This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Eulalia Cabrera, Clara Velasquez, Constantine Hriskos, Tomi D. Berney, Dorothy Kauffman, Kingsville. Texas A and I Univ., Carmen Coballes-Vega, Deana R. Guadalupe, James Zarrillo, and Daniel Flores Duran.
(1994). Content-ESL across the USA. This book highlights information from a project that focused on where and how content-based English-as-a-Second-Language (ESL) instruction has been implemented in pre-K through Grade 12 classrooms in public schools across the United States. A database was constructed of 3,000 public schools that have content-ESL programs. Descriptions of the programs were obtained through two questionnaires, by telephone, and from 2-day site visits conducted at 20 schools. The book is based primarily on the field reports of the 20 site visits but contains, in addition, highlights of the survey. It is for educators interested in learning more about content-ESL programs in other schools and provides information on designing a program, implementing or modifying a program, or sustaining an existing program. Part 1 describes the students who were observed and interviewed for the study; actions taken to meet federal, state, and district-level mandates; in-take, placement, and exit procedures; program designs; and curricula used at the school sites. Part 2 observes how teachers make content and language modifications and use a variety of resources to help students acquire academic concepts. The use of native languages and cultures in instruction and the assessment tools used to measure students' content achievement and English proficiency are discussed. Part 3 looks at what the site schools are doing in the way of professional development and community involvement. (Contains 54 references.) [More] Descriptors: Bilingual Education, Community Involvement, Curriculum Design, Elementary Secondary Education
(1978). Helping Young Children Develop a Positive Self-Concept. Bilingual/Bicultural Child Development Associate Pilot Project: Module XVI. This Child Development Associate (CDA) training module, the last in a series of 16, focuses on preparing trainees in a competency-based bilingual/bicultural preschool teacher training program to help Mexican American children to develop positive self-concepts. The first four sections of the module text deal with the effects of the following factors on the development of the child's self-concept: (1) interactions with family members in the home, (2) teachers' attitudes and expectations (with emphasis on negative attitudes toward Mexican Americans and Spanish accents), (3) conflicting cultural values (e.g., cooperativeness vs. competitiveness) and (4) attention to arranging the school environment so that it expresses a positive attitude toward the child's culture. The final section of the text suggests techniques and strategies for the selection and presentation of activities which enhance the child's development of a positive self-concept. The module includes trainee learning activities, and a pre-test and a posttest of the trainee's understanding of the material. The module focuses on the specific behaviors which directly relate to CDA Competency 2. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1990). Project Aprendizaje, 1988-89. Evaluation Section Report. OREA Report. In it's first year, Project Aprendizaje served 250 students from the Dominican Republic and Puerto Rico at Seward Park High School in Manhattan (New York). Project objectives were to improve participants' language skills in Spanish and English, help participants successfully complete content area courses needed for graduation, and provide career orientation and skills to help participants enter the work force or higher education. Instruction was provided in English as a Second Language (ESL), native language arts (NLA), mathematics, global history, American government, advanced Spanish, and occupation and computer/business technology. The project met its objectives in ESL, student attendance, advanced Spanish, keyboarding, staff development, suspension rate, and extracurricular activities. Data were not appropriate to evaluate the NLA objective, and sample size was too small to evaluate one career advancement objective. Development of upper level curricula, using a mastery learning approach, to increase language capabilities before mainstreaming is recommended. [More] Descriptors: Advanced Courses, Attendance, Bilingual Education Programs, Career Education
(1979). The Dual Language Model Reconsidered. Spatial and temporal factors in the bilingual classroom that can be manipulated to maximize the bilingualism of Spanish-speaking elementary school children (that is, to minimize their lexical code switching) are presented in terms of models. The advantages and disadvantages of the dual language teaching model are compared to those of two variations on that model. Homogeneous and heterogeneous seating arrangements are contrasted, and the physical grouping of materials and location of teaching aids such as bulletin boards are discussed. The importance of teacher-student communication during transition times (such as the period between lessons and the preparation for recess) for fostering bilingualism is emphasized, and two checklists are provided for assessing student and teacher language use at these and other times. Descriptors: Bilingual Education, Bilingual Students, Check Lists, Classroom Communication
