Folder: Bilingual Education
Bilingual Ed Language Immersion (1998)
Page Contents
A | B | C | D | F | G | H | J | K | L | M | O | P | R | S | T | V | W | Z
A
Adiv, E. (1981). Some Observations on the Nature of Language Transfer in the Simultaneous Acquisition of Two Second Languages. This study examines the occurrence of transfer in the simultaneous acquisition of French and Hebrew by 57 native English-speaking children in a primary grades French/Hebrew immersion program in Montreal. The study focuses on three issues: (1) whether transfer of genetically related first and second languages differs quantitatively and qualitatively from transfer of non-related languages, (2) the characteristics that underlie grammatical and lexical transfer, and (3) the extent of transfer between two second languages being learned simultaneously. The children were administered an oral production test using two techniques, a short interview and a picture- based test. Errors in French and Hebrew were classified as interlingual, intralingual, and ambiguous. The results indicate similarities in the way transfer operates in the two languages as well as differences in performance. Certain types of syntax and lexical errors occurred less frequently in Hebrew than in French, possibly because French is genetically related to English. Lexical transfer is more likely to occur than grammatical transfer, and lexical transfer diminishes more rapidly. Grammatical errors were produced systematically by most learners, possibly because the production of grammatical structures is less influenced by communicative strategies than the production of lexical items. (AMH) ED225370
B
Baecher, R. E. (1989). Links between Bilingualism, Achievement, and Psychosocial Classroom Environment among Bilingual and Monolingual Students. A study of a two-way bilingual program in the Port Chester, NY Public Schools examined the relationship between classroom environment, and the language proficiency levels and second language learning outcomes of bilingual and monolingual pupils participating in the program. Pupils were second- through fifth-graders, including native-Spanish-speaking, limited- English-proficient (LEP) pupils, and proficient native-English-speaking pupils. The instructional outcomes investigated include English and Spanish language proficiency, and academic achievement in mathematics. Data sets were collected between 1984 and 1987. The classroom environment was assessed by student perceptions of the degree of satisfaction, friction, competitiveness, difficulty, and cohesiveness in the classroom. Analysis of the data confirms the important role of classroom environment and language proficiency in bilingual and second language learning for elementary school children. For each year of the two-way program, students perceptions of their classroom environment influenced their growth in learning a second language. (MSE) ED310629
Bennett, W. J. (1982). The Shattered Humanities. Intellectual refinement and spiritual evaluation have been the traditional goals of the humanities and should remain so. If these aims are given up, then the noble endeavors in the humanities such as sustained reflection, intensive research, careful scholarship, inspired teaching, deep learning, and serious discussion will all become discredited and eventually disappear. The reason the term "humanities" seems meaningless is because the activities undertaken in its name no longer stand for a unified set of principles or a coherent body of knowledge. In the past the aim of humanities education was the cultivation of free men and womenfreed from ignorance and callousness. Today, many people interpret cultivation or the aim of cultivation as an imposition of arbitrary standards, an obstacle to personal expression, or even a limitation on student freedom. In place of cultivation, "awareness" is advocated. Humanities education is no longer an introduction to or an immersion in the best thought and knowledge. It is, instead, a collection of disconnected and often eccentric areas of inquiry. It is, therefore, not surprising that the humanities have so much trouble evoking the enthusiasm of scholars and teachers, capturing the allegiance of students, and gaining the financial support of public and private institutions. It is the responsibility of every generation of scholars and teachers not only to maintain the tradition of the humanities, but to extend and refine this tradition through new ideas and works and to see that the humanities are studied in a coherent and serious way. (HOD) ED227481
Berwick, R. (1993). How Second Language Learners Respond to Central and Peripheral Content- Based Tasks. A study investigated the use of content-based tasks as central and peripheral in second language instruction. Specifically, it examined the relative effects of such tasks that were either central to the syllabus, as sources of knowledge or skills in their own right, or peripheral, as occasional source of language practice. The study was conducted with three groups of students in summer immersion programs: 12 Japanese teenagers with 3 native English-speaking informants; 18 Japanese college students; and 17 adult and secondary-level native English-speaking students enrolled in a Japanese course. Data on language use patterns were gathered in bilingual dyadic exchanges between native English-speakers and Japanese counterparts. Central and peripheral content-based tasks were analyzed for knowledge structures and repair type. Results suggest that learners make a variety of knowledge available to each other during negotiation over content-central tasks, suggesting two-way bilingual education may provide a richer context for learning both language and content. Similarly, content-central tasks, which permit open access to content knowledge, provide richer, more diverse background and situationally relevant knowledge than would content- peripheral tasks. However, it is also concluded that planned, content- peripheral tasks can be useful in providing highly contextualized language use. (MSE) ED368190
C
Chamot, A. U., & Stewner-Manzanares, G. (1985). A Summary of Current Literature on English as a Second Language. Part C Research Agenda. As part of a larger study of instructional issues for English as a second language (ESL), current literature is reviewed and summarized in four major areas affecting the teaching and learning of ESL in grades K-12: ESL instructional approaches, patterns of curriculum organization, instructional materials, and language learning theories. In the first section, thirteen approaches are reviewed: the audiolingual method, the Silent Way, the counseling-learning or community language learning approach, suggestopedia, the language experience approach, the new concurrent approach, total physical response, the notional-functional syllabus, communicative approaches, strategic interaction, the natural approach, cognitive approaches, and content-based approaches. The second section examines three program-level organizational strategies (ESL within bilingual programs, ESL-only programs, and ESL immersion) and classroom- level organization. The section on instructional materials looks at elementary level, secondary level, and teacher-oriented materials. The language learning theories reviewed include the biological/neurological theory, cognitive theories, and socio-affective theories. References are provided for each subsection in the report. (MSE) ED261539
Chamot, A. U., & Stewner-Manzanares, G. (1985). A Synthesis of Current Literature on English as a Second Language: Issues for Educational Policy. Part C Research Agenda. A review of the literature on instruction in English as a second language (ESL) looks at four areas of ESL instruction individually and then derives conclusions and recommendations from those areas. The first area, ESL instructional approaches, includes discussion of the educational benefits of current ESL instructional approaches (audiolingual method, innovative techniques such as the Silent Way and Suggestopedia, communicative approaches, and cognitive and content-based approaches), second language learning theories, and practical and theoretical issues in ESL instructional approaches. The second area, program organization issues, looks at ESL within bilingual education programs, separate ESL-only programs, immersion programs, and ESL classroom organizational patterns. The third area, student characteristics and second language learning, focuses specifically on age and development, cognitive style, motivation and attitudes, and sociocultural/ethnolinguistic and environmental characteristics. The fourth area concerns the determination of the appropriateness of ESL instructional materials. Recommendations are made for each of these areas and for further ESL research in general. (MSE) ED261537
Chappell, E. R., & DeCourcy, M. C. (1993). Using Immersion to Train Primary School Teachers of French in Australia. Canadian Modern Language Review, v49 n2 p316-37 Jan 1993. A study in which students in a teacher training program completed one of their compulsory subjects through immersion in French is reported. Results suggest that the immersion model can achieve success in both language and content areas in the Australian setting and that tertiary-level immersion could be an effective way of training non-English language teachers for primary schools. (Author/LB)
Christian, D. (1996). Two-Way Immersion Education: Students Learning Through Two Languages. Modern Language Journal, v80 n1 p66-76 Spr 1996. Depicts the state of two-way immersion programs in the United States. Data indicate that these programs educate nonnative- English-speaking students, expand the nation's language resources by conserving the native-language skills of minority students and developing second-language skills in English-speaking students, and enhance crosscultural understanding. (22 references) (Author/CK)
Christian, D., & Mahrer, C. (1992). Two-Way Bilingual Programs in the United States, 1991-1992. The information on two-way bilingual programs presented in this volume was gathered as the first phase of a study for the National Center for Research on Cultural Diversity and Second Language Learning. Two-way bilingual programs integrate language minority and language majority students and provide instruction in and through two languages. This volume updates and expands upon information identified by Lindholm in 1987. Profiles of 76 programs are provided, representing 124 schools in 13 states. The entries reflect the wide variability in descriptions of the implementation of two- way bilingual education, including two-way bilingual, developmental bilingual, bilingual immersion, double immersion, interlocking, and dual language programs. The contents of this volume are as follows: introductory narrative; list of programs by state; program descriptions by state (California, Colorado, Connecticut, District of Columbia, Florida, Illinois, Massachusetts, New York, Oregon, Pennsylvania, Texas, Virginia, and Wisconsin); index of programs by schools and school districts; and a list of abbreviations used. (LB) ED343444
Christian, D., & Others, A. (1997). Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89. This monograph discusses issues in the design and implementation of two-way immersion, or two-way bilingual education programs, and describes three exemplary programs. An introductory section examines briefly the rationale for two-way immersion and the extent of its use in the United States. Three school program profiles follow: (1) Francis Scott Key Elementary School (Arlington County Public Schools, Virginia); (2) River Glen Elementary School (San Jose Unified School District, California); and (3) Inter- American Magnet School (Chicago Public Schools, Illinois). Each profile outlines a program overview, program goals, district and school characteristics, program history, program features (administrative structure, teachers and staff, curriculum, professional development, parent involvement), learning environment (classroom, library resources, technology resources), instructional strategies (separation of languages, language development approach, making content comprehensible, student grouping), student language use (language separation, second language fluency and accuracy, written work), student outcomes (oral language development, academic achievement), and program impact. The final chapter makes comparisons across programs. Contains 51 references. (MSE) ED407858
