Bennett, Ruth, Ed. (1987). Hupa Activity Book. Lessons used in a Hupa bilingual class during the 1986-87 academic year are compiled in this manual, which was generated cooperatively by the Hupa teachers. The lessons are arranged in a progression from easier to harder and cover vocabulary, conversations, verbs, holidays, and stories. The first two chapters present basic vocabulary terms for numbers, body parts, clothing, animals, colors, musical instruments, weather, time, and talking about one's self–family members, places, pets, favorite foods, and hobbies. Chapter 3 presents topics of conversation and includes lessons that teach correct language for children to use with elders and other ways to convey respect in Hupa culture. Chapter 4 contains lessons on Hupa verbs, most of which contain stems, pronoun and tense markers, and sometimes markers indicating types of motion or general adverbial concepts. In Chapter 5, the holidays section, metaphors in the Hupa language are applied to Anglo-American holidays. Names and greetings for each major holiday are created from Hupa verbs that describe key events or characters. The final section contains stories ranging from retellings of well-known traditional myths, such as "The Sucker and the Eel," to personal experience narratives by Hupa teachers. The manual is illustrated throughout with line drawings, and numerous student worksheets are included.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian Languages, American Indian Literature

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project BITEC, 1985-1986. OEA Evaluation Report. In 1985-86, Project BITEC provided bilingual instruction and supportive services to 379 limited English proficient (LEP) students from Italian, Chinese, Vietnamese, and Latin American backgrounds at New Utrecht High School (Brooklyn, New York). The project aimed at enabling its target population to master the English language as soon as possible, continue their education in content areas through bilingual courses, and gain vocational skills. BITEC offered courses in English as a second language (ESL); bilingual instruction in mathematics, science, and social studies; and courses in industrial arts, secretarial studies, and computer technical studies. This evaluation found that: (1) significant gains were made in English reading achievement; (2) students achieved a 70 percent passing rate in native language arts courses; (3) overall, the percentage of program students passing teacher-made examinations in mathematics, science, social studies, and secretarial courses in the spring semester was equal to or greater than that of mainstream students; (4) program students surpassed a 70 percent passing rate in computer programming, typing/steno/word processing, and electronics, architectural drafting, and advanced building trades; (5) program students had a higher attendance rate than mainstream students; and (6) the dropout rate of program students was not significantly lower than that of mainstream students. Descriptors: Attendance, Bilingual Education Programs, Computer Literacy, Curriculum Development

Quintero, Elizabeth (1984). Preschool Literacy: The Effect of Sociocultural Context. A study investigated the literacy development of bilingual children as they interacted in the social context of their preschool classrooms. Subjects were 12 native Spanish speaking preschoolers in a headstart classroom. It was hypothesized that what bilingual children bring to the classroom in terms of experience, values, language, culture, and personality affects the social context of the classroom and, in turn, affects the developmental process of the children's literacy acquisition. Because literacy was being investigated as a holistic process consisting of many components and many different behaviors, ethnographic techniques were used to observe and analyze the children's interaction approximately 100 hours in a five month period. Results indicated that the children overwhelmingly preferred group activity and play with others as opposed to being alone. Preschool children used the various literacy behaviors often in the social context of the classroom, and often for the purpose of interaction. Almost all subjects chose to use language as their main vehicle for social interaction. Among the conclusions based on these results are that cultural traits and customs can affect preschoolers' learning environment in positive ways, and that children are influenced by role models in all aspects of literacy development. It was recommended that preschool programs should provide bilingual programs that emphasize (1) language interaction, (2) content and activities based on cultural values, (3) developmentally appropriate writing tasks, (4) daily opportunities for literacy development, (5) role models, and (6) parent and teacher training in developing and integrating literacy skills. (Several examples of children's art work are included. Graphs depicting semiotic literacy behaviors used for social interaction and resulting active learning are appended. Six references are included.) Descriptors: Bilingual Education, Classroom Environment, Cognitive Development, Cultural Influences

