Asselle, Maria Grazia; And Others (1988). Park West High School Vocational and High School Equivalency Bilingual Program, 1986-1987. OEA Evaluation Report. Park West High School's Vocational and High School Equivalency Bilingual Program's purpose was to help limited-English-speaking students develop English skills while receiving occupational training after school through bilingual content-area instruction. The program was funded as a mini-school within the high school, providing the same overall job and career orientation provided to mainstream students. In 1986-87, the program served 224 students in grades nine through twelve. Most were recent immigrants with diverse cultural and immigration histories. Half were overage for their grades. Major emphasis was placed on mainstreaming the students into a vocational mini-school or academic track in the high school, with the aim of preparing them for employment after graduation.  Guidance, academic and career counseling, and parental involvement were part of the program. Analysis of student achievement data indicates: (1) English language objectives were met only in the fall semester; (2) program objectives for Spanish language skills were met; (3) the percentage of students passing business or vocational courses did not meet the objective; and (4) program participants had a higher attendance rate than mainstream students. Recommendations for improvement are given.   [More]  Descriptors: Bilingual Education Programs, English (Second Language), Federal Programs, High School Equivalency Programs

Cabrera, Eulalia; And Others (1988). Project CHAMP, 1986-1987. OEA Evaluation Report. In its fourth year, Project CHAMP (Chinese Achievement and Mastery Program) provided instruction in English as a second language (ESL), native language arts, mathematics, science, and social studies to 728 limited-English-speaking Chinese immigrant students in grades nine through twelve at three schools. Content-area classes were taught in English and in Mandarin or Cantonese, depending upon the student's native language. An intensive literacy component at one site provided special instruction for students illiterate in their native language and lacking basic academic skills. School administrations were fully supportive of the program, but adequate numbers of licensed bilingual content-area teachers were not available. Curriculum materials development, staff training, and parent involvement activities were also included in the program plan. Analysis of student achievement data indicated that program objectives were met in ESL, native language arts course passing rates, content area course passing rates, intensive ESL literacy passing rates, and attendance. The intensive literacy component content area passing rates only partially met program objectives. Recommendations for improvement are given.   [More]  Descriptors: Bilingual Education Programs, Bilingual Teachers, Cantonese, English (Second Language)

Yukon Dept. of Education, White Horse. (1985). Annual Report 1984-1985. Yukon Department of Education. The Public Schools Branch of the Yukon Department of Education provides elementary and secondary education to 4,638 students in 10 urban and 16 rural schools, and provides loans and grants to postsecondary students. In the 1983-84 academic year, major initiatives included development of gifted programs and alternate programing for secondary students with special needs, expansion of the early French Immersion program, and continued development of native language curricula. This paper notes internal reorganization plans and major changes to facilities, and outlines the major accomplishments of curriculum services and projects for teaching French, Tutchone, Tlingit, Han, Loucheux, and Kaska. A statistical appendix covers: (1) enrollment by school in March, 1983 and March, 1984; (2) kindergarten enrollment by school and year from 1979/80 to 1984/84; (3) enrollment by grade and school in March, 1983 and March, 1984; (4) enrollment by grade and percentage of enrollment by grade for five years; (5) rural, urban, and overall pupil/teacher ratios for five years; (6) a bar graph of Yukon school population changes for five years; (7) teaching staff numbers and salaries by school; (8) rural and urban teacher qualifications; (9) tutors' experience and salary by school; (10) French language enrollments; and (11) departmental expenditures.   [More]  Descriptors: Athapascan Languages, Bilingual Education Programs, Educational Facilities Improvement, Elementary Secondary Education

Marsh, David; Rasanen, Anne (1994). Framework and Implementation of the Jyvaskyla TCE/TCFL Programmes. The first teacher in-service development program in foreign language content instruction was run by the Continuing Education Centre of the University of Jyvaskyla in 1991-1992 as a contract program for the City of Kokkola. The success of that program led to the development of the present Teaching Content in a Foreign Language (TCFL) Program, which offers the opportunity to specialize in the teaching of non-language subjects through English or German. The aim of the program is to provide the teacher and the institute in which he operates an opportunity to develop his expertise to teach in either English or German to an optimum level. Before initiating a TCFL program, various issues to be considered include clarification of aims, cooperation and collaboration, methodological approaches, teaching materials, assessment of results, follow-up, sharing of information, and public relations. The range of subjects covered in the current program include general and vocational subjects. The program comprises six modules of contact study, spread out across 12 months. The design of the program follows general principles of TCFL. The general framework and module descriptions are discussed. Participant feedback on all programs has been extremely positive.   [More]  Descriptors: Bilingual Education, Cooperation, Course Content, Course Objectives

