This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ed. Leighton, Mary Staples Said, Gregory P. Maltby, Paul J. Hopstock, Charles Dervaric, Nancy Baenen, Inc. Development Associates, Washington Center for Applied Linguistics, Maria Grazia Asselle, and Theresa Austin.
(1989). LEP Students in Special High School Programs, 1987-88. Evaluation Section Report. OREA Report. The LEP (limited-English-proficient) Students in Special High Schools Program, funded from a variety of sources, was partially implemented in 1987-88. The program's aim was to provide 277 LEP students, whose native languages were Chinese, Haitian Creole/French, and Spanish, with equal access to 8 educational-option and 5 vocational/technical high schools that no LEP students had previously attended. Students received instruction in English as a Second Language (ESL), content area subjects, vocational subjects, and native language arts at some sites. Those schools for which data were available met their instructional objective for the number of passing grades in courses that the program subsidized. However, program students' attendance rates were higher than those of mainstream students in only 6 of the 9 schools that provided data. Major program weaknesses included lower participation than anticipated, shortage of qualified bilingual teachers and counselors, and initial lack of support from school administrators and teachers. Major strengths included implementation of the ESL component, increased support for teachers and administrators at all sites, training and curriculum development activities, special activities for program students, and the eagerness of schools to expand their services to program participants. Specific recommendations for program improvement are made. [More] Descriptors: Attendance, Bilingual Education Programs, Chinese, Educational Opportunities
(1989). Bilingual Teacher Attitudes and Language Use: A Comparison of Three Paraguayan Case Studies. Data from three different teacher surveys are compared in a study of Paraguayan bilingual teacher attitudes on the choice of the language to be used in the classroom. The surveys were conducted in 1976, 1979, and 1986. Paraguay was chosen because of the stability of Guarani-Spanish bilingualism in that country and in its educational system. A secondary analysis was conducted on the survey data. The three surveys are described, and the results are compared and contrasted. These aspects of teacher attitudes are examined: (1) teacher characteristics and preparation; (2) instructional techniques; (3) teacher home language use; (4) teaching experience; (5) language use during recess and in meetings; (6) Guarani use in class during the course of the school year; (7) reasons for using Guarani; (8) attitudes toward Guarani as a subject matter; (9) attitudes toward Guarani as an informal language; (10) and the impact of Guarani use in teaching and on achievement. Results suggest growing positive attitudes about the instrumental use of Guarani, particularly orally, but show continued high esteem and preference for Spanish. Ambiguities reflect mixed teacher awareness of language use and choice. Issues in the methodology of survey comparisons are discussed, and potential areas for further research are suggested. Descriptors: Bilingual Education, Bilingual Teachers, Case Studies, Classroom Communication
(1989). The San Elizario Bilingual Learning Community: An Application of Technology to Reading/Writing/Mathematics/Computer Literacy. Fifth Year Evaluation Report. This report is the fifth year and last evaluation of the Title VII Bilingual Computer Literacy Project for San Elizario Independent School District, Texas. Several points in the fourth year evaluation focused on the need for the computer assisted instruction (CAI) project to obtain and maintain community and parent involvement and to secure and maintain school district staff commitment. A newsletter and survey sent to parents in May 1989 requested parent volunteers for a number of activities; this may be a start toward parent involvement in the CAI project. Although teachers and staff have shown a strong and growing commitment to the project, turnover in project personnel and funding problems threaten project status in the school district after the federal grant ends. A comparison of April 1988 and April 1989 standardized test scores for 159 students in grades 1-6 and 9-12 with national norms showed that reductions in the gap between participant scores and national norms occurred for composite scores, reading, language arts, and mathematics in grades 4, 6, and 12; and for grade 2 reading; grade 5 language arts; grade 9 language arts; grade 10 composite scores, reading, and language arts; and grade 11 composite scores, reading, and mathematics. English language proficiency improved for five grades and worsened for four grades, but gains and losses were minimal. Appendices include a letter explaining district plans for project continuation, an explanation of the gap reduction model, standardized test scores and statistics, and descriptions of oral language proficiency levels. This report contains 17 references. [More] Descriptors: Academic Achievement, Achievement Gains, Bilingual Education Programs, Computer Assisted Instruction
