriculum development activities, family and supportive services, and the community relations component of Project CAPISCO. [More] Descriptors: Achievement Gains, Bilingual Education, Budgets, High Schools
(1979). Colloquy on "The Teaching of the Language of the Host Country to Adult Migrants." Report. (Hasselby, Sweden, May 15-17, 1979). Specific objectives of the May 1979 colloquy of the Council for Cultural Co-operation of the Council of Europe are described as: (1) to present and discuss three pilot projects in France, the Federal Republic of Germany, and Sweden for developing language learning objectives for adult migrants; (2) to produce plans for further modern language training activities in countries concerned with social and linguistic problems of migrants and their families; and (3) to provide for the deployment of tools for systems development which may lead to the selection of appropriate objectives, methodology, evaluation, and recognition. Texts of speeches and project presentations by participants are followed by a consolidated report, resulting from discussion of the pilot projects by four working groups who formed recommendations which were subsequently discussed, amended, and adopted by the participants. Recommendations are: to continue the pilot projects for teaching host country languages to migrants; to evaluate information on the progress and results of the projects and make it available to concerned countries; and to establish effective working links between the Project "Modern Languages" and other projects and bodies within the Council involved with matters of migration affecting the welfare and education of migrants and their families. Descriptors: Adult Education, Bilingual Education, Migrant Adult Education, Migrant Programs
(1980). Bilingual Program Project SELL. Final Report. Project SELL (Spanish/English Language Learning) served 344 limited English speaking (LEP) and 40 non-limited English speaking (non-LEP) students from intermediate and junior high schools in Queens, New York. Non-LEP students acted as role models for LEP students to assist in the improvement of English language skills while LEP students acted as role models in Spanish language and culture classes. Bilingual support personnel were available for LEP students. LEP students who achieved proficiency in English were transferred out of the program while receiving additional academic support services. LEP students were mainstreamed in all subject areas. A team of guidance counselors and family assistants supported pupil adjustment and parent involvement. The program was evaluated through a questionnaire which asked school principals to identify the strengths and weaknesses of Project SELL and through evaluator observations. The evaluator found that the program operated in a superior manner. [More] Descriptors: Bilingual Education, English (Second Language), Heterogeneous Grouping, Intermediate Grades
(1980). Project ECO: Equal Career Opportunities for Bilingual High School Students. ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of the Equal Career Opportunities Program conducted for bilingual high school students in New York City in 1979-1980. The program served Spanish and French/Creole speaking students, and was designed to provide effective bilingual instruction in basic skills, career education, and preoccupational training. Its goal was to prepare participating students to take an active part in the career decision making process. The evaluation provides information on the program's goals and organization. Tables show results on the Criterion Referenced English Syntax Test, as well as on tests measuring achievement in mathematics, social studies, science, native language arts, native language reading, and English language ability. Results of a questionnaire on student attitudes toward native cultures and education are appended. Attendance rates are given and conclusions and recommendations are offered. [More] Descriptors: Basic Skills, Bilingual Education, Career Education, Curriculum Development
(1979). Eastern District High School Integrated Bilingual Demonstration Project for High Schools, 1978-1979. Final Evaluation Report. The Eastern District High School bilingual-bicultural program served 367 Hispanic students in grades 9 through 12. Students received instruction in English as a Second Language and/or reading English, native language arts, math, science, and social studies. Students were mainstreamed for art, music, physical education, and health. Elective courses were also available. Non-instructional program components included staff development, curriculum development, extra-curricular activities, parental and community involvement, and affective services. Academic achievement of students was measured by standardized and teacher developed tests. Students demonstrated gains in English reading, native language arts, and mathematics at all grade levels. Achievement in other areas was mixed. Evaluators observed program operation and determined that it was well implemented and successful. Recommendations for future program implementation are included as well as tables of achievement data. [More] Descriptors: Academic Achievement, Bilingual Education, English (Second Language), Native Language Instruction