This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jan Rosenberg, Marbella Barrera, Glenn Gritzer, Donna Plotkin, Halford H. Fairchild, Kathryn J. Lindholm, Monique S. Simon, Marcie Dianda, Lucia Stern, and Gilda L. Rorro.
(1989). Language Census Report for California Public Schools, 1989. Data on California public school enrollments and staff relating to minority languages are presented in tabular and map distribution form, with some summary narrative. Tables include: (1) trends in number of limited-English-proficient (LEP) students by county since from 1985-89; (2) number of LEP students by county and grade, 1989; (3) LEP students as a percentage of total enrollment, 1981-85; (4) number of fluent-English-proficient students (FEP) by county and grade, 1989; (5) number of LEP students by county and language; (6) trends in number of LEP students by language, 1985-89; (7) number of LEP students by grade and language, 1989; (8) number of LEP and FEP students by language, 1989; (9) number of LEP students in bilingual instructional programs, 1989; (10) number of schools using state-approved oral language assessment instruments for initial LEP identification, 1989; (11) number of LEP students and redesignated LEP students, 1981-89; (12) number of bilingual staff members by county and classification, 1989; and (13) number of bilingual staff members by language and classification. Maps show concentrations of LEP students in general, by district, 1989, and by primary language (Spanish, Vietnamese, Cantonese, Cambodian, and Pilipino). Sections of the education code relating to the language census are appended. [More] Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, Bilingual Teachers, Cambodian
(1990). Higher Achievement and Improvement through Instruction with Computers and Scholarly Transition and Resource Systems Program. OREA Report. Project HAITI STARS served 360 students, native speakers of Haitian Creole, Spanish, and Chinese, in its first year through supplementary instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual mathematics, science, and social studies. The project provided students with academic and personal counseling, tutoring, and career and college advising, and coordinated cultural and career-oriented trips. The project also offered activities to families of participating students, including basic skills classes at two sites, and staff development activities. The project met its ESL objectives and one of two NLA objectives. The project only partially met the content area objective, met one of two staff development objectives, and did not meet the curriculum development objective. Objectives in grade retention, referral to special programs, and parental involvement could not be assessed. Recommendations include: assessment of the objective related to increased awareness of pupils' needs to determine whether or not this objective can be evaluated; increased efforts to achieve stated objectives in curriculum development and parent involvement; and provision of opportunities for all staff to share ideas. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Chinese, Computer Assisted Instruction
(1990). Language Development through Holistic Learning (Mathematics, Art, Science, Technology, and Education Resources). Project MASTER, 1988-89. OREA Report. In its fourth year, Project MASTER served 477 Spanish-speaking students in 5 elementary schools in the Bronx. The teaching strategy was holistic, integrating all aspects of the curriculum with English-language learning through science projects. The project developed curriculum materials, stressing attitudes toward and knowledge of science topics, and actively pursued capacity-building among bilingual teachers at project sites and in community projects. Objectives were achieved in English as a Second Language and mathematics. Assessment of objectives in science was not possible. Project strengths included a holistic, interdisciplinary, hands-on approach, an active engagement with community ventures, and the maintenance of an excellent relationship with school personnel. One recommendation for program improvement is the dedication of resources to capacity building for bilingual teachers, which will provide the necessary resources for incorporation of the project's approach into the regular school curriculum. [More] Descriptors: Art Education, Bilingual Education Programs, Computer Literacy, Critical Thinking
(1990). The Cognitive Academic Learning Approaches through E.S.L. Content Areas with Career Exploration Strategies Program for Bilingual High School Students in New York City. Project CALA, 1988-89. OREA Final Evaluation Report. Project CALA was a special alternative program at the International High School in Queens (New York City). In its first year, the project provided instructional and support services, emphasizing career education, to 171 high school students of limited English proficiency (LEP) who had lived in the United States for less than 4 years. The project provided instruction in English reading, content area subjects, and career education. Students participated in job internships and, if eligible, took community college courses. Staff development, curriculum development, and parent involvement activities were also provided. The project met its objectives in the content areas, career education internships, staff and curriculum development, attendance rate, dropout rate, and college application rate. Objectives in career education and in parent involvement could not be assessed. The parent involvement component could not be implemented as intended, and the English language acquisition objective was not met. Recommendations for program improvement include strengthening efforts to develop English language skills by offering additional hours of instruction and providing the data needed for full evaluation. [More] Descriptors: Attendance, Bilingual Education Programs, Career Exploration, College Applicants
