Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language…

This short-form article discusses how college students can learn languages in the same way that K-12 students do and points out how teaching practices employed in K-2 classrooms that aid in bringing students from monolingualism to bilingualism can also be useful for college students as they become trilingual. Referring to theories presented at the…

Over the last decade, teachers in Poland have observed an increase in the number of primary school children with bi/multilingual and culturally diverse backgrounds. Regardless of their complex experiences, they face many cultural, social, linguistic and educational challenges upon entering primary school. English teachers are often at the…

This study presents an insight into content and language integrated learning (CLIL) practices in the Australian state of Queensland. The article comprises four main sections. The first section outlines the context of CLIL in Australia and Queensland; there follows a brief review of the literature on stakeholders in CLIL programmes, such as…

This is the report of the evaluation of a Title VII bilingual bicultural program with both Spanish/English and Italian/English components. The program, which operated in three public and one private school in District 15, Brooklyn, New York, was designed to provide reading instruction in English and the student's native language, mathematics and…

This is the evaluation of the fifth year of a bilingual education project carried out at Theodore Roosevelt High School, Bronx, New York. The program provided instructional and counseling services to three hundred Spanish dominant and thirty Italian dominant students, toward the goal of mainstreaming them into the regular instructional program.…

The bilingual program implemented in Community School District 32 in Brooklyn, New York, had Spanish and Italian instructional components. The Spanish component served limited English speaking children in grades K-3. The Italian component served 328 Italian dominant children in grades K-9. English dominant students participated as peer models in…

The Achievement through Bilingual Education Project (ABLE) served 360 Hispanic and Italian students in grades 9-12 in the Bronx, New York. Students received instruction in English as a Second Language, native language arts, and content areas (science, social studies, and mathematics) in their native languages. Additional program components…

A bilingual program funded under Title VII and carried out in four Bronx, New York, elementary schools is the subject of this evaluation report. Staffing patterns, inservice training, and English as a Second Language classes for Spanish and Italian speaking parents are briefly described. Evaluative data tables are presented for student performance…

Project ABLE (Achieving Through Bilingual Education) operated in six public and nonpublic schools in Brooklyn, New York, during the 1978-1979 school year. Approximately 250 students from four language groups (Hebrew, Italian, Russian, and Spanish) received ABLE services. The program focused on the maintenance of bilingual resource centers and on…

This is the evaluation of the final year of a five year bilingual education program funded under Title VII and carried out in elementary schools of Community School District 30, Queens, New York. The program is described as (1) involving content instruction and materials development in Spanish and Greek, as well as an English as a Second Language…

This is an evaluation of the Trilingual Education Learning Environment Program (TELE) which provided training to teacher interns in New York City. The program sought to improve the linguistic performance of limited English proficient students by training Spanish/English and Italian/English teachers in Title I designated schools, and to serve as a…

Separate evaluations of three Title VII bilingual education programs carried out in elementary and junior high schools in Brooklyn, New York, are presented in this report. The programs are S.U.B.E. (Success Under Spanish Bilingual Education); AVANTI (an approach to Italian bilingual education); and HABILE (Haitian Bilingual Education), which…

Analyzes changes that have occurred in language and culture teaching in Spain, Italy, and France in each country's specific context and discusses the scientific and pedagogical implications of each country's early bilingual education developments. (Author/CB)

This is an evaluation of a Title VII Bilingual/Bicultural Education Program conducted in New York City in 1979-1980. Bilingual education was offered to Spanish, Greek, and Italian speaking students. The evaluation describes the features of the program and its goals for both English and Non English speaking students, and briefly outlines…