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project BETA, 1985-1986. OEA Evaluation Report. Project BETA provided intellectually gifted, limited English proficient (LEP) students with educational programs geared to their talents. The program also sought to instill in students a sense of pride in their native cultures through exposure to their arts, histories, and languages. The program's chief goal was to prepare all students for mainstreaming by the twelfth grade. Two hundred twenty-nine Haitian, Korean, and Vietnamese speaking pupils were served at two sites in Queens, New York, and one in the Bronx, New York. Project students attended courses in English as a Second Language (ESL) at each site and, in addition, Vietnamese students at Theodore Roosevelt High School and Korean students at William C. Bryant High School received social studies instruction in their native languages. This evaluation of BETA's three-year funding cycle, which ended in 1986, contains the following: (1) an overview of the program; (2) information on student characteristics; (3) evaluation findings; and (4) conclusions and recommendations. Appendices with student test results and passing rates in content area courses are also included.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Cultural Awareness, English (Second Language)

Gross, Susan; Kirshstein, Rita (1986). Evaluation of the ESOL/Bilingual Program: Phase III. A Further Analysis of the High School Program of Services. Evaluation of a county system of intensive language instruction in special language centers, including subject-area instruction in social studies, science, and mathematics, for limited-English-speaking high school students found improvement in program consistency, retention, enrollment, and completion. The program was found to be helpful to students both in further schooling and in the work world, with the majority of graduates continuing education and planning careers in popular professional fields. About one-fourth of the graduates felt underprepared to handle regular English language subject-area classes or to write English on the job, with recent graduates more positive about their preparation than earlier graduates. Students currently served by the intensive language centers were likely to spend most of their time as English-as-a-second-language or bilingual program students, since the number of courses offered for credit toward graduation has been substantially increased. Further examination of the comparability of intensive language program and mainstream program results and monitoring of the progress of mainstreamed program participants are recommended.   [More]  Descriptors: Academic Persistence, Bilingual Education Programs, Education Work Relationship, Educational Objectives

Elk Grove Unified School District, CA. (1987). Property Management and Maintenance. Sacramento County Bilingual Vocational Training Program. This curriculum guide provides materials for a course that prepares limited English speaking Indochinese adults for entry-level employment in the field of property management and building maintenance. Information on the project that developed these materials is followed by a curriculum outline for the Vocational English as a Second Language (VESL) component. Materials include the program design, a lesson plan for vocabulary development, VESL teaching activities (in recognition, production, and application), and the structures and vocabulary to be taught. The curriculum is divided into 18 chapters. Each chapter contains a lesson plan (teaching materials source, a listing of main concepts to be taught, teaching activities, length of lesson, evaluation), teaching materials, tests, technical glossary, and related general glossary. Topics of the chapters include tools, care of tools and equipment, plumbing repairs, plaster and drywall, redecorating with paint, redecorating with wall coverings, redecorating floors, fasteners and other hardware, door repairs, window repairs, exterior carpentry repairs, ordering lumber and other building materials, cement and tile work, heating systems maintenance, insulation, setting up a workshop, and job skills.   [More]  Descriptors: Adult Education, Bilingual Education, Buildings, Curriculum Guides

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). George W. Wingate High School Multilingual Survival Skills Program, 1985-1986. OEA Evaluation Report. The Multilingual Survival Skills Program, in its final year of a three-year funding cycle, provided instructional and support services to 350 Haitian and Hispanic students of limited English proficiency (LEP) at George Wingate High School (Brooklyn, New York). The program emphasized the acquisition of English language skills, using students' native language (Spanish, French, and/or Haitian Creole) to maintain and/or develop content-area knowledge and skills. The major goals of the program were to: (1) implement special instructional services; (2) develop curricular materials in Spanish for content-area courses; (3) help students pass required courses for graduation; and (4) provide support services. Quantitative analysis of student achievement data indicates that: (1) students mastered an average of one Criterion Referenced English Syntax Test (CREST) skill per month; (2) program students' passing rates in native language arts, science, and social studies met the program objectives; (3) students' passing rates in mathematics did not meet the objective; and (4) the attendance rate of program students was significantly higher than the school attendance rate. This report describes the Multilingual Survival Skills Program, student characteristics, and evaluation findings. It also includes recommendations for further improvement. Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, English (Second Language)