Craig, B. A. (1995). Two-Way Foreign Language Immersion Programs: A Handbook for Parents and Teachers. This guide is intended as a reference for both parents and teachers concerning the design and objectives of two-way bilingual language immersion programs in elementary schools, including procedures and considerations in the creation of a new program. The first section looks at the role of language immersion as a form of enrichment education, and outlines different immersion program models. The second section examines attitudes toward language, language education, and bilingualism and the importance of community readiness in developing an immersion program. Section three addresses the planning and organization of a two-way immersion program, focusing on such issues as community demographics and the involvement of local school authorities. Parental involvement in the program is discussed in the fourth section. The challenges specific to the first 6 weeks of the program, the function of an immersion parent advisory committee, and issues in home-school cooperation are addressed in this section. In the final section, selected successful two-way immersion programs are profiled and a more extensive case study of one Arlington (Virginia) program is presented. Contains 20 references. (MSE) ED384239
Crandall, J. (1994). Content-Centered Language Learning. ERIC Digest. ED367142
Crandall, J., & Tucker, G. R. (1990). Content-Based Language Instruction in Second and Foreign Languages. Content-based language instruction is an integrated approach to language instruction drawing topics, texts, and tasks from content or subject-matter classes but focusing on the cognitive, academic language skills required to participate effectively in content instruction. It is of growing interest to teachers of both English as a Second Language and other second languages. It has been used in courses of English for academic and special purposes, vocational English, programs for foreign teaching assistants, partial or total language immersion, academic courses, and two-way bilingual programs, and at all instructional levels. Another approach is for content teachers to adapt instruction to differential language proficiency levels in the class. Attributes of content-based instruction include: instructional objectives drawn from language, academic content, and cognitive skills; schema knowledge developed in the language of instruction; inclusion of content-obligatory and content-compatible languages; paired and small-group work; wide range of materials; multiple media and presentation techniques; experiential and discovery learning; and use of writing for both cognitive and evaluative purposes. Content-based instruction often begins with collaboration of a language and a content teacher. Additional work is needed in teacher education, student assessment, program evaluation, and instructional material development. (MSE) ED366187
D
Duffy, R. E. (1988). Why History? Social Education, v52 n6 p460-62 Oct 1988. Examines the way in which studying history contributes to intellectual development. Identifies five mental attributes it enhances: perspective gained from placing people, events, institutions against larger background; encounterconfronting great ideas, personalities, etc.; relativism in a pluralistic worlddeveloped from immersion in other cultures and times; analytical habit of mindfrom examining differing viewpoints; and skeptical habit of mindrequiring data before decision making. (GEA)
F
Fernandez, E., & Baker, S. (1993). Assessment Portfolio, Grades K-5. Two-Way Spanish Partial Immersion Program. The assessment portfolio is a collection of materials and forms for testing and recording student progress at F.S. Key Elementary School, Arlington, Virginia. The materials are designed for use in an elementary school two- way partial immersion program. Introductory sections discuss the use of portfolios for monitoring student performance and contain a checklist for assessing student use of reading strategies. The remainder of the materials are portfolio components from the student, parents, and teacher, and instructions for gathering and using them. Components originating with the student include a freehand self-portrait, language attitude questionnaire, writing samples from each grading period, and self-selected best work with self-evaluation. The parent component is a questionnaire concerning attitudes about language learning and the program, used at the beginning and end of the school year. The teacher component consists of anecdotal records, teacher-selected work, a reading miscue analysis conducted twice a year, an end-of-unit evaluation, and an optional teacher's log or work samples using computer word processing software. A portfolio checklist is also included. (MSE) ED364079
Feurer, H. (1993). Beyond Multilingual Education: The Cree of Waskaganish. Canadian Journal of Native Education, v20 n1 p87-95 1993. Traces the 20-year development of the Cree Way Project in Waskaganish, Quebec, which now provides total Cree immersion from preschool through grade 4, trilingual instruction (Cree, English, and French) in upper elementary and secondary grades, culturally adapted curriculum and teaching methods, and extensive culture-based education, including outdoor education and bush camp experiences. (SV)
Finney, R. E. (1996). Foreign Language Education in Elementary Schools: Revitalizing and Maintaining a Workable Program. A discussion of foreign languages in elementary schools (FLES) includes both historical and current overviews of FLES in the United States and makes recommendations for development of FLES programs. The historical review looks at program design and methods during the 1950s and 1960s and the successes and failures of program types and approaches. Examination of present conditions looks at the variety of teaching methodologies used and their outcomes, with some attention given to the way children acquire their first language and its implications for second language learning. Advantages and disadvantages of various methods (grammar-translation, audio- lingual, cognitive-code, direct, Natural Approach, Input Hypothesis, Suggestopedia, Total Physical Response) are explored. It is concluded that salient needs include: community and administrative program support; expansion of immersion programs; expansion of languages offered; teacher training; development of technology use; better articulation across grade levels; and additional research. Contains 33 references. (MSE) ED408842
Fisher, B. (1991). Reading and Writing in a Kindergarten Classroom. ERIC Digest. ED331030
Frankenbach, C. (1989). Teaching Poetry: Generating Genuine, Meaningful Responses. ERIC Digest. ED307609
Freeman, D., & Freeman, Y. (1988). Sheltered English Instruction. ERIC Digest. ED301070
Freeman, R. (1994). Language Planning and Identity Planning: An Emergent Understanding. Working Papers in Educational Linguistics, v10 n1 p1-20 Spr 1994 1994. This paper presents an ethnographic study of the Oyster Bilingual School in Washington, D.C., a successful two-way Spanish-English bilingual elementary school designed to produce biliterate and bicultural students. The study was based on classroom observations, interviews of students, teachers, and administrators, and an examination of school documents. From the Oyster School perspective, the educational problems that language minority students face are due to discrimination by mainstream American education and society. A major goal of the Oyster program is to provide a setting whereby language minority students can maintain their native language and culture and achieve academically. The program functions as a language plan within an identity plan that aims to provide equal educational opportunities to its linguistically and culturally diverse student population. (MDM) ED372608
Furumoto, M. A. (1997). Foreign Language Planning in U.S. Higher Education: The Case of a Graduate Business Program. Working Papers in Educational Linguistics, v12 n2 p29-42 Fall 1996. 1997. Trends in the planning and teaching of ethnic and foreign languages in the United States are examined, and the Language and Cultural Perspectives program of the University of Pennsylvania's Lauder Institute, a graduate program in management and international studies, is presented as illustration of a successful program of foreign language education that supports global language planning. Literature on immigrant (ethnic) languages, language planning and maintenance, and Title VI of the National Defense Education Act are reviewed, and the way in which the Lauder Institute program responds to some central issues is examined. Program structure is described briefly, noting the combining of language instruction and cultural immersion in an overseas study experience, continued instruction integrating language, business and culture, and summer internship opportunities. Contains 34 references. (MSE) ED409736
G
Genesee, F. (1985). Second Language Learning through Immersion: A Review of U.S. Programs. Review of Educational Research, v55 n4 p541-61 Win 1985. Second language immersion programs, originally developed in Canada some 20 years ago, have been implemented in a number of U.S. cities. Alternative forms of U.S. programs are describedenriched, magnet, and two-way bilingualand research findings pertaining to the effectiveness of each are summarized and discussed. (Author)
H
Howard, E. R., & Christian, D. (1997). The Development of Bilingualism and Bilteracy in Two-Way Immersion Students. The report discusses the first- and second-language development, oral and written, of native English-speakers and native Spanish-speakers in the two- way immersion (TWI) program at Key Elementary School (Arlington, Virginia). Data were drawn from classroom observation from 1994-96, student performance measures, and student work samples. Three Spanish-speaking and three English-speaking students were chosen at each grade level for more focused observation regarding language use and participation patterns. Results show that, in general, students were observed using the language of instruction while talking to the teacher and engaged in academic activities. In the lower grades, native English-speakers were sometimes observed addressing the teacher in English during Spanish time. Use of Spanish during English time was rare. Oral English proficiency developed fully in all students. While all students achieved communicative competency by grade 5, a gap in Spanish fluency remained between native Spanish-speakers and native English-speakers. In general, all writing samples were of high quality, with the English comparable for both native-language groups. In Spanish the essays of native-speakers tended to be more sophisticated. Two samples by the same student are analyzed briefly. Implications of the findings for program development are discussed. Contains 22 references. (MSE) ED405741
