The U.S. government encourages the study of critical languages spoken in geographic areas of strategic importance to U.S. national security and the global economy through a variety of discretionary grants and scholarship programs. U.S. students are traditionally underrepresented in the study of these languages; however, many of the nation's K-12…

In Haitian and Capeverdean communities it is unclear which native language will occur in bilingual programs: Portuguese and French, respectively, or Creole. To empower children, they should be taught in their first language, Creole. Awareness and respect for other cultures can follow once the learner's self-concept is stable. (LHW)

Project BEAM UP provides instructional and supportive services to 233 Hispanic and Haitian students (Grandes 9-12) of limited English proficiency (LEP) at Sarah J. Hale High School in Brooklyn, New York. The project's main objective is to enable LEP students to participate in mainstream content-area classes by as early as the middle of their…

In 1983-1984, the Multilingual Survival Skills Program provided support services and instruction in English as a Second Language (ESL) and native language skills to approximately 360 students of limited English proficiency (LEP) in Grades 9-12 at Wingate High School (Brooklyn, New York). Bilingual instruction in mathematics, science, and social…

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…

Project HAPTT (Haitian Parent-Teacher Training) is a training program for educators and members of the New York community who work with limited English proficient Haitian students in Haitian Creole/French-English bilingual programs. The project is comprised of two components: the Parent Training Institute (which helps parents acquire skills to…

Project BEAM-UP offers English as a second language (ESL), native language arts, and bilingual content-area instruction to students of limited English proficiency (LEP) in grades 9 through 12 at Sarah J. Hale High School in Brooklyn, New York. The student participants speak Spanish or Haitian Creole. The goal of the program is to help these…

This report describes Project KANPE, a multi-site program. In its final year of a three-year funding cycle, the project served approximately 275 Haitian students of limited English proficiency in grades nine through twelve at three New York City high schools. Ninety-six percent of the target population were born in Haiti and all spoke either…

An evaluation was done of the New York City Public Schools' Project PRIDE. During the 1990-91 school year, Project PRIDE served 330 mostly Haitian immigrant limited English proficient (LEP) students at Erasmus Hall High School in Brooklyn, of whom 84.5 percent were eligible for the Free Lunch Program. Project PRIDE provided students with…

Originally proposed as a supplement to basic bilingual programs for Haitian students in three New York City high schools, Project L'Ouverture changed its focus to the development and reinforcement of basic skills. In response to a need for basic bilingual services not available in participating schools, the project provided tutorial services to…

The third and final year of Project HAPTT (Haitian Parent and Teacher Training), 1983-84, is evaluated in this report. Project HAPTT is a program of training for educators and New York City community members who work with limited English proficient Haitian students in Haitian Creole/French-English bilingual programs. The first part of the paper…

This multisite project, in its third and final year of funding, served approximately 350 recently immigrated Haitian students of limited English proficiency at three New York City high schools in Brooklyn and Queens. The students varied in their proficiency in Creole, French, and English. The major program goal was to expedite English and native…

In 1981-82, Project VIBES at South Shore High School in Brooklyn, New York, provided instruction in English as a second language (ESL) and French language arts, and bilingual mathematics, social studies, and science for Haitian high school students of limited English proficiency. The project also conducted classes in ESL, Hebrew, and Spanish…

Project BECOME, a mainstreaming program for Hispanic and Haitian students of limited English proficiency, provided instruction in ESL and native language studies, as well as bilingual instruction in social studies, mathematics, science, and typing. The program, which was implemented at Sarah J. Hale High School (located in downtown Brooklyn, New…

Project BECOME at Sarah J. Hale High School in Brooklyn, New York, was designed to provide instruction in English as a second language and in native language arts, as well as bilingual instruction in social studies, mathematics, and science, for Hispanic and Haitian high school students of limited English proficiency. In 1981-82, the second year…