Reyhner, Jon, Ed. (1988). Teaching the Indian Child. A Bilingual/Multicultural Approach. 2nd Edition. This collection of 20 essays by 21 authors presents teaching methods and resource material promoting productive school experiences for American Indian students. The chapters are organized into five sections. The opening chapter of section 1 emphasizes that teachers must understand and respect the cultures and backgrounds of their students, an attitude essential to a bilingual and multicultural approach to Indian education. Other chapters in this section (1) outline the historical background of Indian education; (2) discuss tribal language policies and the ingredients of a successful bilingual program; and (3) examine multicultural education goals and the value of cultural relativism for minimizing ethnocentrism and eliminating racism. Section 2 (1) describes the stages of oral language development and the role of the first language in second language development; (2) provides practical suggestions for teaching English as a second language; (3) discusses necessary elements for reading comprehension; and (4) presents a whole-language approach to language arts. A section on teaching Indian literature discusses the inadequacies of basal reading textbooks, examines the use of storytelling in the classroom, provides a motif bibliography, and lists sources of culturally appropriate books for different grade levels. Section 4 makes specific suggestions for teaching social studies, science, mathematics, and physical education to Indian students. The final section discusses the parents' role as first teachers, a positive working relationship between parents and teachers, theories concerning self-efficacy, and means to empower Indian students.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian Literature, American Indians

Asselle, Maria Grazia; And Others (1988). Jamaica High School Computer-Assisted Bilingual/Bicultural Multi-Skills Project, 1986-1987. OEA Evaluation Report. In its third funding year, Jamaica High School's Computer-Assisted Bilingual/Bicultural Multi-Skills Project used computerized and non-computerized instruction to help 132 native speakers of Haitian Creole/French and Spanish develop English language, native language, and content-area skills. The goal was to help these students participate successfully in the school's mainstream program and then go to college, trade school, or enter the job market. Classroom instruction was complemented by tutoring and career planning, and sought to develop parental understanding and involvement to increase student motivation. Analysis of student achievement data indicates: (1) the proposed English language objective was met for the fall; (2) overall, students met the native language arts objective in both semesters; (3) program students achieved passing rates as high as those of mainstream students in science, social studies, and mathematics; and (4) students met objectives in attendance and suspension rates. Recommendations for improvement are listed.   [More]  Descriptors: Academic Achievement, Attendance Patterns, Bilingual Education Programs, Computer Assisted Instruction

Martinez, Ana L.; And Others (1988). Project COM-TECH (Bilingual Computer- and Technology-Oriented Program), 1986-1987. In its second year, Project COM-TECH's (Bilingual Computer- and Technology-Oriented Program) primary goal was to provide two high schools with bilingual individualized instruction, through enrichment, to limited English proficient (LEP) students (222 Spanish-speaking and 96 Haitian Creole/French-speaking) of varying native language proficiency and academic preparedness. The program provided supplementary instruction in English as a second language (ESL) and native language arts, and in mathematics, science, and social studies taught in the native language. The core of the project design was a bilingual resource/computer center at each site that provided computer instruction, tutored students, performed career advising, counselled, helped students to prepare for exams, sponsored career- and culture-related field trips, and exhibited cultural materials and classwork. A basic skills class for parents was also offered at both sites. Analysis of student data indicates: (1) the English language development objective was not met; (2) data were not available for native language achievement tests, but students had high passing rates in language arts courses; (3) content-area achievement objectives were not met; and (4) the attendance rate was higher than that of mainstream students. Recommendations for improvement are given.   [More]  Descriptors: Attendance Patterns, Bilingual Education Programs, Computer Assisted Instruction, Cultural Awareness

Lopatin, Arthur D.; And Others (1988). Erasmus Hall High School Bilingual Program, 1986-1987. OEA Evaluation Report. In its fourth year of Title VII funding, the Erasmus Hall High School Bilingual Program served 144 limited-English-speaking students, most of whom spoke Haitian Creole as their first language. The remaining small percentage spoke Spanish, Chinese, or another Asian language as their native language. The program was targeted at the school's least academically and linguistically prepared students, with its major goal to provide them the instruction in English as a second language (ESL) that they would need to quickly join mainstream instruction. Instruction included six levels of ESL, English literacy classes, native language arts in French or Haitian Creole, bilingually-taught math, science, and social studies, and enrollment in some mainstream subjects. Academic, career, personal, and college counseling, tutoring, extracurricular activities, and staff development activities were also included. Although students' English development compared favorably with citywide standards, the program objective was not met, and the attendance rate objective was met. While native language arts data were not available, the course passing rate was 77 percent. Recommendations for improvement are given. (Author/MSE).   [More]  Descriptors: Bilingual Education Programs, Chinese, Counseling Services, English (Second Language)

