The purpose of this article is two-fold. First, we seek to make a case for the promise of dual language programs to enhance Catholic schooling and enrich educational opportunities for Latinx students. Second, we offer insights into the current landscape of Catholic schools with dual language programs, drawing upon data from a national survey…

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…

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 Chapter 720 bilingual program located at Louis D. Brandeis High School in New York City, seeks to provide specialized Spanish and English instruction in mathematics and language development for 250 Spanish speaking students. This report briefly describes the program's goals and objectives, its organization, and instructional and…

In its second year of operation, Project PROBE (Professions Oriented Bilingual Education) experienced difficulty in meeting some of its instructional objectives. The project had sought to provide instructional and supportive services to 200 Spanish-speaking students from Latin America at Louis D. Brandeis High School (Manhattan, New York) and to…

Project CAREERS is a Title VII bilingual program operating at three Queens, New York high schools (William C. Bryant, John Bourne, and Hillcrest). The program provides intensive instruction in English as a second language (ESL), native language arts, and bilingual instruction in mathematics, science, and social studies to Hispanic, Chinese, and…

Project BACIS provides instructional, resource, and supportive services for recent immigrants from Cambodia, Haiti, and Vietnam at three New York City high schools (Christopher Columbus, Samuel J. Tilden, and Walton). At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native…

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…

Project BETA is a Title VII program serving recent immigrant students in three New York City high schools: Koreans at William C. Bryant, Haitians at Springfield Gardens, and Vietnamese at Theodore Roosevelt. Project students receive instruction in English as a second language (ESL) at each site, and Vietnamese students at Theodore Roosevelt…

In 1984-85, Project BITEC was in the second year of a 3-year funding cycle at New Utrecht High School in Brooklyn, New York. The program provides courses in English as a second language (ESL), native language arts in Spanish, Italian, Chinese, and Vietnamese; and bilingual (mostly in Italian and Spanish) instruction in mathematics, science, and…

In 1984-85, the Bilingual Program in Auxiliary Services for High Schools provided instruction in English as a second language (ESL), native language development, and basic education, in addition to a job counseling and placement component, to approximately 1,900 students at 15 sites in New York City. The program served speakers of Spanish,…

The Biliteracy Skills Development Project at George Washington High School (New York, New York) completed its final year of a three-year funding cycle in June 1986. Using a mini-school structure, the program sought to enable students to develop oral proficiency in English and literacy skills in both English and Spanish through intensive language…

Project Adelante, in its third and final year of funding, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science, and social studies, to 230 (fall semester) and 235 (spring semester) limited English proficient Hispanic students at Willaim H. Taft High School,…