(1987). Literature-Centered Reading and Language Minority Students. This paper argues that literature-centered reading programs, based on the perspective that reading is the process of bringing meaning to print, are in the best interest of the language minority students in the nation's elementary schools. After a review of basal reading systems and language-centered reading programs, the paper describes the problems faced by language minority students and limited English proficient (LEP) students in traditional reading programs. Several case studies are presented in the development of second language literacy. The paper concludes with a model of a literature-centered reading program for language minority students which is built on the premises that reading and writing are processes acquired through use; that the ability to read and write competently in two languages is of value; and that elementary school children of the same chronological age differ widely in their interests and abilities. The model advocated in the paper has three phases: (1) core book units, in which students are provided with a thorough experience with one book; (2) literature units, to allow students to learn about literary genres, themes, and selected authors; and (3) individualized reading and writing, in which students select the books to read and the genres and topics they wish to write about. The paper also discusses the Language Experience Approach and the use of predictable books, and stories, two special intervention programs for beginning readers, whether bilingual or monolingual. (Seventy-six references are appended.) [More] Descriptors: Basal Reading, Beginning Reading, Bilingual Education Programs, Case Studies
(1978). Helping Young Children Develop Language Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VII. This Child Development Associate (CDA) training module, the seventh in a series of 16, focuses on preparing trainees in a bilingual/bicultural preschool teacher training program to help Spanish speaking children to develop language skills in their native tongue and English. The text of the module deals with (1) the developmental principles of language, (2) the importance of language development, (3) characteristics of language development, (4) factors which influence language development, (5) language and the language minority child, (6) second language learning and (7) the sequence of first language development. The module includes trainee learning activities, a pre-test and a posttest of the trainee's understanding of the material, and a language skills checklist for assessing children's language development. The module focuses on the specific behjaviors which directly relate to the functional area of language within CDA Competency 2: advancing the child's physical and intellectual competence. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1988). 1987 Bilingual Program for Eleventh and Twelfth Graders. OEA Evaluation Report. In its first year, the 1987 Bilingual Program for Eleventh and Twelfth Graders provided mostly over-age, limited-English-speaking students with an opportunity for more timely graduation through instruction in English as a second language (ESL) and content-area instruction in the summer. Eligibility requirements included limited English proficiency and the inability to schedule required or makeup courses during the academic year. The program operated at 18 high schools in the Bronx, Brooklyn, Manhattan, and Queens. Evening classes were available at one location. Courses included three levels of ESL, bilingually-taught classes in business math, Latin American studies, American history, biology, and general science, and six levels of native language arts in French and Spanish. Most participants were Spanish- or Chinese-speaking, and many were in the ninth and tenth grades. Although no specific objectives were proposed, data show passing rates in all but two courses were over 70%. Recommendations for program improvement include increased recruitment efforts for overage eleventh- and twelfth-graders and for the evening school. [More] Descriptors: Area Studies, Bilingual Education Programs, Biology, Business Education
(1985). Report No. 5 to the United States District Court, District of Massachusetts on Boston School Desegregation, Volume I. Desegregation efforts made by the Boston Public School District between December, 1984, and May, 1985, are described and assessed in this executive summary of a monitoring report prepared for the U.S. District Court. Following a brief overview, separate sections deal with the following seven monitoring areas: student assignments, special desegregation measures, vocational/occupational education, facilities, staff, transportation, and parent and student organizations. Throughout this summary, emphasis is placed on the compliance status of outstanding court orders, and suggestions are made for a future monitoring process. The summary concludes with a brief discussion of disputes and modifications accepted during the year of study. Descriptors: Bilingual Education, Compliance (Legal), Desegregation Effects, Desegregation Methods
