Folder: Bilingual Education
Bilingual Ed Research Reports (1999)
Page Contents
A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | Z
A
_____. (1991). A Pilot Study of Services to Students of Limited English Proficiency in New York City Public Schools. Revised. OER Report. A survey of educational programs and services provided to limited-English- proficient (LEP) students in a sample of 21 New York City (New York) public schools (six elementary, eight middle, and seven high schools) is reported. The report describes services as reported by the schools and compares them to recommendations made in relevant research literature. An introductory chapter summarizes the survey design and findings, and the second chapter outlines the survey's methodology. A review of effective practices in bilingual and English-as-a-Second-Language (ESL) education is presented in chapter three. Chapter four presents survey sample characteristics, an overview of bilingual/ESL services, and characteristics of the teacher sample. The fifth chapter summarizes instructional design patterns, including curriculum, grouping for instructional purposes, and frequency of instruction. Teaching practices (English-language instructional approaches, content-area methods, and instructional materials) and non-instructional components (support services for LEP students, staff development, and parental involvement) are addressed in the two subsequent chapters. Finally, an examination of school climate looks at the status of bilingual and ESL programs, the mainstreaming process, and school-based planning. Conclusions and recommendations are offered. Supporting documentation are appended. Contains 74 references. (MSE) ED377681
A study of 30 Asian high school students (9 males, 21 females), who were in U.S. schools for a variety of reasons, ranging from extended visits to families of relatives to temporary academic or occupational appointments of parents in U.S. universities or corporations investigated student perspectives on English-as-a-Second-Language (ESL) instruction and bilingual classrooms. The subjects represented a variety of nationalities and educational backgrounds. The students were interviewed, most individually, and all but one in their native languages. They were encouraged to speak openly about their experience in classrooms, with teachers, and with other students. It was found that ESL classes offer a haven for student to relax and relieve some of the tension of other classes, and also provide students with many more opportunities for active participation. The students were sensitive about being understood. Some negative comments reflect feelings of isolation and lack of incentive to learn. Clear differences between bilingual programs and ESL programs were perceived, and these students preferred an environment in which the teacher: (1) provides good instruction; (2) is sensitive to their needs; and (3) tries hard to engage them in the ongoing life of the classroom, school, and culture. A brief bibliography is included. (MSE)
Abi-Nader, J. (1990). Helping Minority High School Students Redefine their Self-Image through Culturally Sensitive Instruction. This report is based on an ethnographic study of a multicultural "college prep" program catering to minority students. It was part of the elective bilingual education offering at a large urban high school, and recorded an 11-year history of successfully graduating Hispanic high school students and sending at least 65% of them on to college. The report briefly describes the study and the research site, the program, and the participants. A major portion of the paper contains an explanation and examples of strategies which became evident in the teacher's approach to motivating the students in the program and to raising their self-esteem. Redefining the image of self is the goal of strategies the teacher uses to help the students imagine success and have the confidence to pursue it. This is accomplished by helping students in the following areas: (1) to be proud of their heritage; (2) to feel that their people can achieve success and reverse stereotypes; and (3) to develop adaptive behavior that will facilitate success in a new culture. The teacher helps the students redefine their self-image as learners and as communicators in the following ways: (1) by raising expectations and standards for academic and social performance; (2) by using positive language in clasroom interaction both to praise students for their successes as well as to correct mistakes; and (3) by giving them the opportunity to "try on" new images through role-playing. The teacher helps them redefine their concept of self as communicators through the director/actor approach. The teacher also uses a director/actor approach to model language production and requires that students imitate the way he, as the "expert," does it. The results of the study and the implication for the design of instruction in multicultural classrooms are discussed. (JS) ED319831
Abu-Ghararah, A. H. (1990). EFL Speaking Inability: Its Causes and Remedies. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p63-75 Fall-Spr 198 1990. Interviews with 6 English teachers and 71 Arab students studying English at a Saudi college of education revealed that student deficiencies in speaking English were related to negative attitudes toward speaking held by students, teachers, and peers; limited opportunities for speaking English; and inappropriate curriculum and teaching methods. Includes interview questions. (SV)
Aburto, S. K., Yungho. (1992). Comparing Superintendents', Title VII Directors', and School Principals' Perceptions of Capacity Building Success. The Title VII Bilingual Education Act was enacted in 1968 and reauthorized in 1988 to counteract the low academic achievement of limited-English- proficient students (LEPs). Through a competitive grant program, funds are provided to local education agencies (LEAs) to establish programs to serve LEP students. Based on findings of a national study that examined the impact of Title VII grants on LEA capacity building, i.e., the institutionalization of effective strategies for serving LEP populations, this paper describes respondents' perceptions of the capacity-building effectiveness of their districts. Four self-administered questionnaires were mailed to 201 superintendents, 204 project directors, and 322 principals from 550 school districts with project grants for the 1987-88 academic year. A total of 205 usable responses were obtained. Approximately one-half of the three groups combined reported that their districts' capacity-building efforts had been very effective. However, the majority of principals rated their districts as "somewhat effective." Each group shared similar and accurate perceptions of program accomplishments, which included identifying and assessing LEP students, recruiting and training bilingual staff, developing bilingual materials, integrating students with regular instructional programs, and securing mainstream support. Two tables are included. (LMI) ED348716
Adcock, D. L. (1990). Bilingual Education and Alternative Programs for Limited English Proficient Students: A Policy Analysis Focusing on Four School Districts in Colorado. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p77-91 Fall-Spr 198 1990. In 1980, Colorado legislators repealed the Bilingual-Bicultural Education Act and passed the English Language Proficiency Act. Interviews with legislators, policymakers, administrators, teachers, and parents suggest that this change resulted in greater focus on severely limited-English- proficient students, 2-year funding limits, more pull-out programs (rather than an integrated content approach), and need for greater district-level commitment. (SV)
Allexsaht-Snider, M. (1991). Parent-Teacher Interaction in a Bilingual Context: Teachers' Perspectives. An ethnographic case study investigated relations between teachers and parents of minority-language students in two elementary schools in a small California agricultural community. The study examined: (1) school district policies and guidelines concerning teacher interactions with parents and parent involvement in school activities; (2) the range of cultural knowledge that the three teachers studied applied in their work with parents; (3) sources of the teachers' cultural knowledge; (4) patterns in the teachers' experiences and practices of parent involvement; and (5) teacher expectations for parental roles in the learning processin general, at home, and in the school and classroom. The teachers included a third-grade teacher fluent in Spanish and with extensive experience teaching English as a Second Language in South America, a fourth-grade teacher with rudimentary Spanish skills, and a fifth-grade teacher with fluent Spanish and counseling experience. It is concluded that as these three teachers reflected on their parent involvement practices, they determined that the nature and quality of their prior experiences with parents, not just length of experience, affected their present practices and understanding of interactions with parents. The teachers also cited aspects of the social organization of their schools as significant in their work with families. A 26-item bibliography is included. (MSE) ED333721
Allexsaht-Snider, M. (1995). Teachers' Perspectives on Their Work with Families in a Bilingual Community. Journal of Research in Childhood Education, v9 n2 p85-95 Spr-Sum 1995. Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting. Discusses resources to support teachers' work with families. (AA)
Alvarez, I. J. (1994). Model VESL Program Guide, Office Information Systems, International: One Semester Intensive Training Certificate of Achievement Programs in General, Medical, and Legal Office. The Office Information Systems-International Program at Southwestern College, in California, was designed to provide Hispanic students with training for entry-level office employment. This model program guide stems from a project to improve curricula and delivery and focuses on changes in three intensive bilingual programs in general, medical, and legal office skills. The first section describes initial surveys of businesses and English-as-a-Second-Language (ESL) students to assess needs, the community advisory committees for each program, student recruitment efforts, the bilingual mode of instruction utilized in the programs, and a statewide consortium for promoting access to vocational education. The next section reviews the major units covered in the programs, indicating that the General Office-Administrative Office Assistant-Bilingual includes instruction in business English, wordprocessing and spreadsheets, and office procedures; the Medical Office Clerk-Bilingual covers medical terminology, translation/interpretation, computer skills, cardiovascular resuscitation and vital signs training; and the Legal Office Clerk- Bilingual includes computer skills, legal terminology, research, office procedures, and translation/interpretation. The final section reviews features of the intensive programs, including entrance requirements, classroom techniques, a panel discussion on bilingual careers, employment preparation, and student job placement assistance. The business and ESL student surveys are appended. (KP) ED372792
Alvarez, I. J. (1994). Promoting Access to Vocational Education for Limited English Proficient Students. Final Report. The Office Information Systems-International Program at Southwestern College, in California, was designed to provide Hispanic students with training for entry-level office employment. In 1993, a project was undertaken to develop and pilot intervention strategies to assist limited- English proficient students in the program's intensive general business, medical, and legal courses. First, 45 local employers were surveyed to determine their needs in relation to employees' oral, written, reading, listening, cross-cultural communication, and translation abilities. In addition, surveys were conducted with 317 English-as-a-Second-Language students at the college to identify needs and goals. Career counseling was also expanded and tailored to encourage students to progress beyond the one- semester intensive courses, while curricula for five courses were restructured to enhance articulation with degree courses. The fifth objective involved training five peer mentors/tutors to provide in-class assistance, while the final two objectives included the development of a model program guide and its dissemination to deans at over 100 California community colleges. To evaluate the program, 20 students enrolled in fall 1993 and spring 1994 were surveyed to determine outcomes. Of these, 47% were in jobs related to office training; 37% were in jobs not related to training; 52% were in business programs at a higher level; and 63% continued taking classes, most at Southwestern. Appendixes include employer and student surveys, revised curricula, tutor training agenda, mentor questionnaires, a bilingual careers seminar program, learning modules for bilingual medical and legal terminology, and the model program guide for Vocational English as a Second Language. (KP) ED372791
