A program in English as a second language for students in New York nonpublic schools is evaluated. The program provided intensive English language supplemental instruction to enhance listening, speaking, reading, writing, cognitive, and conceptual skills in limited-English-speaking students in kindergarten through grade 8. Evaluation was…

The Chapter 1 English-as-a-Second-Language (ESL) program provided supplementary, intensive English language instruction to limited-English-proficient (LEP) students in 69 non-public schools in New York City. The program's primary goal was to help LEP students gain the listening, speaking, reading, and writing skills necessary to improve their…

A study was conducted at Kirkwood Community College to determine if English as a Second Language (ESL) courses assist students and increase the likelihood of their academic success. The academic records of 263 students enrolled in the ESL program as foreign students between August 1978 and June 1982 were examined to determine students' sex, age,…

In 1986-87, the Austin Independent School District (AISD) served 4,143 students with limited English proficiency (LEP) through two programs: transitional bilingual education (TBE) programs and English as a second language (ESL) programs. TBE is available to Spanish speakers in grades pre-kindergarten through 8 and to Vietnamese speakers in grades…

The implementation of New York City secondary-level transitional classes in English as a second language (ESL) is evaluated. The classes are designed to improve the listening, speaking, reading, and writing skills in English necessary for success in mainstream classes. This evaluation, based on data gathered via site visits, interviews, and an…

Provides an overview of the social context of workplace programs, the variety of program types and goals, the nature of the population served, and issues of program design and evaluation related to language instruction in the workplace. Contains annotated bibliography. (57 references) (LET)

The 1988 Summer Bilingual Program served 1,171 ninth- through twelfth-graders with limited English proficiency (LEP) at 10 New York City sites. Designed especially for the substantial number of LEP students who were overage for their grade, the program offered 14 English as a Second Language (ESL) and 17 bilingual content area classes in science,…

In response to high demand for English-as-a-Second-Language (ESL) instruction among the community's Chinese-speaking population, the Quincy School Community Council (Massachusetts) developed the Take And Give (TAG) program, in which graduates of the highest-level ESL classes were trained as peer tutors for students at the lowest instructional…

This summary of a needs assessment evaluation provides a list of recommendations and some sample English as a second language student profiles in the introductory pages, two chapters that present the various aspects of the program under study, and conclusions and recommendations. Chapter I describes (1) the student population (most from Asian…

The evaluation was conducted from March to December, 1982, from the perspective of a needs assessment concerning students, program, staff, resources, and communication. Data were analyzed quantitatively and qualititatively by content analysis procedures. Findings indicated that student satisfaction was high except on the senior high level, and…

The English-as-a-Second-Language (ESL) video recording project was designed to use student-produced videotape recordings to help 120 limited-English-speaking students learn to speak, read, and write English. Staff participated in a series of workshops on video program development and production techniques. Four classes developed video productions,…

During 1988-89, the Austin Independent School District's Title 7 program continued to supplement services through the locally funded bilingual and English-as-a-Second-Language (ESL) programs to secondary students of limited English proficiency. The 1988-89 Title 7 evaluation report provides an overview of the programs's changes, staff training,…

A structured immersion program, coupled with an effective curriculum and empirically validated teaching procedure, was offered to elementary Asian students entering a California school. This approach appeared to have significantly better results, and its effects were maintained for up to two years after completion. (LMO)

The reports presents findings of a formative evaluation of "Crossroads Cafe," an adult-level distance learning program designed to teach English to speakers of other languages (ESOL). The study focused on how 22 programs were implemented in 6 different regions of New York State. The program is a collaborative efforts of the Department of…

The Arlington (Virginia) Adult Learning System (AALS), a program designed to link resources and enhance services of English-as-a-Second-Language (ESL) providers, is described. The AALS is a consortium in which an adult education provider (the public school system) coordinates efforts of its own organization with a community-based organization, a…