Information is provided on the Vocational English as a Second Language (VESL) component of Oakton Community College's Project BEST (Building Energy Systems Technology), a bilingual vocational training program designed to teach limited English proficient students of Polish or Hispanic origin the basics of heating, refrigeration, and air…

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…

In its fifth and final year of federal funding, the Vocational and High School Equivalency Program at New York's Park West High School served 254 students in grades 9-12. The program's purpose was to help students of limited English proficiency develop English language skills while receiving occupational training after school. The transitional…

Project Bilingual Language Arts Survival Training (BLAST) served 254 Spanish-speaking 9th- through 12th-graders at Walton High School in the Bronx in its fifth year of funding. The program's aim was to supplement the school's bilingual program by providing instruction in English as a Second Language (ESL), native language arts (NLA) and culture,…

In its second extension year following a 3-year federal funding cycle, Project GET SET served 163 junior high school students of limited ability in both English and Spanish at two Bronx junior high schools. The project's aim was to reinforce English and native language skills and to offer students personal counseling, informative programs that…

In it's first year, Project Aprendizaje served 250 students from the Dominican Republic and Puerto Rico at Seward Park High School in Manhattan (New York). Project objectives were to improve participants' language skills in Spanish and English, help participants successfully complete content area courses needed for graduation, and provide career…

Project America provided supplemental instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual instruction in the subjects of mathematics, science, and social studies. The project also provided support services to encourage pride in, and respect for, both ethnic heritage and the American culture. The project…

The Bilingual Education Evaluation System was developed to help local bilingual education projects overcome evaluation obstacles and design sound, useful evaluations within the constraints of available funding and with responsiveness to current federal legislation and regulations. The evaluation system proposed involves a process component, an…

Begun in 1980 with 358 students, the Yakima (Washington) Public Schools' Basic Education for Limited English Proficient Students (BELEPS) Program served 1,250 grade K-12 students (94% Hispanic) in 1985. Its four programs were based on the degree of the students' English proficiency, and taught (1) reading only in Spanish, (2) reading in Spanish…

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…

A three-year longitudinal study of bilingual curriculum content (BCC) was initiated in the 1983-84 school year to assess alternative strategies for teaching curriculum content to Limited English Proficient (LEP) students in Dade County (Florida) Public Schools. The BCC strategy (in which content subjects are taught bilingually) was contrasted with…

New York's Bilingual Pupil Services program, funded by federal and city governments, promotes linguistic and academic progress among limited-English-proficient elementary school children in selected schools and provides comprehensive in-service training to bilingual paraprofessionals training to become licensed teachers. Recognition as an…

One segment of a three-year study to examine the relationship between first- and second-language acquisition in light of instructional practices is presented. The study's major focus is the development of literacy skills, including school-related language forms as well as reading and writing, and in this segment, the services delivered to language…

The state-funded New York City Staff Development Program in Mathematics was a five-workshop series serving bilingual/English-as-a-Second-Language teachers teaching mathematics, and mathematics teachers unfamiliar with the special needs of limited-English-proficient (LEP) high school students. Supervisors were also invited to participate. Workshop…

This report evaluates Project CABES (Career Advancement through Bilingual Education Skills) during its second year of extension of a federal funding cycle at New York's Seward Park High School. The major goal of Project CABES was to provide career advancement skills to 250 Hispanic 9th- through 12-grade students of limited English proficiency…