(1978). Supplementary Administrative Responsibilities of Staff Working in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module XV. This Child Development Associate (CDA) training module, the fifteenth in a series of 16, focuses on preparing trainees in a bilingual/bicultural preschool teacher training program for their administrative responsibilities as CDA staff members. The first section briefly discusses verbal, non-verbal and tactile communication and suggests five principles related to effective staff communication. The second section identifies the responsibilities of and requirements for different positions in a CDA program. The third section discusses recordkeeping and provides samples of records used by CDA staff (e.g., attendance records and requisition forms). The fourth section explains how to acquire classroom materials and suggests sources for these materials. The fifth section discusses the usefulness of evaluations and the different forms they can take. The module includes trainee learning activities, and a pretest and a posttest of the trainee's understanding of the material. The module focuses on the specific behaviors which directly relate to CDA Competency 6. Descriptors: Administrator Responsibility, Biculturalism, Bilingual Education, Bilingual Teachers
(1993). Cognitive Academic Learning Approaches through ESL Content Area Instruction with Career Exploration Strategies (Project CALA). Final Evaluation Report, 1992-93. OER Report. This report presents an evaluation of the Cognitive Academic Learning Approaches through ESL Content Area Instruction with Career Exploration Strategies (Project CALA)), an Elementary and Secondary Education Act Title VII-funded project in its fifth and last year of operation at International High School, a bilingual special alternative high school in Queens, New York. The project served 459 students of limited English proficiency in grades 9 through 12. Project CALA's goal was to provide opportunities to develop linguistic, cultural, and cognitive skills necessary for success in school and work through its dual literacy component of classroom instruction and community-based internships. Participating students received instruction in English as a Second Language (ESL), career education, occupational courses (health sciences, secretarial studies, computers, business technology, liberal arts, and sciences), internships, and college courses. Staff development activities, curriculum development, and parental involvement activities were an integral part of the project. An evaluation of Project CALA found that it met all of its instructional and non-instructional objectives. Two appendixes include a list of instructional materials used and class schedules. [More] Descriptors: Academic Achievement, Allied Health Occupations Education, Bilingual Education Programs, Business Skills
(1979). Latino Materials. A Multimedia Guide for Children and Young Adults. In the last decade the phenomenal growth of bilingual/bicultural programs for Spanish-speaking people has been accompanied by a critical need for learning materials which provide current, historically accurate, nonracist and nonstereotypic information on the contributions, heritage and current status of the various Spanish-speaking groups. Prepared to assist the librarian, teacher and curriculum specialist seeking educational materials for Latino children, this guide includes both printed works and 16mm film titles, published or developed primarily since the mid-1960's. Part I of the guide presents four essays exploring the background of Latino life and literature in the United States, as well as library services to Latinos. The next three sections list 473 general, Mexican American, and Puerto Rican resources; each section is further divided into materials for elementary, secondary and professional use. Entries include complete bibliographic information, recommended grade level, and source from which the material may be ordered. Annotations accompanying each entry are intended to be critical as well as descriptive and include information ranging from notes on the authors to comparisons of related works. The last two sections include a glossary of pertinent terms and a directory of publishers and distributors of Latino materials. Subject and author/title indices are appended. Descriptors: Adolescent Literature, Annotated Bibliographies, Authors, Bibliographies
(1988). The Time for Assertive Action: School Strategies for Promoting the Education Success of At-Risk Children. Report of the Commissioner's Task Force on the Education of Children and Youth At-Risk. State, school and community must take responsibility for cooperative educational reform targeted at improving educational opportunities for poor, minority students who are at risk of dropping out of New York State's public high schools. Program recommendations include the following: (1) early childhood education programs; (2) mechanisms to ensure equal educational achievement; (3) innovative learning environments; (4) elimination of limitations on local school districts; (5) greater autonomy for school personnel tied to increased accountability; (6) teacher recruitment, training and in-service policies and practices that encourage respect for