This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Florence Seiman, Angelo Gatto, Council of New Jersey State Coll. Locals., Karen Underwood, Alma Flor Ada, Art Martinez, C. A. Macdonald, Anita Brunner, Ann S. Rosebery, and Marla Gonis.
(1992). Enhancing Academic Success: A Bilingual Freshman Year. AIR 1992 Annual Forum Paper. This paper provides an assessment of the Inter-American Science and Humanities Program, a program of the University of Texas, El Paso, which allowed students from northern Mexico to take their freshman level courses in Spanish while receiving instruction designed to rapidly enhance English language skills. The paper assesses the effectiveness of this effort in successfully preparing 886 participants who entered the program between fall 1984 and spring 1991 to move into the regular university curriculum, complete their academic programs, and earn a baccalaureate degree. Outcomes examined included participants' retention and graduation rates, credit hours earned over time, grade point averages at each level, and grades in selected English and bilingual courses. These outcomes were measured against those for a comparison group of international students. As a result of the data analysis and interview, several program weaknesses surfaced. These included the finding that the program was no longer addressing the needs of more recent students compared to when the program was first implemented in 1968, and results which pointed to four main problems: low level of English language proficiency; bilingual courses at cross purposes; lack of a program structure and organization; and inadequate acculturation to the American university. In addition, it was found that overcrowding in the course strained the university's budget and shortchanged students. Recommendations for improvement are suggested. [More] Descriptors: Academic Achievement, Academic Persistence, Bilingual Education, Bilingual Students
(1987). Creative Reading: A Relevant Methodology for Language Minority Children. A discussion of reading instruction for limited-English-proficient (LEP) students looks at elements contributing to development of an effective instructional approach. The elements discussed include the following: the quality of reading materials; role of oral language development; design of an initial decoding process geared to success; need to make reading relevant to the students' own lives; and incorporation of parents in the literacy process. Drawing on the theories and work of Paulo Freire, the discussion proposes the use of dialogues to develop an interactive reading process aimed at the empowerment of students. The approach attempts to validate each student's own feelings and previous experiences and to develop critical thinking skills and problem-solving attitudes that help shape reality. A brief bibliography is included. Descriptors: Bilingual Education, Creativity, Critical Thinking, Decoding (Reading)
(1990). Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP), 1989-90. Final Evaluation Report. The New York City (New York) Board of Education's project, Career Awareness Program for Bilingual Haitian and Hispanic High School Students (Project CAP), at two high schools in Brooklyn completed its first year (the 1989-90 school year) and was evaluated. The Prospect Heights High School offered a pilot program that included occupational education (food management), survival skills mathematics, career awareness, and extracurricular activities to all participants. Limited activities were provided at George Wingate High School due to the retirement of the assistant principal for foreign languages. Project staff at that school met with groups of students after school. The evaluation found that Project CAP served 497 students and was only partially implemented. Late receipt of funding delayed delivery of computers and instructional materials. Project participants received instruction in English as a second language, native language arts (NLA), and career education. The project met its objectives for attendance, field trips, and career conference activities. It partially met its objectives for content area subjects and dropout prevention. It failed to meet its objective for NLA, and one objective for staff development. Other objectives could not be assessed. Descriptors: Bilingual Education, Career Counseling, Curriculum Development, English (Second Language)
(1991). Evaluation of Programs for Limited English Proficient Students, Fiscal Year 1991 (School Year 1990-1991). Highlights of a state survey of educational programs to assist limited-English-proficient (LEP) students in Idaho's elementary and secondary schools are reported. An introductory section describes the legislative background and history of the survey and the methods used to gather data on programs and students. These methods include questionnaires, site visits, and school district records. The first part of the report summarizes student and program data, including LEP enrollments as a proportion of overall enrollments, student distribution by home language, migrant student population, academic achievement levels, number of public school students receiving instructional services designed for LEP students, the instructional models and services used to help LEP students develop English language skills, and staffing for this population. The report's second part describes state activities providing technical assistance to the schools, including preservice and inservice teacher education and on-site legislative compliance reviews. It is concluded that intensive efforts to serve this population continue statewide, there is little consistency in the approaches used by districts to provide services, identification occurs more commonly in the lower grades, and 585 students needed but were not receiving services. Survey results from the schools are collated and appended. [More] Descriptors: Access to Education, American Indians, Bilingual Education, Compliance (Legal)