Amin, M. E. (1996). The Evaluation of Francophone and Anglophone Instructors at a West African University. Journal of Personnel Evaluation in Education, v10 n2 p179-90 Jun 1996. Whether Anglophone and Francophone students evaluate the same teachers equally, or whether the language in which instruction is delivered affects the evaluation, was studied with 988 first- and third-year students in Cameroon. Results indicate that students did evaluate teachers using their own language more highly and third-year students were more critical overall. (SLD)
Ares, H. P. (1991). French as a Second LanguageElementary Programs in Louisiana, Quebec, and New Brunswick. A study investigated the elementary school programs in French as a second language in Louisiana, Quebec (Canada), and New Brunswick (Canada). The objective was to learn about the programs' underlying goals and philosophies, examine the teaching materials used at this level, evaluate the teaching situation, and survey teachers for their perceptions. Data were gathered in individual interviews, classroom observation, and analysis of printed planning and curriculum materials. The research also addressed the teaching of French from a multicultural perspective. The report describes each of the three regional programs separately, and reviews the relevant legislative mandate for elementary school foreign language education; outlines program philosophy, goals, and staffing; describes school or classroom site visits; and briefly discusses other aspects of the programs, including bilingual immersion, welcoming classes (Quebec), program duration (Quebec), intercultural education (Quebec), and the multicultural contexts of each region's programs. A summary section makes some comparisons and additional comments. A 19-item bibliography is included. (MSE) ED330210
Augustin, M. (1992). Higher Achievement and Improvement through Instruction with Computers and Scholarly Transition and Resource Systems Program (Project HAITI STARS). Transitional Bilingual Education 1991-92. OREA Report. Project HAITT STARS (now in its fourth year) was designed to provide Haitian-, Spanish-, and Chinese-speaking high school students of limited English proficiency (who scored at or below the 40th percentile on the Language Assessment Battery) in three schools in Brooklyn and Queens, New York with instruction in the beginning through transitional levels of English-as-a-Second-Language (ESL) and native language arts (NLA) as well as bilingual instruction in the content areas. The project was also to offer computer science classes, personal and career guidance, curriculum and staff development, and parental involvement activities. Of the 413 students who enrolled in the project, 336 participated in both semesters. The project was fully implemented and met its objectives for career counseling, staff and parental involvement, and NLA. The project also supplied data to evaluate objectives for grade retention/referral to special education or curriculum development. The project did not meet its objective for ESL nor did it provide data to evaluate objectives for gifted and talented programs and enrollment in postsecondary education institutions. Recommendations based on the projects' findings are included and data collection and analysis methods and instructional materials are appended. (JP) ED360847
B
_____. (1993). B-WEST Regional Workforce Training Center. Building Workers Entering Skilled Trades. Final Report. The B-WEST (Building Workers Entering Skilled Trades) project was an 18- month demonstration project at a campus of Portland Community College (Oregon). During the B-WEST project, the following programs/components were developed: (1) a model building construction (electrical, mechanical, construction) trades program for unemployed and underemployed men and women, including persons requiring bilingual assistance in Spanish and English; (2) a program emphasizing the masonry trades and directly involving certified masonry trainers, joint apprenticeship and training councils, area training agents, and the Oregon Bureau of labor and industry; (3) a program to train employers to manage a diverse work force; and (4) a regional demonstration center for Oregon and Washington community colleges, high schools, and other training organizations offering technical education. All of the project objectives were met successfully, and some were significantly exceeded. Interviews of B-WEST instructors and a survey completed by 27 B-WEST students indicated that the program helped students master the skills needed for employment in the construction industry. Students did, however, request more tools and materials for the electrical program and more hands-on instruction. (Appended are a third-party evaluation report, a program outcomes analysis, and sample materials from the B-WEST student tracking database.) (MN) ED362775
Baca, L., & Others, A. (1994). Training, Development, and Improvement (TDI): A New Approach for Reforming Bilingual Teacher Preparation. Journal of Educational Issues of Language Minority Students, v14 p1-22 Win 1994. Highlights the need for better prepared bilingual/English-as-a-Second- Language teachers in the United States and presents preliminary data and participant feedback from the University of Colorado BUENO TDI Project. Three teacher training models are critiqued. The BUENO Project is presented as an innovative approach to moving beyond the limitations of these models. (23 references) (Author/CK)
Bachelder, A., & Markel, S. (1997). An Initial Exploration of the Navajo Nation's Language and Culture Initiative. This paper presents some preliminary findings from an opinion survey on the nature and depth of language and cultural studies to be included in school curricula as required by the Navajo Tribe's Language and Culture Mandate (1984). A 10-question survey was sent to 20 elementary and secondary schools in the Navajo Nation in New Mexico and Arizona. In addition, 21 attendees of the Navajo Studies Conference in Albuquerque participated in the survey. The 37 respondents included community members and teachers ranging in age from 14 to over 65. Respondents felt that Navajo or tribal elders should teach Navajo language and culture and that language arts and social studies were the top choices for curriculum expansion. Sixty-two percent felt that daily instruction was necessary and that students should be competent or fluent in Navajo. Most participants felt that parental/clan involvement was necessary and that parents should be taught Navajo language and culture so they could support and teach their children. They also felt that religion and ceremonial instruction were best taught outside of school. Although the survey showed that members of the Navajo nation are very concerned with the education of their children, opinions on the means and goals of education are not consistently shared. An appendix includes the survey questionnaire. (SAS) ED415078
Baker, R. (1995). The Education Institution. As part of a study of racial relations between Mexican Americans and Anglo Americans in rural Idaho, over 60 teachers, school administrators, and students were interviewed in educational institutions in five southwestern Idaho communities. One high school was the focus of field research, which also included attending school activities and school board meetings. Mexican American subjects agreed that the needs of Mexican American students were not being met, producing a dropout rate estimated at 40-60 percent. Mexican American teachers believed that Mexican American students drop out in junior high school because of deficient academic skills caused by inadequate bilingual education. On the other hand, Anglo teachers and administrators blamed the dropout problem on Mexican American parents who have little education, speak Spanish at home, and do not participate in school functions. Generally, Anglo educators had not been exposed to multicultural teaching methods, and felt that it was Mexican American parents and students who had to change. Anglo administrators vacillated between paternalistic and colonialist attitudes, felt that the school role was to foster assimilation of minority groups, and dismissed criticisms of the school and suggestions for change. Notably, Mexican American dropouts enrolled in GED classes in an alternative school demonstrated more success than in regular school settings, possibly because of the acceptance and respect accorded them by alternative-school staff. This chapter also describes a Boise State University program to train Mexican American teachers and lists 14 recommendations of an Idaho state task force on Mexican American education. (SV) ED385419
Bamford, K. W., & Mizokawa, D. T. (1990). Cognitive Development of Children in an Additive-Bilingual Program: The Third Report. The enhanced metalinguistic abilities demonstrated by additive-bilingual children, including superior control of cognitive processing, may promote the development of symbolic reasoning. Children educated in additive- bilingual (immersion) settings may maintain normal native-language development, while acquiring a second language. This study compared 15 children in a Spanish immersion class with 15 children from a standard classroom over the course of three observations during second and third grades. Program type (immersion verses standard) was the independent variable in two comparisons, with nonverbal problem-solving as measured by the appropriate form of Raven's Matrices as the first dependant variable and native-language development as labeled by the Peabody Picture Vocabulary Test-R (PPVT-R) as the second dependent variable. For nonverbal problem-solving, an independent samples t-test on the mean gain in rank revealed significant differences in favor of the immersion children at the third observation, supporting the previously reported results of the second observation. A MANOVA applied to the PPVT-R scores over the three observations revealed no significant differences. The outcomes support the role of bilingualism in the development of symbolic reasoning among children in the early stages of bilingualism, and Lambert's notion of "additive-bilingualism." (Author/JL) ED321538
Bamford, K. W., & Mizokawa, D. T. (1991). Additive-Bilingual (Immersion) Education: Cognitive and Language Development. Language Learning, v41 n3 p413-29 Sep 1991. Examination of a second grade additive-bilingual (Spanish-immersion) classroom, compared to a monolingual classroom for nonverbal problem- solving and native-language development, found significant differences in problem solving in favor of the bilingual class and no significant differences in native-language development. (46 references) (Author/CB)
Bamford, K. W., & Mizokawa, D. T. (1991). Cognitive and Language Development in an Additive-Bilingual Program: Report after Four Observations. The fourth phase of a longitudinal study focusing on the cognitive and language development of children in a primary-grade Spanish immersion program (SIP) is reported. Subjects were the remaining 13 members of an SIP cohort beginning in 1987, 15 members of a standard program comparison classroom, 18 members of another class in the 1987 SIP cohort, 37 members of a second SIP cohort, and 17 members of a same-grade standard-program comparison group. Classroom observations were made in fall 1987 (first SIP cohort only) and in the spring of 1988, 1989, and 1990. The children were tested individually on three measures, including: a test of nonverbal problem-solving ability, an English vocabulary measure, and a Spanish vocabulary test. Results indicate that while the SIP children demonstrated significant gains in nonverbal problem-solving over comparison classrooms between the first and second observations in grade 2 and maintained their gains at grade 3, the difference had attenuated by grade 4. No significant differences in native language development were found at grade 4, despite instruction almost exclusively in Spanish for 2 and 3 years. It is concluded that a common underlying linguistic proficiency facilitates transfer of skills from the first to second language. A 39-item bibliography is included. (MSE) ED331290
Barba, R. H. (1993). A Study of Culturally Syntonic Variables in the Bilingual/Bicultural Science Classroom. Journal of Research in Science Teaching, v30 n9 p1053-71 Nov 1993. Examined 57 randomly selected elementary bilingual/bicultural science classrooms in terms of culturally syntonic variables (e.g., culture-of- origin beliefs and/or practices that impact the teaching/learning process). Some findings indicate that Hispanic/Latino children are receiving science instructions with culturally asyntonic materials and in classrooms that do not use the child's native language. (PR)