Houston Independent School District, TX. (1986). A Regional High-Technology Delivery System Model for Adult Literacy. Final Report. The Houston Regional High-Technology Delivery System Model for Adult Literacy meets the need for a technology-based system to deliver instruction in basic literacy skills. The system provides multilevel instruction in reading, writing, and computation skills to out-of-school youth and under-educated adults. A variety of technologies are used to serve the students through technology-based literacy centers, in their homes, and through community centers, such as schools and libraries. Prior to developing the system, a high-school dropout study was completed and a systematic approach was taken to identify the following: resources, student needs, skills for entering the job market, suitable electronic transmission systems, and available instructional materials compatible with the systems. (This report describes the conduct of the project and includes many schedules used in developing the project: organizational contacts, recruitment guidelines, basic skills needed for entering the job market, room designs for adult literacy center and satellite center, a resource list of literacy videotapes, adult literacy projects, project evaluation, and public television involvement plans.) Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education, Computer Assisted Instruction

Rothfarb, Sylvia H.; And Others (1985). Evaluation of the Bilingual Curriculum Content (BCC) Pilot Project: A Three-Year Study. First Interim Report. Bilingual Curriculum Content (BCC) is an instructional component of the Transitional Bilingual Basic Skills program offered to students with limited English proficiency (LEP) in the Dade County Public Schools, Florida. In BCC instruction, students learn mathematics and combined instruction (science, social studies, and health/safety) in their native language. To evaluate student achievement in content areas with or without bilingual instruction, the BCC Pilot Project was implemented in 12 kindergarten classes in February, 1984. The schools were randomly assigned to either BCC or No-BCC instruction groups. Participants were Hispanic origin LEP kindergarteners. A test of general cognitive ability was administered at the beginning of the project. Content area and language skills achievement tests were administered at the pretest (February) and posttest (May). Program implementation characteristics and school demographic data were also gathered for each school. Results showed no indication that either strategy led to higher student achievement. No significant differences were found between BCC and No-BCC groups in either English or Spanish health/safety achievement measures. In general, the BCC Pilot Project was implemented according to guidelines with respect to class size, teacher training and experience, and instructional materials. Conclusions should be interpreted cautiously because they were based only on a four-month period of project implementation. Appendices include questionnaires, Pilot Project guide lines, tables and information on the reliability and intercorrelations of the tests.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Guidelines, Hispanic Americans

Mock, Karen R., Comp. (1984). Multicultural Early Childhood Education Bibliography and Resource List. Compiled for early childhood educators, this list of resources for multicultural education provides a total of 153 entries in the categories of readings for teachers, curriculum materials, nonprint media, children's books, resource bibliographies and catalogues, Canadian periodicals, and resource agencies. Brief annotations accompany most entries. Some references are specific to Canada, but most are of general interest. Texts and collected readings (39 entries) cover recommended background reading for educators at all levels. Articles (29 entries) cover topics such as model programs and school practices that improve race relations. Curriculum materials (14 entries) include guides for teachers, pamphlets, coloring books, activity books, and a guide to Canadian holidays. Nonprint media (13 entries) list films and records for use with students of all ages, teachers, and parents. Children's books (25 entries) include stories from many cultures as well as immigration and newcomer experiences from a child's viewpoint. Resource bibliographies and catalogues (13 entries) provide information sources for multicultural curriculum materials, children's books, and films. The six Canadian periodicals listed deal with culture and/or young children. Sources of further information (14 entries) give names and addresses of centers, agencies, and associations offering materials pertaining to culture, immigration, multiculturalism, ethnicity, racism, and related issues. Descriptors: Audiovisual Aids, Bilingual Education, Books, Childrens Literature

Campos, James (1985). A Spanish-Language Preschool Program. The Carpinteria school district in California has developed a model preschool program to bring Spanish-dominant preschool children up to a level of readiness for school that compares favorably with that of English-speaking children in the same community. That goal is achieved by developing skills in four major areas: Spanish language, cognition, successful learning strategies, and self-concept. The model emphasizes first-language development and language separation to allow full development of those skills. Evaluation of program outcomes through student achievement measures revealed that the Spanish-dominant children in the program exceeded the academic norms established by the English-language population and scored higher than Spanish-speaking nonparticipants in oral English proficiency. The students' progress in kindergarten and first grade, in which the home-language approach was also adopted, was also found to exceed expectations generally. Statistical data are included. Descriptors: Academic Achievement, Bilingual Education Programs, English (Second Language), Language Acquisition