Husen, T., Ed., & Opper, S., Ed. (1983). Multicultural and Multilingual Education in Immigrant Countries. Proceedings of an International Symposium Held at the Wenner-Gren Center, Stockholm, August 2 and 3, 1982. Wenner-Gren Symposium Series, Volume 38. Papers in this collection were presented at a 1982 symposium convened to address the question, "What is the best way to provide school education for immigrant children?" The papers (and their authors) include (1) "The Social and Ideological Context of Multicultural Education in Immigrant Countries" (Ronald Taft); (2) "Multilingualism and Multiculturalism form the Linguist's Point of View" (Els Oksaar); (3) "The Social Context of Multicultural and Multilingual Education in Immigrant Countries: Some Program and Policy Considerations" (Ray Rist); (4) "Multicultural Education in a Psychological Perspective" (Joti Bhatnagar); (5) "Intercultural Education and Community Perspectives: (Verity Saifullah-Khan); (6) "Deciding on Languages of Instruction: Psychological Social Considerations" (Wallace E. Lambert); (7) "Multicultural Education: Research Problems in the U.K. and Elsewhere" (Gatendra K. Verma); (8) "Problems in the Comparative Analysis of Bilingual Education" (Christina Bratt Paulston); (9) "Research and Its Implications for the Swedish SettingAn Immigrant's Point of View" (Tove Skutnabb-Kangas); and (10) "Maintenance or Transition- or Both? A Review of Swedish Ideologies and Empirical Research" (Lars Henric Ekstrand). Each paper is followed by a transcript of related discussion; a transcript of a panel discussion completes the volume. (KH) ED245030
J
Jones, R. H. (1993). Transforming Teaching and Learning through the Arts: The SPECTRA+ Approach. This document discusses the SPECTRA+ approach to education transformation, an effective arts education methodology that changes the way students, teachers, administrators, and parents think in order to create an environment conducive to learning. It establishes conditions that promote learning as a lifelong endeavor. The five major components of the approach are: (1) teacher training and professional development; (2) teaching the arts as individual entities; (3) integration, immersion, and infusion of the arts across the curriculum; (4) artists in residence; and (5) evaluation. SPECTRA+ is a site-based, site-managed approach that begins under the guidance and leadership of an arts agency. The basic principles of the SPECTRA+ approach include cognitive shift, expressive presentation, curriculum renewal, teacher leadership, the arts as basic, implementation, content, methodology, and evaluation. The Hamilton-Fairfield evaluation methodology is designed with five parts: (1) academic achievement; (2) self esteem; (3) locus of control; (4) creative thinking; and (5) appreciation of the arts. The core principle of the SPECTRA+ approach is to change the way people think about the arts as a valid form of communication and expression, as a tool to teach academic concepts, and as an authentic endeavor for vocational pursuits. The process deals with student performance and standards, school environment, instruction, and curriculum. The approach is structured through a local arts agency. Each site has a SPECTRA+ committee composed of teachers, parents, administrators, artists, a coordinator, and community members. Site selection, professional development, and funding are explained. (DK) ED376088
Jurasek, R. (1981). Beyond Rassias: Intensive Language Programs at Large and Small Institutions. Intensive and Super German at Earlham College. Two approaches to college second language instruction are described. One, an on-campus option, gives students a classroom opportunity that is similar to the intensive/immersion program, which is a ten-week intensive language course followed by a ten-week program in Mexico, France, or Germany. The on- campus option, called "Super," is a two-credit course which assumes three contact hours a day and considerable homework. "Intensive," the first part of the intensive/immersion option, is a one-credit course assuming three contact hours per day and no homework. The approach, method, and pedagogical theory behind both courses was inspired by the Dartmouth Model or the Rassias Method, a process in which students encounter and re- encounter the structure of the language aiming toward fluency. The Intensive and Super Courses go beyond this model in that the courses are taken in a supportive environment with emphasis on the sending and receiving of messages. The method has been favorably received among students and faculty with the result that each year there is a stable number of majors. By way of conclusion, suggestions are given to other teachers and institutions regarding the need to work harder in such a program, to train student instructors, to promise and deliver communication skill, and to be eclectic in methodology. (AMH) ED215586
K
Kastenbaum, R. (1985). Past versus Future Orientation in Psychotherapy for the Elderly. Any attempt to discuss psychotherapy with the elderly must be cognizant of the broad spectrum of personality style, life experience, and health status that exists among older adults. This diversity holds true in the specific realm of time perspective as well. Older clients may bring to psychotherapy an active engagement with the present, a past-orientation with disruption, or obedience to external time. Time perspective research has indicated that the elderly as well as younger adults are most likely to be directing their thoughts to the near future. This finding suggests that elderly clients who exhibit a loss of subjective futurity (immersion in the past for prolonged periods) are not characteristic of older adults and may be experiencing problems in time orientation. In many clinical instances, anxiety and despair have disrupted the functional link that connects subjective past, present, and future. The individual is unable to conceive of his life as a whole. It is helpful for therapists to understand the specific way a client has organized himself with respect to time, how this pattern may have become disrupted, and how therapy can help restore the sense of continuity from who one has been to who one is now and who one will yet become. (Three brief case histories illustrate the various time orientations discussed.) (NRB) ED262330
Kerka, S. (1992). Multicultural Career Education and Development. ERIC Digest No. 123. ED347402
Krause, J. (1989). Telecommunications in Foreign Language Education: A Resource List. ERIC Digest. ED317039
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Lambert, W. E. (1990). Issues in Foreign Language and Second Language Education. Distinctions are made between foreign language (FL) and second language (SL) teaching and learning. It is suggested that several major issues emerging in FL and SL education in the United States must be considered before substantive improvements can be made in the FL or SL competence of both native English speakers and those whose native language is other than English. The issues to be resolved include the following: (1) FL and SL professionals have substantially different aims, orientations, and training and their offerings are directed to different populations of users; (2) there is a more serious demand by those being educated for higher levels of competence in foreign language and second languages than usually occurs in school-based education programs; and (3) there are time constraints, since no extra time can be directed to language education if it curtails the comprehensive education in math, sciences, humanities, and social sciences needed in today's technical and international world markets. The integration of the talents of both FL and SL professionals and educational approaches is advocated. It is suggested that two-way bilingual immersion education programs can simultaneously enhance the language competency of both native and non-native English students without shortchanging them on basic educational needs. Contains 72 references. (LB) ED341269
Lambert, W. E., & Cazabon, M. (1994). Students' Views of the Amigos Program. Research Report No. 11. This report describes a pilot study of the attitudes and personal estimates of progress of students who have spent 4 or more years in the Amigos two- way bilingual program in Cambridge, Massachusetts. The program currently enrolls about 300 students: 50% native Spanish speakers and 50% native English speakers, approximately half of whom are African American. For half the day Spanish is the medium of instruction and English is used for the other half. A 25-questions survey was administered to Grade 4, 5, and 6 Amigo students designed to sound out their perceptions of the two-way language learning experience and the social world it provides. Results showed that both English- and Spanish-Amigos are aware of their progress in acquiring skills in both Spanish and English; that both groups have confidence in their potential as teachers of these languages; and that both are sensitive to cultural norms governing language use outside of school. Results also showed that the majority of Amigo students are basically satisfied with the program; that they want to continue in it and in their own bilingual/bicultural development; and that they do not believe the program has jeopardized their academic progress nor their command of their first language. The study investigators believe that these perceptions and opinions of students are essential to the evaluation of the program's effectiveness and to the program's amelioration. Appended to the report are the responses displayed in tabular form by grade following each of the 25 questions. A brief second table gives data on average Spanish and English reading scores of the Spanish Amigos. (LR) ED390248
Lambre, J. (1988). The Elusive Abecedarian: Addressing the Shortage of Elementary School Language Teachers. A survey of school administrators and educational researchers concerning the characteristics desired in elementary school language teachers resulted in rankings of personal qualities, pedagogical skills, and linguistic skills preferred for teachers of three program types: foreign language in the elementary school (FLES), foreign language exploration (FLEX), and immersion. The results suggest that administrators wish to hire candidates giving the impression of being good teachers, while the pool of qualified teachers for the demand is effectively shrinking. Many respondents were uncomfortable, in principle, about making compromises in teacher quality, but many also indicated willingness to compromise in a given skill area with the intent of providing on-the-job training or other later remedy. Most felt that certification was a desirable way of improving language teacher perfomance, but some thought it unnecessary. Most supported establishing competency requirements for improving language teacher preparation, and a majority wanted teachers involved in the process of setting standards. The researcher stated that the language teaching profession must work to reduce factionalism, especially concerning reform, and take initiative to train professionals in language instruction for young children. (MSE) ED297604
Lewelling, V. W. (1991). Academic Achievement in a Second Language. ERIC Digest. ED329130
Lindholm, K. J. (1987). Directory of Bilingual Immersion Programs: Two-Way Bilingual Education for Language Minority and Majority Students. Educational Report Series. The directory gives information on all preschool through high school bilingual immersion programs, also called two-way bilingual education programs, in the United States that have been identified as being in operation in 1987. The first section discusses the definition of and rationale for bilingual immersion education. The second section profiles each program, giving information on its context, contact person, program objectives, recruitment, staff and staff training, instructional design, instructional characteristics, curriculum and materials, and evaluation efforts and outcomes. The final section highlights important bilingual immersion issues that concern most programs, especially new ones such as recruitment, instructional practices, professional development, and evaluation outcomes. Fifty-three references are listed. (MSE) ED291241
