Edwards, H. P.; Smyth, F. (1976). Evaluation of Second Language Programs and Some Alternatives for Teaching French as a Second Language in Grades Five to Eight. This research concerns the French immersion program and the program of 60 minutes of French instruction daily introduced by the Ottawa Roman Catholic Separate School Board at the first grade level. A longitudinal evaluation of the effects of these programs compares language proficiency, linguistic development, social maturity, academic achievement, and intelligence of children in both programs. Part 1 describes the testing of all children in third and fourth grade immersion classes, and the testing of a sample of six classes in the third grade 60-minute program and five classes in the 4th grade 60-minute program during 1973-74. Part 2 reports on the relative progress of groups enrolled in fourth and fifth grade immersion programs. Samples of children enrolled in the immersion and 60-minute programs in grades 1, 2, and 3 were also evaluated and compared. The progress of grade seven immersion students was compared to children in traditional grade seven programs. Part 3 compares: (1) 30-minute periods to 60-minute periods for the teaching of French as a second language to English-speaking students in grades five to eight, and (2) maternal and tuition approaches in 60-minute programs at the first grade level. Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Elementary Secondary Education

California State Dept. of Education, Sacramento. (1976). Evaluation Report of ECE, ESEA Title I, and EDY, 1975-76. This evaluation report is designed to provide a description and interpretation of the effects of local school programs supported by early childhood education (ECE) funds, funds provided under Title I of the Elementary and Secondary Education Act of 1965 (ESEA Title I), and educationally disadvantaged youth (EDY) funds. Although these programs represent separate funding sources, their administration is designed to achieve a consistent process of systematic program planning, implementation, and evaluation at the district and school levels. The report includes (1) descriptions of ECE, ESEA Title I, and EDY programs; (2) the methodology, instrumentation, and limitations of the various data-collection and data-analysis procedures used in evaluating these programs; and (3) the findings of the evaluations. The program descriptions include the goals, legislative authorization, scope, and eligibility criteria for each. The methodology section contains a description of the procedures that were followed and the instrumentation that was used. The findings section contains information about the numbers and types of participants, expenditure patterns, indicators of institutional change, and student achievement results. Finally, a special section is devoted to ESEA Title I specialized programs for distinct groups of students administered by various California state agencies.   [More]  Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Educational Facilities Improvement

Documentation Centre for Education in Europe, Strasbourg (France). (1977). The School in Its Relations with the Community. Research Projects EUDISED 1975-1977. The document presents abstracts of 40 research projects dealing with the relationship between school and community in Europe. These have been compiled by the European Documentation and Information System for the Education Project, (EUDISED). The aim of the EUDISED project is to create a computer-based network of national agencies dealing with educational research and development. Although the document includes research only in English and French, the data base of the EUDISED system contains over 200 abstracts in German and is able to accept abstracts in Dutch and Spanish. Topics discussed include language and social class, student leisure activities, parent-school relations, language development of children, problems and effects of teaching about race relations, student attitudes, school dropouts, the relationship between education and the environment, and immigrant education. Countries for which research is reported are France, Sweden, England, Ireland, Holland, Norway, West Germany, and Spain. The format of each abstract includes the project title, the country reporting the research, institute which carried out the research, source of finance, descriptors in French and English, description of the project, and related publications.   [More]  Descriptors: Abstracts, Bilingual Education, Community Development, Comparative Education