(1990). Bilingual Children's Project. B.C.P., 1988-89. OREA Report. The goals of the Bilingual Children's Project (B.C.P.) were to help students acquire skills in the English language content area subjects, critical thinking, and problem solving. In its first year, the project served 740 kindergarten through third grade students of limited English proficiency at 12 schools. Participants' native languages were Spanish, Chinese, and Haitian Creole. The program provided resource teachers and an educational assistant who demonstrated materials and consulted with participating schools. The program also arranged puppet shows as an adjunct to teaching and conducted staff development and parent involvement activities. Program objectives were met in English as a Second Language (ESL) at all grade levels, and in staff development. While no parent participation objectives had been set, parent involvement activities were provided. The project also expanded the original proposal to include puppet shows as a means of integrating content areas with ESL instruction. [More] Descriptors: Bilingual Education Programs, Chinese, Critical Thinking, English (Second Language)
(1988). Evaluation of an "Exemplary" Bilingual Immersion Program. The results of a longitudinal evaluation of an innovative educational program in bilingual immersion at the San Diego City Schools are presented. The program's goals emphasized the acquisition of communicative proficiency, in English and Spanish, for both native-English-speaking and native-Spanish-speaking students. Using a quasi-experimental longitudinal design, the evaluation investigated the effectiveness of the San Diego program on the academic achievement, in both Spanish and English, of 78 fluent-English-proficient students (FEPS) and limited-English-proficient students (LEPS) in grades 2 through 6. As expected, both groups of students demonstrated achievement gains in reading and math (on both Spanish- and English-language tests), and performed at or above national norms in all subject areas by the end of elementary school. These findings are discussed in terms of their conceptual and evaluative significance, and with respect to ongoing debates in the scholarly and policy-making communities. 36 references. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Communicative Competence (Languages), Demonstration Programs
(1992). Haitian Voices: Considerations for the Classroom Teacher. This guide for classroom teachers is intended to increase their awareness of Haitian culture, the Haitian educational system, and Haitian Creole language. This document was adapted from the doctoral dissertation "Academic Achievement of Haitian Limited English Proficient Student in New Jersey Public High Schools" (G. L. Rorro) at Rutgers University in New Brunswick (New Jersey). An opening section contains a foreword, entries from an administrator of Bilingual-English As a Second Language and Foreign Languages, a note from a Haitian American teacher of Haitian American students, a description of the publication's purpose, and a glossary of key terms. Section I describes education in Haiti including a review of the development of that educational system, its role, influences on its development, the current level of educational resources and staff in Haiti, types of schools, higher education, and recent moves toward modernization and reform. Section II describes significant differences between Haitian Creole and standard French including the development of Haitian Creole, the phonological system, grammatical and syntactical structures and uses, lexical system, and the influence of Portuguese. Section III discusses the following classroom considerations for the teacher: (1) useful words and phrases; (2) assisting Haitian students; (3) testing; (4) non-verbal cues; and (5) differences in the Haitian and American mathematical systems. Section IV lists 22 references and teacher resources and a list of interviewees who assisted with the project. Section V offers further resources for teachers including a teacher quiz, and the text of a popular song and Haitian proverbs. Descriptors: Bilingual Education, Classroom Techniques, Cultural Awareness, Cultural Differences
(1990). Career Awareness Program. Project CAP, 1988-89. OREA Report. The Career Awareness Program (Project CAP) served 244 Chinese-speaking students, most of limited English proficiency, at 2 intermediate schools. The project's aim was to encourage students to stay in school by acquainting them with career opportunities available to high school graduates. Activities included bilingual career awareness classes, staff and curriculum development, supplementary activities for students, and parent outreach. Students took classes in English as a Second Language (ESL), and in native language arts (NLA). The project met its instructional objectives in ESL and content area courses. Data were insufficient for evaluating computer skills and NLA objectives. Non-instructional objectives in attendance and staff development were met. Staff members participated in teacher training conferences and workshops and enrolled in college courses. The program developed resource manuals, held parent workshops, organized conferences attended by representatives of business and industry, and conducted field trips to cultural centers and business sites, thus meeting objectives in curriculum development, parent involvement, and supplementary activities. Recommendations for program improvement include reduction of a noise problem at one site by rescheduling and relocating, integration of career awareness classes at one site by integration into regular school offerings, and provision of NLA instruction at both sites. [More] Descriptors: Bilingual Education Programs, Career Awareness, Chinese, Computer Literacy
