Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ…

In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data…

This paper draws on three years of fieldwork within informal supported play-groups in inner Sydney. In Australia, some 40% of children reach school age without attending formal preschools. Aboriginal and immigrant groups are greatly overrepresented in this statistic. For these children, informal playgroups, funded from a range of government and…

This paper presents the root causes of the resistance of mainstream European educational institutions to implementation of minority language programmes (bilingual programmes with both an official/dominant language and an immigrant minority language as media of instruction). Differential treatment of different minority languages in the mainstream…

In 1984-1985, the second year of a three-year funding cycle, Project CHAMP provided instruction to 600 primarily Chinese-speaking students of limited English proficiency (LEP) in grades 9-12 at Seward Park, Washington Irving, and Martin Luther King, Jr. High Schools in New York, New York. Seward Park was the primary site of the project and most…

In 1985-86, the first year of a three-year funding cycle, Project PAN provided bilingual instruction in two New York City high schools, John Bowne and Newtown. The project reached 355 students of Chinese/Vietnamese, Korean, Pakistani, and Indian origin, most of whom had recently arrived in New York and were of limited English proficiency (LEP).…

Park West High School's Vocational and High School Equivalency Bilingual program in New York City uses bilingual and bicultural instruction to provide Hispanic students with the preparation needed to secure employment upon graduation or continue their education. Beyond classroom instruction in assorted academic and vocational courses, students…

In 1984-85, Project CAPABLE was in its final year of a 3-year funding cycle at schools in New York City. The program provided instruction in English as a second language, native language arts, bilingual science, and bilingual social studies to 324 Chinese, Korean, and Vietnamese-speaking students of limited English proficiency (LEP) in Grades 9…

The problem of educational policy for language minorities, particularly those minorities who might be considered oppressed, include the right to education in the minority language. Rights properly considered also carry with them obligations; in this case, minority language speakers would have obligations toward the language of the majority. Two…

This program, Project CAUSA, provided instruction in English as a second language (ESL), native language arts, and content-area courses, in addition to a career and vocational training program focused on office and computer skills, to a selected group of 141 Hispanic and Italian immigrant students of limited English proficiency (LEP). Students…

In 1984-85, the Bilingual Program in Auxiliary Services for High Schools provided instruction in English as a second language (ESL), native language development, and basic education, in addition to a job counseling and placement component, to approximately 1,900 students at 15 sites in New York City. The program served speakers of Spanish,…

The Biliteracy Skills Development Project at George Washington High School (New York, New York) completed its final year of a three-year funding cycle in June 1986. Using a mini-school structure, the program sought to enable students to develop oral proficiency in English and literacy skills in both English and Spanish through intensive language…

Project SPEED provides instruction in English as a second language (ESL) and native language arts in addition to bilingual instruction in mathematics, social studies, computer skills, and typing to 490 students of limited English proficiency (LEP) in grades 9 through 12. All program students were born outside the United States and their native…

This multi-site project, in its second year of funding, proposed to provide instruction in English as a second language (ESL) and native language arts, in addition to bilingual instruction in mathematics, science, and social studies to 294 Hispanic, Chinese, and Haitian students in grades 9-12 at three high schools. Students varied widely in…

The Bilingual Program Resource and Training Center, in its first year of a new three-year funding cycle, provided instruction in English as a second language (ESL), native language development, and basic education, in addition to a job counseling and placement component, to approximately 1,900 students of limited English proficiency (LEP) at 16…