Flint, E. H. (1976). Language Planning in Relation to the Education of Bidialectals and Bilinguals. Linguistic Communications: Working Papers of the Linguistic Society of Australia, No. 16. The aims of this paper are to: (1) emphasize the need for language planning in efforts to solve the sociolinguistic problems of bidialectal and bilingual indegenous peoples in Australia, (2) demonstrate that these problems are not confined to Australia, and (3) show that methods of language planning and research in language attitudes developed in the United States are applicable in Australia. The observations in the paper are based on twelve years of linguistic and field experience in Queensland, supplemented by papers by Spolsky and Shuy delivered at the Third International Congress of Applied Linguistics in 1972, and briefly outlined here. The sociolinguistic problems associated with the education of aboriginals in Australia are discussed, particularly the implications of linguistic variety for the choice of instructional medium. In this area, three choices are apparent: (1) instruction at least at the primary level in the aboriginal vernacular; (2) instruction in the Aboriginal English L or familiar form; (3) instruction in Standard English H or General Australian English. The best basis for planning and developing educational programs is formed by research into language attitudes and language maintenance initiated by government authorities and administered by community leaders. The linguist's role in language planning is discussed, and specific language planning efforts in Australia are briefly mentioned.   [More]  Descriptors: Australian Aboriginal Languages, Bilingual Education, Bilingualism, Educational Policy

Gunther, Phyllis E. (1976). Basic Skills After School Pre-Kindergarten Program, 1975-1976. This report describes an after school pre-kindergarten program which sought to upgrade the reading and math readiness, and develop English-as-a-second-language skills for 45 pre-kindergarten neighborhood children. Pupils were selected for the program on the basis of family background information and pupils' inability to speak English because of recent arrival to the U.S. The program activities were based upon the cognitive/affective approach. Pupil growth in social skills, physical abilities, intellectual ability, English fluency, self image, and parent involvement were assessed. A screening test for learning disabilities, an intelligence test, teacher rating scale of pupils' attitudes, and interviews with school personnel and parents were used to evaluate the program. The report concluded that the program was successful in increasing the social skills, physical abilities, and intellectual ability of the 45 pupils. The program was also successful in developing more positive self image and cultural awareness of the pupils. Parent involvement in school activities were increased. The program fulfilled the goal of preparing children for kindergarten and first grade curricula. The Teacher Rating Scale On Pupils' Pride In Cultural Background instrument is included in the appendix.   [More]  Descriptors: Bilingual Education, Blacks, Cultural Awareness, English (Second Language)

McInnis, C. E.; Donoghue, E. E. (1976). Research and Evaluation of Second Language Programs. This report consists of an evaluation of four experimental French programs (1973-74) and the federally-funded extensions of these programs (1974-75) in the schools of the Carleton, Ontario, Roman Catholic Separate School Board. Part 1 provides a review of literature relevant to immersion, intensive and enriched language programs, and the attitudinal and motivational aspects of second language acquisition. The various second language programs, which cover grades K-8, are also described. Intensive French programs consist of 90 minutes of French instruction per day, while enriched programs consist of 40 minutes per day. In immersion programs, native English-speaking children receive curriculum instruction in French. Part 1 presents the results of comparisons of grade 1 and 2 immersion programs with intensive programs. Part II provides a summary of the 1973-74 results, a description of 1974-75 programs, and results of comparisons of grade 1, 2, and 3 immersion programs with intensive programs. Both parts provide the results of a comparison of enriched programs with 20-minute programs, and the evaluation of the effect of short-term immersion on the attitudes of children studying a second language. The appendix to Part 1 includes information concerning the population sample, tests and questionnaires used, and variables considered. The appendix to Part II provides samples of the tests and questionnaires used, test schedules, and statistical results. Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, French

McConnell, Beverly (1976). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Final Evaluation, 1975-76 Program Year. Evaluation of Progress No. 9 in Series. An early education program for migrant children ages three through second grade, the program operates two permanent sites located in Connell and Moses Lake, Washington. A mobile component, operated in La Grulla, Texas during the winter months, follows the migrant children north when their families join the migrant stream from April through October of each year. This evaluation report presents the program's progress during the 1975-76 program year. The objective, need, teaching process or involvement approach, and results are given along with a summary of findings for the following components: instruction, staff development, parent and community involvement, materials development, and management. Overall the program met or partially met its objectives. The appendices include a technical report on the Bilingual Mini Head Start Test of Cultural Concepts and a report on the procedures for testing and data collection and explanatory data on the analysis of test scores in the instructional component.   [More]  Descriptors: Academic Achievement, Bilingual Education, Community Involvement, Cultural Awareness