Lindholm, K. J. (1993). Two-Way Bilingual Language Arts Portfolio. The two-way bilingual language arts portfolio was designed to help teachers, administrators, parents, and others understand the level of language arts development of students in the two-way bilingual program. It was originally conceived as a method of student assessment, to substantiate teachers' observations that students were making significant progress in the two program languages (native and second). The portfolio format presented here consists of: (1) an outline of assessment procedures for different grade levels; (2) a timeline for data collection using each form of evaluation at each grade level (K-6); and (3) forms for each evaluation method. The evaluation forms include a matrix for assessing student oral language skills, a form for evaluating an interactive writing journal (K-1, 2-6), reading rubric assessment scales (K, 1-2, 3-6), guidelines for informal reading observation (1-6), a parent questionnaire concerning the child's reading and writing habits, a student reading attitude questionnaire (K, 1-2, 3-6), and a thematic book list form. (MSE) ED360856
Lister, R. (1987). Speaking Immersion. Canadian Modern Language Review, v43 n4 p701-17 May 1987. Errors in the spoken French of immersion students, reflecting a fossilized interlanguage and language transfer, are attributed to an erroneous assumption underlying immersion instruction: that students acquire the second language in the same way they acquire their native language. An improved syllabus aimed at second-language learners is recommended. (MSE)
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McKeon, D. (1987). Different Types of ESL Programs. ERIC Digest. ED289360
Medina, P. (1994). BES National Training Center for Literacy Teachers. Final Report. The Bronx Educational Services (BES) was funded by the National Institute for Literacy to conduct activities to meet the following three objectives: (1) to develop and implement an evaluation to assess whether BES students improve their reading skills to a statistically significant degree as measured by the Test of Adult Basic Education (TABE); (2) to develop and implement an evaluation of the impact on participants of the BES National Training Center for Literacy Teachers (NTC); and (3) to provide follow-up consultation in two states in which BES has provided significant training in order to ensure major impact of their literacy delivery systems. In order to meet the first objective, BES attempted to gauge student gains through standardized tests, but found that the most recent student gains could not be compared with the original sample because the TABE had been changed. However, BES will continue to pursue grade-level as well as more state-of-the art evaluation of students. Self-evaluations returned by teacher participants in the BES NTC (second objective) were consistently positive; teachers especially liked the immersion process and the way the programs were conducted. The NTC has increased its staff, developed two new workshops that fill in the gaps in the immersion model of training, produced a publicity video and begun work on a training video, and added a prominent educator to its advisory committee. In order to meet the third objective, BES conducted comprehensive training in Ohio and California and learned how to deal with the different educational structures in the two states. (Six appendixes, which make up two-thirds of this document, contain evaluation reports to meet the three objectives and an independent evaluator's report.) (KC) ED372300
Merkt, G. (1994). Vivre Babel au quotidien (Living Babel Every Day). A discussion of multilingualism in Switzerland begins with a description of the country's linguistic characteristics. Historical Swiss policy recognizing four official languages, one of which (Romansch) is spoken by very few people, is compared with the current situation in which internal and external migration and multilingualism are common. The minimal role of the schools in helping manage this situation is criticized, but increased efforts to improve education's role are noted, particularly in the areas of bilingual education and language immersion. Three educational models are described briefly. The first allows students to repeat their last year of compulsory schooling in another area of the country. The second model focuses on maintenance of Romansch. The third is two-way bilingual education. Based on current conditions and predicted trends, some possible directions for Switzerland are explored. (MSE) ED381014
Minner, S., & Others, A. (1995). Benefits of Cultural Immersion Activities in a Special Education Teacher Training Program. The Rural Special Education Project (RSEP) is a school-based, special education teacher preparation program located on the Navajo Reservation. The program, which is a partnership between Northern Arizona University and Kayenta Unified School District, immerses Anglo participants in Navajo culture and heightens their awareness of cross-cultural and linguistic barriers to teaching and learning. About half of participants are Anglo American and half are Native American. RSEP prepares future teachers for work on the reservation. Native participants share their traditions with non-Native participants, who keep a record of taboos and cultural beliefs that could result in misunderstandings in the classroom. Among the 18 participants during the 1994-95 school year, both Native and non-Native students felt that they had benefitted from the program and would be more confident in the classroom. Anglo American students had experienced what it is like to be a minority, had adapted to a slower-paced simpler lifestyle, and felt that they would understand their Navajo students better. Native American students were able to take classes without relocating away from their families, and had gained a new perspective on Anglo culture. RSEP brings two cultures together in a positive way and promotes cross-cultural awareness and sensitivity. (SV) ED381310
Moran, C. E., & Hakuta, K. (1995). Bilingual Education: Broadening Research Perspectives. The focus of this paper is on research in bilingual education in the United States, dealing with its history, practices, and potential. The introductory section describes a variety of models of bilingual education and establishes a foundation of terminology for those new to the field. The second section looks historically at research in the field of bilingual education, both in the development of evaluation research agenda and in basic research on bilingualism, to examine some of the forces that have influenced that research and have helped shape the present state of the field. The third section contrasts two very different approaches to studying bilingual education, the Significant Bilingual Instructional Feature Study and a longitudinal language immersion study, examining the design and methodology as well as the results and implications of these studies. The final section suggests a new way of looking at research in the field that aims to broaden the goals of bilingual education toward promoting a language-rich society and proposes an inclusive approach to research. (Contains 92 references.) (Author/SLD) ED382720
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Organization. (1986). The English Only Movement: An Agenda for Discrimination. Special Convention Issue. The "English Plus" Project. Six articles discuss various aspects of the English Only Movement while affirming the inalienable right of language minority individuals to equal educational opportunity and due process under the law and the right to maintain cultural and linguistic ties to their native heritages. Congressman Don Edwards considers bilingual ballots, explaining minority language provisions of the Voting Rights Act, and concluding that they have effectively and fairly insured the right to vote for all Americans. Congressman John McCain discusses the 1984 reauthorization of the Bilingual Education Act, emphasizing that the purpose of bilingual education is to teach English not to perpetuate ethnic division in American society. Senator Paul Simon views bilingual education as a way to provide limited- English-speaking students with equal access to education and allow them to participate fully in our economy and society. G. Richard Tucker draws from his experience and research with Canadian language immersion and bilingual programs to demonstrate the social and linguistic importance of achieving proficiency in the native language as well as in English. Robert C. Hitchens of the Spanish International Network dicusses the effects of widespread availability of Spanish language media. The final paper, by Mary Carol Combs and John Trasvina, spells out the negative consequences of the proposed English Language Amendment. (JHZ) ED285703
Organization. (1989). Negotiation of Meaning. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual defines the negotiation of the meaning process and highlights specific strategies used by teachers to communicate their messages clearly to students, to understand students' messages as they communicate in the second language, and to help students expand and refine their second language skills. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the paper by Marguerite Ann Snow in the section "Background Reading," and then view the video program and complete the related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. Three "negotiation of meaning" checklists are included. (Contains 20 references.) (VWL) ED356660
Organization. (1989). Planning for Instruction in the Immersion Classroom. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations in the planning process that impact the delivery of instruction in the immersion classroom. The program describes four planning tasks, including: sequencing instructional objectives; identifying and developing instructional activities; identifying immersion language objectives; and selecting instructional materials. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the two papers "A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction" (Marguerite Ann Snow and others) and "What It Means To Be an Immersion Teacher" in the section "Background Reading," and then view the video program and complete the related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the six activities in the manual. Appended materials include a list of suggested ideas and resources for instructional activities in the immersion classroom and a list of total and partial immersion programs in U.S. elementary schools in 1989. (VWL) ED356661
Organization. (1989). Second Language Acquisition in Children. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights current theories, issues, and questions about second language acquisition. The following topics as they relate to children learning a second language in elementary school foreign language immersion classrooms are explored: caregiver speech; contextualized language; comprehensible input; the role of input; the role of output; hypothesis testing/negotiation of meaning; encouragement of oral language development; the role of grammar instruction; the role of error correction; the role of age, aptitude, personality, and motivation. It is suggested that the recommended readings included in the manual be read before viewing the video program. Two papers for background reading are: "Second-Language Development in Immersion Contexts" (Barry McLaughlin) and "Building Programs on a Sound Foundation: From Theory to Practice" (Helena Anderson Curtain; Carol Ann Pesola). (VWL) ED356659
Organization. (1989). Selected Elementary and Secondary Spanish Language Materials: Content Areas. CLEAR Annotated Bibliography Series. This 76-item annotated bibliography is composed of materials for teaching Spanish in the content areas at the elementary and secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. Included are program descriptions (of immersion, one-way, and two-way bilingual programs), cultural materials, vocabulary development activities, curriculum guides, and computer-assisted instructional materials. (DJD) ED311698
