This study examines obstacles faced by limited English-speaking adults in bilingual vocational training projects. Methods and procedures used in nine federally funded bilingual vocational training projects to resolve the identified obstacles are documented, and their usefulness is assessed. The purpose and background of the study are first…

This report evaluates a program, in its second year of funding, which provides instruction in English as a second language (ESL) and native language arts to Hispanic students in a Bronx, New York high school. Bilingual instruction is also provided in social studies, mathematics, and science. The program was designed to develop career awareness and…

A decade of research on immersion programs in Ontario is synthesized. The immersion programs studied over this period include three major alternatives: early total French immersion, early partial French immersion, and late partial French immersion. The programs all serve an English speaking students population, devote at least one half of each…

The political and educational rationales for bilingual education in the United States and the implications of transitional and maintenance programs are examined. Following a period of adherence to English-only instruction which resulted in academic failure for minority children, support grew for the concept of bilingual education. The provisions…

Outlines what to look for in determining whether a classroom is truly bilingual, including the following: (1) uses of languages; (2) the cultural component; (3) instructional materials; (4) parent involvement; (5) personnel; and (6) administration. (LHW)

Describes the role of social science research evidence in the development of federal and court policy on bilingual education through a review of important court decisions. Assesses the research evidence on policy alternatives for educational programs for non-English speaking students. Provides recommendations for improving educational achievement…

Criticizes the concept of structured immersion presented by Gersten and Woodward in the previous article. Points out questionable areas in the methodology and in interpretation of results in the research relating to implementation of structured immersion in Canada. (MD)

Explores the use of small group discussions and journal entries to provide a safe place for adult students of English as a second language to take the risks necessary to practice a new language. (EL)

Examines the political, demographic, and fiscal determinants for urban school district spending on bilingual education. Reports that bilingual expenditures are associated with student enrollment in bilingual education programs, the percentage of Latinos and Asian Americans on the local school board, median family income, and state/local spending.…

Discusses the author's experience as director of the Program in English as a Second Language (ESL) at Lehman College of the City University in the Bronx, New York. ESL, bilingual, and mainstream (ie., curricula that assume English proficiency) programs should be better coordinated to meet their common goal. (BJV)

A discussion of how a slide-tape library orientation was translated to be used by bilingual students. (HB)

Fundamental aspects of bilingual education are presented in a question and answer format. The discussion briefly concerns program definition, its relationship with bicultural education, and aspects regarding the development of the children involved, funding, community involvement, staffing, and teaching methods. (LH)

Argues that educators must be more accountable to individual differences, especially in a society that has a multi-cultural foundation. (RB)

A variety of views on the legitimacy of Black English are discussed in terms of how it affects its users, especially in educational settings. (EH)

The paper deals with the theoretical and historical aspects of special education and bilingual education which have contributed to the appearance of Chapters 766 and 71A of the General Laws of the state of Massachusetts. It is explained that Chapter 766 mandates the provision of an educational program tailored to each child's special needs and…