(1989). A Comprehensive Bilingual Teacher Training Program [and] Recruitment, Retention and Training of Hispanic Bilingual Teachers. Two programs at San Diego State University are part of a larger program to train students to become professional bilingual (Spanish-English) teachers. One project provided support to modify five undergraduate courses in math, science, Mexican American culture and history, and child development so they could be taught in Spanish. These courses were chosen specifically to increase teacher trainees' cognitive skills in Spanish, to facilitate teaching in Spanish, and to provide vocabulary and concepts for communicating with parents about their children. The other program provided federal support to guarantee the appropriate number of students for the courses. Negotiation for institutionalization of the five courses has begun. [More] Descriptors: Bilingual Education, Bilingual Teachers, Child Development, English (Second Language)
(1990). Summer Bilingual Program, 1989. OREA Report. The 1989 Summer Bilingual Program, funded for its third year by tax levy, served 2,365 limited-English-proficient high school students at 14 sites in Manhattan, the Bronx, Brooklyn, and Queens. Designed for the substantial number of students who are over-age for their grade, the program offered the English-as-a-Second-Language (ESL) and bilingual content courses needed for graduation. In response to recommendations from previous years, staff development was also offered. The program operated in conjunction with regular summer schools at each site. Program objectives were met in ESL and science instruction and came close in mathematics. Evaluation data on social studies were not available. The staff were supportive of program objectives but felt its weakness was in implementation. The most common criticisms were inadequate preparation time, lack of materials, incomplete transcript information from home schools, insufficient bilingual staff, a compressed learning schedule, and need for central coordination. Recommendations for program improvement include recruitment of more licensed and experienced bilingual staff, pre-session and continuing staff development, enlisting the cooperation of home school guidance counselors for improved placement, more central coordination to insure timely materials dissemination, rescheduled course and lunch hours, and collection of data for program evaluation. [More] Descriptors: Bilingual Education Programs, English (Second Language), Graduation Requirements, High School Students
(1989). Computer Focused Russian Bilingual Instructional Program, 1986-1987. OEA Evaluation Report. The Computer Focused Russian Bilingual Instructional Program was a federally-funded program providing instructional and support activities for 321 Russian-speaking students of limited English proficiency at four public and two private high schools in Brooklyn, New York. The main goals of the program were to develop English proficiency and provide content area instruction and computer literacy. Instructional content varied across sites. Public school students took courses in English as a second language, Russian culture and literature, content areas, business, and vocational courses taught in English. Private school students had tutorials and small-group classes in English and academic subject areas. Career awareness was developed by the grade advisor at each site, and additional components included personal counseling, tutoring, parental advisement, curriculum development, and staff training. Analysis of student achievement indicated that program objectives were met in content-area courses and computer literacy/keyboarding but not in English language development. The native language literature and culture courses were found to have unrealistically high objectives. Recommendations for program improvement include additional guest speakers in high technology fields, program-wide activities to promote student contact across sites, more appropriate assessment of English language skills, and more realistic native language goals. [More] Descriptors: Academic Achievement, Acculturation, Bilingual Education Programs, Career Awareness