Organization. (1990). Foreign Language Immersion: An Introduction. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual provides definitions, results, and answers to the most commonly asked questions about immersion programs. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the information in the section "Background Reading," and then view the video program and complete the related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. The teacher activities included in this manual focus on the following: immersion program models; immersion programs in the United States; goals of immersion; the roles of teachers, administrators, and parents in immersion education; advantages of elementary school programs; membership organizations; and publications. (Answers to 20 commonly asked questions and research and evaluation studies are includes.) (Contains 18 references.) (VWL) ED356658
Organization. (1990). Teaching Mathematics and Science in the Immersion Classroom. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights techniques, strategies, and special considerations that immersion teachers must think about as they plan for and teach mathematics and science to immersion students at the elementary school level. The manual and the video program have been designed to complement each other in a variety of ways. The video program has been divided into two sections and it is recommended that each section be viewed separately. The first section explores three principles for teaching math and science in the immersion classroom: actively involve students; integrate the teaching of language, math, and science; and adapt language and content instruction to students' background and life experiences. The second section presents three scenarios during which the viewer may identify the three principles from Part 1 in real classroom situations. Appended materials include math and science objectives, an immersion planning checklist, a checklist for evaluating an immersion lesson, and a discussion of caregiver speech. A background paper by Gilbert J. Cuevas is included. (Contains 22 references.) (VWL) ED356664
Organization. (1990). Teaching Reading and Language Arts in the Immersion Classroom: Grades 3-6. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights techniques, strategies, and special considerations that immersion teachers must think about as they plan for and teach language arts to upper grade elementary students who have been enrolled in immersion programs since kindergarten or Grade 1. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the report of the Commission on Reading "Becoming a Nation of Readers" in the section "Background Reading," and then view the video program and complete the related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the eight activities in Parts 1 and 2 of the manual. Appendixes include two short stories, definitions of types of discourse, and a list of writing intents. (Contains 24 references.) (VWL) ED356663
Organization. (1990). Teaching Reading and Language Arts in the Immersion Classroom: Kindergarten- Grade 2. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations in teaching language arts in kindergarten through the Grade 2 immersion classroom. The program describes the following phases in teaching beginning immersion students to read: preparing students to learn to read; helping students make a transition to beginning readers; implementing formalized instruction in reading; and teaching the writing process. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the report of the Commission on Reading "Becoming a Nation of Readers" and a related paper by Donna Gouin in the section "Background Reading," and then view the video program and complete the seven related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. (VWL) ED356662
Organization. (1990). Teaching Social Studies in the Immersion Classroom. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations for immersion teachers as they plan and teach social studies lessons. The program discusses the following: goals of social studies; instructional strategies that promote learning of social studies concepts as well as second language acquisition; instructional strategies to help students acquire abstract concepts even when their language proficiency is limited; and the importance of relating social studies concepts learned in the immersion classroom to students' lives outside the classroom. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the paper by Cynthia Lewis in the section "Background Reading," and then view the video program and complete the five related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. Appended materials include social studies objectives for Montgomery County (Maryland) public schools for Grades 1, 3, and 5. (Contains 18 references.) (VWL) ED356665
Organization. (1990). Two-Way Language Development Programs. ERIC Digests. ED321589
Organization. (1991). Assessment in the Immersion Classroom. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special immersion programs for immersion teachers while planning for, implementing, and interpreting assessments in the immersion classroom. The program describes the following: planning assessment of content and language; using a variety of assessment tools; and using assessment results to gauge the effectiveness of instruction. This manual and the video program have been designed to complement each other and may be used in a variety of ways. Activities for assessing content and language, feedback, evaluation methods (including observation, conferences, interactive diaries, testing), and an evaluation plan (including record keeping) are the focus of the manual. Appended materials include a Spanish and French classroom scenario, an immersion planning sheet, an assessment planning sheet, and recommended background reading. (VWL) ED356667
Organization. (1991). Teaching Culture in the Immersion Classroom. Teacher's Activity Manual. The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations for immersion teachers about deciding what culture is, when it should be taught, and how to teach it. The program is divided into three sections that discuss the following: defining culture; identifying reasons to teach culture; and developing a plan for teaching culture. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the information in the section "Background Reading," and then view the video program and complete the seven related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. (VWL) ED356666
Organization. (1992). Instructional Conversations. ERIC Digest. ED347850
Organization. (1992). Myths and Misconceptions about Second Language Learning. ERIC Digest. ED350885
Organization. (1992). The Foreign Language Essential Skills. Arizona's state policy concerning foreign language education is outlined. The document begins with a state board of education policy statement, followed by a statement of philosophy concerning the objectives and general content of language instruction. Economic, social, and educational principles underlying the rationale for language education are then enumerated, and salient trends and theories in current second language acquisition research are summarized. Brief statements concerning curriculum development, instructional practices, and staffing are also offered. The remainder of the core document contains charts of program models and characteristics (immersion, partial immersion, two-way bilingual, Foreign Language in the Elementary SchoolsFLES, and Foreign Language Experience FLEX) and of essential language competencies and related skill indicators keyed to grade levels (K-3, 4-6, 7-8, 9-12). Appended materials include the text of state legislation concerning elementary and secondary school curriculum content, notes on elements of a quality foreign language program, a brief bibliography, and lists of additional organizational and print resources. (MSE) ED356644
Organization. (1994). Two-Way Bilingual Education Programs in Practice: A National and Local Perspective. ERIC Digest. ED379915
Organization. (1995). Developing Second Language in the Elementary Grades. The manual provides information to assist elementary school level program and curriculum designers in the creation and administration of second language programs. It is not a how-to manual, but includes descriptive data about program types in existence and criteria for evaluating language proficiency. It contains: a list of terms used and their definitions; a chart detailing enrollments in 14 languages at each grade (kindergarten through sixth) and the percentage of total students they represent; a list of early foreign language program goals; descriptions of the characteristics of program models (total immersion, two-way immersion, partial immersion, content-based language instruction, Foreign Language in Elementary Schools/FLES, and Foreign Language Exploratory Programs/FLEX); American Council on the Teaching of Foreign Languages (ACTFL) guidelines for assessing second language proficiency at four levels; and a second language scoring guide for communication of messages, interviews, narration, and skit performance. Appended materials include a list of commonly-asked questions about elementary school language instruction, lists of characteristics and principles of effective second language teaching, legislative materials, lists of references and additional information sources, professional contacts, and lists of Oregon elementary school foreign language program sites, by program type. (MSE) ED391377
Organization. (1995). Proud of Two Languages. Videotape. This videotape showcases how seven young Canadians, all of varied backgrounds and experiences, learned French as a second language and how they use and maintain those language skills in their work, daily life, and further education. All of the subjects learned French in immersion, core French, and two-way bilingual education programs in Canada. They include a high school student, two ballet dancers, a college student majoring in psychology and taking a majority of credits in French, an international aid worker, a telephone company customer service representative, and a museum professional. (MSE) ED403769
Organization. (1997). Investigating Alternative Assessment in Two-Way Bilingual Immersion Programs. Final Report. A study investigated alternative methods of assessing student language skills in Arlington County (Virginia) public schools' Spanish/English two- way bilingual partial immersion program, with the objective of improving information for developing more effective teaching. A team of teachers from each participating school worked with researchers to develop, pilot, field- test, and evaluate alternative assessment methods, including oral and written language rubrics in both Spanish and English. In addition, the research team, which included elementary and middle school teachers, a special education teacher, district administrators, and researchers, explored ways in which using alternative assessment methods might inform or otherwise influence instructional practices. The report describes the context of the school system and bilingual education program, chronicles the project, and summarizes results as they relate to specified project goals. Early termination of the project limited assessment of the rubrics' validity. Unanticipated results and their implications for classroom instruction are also noted. Appendices comprising approximately 75% of the report include English and Spanish versions of the rubrics (grades 1-5) and supporting classroom materials and forms. Contains 11 references. (MSE) ED406845