Guthrie, Larry F.; Fisher, Charles W. (1983). Stability of Instructional System and Process for a Sample of Eighty-Five Students in the SBIF Study. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. This report describes a two-year substudy tracing the experience of 85 LEP students from five nationally distributed sites representing varied ethnolinguistic groups (Mexican, Puerto Rican, Cuban, Chinese, and Navajo). The study examined two broad aspects of the students' experience: (1) the classroom context and instructional processes as they related to student performance, and (2) variation in the students' engagement and/or participation with the characteristics of the classrooms to which they were assigned. Data are analyzed here for the overall group and for each site, and results are compared for four student subgroups divided according to the amount of native language use in basic skills instruction.   [More]  Descriptors: Academic Achievement, Asian Americans, Bilingual Education, Classroom Communication

Barnhardt, Ray, Ed.; And Others (1977). Cross-Cultural Issues in Alaskan Education. This collection of articles represents the state of the art with regard to understanding and attending to cross-cultural issues in Alaskan education. The views presented by the various authors indicate some of the approaches being taken to ameliorate what are probably the most vexing problems faced by educators anywhere in the country. The articles were selected to present a variety of views on a wide range of issues, all associated with the complex cross-cultural problems inherent in the delivery of educational services to Alaska's multicultural population. The authors are all active participants in the processes and programs they describe, though the views presented are their own. The book is divided into sections that deal with educational policy, educational development, community/school, teaching/learning, and language issues.   [More]  Descriptors: Academic Achievement, Alaska Natives, American Indians, Bilingual Education

National Coalition of Advocates for Students, Boston, MA. (1988). New Voices: Immigrant Students in U.S. Public Schools. Immigrant children face serious problems in gaining access to a free public education. Many schools discourage immigrant children from enrolling; once inside the schoolhouse, these children continue to experience barriers to a comprehensive and effective education. Immigrant students lack the quality language assistance programs they need to develop effective skills in reading comprehension, writing, and speaking. Immigrant students are more likely to be retained in-grade and inappropriately placed in special education programs, and are at double risk for being placed in low academic tracks on the basis of language limitations or slow academic progress. The cumulative effects of these experiences, which cause great emotional stress, often cause them to leave school early; many immigrant students need specialized support services. Intergroup conflict is a serious problem in many schools. Schools are not doing enough to work with immigrant parents. Unless schools are restructured in fundamental ways, school success will elude large numbers of immigrant students. Policy recommendations are made. Quotations from students, teachers, parents, administrators, and professionals from national and community organizations illustrate the text; there are several pages of photographs. Appendices describe the methodology used in forming this report, list the contributors to the report, provide a questionnaire to help determine whether a child should be placed in a special education program, survey laws pertaining to the education of immigrant children, and list references.  Descriptors: Academic Achievement, Acculturation, Adjustment (to Environment), Bilingual Education Programs

Callaway, Donn R. (1985). Washington State Adult Refugee Project. ESL Master Plan (Revised). Guidelines for Institutional Curricula for Refugees. The Washington State English as a Second Language (ESL) Master Plan, part of the Adult Refugee Project, is designed for use by program administrators and instructors in planning institutional curricula. Program goals are the following: (1) enable refugees to reach a level of English usage and cultural familiarity that makes them employable; (2) enable refugees to reach a level of English usage that allows participation in vocational training and upgrading programs; (3) provide for English language improvement for employed refugees; and (4) enable refugees to make a contribution to the new society in which they have resettled. The program distinguishes between illiterate, non-Western refugees and those who are literate, somewhat familiar with Western culture, but unable to speak, read or write English. Students are designated as either preliterate, beginning, or intermediate, based on their degree of literacy, familiarity with Western culture, and proficiency in the English language. Students are placed in one of seven skill level groupings, whose educational objectives become progressively more demanding. Specific oral/aural, functional literacy, and pronunciation competencies, referred to as "Benchmarks," are designated for each skill level. Daily lesson planning should maintain a balance between pre-communicative and communicative learning activities. A seven-page inventory of grammatical structures, and samples of a student progress report, and a monthly project report are included in three appendices.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Behavioral Objectives, Bilingual Education Programs