racial and cultural diversity; (7) recruitment, retention and promotion of minority and bilingual personnel; (8) study of cultural diversity; (9) services for language minority students; (10) revised special education practices; (11) comprehensive data systems; (12) parent participation; (13) discipline policies and behavior standards; and (14) individualized and group services provided through collaborative arrangements. Fiscal recommendations include the following: (1) fiscal resources to support the program recommendations; (2) consolidation of selected formula aid, and competitive grants; (3) enhanced flexibility in school-based administration; (4) increased state aid; (5) fiscal incentives to school districts for improved performance; (6) enhanced equity in the distribution of State aid; and (7) greater investment in the physical conditions of the schools. A brief bibliography is included. Descriptors: Bilingual Education, Cooperative Programs, Curriculum Development, Dropout Prevention
(1978). Texas A & I University Child Development Associate Training Materials: Book B. Competency B: Advancing Physical and Intellectual Competence in Young Children. This volume, the third in a series of seven, contains the eight learning modules which focus on the second Child Development Associate (CDA) competency, advancing physical and intellectual competence in young children, in the performance-based curriculum of the Texas A & I Bilingual Bicultural Child Development Associate Training Program. The curriculum was designed for training preschool teachers working with Spanish dominant migrant children, from age 3 to school entrance age, in South Texas. The competency covered in this volume consists of four functional areas and their subdivisions: physical (motor development; handicapped children), cognitive (cultural values and cognitive styles; cognitive styles; teaching strategies), language (language skills in the first language; language as a second language), and creative. There is a learning module for each of the subdivisions of the functional areas. A module includes (1) an explanation of how it is to be completed; (2) a description of the performance objectives; (3) a pre-assessment instrument; (4) three alternative cycles of learning activites, each cycle divided into four skill areas (diagnostic, prescriptive, implementation, assessment); (5) a narrative of information about the functional area; (6) the script for filmstrip to be used with the module; and (7) a post-assessment instrument. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1990). Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness. Project Amreica 1988-89. OREA Evaluation Section Report. Project America provided supplemental instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual instruction in the subjects of mathematics, science, and social studies. The project also provided support services to encourage pride in, and respect for, both ethnic heritage and the American culture. The project served a total of 412 Chinese- and Arabic-speaking students at two high schools in Brooklyn, New York City. Evaluation results show the project failed to provide NLA for Arabic-speakers and failed to meets its NLA objectives for the Arabic-English bilingual courses. It was decided to drop the Arabic-speaking component for the 1989-90 program cycle. Project America met the career development objective of providing a career conference. Data was not provided for evaluation on the staff development objective concerning awareness of pupils' needs and problems, and on the career development objective that students would meet with a bilingual career specialist at least three times. Project America did not meet its objective concerning staff enrollment in university courses. Data was not provided to assess attendance or parental involvement. [More] Descriptors: Arabic, Arabs, Bilingual Education Programs, Chinese
(1978). Creating a Bilingual-Bicultural Learning Environment for Young Children. Bilingual/Bicultural Child Development Associte Pilot Project: Module IV. This volume, the fourth in a series of 16, contains the learning module which focuses on creating a cultural learning environment in a competency based bilingual/bicultural Child Development Associate (CDA) preschool teacher training program. The module aims at providing the CDA trainee with the skills and knowledge to promote Mexican American preschool children's learning of their own culture through the use of cultural materials in the classroom environment. The organization of the classroom into learning centers is recommended. The first section includes recommendations for the general appearance of the classroom. Following chapters deal with different learning centers: the manipulative equipment center, the art center, the science center, the book and language center, the music center, the role-playing center and the block center. Each chapter includes a pre-test, a discussion of the center in question, suggestions for trainee learning activities and a posttest. The rationale for the specific learning centers, and the methods and strategies for implementation, are discussed. This module deals with aspects of CDA Competencies 1, 2, and 4. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers