A reader on Italians in Rhode Island, which provides ethnic material for Italian language courses at level three of high school or at third semester of college, is presented. Contents are as follows: a history of the Italians in Rhode Island; a profile of the lives of some of the prominent members of the Italian community; and an anthology of…

Project COPE, in its second year of funding, offered basic skills instruction, career development, and pre-occupational training to 343 students of limited English proficiency in grades 9 through 12 at three sites in New York City. The students varied in native language skills, proficiency in English, and overall academic preparedness. The…

Project IMPACT, a magnet program in its third and final year of funding, provided instruction in ESL and Italian language skills, as well as bilingual instruction in mathematics, social studies and typing to approximately 200 students of limited English proficiency in a Brooklyn, New York, high school. Nearly all program students were born in…

In its final year of funding, Project COPE provided instruction in basic skills and career development to 388 students of limited English proficiency (LEP) in grades 9 through 12 at three sites in Brooklyn and the Bronx: 150 Hispanics at John F. Kennedy High School, 150 Haitians at Prospect Heights High School, and 88 Italians at Christopher…

Project BITEC offers instructional, resource, and supportive services to four different populations of limited English proficient (LEP) students from China, Vietnam, Latin America, and Italy at New Utrecht High School in Brooklyn, New York. The project provides a technological/computer, secretarial, and industrial arts program intended to…

This report describes and presents 1980-81 evaluation results for Project Rescate at John Jay High School in New York City. The project, which was funded under Title VII of the Elementary Secondary Education Act, provided instruction in English as a Second Language and in native language skills for limited proficient students. Bilingual…

This document evaluates Project CAUSA (Career Advancement Utilizing Student Abilities), which provides instruction in English as a Second Language (ESL), native language development, and content-area courses, in addition to a career and vocational training program, to 115 students of limited English proficiency (LEP) from Italy and Spanish…

The Title I English as a Second Language (ESL) program in Boston (1980-81), was designed to provide supplementary ESL instruction to elementary and middle school students and those enrolled in a native language reading component. The program's major objective was to develop aural-oral English language skills in limited-English-speaking children,…

This paper evaluates the bilingual educational program at Grover Cleveland High School, Queens, New York City. The program offered instruction in English as a second language (ESL) and native language skills in Italian and Spanish as well as courses in science, mathematics, and social studies to 142 students with limited English proficiency. The…

This is an evaluation of a Title VII bilingual education project, the Native Language Reading Approach, conducted in the New York City Schools in 1979-80. The program was designed to serve as an exemplary reading and native language arts project in elementary schools for a largely Hispanic student population, but also served speakers of Italian,…

This report is an evaluation of a Title VII Bilingual Program conducted for Spanish speaking and Italian speaking high school students in 1979-1980. A section devoted to the program's description discusses: (1) the school district demography; (2) characteristics of the program participants; (3) personnel and administration; and (4) program goals…

This is an evaluation report of a Title VII Bilingual Program conducted at five New York City High Schools in 1979-80. The report contains a program description and information on the schools' demographic context and student characteristics. Instructional components of the program discussed include: (1) student placement, programming, and…

The Native Language Reading Approach Program in New York City was designed as an exemplary approach to on-site training of classroom teachers and their assistants in how to help students transfer reading skills from their native language to English. Program components included support services, teacher training, material/curriculum development,…

Evaluated here is New York City's Trilingual Education Learning Environment Program (TELE), which in 1981-82 served approximately 900 Hispanic and 300 Italian students with limited English proficiency from grades 2-9 while at the same time training more than 300 bilingual teacher interns. The focus of the instructional component was the…

This multi-site program, in its final year of a two-year funding cycle, provided special resources and supportive services to approximately 200 recently arrived students of limited English proficiency in grades 9-12 at three Bronx (New York) high schools. The project served Vietnamese (Chinese ethnics), Italians, and Hispanics. Services provided…