Martinez, Ana L.; And Others (1988). Project GET SET, 1986-1987. OEA Evaluation Report. In its first extension year following a 3-year funding cycle, Project GET SET served 108 Bronx junior high school students with limited ability in both English and Spanish, in two schools located in economically depressed, predominantly Hispanic neighborhoods. The project's major goals were to develop both English and Spanish language skills and provide counseling services and career information. Analysis of student achievement data and an examination of project records indicate that: (1) the English language development objective could not be assessed as proposed because of reporting problems; (2) the native language arts objective was surpassed; (3) the career awareness objective was surpassed; (4) the two parental involvement objectives, a proposed number of parent contacts, and a proposed number of workshops, were met; (5) attendance rates surpassed schoolwide rates at both sites, surpassing the objective; and (6) the proposed objectives for providing counseling and tutoring were not met because they were unrealistic for the level of staffing funded.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, Career Development, Counseling Services

Martinez, Ana L.; And Others (1988). William H. Taft High School Project HOLA, 1986-1987. OEA Evaluation Report. In its fourth year of Title VII funding, Project HOLA at William H. Taft High School served 383 Spanish-speaking students of limited English proficiency from low-income families. The program's goals were to develop English language skills for mainstreaming, to develop an understanding and awareness of American culture and society, to develop knowledge of the job market and an awareness of career interests, to improve Spanish language skills and cultural knowledge, and to make academic progress through content-area courses. Instruction in English as a second language (ESL), and in Spanish language and culture, and bilingually-taught classes in math, science, and social studies were provided. A number of extracurricular activities were also made available, including an organization for bilingual students with good grades and good attendance records. Staff reduction due to funding cutbacks occurred during the year. Program objectives were met in ESL, problem-solving and study skills (one semester only), content-area courses, and attendance rates. The course passing rate objective for the Orientation to American Life class was not met, and staff development objectives could not be assessed. Continued efforts to increase parental involvement are recommended.   [More]  Descriptors: Bilingual Education Programs, Career Exploration, Cultural Awareness, English (Second Language)

San Francisco Unified School District, CA. (1994). Clarendon Alternative School Japanese Bilingual Bicultural Program: Curriculum Sampler. Sample lessons and instructional materials from a Japanese bilingual/bicultural elementary school program are presented. The lessons are designed to integrate Japanese language instruction with content instruction, using thematic units related to the core curriculum. The ten lessons are organized by target grade (K-5), and describe classroom procedures, additional instructional materials used, and group and individual activities, and may contain student worksheets, instructional aids, photographs of classroom activity, and/or samples of student work. Lesson topics include: a Japanese folk tale; creation of a big book in both English and Japanese; an experiment with air and water; telling time; a new year's celebration; use of origami to study the crayfish; a combination of mathematics concepts and history; haniwa clay sculpture; and description of past and present events through the study of poetry.   [More]  Descriptors: Bilingual Education Programs, Class Activities, Course Content, Cultural Awareness

Musante, Patricia (1993). Effective Transition (Project E.T.) Final Evaluation Report, 1992-93. OER Report. This report presents an evaluation of the Effective Transition (ET) project, an Elementary and Secondary Education Act Title VII-funded project in its second year of operation at Lafayette High School and Pershing Intermediate School in Brooklyn, New York. The project served a total of 300 students of limited English proficiency who were native speakers of Spanish, Cantonese, Mandarin, or other Chinese dialects. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and the content area subjects of mathematics, science, social studies, and computer science. The project also included peer tutoring, career advice, staff development workshops, a parental advisory committee, and parent ESL classes. An evaluation of project ET found that it met its objectives for NLA in Cantonese, the content areas of mathematics, science, social studies, and computer education, attendance, curriculum development, career development for advisement, and staff development for increased awareness of pupil needs. The project failed to meet its objectives for ESL, NLA in Spanish, career development for conferences, and staff development for enrollment in university courses. Three appendixes include a list of instructional materials used, class schedules, and a staff survey questionnaire.   [More]  Descriptors: Academic Achievement, Attendance, Bilingual Education Programs, Chinese