Lange, Drexel D.; And Others (1977). Annual Evaluation Report for Migrant Programs, Fiscal Year 1976 (School Year 1975-76) [Iowa]. During fiscal year 1976, 5 school districts conducted special educational activities for 386 migrant children. Although each local educational agency (LEA) approached the migrant child's educational problems differently, the individualized instruction concept was central in all programs. Standardized testing, Migrant Student Record Transfer System printouts, and teacher judgement determined the grade level instructional activities. Normal age-grade criteria was used for grade classification during the regular school term; during the summer, instructional grouping was established by attainment level with the actual age range limited to a 3-year differentiation. Although summer programs were integrated with the regular Title I summer programs in the morning, afternoon sessions were for migrant children only and included such enrichment activities as art, swimming, field trips, and social activities. Coordination with other programs concerned with the migrant's problems was maintained. Each LEA provided inservice training for their entire migrant program staff. Each LEA reported that the migrant educational program was successful. This report includes the Muscatine Community School evaluation report to show in more detail the LEA perspective in migrant education. Descriptors: Academic Achievement, Agency Cooperation, Bilingual Education, Coordination

Askins, Billy E.; And Others (1977). Responsive Environment Early Education Program (REEEP). Final Evaluation Report, 1976-1977 (Second Year). Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for "high risk" (of low birth weight) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and to disseminate information concerning the program. Evaluation of student achievement was based on pre- and posttests using standardized tests which measured language development in Spanish and English, school readiness, and self-concept. In-service training and dissemination activities were subjectively evaluated using site visits, observations, records, and self-reports by the staff. Major findings included: students made significant gains in language development in English and school readiness; students indicated a positive and continuous growth concerning self-concept and social development; the variable making the greatest contribution to language development in English was IQ; and the in-service training provided to the 47 teachers and aides was extremely successful and effective.   [More]  Descriptors: Academic Achievement, Academically Handicapped, Bilingual Education, Demonstration Programs

Trites, R. L.; Price, M. A. (1976). Learning Disabilities Found in Association with French Immersion Programming. Thirty-two children who experienced difficulty in primary French immersion were compared to seven other groups of children matched for age and sex on a wide variety of language, perceptual, academic achievement, memory, motor, sensory and other tests to determine if there was anything unique in the profile of this group. The comparison groups included three groups in which language is a factor: English-speaking children in French language schools, French-speaking children in French language schools and children from other ethnic and language backgrounds in English language schools. The four "non-language" groups included standard diagnostic groups: hyperactive, minimal brain dysfunction, social and emotional maladjustment and primary reading disability. A group of eight children who were doing well in French immersion was included. To monitor their progress on academic achievement and language tests over time, follow-up testing was obtained on twenty-four children who had difficulty in primary French immersion and seven children who were doing well in French immersion. The findings support the conclusion that some children of above average potential and normal abilities for school progress in their native language experience difficulty or fail in a primary immersion program in a second language as a result of a mild specific maturational lag. Descriptors: Adjustment (to Environment), Bilingual Education, Cognitive Development, Elementary Education

Askins, Billy E.; And Others (1977). Outreach Activities (Replication Services) of the Responsive Environment Program for Spanish American Children (REPSAC): End of Year Evaluation Report, 1976-77 (Second Year Evaluation Study). The outreach activities component to REPSAC, an extremely successful early childhood bilingual intervention program in Clovis, New Mexico, enabled the project to provide replication services to various local education agencies requesting such services. During 1976-77, services included the training of selected teachers and aides to acquire competencies in working with young, high risk, and handicapped children. Conducted on-site at the replication centers (9 school districts and 9 Head Start Centers located in isolated areas in New Mexico) and at the parent center, training was taken to these centers by a specially designed and equipped motor coach. Evaluation of the training was conducted by an external evaluation team via objective evaluation of the workshops; classroom visits; site-visits with administrators, teachers, and aides; self-evaluation questionnaires from the trainees and trainers; and a review of various records/logs maintained by the outreach training team. A follow-up study of former REPSAC students in grades 1-5 was conducted. Findings included: the training program for the teachers and aides was extremely effective; services provided to the schools in the isolated areas were extremely needed; and the follow-up study indicated a change to an upward trend for Spanish language development, a continued slightly upward trend for English language development, and a mild downward trend for learning aptitude.   [More]  Descriptors: Academic Achievement, Academically Handicapped, Bilingual Education, Early Childhood Education