(1988). Passage: A Journal of Refugee Education. 1988. This combined theme issue contains articles on the following topics: science and the communicative classroom; educational and recreational facilities in the Phanat Nikhom, Thailand refugee camps; learning styles; use of visual aids for language teaching; whole language methods for second-language writing instruction; bilingual cultural orientation; training assistant teachers as refugee culture brokers; teachers training teachers; young adult refugees; motivation; refugee mental health; a factory simulation; teacher exchange programs in Bataan, Philippines; development of a textbook for instruction in English as a Second Language (ESL); viewing cultural orientation as learning a system of relationships; teaching vocabulary to upper-level students; using students' skills to generate language; meeting the needs of upper-level ESL students; a work experience program; a culturally-oriented language lab curriculum; video as a training tool; and follow-up discussions in cultural orientation. [More] Descriptors: Acculturation, Bilingual Education, Classroom Techniques, Cognitive Style
(1989). Chinese Bilingual Career Awareness Program. Project CAP, 1987-88. OREA Report. In its second year (1987-88) of funding (part of the Elementary and Secondary Education Act Title VII), the Chinese Bilingual Career Awareness program (Project CAP) served 258 native Chinese-speaking, limited-English-proficient (LEP) students and 24 non-LEP students at two junior high schools in New York City. The project provided instruction in English as a second language (ESL), bilingual instruction in content areas (mathematics, science, social studies, and computer literacy), and career awareness activities. It also provided counseling, tutoring, extracurricular activities, staff development, and parent involvement activities. Field trips and guest lecturers supplemented classroom activities. The project was highly successful in achieving its stated instructional and noninstructional objectives. Program strengths included the numerous field trips, high level of parent participation, and career awareness instruction. Its only weakness was lack of native language instruction in one school. The one recommendation for program improvement was the relocation of career awareness classes at one school to avoid noise distraction. [More] Descriptors: Attendance Patterns, Bilingual Education Programs, Career Awareness, Chinese
(1993). Learning English through Automotive Electronics (Project LETAE), Final Evaluation Report, 1992-93. OREA Report. Learning Through Automotive Electronics (Project LETAE) was a federally funded program serving 77 limited-English-proficient (LEP) students and 5 English-proficient students in an automotive computer electronics course in 1992-93, its third year of operation. The program provided instruction in English-as-a-Second-Language (ESL), native language arts (NLA), automotive electronics, mathematics, science, social studies, and music. A broad range of staff and curriculum development activities were also included. The project met its objectives for student attitudes toward school, cultural awareness, support services, dropout prevention, and curriculum development. It did not meet its objectives in NLA, attendance, or staff awareness. Attainment of the objective for ESL could not be measured. Two major recommendations for program improvement include: use of the specified ESL test or revision of the ESL objective; and improved parental involvement, perhaps beginning with a needs assessment survey. [More] Descriptors: Ancillary School Services, Attendance Patterns, Auto Mechanics, Bilingual Education Programs
(1991). Framework for a Locally Developed Language Arts Curriculum (ECS-Grade 12) for a Language Other Than English or French. The guide is intended for use by Alberta's (Canada) local school authorities developing a language arts program in a language other than English or French. In these partial immersion programs, instruction is provided in a language other than English or French for 25-50% of the school day. The first section describes the development of the curriculum framework and the learner expectations central to it. The second section outlines briefly how the framework is designed to be used. Section 3 expands on curriculum components: the rationale for offering such programs; 13 basic principles concerning the nature of language, child development, and the language learning process that guide the curriculum design; the general and specific learner expectations of a partial bilingual program; required and elective components; program organization; planning for instruction and evaluation; and planning for transfer of language learning through existing student skills. Charts detail specific skill expectations for each of four grade levels (3, 6, 9, and 12) for each of 6 general affective, language learning, and cultural awareness expectations. The relevant section of Alberta legislation regulating partial bilingual programs is appended. [More] Descriptors: Basic Skills, Behavioral Objectives, Bilingual Education Programs, Class Activities