(1994). Descriptive Study of Services to Limited English Proficient Students. Volume 3: Case Studies. The report presents results of a study of: the type, content, duration, and intensity of instructional services provided to limited-English-proficient (LEP) students in the United States; administrative procedures associated with these services (including procedures for identifying students for entry into and exit from these special services); the numbers, types, and qualifications (including first and second language proficiency) of staff and the costs of these special services. Data were gathered through: mail survey of LEP coordinators at state education agencies (n=51), local school districts (n=745), individual schools (n=1,835), and teachers (n=949) of LEP students; telephone survey with LEP coordinators at school districts (n=99) and schools (n=263); case studies of ten school districts; and Title VII file reviews (n=192), including reviews of Title VII applications and interviews with project directors. The study covered the 1991-92 school year. This volume, third of 4 of the final report, contains the case study reports for ten diverse school districts (rural, small town, suburban, medium-sized metropolitan, large metropolitan). Reports describe district characteristics in the areas noted above, and local staff's recommendations for program improvement. [More] Descriptors: Achievement Tests, Bilingual Education Programs, Case Studies, Costs
(1989). Race Against Time: Secondary Title VII Program Evaluation, 1988-89. Executive Summary. During 1988-89, the Austin Independent School District's Title 7 program continued to supplement services through the locally funded bilingual and English-as-a-Second-Language (ESL) programs to secondary students of limited English proficiency. The 1988-89 Title 7 evaluation report provides an overview of the programs's changes, staff training, parent/family workshops, curriculum development, and budget, and the characteristics of the students and teachers participating in the program are described. The extent to which the program has had a positive impact on student progress is discussed, focusing on English language proficiency, English language achievement, dropout/graduation rates, and exit-level TEAMS test results. A final section of the evaluation highlights the needs of limited-English-proficient students, and suggests that these students need placement with teachers with special training in ESL teaching techniques. [More] Descriptors: Bilingual Education Programs, Curriculum Development, Dropout Rate, English (Second Language)
(1989). Erasmus Hall High School Bilingual Program, 1987-88. OREA Report. Evaluation Section Report. The Erasmus High School bilingual Program of instructional and support services served 111 limited-English-proficient students in its fifth year of federal funding. The program's major goal was to provide the least academically and linguistically prepared students with the instruction in English as a Second Language (ESL) needed for moving into mainstream academic classes. Students received instruction in ESL, native language arts (NLA), and bilingual instruction for some students (Haitian) in mathematics, science, and social studies. Students had the options of enrolling in an ESL typing class, mainstream subjects such as gym and art, and in a hotel and restaurant management program. Non-instructional components included academic, personal, career, and college counseling, individual and small-group tutoring, an after-school and summer jobs program, and extracurricular activities. While the program did not achieve its ESL objective, over 80% of students passed their NLA classes, and the attendance rate was higher than that of comparable mainstream students. Recommendations for program improvement include (1) restructuring the coordination of the ESL, NLA, and content area components; (2) recruitment of a Haitian Creole-speaking guidance counselor; (3) inclusion of staff development in methodology for ESL, NLA, and content areas; and (4) continued efforts to increase parental understanding of and involvement in the bilingual program. [More] Descriptors: Bilingual Education Programs, Counseling Services, English (Second Language), Federal Programs
(1989). The Medium of Instruction in Developing Countries. Report 0-317. In this investigation of education, conducted in South West Africa/Namibia, it was found that the medium of instruction was one of the basic causes of the teaching and educational problems experienced at schools. In South West Africa/Namibia, several languages, including English and Afrikaans as official languages, are involved in the medium-of-instruction issue and children are exposed to several languages in the first few years of school. Other findings include these: (1) the child's native language appears to be the appropriate medium of instruction during the first 3 to 5 years; (2) the changeover to a foreign language as the medium of instruction should occur over a period of time and according to academic subject; and (3) when deciding on a policy regarding the medium of instruction, several factors should be determined, including which language makes communication in the occupational world possible, the foreign language used most in a specific region, and the foreign language that is understood and spoken best by people in a specific region. Descriptors: African Languages, Afrikaans, Bilingual Education, Developing Nations