Barreto, R. M. (1996). Diverse Teacher Candidates' Critiques of Multicultural/Bilingual Teacher Preparation: Insights and Implications. This study examined California's new system of bilingual and cross cultural teacher preparation, its implementation, and teacher candidates' reception of it. The new system, referred to as (B)CLAD, consists of two credentials for preservice teachers and two certificates for inservice teachers: the Cross Cultural Language and Academic Development, and the Bilingual Crosscultural Language and Academic Development. The study focused on the introduction of these new standards for teachers of diverse students at a large research university in Southern California; the implementation process; and teacher candidates' and teacher educators' narrative practices, perceptions, and interpretations, using ethnographic case study methods. In-depth interviews with eight preservice teachers in the program indicated that the teacher candidates demonstrated awareness of the program's main focus as articulated by the teacher educators and that potential tension existed between this focus and the opinions of some candidates. The candidates appeared to agree regarding the teacher educators' generally ineffective modeling of the principles and theories they taught in the program. While the faculty's social reconstructionist commitment is one of their greatest strengths, it is also a potential source of weakness as its strong focus on the principles being taught may not encourage self-reflection on pedagogical practices. Limited time was identified as the primary practical constraint to the program, as well as lack of communication among the program's teacher educators. The findings suggested that the program would be strengthened by including and encouraging self-reflection processes for both teacher educators and students. (Contains 53 references.) (ND) ED397027
Battle, J. (1993). The Collaborative Nature of Language Learning and Meaning Making in Mexican- American Bilingual Kindergarteners' Storybook Discussions. The purpose of this study was to present a detailed description of Mexican- American bilingual kindergartners' discussions of stories read aloud by their teacher in the students' second language, which was English. Eighteen Mexican-American kindergartners with limited English proficiency were observed for 12 weeks during storytime, and their discussions and interactions were recorded on videotape and in field notes. The students and teacher were also interviewed at the beginning, middle, and end of the study. It was observed that conversations about stories took place throughout the story reading sessions, before the actual reading, during the reading of the story, and after the reading was finished. The students' conversations revolved around their familiarity with the literature, illustrations in the books, relevant personal experiences, features of the book, and language. Children used both Spanish and English in the discussions, and noticed differences between the two languages. Storytime in the bilingual classroom provided a rich and supportive social context for both first and second language use in authentic communicative discussion. Includes 8 tables on categories of topics and purposes served in the 12 story discussion. (Contains 22 references). (MDM) ED369261
Beckett, A. M. (1997). Prekindergarten Teachers' Views about the Education of Language Minority Students. Teacher Education and Practice, v13 n1 p64-75 Spr-Sum 1997. Preschool teachers from Texas school districts with high and low Hispanic populations completed surveys examining their knowledge and beliefs about early childhood bilingualism and developmentally appropriate practice. Positive beliefs about the use of native language to develop emergent cognitive-academic language proficiency through active learning were not clearly indicated in either group of teachers. (Author/SM)
Benjamin, R. (1996). The Functions of Spanish in the School Lives of Mexicano Bilingual Children. Bilingual Research Journal, v20 n1 p135-64 Win 1996. A study of the language usage of five Mexican American fifth-grade bilingual students in an all-English classroom revealed the functions that Spanish continued to serve: providing information and assistance with school work, seeking explanations, providing self-talk, establishing and maintaining social relationships, and negotiating and maintaining participation in ongoing conversations. Contains 39 references. (LP)
Berman, R. (1994). Learners' Transfer of Writing Skills between Languages. TESL Canada Journal, v12 n1 p29-46 Win 1994. Reports on a study of 126 secondary English-as-a-Second-Language (ESL) students' transfer of essay organization skills between languages (Icelandic and English). Pre- and posttest proficiency scores were analyzed. It was concluded that students' success in transferring writing skills between languages is assisted by their grammatical proficiency in the target language. Contains 6 tables and 15 references. (LR)
Bermudez, A. B., Ed., Rakow, S. J., Ed., & Ensle, A. L., Ed. (1992). Critical Issues in Parental Involvement: A Collection of Research Summaries by Title VII Graduate Students. This volume contains 18 summaries of research on parental involvement, carried out by inservice teachers completing a Master's degree in multicultural studies. All but one of the participants were certified Texas teachers working in bilingual and English-as-a-Second-Language (ESL) education. Their research critically examined many facets of the involvement of limited-English-proficient parents in public schools in the Houston-Galveston Bay area. A preface by principal investigators and professors Andrea B. Bermudez and Steven J. Rakow describes the Master's program at the University of Houston-Clear Lake, which provides inservice teachers with both clinical and research experiences with language-minority parents. An introduction by Anne Labay Ensle outlines the research emphases of the overall project and lists eight elements and factors identified by researchers as promoting successful parental involvement. The 18 Master's- level research projects specifically examined the effect of the "cat tracks" discipline system on parent involvement, parent attitudes toward ESL instruction and parent involvement activities, attitudes of minority parents toward other minorities, use of newsletters and a video of school activities to promote parent participation, involvement of Japanese parents in the United States compared to their behaviors in Japan, effects of reading aloud on vocabulary development, and parent involvement through social involvement. Each entry contains an abstract, summary of 2-3 pages, researcher profile, and contact information for faculty advisor. Teacher researchers were Gaylin Black, Virginia Krinke Buehring, Dolores Cavazos, Anne Labay Ensle, Yolanda Flores, Ila Jane Goetz, Brenda Hastings-Gongora, Dolores Hernandez Hix, Nora Sandoval-Ibarra, Catherine R. Johnson, Hanae Kimura, Laura M. Lopez, Rebecca Lopez, Sandra Joy Mangarella, Alicia Muniz, Christine Ortiz-Gatlin, Rebecca E. Prather, Hazel Ramirez, and Lila Kay Cook. Contains approximately 250 references. (SV) ED398009
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
Birch, G. (1996). Concept Development through Content Instruction in the Mother Tongue of NESB Secondary Students with Little or Inadequate Previous Formal Education. This paper describes a limited bilingual approach developed for Vietnamese immigrants whose formal schooling had been interrupted due to extended periods in refugee camps, and its implementation in the Milpera Special School (Queensland, Australia), a secondary school for children of Non- English-Speaking Backgrounds (NESB). The initiative was designed to improve students' academic, cognitive, and Vietnamese language skills, self-esteem, and academic English across content areas, after exposure to Vietnamese in some content areas. The program included 7 hours weekly of academic language, world geography, and research skills instruction in Vietnamese and 15-20 hours of content-based English-as-a-Second-Language instruction in a range of secondary school subjects. Topics and processes used were to be parallel in English and Vietnamese to the extent possible. Data on the program's effectiveness were gathered in student and teacher interviews, classroom observation, and student portfolios. Conclusions concerning student attitudinal outcomes and conceptual development, team teaching, parent involvement, subtractive and additive bilingualism, the role of receiver schools, program design, and teaching techniques are drawn and recommendations made for adoption or adaptation of the approach by other secondary schools. (MSE) ED401716
Black, C., & Huerta, M. G. (1994). The Use of Language Functions in Mathematical Group Games. Teacher Insights. Bilingual Research Journal, v18 n3-4 p161-67 Sum-Fall 1994. Six group games were introduced into a second-grade bilingual classroom. Children's talk during each game was classified using a modification of Dyson's five language functions (representational, directive, heuristic, personal, and interactional). Group games provided many communication opportunities. Some children tried new communication styles. (Author/SV)
Blanco, G. M. (1994). El Hispanohablante y la Gramatica (The Spanish Speaker and Grammar). Bilingual Research Journal, v18 n3-4 p23-46 Sum-Fall 1994. Studied the grammatical knowledge that undergraduates specializing in bilingual education have of their mother tongue. Data collected from an entrance exam, dialog journals and a simulated oral proficiency exam indicate that these students do not have a formal knowledge of grammatical rules but do have a high level of functional grammar. (24 references) (Author/CK)
Boduch, J., & Pravdica, S. (1995). Mutually Beneficial Teamwork between Bilingual and Mainstream Classes. A three-year program to bring together third-grade students in a self- contained bilingual classroom and a mainstream classroom is described. The project was designed to reduce the isolation of the bilingual students and prejudice toward them shown by mainstream students. During the first year, gym and music classes were combined, students were teamed in pairs or trios for science and social studies, and combined classes viewed and discussed curriculum-related films weekly. In the second year, combined gym and music classes were continued, adjacent classrooms were used, students from each class were paired for weekly lessons, new teacher training was undertaken, students wrote individual logs and paired to create a publication in English and Spanish. In the third year, these principles and additional lessons learned from experience about grouping students were implemented. As a result, students are getting along better, sharing work equally and working well together, and playing together during recess, and establishing friendships. It is concluded that the program also facilitates mainstreaming. (MSE) ED385125
Bourne, J. (1990). Local Authority Provision for Bilingual Pupils: ESL, Bilingual Support and Community Languages Teaching. Educational Research, v32 n1 p3-13 Spr 1990. A national survey of English and Welsh local education authorities conducted from 1985-1988 found that programs for bilingual students were still seen largely in terms of English language provision. However, a significant increase in teaching in pupils' native language within the curriculum had also taken place. (SK)
Brisk, M. E., & Others, A. (1990). The Many Voices of Education for Bilingual Students in Massachusetts. Massachusetts passed the first state legislation mandating bilingual education in 1971, the Transitional Bilingual Education Bill (TBE). This publication contains five case studies that demonstrate how teachers and schools have responded to the needs of their minority group students. The first case study, "Bilingual Education in a Bilingual Community," describes a Spanish/English program that incorporates the parents' goal of a bilingual program in the context of quality education. The second study, "One Full Curriculum Shared by Two Languages," describes a joint effort by an English-speaking teacher and a Cambodian teacher to provide a well- rounded program for Cambodian students, despite a lack of materials and Cambodian-speaking personnel. Study 3, "Schooling a Transient Population of Japanese," describes an effective bilingual program for small numbers of students at each grade level, and study 4, "An Introduction to English Language and Culture Through Technology," describes a high school English- as-a-Second-Language class that uses word processing to teach literacy to Vietnamese students. Finally, the fifth case study, "Good Bilingual Education Is Good Education: The Case of a Kindergarten Teacher," describes a kindergarten Cantonese bilingual classroom based on high expectations and research-based teaching strategies. The report concludes by discussing the impact and flexibility of TBE and the observed characteristics of the teachers involved in the program. Typically, these teachers: (1) have a strong sense of commitment and advocacy; (2) do work that goes beyond teaching; (3) care a great deal about their students; (4) have a good understanding of students' backgrounds; (5) have high expectations; and (6) teach in a way that focuses on learning first, and on learning language second. A 21-item bibliography is appended. (FMW) ED327606