Ornstein-Galicia, J. L., & Penfield, J. (1981). A Problem-Solving Model for Integrating Science and Language in Bilingual/Bicultural Education. Bilingual Education Paper Series, Vol. 5, No. 1. An integrated bilingual science instruction model is described. Intended primarily for Spanish-speaking children in the Southwest, it specifies how the dominant language skills and the second language might be synchronized and be mutually supportive with science learning in a way relevant to the Latino culture. For purposes of discussion and clarification, the integrative model is contrasted with three hypothetical models: the transfer, the balanced bilingual, and the ESL models. It is argued that a problem-solving approach to science instruction with the proper hands-on activities could improve the bilingual/bicultural program by: (1) focusing more on cognitive operations of science; (2) involving the children in actual problem-solving thought processes; and (3) improving skills in both languages. More specifically, the model spells out how skills in both languages can be used in a basically immersion approach, that is, an approach which uses science-oriented materials to teach the second language. Further, the model is directed toward teaching both English and Spanish as second languages through science instruction. Because there is a lack of bilingual science materials appropriate for Southwest Spanish speakers, it is suggested that teachers develop materials from hands-on materials written in English for teacher use. Suggestions are made for this procedure as well as for creation of materials by the teacher. (Author/AMH) ED219948
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Padilla, A. M., Ed. (1995). Hispanic Psychology: Critical Issues in Theory and Research. This book provides students, researchers, and practitioners with access to major theoretical and empirical issues in the field of Hispanic psychology. The book is divided into six parts: acculturation and adaptation, ethnic identity and behavior, clinical research and services, health and AIDS research, gender studies research, and education and academic achievement. The educational section focuses on two-way bilingual immersion programs, educational resilience among Mexican American 10th-graders, and effects of educational reforms on Latino students. The 20 chapters are: "Environmental Influences and Personal Choice: A Humanistic Perspective on Acculturation" (Raymond T. Garza, Placida I. Gallegos); "Mexican American Family Functioning and Acculturation: A Family Systems Perspective" (Erich J. Rueschenberg, Raymond Buriel); "A Multidimensional Measure of Cultural Identity for Latino and Latina Adolescents" (Maria Felix-Ortiz de la Garza, Michael D. Newcomb, Hector F. Myers); "Acculturative Stress: Minority Status and Distress" (Delia H. Saldana); "Ethnic Identity and Self-Esteem: A Review and Integration" (Jean S. Phinney); "Ethnic Identity and Adaptation of Mexican American Youths in School Settings" (Martha E. Bernal, Delia S. Saenz, George P. Knight); "Ethnic Identity and Bilingualism Attitudes" (Aida Hurtado, Patricia Gurin); "Hispanic Mental Health Research: A Case for Cultural Psychiatry" (Horacio Fabrega Jr.); "Cultural Considerations in the Use of DSM-IV with Hispanic Children and Adolescents" (Richard C. Cervantes, William Arroyo); "Clinical Issues in the Treatment of Chicano Male Gang Youths" (Jerald Belitz, Diana M. Valdez); "Language As a Communication Barrier in Medical Care for Hispanic Patients" (Rosa Seijo, Henry Gomez, Judith Freidenberg); "Cultural Differences in Attitudes and Expectancies between Hispanic and Non-Hispanic White Smokers" (Gerardo Marin, Barbara VanOss Marin, Eliseo J. Perez- Stable, Fabio Sabogal, Regina Otero-Sabogal); "Communicating the HIV/AIDS Risk to Hispanic Populations: A Review and Integration" (Gustavo A. Yep); "Impact of Poverty, Homelessness, and Drugs on Hispanic Women at Risk for HIV Infection" (Adeline Nyamathi, Rose Vasquez); "Hispanic Masculinity: Myth or Psychological Schema Meriting Clinical Consideration" (J. Manuel Casas, Burl R. Wagenheim, Robert Banchero, Juan Mendoza-Romero); "Sex Role Identity among College Students: A Cross-Cultural Analysis" (Brunilda De Leon); "Hispanic Househusbands" (Sharon Kantorowski Davis, Virginia Chavez); "Theoretical Assumptions and Empirical Evidence for Academic Achievement in Two Languages" (Kathryn J. Lindholm); "Academic Invulnerability among Mexican American Students: The Importance of Protective Resources and Appraisals" (Sylvia Alatorre Alva); and "Educational Policy and the Growing Latino Student Population: Problems and Prospects" (Pedro Reyes, Richard R. Valencia). Contains over 700 references, author profiles, and an index. (SV) ED398038
Peregoy, S. F. (1991). Environmental Scaffolds and Learner Responses in a Two-Way Spanish Immersion Kindergarten. Canadian Modern Language Review, v47 n3 p463-76 Apr 1991. A study used classroom observation in a two-way Spanish immersion kindergarten to identify aspects of the classroom environment that permitted and promoted participation by the English-speaking children despite their limited Spanish proficiency. Two participation structures were analyzed: teacher-directed lessons and child-centered activities. Results are discussed in terms of environmental scaffolds. (19 references) (Author/MSE)
Piper, P. S. (1994). Schools-within-a-School: The Kapa'a Elementary School Model. Educational Innovations in the Pacific, v1 n2 Sep 1994 Sep 1994. This document describes the successful schools-within-a-school (SWS) program implemented at Kapa'a Elementary School in Hawaii. The SWS model addresses the issue of school size and its ramifications. In 1989, the school sought the help of a leading educational researcher, Dr. Mary Anne Raywid, to develop a change model that gave the teachers license to form collaborative teams based on their strengths and approaches to education. SWS allows teachers and students to create a discrete identification within the larger social structure of the school. The first school to originate within Kapa'a Elementary was Ke Kula Kaiapuni Hawaii O Kapa'a, the Hawaiian immersion school which began in 1989. SMILE, a school using a whole language approach to education came into being in 1991. EXPLORE School, founded at the same time as SMILE, encourages a hands-on inquiry approach to education. Other schools such as ENTERPRISE, COSMIC, and KALEIDOSCOPE focus on applied technology, critical thinking skills, and math-oriented curriculum respectively. The document describes necessary elements for making the SWS model work, the various schools within Kapa'a, and other SWS models. Kapa'a encountered several implementation problems, such as teacher resistance, "school hopping," difficulty in coordinating schedules, and a devastating hurricane. Problems were resolved by developing teacher- administrator liaisons, requiring a 1-year commitment from students and their parents, and providing teacher stipends for 10 paid planning days. The Kapa'a Elementary SWS program emerged from a grassroots movement by parents, teachers, and administrators to address problems manifested by the school's enormous size and student population. The model reflects one way of engaging all relevant parties in a child's education. (LMI) ED375469
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Reilly, T. (1988). Maintaining Foreign Language Skills. ED296573
Rennie, J. (1993). ESL and Bilingual Program Models. ERIC Digest. ED362072
Rhodes, N. C. (1989). Review of the Third Year of the Partial Immersion Program at Key Elementary School, Arlington, Virginia. The third year of the partial immersion program in grades one through three at Key Elementary School (Arlington, Virginia), where half the day is taught in English and half in Spanish, is reported. The review includes classroom observations, student and teacher interviews, student assessment, and parent and staff interviews. Student assessments were also undertaken so that progress could be measured in both Spanish and English (standardized tests, oral language assessments, and teacher evaluations). The Language Assessment Scales and the Boehm Test of Basic Concepts were used respectively for language proficiency and mastery of concepts. Achievement in social studies and science was above average, and all but one student read at or above grade level in both English and Spanish. Parental response was enthusiastic, and the program had become a model two- way immersion program that attracted international visitors. Reasons for the program's success are identified as the following: teacher/staff dedication; coordination between the two immersion classes and between the English and Spanish parts of the day; development; and the active involvement of parents. Three major recommendations are offered: (1) continue and expand the program to include grades 1-4; (2) attract a wide variety of students from all over Arlington; and (3) implement a long-term plan for the continuation of Spanish instruction for immersion students in middle and high school. Contains 2 references. (LB) ED339233
Rippberger, S. (1988). Nicaragua: Educational Policy for Ethnic Minorities. Since taking power, the Sandinista government has made a commitment to educating all Nicaraguans. Under its direction, literacy increased from approximately 50 to 88 percent. Thousands of new teachers were hired, and the number of elementary schools doubled. The official language is Spanish, and the dominant culture, Mestizo (mixed Spanish and Indian). In Nicaragua's coastal Caribbean Region there are several ethnic Indian groups, among which are the Miskito and Sumo, who maintain their own language and unique way of life. The indigenous population has resisted immersion into the national culture, and the use of Spanish as the language of instruction. As a result, the government has made an effort to accommodate their specific educational needs. Native Miskitos and Sumos are trained as instructors to teach in their own area in the native language. Materials have been specially prepared to reflect the Indian language and culture in an effort to make education more relevant. A 14-item bibliography and two maps are included. (Author/JB) ED329446
Roberts, C. A. (1995). Bilingual Education Program Models: A Framework for Understanding. Bilingual Research Journal, v19 n3-4 p369-78 Sum-Fall 1995. Examines the goals, outcomes, and educational costs and benefits of various models of bilingual education: "submersion" (mainstreaming without support); pull-out classes for English as a Second Language; transitional bilingual education; maintenance bilingual education; enrichment, two-way, or developmental bilingual education; and the Canadian model of immersion. (SV)
Rosanova, M. J. (1997). Early Childhood Bilingualism in the Montessori Children's House: Guessable Context and the Planned Environment. The language immersion approach of the Intercultural Montessori School (Oak Park, Illinois) for children aged 2-6 years is described and discussed. An introductory section gives background information on early work with immersion by Maria Montessori, a personal experience leading to the school's establishment, and the response of language and education professionals, the public, and parents to the concept of preschool immersion. Subsequent sections discuss common patterns in the students' language learning experience at the school and the developmental stages the learners went through as the experiment progressed: pre-production; early production; speech emergence; and intermediate fluency. Anecdotal information about specific students and events are used for illustration. Observations about comprehensible input and the Montessori manipulables, whole language, and other instructional strategies are included. Specific recommendations are made for content and classroom procedures in early childhood immersion, based on this experience. The paper concludes with reflections on the potential of this environment for development of bilingualism. Contains 29 references. (MSE) ED409704