(1989). Summer Institute for Career Exploration (ICE), 1988. OREA Report. In its fourth year, the English-as-a-Second-Language (ESL) component of the Summer Institute for Career Exploration (ICE) program was funded by the federal government's Emergency Immigrant Education Assistance program. Program goals were to help recent immigrants develop English language skills, introduce students to high school requirements and expectations, and familiarize them with the world of work. The program also helped parents develop English skills at parent literacy centers. About 1,250 students from 20 countries participated, including newly-arrived immigrants and limited-English-proficient (LEP) students already enrolled in high school bilingual or ESL programs. Thirty of 34 participating schools had an ESL component consisting of a classroom-based curriculum in July and a choice of a 2-week cultural program or 4-week internship in August. Students received credit if they took the Occupational Education examination administered to all participants and successfully completed the program. Few LEP students took the exam and a small proportion passed. Program weaknesses include tying the ESL curriculum to an occupational education course, isolating cultural experiences in a separate, optional unit, lengthy student preparation for the program, and inadequately trained teachers. Strengths include staff commitment and staff development resources. A variety of recommendations for improvement are made. [More] Descriptors: Bilingual Education Programs, Career Exploration, English (Second Language), Federal Programs
(1992). Promoting Beginning Teachers' Success in Teaching Linguistically Diverse Students: A Synthesis of Relevant Knowledge and Practice. This report synthesizes knowledge and instructional practices appropriate for effective instruction in classrooms comprised of students from three or more linguistic backgrounds. It specifically targets beginning teachers in Arizona, California, and Nevada schools where numbers of ethnically, culturally, and linguistically diverse students have increased dramatically. Following an introduction, the publication is organized into four sections: (1) "The Striking Contrast between the Region's Teachers and Students" presents facts and figures concerning changing student demographics and the concurrent lack of a demographic shift in the teaching force; (2) "Basic Knowledge about Language Development and Second Language Acquisition for Beginning Teachers" presents major findings from research on language development and second language learning, discusses the role of the students' first language in English acquisition, and draws implications of this research for beginning teachers who have not received special training to teach language minority students; (3) "Effective Instructional Practices With Language Minority Students" addresses English-language-development practices and ways to examine students' different cultures; and (4) "Training and Supporting Beginning Teachers in Diverse Settings' focuses on helping beginning teachers acquire knowledge and employ practices identified as effective in teaching language minority students. A 55-item reference list is appended. [More] Descriptors: Beginning Teachers, Bilingual Education Programs, Cultural Background, Elementary Secondary Education
(1990). Project Nuevos Horizontes, 1988-89. OREA Report. In its fourth year, Project Nuevos Horizontes served 315 limited-English-speaking, native Spanish-speaking students in fall 1988 and 300 in spring 1989. The majority of participants came from the Dominican Republic and Puerto Rico. The program's goal was to provide students with the academic and support services needed to ensure completion of graduation requirements and rapid transition (ESL), native language arts (NLA), and bilingual content area classes in science, mathematics, and social studies, and business education. Computer-assisted instruction, activities to reinforce pride in cultural heritage, and staff development and parental involvement activities were also provided. The project met its stated objectives in ESL, NLA, the content areas, attendance, cultural heritage, staff development, and parent involvement. The sole limitation of the project was that bilingual content area teachers did not conduct the courses bilingually, and more use of English would have served students better. A recommendation for program improvement was that teachers use English as well as Spanish in the content area courses. [More] Descriptors: Attendance, Bilingual Education Programs, Business Education, Computer Assisted Instruction
(1990). The Bilingual Academic Services and Integrated Career Systems Program, BASICS 1988-1989. OREA Evaluation Section Report. In its second year, the Bilingual Academic Services and Integrated Career Systems (BASICS) Program served 104 limited-English-proficient students at Bayside High School in Queens (New York City). Project goals were to develop English literacy skills, produce an organizing framework of thinking and language skills across the curriculum, generate a career education and exploration sequence, and prepare students for the psychosocial dimensions of work. Instructional activities included three levels of English-as-a-Second-Language instruction (ESL), two social studies courses taught with an ESL approach, and mainstream content area and vocational classes. The non-instructional component consisted of staff development, parent involvement, and support services (guidance, counseling, and tutoring). The project met its objectives in ESL, ESL-based content classes, and curriculum development. The program met two of three objectives for career-oriented activities, but failed to meet its objective for attendance. Recommendations for program improvement include strengthening efforts to improve attendance by improved contact with parents and peer counseling, keeping records of parent attendance, developing and implementing new techniques for parent involvement, and revising the evaluation design. [More] Descriptors: Academic Advising, Attendance, Bilingual Education Programs, Career Education