(1991). Outreach and Orientation for ESL Students and Bilingual Welding and Automotive Programs. Vocational Education Resource Package. This Vocational Education Resource Package (VERP) was developed to provide materials useful in replicating an exemplary vocational education program for special student populations in the California Community Colleges. This VERP provides information on two programs for limited English proficient students developed at Santa Barbara City College (SBCC). Part I is a general overview of the VERP project, including a list of the packages produced. Part II presents an overview of SBCC's program of Outreach and Orientation for English-as-a-Second-Language (ESL) students, including its history, applicability, activities, overall effectiveness, and main features. Part III provides materials developed by SBCC for use with the program, including the Multi-lingual Orientation Guides (Spanish and Japanese); the SBCC Vocational Career Opportunities Pamphlet; a job description of the ESL Special Project Assistant; and an informal guide developed by SBCC indicating the recommended level of English proficiency for various occupational programs. Part IV gives an overview of SBCC's Bilingual Welding and Automotive Programs, including history, applicability, activities, overall effectiveness, and main features. Part V contains a sample of Spanish language materials developed for the bilingual welding program. Descriptors: Auto Mechanics, Bilingual Education, Community Colleges, Demonstration Programs
(1993). Special Competition Bilingual Enrichment Academic Russian Program. Final Evaluation Report, 1992-93. OREA Report. Special Competition Bilingual Enrichment Academic Russian Program is a federally-funded program that served 623 native Russian-speaking, limited-English-proficient (LEP) students in nine public and two private high schools in New York City in 1992-93, its first year of operation. Students received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, and business skills. Staff development and parental involvement and educational activities were also important program components. The program met all objectives in ESL, NLA, student performance on state competency and achievement tests, mathematics, science, social studies, business, career awareness, attitudes toward the Russian language, attendance, and parental involvement. Recommendations for program improvement include: exploration of additional techniques to increase student subject area skills at selected sites, possibly by augmenting peer and paraprofessional tutoring and through computer instruction; development of ties with business and community organizations and enlist their support; and holding parent involvement activities at locations and times more convenient for parents. [More] Descriptors: Attendance Patterns, Bilingual Education Programs, Business Education, Career Awareness
(1992). Appropriating Scientific Discourse: Findings From Language Minority Classrooms. Research Report: 3. [Revised.]. This paper reports a study of the effects of a collaborative inquiry approach to science on language minority students' (middle and high school) learning. This approach emphasizes involving the students, most of whom have had very little schooling, in "doing science" in ways that scientists practice. This study addresses the question: To what extent do students appropriate collaborative scientific inquiry? The authors focus the analysis on changes in students' conceptual knowledge and use of hypotheses, experiments, and explanations to organize their reasoning in the context of two think-aloud problems. The findings indicate that at the beginning of the school year the students' reasoning was non-analytic and bound to personal experience. By contrast, at the end of the school year they reasoned in terms of a larger explanatory system; used hypotheses to organize and give directions to their reasoning; and demonstrated an awareness of the function of experimentation in producing evidence to evaluate hypotheses. [More] Descriptors: Bilingual Education, Bilingual Students, Cultural Influences, Educational Change
