This is a final report on a five-year (1969-74) bilingual program in Greenville, New Hampshire. An introduction describes the predicament of the Francophone student and early flaws in the program. Chapter 2 describes the program in terms of French and English instruction, materials development, staff development, community involvement and…

The Let's Be Amigos bilingual education program served over 2,000 students in 12 schools in Philadelphia. Model A provided bilingual education to English- and Spanish-dominant pupils in prekindergarten through Grade 6. Model B provided bilingual instruction to Spanish-dominant pupils in kindergarten through Grade 5. The ARRIBA component provided…

A design for the evaluation of ESEA Title VII bilingual programs in the Austin Independent School District is presented. The following topics are included: (1) Evaluation Design Review Form; (2) decision questions including the actual questions addressed on three levels: the Office of Education-Level, the system-level and the project-level; (3) a…

A two-year evaluation of an experience-based curriculum in bilingual education is described in parable style. The proposal for this research design was developed around the question of first-hand field experiences. A review of the first-year project revealed some of its weaknesses and reasons for poor results. For the second year, the public…

An informal guide to the self-evaluation of school and college foreign language programs is presented. Its purpose is to suggest guidelines to departments that have not yet developed their own full evaluative procedures. Questions relate to: (1) philosophy and goals; (2) curriculum, methods, materials, and facilities; (3) faculty training and…