Middle school philosophy requires primary attention to student characteristics and needs when designing language programs. Designers must recognize a need for concrete treatment of subject matter and an integrated, egalitarian approach to instruction. Advice is provided regarding the articulation concerns, program outcome options, and format…

This report of the Bilingual Education and English-as-a-Second-Language Program carried out in Dallas, Texas, schools considers the following: (1) procedures and instruments being used to identify and assess limited-English-proficient (LEP) students; (2) number of students of limited English proficiency that have been identified, and the…

A discussion of innovation in college and university intensive English-as-a-Second-Language (ESL) programs uses a systems approach to analyze program elements (constituencies, decision-makers, purpose, performance measures, environments, resources, subsystems, and boundaries) and describes new program initiatives at the University of Pennsylvania.…

The Austin (Texas) Independent School District (AISD) has long received federal grant funds under Title VII of the Elementary and Secondary Education Act to supplement its regular bilingual and English-as-a-Second-Language (ESL) programs. In 1990-91, AISD was awarded a 3-year grant to serve a population of limited-English-proficient (LEP) high…

A study investigated results of the 1982 Geraldine R. Dodge Foundation initiative to expand teaching of Chinese in high schools. The approach taken was to examine the entire range of elements in the Dodge initiative at 55 schools where projects were funded, drawing from questionnaires, site visits, and interviews. Additional, different…

The implementation of New York City secondary-level transitional classes in English as a second language (ESL) is evaluated. The classes are designed to improve the listening, speaking, reading, and writing skills in English necessary for success in mainstream classes. This evaluation, based on data gathered via site visits, interviews, and an…

The first year of the Japanese Language Magnet Program, an elementary school immersion program providing a total language experience in a multicultural setting, is evaluated. The evaluation study assessed the program in terms of program planning, student population, and parent involvement. Data were gathered through interviews, document analysis,…

To date, principles of applied linguistics have been practiced little in the Chinese foreign language (CFL) classroom. Most students of Chinese, the majority of whom are in higher education, are not knowledgeable about linguistics. Most teachers of Chinese in the United States are hired for their interest in Chinese culture or native Chinese…

Two studies at the Defense Language Institute (California) investigated the contribution of several variables to prediction of post-language-training proficiency: (1) scores on a general vocational aptitude battery and a language aptitude battery, both used to screen potential students; (2) scores on other cognitive measures not used in the…

The Houston Community College (Texas) program (TOTAL ACCESS) designed in response to the Immigration Reform and Control Act of 1986, is described and evaluated. The program offers classes to eligible aliens (97% Hispanic Americans from Mexico, El Salvador, and Guatemala) wishing to pursue the educational program required for legalization. Program…

The report summarizes results of an evaluative study of selected state-funded elementary and secondary school programs for less commonly taught languages (LCTLs) in California. Fourteen projects at 19 school sites received a maximum of 4 years of funding to offer instruction in Japanese, Chinese (Mandarin and Cantonese), Korean, and Russian. The…