(1993). Descriptive Study of Services to Limited English Proficient Students. Volume 4: Technical Appendices. The technical appendixes are part of a study that explores the type, content, duration, and intensity of instructional services provided to limited-English-proficient (LEP) students in the United States; administrative procedures associated with these services (including procedures for identifying students for entry into and exit from these special services); the numbers, types, and qualifications (including first and second language proficiency) and training of staff (including training/certification in bilingual or English-as-a-Second-Language (ESL) instruction); and the costs of these special services. Data were gathered through: mail survey of LEP coordinators at state education agencies (n=51), local school districts (n=745), individual schools (n=1,835), and teachers (n=949) of LEP students; telephone survey with LEP coordinators at school districts (n=99) and schools (n=263); case studies of ten school districts; and Title VII file reviews (n=192), including reviews of Title VII applications and interviews with project directors. The study covered the 1991-92 school year. This volume, fourth of 4 of the final report, contains copies of the data collection instruments and notes on the sampling design, response rates, non-response adjustments, and analytic weighting approaches used. [More] Descriptors: Achievement Tests, Bilingual Education Programs, Costs, Elementary Secondary Education
(1989). Selected Teacher Resources for Elementary and Secondary English as a Second Language (ESL). CLEAR Annotated Bibliography Series. This 81-item annotated bibliography is composed of resource materials for teachers of English as a Second Language (ESL) at the elementary or secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. The bibliography includes conference proceedings, program descriptions (bilingual, sheltered English, and ESL), assessment instruments, materials about theoretical linguistics, annotated bibliographies, materials that endorse particular instructional strategies, computer-assisted instructional materials, courseware, program handbooks, entry/exit information for ESL programs, classroom activities, teacher training materials, and guidelines for adapting non-ESL materials to the ESL classroom. Many of the materials are directed toward specific limited-English-proficient (LEP) populations, including Asian, Black, Hispanic, and Native Americans. [More] Descriptors: Academic Standards, Annotated Bibliographies, Bilingual Education Programs, Computer Assisted Instruction
(1993). Descriptive Study of Services to Limited English Proficient Students, Volume 1. Summary of Findings and Conclusions. This report summarizes a study of: the type, content, duration, and intensity of instructional services provided to limited-English-proficient (LEP) students in the United States; administrative procedures associated with these services (including procedures for identifying students for entry into and exit from these special services); the numbers, types, and qualifications (including first and second language proficiency) and training of staff (including training/certification in bilingual or English-as-a-Second-Language (ESL) instruction); and the costs of these special services. Data were gathered through: mail survey of LEP coordinators at state education agencies (n=51), local school districts (n=745), individual schools (n=1,835), and teachers (n=949) of LEP students; telephone survey with LEP coordinators at school districts (n=99) and schools (n=263); case studies of ten school districts; and Title VII file reviews (n=192), including reviews of Title VII applications and interviews with project directors. The study covered the 1991-92 school year. This volume, first of 4 of the final report, contains a summary of the findings and conclusions in the areas noted above, and additional findings concerning language group concentrations,interactions between teachers and between LEP and other students, awareness and support for LEP services, parent/community involvement, an achievement test data availability. [More] Descriptors: Achievement Tests, Bilingual Education Programs, Costs, Elementary Secondary Education
(1989). Legal Responsibilities of Education Agencies Serving National Origin Language Minority Students. National Origin Desegregation Assistance. Technical Series. This document traces the evolution of federal protection of the educational rights of language-minority students, beginning with the enactment of Title VI of the Civil Rights Act of 1964 and the first steps of the (then) Department of Health, Education and Welfare (HEW) to ensure local school district compliance through its Office of Civil Rights (OCR). A review of federal civil rights laws concludes that state and local educational agencies have special responsibilities for designing and implementing, with the necessary and appropriate resources, programs that will enable national origin-minority students who are limited in their English language proficiency to surmount language barriers. Furthermore, student academic performance is the ultimate criterion used by the courts to judge whether an agency is fulfilling its legal responsibilities to language-minority students. The effects of the following key federal court decisions and laws are discussed: (1) Lau v. Nichols (1974); (2) the Equal Educational Opportunities Act (EEOA) of 1974; (3) the Education of the Handicapped Act and the Rehabilitation Act of 1973; (4) Serna v. Portales Municipal Schools (1974); (5) Clintron v. Brentwood Union Free School district (1978); (6) Rios v. Reed (1978); (7) Guadaloupe v. Tempe Elementary School District No. 3. (1978); (8) Castaneda v. Pickard (1981); (9) Keyes v. School District No. 1 (1983); (10) Gomez v. Illinois State Board of Education (1987); and (11) Y. S. v. School District of Philadelphia (1988). A list of 94 references is appended. Descriptors: Bilingual Education Programs, Civil Rights Legislation, Compliance (Legal), Court Litigation