Rosberg, M. (1995). Teaching English as a Second Language: How Young Children Learn. A discussion of English-as-a-Second-Language teaching techniques and approaches for young children focuses on principles found to contribute to successful program development. First, characteristics of successful language immersion programs are outlined: parental involvement and support; students who are members of a majority group; positive attitudes toward the target language and culture; and optional participation. Additional principles of second language program design are then enumerated, including: a natural setting in which language can be used in a meaningful way; positive attitudes about the first language and culture; minimal code- switching; supportive home and school environments and adequate home language development; and attainment of a threshold level of linguistic competence in both languages. This implies that teachers provide broad exposure to the target language but allow response in the first language, emphasize spoken language in the early grades, allow experimentation with language, and include parents in language program planning and implementation. Teaching techniques should promote substantial student initiation of communication, and may incorporate role-playing and dramatization, literature, theme-based lessons and problem-solving, and discovery. Contains 13 references. (MSE) ED389227
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Saucedo, L. (1997). Parents' Attitudes towards Dual Language Immersion Programs. A study investigated parent attitudes toward a dual-language (Spanish/English) immersion program of bilingual education, in which both English-speakers and non-English-speakers are participating students and English is used no more than 50 percent of the time for instruction. The 20- item (agree/disagree format) survey elicited opinions from 200 parents concerning four program areas: cultural appreciation among peers; students' academic progress; the importance of learning a second language; and the importance of parent volunteerism. Results indicate most parents had a favorable attitude about dual-language immersion; over 90 percent were satisfied with the program and would recommend it to other families. Learning a second language was perceived as important by 97 percent. A similar percentage agreed that all schools should teach a second language and that children should speak English and Spanish fluently. While 97 percent were satisfied with their children's second language learning, only 95 percent were satisfied with their native language development. Most were also satisfied with their academic progress and enhanced cross-cultural attitudes and appreciation. Most supported parental involvement, although only about half had volunteered. Contains 11 references. (MSE) ED405730
Sengor, G. (1989). Japon: Nivel 3 (Japan: Level 3). An elementary school Spanish-as-a-foreign-language immersion program in Social Science is described. Explanations for the teacher are offered, and activities are described in detail. Exercises and evaluations are also offered. Different aspects of the Japanese way of living are used to practice the Spanish language. Some of the aspects presented are geography, landscape, lifestyles, culture, natural resources, weather, music and art, industry, schools, language, religion, and the Japanese contribution to other cultures. A study booklet for the student is provided with the teacher's guide. (OPF) ED330202
Shrum, J. L. (1985). Curricular Teams: A New Wrinkle in Foreign Language Camps. Foreign Language Annals, v18 n3 p219-23 May 1985. Describes the type of team staffing used in the Virginia Tech foreign language camps and the way in which the staff is rewarded. The staff is composed of a high school teacher, a native speaker, and a junior counselor. Describes how the teams function during precamp planning and during the camping week. (SED)
Snow, M. A. (1986). Common Terms in Second Language Education. This glossary defines terms commonly used in second language education, including the subfields of foreign language education, bilingual education, and English as a second language. Its purpose is to minimize confusion about the use of the terms. The terms include: language/linguistic majority student; language/linguistic minority student; limited English proficient; non-English proficient; English-only; fluent English proficient; English as a second language (ESL); English as a foreign language (EFL); bilingual education; transitional bilingual program; maintenance bilingual program; pull-out program; foreign language in the elementary school (FLES); foreign language experience (FLEX); immersion education; early partial immersion; delayed immersion; late immersion; double immersion; structured immersion; two-way bilingual immersion; sheltered instruction; the Natural Approach; Community Language Learning (CLL) or Counseling Learning; Total Physical Response (TPR); Suggestopedia; Silent Way; and content-based instruction. (MSE) ED278259
Stevens, F. (1985). Simulations as Research Instruments. System, v13 n3 p207-10 1985. Suggests that an analysis of spontaneous speech collected in a simulation can provide insight into the way messages are produced and understood. Describes an experiment which used this technique to study the linguistic performance and communication strategies in anglophone children learning French. (SED)
Stiles, D. B. (1997). Four Successful Indigenous Language Programs. This paper examines four indigenous language programs to compare common components, problems, and outcomes. The programs are Cree Way in Quebec, Canada, Hualapai in Arizona, Te Kohanga Reo (Maori) in New Zealand, and Punana Leo (Hawaiian) in Hawaii. These programs were chosen for four characteristics: (1) the languages are no longer transmitted to the younger generation (in the home or community); (2) the programs all have curriculum development, community support, parent involvement, and government support; (3) the programs exist in different countries; and (4) they are recommended as model programs for endangered indigenous languages. Each program's description covers historical background; program development; funding; parent, community, and academic involvement; and current status. Each program has a curriculum that combines indigenous language and cultural heritage, literacy, community involvement, and parent participation. Common problems are related to teacher availability, teacher training, lack of written materials, and funding. Outcomes of all programs have included decreased dropout rates, increased sense of heritage and identity, and improved test scores. It is concluded that the success of these types of programs depends on home and community initiative and involvement; culture cannot be separated from the language. It is also important to begin the program at an early age, preferably preschool; to have a firm theoretical foundation; and to have written teaching materials. Contains 29 references. (SAS) ED415079
Supple, S. (1986). Teaching Other Subjects through the Target Language. In Ireland, children learn Irish and perhaps another second language in school, but use English almost exclusively outside those classes. In addition, the classes most concerned with communication (i.e., language classes) are those the most empty of material about which to communicate. This experience with language learning may diminish students' perception of other languages as relevant. While it is commonly held among language teachers that they should associate language with situations outside the classroom, it is difficult to do this authentically. One way of turning language into an asset is to use the target language for classroom management, which provides a rich source of communication needs, but this effort can be lost in the hours between language classes. The isolation of the language class can be counteracted by introducing language lessons into other areas of the curriculum, linking language and subject matter. Studies of partial and full immersion courses show that performance in the target language is positively affected and achievement in the content areas does not suffer. If subject matter is covered both in the language course and in its own course, the subject matter and language learning are both reinforced. (MSE) ED268837
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Tennant, M. (1996). The Post-Modern Condition: Reformulating Adult Education Pedagogy. The question of how the postmodern would have an impact on the everyday concerns of adult educators can be approached through analysis of three fundamental and persistent concerns evident in the literature of adult education pedagogy. First, the idea of autonomous or self-directed learning is firmly entrenched in contemporary thinking about adult education. Postmodern views of how identity, or the "self," is shaped are appealing because they offer an explanation of how social structures become embedded in individual identity, while pointing to the potential for psychological resistance. Second, the adult education literature has placed a great deal of emphasis on the importance of establishing an appropriate "adult" teacher-learner relationship. Although the humanistic approach to the adult teacher-learner relationship may be criticized for its neutrality, the postmodern approach is open to the charge of indifference in the sense that it is not prepared to privilege any particular position. Third, the importance and centrality of experience as a foundation for adult education practice is widely accepted. The idea of learning from experience certainly contains postmodern tendencies especially if learners are seen as the principal producers of knowledge through immersion in practice. Elements of the postmodern condition are certainly present in adult education pedagogy. What is unclear is whether postmodernism is the best way to describe these ideas and practices. (Contains 17 references.) (YLB) ED401412
Thompson, L., Comp. (1995). K-8 Foreign Language Assessment: A Bibliography. This annotated bibliography describes foreign language assessment instruments that are currently in use in elementary and middle schools across the country. The instruments featured are drawn from a wide variety of program models: FLES (foreign language in the elementary school); middle school sequential foreign language instruction; and immersion (total, two- way, and partial). With the growing emphasis across the country on assessment and standards, a need was seen for a comprehensive snapshot of foreign language assessment at the national, state, district, and local levels. This bibliography is one of the first products to result from the performance assessment initiative of the National K-12 Foreign Language Resource Center, a joint Federal, State, and private effort. The goal of the project was to identify how teachers assess K-8 foreign language students and to compile descriptions of instruments and techniques in use. Information on non-commercial material was gathered by telephone survey. Canadian sources are also included as it was found that such resources are in use in the United States. The bibliography is composed of assessment materials, selected resources, and selected commercially available language tests. Information listed includes current user, grade level, skills tested, cost, length, format, scoring method, and contact. (NAV) ED385165
Thompson, L., Comp. (1997). Foreign Language Assessment in Grades K-8: An Annotated Bibliography of Assessment Instruments. Language in Education: Theory and Practice 90. The annotated bibliography describes foreign language assessment instruments currently used in elementary and middle schools. The instruments are drawn from a wide variety of program models: Foreign Language in the Elementary School (FLES), middle school sequential instruction, and immersion (total, two-way, partial). The bibliography has six sections: assessment instruments; program evaluation instruments; classroom assessment activities; sample assessment instruments; selected related resources; and selected commercially available language tests. An index of instruments according to purpose, language, and grade level is included. Descriptions of assessment instruments and activities and sample assessments were collected from teachers, schools, school districts, state education offices, and educational research organizations. In each section, materials are listed in alphabetical order according to language. The major emphasis is on French, German, Italian, Japanese, and Spanish. Also included are Arabic, Catalan, Chinese, Chuukese (Lagoon), Gallego, Haitian-Creole, Indonesian, Korean, Latin, Modern Greek, Navajo, Palauan, Pohnpeian, Portuguese, Russian, Tagalog, and Welsh. Each entry includes information on availability, current users, language program type, intended grade level, intended test use, skills tested, test author, publications date, test cost, length, test materials, format, scoring method, a description, test development and technical information, parallel versions in other languages, and a contact person. An introductory section gives an overview of the bibliography's contents and notes on selecting an assessment instrument. (MSE) ED413768