Brisk, M. E., & Others, A. (1994). Portraits of Success: Resources Supporting Bilingual Learners. The lives of accomplished bilingual adults who were educated in Massachusetts schools are reviewed to analyze the role of transitional bilingual education (TBE) in their lives. The 12 adults interviewed, chosen not as a representative sample, but because they have succeeded in life, attended bilingual education in Massachusetts, generally in urban areas, at elementary or secondary levels. All have gone on to successful careers, and all are fully bilingual. Two case studies, that of a Chinese-American student who entered the bilingual program in second grade and that of a student from the Dominican Republic who entered bilingual education in high school, are presented in detail. Factors that made a difference in the elementary education of bilingual students were found to be: (1) native language development; (2) native language use in content areas; (3) intensive English instruction; (4) participation in accelerated programs; (5) qualified bilingual teachers; and (6) supportive peers. At the secondary level, similar factors, as well as activities supporting college preparation, were found. One figure and one table illustrate the discussion. (Contains 13 references.) (SLD) ED378285
Brittain, F. P. (1991). Effects of a Maintenance Bilingual Bicultural Program on Fully English Proficient Students. Journal of Educational Issues of Language Minority Students, v8 p125-46 Spr 1991. Observation of a maintenance bilingual (Spanish-English) program to determine its effects on majority language students found that fully English-proficient students enrolled in the program did achieve competency in Spanish and that their attitudes toward Spanish, second-language learning, and Mexican-American culture and community were strongly positive. (45 references) (CB)
Brunell, V., & Linnakyla, P. (1994). Swedish Speakers' Literacy in the Finnish Society. Journal of Reading, v37 n5 p368-75 Feb 1994. Discusses the International Association for the Evaluation of Educational Achievement's reading literacy study in Finland. Shows that, although language-minority students are often expected to have lower achievement in school, students from Swedish-speaking homes in Finland scored almost as well as their Finnish-speaking counterparts on extensive literacy tests. (SR)
Brush, L., & Others, A. (1993). Bilingual Beginnings: An Evaluation of the Title VII Special Populations Preschool Program. Final Report. In fiscal year 1990, the Bilingual Education Special Populations Program of the Department of Education awarded grants to 30 programs serving children of limited English proficiency. These programs were preschool projects, special education projects, or projects that served gifted children. This document reports the results of a survey, conducted by means of site visits and telephone interviews, of 15 of these programs. Chapter 1 describes the issues examined in the survey and explains the data collection process. Chapter 2 reports the survey results relating to six areas: (1) project goals, including goals for children's language development, cognitive skills, and school readiness, and for parents and staff; (2) project operation and services, including recruitment, enrollment, group size, retention, instructional methods, language usage, materials and equipment, noninstructional services, and parent involvement; (3) project linkages with educational institutions and the community; (4) project staff, including staffing patterns, child-staff ratio, and instructor characteristics and training; (5) participant evaluation, including evaluation of the progress of participating children, children's language development, and analysis of kindergarten enrollment; and (6) fiscal operations. Chapter 3 discusses the implications for policymakers and program managers of survey results that relate to project operations, services, and fiscal operations. Appendixes include tables of data for preschool projects not reported in the document and detailed profiles of the 15 projects surveyed. (BC) ED354106
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Carpenter, L. J. (1990). The Relative Influence on Diagnostic Decisions of Four Areas of Examiner Knowledge. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p1-15 Fall-Spr 198 1990. Three vignettes about Hispanic boys referred for speech and language assessment were presented to 284 speech-language specialists. Decisions about the existence of a communication disorder, probable cause, and appropriate treatment were related to clinician specialty; experience; and knowledge of Spanish language, Hispanic culture, and second-language learning patterns; however, the influence of particular variables differed across vignettes. (SV)
Carr, C. S. (1995). Mexican American Female PrincipalsIn Pursuit of Democratic Praxis and a Legacy of Caring. This paper presents findings of a study that explored Mexican-American female principals' perceptions of leadership, power, and caring. Interviews were conducted with six principals of public schools in the Rio Grande Valley region of Texas. The principals described the personal and social challenges of being Mexican-American and female, and those of living and working as professional educators in a bicultural, male-dominated community. They discussed acculturation issues, their views on leadership and power, the ethic of caring, and the preparation of relational leaders. The principals' leadership styles utilized collaboration, teamwork, shared decision making, and tolerance for diversity. Increased emphasis is needed in recruitment of minorities and in the development of teachers and administrators with increased multicultural sensitivity, skills, and appreciation. The curriculum must include a variety of cultural and gender- related perspectives. (LMI) ED396368
Cashion, M., & Eagan, R. (1990). Spontaneous Reading and Writing in English by Students in Total French Immersion: Summary of Final Report. English Quarterly, v22 n1-2 p30-44 1990. Analyzes the processes and strategies used by English-speaking children when they learn to read and write in their first language, English, while enrolled in total French Immersion (in which all their schooling is in the second language). (KEH)
Chang, A. S.-C. (1994). The Role of Parents in Enhancing Bilingual Learning in Pre-Schools. This study investigated the impact of parents with different language backgrounds on the language acquisition and language competency of their children in the mother tongue, Chinese, and a second language, English, in Singapore. Parents were surveyed on language usage and language materials provided to their children. Exams on vocabulary, listening comprehension, story comprehension, translation, and verbal fluency were given to students in both English and Chinese in a preschool and a primary school that taught both languages. The findings showed that the respondent parents and students from both schools were at ease using the language in which they were most competent, and most parents in both schools purchased learning and reading materials in both English and Chinese. The language of the extra reading and learning materials bought or borrowed had hardly any impact on the scores of language tests. Only the language of the books read aloud to the children made a difference. As expected, children read to in Chinese scored better on the Chinese vocabulary and fluency tests; the converse was true for those read to in English. Results suggest that the extent of exposure to a language makes a difference to a child's competency in the language. (AP) ED377954
Christenson, B., & Others, A. (1996). What Academic Programs Are Offered Most Frequently in Schools Serving American Indian and Alaska Native Students? Issue Brief. This brief summarizes data on the types of academic programs offered in schools serving American Indian and Alaska Native (AIAN) students. The 1990- 91 American Indian and Alaska Native supplement to the Schools and Staffing Survey (SASS) conducted by the National Center for Education Statistics provides detailed information on schools serving AIAN students. Three distinctive schooling environments for AIAN students were examined: the 149 schools operated by the Bureau of Indian Affairs (BIA schools) or by Indian tribes under contract to the BIA (tribal schools), the 1,260 public schools with 25 percent or greater AIAN enrollment (high-AIAN), and the 78,625 public schools with less than 25 percent AIAN enrollment (low-AIAN). BIA/tribal schools serve AIAN students almost exclusively; most are small elementary schools. SASS data indicate that BIA/tribal schools were more likely than public schools to offer Chapter 1, remedial math, and bilingual education programs, and were less likely than public schools to offer academic enrichment programs for gifted and talented students. Bilingual programs, which use the native language to varying degrees in instructing students, were offered in 64 percent of BIA/tribal schools, while 45 percent of BIA/tribal schools reported having English as a second language programs. Among schools serving 12th-graders, BIA/tribal schools and high- AIAN public schools offered college preparatory programs less frequently than did low-AIAN schools. (SV) ED395751
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
Civil, M. (1994). Connecting the Home and School: Funds of Knowledge for Mathematics Teaching and Learning. Draft. This paper describes some aspects of a collaborative project between elementary school teachers and university faculty in anthropology, bilingual education, and mathematics education. The project goal is to develop classroom-teaching experiences that make use of the resources and experiences of students and their families. Most of the students were Mexican Americans. Teachers in the project visit the homes of some of their students to uncover their funds of knowledge by finding out about household activities, family structure, labor history, and parents' views on child rearing and schooling. Teachers and university researchers then come together to share their ideas and findings. The paper briefly describes the household visits, study groups, and classroom implementation, with an eye on mathematics, giving examples of themes that the teachers chose to develop based on their findings. The specific focus is on the development of a module on games in a fifth-grade class. The paper also illustrates some of the difficulties encountered in trying to develop mathematics classroom learning that builds on students' everyday experiences. (Contains 29 references.) (SLD) ED370987
Clair, N. (1995). Mainstream Classroom Teachers and ESL Students. TESOL Quarterly, v29 n1 p189-96 Spr 1995. This case study argues that teachers are ill-prepared to give English-as-a- Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)
Claus, R. N., & Quimper, B. E. (1992). State Bilingual and ECIA Chapter 1 Migrant Process Evaluation Report. 1991- 92. This report presents results of a process evaluation of Michigan State bilingual education and migrant education programs. The programs provide counseling and supplemental instruction in reading, mathematics, and communication to 761 bilingual students and 855 migrant students. The process evaluation was accomplished through a questionnaire to all state bilingual/migrant teachers, advisors, and aides (N=19). Reported strengths of the programs were the use of a variety of strategies, weekly meetings with students, and an emphasis on reading instruction, flexibility in subjects covered, and monitoring of student progress. Ideas for future program improvement include more individualization, more resources, more diagnostic information, and more parent involvement. Reported weaknesses were large variations in student load by staff members, a need for inservice instruction for aides and regular education teachers, a need for access to student test scores, and a lack of accelerated instruction. Recommendations for program improvement include: (1) increasing parental involvement; (2) providing inservice education to regular education staff; and (3) centralizing sites for the bilingual and migrant services. Appendix A presents identification and eligibility procedures for state bilingual and migrant students. Appendix B includes a memo to bilingual and migrant staff about how to complete the evaluation questionnaire and a copy of the questionnaire. Appendix C provides questionnaire results. (KS) ED345910
Cohen, M. D., & Tellez, K. (1994). Variables AFfecting the Teacher Implementation of Cooperative Learning Methods in ESL and Bilingual Classrooms. This study investigated the relationships between variables affecting the degree to which cooperative learning (CL) was implemented by English as a Second Language (ESL) and bilingual teachers. A total of 227 ESL and bilingual public school teachers (K-12) of Spanish speaking language minority students responded to a mailed survey questionnaire that was constructed to examine: (1) teacher beliefs about the acquisition of knowledge, teacher role, and second language instruction; (2) teacher attitudes about various aspects of CL; and (3) teacher perceptions of constraints and opportunities in their school environment. The study found that ESL and bilingual teachers with high interpretive beliefs tended to implement CL more frequently than teachers with low interpretive beliefs. The teachers that most frequently implemented CL were those who perceived the teacher's role to be of a more inclusive nature. (Contains 24 references.) (MDM) ED373562
Critical Elements and Practices of Transition Programs Linking Early Childhood Education and Early Elementary School.