de la Brosse, Beatrice (1984). A Multicultural/Bilingual Mainstreaming Day Care Program for Young Children with Mild to Moderate Disabilities. Based on the experiences and design of a model demonstration program, the guide describes basic considerations in developing services for mildly and moderately developmentally handicapped young children in a mainstreamed, multicultural/bilingual day care setting. Un Bien Comienzo (UBC), a program developed to respond to the needs of Spanish speaking parents with young, developmentally delayed children, is part of Rosemount Center (Washington, D.C.), a bilingual, multicultural day care center for children 6 weeks to 5 years of age. Both assessment and intervention services are bilingual. Intervention by specialists is provided on-site at the day care center when parents cannot leave work to take their children for treatment. Chapter 1 of the manual discusses initial steps in program development, including such topics as needs assessment, funding, setting program goals, and recruitment and advertising. The second chapter describes UBC assessment and intervention procedures, while Chapter 3 focuses on staffing considerations. Staff development and elements of a parent program are discussed in Chapters 4 and 5, respectively. A final chapter is devoted to the ongoing evaluation process and procedures developed by UBC. Sample forms and questionnaires are included in the appendices.   [More]  Descriptors: Bilingual Education, Clinical Diagnosis, Day Care, Developmental Disabilities

Rivera, Esther Bonafoux (1995). Fusing Cross-Content Areas into Literature Pieces Using a Whole Language Approach for the Elementary LEP Student. A number of model lesson plans that use children's literature to teach content area material are presented. The lessons are designed for instruction in either Spanish or English as a Second Language at the elementary school level; some are in English, and some are in Spanish. Each plan identifies the title and basic bibliographic information about the piece of literature, a synopsis of the story, second language teaching strategies that are useful with it, phonics issues to focus on or activities to conduct, structural/grammatical issues, sight words to be emphasized, complementary stories, appropriate songs and drama to accompany the lesson, and specific related themes and activities that focus on other content areas (mathematics, science, social studies, art and language arts).  Some plans contain an additional bibliography. Contains 11 references. Descriptors: Bilingual Education, Childrens Literature, Classroom Techniques, Elementary Education

Franks, M. E. (1988). Using the Gap Reduction Model To Evaluate a Successful Bilingual/ESL Program. Procedures and results of an evaluation of the Choctaw Bilingual/English as a Second Language (ESL) Program, conducted in east central Mississippi, are discussed. The program, which is in its fifth year, is implemented using Title VII funds in three of the six Bureau of Indian Affairs elementary schools on the Mississippi Choctaw Reservation. The Bilingual/ESL program focuses on increasing students' proficiency in English in a manner that does not devalue Choctaw language or culture. It involves formal classroom instruction and parent training. A major component involves the training of instructional personnel in ESL instructional methods. The means used to evaluate the project was the gap-reduction design advocated by G. K. Tallmadge et al. During the evaluation, the program served 139 students enrolled in kindergarten through grade 3. All students were dominant Choctaw speakers with limited English proficiency. A comparison group of 194 non-ESL students in kindergarten through grade 4 was used. Students in both groups were administered the California Achievement Test (CAT) in April of 1987 and 1988. The unit of analysis was the standard score for the reading, language, and total battery. Results indicate that the students in the program made greater gains in all three batteries of the CAT than did non-ESL students. It is concluded that the program has been sufficiently effective to recommend its adoption by the entire school system. In addition, the gap-reduction method of program evaluation has proven to be an efficient and effective method of evaluating supplemental educational programs. Nine data tables and five graphs are presented. Descriptors: Academic Achievement, American Indian Education, American Indians, Bilingual Education Programs

Flanagan, Brian; Lucas, Nell (1988). Haitian Retention: A 310 Teacher Training Project, 1986-1987. The Haitian Retention Program (HRP) is designed to help illiterate and unskilled Haitian immigrants to Palm Beach County (Florida) learn the English language through regular class attendance. Although many Haitians are enthusiastic about enrolling in adult English for Speakers of Other Languages (ESOL) classes, they are not accustomed to attending classes regularly or following any kind of a schedule. Objectives are the following: (1) familiarize participants with American customs and school environment; (2) give students the opportunity to express needs and interests for inclusion in the curriculum; (3) adapt the curriculum to the Haitian lifestyle; and (4) develop teacher proficiency. Phases of the program include the following: (1) student orientation; (2) student needs assessment; (3) curriculum development; and (4) inservice teacher training. An outline of the Student Orientation Program and a copy of the Needs Assessment form are included. Teacher materials include the following: (1) steps to follow in curriculum development; (2) a list of Beginning Level Competencies; (3) a list of questions to ask when using a textbook; (4) sample lesson plans; (5) sample classroom exercises; and (6) a student hand-out in Creole for use during student orientation.   [More]  Descriptors: Acculturation, Adjustment (to Environment), Adult Education, Attendance

Scorza, Margaret H.; And Others (1988). Chinese Bilingual Career Awareness Program, 1986-1987. OEA Evaluation Report. In its first year under Title VII of the Elementary and Secondary Education Act funding, the Chinese Bilingual Career Awareness Program served 265 Chinese-speaking students with limited English proficiency in two New York City junior high schools. The project's main goals were to improve student skills in English, increase content-area achievement including computer literacy, encourage academic persistence by creating awareness of career opportunities available to well-educated students, and to improve attendance. Students were enrolled in English as a second language (ESL), bilingual or mainstream classes in mathematics, science, and social studies, and career awareness classes. Non-instructional program components included counseling and tutoring services, services for parents, materials development, and staff development. Project objectives were met in English language development, mathematics, science, social studies, staff training, parental involvement, career development, and attendance. Recommendations for program improvement are given. Appendices include career evaluation and parent involvement worksheets.   [More]  Descriptors: Bilingual Education Programs, Career Exploration, Chinese Americans, Computer Literacy

Maltby, Gregory P.; And Others (1988). San Elizario Bilingual Learning Community: An Application of Technology to Reading/Writing/Mathematics/Computer Literacy. Fourth Year Evaluation Report. San Elizario, Texas, is a border community with a high poverty rate, overcrowded school conditions, and a 60% limited English proficiency (LEP) rate among school students. In 1984, the school district began a cooperative university and school system project to improve Hispanic LEP students' achievement through applied computer technology. In 1987-88, the project provided computer assisted instruction in mathematics, language arts, and computer literacy to 119 students in grades 1-6 and 9-12, plus science and social science to older participants. A comparison of October 1987 and April 1988 standardized test scores showed improvement for most grade levels. The greatest reduction in the gap between participant scores and national norms occurred at grade 11 for composite scores (29%), reading (48%), and language arts (25%), and at grade 6 for mathematics (81%). Questionnaires completed by school administrators and project staff indicated that, compared to their counterparts, project students had lower absentee, dropout, and retention rates, were less in need of specialized services, and were more likely to pursue postsecondary education. Classroom observers found capable teachers providing up to date instruction in appropriate environments, eager and well behaved students, and good rapport between project staff and other school staff. But observers also noted project weaknesses in the infrequent use of native language and home culture materials during instruction. Extensive appendices include questionnaires and observer surveys used; curriculum outlines; software, hardware, and computer book inventories; and standardized test scores and statistics. This report contains 15 references.   [More]  Descriptors: Academic Achievement, Achievement Gains, Bilingual Education Programs, Computer Assisted Instruction

Gladstein, Jill, Ed.; Silver, Rita Elaine, Ed. (1994). Working Papers in Educational Linguistics. Volume 10, Number 1, Working Papers in Educational Linguistics. This collection of six papers consists of works in progress undertaken by students and faculty of the University of Pennsylvania's Language in Education Division of the Graduate School of Education. The papers are: (1) "Language Planning and Identity Planning: An Emergent Understanding" (Rebecca Freeman); (2) "Communicative Functions of Speech in a Monolingual Kindergarten" (Mary Jean Tecce deCarlo); (3) "Acquisition Planning, Ethnic Discourse, and the Ecuadorian Nation-State" (Kendall King); (4) "'Yes I Think It's You': A Discussion of Intercultural Communication" (Kristen Loheyde and Nancy Kunz); (5) "Targeting Morpho-Syntax in Children's ESL: An Empirical Study of the Use of Interactive Goal-Based Tasks" (Allison Mackey); and (6) "Ethnic Pride and the Classroom: An Ethnographic Study of Classroom Behavior-Norms and Themes" (Kate Menken). Each paper is followed by a reference list.   [More]  Descriptors: Bilingual Education, Classroom Environment, Cultural Influences, Descriptive Linguistics