The document offers a historical perspective, practical suggestions, and guidelines for assessment, placement, and programming of bilingual handicapped students. Chapter 1 on the scope of the problem looks at student, personnel, and instrument variables affecting assessment of bilingual exceptional students. Among the factors discussed are…

This monograph is intended as a resource for persons planning or administering a vocational program for limited English proficient (LEP) students. It describes the structure and operations of Project Mainstream, a bilingual vocational program serving Korean and Spanish speaking persons. Material is organized around three major topics. The first…

Introduces special section in this issue on educating linguistic minority children. Relates the author's own experience as a participant observer in pioneering bilingual education efforts, and comments on the articles in this issue. (BJV)

This guide for planners, administrators, staff, and teaching personnel of Ohio's current and pending bilingual education programs is intended to share the expertise of school administrators, bilingual program staff, and teaching personnel in the area of bilingual program entry and exit criteria, review pertinent theories and studies, and address…

Discusses the author's experience as director of the Program in English as a Second Language (ESL) at Lehman College of the City University in the Bronx, New York. ESL, bilingual, and mainstream (ie., curricula that assume English proficiency) programs should be better coordinated to meet their common goal. (BJV)

Using various approaches to identify English language learners, several Pacific Region jurisdictions are developing English language proficiency standards and assessments aligned with those standards. Others are working on content standards, including language arts, and have expressed interest in developing English language proficiency standards…

The development of a language development program for limited-English-proficient Spanish-speaking students in a New Mexico junior high school are described. Initially, the program was organized in response to sudden heavy enrollment of non-English-speaking students, and was intended to teach them English. In subsequent years, through application…

This teacher's edition of training materials on bilingual program planning, implementation, and evaluation focuses on foundations for evaluating bilingual programs. The guide is part of a series directed at bilingual educators and intended for use in institutions of higher education and inservice teacher education programs. Training objectives, a…

Briefly outlines some of the Federal school improvement efforts during the last two dozen years that led to the development of a procedure (here described) to measure the performance of programs for Limited English Proficient students. Results of a field test of the measurement procedure are discussed. (BJV)

This paper summarizes the five year period (1980-1985) of the Sacramento City Unified School District Parent Participation Preschool and Children's Centers. The program provided multilingual education to preschool children and their limited-English-speaking parents. Children were enrolled in existing Head Start and State Preschool programs, and…

Outlines a set of procedures designed to incorporate Limited English Proficient students into the mainstream curriculum. Discusses the information needed to make mainstreaming decisions, and the procedures and instruments needed to gather the information. Reviews mainstreaming programs in various states. (BJV)

This paper presents a followup of selected studies on effective schools with a population of bilingual and/or limited-English-proficient (LEP) students. Over 150 research papers on both effective schools and effective bilingual LEP instruction were reviewed. The literature was divided into three categories: (1) studies with a population including…

This handbook, designed for classroom teachers, administrators, and parents of limited-English-proficient (LEP) children, describes aspects of successful bilingual education program design. In general, the handbook's focus is on school settings with large numbers of LEP students. Chapter 1 reviews research findings on effective program design and…

These bilingual education teacher training materials address the critical issue of effective planning and implementation of programs of bilingual education as well as efficient program evaluation. These materials are intended to provide the practical assistance necessary for successful bilingual program implementation. The first section of the…

The New England Multifunctional Resource Center (MRC) for Language and Culture in Education is funded by OBEMLA, Brown University School of Education, and the Education Alliance for Equity in the Nation's Schools. The MRC's service area encompasses Maine, New Hampshire, Vermont, Massachusetts, Connecticut, and Rhode Island. The MRC collects and…