Trimino, A., & Ferguson, N. (1994). Intensive Input in Language Acquisition. This paper discusses the role of input as one of the universals in second language acquisition theory. Considerations include how language instructors can best organize and present input and when certain kinds of input are more important. A self-administered program evaluation exercise using relevant theoretical and methodological contributions from different sources is presented to be answered by attending teachers for later use in group work. The following tenets for the organization and teaching of any second language program are: (l) Input has to be comprehensible; the level of language development of the learner will guide the specifics of way and timing of input; (2) Input has to motivate the student; and (3) Input has to be copious. The Central Middle Magnet School (CMMS) (Kansas City, Missouri) Intensive Input Adventure originated in the 1980s in the desegregation mandate of Kansas City as a late immersion experience for 300 students. The CMMS Foreign Language program was organized as a high-input language experience with different levels of intensity with the goal of increasing language proficiency. Strands present in the life of the CMMS program include late immersion (full), continuation immersion (full and partial), language only, and exploratory language. A curriculum plan is given. Planning activity worksheets are attached. (Contains four references.) (CK) ED379912
Tucker, G. R. (1989). Cognitive and Social Correlates of Bilinguality. A discussion of research on the cognitive, personal, and social correlates of bilingualism focuses on those consequences for individuals who are "caused" to become bilingual by their participation in innovative language education programs such as immersion, bilingual immersion, interlocking, or two-way bilingual programs. The purpose of this paper is to counter-balance the negatively-charged debate surrounding a proposed amendment to the United States Constitution declaring English to be the sole and official language of the country. Fuel for the controversy is seen as hinging on misunderstanding of issues related to bilingual education. The changing language education needs of language minority and language majority children are discussed, an innovative approach to language education designed to foster additive bilingualism is described, and the likely correlates of such bilingualism are identified, based on a review of relevant research literature. (MSE) ED312897
Tucker, G. R. (1989). Developing a Language Competent American Society: The Role of Language Planning. Increasingly, applied linguists have been working with counterpart teachers who are subject-matter specialists to develop innovative programs to integrate the teaching of language and content. In some places, integration of language and content instruction involves implementation of two-way bilingual (interlocking) immersion programs. Such work falls into the general rubric of language (education) policy or planning. The role of language in education in several disparate settings is illustrated by the adoption of different policies and practices. In the People's Republic of China, English is taught non-intensively as a foreign language as part of the regular middle school curriculum, followed by more intensive English for special purposes for those with a demonstrable need for further study in English. Nigeria provides transitional bilingual education with a limited maintenance component. The Philippines offers full bilingual education with a complete integration of language and content instruction throughout education cycles. The process by which a country chooses an appropriate model represents educational language planning. This process has relevance for policy formation in the United States. (MSE) ED312896
Tucker, G. R., & Crandall, J. (1989). The Integration of Language and Content Instruction for Language Minority and Language Majority Students. Two-way, or bilingual, immersion education, a major innovation in the integration of language and content instruction, is intended to improve the quality of language education for language minority and language majority students in the United States. The emerging educational practice responds to the increasing proportions of language minority students in many parts of the country and also holds promise for improving the quality of foreign language instruction for language majority children. An introductory section describes the early Canadian experience with language and content integration, which began over 20 years ago, and discusses the benefits of bringing language majority and language minority students together in a single program of instruction (two-way, or bilingual, immersion). The basic bilingual immersion program model is discussed, and related research is reviewed. Two exemplary programs, Arlington, Virginia's Key Elementary School and California's Edison Elementary School in the Santa Monica-Malibu Unified School District, are discussed. The report concludes that bilingual immersion education can be a powerful vehicle for promoting the development of bilingual language proficiency and social competence in elementary school children, and that the success of this approach depends largely on teachers' sensitivity to the children's language abilities and needs. 28 references. (MSE) ED305825
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Van Heukelem, T., & Mercado, M. d. J. (1995). The Solar System/El Sistema SolarA Fully Integrated Instructional Unit. This lesson plan for the second grade uses information on the solar system to provide science education for limited-English-proficient (LEP) students in San Diego, California. The lesson has been developed to be taught in a bilingual class, a Spanish-language immersion class, or a two-way bilingual class. Lessons are arranged so that native English speakers can assist the non-native speakers. The lesson unit is for one week, 25-30 minutes per day. Language levels include pre- and early production, speech emergence, and intermediate fluency. Instructional components are second language development, primary language instruction, specially designed academic instruction in second language, cross-cultural/self-esteem building, and parent/community involvement. Instructional objectives, unit goals, homework, and assessment are described. Included is a vocabulary development talking chart in English and Spanish. (NAV) ED389200
Von Vacano, M., & Others, A. (1992). Two-Way Partial Immersion Program, F. S. Key Elementary School. Units of StudyGrades 1-4. Curriculum Guide, Units of Study. The curriculum guide for a Spanish two-way partial immersion program in the Francis Scott Key Elementary School (Arlington, Virginia) is designed as a reference for parents and teachers. It presents information, instructional objectives, and activities in the form of integrated instructional units for grades K-4. Introductory sections outline: the goals and philosophy of the program; program guidelines for classroom management, learning processes, and cognitive and language development; suggestions to parents of participating students concerning their role and involvement; concepts and skills addressed throughout instruction in English and Spanish language arts and mathematics; and objectives of the use of learning centers. A series of curriculum units follows, each containing an overview, listings of concepts and objectives, a variety of class activities, suggestions for instructional materials, learning center activities, and vocabulary. Unit topics include: living things (plants); uses of senses; needs of people; communities; holidays; food chains and webs; and the solar system. Notes on testing, lists of useful expressions, Spanish songs and poems, and a grade 4-5 unit on rocks and minerals complete the guide. (MSE) ED376741
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Weininger, O. (1982). Learning a Second Language: The Immersion Experience and the Whole Child. Interchange on Educational Policy, v13 n2 p20-40 1982. Two major questions are discussed concerning early language immersion: (1) Is it necessarily the best way to acquire a second language permanently and naturally? and (2) Does it provide a genuinely enriching experience for a young child? The author urges caution in interpreting research and consideration of other paths to biculturalism. (PP)
Wiley, T. G. (1997). Myths about Language Diversity and Literacy in the United States. ERIC Digest. Four common myths or misconceptions in the United States about language are discussed, drawing on historical evidence and contemporary data. These myths are that: (1) the predominance of English and English literacy is threatened; (2) English literacy is the only literacy worth noting; (3) English illiteracy is high because language minorities are not as eager to learn English and assimilate as prior generations were; and (4) the best way to promote English literacy is to immerse children and adults in English-only instruction. It is concluded that the persistence of the myth of English monolingualism in the United States reflects the belief that English is the only language that counts, and the mentality that language diversity is a problem rather than a resource. Most national literacy estimates are based solely on English abilities, tending to inflate the perception that there is a literacy crisis. Contains 18 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED407881
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Zilversmit, A., & Reed, E. W. (1993). Doing History: A Model for Helping Teachers. A Report on the History Academy for Ohio Teachers. Occasional Paper. The History Academy for Ohio Teachers provided 40 Ohio teachers with an intense 4-week summer immersion in world and U.S. history and in historical theory and methods that was followed by a year-long follow up program on teaching units. Working together with college based historians, a new model was developed to help educators improve the teaching of history in schools. Although many participants were initially suspicious of the portfolios that were used to evaluate the program, a large number found the process useful and implemented it in their classrooms. The journals kept by the teachers provided a way to understand the academy process, and some teachers incorporated journals into their classroom strategies. A third instrument was devised to measure the degree that participants understood the nature of the discipline before and after the academy summer program. Nine participants showed no change while most participants gained a full letter grade. Issues concerning the professional development of teachers followed a discussion of what worked with the program and what would be done differently. Appendix 1 lists 24 members of the History Academy Advisory Council. Appendix 2 provides a recruitment brochure and inserts for the 1992-1993 History Academy for Ohio Teachers. Appendix 3 presents the Ohio Historians Network recruitment letter of January 31, 1992, and appendix 4 gives the syllabus for the summer academy courses. Appendix 5 lists 20 academic staff, visiting speakers, and consultants, and appendix 6 describes the document evaluation exercises and results. (CK) ED371979
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