This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Natasha F. Rivera, Lisbeth Ceaser, John Choonoo, Brooklyn New York City Board of Education, Andrew Clark, Charlotte Falkowsky, Literacy Works, Marc A. Augustin, Ruth Mahuka, and Noelani Ching.
(1993). Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP). Final Evaluation Report 1992-93. OER Report. This report examines the progress in 1992-93 of the Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP) in New York City. In the year under review, Project CAP served a total of 292 students with limited English proficiency who were also limited in their ability to read and write in their native language. Participating students received instruction in English as a second language (ESL); native language arts (NLA); and the content-area subjects of mathematics, science, and social studies. Although the project established a multifaceted parental component, which included ESL classes and educational trips, it found it difficult to stimulate participation. The project met its objectives for ESL, American culture and citizenship, cultural heritage, attitude toward school, career development, dropout prevention, attendance, staff development, and curriculum development. The project only partially met its objectives for Spanish and Haitian NLA, parental involvement, and content-area courses. Recommendations include the need to attempt to increase passing rates in Haitian and Spanish NLA as well as the content-area courses by using techniques such as small-group and individual instruction and peer tutoring, as well as offering more materials to accommodate students' different learning styles. Appendices contain a list of instructional materials, class schedules, and the study's Likert scale measurements. [More] Descriptors: Bilingual Education, Career Development, Curriculum Development, Dropout Prevention
(1993). Project Data-Tech. Final Evaluation Report 1992-93. OER Report. This report evaluates Project Data-Tech, a New York City program that served 125 Haitian- and Spanish-speaking students of limited English proficiency and that was designed to improve the educational attainment of these minority children. Participating students received instruction in English as a second language; native language arts (NLA); the content areas of mathematics, science, and social studies; and computer-aided drafting and design. Project staff took courses at institutions of higher education and attended workshops on teaching content-area courses with bilingual and ESL methodologies. Parental involvement activities included project-conducted workshops and monthly activities and meetings of the Parent-Teacher Association, Parents' Advisory Council, and Bilingual Parents Advisory Council. Evaluation data show that the project met its objectives for ESL, NLA, content-area courses, attendance, career conference, staff development, and parental involvement. The project failed to meet its objective for curriculum development: a grant that had been awarded to the project for the purchase of equipment for a robotics class did not materialize, thus the proposed course was not offered. Appendices contain a list of instructional materials and class schedules. Recommendations conclude the report. [More] Descriptors: Achievement Gains, Basic Skills, Bilingual Education, Curriculum Development
(1992). Revision, Validation, and Evaluation of the Undergraduate Teacher Field Work Experience in Reading at California Polytechnic State University, San Luis Obispo. Education majors at California Polytechnic State University in San Luis Obispo are primarily English speaking only and need guidance in strategies for adapting instruction for a variety of levels of second language acquisition students. This project addressed the problem of a lack of sufficient preparation of undergraduate students to participate in reading field experiences in classrooms with a significant population of limited-English-proficient students. Graduate students (n=14) in a reading specialist course created prototypical bilingual lessons in reading and modeled them for undergraduate teaching candidates (n=30). One implication of the project is that graduate and undergraduate course requirements may be met through collaborative activities that merge educational theory with instructional practice. As the graduate students demonstrated competence to implement research-based reading strategies in bilingual classrooms, the undergraduate students received practical direction for field experience activities. Appendices contain course outlines and evaluation forms. (Contains approximately 75 references.) Descriptors: Bilingual Education, Competency Based Teacher Education, Educational Cooperation, Elementary Secondary Education
(1993). Integrated Methods for Pupils To Reinforce Occupational and Verbal Effectiveness (Project IMPROVE). Final Evaluation Report, 1992-93. OREA Report. Integrated Methods for Pupils to Reinforce Occupational and Vocational Effectiveness (Project IMPROVE) was a federally funded project in its second year of operation in two Manhattan (New York) high schools in 1992-93. It served limited-English-proficient students, 186 Latino and 13 Asian-American, in grades 9-12. Students received instruction in English as a Second Language (ESL), native language arts (NLA), science, mathematics, social studies, and career education. Program staff attended workshops and conferences, had the opportunity to take college courses, and developed curriculum materials. Parent involvement activities included ESL classes, meetings, interviews with program staff, and educational field trips. The project met its objectives for Spanish and Chinese NLA, familiarity with American citizenship and culture, cultural pride, attitude toward school, dropout prevention, attendance, career education, and parent involvement. It partially met objectives for content area subjects and staff enrollment in area colleges. It failed to meet objectives for ESL and staff awareness of pupil needs and problems. Recommendations for program improvement include: exploration of reasons for low ESL achievement and augmentation of teaching methods as needed; formation of content area study groups, with individualized and peer instruction; encouragement of staff's college enrollment; increased awareness of student needs and problems through workshops. [More] Descriptors: Asian Americans, Attendance, Bilingual Education Programs, Career Education
(1993). Reinforcing E.S.L. with Los Cumbancheros Choral Performance Group (Los Cumbancheros). Final Evaluation Report, 1992-93. OREA Report. Reinforcing E.S.L. with Los Cumbancheros Choral Performance Group was a state-funded program functioning at seven elementary and junior high schools in the Bronx (New York) in 1992-93, its fifth year. the program served 244 Latino students primarily of limited English proficiency (LEP); a few English-proficient and special education students were also served. Participants performed in a variety of multicultural activities, 152 of them in a choral group and 92 in percussion groups. Spanish native language arts (NLA) and English as a Second Language (ESL) instruction were offered in music and music theory classes. Los Cumbancheros also provided staff development and parent involvement activities. The project was successful in meeting its objectives for ESL and NLA in music theory, and for Spanish and English oral language proficiency. It also met the objectives for staff development, cultural/education activities, and parental involvement. Recommendations for program improvement include providing additional staff to assist in collecting quantitative data and developing appropriate assessment tools to document student achievement. [More] Descriptors: Bilingual Education Programs, Choral Music, Educational Strategies, Elementary Education
(1991). A Pilot Study of Services to Students of Limited English Proficiency in New York City Public Schools. Revised. OER Report. A survey of educational programs and services provided to limited-English-proficient (LEP) students in a sample of 21 New York City (New York) public schools (six elementary, eight middle, and seven high schools) is reported. The report describes services as reported by the schools and compares them to recommendations made in relevant research literature. An introductory chapter summarizes the survey design and findings, and the second chapter outlines the survey's methodology. A review of effective practices in bilingual and English-as-a-Second-Language (ESL) education is presented in chapter three. Chapter four presents survey sample characteristics, an overview of bilingual/ESL services, and characteristics of the teacher sample. The fifth chapter summarizes instructional design patterns, including curriculum, grouping for instructional purposes, and frequency of instruction. Teaching practices (English-language instructional approaches, content-area methods, and instructional materials) and non-instructional components (support services for LEP students, staff development, and parental involvement) are addressed in the two subsequent chapters. Finally, an examination of school climate looks at the status of bilingual and ESL programs, the mainstreaming process, and school-based planning. Conclusions and recommendations are offered. Supporting documentation are appended. Contains 74 references. [More] Descriptors: Bilingual Education Programs, Curriculum Design, Educational Assessment, Educational Strategies
(1993). TESOL in Context, 1990-1993. This document consists of the first three volumes (six issues) of the journal "TESOL in Context". Issues contain articles on a variety of topics in the teaching of English to speakers of other languages (TESOL), focusing on current issues and concerns in Australia. Article topics include teaching techniques and methods, program and course descriptions, teacher training, classroom management, instructional materials, and class activities. All levels of education (elementary, secondary, postsecondary) are included. Five of the issues have themes: literacy and literature instruction; collaborative/cooperative learning; student assessment; development of oral language skills; and classroom research. Professional announcements, interviews, a problem-solving column, book announcements, and instructional materials reviews are included in each issue. (MSE) [More] Descriptors: Bilingual Education, Bilingual Instructional Materials, Book Reviews, Classroom Communication
(1994). The Waikiki Lifelong Learning Center. Final Report. The Waikiki Lifelong Learning Center (WLLC) project was undertaken to establish a literacy consortium of visitor industry businesses and the University of Hawaii at Manoa and to develop/implement an instructional program that included bilingual/English-as-a-second language (ESL) and General Educational Development (GED)/pre-GED components. After the literacy needs of the visitor industry work force were assessed, the instructional program was developed, field tested, and refined through ongoing evaluation and bimonthly project advisory council meetings. Project partners from Hawaii's visitors industry donated training facilities, labor, and equipment. Instructors and program staff were trained to teach multicultural adult populations. Tutors and volunteers were recruited from the community. On the basis of evaluations of students' progress and questionnaires completed by the program participants and their workplace supervisors, it was concluded that the program improved students' self-esteem, self-confidence, work attitudes, cross-cultural understanding, speaking and listening skills, and overall language fluency. Students generally made less progress in reading and writing skills. (Appended are a list of external staff development activities, the three survey instruments, and the student progress evaluation forms. The tutor handbook for workplace literacy and lifelong learning, the final project evaluation report, and the project model are attached.) [More] Descriptors: Adult Basic Education, Adult Reading Programs, Bilingual Education, Community Colleges
(1993). Bilingual Russian Academic and Career Educational Services (Project BRACES). Final Evaluation Report, 1992-93. OREA Report. Bilingual Russian Academic and Career Educational Services (Project BRACES) is a federally-funded program serving 141 native Russian-speaking, limited-English-proficient (LEP) students in one Brooklyn (New York) high school in 1992-93, its first year of operation. Students were recent immigrants of the former Soviet Union who were generally working on grade level in the subject areas, but were in danger of dropping out because of limited English skills and differences in educational systems. Students received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, career awareness, employment skills, English survival skills, and computer use. Staff development, parent involvement and educational activities, curriculum development, and provision of academic, cultural, and social support services were also important program components. The program met its objectives for NLA, content area courses, computer skills, vocational courses, English survival skills, career awareness/employment skills, dropout prevention, attendance, and curriculum development. It did not quite meet its ESL objective. Recommendations for program improvement include making the ESL objective more realistic and expanding parent involvement services. [More] Descriptors: Attendance Patterns, Bilingual Education Programs, Career Awareness, Computer Literacy
(1993). To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE). Final Evaluation Report, 1992-93. OREA Report. To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE) was a federally funded program in its fourth year of operation in two Queens (New York) high schools in 1992-93. It served 451 limited-English-speaking students of varied language backgrounds with less than two years of schooling in English. The project's two components were: (1) instructional services in English as a Second Language (ESL), native language arts (NLA), mathematics, science, social studies, and business/vocational education; and (2) support services, including development of curriculum and instructional materials in the students' native languages, staff development, and parent involvement activities. The project carried out all specified activities and met all objectives except that for ESL achievement, although in ESL, achievement gains were significant. While no objective for attendance was specified, the attendance rate for participating students was higher than in the previous year and no students dropped out. Grade retention also decreased. The project was most effective in development and translation of curriculum materials into Spanish, Vietnamese, and Chinese, especially in the areas of science and aviation mechanics at one school. The primary recommendations for program improvement is investigation of reasons for small ESL gains. [More] Descriptors: Achievement Gains, Attendance Patterns, Aviation Education, Bilingual Education Programs
(1994). Literacy Works, Volume 5, Numbers 1-4. The four issues of the journal, dated fall 1993 through summer 1994, contain articles on a variety of issues in literacy education. The first focuses on the role of literacy education in international economic development, and contains descriptions of a number of programs and strategies in both developing and industrialized nations. The second looks at literacy education issues from the perspectives of the employer, university professor, school teacher, student, and parent. The third issue has a dual focus: (1) the role of literacy and literacy education in the justice system, particularly prison education, and (2) violence against women as a barrier to their literacy education. Francophone literacy in Canada is the theme of the fourth issue, with articles in both English and French. Articles describe specific programs or address current issues in literacy education for francophones and French-English bilinguals. Book reviews, professional news and announcements, and tutoring tips are also included in each issue. (MSE) [More] Descriptors: Adult Literacy, Bilingual Education, Bilingualism, Classroom Techniques
(1993). Project Aprendizaje. Final Evaluation Report 1992-93. This report provides evaluative information regarding the effectiveness of Project Aprendizaje, a New York City program that served 269 Spanish-speaking students of limited English proficiency (LEP). The project promoted parent and community involvement by sponsoring cultural events, such as a large Latin American festival. Students developed their writing skills and self-esteem by contributing articles in English and Spanish to a biannual newsletter. Participating students received instruction in English as a second language (ESL), native language arts (NLA), and the content-area subjects of mathematics, science, and social studies. Evaluation data show that Project Aprendizaje met its objectives for ESL, NLA, business education, attendance, suspension rate, dropout prevention, guidance, extracurricular activities, newsletter production, and parental involvement. It also met its content-area objectives except for science in the fall, and it met two of three staff-development objectives. No recommendations are presented. Appendices contain a list of instructional materials and class schedules. [More] Descriptors: Academic Achievement, Attendance, Bilingual Education, Compensatory Education
(1993). Auxiliary Services for High Schools Bilingual Resource and Training Center (Project ASHS). Final Evaluation Report, 1992-93. OREA Report. Auxiliary Services for High Schools, Bilingual Resource and Training Center (Project ASHS) was a federally funded project in its third year of operation in 1992-93. It functioned at 22 sites in the five boroughs of New York City, serving 3,972 limited-English-proficient students, an increase of over 600 students from the previous year. The target population included students who were over the traditional high school age and/or had inadequate previous schooling. Day and evening classes in English as a Second Language, native language arts, sheltered English (Chinese only), and high school equivalency test preparation were held in Spanish, Greek, Haitian, Vietnamese, and Chinese. Participating teachers had the opportunity to attend weekly staff development meetings and workshops on curriculum development and adaptation of instructional approaches. The project met its objectives for English language proficiency, English reading achievement, Spanish reading achievement, and mathematics instruction. It came close to meeting its objectives for promotion and equivalency test referrals. The major recommendation made for program improvement was to increase communication between day and evening staff. [More] Descriptors: Adult Students, Bilingual Education Programs, Chinese, Classroom Techniques
(1993). Helpful Opportunities for Pupil Enrichment (Project HOPE). Final Evaluation Report 1992-93. OER Report. This report provides evaluative information concerning Project HOPE (Helpful Opportunities for Public Enrichment) in New York City. This project served 250 Spanish-speaking students and 109 Chinese-speaking students who scored at or below the 40th percentile on the Language Assessment Battery and were thus categorized as being of limited English proficiency. It provided students with instruction in English as a second language (ESL), native language arts (NLA), and the content areas. The project also offered career counseling. The project provided development opportunities to teachers of participating students as well as to some mainstream teachers. Teachers of project students team-taught with the project's resource specialists, who acted as facilitators for the project. Parents of participating students had the opportunity to participate in field trips and other activities, including workshops. Data show that the project met its objectives for ESL, Chinese NLA, mathematics, attendance, advisement, parental involvement, and curriculum development. The project met its Spanish NLA objective at one site only. Appendices contain a list of instructional materials and class schedules. [More] Descriptors: Academic Achievement, Attendance, Bilingual Education, Career Counseling
(1993). The Academic Bilingual and Career Upgrading System (Project ABACUS). Final Evaluation Report, 1992-93. OER Report. The Academic Bilingual and Career Upgrading System (Project ABACUS) was a federally-funded program in its fourth year at two Brooklyn and one Queens (New York) high schools. The program served 475 limited-English-speaking students who were native speakers of Chinese, Korean, and Spanish. Students received instruction in English as a second language (ESL), native language arts (NLA), science, mathematics, and social studies, and pre-vocational training in business-, law-, or health-related careers in the students' native language. Multicultural education, staff development, and parent participation were also program components. Project ABACUS met its objectives for Chinese and Korean NLA, content area subjects, American culture and citizenship, cultural heritage, school attitude improvement, career advisement, career development, dropout prevention, attendance, and increase in staff awareness of student needs and problems. It partially met its objective for parent involvement. It failed to meet objectives for ESL and staff ongoing education. Data to assess achievement of the Spanish NLA objective was unavailable. Recommendations for program improvement include: improved ESL instruction; stimulation of staff interest in college course enrollment; and encouragement of parent attendance at school open houses. [More] Descriptors: Attendance Patterns, Bilingual Education Programs, Career Exploration, Chinese