(1997). Project RESPECT. Third Year Program Evaluation Report. In January 1995, John Marshall High School (Los Angeles, California) implemented a 3-year bilingual special alternative instructional program, Redesign of Educational Services Providing Enhanced Computer Technology (Project RESPECT). The federally funded program was to prepare limited-English-proficient (LEP) high school students for higher education, job training, or work. Specific objectives were for interdisciplinary teams to create instructional units while delivering structured English language instruction to this population, design a multimedia instructional program, offer parent training to foster partnerships with parents, and develop a peer support network of advanced LEP students to help newly-enrolled students gain access to available resources. The third-year evaluation of the project, presented here, measures levels of attainment of seven specific objectives and the success of project procedures, focusing on the goal of full English competence for participating students to meet grade promotion requirements and maximize school and community participation. All objectives were met except for two whose measurement was found to be impossible. Substantial appended materials include three samples of language production by participating students. [More] Descriptors: Bilingual Education Programs, Computer Literacy, Curriculum Development, Educational Technology
(1989). Links between Bilingualism, Achievement, and Psychosocial Classroom Environment among Bilingual and Monolingual Students. A study of a two-way bilingual program in the Port Chester, NY Public Schools examined the relationship between classroom environment, and the language proficiency levels and second language learning outcomes of bilingual and monolingual pupils participating in the program. Pupils were second- through fifth-graders, including native-Spanish-speaking, limited-English-proficient (LEP) pupils, and proficient native-English-speaking pupils. The instructional outcomes investigated include English and Spanish language proficiency, and academic achievement in mathematics. Data sets were collected between 1984 and 1987. The classroom environment was assessed by student perceptions of the degree of satisfaction, friction, competitiveness, difficulty, and cohesiveness in the classroom. Analysis of the data confirms the important role of classroom environment and language proficiency in bilingual and second language learning for elementary school children. For each year of the two-way program, students perceptions of their classroom environment influenced their growth in learning a second language. [More] Descriptors: Academic Achievement, Achievement Gains, Bilingual Education Programs, Bilingualism
(1989). The Bilingual Academic Services and Integrated Career Systems Program: Project BASICS, 1987-1988. OREA Report. The Bilingual Academic Services and Integrated Career Systems Program (Project BASICS) is a federally-funded program of instructional and support services provided to 122 students at a Queens high school. The program's aim was to develop English literacy skills and appreciation of cultural diversity, and to prepare students for the psychosocial dimensions of the workplace. The program provided instruction in English as a Second Language (ESL) to all students, computer-assisted tutorials in ESL and mainstream content area, vocational classes, and social studies courses taught with an ESL approach. The program's non-instructional component included career orientation, conferences, and guidance and counseling. Most participants were recent immigrants. The project met its objectives in ESL and content-area learning, partially achieved its objectives in career-oriented activities and curriculum development, but failed to meet the attendance objective. Whether objectives were met in dropout rate, staff development, or parental involvement could not be determined. Recommendations for program improvement include attempts to increase student attendance and parent participation, and completion of curriculum materials. [More] Descriptors: Apprenticeships, Attendance, Bilingual Education, Career Counseling
(1989). Summer Bilingual Program, 1988. OREA Report. The 1988 Summer Bilingual Program served 1,171 ninth- through twelfth-graders with limited English proficiency (LEP) at 10 New York City sites. Designed especially for the substantial number of LEP students who were overage for their grade, the program offered 14 English as a Second Language (ESL) and 17 bilingual content area classes in science, math, history, and social studies needed for graduation. Its objectives were to allow students to remain on or get back to their grade level, enable enrichment through additional school courses, and provide sufficiently mature and able students the opportunity to complete their high school programs in less than the normally required time. The program operated in conjunction with regularly-scheduled summer school sessions at each site. Program evaluation was accomplished by staff interviews and observation. Recommendations for program improvement include recruitment of licensed and/or experienced teachers, inclusion of staff development as an ongoing program element, and enlistment of the cooperation of home-school guidance counselors to improve initial screening and placement. [More] Descriptors: Bilingual Education Programs, English (Second Language), History, Limited English Speaking