A longitudinal, experimental-control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development. In this study, 31 Spanish-speaking preschoolers (aged 38-48 months) were randomly assigned to two Head…

Literature on current methods of teaching language in bilingual education is reviewed and a new approach is suggested. It is suggested that a specialized sequence of native language courses should be offered to populations of language minority students with the same vernacular language. The approach proposed integrates bilingual education, English…

This report evaluates a program, in its first year of funding, which provides instruction in English as a second language, native language arts for Haitian and Spanish-speaking students, bilingual classes in mathematics, science, social studies, and typing in Creole/French in a high school in Brooklyn, New York. The program's major goal is to…

Two adaptations of Success for All, a comprehensive instructional reform program for elementary schools, have been used with students acquiring English as a second language. One is a Spanish bilingual version called "Exito para Todos," in which students are taught to read in Spanish and then transitioned to English reading, usually in…

Critiques the effectiveness of transitional bilingual education (TBE), focusing on the TBE program in Boston, Massachusetts. Also discusses alternatives to TBE, such as English as a Second Language pull-out programs and English immersion programs. (Contains 114 references.) (MDM)

The value of transitional bilingual education (TBE) is discussed in the context of two competing theories of second language learning: (1) first language (L1) knowledge facilitates second language (L2) learning, and (2) the best way to learn English is to maximize time spent using it. First, the facilitation theory is examined in light of recent…

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.…

Project HAITT STARS (now in its fourth year) was designed to provide Haitian-, Spanish-, and Chinese-speaking high school students of limited English proficiency (who scored at or below the 40th percentile on the Language Assessment Battery) in three schools in Brooklyn and Queens, New York with instruction in the beginning through transitional…

This report presents an evaluation of Scholastic Achievement through Bilingual Education and Multicultural Activities Seminars (Project SABE MAS), an Elementary and Secondary Education Act Title VII-funded project in its third year of operation at Theodore Roosevelt High School in the Bronx (New York). Project SABE MAS served 294 students, 267 of…

Project VIBES at South Shore High School in New York City is described in this report. The project is a transitional bilingual education program that emphasizes acculturation and the acquisition of English language skills while maintaining the native language and appreciation of the students' cultural heritage. As implemented in 1980-81, the…

This report presents an evaluation of the Transitional Bilingual Education Project (TBEP), an Elementary and Secondary Education Act Title VII-funded project in its third year of operation at P.S. 9 and P.S. 133 in Brooklyn, New York. The project served 128 limited English proficient students, focusing on the provision of structured English and…

A program that provided instructional and non-instructional services to Spanish speaking students of limited English proficiency at Morris High School in New York City during 1980-81 is described in the report. The instructional component included English as a Second Language, native language arts, mathematics, science, and social studies. The…

A bilingual education program in two New York City elementary schools is evaluated. The program served 369 students, most of them limited-English-proficient native Spanish-speakers, providing supplementary instructional services in English as a Second Language (ESL), native language arts, and mathematics in the context of architecture. The report…