Austin Independent School District, TX. Office of Research and Evaluation. (1982). Local/State Bilingual Project. 1981-82 Final Technical Report. Appendixes. The 1981-82 Local/State Bilingual Program Technical Report addresses the evaluation questions of the Local/State Bilingual Program Evaluation Design. It is organized into six appendixes. Each appendix reports the information collected by a specific measure. Each appendix consists of (1) an instrument description, (2) purpose of the measure, (3) procedures used to collect the data, (4) summary of results, and (5) tables and figures presenting the data. The appendixes describe the following measures: PAL Oral Language Dominance Measure, Iowa Test of Basic Skills, Spanish Reading Test (Prueba de Lectura), Language Assessment Battery, Potential Policy Changes in Limited English Proficiency (LEP) Procedures, and Masterfile of LEP students.   [More]  Descriptors: Achievement Tests, Basic Skills, Bilingual Education, Elementary Education

Parsons, Tom (1986). The Center for Community Development Annual Report, FY 1985-86. Volume II, Addendum 7. This report summarizes the Humboldt State University (California) Center for Community Development's activities for fiscal year 1985-86. A chronological compilation of 33 selected projects that have yielded durable or permanent functional and organizational consequences is provided, giving the year of initiation (between 1967 and 1985), the name of the project, and the resulting contributions to the community in question. Perhaps the center's best known project is the American Indian Languages and Literature Program which first adapted an internationally acknowledged, easy-to-learn, uniphonetic alphabet to write Indian languages precisely, and then schooled fluent local speakers in its use and dissemination. A state budget is included totaling $263,791 with an additional $102,533 in government funds. Following this is a list of Citizen's Action Projects with names of principal operatives, credit and non-credit courses and other educational meetings, 33 titles published by the Center, a list of grant seeking efforts, copies of articles, letters of commendation and certificates honoring the center and its activities, and a list of radio and television interviews. Appended is a section on the activities of the center's director during the reporting period, and an annotated bibliography of publications of the Bilingual Emphasis Program on Indian Language and Culture (31 titles). Descriptors: American Indian Culture, American Indian Education, American Indian Languages, American Indian Literature

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project CHAMP, 1985-1986. OEA Evaluation Report. The Chinese Achievement and Mastery program, Project CHAMP, was a bilingual (Chinese/English) project offered at three high schools in Manhattan. The major goals were to enable Chinese students of limited English proficiency (LEP) to learn English and to master content in mathematics, science, global history, computer mathematics, and native language arts (Chinese) courses. Another goal was to achieve a high attendance rate for project students at the participating schools. An intensive literacy component was offered at the Seward Park High School site to those students who were functionally illiterate in their native languages and who lacked basic academic skills. The major objectives of this component were: (1) to develop students' ability to read and write fluently in their native language; (2) to master basic elements of reading, writing and speaking in English; (3) to develop the students' study skills and habits as a foundation for future academic work; and (4) to foster students' understanding of American classroom procedures. This program evaluation contains the following: (1) a description of Project CHAMP; (2) information on students characteristics; (3) evaluation findings; and (4) conclusions and recommendations. Included are appendices listing the results of student tests and the passing rates for content areas by site. Descriptors: Attendance, Basic Skills, Bilingual Education Programs, Chinese

Moseley, Paula; Wilde, Jeffrey (1986). Bilingual Program Survey Report, 1985-86. Publication No. 494. This report describes the administrators, teachers, and students involved in the Los Angeles (California) Unified School District's programs for students whose primary language is not English. The students were in elementary, secondary, and special education programs. Survey results are summarized at the beginning of the paper, followed by a more in-depth description of the survey, and four appendices which make up about three-quarters of the document. The appendices describe the procedures used to identify and assess the limited English Proficient students; present the tables of data collected in the survey; present the instruments used to collect the data and assess English proficiency; and describe the instruments–the Home Language Survey, the Basic Inventory of Natural Language, and the Bilingual Program Surveys. Conclusions indicated that although the number of limited English speaking students increased from 1982-83 to 1985-86, most categories of school staff did not increase at the same rate.   [More]  Descriptors: Bilingual Education Programs, Bilingual Students, Bilingual Teachers, Elementary Secondary Education