The U.S. government encourages the study of critical languages spoken in geographic areas of strategic importance to U.S. national security and the global economy through a variety of discretionary grants and scholarship programs. U.S. students are traditionally underrepresented in the study of these languages; however, many of the nation's K-12…

Discusses the procedure and objectives of studies on adult instruction in Creole and the use of Creole in the primary grades. The complexity of the sociolinguistic situation, the extent of illiteracy, the state of the educational system, and implications of change in attitudes to both Creole and French are discussed. (AMH)

Project BEAM UP provides instructional and supportive services to 233 Hispanic and Haitian students (Grandes 9-12) of limited English proficiency (LEP) at Sarah J. Hale High School in Brooklyn, New York. The project's main objective is to enable LEP students to participate in mainstream content-area classes by as early as the middle of their…

In 1983-1984, the Multilingual Survival Skills Program provided support services and instruction in English as a Second Language (ESL) and native language skills to approximately 360 students of limited English proficiency (LEP) in Grades 9-12 at Wingate High School (Brooklyn, New York). Bilingual instruction in mathematics, science, and social…

This report evaluates a program, in its first year of funding, which provides instruction in English as a second language, native language arts for Haitian and Spanish-speaking students, bilingual classes in mathematics, science, social studies, and typing in Creole/French in a high school in Brooklyn, New York. The program's major goal is to…

Project BEAM-UP offers English as a second language (ESL), native language arts, and bilingual content-area instruction to students of limited English proficiency (LEP) in grades 9 through 12 at Sarah J. Hale High School in Brooklyn, New York. The student participants speak Spanish or Haitian Creole. The goal of the program is to help these…

An evaluation was done of the New York City Public Schools' Project PRIDE. During the 1990-91 school year, Project PRIDE served 330 mostly Haitian immigrant limited English proficient (LEP) students at Erasmus Hall High School in Brooklyn, of whom 84.5 percent were eligible for the Free Lunch Program. Project PRIDE provided students with…

Originally proposed as a supplement to basic bilingual programs for Haitian students in three New York City high schools, Project L'Ouverture changed its focus to the development and reinforcement of basic skills. In response to a need for basic bilingual services not available in participating schools, the project provided tutorial services to…

In 1981-82, Project VIBES at South Shore High School in Brooklyn, New York, provided instruction in English as a second language (ESL) and French language arts, and bilingual mathematics, social studies, and science for Haitian high school students of limited English proficiency. The project also conducted classes in ESL, Hebrew, and Spanish…

Project BECOME, a mainstreaming program for Hispanic and Haitian students of limited English proficiency, provided instruction in ESL and native language studies, as well as bilingual instruction in social studies, mathematics, science, and typing. The program, which was implemented at Sarah J. Hale High School (located in downtown Brooklyn, New…

The Career Awareness Program for Bilingual Haitian and Hispanic Students (CAP) in New York City was designed to provide these high school students of limited English proficiency with instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects taught bilingually. It also was intended to provide students…

Project BECOME at Sarah J. Hale High School in Brooklyn, New York, was designed to provide instruction in English as a second language and in native language arts, as well as bilingual instruction in social studies, mathematics, and science, for Hispanic and Haitian high school students of limited English proficiency. In 1981-82, the second year…

This is a second-year evaluation report for Project RESCATE, a bilingual education program for 285 Spanish and Haitian Creole speaking students at John Jay High School, Brooklyn, New York. The program provided bilingual instructional services in language and content area courses to Spanish dominant students, ESL and native language instruction to…

In its fourth year of Title VII funding, the Erasmus Hall High School Bilingual Program served 144 limited-English-speaking students, most of whom spoke Haitian Creole as their first language. The remaining small percentage spoke Spanish, Chinese, or another Asian language as their native language. The program was targeted at the school's least…

In its second year, Project COM-TECH's (Bilingual Computer- and Technology-Oriented Program) primary goal was to provide two high schools with bilingual individualized instruction, through enrichment, to limited English proficient (LEP) students (222 Spanish-speaking and 96 Haitian Creole/French-speaking) of varying native language proficiency and…