The primary focus of this book is the Lao, the principal ethnic group of Laos, who form about one-half of the population of that country. Chapter 1 of the book outlines the recent history of Laos and the Laotians. Chapter 2 describes education in Laos up to 1975, schooling in Thai refugee camps, and problems encountered by Lao refugees in American…

The primary purpose of this handbook is to assist teachers who want or need to become authorized by the state of California to teach limited-English-proficient (LEP) students by earning the new Crosscultural, Language, and Academic Development (CLAD) or Bilingual, Crosscultural, Language, and Academic Development (BCLAD) certificates. Section 1…

Chapters 1 and 2 of this guide provide an introduction to the history and culture of the Hmong people, including material on family life and education in Laos up to 1975 and on their experiences in Thai refugee camps and in the United States. Chapter 3, "Linguistic Characteristics of the Hmong Language," provides an introduction to the Hmong…

In developing appropriate reading instruction for language minority children, the following factors should be considered: the developmental nature of literacy, the connection between speech and print, the conventions of the writing system, the importance of comprehension, the role of native language and literacy, and the transferability of skills.…

Between 1975 and 1987, 140,000 Cambodians arrived in the United States; most have settled in California. This handbook for teachers and administrators who work with Khmer students and their parents begins with an overview of Cambodian history, and pays special attention to events since the Communist takeover in 1975. The second chapter,…

Reviews educational research on bilingual education and describes biases present in recent evaluations of bilingual programs. Contrary to assumptions about bilingual programs, recent findings suggest that native-language programs may be very effective. They support a strong foundation in the native language and set the basis for subsequent…

The use of language is imperative to the intellectual development of children. Yet language minority children in all-English learning environments are forced to cope with shallow levels of learning while their future learning abilities are severely impaired. Bilingual education with native-language instruction is still the best option for children…

This draft handbook provides descriptions and summaries of the six tests that California elementary and secondary teachers must pass to earn the Crosscultural, Language, and Academic Development (CLAD) or Bilingual, Crosscultural, Language, and Academic Development (BCLAD) certificates. The six tests include: (1) "Language Structure and…

California school districts are authorized to designate qualified teachers--who do not hold special Commission on Teacher Credentialing-issued documents authorizing bilingual or English language development instruction--to provide English language development and/or academic instruction via the primary language to limited-English-proficient (LEP)…

The goals of Project Assist in the Ocean View School District (California) are to socialize sixth through eighth grade recent immigrant and other limited English proficient students into the school mainstream and to aid them in passing eigth grade competency tests in basic skills of English reading, written composition, and mathematics. The…

This article outlines the educational needs of migrant exceptional children in terms of native language instruction, English-as-a-Second-Language instruction, self-concept enhancement, acculturation enhancement, and family and community involvement. The importance of the Individualized Education Program is discussed and a summary list of…

This monograph describes implications for public schools of rapidly growing populations of Mexican-Americans and other language minorities and recommends ways to eliminate institutional barriers to equity and excellence in education. It presents current information about such issues as dropout rates, reading levels, and participation in advanced…

This information packet contains four articles supporting the notion that young children must be instructed in their native languages in order to achieve academic, social, and personal success. The document suggests that failure to develop the first language impedes progress in the second and produces a child who is limited in both. It lists…

A handbook for teachers, administrators, and bilingual education specialists who deal with limited-English-proficient, Japanese-speaking students is designed to assist this language minority to get the best educational opportunities. Chapters discuss the background of Japanese-speaking people in California, historical and sociocultural factors…

A method for evaluating and improving the secondary school environment for limited-English-proficient students is presented. The first section outlines research findings about elements in the school context, curriculum, and staffing found effective in serving LEP students. Desirable factors in the school context include: valuing of students'…