The development of language courses designed specifically for Spanish heritage learners has recently gained much attention at all levels of education in the US. Since heritage learners started to acquire the language since childhood at home, their needs are different from those of students in the traditional foreign language classroom. To fulfill…

This evaluation report summarizes results of the Bilingual Language Arts Program (BLAST), Walton High School, Bronx, New York, 1983-1984. BLAST was designed as a transitional program emphasizing student integration into society. The program provided instruction in English as a second language and native language arts, as well as bilingual…

Suggests the increasingly transnational character of many immigrant communities necessitates changes in educational policy. Using the Dominican neighborhoods in New York City, examines the economic, political, social, cultural, and linguistic evidence of the transnationalism of this community. A case is made for bilingual, bicultural programs that…

Focuses on the application of critical pedagogy at El Barrio Popular Education Program, a community-based adult-education program in New York City. Committed to the development of bilingualism and biliteracy, the program integrated Spanish-language literacy and basic education with English as a Second Language, computer and video technology, and…

Project MAS, in its second year of a three year funding cycle (1983-84), is a multi-site program providing instruction in English as a second language and native language arts, and bilingual instruction in math and science. It serves approximately 400 Spanish speaking students of limited English proficiency, in grades 3 through 8 at four Bronx,…

This report evaluates Project HOLA, in its first year of funding, which provides instruction in English as a second language, Spanish language skills, and bilingual instruction in mathematics, science, and social studies to approximately 230 students in a high school in Bronx, New York. The report examines the project's long- and short-range…

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).…

In 1984-1985, the final year of funding, Project BACIS provided instructional, resource, and supportive assistance to three different populations of recent immigrants from Cambodia, Haiti, and Vietnam at three high schools in New York City: Christopher Columbus (Bronx), Samual J. Tilden (Brooklyn), and Walton High School (Bronx). At each site the…

Project Bilingual Spanish-to-English Career Training (BISECT) in its first year of funding offered bilingual instruction, career awareness development, and supportive services to 255 Hispanic students of limited English proficiency. Title VII, Title I, and tax-levy funds supported the program, which was implemented at DeWitt Clinton High School…

The Bilingual Pupil Services Program (B.P.S.) has been administered for ten years by the Office of Bilingual Education of the New York City Public Schools. In the 1983-84 school year the project provided in-service training of para-professionals to work with students of limited English proficiency (LEP) in grades one through six in the already…

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 Multilingual Survival Skills Program provides instructional and support services to Haitian and Hispanic students. The program emphasizes the acquisition of English language skills, using the native language (Spanish, French, and/or Haitian Creole) to maintain and develop skills. The major goals of the program, in its second year of a…

This report evaluates a program, in its second year of funding, which provides instruction in English as a second language (ESL) and native language arts to Hispanic students in a Bronx, New York high school. Bilingual instruction is also provided in social studies, mathematics, and science. The program was designed to develop career awareness and…

The Eastern District High School bilingual-bicultural program served 367 Hispanic students in grades 9 through 12. Students received instruction in English as a Second Language and/or reading English, native language arts, math, science, and social studies. Students were mainstreamed for art, music, physical education, and health. Elective courses…