A study of three elementary school programs (bilingual multicultural; integrated English as a second language (ESL); nonintegrated ESL) for non-English-proficient Hispanic children compared grade point averages in math, reading, and language achievement test scores of first and sixth graders. Bilingual multicultural students were superior on most…

Analyzes the treatment of language and reading disabilities of 10 bilingual students receiving integrated bilingual special education. The study compares the achievement between the experimental group and a similar control group who did not receive the treatment. (24 references) (CK)

The survey, using data gathered from state foreign language association presidents and state foreign language supervisors and a number of other sources, investigated issues in professional development for language teachers. Forty-six out of 50 states responded to the survey, but not all of the states responded to each quotation. The survey…

This paper summarizes an ethnographic study of three kindergarten and three first grade bilingual classrooms which investigated the impact on the school community of two conditions: (1) when teachers and staff were trained in cooperative methods for teaching and learning a second language; and (2) when the school initiated and implemented a parent…

This book highlights information from a project that focused on where and how content-based English-as-a-Second-Language (ESL) instruction has been implemented in pre-K through Grade 12 classrooms in public schools across the United States. A database was constructed of 3,000 public schools that have content-ESL programs. Descriptions of the…

This paper reports on a study of the curricular development in the ABC Unified School District in Southern California, over a span of 10-15 years, in response to an increase in limited-English-speaking students and legislative mandates. The case study was conducted through document review, observations, and interviews. The study focuses on key…

This report provides a broad cross section of data on the operation and performance of New Mexico public schools during 1982-85. Data on enrollment (in kindergarten, in grades 1-6 and 7-12, and in special education, and percent enrolled in Title I and bilingual education programs), student characteristics (dropout rate, ethnicity, mobility),…

The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student…

This report describes results of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient Students, which was also conducted for the…

The 13 papers are grouped into 2 sections: "General Theoretical and Methodological Issues," and "Microethnographic Studies of Minority Culture Children in the Classroom." Section I includes five papers which cover the following topics: approaches to inquiry in school-community ethnography which are qualitative, yet…

Factors that might influence the acquisition of biliteracy were studied in four schools in the Greater New York Metropolitan Area (an Armenian-English school, a Greek-English school, a Hebrew-English school, and a French-English school). This report, the first of two parts, was written after 2 years of study in which the second year was spent both…

Factors that might influence the acquisition of biliteracy were studied in four schools in the Greater New York Metropolitan Area (an Armenian-English school, a Greek- English school, a Hebrew-English school, and a French- English school). This report is the final part of a two- part report and deals with the tabulation and analysis of…

Milwaukee, Wisconsin public school pupils in the 1976-1977 Elementary and Secondary Education Act (ESEA) Title VII Bilingual/Bicultural Education Program varied in language dominance from monolingual English to various degrees of bilingualism to monolingual Spanish. The program goals suggest that the 594 elementary pupils will pursue their studies…

This study explores several research questions. Of primary concern was the identification of variables that might be employed to predict the potential of students to succeed in monolingual English classrooms following transition from bilingual programs. Although consideration was given to various background and demographic factors, the principal…

Historical, linguistic, cultural, and political variables are important in understanding the development and implementation of Milwaukee urban bilingual education programs, established in 1969 and including kindergarten through 12th grades at 11 elementary and 4 secondary schools. Hispanics comprise 6% of school enrollment (5,334 pupils, of whom…