The School District of Philadelphia (SDP) serves a diverse population of English Learners (ELs) with different ethnic backgrounds, cultural identities, and languages spoken. SDP's population of ELs has grown significantly, from about 12,000 in 2014-15 to nearly 20,000 in 2022-23, an increase of 66%. This community-informed study focuses on English…

The introduction of the Seal of Biliteracy (SoBL) has presented a potent opportunity for community heritage language schools to credential the heritage language proficiency of their students in a U.S. context. This study explores the involvement of community heritage language schools in the SoBL initiative. It investigates how seven heritage…

This article draws on data from an ethnographic multiple-case study on the identity, positioning, and interactions of Spanish as a heritage language (SHL) students in regular Canadian high school Spanish classes. Interview and classroom observational data are discursively analyzed to reveal the presence of a form of language ideology that equates…

This study responds to the Italian Ministry of Education mandate that, starting the 2013-2014 academic year, CLIL be implemented in the "final" year of high school, during content time, by content teachers with C1-level competence in English. This decision raises numerous concerns, at least in Calabria: most content teachers have, at…

Assessed differential contribution of personality to the explanation of variance in achievement in the mother tongue and mathematics at high school level in 1,200 Afrikaans-speaking students. The results indicated that personality, as measured by the High School Personality Questionnaire, aided the explication of variance in achievement in the…

This study investigates the problem-solving strategies that second-language students from different educational backgrounds bring with them to an academic writing task. Three students who participated in this study are discussed in this report: one student who experienced uninterrupted education in her native language, completing high school in…

This curriculum guide outlines a program designed for Cree high school students in Alberta, Canada to study their Native language and culture. The curriculum is also appropriate for non-Native students. The first part of the guide, concerning philosophy and rationale, discusses the history of the Cree language and culture, stressing the importance…

This curriculum guide outlines a program designed for Blackfoot high school students in Alberta, Canada to study their Native language and culture. The curriculum is also appropriate for non-Native students. The guide discusses the history of the Blackfoot language and culture, stressing the preservation of Native culture through language. The…

An evaluation was done of the first year of a 2-year renewal program at three high schools in New York City, Harmony in Career Learning and Scholastic System (Project HI-CLASS), designed to provide support services to students of limited English proficiency (LEP). The project proposed to provide individualized instruction focusing on basic skills,…

An evaluation was conducted of the second year of a 2-year renewal program at two high schools in Brooklyn (New York City), the Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness Program (Project AMERICA), originally designed to ease the transition of Arabic and Chinese-speaking immigrant students to life in America,…

In its fourth year, Project CHAMP (Chinese Achievement and Mastery Program) provided instruction in English as a second language (ESL), native language arts, mathematics, science, and social studies to 728 limited-English-speaking Chinese immigrant students in grades nine through twelve at three schools. Content-area classes were taught in English…

In 1986-87, the Multilingual Survival Skills Program provided, with the support of Title VII funding, instructional and support services to 360 limited-English-speaking Haitian and Hispanic students at a Brooklyn high school. The program's major goals were to develop English and native language proficiency through simultaneous, intensive study of…

This report describes and evaluates Project Impact, a magnet program that provided instruction in English as a Second Language and in Italian language skills, and bilingual instruction in science, mathematics, social studies, industrial arts, and secretarial studies to Italian speaking students of limited English proficiency. The program, as…

This report describes and evaluates Project At Your Service, a basic bilingual secondary education program with a vocational focus for Spanish speaking students and students from other minority language groups. As implemented in 1980-81, the program aimed to enhance the acquisition of the English language and to promote academic achievement among…

An evaluation was conducted of the third year of a 5-year program at Erasmus Hall High School in Brooklyn (New York City), Project Pride, designed to provide Haitian-speaking students of limited English proficiency with instruction in English as a Second Language (ESL) and Native Language Arts (NLA). The project planned to offer content area…