(1993). Project Porvenir. Final Evaluation Report, 1992-93. OERA Report. Project Porvenir was a federally-funded program serving 392 native Spanish-speaking, limited-English-proficient students in four Bronx (New York) elementary schools in 1992-93, its fifth and final year of operation. Participating students were general education students in grades 3-6 and special education students. Students received instruction in career education in their English-as-a-Second-Language (ESL) and native language arts (NLA) classes. Staff development, parent involvement in school-related activities, and curriculum development were also important program components. The program met its objectives for English language development, career-education, non-academic mainstreaming, attendance of general education students, staff development, curriculum development, and parental involvement. It did not meet its objectives for NLA, academic mainstreaming of special education students, and attendance of special education students. [More] Descriptors: Attendance Patterns, Bilingual Education Programs, Career Education, Curriculum Development
(1990). Crossing the Threshold into Standard Three in Black Education. The Consolidated Main Report of the Threshold Project. The Threshold Project, a 3-year project that followed a 1985 pilot study, examined the nature of the language and learning difficulties that black Standard Three (Std 3, or grade 5) children in South Africa experience when they change from their mother tongue of Sepedi to English as a medium of instruction and learning, a policy known as "delayed immersion." This main report of the Threshold Project summarizes the five final reports of the project and constitutes an integration of the analysis in terms of three parameters: historical-political, socio-cultural, and educational-systemic. Specific educational aspects covered include the following: school-based teaching and learning experiences; English as a subject; the disparity between English as a subject and English as the medium of instruction; learning content subjects; local models of teaching and learning; curriculum development and reducing the disparity between junior and senior primary phases; possible English language policy models; moving from English as a subject towards using it as a medium of instruction; and principles and processes of materials development. Contains a list of 107 references. Descriptors: African Languages, Bilingual Education, Black Youth, Change Strategies
(1992). Continuation Application for Milwaukee Area Technical College High School Equivalency Program, FY 1992-93. The High School Equivalency Program (HEP) at Milwaukee Area Technical College, in Wisconsin, is designed to help migrant and seasonal farmworkers and their dependents obtain General Educational Development (GED) degrees, and gain employment or enroll in postsecondary educational programs outside of the agricultural setting. Before enrolling in courses, program participants complete a week-long assessment and orientation, and develop an educational plan. Students in the HEP enroll in a minimum of 30 hours of weekly instruction. Specific services and activities of the program include the following: (1) open-entry, open-exit, competency-based curriculum; (2) GED curriculum in the five subject areas of science, reading, mathematics, social studies, and writing skills; (3) bilingual instruction; (4) comprehensive career counseling and testing services; (5) basic skills, English as a Second Language, and remedial training; (6) individualized instruction; (7) adult high school credits and diploma program; (8) concurrent occupational skills training options; (9) career exploration and career readiness instruction; (10) education and job placement services; (11) financial and other support services including stipends, meals, student activities, transportation, and day care; (12) computer-assisted instructional labs; (13) tutorial services; and (14) follow-up and post-placement job counseling. The program, which targets 100 students each year, has served over 2,000 migrant and seasonal farmworkers who have obtained their GED, gained employment, or enrolled in postsecondary educational programs. Detailed program budget information is included. [More] Descriptors: Bilingual Education Programs, Career Counseling, Community Colleges, Competency Based Education
(1993). Curriculum Options for Pupil Enrichment (Project COPE). Bilingual Special Alternative Instructional Program. Final Evaluation Report, 1992-93. OREA Report. Curriculum Options for Pupil Enrichment (Project COPE) is a federally-funded program that served 192 limited-English-proficient students in one Brooklyn (New York) high school in 1992-93, its first year of operation. Students were native speakers of Russian, Italian, Arabic, Urdu, Korean, Vietnamese, Polish, Haitian, and Greek. They received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, computer science, secretarial studies, and industrial arts. Multicultural education, staff development, and parental involvement activities were also important program components. The program met its objectives in ESL, mathematics, science, social studies, computer science, secretarial studies, industrial arts technology, career awareness, dropout prevention, attendance, and parent involvement. It did not meet its staff development objective. The primary recommendation for program improvement is to make the staff development objective more realistic within the approved budget. [More] Descriptors: Arabic, Attendance Patterns, Bilingual Education Programs, Career Awareness