This paper addresses questions and concerns of Head Start staff who strive to develop and implement programs to meet the needs of preschoolers who are linguistically and culturally different. The first concern addressed is the educational rights of children whose primary language is not English, and the nature of language assistance programs…

The Bilingual Education and Career Awareness Program at Adlai E. Stevenson High School in the Bronx was awarded a 1-year grant extension to provide services to 235 ninth- through twelfth-grade limited-English-speaking Hispanic students of varying English and Spanish proficiency. Primary program goals were to increase English and Spanish…

During the 1989-90 school year, the Russian/Greek Bilingual Comprehensive Instructional program was fully implemented, serving 707 limited-English-speaking native Russian- and Greek-speaking students at seven public and three private high schools. Participating students received instruction in English as a Second Language (ESL), native language…

The Computer-Assisted Bilingual/Bicultural Multiskills Project completed its first year of an extension grant. The program used computerized and non-computerized instruction to help 109 native speakers of Haitian Creole/French and Spanish, most of whom were recent immigrants, develop English-as-a-Second-Language (ESL) native language, and content…

The Methodologies of Bilingual Instruction in Literacy Education (MOBILE) project served 359 native Spanish- and Haitian Creole/French-speaking students at 2 high schools in its first year of funding. The project provided supplementary instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual mathematics,…

A handbook to assist school district personnel in designing special instructional programs for limited English proficient (LEP) students considers the variety of circumstances in individual school districts by providing program models appropriate for one or many language minority students. The first section provides background information on the…

In the first year of a 2-year extension grant, Project PROBE served 341 limited-English-proficient speakers of Spanish and Chinese at 2 New York high schools. The project's aim was to increase career awareness through instruction in English as a Second Language (ESL), native language instruction (NLA), and bilingual content-area courses,…

In its fifth year of funding, Project TRIUNFE served 413 limited-English-proficient speakers of Spanish, French/Haitian Creole, Asian languages, and Polish at John Jay High School in Brooklyn. The program's aim was to supplement the high school's transitional bilingual education program, emphasizing computer instruction, partial English immersion,…