Cruz, C. (1996). Implementation of Bilingual Education Programs in South Texas. The history of Texas' implementation of bilingual education is examined through a review of relevant literature and court litigation, and a survey of school district superintendents and administrators on this topic is reported. In interviews with the administrators, it was found that bilingual education and English-as-a-Second-Language (ESL) instruction are widely misunderstood. Eight of the 10 participating school districts did not take advantage of federal funding opportunities. In several South Texas schools, the curriculum is geared to transitioning students into all- English instruction as quickly as possible, with Spanish language use discouraged. Parents of students identified as limited-English-speaking (LEP) frequently declined bilingual program participation, did not respond accurately to home language surveys, and did not volunteer for language proficiency assessment committees. Other problems included inconsistency in committee functions, lack of equity between bilingual, gifted and talented, and special education, difficulty in hiring qualified ESL teachers, and communication problems within schools. Implications are drawn. A summary in Spanish of administrators' responses to interview questions is appended. (MSE) ED396563
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Danesi, M. (1993). Literacy and Bilingual Education Programs in Elementary Schools: Assessing the Research. Mosaic, v1 n1 p6-12 Fall 1993. Argues, on the basis of research carried out in Canada and Belgium, that not only does the formal learning of the ancestral language in school enhance the overall cognitive abilities of immigrant children but also constitutes the optimal means by which such children can gain literacy in the dominant language. (37 references) (MDM)
Daniels, M. (1996). Bilingual, Bimodal Education for Hearing Kindergarten Students. Sign Language Studies, n90 p25-37 Spr 1996. Shows that 17 kindergarten children receiving sign language instruction tested significantly higher on the Peabody Picture Vocabulary Test than 17 kindergartners receiving no such instruction. The study's findings confirm that simultaneously presenting words visually, kinesthetically, and orally offers an advantage to young learners. (23 references) (Author/CK)
Davies, S. N. (1991). The Transition toward Bilingual Education of Deaf Children in Sweden and Denmark: Perspectives on Language. Sign Language Studies, v7 p169-95 Sum 1991. Reports on a four-month study of deaf education programs conducted in Sweden and Denmark in March of 1990, and discusses three aspects of language learning involving deaf children's learning sign language as a first language, Swedish as a second language, and hearing parents' and teachers' learning of Swedish Sign Language. (14 references)
de Jong, E. J. (1996). Integration: What Does It Mean for Language Minority Students? A study in five schools investigated issues in the integration of language- minority students from bilingual education classes and native English- speaking students in academic subject area classes. Participating teachers, six grade-level teachers and six bilingual teachers, the latter selected for their experience with transitional bilingual education, were interviewed four times and observed in class once a week over 2-4 months. Together they represented five integration approaches, four based on existing transitional bilingual education (TBE) and one a two-way bilingual program. The TBE-based approaches included: (1) two self-contained classrooms (one bilingual, one monolingual) with movement between classrooms for academic instruction; (2) two self-contained classrooms with movement between classes for academic subjects and a second-language component; (3) team-teaching (bilingual and monolingual) of students physically in the same classroom, with the second language used as a support language by the bilingual teacher; and (4) team-teaching in one classroom with a second language instruction component. A variety of grade levels and languages are represented in the six classrooms. Each situation is examined, and characteristics of an integrated school are derived from the six situations. Contains 34 references. (MSE) ED394347
de la Garza, R. O., & Others, A. (1992). Latino National Political Survey. Summary of Findings. This study surveyed political values, attitudes, and behavior of Mexicans, Puerto Ricans, and Cubans in the United States. This report describes U.S. Latinos as foreign-born, native (U.S.)-born, non-U.S. citizens, and U.S. citizens. The study used a household, in-person survey, in English or Spanish (interviewee's choice), of 1,546 Mexicans, 589 Puerto Ricans, 682 Cubans, and 598 non-Latinos. The survey was conducted between August 1989 and April 1990. Findings indicate that: (1) the U.S.-born have significantly higher levels of education, income, and job status than the foreign-born; (2) only the foreign-born speak mostly Spanish; (3) it is difficult to place any subgroup at any one point on the political spectrum; (4) ideologically, U.S. Latinos identify themselves as moderates or conservatives, although they support increased spending on many domestic issues; (5) Mexicans, Puerto Ricans, and Cubans express strong commitment to and identification with their own national-origin groups, although the three together do not identify as one community or see themselves as similar culturally or politically; (6) despite widespread perceptions among Anglo political leaders, Mexicans, Puerto Ricans, and Cubans are generally well-incorporated into U.S. society; and (7) all U.S. Latinos are much more involved in general political activities and school-related activities than in voting. Four figures and four tables are included, among which are: "Education by National Origin and Nativity"; "U.S. Citizens and Residents Should Learn English" (reactions tabulated by national origin); "Objective of Bilingual Education" (reactions tabulated by national origin). (JB) ED354281
De Leon, J., & Cole, J. (1994). Service Delivery to Culturally and Linguistically Diverse Exceptional Students in Rural School Districts. Rural Special Education Quarterly, v13 n4 p37-45 Fall 1994. Survey responses of 60 rural New Mexico special education directors address availability of programs that simultaneously meet cultural, communication, and disability needs of diverse student populations; training of personnel in these programs; and whether educational diagnosticians and speech language pathologists accommodate language and cultural factors. Recommends cross-training of rural special educators and English-as-a-Second-Language teachers. (RAH)
De Leon, J., & Gonzales, E. (1991). An Examination of Bilingual Special Education and Related Training. Teacher Education and Special Education, v14 n1 p5-10 Win 1991. This study surveyed universities and colleges to determine numbers, target languages, levels of training and other details of bilingual special education, school psychology, diagnostician, and speech language pathology programs in the United States. Results indicate that despite increases in such programs, the need for them is not being met. (Author/PB)
Deering, P. D., & Others, A. (1993). An Examination of Teacher Thinking during a Collaborative Effort To Improve Elementary Cooperative Learning Literacy Instruction. Growing numbers of teachers are turning to cooperative learning methods for literacy instruction, yet recent studies suggest that teachers hold theories of cooperative learning which are unrelated, or even antithetical, to helping students learn to become strategic, independent readers. This paper reports on a study that examined seven teachers' thinking and its relation to classroom actions regarding the use of cooperative learning for literacy instruction in a bilingual elementary school. Data were collected from interviews with participants at the beginning and middle of the school year, classroom observations consisting of written fieldnotes describing instruction and the social context, post-lesson interviews with selected students, and educator-researcher staff development meetings. Findings indicated: (1) teachers' beliefs about teaching, literacy learning, and cooperative learning were compatible with a social constructivist learning perspective (Vygotsky, 1978), but were relatively inchoate; and (2) collaborative intervention guided by social constructivist learning theory (Vygotsky, 1978), can contribute to informed, collegial, and committed teacher innovation. Based on these results, the researchers worked with each teacher to develop instructional improvement agendas. An appendix provides sample responses of students' awareness of conditional knowledge. (Contains approximately 35 references.) (Author/LL) ED372037
Deering, P. D., & Others, A. (1994). The Cooperative Reading Project: A Collaboration with Teachers To Examine and Improve upon Cooperative Learning in Literacy Instruction. This paper presents some of the overall findings of the Cooperative Reading Project (CRP), a collaboration between six teachers in a bilingual Spanish/English elementary school and a team of university researchers to examine and improve upon cooperative learning literacy instruction. The CRP took a social constructivist learning stance toward cooperative learning as well as toward professional development of teachers. The project focused on teachers' thinking and its relation to their classroom actions and students' attitudes and learning. Teachers participated in ongoing, collaborative staff development meetings, and each developed a personal instructional refinement agenda. Data was gathered through teacher and student interviews, instructional observations, and a pre-, mid-, and post- intervention written assessment of student literacy strategy use and motivational orientation, using the Motivated Strategies for Learning Questionnaire. The study found that students showed increases in liking for cooperative learning and, in the lower elementary grades, in metacognitive knowledge. The findings suggest that a collaborative, social constructivist perspective on teacher change can contribute to significant changes in instruction. An appendix contains sample responses of students' awareness of conditional knowledge. (Contains 33 references.) (MDM) ED375635
Delgado-Gaitan, C. (1991). Involving Parents in Schools: A Process of Empowerment. American Journal of Education, v100 n1 p20-46 Nov 1991. This 4-year study in a southern California school district examines parent involvement activities affecting about 100 families to encourage Spanish- speaking parents to participate more fully in their children's schooling. Unconventional activities validating families' social and cultural experience are more successful than conventional means of encouraging parent participation. (SLD)
Delgado-Gaitan, C., & Trueba, H. (1991). Crossing Cultural Borders: Education for Immigrant Families in America. With the rapid increase of ethnic minorities entering industrial societies and interacting with mainstream cultures, issues of cultural and linguistic differences must be addressed. Particularly relevant to educators is understanding the process of acculturation and socialization of uprooted ethnic or low-income minority children. Such children are expected to adjust rapidly to their adoptive culture, learn the language quickly, and be clearly committed to a new set of cultural values, and tolerance for different paces in acculturation or language acquisition is limited. A deeper understanding of the nature of the transition between home and school is needed. Based on an ethnographic study, this book describes the relationship between home and school socialization, the influence of the home in the school, and the impact of the school in the homes of first generation Hispanic children in a California community. It explores the impact of cultural, community, and family setting and values on these minority children's adjustment to their new learning environment. The children's storytelling and games, for example, reveal that they increasingly use the language, concepts, and strategies learned in school while retaining their own cultural values. At the same time, parents learn through the values, knowledge, and behavior patterns the children bring home from school what the world outside is like and how the challenge of cultural change is to be faced. The book closes with a discussion of how ethnography relates to empowerment and what implications this has for educational reform. A bibliography of 126 entries is included. (CJS) ED334318
Demerath, P. W. (1994). Relationships between Mainstreamed Special Needs Students and Their Peers in an Urban Middle School: A Case Study. This paper reports qualitative and quantitative data obtained about relationships between 27 students with special language needs or learning disabilities and their nondisabled peers (N=99) in four integrated eighth grade classes of an urban middle school in Massachusetts. The study involved approximately 120 hours of in-school observation over a 7-month period; structured and informal interviews with students, teachers, and school administrators; and a student-generated typology of the peer system. Primary findings included: (1) the students with language/learning disabilities were perceived humanistically by their peers, and were almost entirely integrated into peer groups; (2) though the bilingual students tended to stay in their own gender-specific peer groups, there was less conflict with regular education students than seen in previous years; (3) gender was found to be a more important predictor of peer social groups than primary language, ability, or ethnic origin. Findings suggested that teacher-constructed notions of inclusion (primarily prescriptive groupings and classroom statements supportive of mutual respect of individual differences) affected student perceptions of and relationships with unlike peers. Fieldnotes and interview data describe student interaction in three different school contexts: (1) the inclusive classroom; (2) the non- inclusive classroom, the hallway, and recess; and (3) lunch. The student- developed typology of the school's peer system is discussed. (Contains 31 references.) (DB) ED376660
Desmond, C. T. (1993). German Language and Education in Pennsylvania, 1683-1911: Cultural Resistance and State Accommodation. This research investigated the nature of the language and educational experiences of the Germans who emigrated to the province and later, to the state of Pennsylvania. German migration into Pennsylvania began in 1683, peaked during the years 1717 through 1754, and continued throughout the nineteenth century. The research indicated that both official and unofficial colonial and state attempts were made to Anglicize the Germans through the use of the English language in schooling for the Germans. The Germans, nonetheless, strongly resisted these efforts to displace their "Muttersprach" through private schooling, political participation in local and state affairs, and through public support of substantial German language instruction in the common schools until the advent of World War I. These findings call into question research that concluded that an American tradition of bilingual education consisted strictly of local experiments in large, urban Midwestern and Southwestern schools and supports scholarship that has maintained that the United States granted language rights to its earliest minorities. (Author/JP) ED363124
Dianda, M. R. (1991). New Teachers in California's Language-Diverse Metropolitan Classrooms: Findings From an Initial Study. A study was done of novice teachers in California's public education system to examine how well they function in the language diverse metropolitan classrooms. Fall and Spring surveys were administered to 1,368 new teachers, and Spring surveys were administered to the directors of induction projects in which the new teachers participated. Findings confirm the gap that exists between the racial, ethnic, and linguistic diversity of the new teachers and that of their students. The new teachers were less diverse than the students they teach, and very few of the teachers held teaching credentials or certificates that qualified them to teach in language-diverse classrooms. Although most of the teachers had had some preservice and college training relating to teaching in diverse classrooms, only a few rated that training has prepared them well for such assignments. The teachers reported that training did not focus on specific instructional strategies. Training during the initial teaching years focused on five key areas: (1) understanding and use of students' native language; (2) promoting students' English language development; (3) adapting curriculum and instruction to meet diverse students' needs; (4) promoting student interaction; and (5) conducting outreach to students' parents. Included are five tables and 14 references. (JB) ED342870
Dianda, M. R., & Flaherty, J. F. (1995). Report on Workstation Uses: Effects of Success for All on the Reading Achievement of First Graders in California Bilingual Programs. A study assessed the effectiveness of the Success for All Program for grade- one English-as-a-Second-Language (ESL) learners in bilingual or ESL programs in three California elementary schools. The reading instruction program provides both native (in this case, Spanish) language support as well as English language instruction and materials. The three schools in question were matched with comparison schools in their districts, that were similar in level of student disadvantage and other factors. The 2-year evaluation measured student (n=313) progress from kindergarten entry (receptive vocabulary) to the end of first grade (phonetic synthesis skills, recognition of common sight words, and text comprehension). Analysis of the results indicates that the 2 years of instruction in the Success for All program were effective for both students taught in Spanish- English bilingual programs and in ESL programs. While the instruction raised the average student performance, it also raised the performance of the lowest-performing students, with some of the largest treatment effects occurring in this group. A suggested area for further research is the monitoring of achievement over time. (MSE) ED394327
Diaz, R. M., & Others, A. (1991). The Effects of Bilingualism on Preschoolers' Private Speech. Early Childhood Research Quarterly, v6 n3 p377-95 Sep 1991. Spanish-speaking preschoolers learning English in a bilingual preschool program were videotaped while working independently on tasks to examine their spontaneous private speech. Results show that the private speech of bilingual preschoolers appears to develop normally. Positive effects of second-language learning in a bilingual program on the frequency of private speech and diversity of use were found. (GLR)
Diaz-Rico, L. T., & Smith, J. (1994). Recruiting and Retaining Bilingual Teachers: A Cooperative School-Community- University Model. Journal of Educational Issues of Language Minority Students, v14 p255-68 Win 1994. Overviews the problems California schools have recruiting bilingual teachers and presents a recruiting model originating in the San Bernardino County Fontana School District in cooperation with a major university. Components of the model include well-defined staffing policies, a career ladder for bilingual teacher aides and support for teacher credentialing. (23 references) (CK)
Dixon, J. K. (1995). Limited English Proficiency and Spatial Visualization in Middle School Students' Construction of the Concepts of Reflection and Rotation. Bilingual Research Journal, v19 n2 p221-47 Spr 1995. Eighth-grade students in bilingual classrooms explored the geometric concepts of reflection and rotation within a computer-based, dynamic, instructional environment. With initial differences controlled, treatment groups performed significantly better on concept formation and spatial visualization than did control groups receiving conventional geometry instruction. Student performance was not affected by level of English proficiency. Contains 72 references. (SV)
Duff, P. A. (1991). Innovations in Foreign Language Education: An Evaluation of Three Hungarian- English Dual-Language Schools. Journal of Multilingual and Multicultural Development, v12 n6 p459-76 1991. The results of the first year of an ongoing evaluation of Hungarian-English dual-language programs in Hungary are reported, including foreign language proficiency for secondary school students, parent and student attitudes and motivation regarding participation in the programs, and problems in implementing the immersion model in Hungary. (seven references) (Author/LB)
Duran, L. (1994). Toward a Better Understanding of Code-Switching and Interlanguage in Bilinguality: Implications for Bilingual Instruction. Journal of Educational Issues of Language Minority Students, v14 p69-87 Win 1994. Assists teachers involved in bilingual instruction in improving their understanding of two aspects of bilingual development: interlanguage and of code-switching. Both are natural and creative outgrowths of being bilingual, i.e., alternative forms created by the cognitive/conceptual synthesis of two languages. (30 references) (CK)
Duran, R. P., & Szymanski, M. H. (1993). Construction of Learning and Interaction of Language Minority Children in Cooperative Learning. Report No. 45. This report analyzes the moment-by-moment construction of interaction by language minority children in a cooperative learning activity. The interaction occurred among students in a Spanish-English bilingual 3rd grade classroom as part of a cooperative learning curriculum known as Cooperative Integrated Reading and Composition (CIRC), which was especially adapted for use in bilingual classrooms by language minority students. The analysis of interaction reveals that under supportive social circumstances, children are very active in probing and questioning their own knowledge and they rely on their shared expertise to attain instructional goals and supplemental goals that are related to their own expertise and concerns. The report supports the importance of promoting learning as a constructive process wherein students actively develop new knowledge through manipulation and questioning of their existing knowledge. (Author) ED365106
Durgunoglu, A. Y., & Others, A. (1993). Cross-Language Transfer of Phonological Awareness. Journal of Educational Psychology, v85 n3 p453-65 Sep 1993. Factors influencing English word identification performance of 27 Spanish- speaking beginning readers (grade 1) were investigated. Performance on English word and pseudoword recognition tests was predicted by Spanish phonological awareness and Spanish word recognition. Implications for instruction of beginning readers are discussed. (SLD)
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_____. (1992). Effective Transition (Project E.T.), Final Evaluation Profile. Transitional Bilingual Education 1991-92. OREA Report. Students from Lafayette High School and Pershing Intermediate School in Brooklyn, New York who were of Spanish and Cantonese linguistic backgrounds (and who scored at or below the 40th percentile on the Language Assessment Battery) received intensive instruction in English-as-a-Second-Language (ESL) and native language arts (NLA) in Spanish or Cantonese. Although only 73 students were enrolled in the project, data is provided for a greater number of students. Instruction in math, social studies, science, and computer science was provided in Spanish or Cantonese. Teachers, students, and consultants designed, assembled, and tested a series of science modules; curriculum and staff development components focused on improving the hands-on, process, and concept-based scientific experiences. The project met its objectives for Chinese NLA, content area subjects, the career education objective for the organization of a career conference and advisement, attendance rates, dropout prevention, and parental involvement. The project did not meet its objectives for ESL, staff awareness of pupil needs and problems, and staff development. Data collection and analysis methods and instructional materials are appended. (JP) ED360846
_____. (1993). Emergent Literacy in Early Childhood Education: Course on Emergent Literacy in Early Childhood Education (Haifa, Israel, October 25-December 20, 1992). The purpose of a 1992 course on emergent literacy in early childhood education was to formulate a shared definition of literacy; create awareness of the developmental process involved; test previous assumptions, methods, and techniques in the light of new knowledge; and develop pedagogic approaches and curricula relevant to the existing conditions in the course participants' communities. Following an introduction, this publication contains the major lectures delivered during the course: (1) "Introduction to Literacy" (Rina Michalowitz); (2) "Acquisition of Language and Literacy" (Dorit Ravid); (3) "Sensory-Motor Integration as a Precursor of Literacy Skills" (Luba Zuk); (4) "The Developmental Bases for School Adjustment" (Galia Rabinovitz); (5) "Language, Reading and Reading Programs" (Miriam Gillis-Carlebach); (6) "Emergent LiteracyFrom Theory to Practice" (Ilana Zeiler); (7) "Emergent Literacy: Children's Ways of Writing in Preschool Years" (Ana Sandbank); (8) "Literacy Acquisition in a Diglossia Situation" (Jihad Iraki); (9) "Literacy, Development and Bilingual Education" (Hanna Ezer); (10) "Bilingualism and Biliteracy" (Elite Olshtain); and (11) "Promoting Flexibility in Young Children's Minds within the FamilyA Cross Cultural View" (Pnina Klein). References are included with all but the first lecture, and a list of course participants is appended. (TJQ) ED364321
Echeverriarza, M. P. (1991). An Analysis of the Nature and Roles of Teacher and Peer Talk in a Bilingual Classroom. Journal of Educational Issues of Language Minority Students, v8 p71-89 Spr 1991. Examination of the nature and roles of two types of classroom talk that emerged from a bilingual multiethnic classroom focused on how students of differing language backgrounds participated in lessons, how teacher allocation of time affected students' learning, and how the latter related to teachers' attitudes and values in selecting and organizing curricula. (27 references) (CB)
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Edwards, P., & Others, A. (1996). Disadvantaged Rural Students: Five Models of School-University Collaboration. This paper describes five models of school-university collaboration designed to maximize academic achievement opportunities for disadvantaged rural students. Project SHAPE (School and Homes As Partners in Education) at the State University of New York (SUNY) at Plattsburgh is an extended school day program established in partnership with Plattsburgh public schools, parents, community, and university. The Yakima Valley Collaborative Program involves three institutions: Yakima Valley Community College, Heritage College, and Central Washington University. It is designed to meet the needs of older or minority students unable to leave jobs, families, and other responsibilities to travel to the college campus. The Center for Individualized Instruction (CII) at Jacksonville State University (Alabama) is a multi-disciplinary academic support center serving both undergraduate and graduate students. The CII provides computer based instruction, special classes in basic skills, and peer tutoring in core curriculum subjects. The Systemic Teacher Excellence Preparation Project (STEP) at Montana State University is a 5-year project funded by the National Science Foundation to improve the training of K-12 mathematics and science teachers in Montana, in particular Native American teachers. At Saginaw Valley State University (Michigan), applicants from diverse economic, racial, and cultural backgrounds are recruited through a variety of strategies. Initiatives implemented by the College of Education to attract minority candidates include: the Bilingual Education Program; math/science scholarships funded by a grant from the Kellogg Foundation; a cooperative program with Delta College for minority students; and the Young Educators Society for minority middle school students. (Contains 16 reference.) (ND) ED395904
Ellis, N. E. (1990). Collaborative Interaction for Improvement of Teaching. Teaching and Teacher Education, v6 n3 p267-77 1990. Relationships are explored between elementary school teachers' (N=13) collaborative interactions and implementation of a complex instructional program ("Finding Out/Descubrimiento") in science and mathematics developed for bilingual classrooms. Findings revealed an association between frequency of teacher collaboration and quality of implementation only when collaborative meetings were structured. (JD)
Enchautegui, M. E., Jang, Y., Minami, M., Donley, B., & Others, A. (1995). Policy Implications of Latino Poverty.
Escamilla, K. (1994). The Sociolinguistic Environment of a Bilingual School: A Case Study Introduction. Bilingual Research Journal, v18 n1-2 p21-47 Win-Spr 1994. This study examined the results of a case study of a school that labels itself as a bilingual school. The study examines and describes language use in bilingual classrooms in the school and language use in the larger school environment outside of the classroom. (52 references) (JL)
ESL: Asian High School Students' Perspectives.
Eubanks, S. C. (1996). The Urban Teacher Challenge: A Report on Teacher Recruitment and Demand in Selected Great City Schools. The urban teacher recruitment challenge documented in this report is the harbinger of potentially more serious nationwide shortages to come. The need for teachers of color in America's schools has already reached critical proportions. Data in this report were collected as part of a broad- based commitment to improved teacher recruitment and development by Recruiting New Teachers, Inc. (RTC) and its Urban Teacher Collaborative partners. In 1995 RTC mailed surveys to human resources administrators and superintendents in districts that are members of the Great City Schools. Thirty-nine of the 47 districts responded. Their responses indicate that special education is the teaching area in greatest demand, followed by science, mathematics, bilingual education, elementary education, and English as a second language. Districts were asked about the ways they try to recruit teachers. Some 76.9% of districts allow noncertified teachers to teach and 43.6% offer programs designed to prepare teacher aides for licensed teaching positions. The majority of districts also offer opportunities for middle and high school students to explore careers in teaching. A survey responded to by 39 of the 50 Great City Colleges of Education profiled efforts to recruit minority students and described special placement programs to interest graduates in urban teaching positions. Results of both surveys confirm the immediate and anticipated demand for new urban teachers, especially teachers of color and language minorities. (Contains 14 graphs.) (SLD) ED400351
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Faltis, C. (1996). Learning To Teach Content Bilingually in a Middle School Bilingual Classroom. Bilingual Research Journal, v20 n1 p29-44 Win 1996. A year-long study followed two bilingual (English/Spanish) middle school teachers as training helped them to develop a new way of interacting with students during content teaching. To enhance student comprehension, the teachers moved away from concurrent translation and made efforts to distribute language usage so that they spent equal amounts of time in both languages. (LP)
Farquhar, S.-E., & Laws, K. (1991). A Preferred Child Care Education Service: The Quality of Te Kohanga Reo. After six decades of supposed equal resource sharing among all cultural groups, in 1982 the first Maori-initiated and operated child care center opened in New Zealand. Called a "Kohanga Reo" ("language nest"), it inaugurated a new movement, and by 1990 there were 612 such centers. This paper first describes the characteristics of Te Kohanga Reo programs, and then reports on a research study of parent attitudes toward them. Te Kohanga Reo are early childhood centers for the care and education of young children and the delivery of services to families. Most provide full-day care. They operate in a variety of settings, such as schools, community houses, private homes, churches, or Marae (Maori meeting places). They are licensed by the Ministry of Education. The centers feature immersion of children in the Maori language and culture, and "whanau" development: the involvement of Maori elders in Kohanga operation. Te Kohanga Reo is aimed at developing bilingual and bicultural children who can interact competently in both Maori and Pakeha worlds. The early education program fuses children's cultural needs with their developmental needs. Findings from a survey of 12 families in two programs suggest a high degree of congruency between people's aspirations and the pedagogy of Te Kohanga Reo. Contains 15 references. (LB) ED341507
Farren, S. (1994). A Divided and Divisive Legacy: Education in Ireland 1900-20. History of Education, v23 n2 p207-24 Jun 1994. Examines tensions and divisions that formed the educational legacy of the two states in Ireland that emerged from the political settlements of 1920- 21. Concludes that, on the eve of partition in 1921, deep divisions in education were reminders that education would continue to expose ideological differences between Ireland and Britain. (CFR)
Fashola, O. S., & Others, A. (1996). A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words. American Educational Research Journal, v33 n4 p825-43 Win 1996. How Spanish-speaking children spell English words was studied with 38 Spanish-speaking and 34 English-speaking second and third graders. Spanish- speaking students produced more errors that were consistent with the correct application of Spanish phonological and orthographical rules (predicted errors). Implications for bilingual education are discussed. (SLD)
Felix, J. W. d., & Others, A. (1993). A Comparison of Classroom Instruction in Bilingual and Monolingual Secondary Classrooms. Peabody Journal of Education, v69 n1 p102-16 Fall 1993. Reports on a study of an innovative secondary bilingual program for preliterate immigrant adolescents. Researchers compared classroom processes used in the bilingual program to those in English-as-a-Second-Language classrooms. Observations indicated no significant differences in off-task behavior. Neither group participated in many higher level thinking activities. (SM)
Ferroli, L., & Shanahan, T. (1992). Voicing in Spanish to English Spelling Knowledge Transfer. A study investigated spelling error patterns in native Spanish-speaking students of English as a Second Language to determine the degree to which errors can be attributed to phonological patterns. Specifically, it examined (1) which spellings can be attributed to differences in voicedness of consonants, and (2) whether the voicedness can be used to identify a progression of spelling strategies that characterize Spanish-influenced English spelling. Subjects were 47 second- and third-grade children in a transitional bilingual education program just beginning to receive English instruction. Spelling proficiency in English and Spanish was pre-tested with 18-word developmental spelling tests, then weekly spelling samples were collected over 20 weeks. Five new words incorporating key spelling features were included with regular spelling words each week. Patterns of individual phonemes and corresponding spelling were analyzed. Results indicate that whatever conceptual knowledge children had of the spelling system in their native language was applied to English. The need to attend to voicedness in English spelling, not an issue in Spanish, remained problematic for students. A sequence of four spelling strategies was identified and implications for classroom spelling instruction are drawn. Analysis results are appended.(Contains 12 references.) (MSE) ED358739
Fillmore, L. W. (1991). When Learning a Second Language Means Losing the First. Early Childhood Research Quarterly, v6 n3 p323-47 Sep 1991. Discusses a nationwide study of language shift among language-minority children in the United States. Immigrant and American Indian families were surveyed to determine the effects of children's learning of English in preschool on their family language patterns. Findings suggest that primary language loss can be very costly to the children, their families, and society. (Author/GLR)
Fischer-Wylie, S. M., & Torres, J. S. (1990). Losing Entitlement: Does Grade Make a Difference. A study examined how long it took 23,044 K-12 limited-English-proficient (LEP) students to lose their legally mandated entitlement to bilingual and English-as-a-Second-Language (ESL) classes. All students had been in an English-language school for one year or less as of spring 1982 and all were followed until spring 1986. Three groups roughly corresponding to elementary, middle, and high school grade cohorts were examined. Results show that although most new-entrant LEP students will lose entitlement after 4 years, students in lower grades are more likely to exceed the 20th percentile on the Language Assessment Battery (LAB) and do so more quickly than students in upper grades. At the high school level, nearly two-thirds leave school while still entitled. In light of the results and a recent New York State Education Department recommendation that the entitlement cutoff point be raised to the 40th percentile on the LAB, it is recommended that administrators (1) consider developing accelerated programs or programs articulated with jobs or postsecondary education, for those students still entitled; (2) consider developing programs for students who will score low despite length of service; and (3) monitor academic progress of formerly entitled students and provide services when necessary. (MSE) ED318249
Fouzder, N. B. (1997). The Effect of Modified Input on the Acquisition of Vocabulary in Science by a Newly Arrived Bilingual Student in a Secondary School. Multicultural Teaching, v15 n3 p23-24,27 Sum 1997. Studies the effect of specific teacher input, modified for comprehension, on the acquisition of science vocabulary by a recent immigrant, a 12-year old newly arrived at an English secondary school. Comprehensible input played an important part in the acquisition of this student's science vocabulary. (SLD)
Francis, N., & Nieto Andrade, R. (1996). Stories for Language Revitalization in Nahuatl and Chichimeca. Central Mexico is home to over 20 indigenous languages whose speakers still occupy their original ancestral communities. In this region, acute language conflict between Native languages and Spanish, the official state language, greatly affects elementary school students such as those in San Isidro Buensuceso Tlaxcala and Mision de Chichimecas in Guanajuato state. With fewer than 2,000 speakers, the Chichimeca language of Mision de Chichimecas faces an uncertain future. Of 285 elementary students, only 110 have retained productive language capacity. Although residents of San Isidro represent the largest indigenous language group (Nahuatl) in Mexico, they too are experiencing indigenous language erosion. A study in the two towns examined the practical benefits of teaching and promoting vernacular or native language literacy. Six years ago, a bilingual education program was implemented at Xicohtencatl Elementary School in San Isidro. Today, the national anthem is sung in both Nahuatl and Spanish, students speak Nahuatl freely, and some bilingual materials are available. However, literacy is still introduced exclusively in Spanish, as is virtually all academic content through sixth grade. Evaluation of student native language writing skills in grades 2, 4, and 6 revealed a more dynamic use and mastery of the Spanish language, with language skills in Nahuatl progressively lagging behind. The early stages of the Chichimeca bilingual education program point to promising new directions for reversing language loss. The program has addressed problems of teacher language competence and linguistic variation by providing teachers with taped versions of stories narrated in Chichimeca by older more fluent students. In addition, a written edition of materials is being prepared for teachers. This paper suggests that narrative structure is a key interpretive framework for language learning and could serve as a bridge between oral and writing skills to the benefit of both language preservation and literacy development. (LP) ED395733
Frau-Ramos, M., & Nieto, S. (1991). "I Was An Outsider": Dropping Out among Puerto Rican Youths in Holyoke, Massachusetts. A study was done to examine the reasons why Puerto Rican youth from the Holyoke (Massachusetts) Public School System drop out of high school and the effect of dropping out of school on the Latino community. The study was conducted using data provided by the Holyoke School Department and drawn from Students' cumulative folders and school district annual reports, which provided information on administrative practices and policies, students' socioeconomic background, and academic performance. The study population included 125 members of the 273 Holyoke High School graduating class of 1990 and 82 students who dropped out during their junior or senior year. Three male dropouts were located and interviewed by telephone. Findings indicate the following: (1) a 68 percent dropout rate among Puerto Rican youth; (2) a lower dropout rate for Puerto Rican students born in Holyoke compared to those born in Puerto Rico; (3) those enrolled in the Transitional Bilingual Education program were half as likely to leave school; (4) the gap between Hispanic Americans and Whites was largest in the area of ability grouping; (5) the curriculum is at odds with the experiences and culture of the majority of students; (6) Hispanic American students had higher grade point averages overall than did White students; and (7) Spanish was the primary language among Hispanic American high school students. Implications of the study for school policy and practice are considered under the following headings; (1) Maintain and strengthen bilingual progams; (2) Reform the curriculum; (3) Rethink ability grouping; (4) Revise retention policies; (5) Develop work-study programs as incentives for young people to stay in school; (6) Improve counseling practices; (7) Maintain reliable records and accurate information about dropouts; (8) Reform disciplinary policies; (9) Investigate teacher student interactions; and (10) Develop a more welcoming school climate. Included are 63 references. (JB) ED344974
Freeman, R. D. (1995). Equal Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual School. Issues in Applied Linguistics, v6 n1 p39-63 Jun 1995. Based on a two-year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what educational opportunity means for the linguistically, culturally, and economically diverse student population participating in a successful two- way Spanish-English bilingual program. Presents micro-level classroom analysis demonstrating how team-teachers work together to help students develop academic skills in both languages. (31 references) (Author/CK)