Halpern, Gerald; And Others (1976). Alternative School Programs for French Language Learning. Evaluation of the Federally-Funded Extensions of the Second Language Learning (French) Programs in the Schools of the Carleton and the Ottawa Boards of Education. This research compared alternative school programs for French language learning. Student achievement was focused on, and data concerned French language arts (including attitudes), mathematics, English language arts, environmental science, social studies, geography, and history. Research was carried out during the 1973/74 and 74/75 academic years, and in conjunction with two boards of education in the Ottawa region. Major findings of the study are: (1) providing more time can lead to more learning, although inadequate teaching materials can result in less learning even when time is provided, (2) there were seldom instructional activities aimed at attitude improvement, and attitudes measured generally did not improve, (3) smaller classes at the high school level did not produce either more learning or different teaching styles, as compared with larger classes, (4) basic French instruction plus the teaching of a subject through French (extended French) appeared promising, (5) primary-entry immersion was judged to be a viable route to bilingualsim, (6) financial costs were shown to be largely the result of class size, teacher planning and preparation time, and the school support system, and (7) teachers who do not teach French generally support its instruction but feel it threatens their job security and the school program for which they are responsible. Descriptors: Academic Achievement, Bilingual Education, Cost Effectiveness, Educational Finance

Edwards, H. P.; Casserly, M. C. (1976). Research and Evaluation of Second Language (French) Programs in the Schools of the Ottawa Roman Catholic Separate School Board (Annual Reports 1971-1972 and 1972-1973). This final report summarizes the research carried out between September 1971 and August 31, 1972, on the second language programs (French), of the English schools of the Ottawa Roman Catholic Separate School Board. Eight immersion classes and forty-seven classes receiving 75 minutes of French daily at the first grade level, and five immersion classes and forty-nine 75-minute classes at the second grade level were considered. A sample of classes representing traditional grade 3 to 8 programs was tested, to compare traditional programs with immersion and 75-minute programs. Chapter 2 of the report consists of a selected review of background literature upon which the research is based, while Chapter 3 outlines a summary of results as presented in the 1970-71 Annual Report. Chapter 4 describes the second language programs currently being used or developed in the school system in question. The fifth chapter describes the subjects of the 1971-72 research, and the longitudinal research plan for 1971 to 1979 is outlined in Chapter 8. The final chapter presents recommendations concerning the programs. Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, French

Alaska State-Operated Schools, Anchorage. (1974). Upper Kobuk Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader contains several brief stories that deal with traditional Eskimo life and the first contacts of residents of the Kobuk valley with "modern" customs and conveniences. The text is illustrated with black-and-white drawings.   [More]  Descriptors: American Indian Culture, American Indian Languages, American Indians, Bilingual Education

Smith, Frederick (1976). Fort Hamilton High School (GRASP). The Fort Hamilton High School (GRASP) Program in New York City was designed to offer bilingual instructional and supportive services to approximately 200 students who were Greek, Arabic, or Spanish. The program was intended for students considered dominant in their respective native languages. The program was set in the Bay Ridge section of Brooklyn in Fort Hamilton High School. The target population was drawn from grades nine through twelve. Students selected for the program received a curricular package containing native language instruction in the dominant languages, English as a second language, and instruction in mathematics, science and social studies. Other planned aspects of the program included provisions for staff development, parental involvement, and curriculum refinement. Results indicated that standardized test information was statistically significant in favor of the program. It was recommended that a systematic approach be undertaken to measure the native language arts skills of the students.   [More]  Descriptors: Arabs, Bilingual Education, Bilingual Students, Bilingualism