Rothfarb, Sylvia H.; And Others (1987). Evaluation of the Bilingual Curriculum Content (BCC) Pilot Project: A Three Year Study. Final Report. A three-year longitudinal study of bilingual curriculum content (BCC) was initiated in the 1983-84 school year to assess alternative strategies for teaching curriculum content to Limited English Proficient (LEP) students in Dade County (Florida) Public Schools. The BCC strategy (in which content subjects are taught bilingually) was contrasted with a control strategy (in which students are taught in English). LEP kindergartners of Hispanic origin (Cohort I–52 BCC and 58 No-BCC) were followed through second grade. A follow-up group of first graders in 1984 (Cohort II–80 BCC and 58 No-BCC) was also studied. Six BCC and six No-BCC schools participated; six BCC and six No-BCC kindergarten teachers each were in Cohorts I and II. Implementation and survey data from teachers and principals, and classroom observations were analyzed. Achievement test results for both cohorts showed no discrimination pattern of achievement between BCC and No-BCC students. Comparable academic progress in grades 1 and 2 was achieved with or without BCC. It is recommended that the program be substantially modified or replaced to change time allocations and teaching content. The program should also be evaluated in the intermediate grades. Appendices include the implementation instruments and surveys, the pilot project guidelines, and 15 tables of test results.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Cohort Analysis, Content Analysis

Massachusetts Commission on Hispanic Affairs, Boston. (1986). Hispanics in Massachusetts: A Demographic Analysis. This demographic analysis of the Hispanic community in Massachusetts provides human service and community development organizations, as well as government officials, with program planning and policy formation information. Findings about population trends in the Hispanic community are that Hispanics are the fastest growing group in the American population and their growth in Massachusetts is nearly twice the national rate. Given the size and growth of this population, it is important to systematically gather information and develop mechanisms for planning and policy development. Demographic characteristics include the following: (1) preponderance of families with young children and headed by women; (2) low educational attainment; (3) substandard housing; (4) Spanish speaking; (5) low voter registration; (6) residentially stable; (7) high unemployment rate; (8) employment in low-wage positions and unstable industries; and (9) constitute a poor working class with majority below poverty level; and (10) low political participation. Needs include the following: (1) health and day care services; (2) compensatory education and training programs; (3) affordable housing; (4) bilingual and English-as-a-Second-Language (ESL) programs; (5) voter registration; (6) vocational training; (7) additional research on employment patterns; (8) availability and use of human service programs; (9) political participation. Statistical data are included on 20 charts and graphs. Details of the data analysis are discussed in the appendices. Descriptors: Adult Education, Adults, Bilingual Education Programs, Compensatory Education

Asselle, Maria Grazia; And Others (1988). The Bilingual Program Resource and Training Center, 1986-1987. OEA Evaluation Report. In its second year, the Bilingual Program Resource and Training Center provided instruction in English as a second language (ESL), native language development, basic education, and job counseling to about 2,355 limited-English-speaking students at 15 sites in New York City. Most were recent immigrants without a high school education. About half were over 21, and many worked full-time. The program served speakers of Spanish, Chinese, Greek, Italian, and Haitian Creole. Program objectives helped the students develop English proficiency and content-area skills to pass the high school equivalency examination and to provide college and vocational information and counseling. Staffing patterns varied from site to site, depending on student needs and local tax-levy support. Standardized test results indicated: (1) students made significant gains on the Scholastic Aptitude Test, as proposed; (2) all ethnic groups made significant gains in mathematics, as proposed; (3) although students did not meet proposed group advancement objectives at any level, 43% were promoted at least one level; and (4) high school equivalency results could not be assessed. Recommendations for program improvement are given.   [More]  Descriptors: Adult Students, Bilingual Education Programs, Career Counseling, Educational Assessment

Young, Malcolm B.; And Others (1988). Academic Performance of Limited-English-Proficient Indian Elementary Students in Reservation Schools: Year Two Report of the National Evaluation of Services for Limited-English-Proficient Native American Students. This report describes results of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient Students, which was also conducted for the Department of Education, but which did not include Native American students. This report summarizes the results of the second year of the two-year study of performance of LEP American Indian students. It includes results of two years of on-site data collection in a sample of eight projects visited. Schools visited include public schools, tribally controlled schools, and one school controlled by the federal Bureau of Indian Affairs.  Researchers assessed the extent to which Indian languages and English are used at home and during school. Overall, the students participating in the study scored substantially below the national average on standardized achievement tests in mathematics and English. Indian students scored lower on math subtests than did students in the main LEP study, even though their English oral proficiency ratings were higher. Several variables are examined but the report suggests Indian students' low test scores are largely due to lack of exposure to English and lack of home support for educational achievement. A final section examines the implications and areas for further study. Graphs, tables and references are included. There is a glossary and appendixes describing the study's design, methodology, data, and the "technical advisory panel members."   [More]  Descriptors: Achievement Tests, American Indian Education, American Indian Languages, Aptitude Tests

Cabrera, Eulalia; And Others (1988). Bilingual Pupil Services, 1986-1987. OEA Evaluation Report. New York's Bilingual Pupil Services program, funded by federal and city governments, promotes linguistic and academic progress among limited-English-proficient elementary school children in selected schools and provides comprehensive in-service training to bilingual paraprofessionals training to become licensed teachers. Recognition as an exemplary program and additional funding have allowed the program to be augmented to serve speakers of Chinese, Spanish, and Haitian Creole. Rigorous selection processes were used for both the paraprofessionals hired and for the schools chosen to participate in the program. Paraprofessionals were provided with monthly workshops, and new staff were given weekly sessions. Progress was monitored with formal and informal site visits. Analysis of student achievement data indicates: (1) significant English language gains for Hispanic students in grades 2-6, with significant losses in grade 1; (2) significant gains in Spanish reading; (3) large gains in mathematics among Hispanics in all grades; (4) English reading gains in most grades among Chinese speakers; (5) large gains in mathematics among Chinese speakers; and (6) significant Chinese reading gains in most grades. Recommendations for project improvement are given.   [More]  Descriptors: Bilingual Education Programs, Bilingual Teachers, Chinese, Creoles

Scorza, Margaret H.; And Others (1988). Project BRIDGES. 1986-1987. OEA Evaluation Report. In its first year under Title VII funding, Project BRIDGES (Bilingual Resource Instruction for the Development of Gainful Employment Skills) provided instructional and support services to 346 limited-English-speaking students in three Brooklyn (New York) high schools (South Shore, Sheepshead Bay, Franklin D. Roosevelt). The project's aim was to develop the academic and vocational skills of recent immigrants who had previously failed two or more classes, while simultaneously improving their English language ability. Students received instruction in English as a second language (ESL), native language arts (where available), and mathematics, science, and social studies taught in a bilingual or ESL format and attended mainstream classes in other subjects. The noninstructional component included: guidance and counseling services, career education, tutoring, and extracurricular activities; curriculum and materials development; staff training; and activities to improve parent involvement. Analysis of student achievement data indicates that program objectives were met or surpassed in English, native language course passing rates, and computer skills and vocational course basic passing rates. Mixed results were obtained in content area course passing rates, attendance, and dropout rates. Recommendations for program improvement are given.   [More]  Descriptors: Academic Failure, Attendance Patterns, Bilingual Education Programs, Career Exploration

Lopatin, Arthur D.; And Others (1988). George W. Wingate High School Multilingual Survival Skills Program, 1986-1987. OEA Evaluation Report. In 1986-87, the Multilingual Survival Skills Program provided, with the support of Title VII funding, instructional and support services to 360 limited-English-speaking Haitian and Hispanic students at a Brooklyn high school. The program's major goals were to develop English and native language proficiency through simultaneous, intensive study of both languages to develop content-area mastery in bilingual classes until mainstreaming was possible, and to increase awareness of students' cultural heritages and of American culture, democratic values, and institutions. A project director, Haitian Creole/French resource specialist, Spanish resource specialist, Spanish educational assistant, and Haitian Creole educational assistant provided support and instructional services to bilingual content-area teachers, English as a second language (ESL) teachers, and school guidance staff. Program objectives were met or surpassed in native language arts, mathematics, science, social studies, attendance, parental involvement, staff development, and curriculum development, and not met in English language development. Recommendations for program improvement are given.   [More]  Descriptors: Bilingual Education Programs, Cultural Awareness, English (Second Language), Faculty Development