This Civil Action (C.A.) settlement agreement concerns employment policies (specifically of minorities), student transfers, boundary changes and new school construction, facilities and supplies, instructional programming, the dropout rate, and retention of the Voluntary Interdistrict Education Plan. These concerns are related to the increase of…

The ultimate goal of Project SABE (Systematic Approaches to Bilingual Education) was to improve the linguistic and computational performance of 793 New York City students with limited proficiency in English and 141 English dominant students in grades K-4. The instrumental goal of the project was to improve the performance of the 34 bilingual…

Interview questions asked of bilingual personnel, building principals, and regular classroom teachers regarding the effectiveness of the program are listed, and their responses are discussed. Topics addressed include student selection and eligibility requirements, bilingual teacher aide and social worker helpfulness, teacher cooperation, inservice…

This report presents the evaluation of the Chelsea Bilingual-Bicultural Program for the 1973-1974 academic year, a project funded by Title VII of the 1965 Elementary Secondary Education Act, as amended, and also by the city. Program staff included the following: program director, materials specialist, community worker, English as a Second Language…

A critical ethnography of three Mexican American bilingual interns examines the barriers that minority individuals face in gaining licensure to teach. These include a salary reduction, a stressful workload, teacher exams, inability to use their bilingual education skills, and mentors with no experience in bilingual education or at the interns'…

The practice of requesting foreign language teachers and graduate students to provide free translation services to universities or to colleagues is discussed and criticized. Appropriate fees are discussed, and situations in which the charging of a fee would be appropriate are described. (RM)

Deals with the provision of bilingual vocational education and the preparation of instructors to provide such educational services. Reviews some efforts in bilingual instructor training and makes observations and recommendations. (JOW)

Increasing diversity and linguistics complexity in classrooms is occurring in schools throughout the world. Bilingual teachers need to develop knowledge and skills to succees in teaching diverse students. Demographic shifts are bringing increasing numbers of international students from diverse racial, ethnic, religious, class, and linguistic…

This report summarizes responses to a survey about the effectiveness of the 1989 Transitional Bilingual Education (TBE) Program in Seattle (Washington). A large majority of TBE teachers and instructional assistants (IAs), and a little more than half of the principals of schools housing bilingual programs responded. The following findings are…

The self-described helplessness of some school districts in coping with linguistically heterogeneous groups of children (especially Spanish-speaking children) is more an admission of general educational inadequacy than a failure of bilingual education. With minimal effort and cost, a school district can offer unique learning situations that suit…

This booklet is the fourth annual listing of "Teacher Education Programs for Bilingual Education in U.S. Colleges and Universities." Inquiries were made to all state departments of education and many institutions of higher learning. Within the alphabetically-arranged state listings, programs are grouped according to levels: paraprofessional…

A multiple school district consortium in California, entitled "Bilingual Alternatives for Secondary Teachers and Aides" (B.A.S.T.A.), helps to implement secondary bilingual projects through training and technical support. The principal activities of the consortium are program development, curriculum development, staff development, and…

The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form.…

Bilingual teachers must possess specialized understandings, says the author, and skills far beyond those which are expected of all teachers. Article further stressed the need for bilingual teachers to be "certified above and beyond regular certification requirements". (Author/RK)

Lists frequently used words and phrases in English and Spanish along with Spanish pronunciation guides. (ED)