Following legislation in 2010, all Swedish teachers, at all levels, had a double mission: to teach democracy as well the content of their subject. This mission was seen as troublesome by evaluating authorities, among others. In the latest state curriculum, rhetoric has re-emerged as a central element of Swedish mother-tongue high school education…

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…

The purpose of this study is to investigate how cooperative learning approach supports teachers to design an effective teaching for promoting the students learning to construct knowledge in practice. Quantitative and qualitative research methods such as surveys and case studies were employed for data collection. A High School which challenges face…

In this article I describe the work of Leonard Covello, a New York City language educator and high school principal of the early 20th century who argued for Italian and Spanish heritage language (HL) preservation in schools. Although Covello promoted standard language Italian and Spanish in the HL classroom, he also encouraged HL students to use…

This paper explores how critical teacher action research (CTAR) supported the process of developing and implementing a Spanish for Heritage Speakers (SHS) course in a high school, notwithstanding a low percentage of heritage language learners. The purpose of the paper was to explore how a teacher was able to navigate the secondary school…

The Italian-Slovenian border represents a dynamic vantage point from which to observe how cultural and linguistic contact takes place and how minority groups have created educational strategies to preserve their cultural and linguistic diversity while striving for respectful coexistence with the dominant society. Slovene-medium schools have been…

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…

Given the increasing number of limited-English-proficient (LEP) students entering New York City high schools who have experienced limited or interrupted formal education, there is a growing need to identify such students and to develop programs that satisfy their unique educational requirements. This report makes recommendations for establishing…

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…

Project BECA, in its first year of funding, provided instruction in English as a second language and native language development, and bilingual instruction in mathematics, science, history, economics, industrial arts, recording keeping, typing, and bookkeeping to approximately 290 Spanish-speaking students in grades 9 through 12 at a high school…

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 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).…

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…