In the United States, English is not the official language but the dominant one. But for many students, the dominance of English instruction has come at the expense of losing their first language. For much of our history of schooling in the United States, students have been forced to leave their heritage or home languages at the door when they…

The heterogeneous backgrounds, languages and proficiencies students bring to the classroom have always been a key challenge facing schools that wish to implement heritage language programmes. In this article I describe the evolution of one high school's approach to heritage language education and some of the roadblocks they encountered in…

Drawing on evidence from indigenous language immersion programs in the United States, this article makes the case that these immersion programs are vital to healing the negative effects of colonialism and assimilationist schooling that have disrupted many indigenous homes and communities. It describes how these programs are furthering efforts to…

This paper examines educational practices in Spain and in particular Madrid. With this contextual frame as the starting point the following issues are discussed: the "official" conceptualization of cultural diversity, educational policies and resolutions related to cultural diversity, and school programs and resources facilitated by…

This paper is an exploratory study of the childhood academic language environments (CALEs) of bilingual Japanese expatriate students. Student (n=28) and parent (n=67) surveys were adapted from the Life History Calendar (Caspi et al. 1996) to gather retrospective CALE data at a Japanese-English bilingual high school. Principal Components Analysis…

The Eastern District High School bilingual-bicultural program served 367 Hispanic students in grades 9 through 12. Students received instruction in English as a Second Language and/or reading English, native language arts, math, science, and social studies. Students were mainstreamed for art, music, physical education, and health. Elective courses…

Project CABE (Content Area Bilingual Education) offered instruction in English as a Second Language (ESL) and Native Language Arts (NLA) to 823 limited English proficient Spanish-Speaking students in grades 1 through 9 in 34 schools in Manhattan, Brooklyn, and Queens (New York). All students were two or more years below level in mathematics and…

A native language renewal program at the Macy, Nebraska Public School is described that is designed to preserve Omaha, a native American Indian language that is only a generation away from extinction. At the time of this research, only about 100 fluent Omaha speakers lived on the Omaha Reservation in Nebraska. The language and culture program,…

This report provides information on the Bilingual education programs in the Los Angeles Unified School District (LAUSD), and describes the students, teachers, and administrators participating in these programs for 1986-87. The report summarizes information provided by the schools within the LAUSD, the outcomes of the identification and assessment…

Project Porvenir is a program to develop English as a Second Language (ESL) and native language arts (NLA) among limited-English-speaking, native Spanish-speaking students through career education. In its second year of operation, the project served 599 students of varying language proficiency in general and special bilingual education classes,…

The Career Awareness and Resource Education Program (Project CARE) served 425 limited English proficient students at two New York City high schools. The students, all Hispanic, were enrolled in English as a Second Language (ESL) classes, Native Language Arts Classes (NLA), and content area subjects. The program provided guidance, tutoring, and…

This is an evaluation of a Title VII bilingual education project, the Native Language Reading Approach, conducted in the New York City Schools in 1979-80. The program was designed to serve as an exemplary reading and native language arts project in elementary schools for a largely Hispanic student population, but also served speakers of Italian,…

This is an evaluation report of a Title VII Bilingual Program conducted at five New York City High Schools in 1979-80. The report contains a program description and information on the schools' demographic context and student characteristics. Instructional components of the program discussed include: (1) student placement, programming, and…

This report presents an evaluation of the Transitional Intervention Program (Project TIP), an Elementary and Secondary Education Act Title VII-funded project in its second year of operation at Public Schools 33 and 85 in the Bronx, New York. The project served a total of 383 students of limited English proficiency in grades one through five.…

The local-language-medium schools of North Solomons Province are described and evaluated. The Viles Tok Ples Skuls (VTPS) provide education in both the indigenous languages (tok ples) and English as a means of integrating the past with modern development, as is preferred by the local people. The report contains seven chapters. The first gives the…