Twenty Puerto Rican mothers with young limited-English-proficient children were interviewed to ascertain individual parental needs regarding home-school-community participation. Results of the interview are provided. (14 references) (JL)

Culture, defined as traditional ideas and attached values, is discussed as an important factor in minority student achievement. After considering psychocultural incompatibility and sociocultural effects, the paper recommends that technical knowledge be incorporated with social schemes to help change attitudes. (Contains 24 references.) (LB)

Definitions of literacy are discussed, and research related to the transfer of literacy skills is reviewed. Some practical applications of research findings are suggested. (Contains 32 references.) (LB)

Given the growing numbers of limited-English-proficient students in American schools, it is necessary to evaluate particular teaching methods for mathematics. The importance of teachers' awareness of language-related issues in math is emphasized. (Contains 21 references.) (LB)

A set of recommendations is offered for using portfolio assessment with elementary and secondary limited-English-proficient students. Characteristics of an exemplary portfolio procedure are described along with a rationale for monitoring students' language development and a planning model. (Contains 42 references.) (LB)

The use of writing as a process to create a positive learning environment in English-as-a-Second-Language and bilingual classrooms is described from a variety of phases: interviews, prewriting, first draft writing, responding, revising, final draft writing, and publishing. (Contains 11 references.) (LB)

The mindset of children regarding the development of two languages, specifically Spanish and English in bilingual programs, is examined. It is concluded that students' attitudes and understanding of dual language development should be added to biliteracy programs. (Contains 26 references.) (LB)

Recognizing that English-as-a-Second-Language students may take seven to eight years to reach proficiency in academic language comparable to the English-speaking peers, this study examined illustrations in Hong Kong, Japanese, Mexican, and Canadian social studies textbooks. Findings that illustrations/graphics are common across languages suggest…

Discusses the results of a survey administered in three states, California, Colorado, and Florida, to determine the scope of training requirements and to gain an understanding of the needs for services, personnel, instructional materials, and competencies needed by teachers who work with limited-English-proficient handicapped students. (Author/VWL)

Following a brief discussion of legal and academic statements on mandatory bilingual education and mainstreaming, three models of the Planned Alternation of Languages (PAL) approach are described as a way to prepare students for mainstreaming. PAL allows for both languages to have feasible functions and support learners through acquisition of…

Investigation of ways to teach English reading comprehension strategies to Spanish-proficient students, focusing on the use of primary language strategy instruction, found that primary language instruction had a central role in improving reading comprehension and in teaching non-English-proficient students comprehension strategies. (38 references)…

A study was conducted to determine teachers' level of awareness of the cultural and linguistic behaviors of gifted and talented Hispanic limited-English-proficient students that could mask a student's giftedness and result in inappropriate identification. (Author/VWL)

The role of secondary teacher education programs in preparing teachers for the needs of limited-English-proficient students was examined by questioning 5 experienced English-as-a-Second-Language and 6 regular classroom teachers in a 250,000-person school district. Findings regarding instructional adaptations, language/content integration, language…

The extent of teacher knowledge about American Indian learning styles and the degree to which this knowledge is applied in classrooms was explored. Results from a survey of 154 teachers in schools attended by American Indians suggest that preservice and inservice education programs should present a balanced presentation of theory and practice.…

Results of a recent cost analysis of bilingual education programs in Connecticut are presented, and the need for more accurate data on program costs is suggested. The study explored the feasibility of developing a statewide model to determine the cost of bilingual education. (Contains six references.) (LB)