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_____. (1992). Guidance Oriented Acquisition of Learning Skills (Project GOALS). Final Evaluation Profile, 1991-92. Transitional Bilingual Education 1991-92. OREA Report. Project Guidance Oriented Acquisition of Learning Skills' (GOALS) high school students (Asian, European, Hispanic, Haitian) who scored at or below the 40th percentile on the Language Assessment Battery and were at risk of dropping out of school received instruction in English as a Second Language (ESL); bilingual and/or ESL content area courses; native language arts (NLA) in Chinese, Russian, and Spanish; and career related areas. The project planned activities for staff and curriculum development. Project GOALS, which is in its third year, met its objectives for ESL and curriculum development, for ESL reading, and for NLA. The project only partially met its objectives for vocational educational courses and for attendance and dropout reduction. Objectives for content area subjects were unable to be evaluated. Recommendations based on the projects' findings are included and data collection and analysis methods and instructional materials are appended. (JP) ED360848
Gandara, P., & Merino, B. (1993). Measuring the Outcomes of LEP Programs: Test Scores, Exit Rates, and Other Mythological Data. Educational Evaluation and Policy Analysis, v15 n3 p320-38 Fall 1993. Data collected at three schools in California with programs for students of limited English proficiency (LEP) suggests that exit rates should not be the focus of evaluations of LEP programs and that schools cannot adequately answer questions about students' academic achievement and English language acquisition by program type. (SLD)
Garcia, G. E. (1992). The Literacy Assessment of Second-Language Learners. The first part of this report reviews the different types of formal assessment measures that have been used to evaluate the language and literacy performance of second-language learners of English in the United States, including language proficiency tests, reading readiness tests, standardized reading tests, basal reading tests, and statewide reading tests. The second part of the report explains informal assessment and describes the various types of classroom activities that teachers can use to evaluate and facilitate the literacy development of second-language students in both bilingual and non-bilingual settings. Activities presented include classroom observation, oral miscue analysis, story retellings, tape recordings of oral reading, reading logs, reading response logs, think- alouds, writing folders, and student-teacher conferences. The report concludes by noting some of the limitations of informal assessment and by pointing out that an informal assessment program can provide classroom teachers with a comprehensive profile of second-language students' literacy strengths and weaknesses. (Author) ED348665
Garcia, G. E., & Godina, H. (1994). Bilingual Preschool Children's Participation in Classroom Literacy Activities: "Once upon a Time" and Its Alternatives. An ethnographic study analyzed and compared children's participation in book reading activities with their participation in other types of literacy activities. Subjects, 15 bilingual children who were enrolled in a multilingual, multicultural preschool program where English was the common language, were encouraged to maintain their native languages through the presence of native-language tapes, books, and activities. Data included classroom field notes, videotapes, and teacher plans recorded and/or collected over one semester. Results indicated that: (1) the children were not very attentive during the book reading in English that occurred during whole group time; (2) the only children that were being read to in their native languages were the Chinese and Russian children; and (3) the children were actively engaged in other literacy activities, and activities that were not formally designed as literacy activities. Findings underscore the importance of creating opportunities for bilingual children's engagement with print in ways other than English book reading. Children in this classroom with its emphasis on multilingualism demonstrated an emerging awareness of different languages, different conventions of print, and different concepts about print. (Contains 12 references.) (RS) ED381770
Garcia, R. F. (1992). Students' Perceptions of the Classroom Climate: A Descriptive Research Study. This study examined the attitudes of fifth and sixth grade students from Chicago (Illinois) toward classroom climate in an effort to better understand factors that would encourage greater self-concept, higher achievement, and student and teacher behaviors. The study population included 185 fifth and sixth grade students attending the Philip Sheridan Elementary School in Chicago. The students were from low-income families in an area of depleted jobs and much gang activity. The students were African American and Hispanic American, and 50 students were in Spanish/English bilingual classrooms with a bilingual teacher. The 60-item Classroom Climate Checklist (CCC) was administered to students over a 2-day period. A short oral explanation was given by the researcher, and the CCC was administered and collected immediately on completion. Findings indicate that of the three items rated as strong positive aspects of classroom climate, two are teacher-directed or teacher-caused: the teacher makes the subjects interesting (72 percent), and the students are encouraged to ask questions (72 percent). The third highest-rated positive item was a reflection of the students themselves in helping each other to do a good job. Teacher behavior also figured greatly in the positive response. Two item considered as factors of poor climate were negated by student responses. Includes 1 table, the CCC, and 28 references. (JB) ED353347
Garrett, P., & Others, A. (1994). Use of the Mother Tongue in Second Language Classrooms: An Experimental Investigation of Effects on the Attitudes and Writing Performance of Bilingual UK Schoolchildren. Journal of Multilingual and Multicultural Development, v15 n5 p371-83 1994. A study of mother tongue (MT) use in second-language classrooms was conducted in United Kingdom primary schools in two bilingual settings: North Wales (Welsh/English) and Lancashire (Mirpur Punjabi/English). Prewriting activities were carried out with comparable pairs of classes (MT or English, second language). Although attitudes in the MT groups improved, writing performance showed no change. (30 references) (LR)
Garrott, C. L. (1996). Phonemics within the Transitional Bilingual Program: From Haitian Creole to English. Two studies investigated the intrinsic and contextual difficulties of English spelling for native Haitian Creole-speaking children (NHCSs), and the effect of phonemic awareness on the achievement on beginning spellers. Each study had 20 NHCS kindergarten children as subjects. In the first, the subjects were trained in English phonemics (blending, isolation, segmentation, deletion), then tested for phonemic awareness. Results showed the children made errors in increasing order of severity in segmentation, deletion, blending, and isolation, and made significant errors in cluster onsets and cluster coda. The second study had an experimental group of 10 students and a control group of similar size. The experimental group was trained in the same aspects of phonemics and also in pronunciation of syllables illustrating onset rime, vowel coda, cluster onset, and cluster coda, incorporating instruction addressing error patterns found in the first study. Results indicated a significant experimental effect of phonemic training on students' spelling. Recommendations for further research are offered. A 32-item bibliography is included. (MSE) ED392248
Gerardi, S. (1996). The Effects of English as a Second Language on College Academic Outcomes. As part of an effort to assess the City University of New York's English as a Second Language (ESL) program, New York City Technical College conducted a study to determine if the ESL course protocol promoted positive academic outcomes among new immigrant students (NIS's) within the regular curricula. Using scores from standardized assessment examinations and measures of college performance from a sample of 717 freshman from 1990, characteristics of the average NIS were assessed and academic outcomes were examined using the following indicators: (1) cumulative grade point average (GPA) after 10 semesters of study, revealing that NIS's generally earned lower GPA's compared to mainstream students; (2) progress toward degree completion based on total credits earned, indicating that NIS's generally earned less credits than mainstream students; and (3) individuals' survival rate in the system as indicated by persistence and graduation rates after 10 semesters of study, suggesting that NIS's did tend to persist longer than mainstream students. Although the data may be interpreted as discouraging, it may be unfair to compare NIS's with mainstream students; a comparison to native-born students requiring remediation may yield more positive outcomes. Data tables are included. (TGI) ED398946
Gersten, R., & Woodward, J. (1995). A Longitudinal Study of Transitional and Immersion Bilingual Education Programs in One District. Elementary School Journal, v95 n3 p223-39 Jan 1995. Describes a longitudinal evaluation of two approaches to educating language- minority studentstransitional bilingual education and a new approach, bilingual immersion. Students achievement on the Iowa Tests of Basic Skills was traced from grades four through seven, and results indicated significant effects favoring bilingual immersion in language and reading in grades four through six but not in grade seven. (TJQ)
Geva, E., & Clifton, S. (1994). The Development of First and Second Language Reading Skills in Early French Immersion. Canadian Modern Language Review, v50 n4 p646-67 Jun 1994. Compared 20 good and poor readers in a second-grade French immersion program to 20 good and poor readers in regular English second-grade classes on various indexes of reading accuracy and speed. Found that English-only students achieved independent reading in greater numbers than French immersion students did in either French or English. (MDM)
Geva, E., & Others, A. (1993). The Concurrent Development of Spelling and Decoding in Two Different Orthographies. Journal of Reading Behavior, v25 n4 p383-406 1993. Tests the hypothesis that differences between first-language (L1) and second-language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity. Finds that neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages (Hebrew and English). (BS)
Godina, H. (1995). Metaphorical Children's Writing in a Whole-Language Classroom. A study described metaphorical writing for engaging Mexican American students in productive emergent literacy activities. During a 2-year qualitative study of a bilingual first-grade classroom, data was collected through an ethnography of communication framework that focused on metaphorical student writing and reading and included interviews and observation. There were about 15 students in the class and each student wrote a number of books that were made available for other students in the class to read. Students regularly discussed the metaphorical interpretations in their writing either through conferencing with the teacher or in round-robin class discussion. The class was clearly successful in its whole language approach, despite the obstacles the instructor faced: finding appropriate Spanish-language texts was not an easy matter; further, many Mexican Americans have been subjected to skill- based instruction, which has left them with negative feelings about education. The instructor overcame this negativity, in part, through establishing an environment that made the students comfortable. He established clear, simple rules, and he provided safe, cozy places in the classroom where students could work alone or in small groups. As a result, the classroom became a comfortable, energetic place. Discussions were facilitated by elevating the student's place, putting them on a platform so they were at a height equal to their teacher. Metaphorical writing was effective because it encouraged authentic representation of student cultural beliefs and a positive motivation toward literacy tasks. (Contains 2 figures and 41 references.) (TB) ED397410
Gold, R., & Strong, M. (1990). A Year in the Life of DeafCAN: Minority Deaf Students in a Community College. The monograph reports on a year-long ethnographic study of a program for deaf students, DeafCAN (College Access Network) at Laney College, a community college in Oakland, California. During the 1988-89 year of observation, the program offered six specially designed courses, a daily lab hour, tutoring services, and a women's support/rap group. The study was designed to describe the program, evaluate the program, and construct a program model for dissemination. The study particularly looked at: the effects of the program on the mental health of the 12 new students, bilingualism and the use of American Sign Language and English, student goals, and DeafCAN as a family. Extensive tape recordings (video and audio) of classroom and informal settings provided the data for analysis. Individual chapters of the report address the following: the setting; the DeafCAN program; the DeafCAN staff; staff meetings; DeafCAN students; students' language attitudes; students' social networks; student writing samples; underlying themes in the DeafCAN program; the impact of DeafCAN on students' mental health; student goals; DeafCAN as a bilingual/bicultural program; DeafCAN as a family; relationships between students and staff; and contact between deaf and hearing cultures. Extensive quotes and anecdotal accounts are included in the report. (DB) ED331256
Golden, J. (1990). Acculturation, Biculturalism and Marginality: A Study of Korean American High School Students. NAB
