This report on the 1968-69 FLES programs of the Seattle and Highline, Washington, school districts, was prepared by the Washington Foreign Language Program. The program evaluations, a joint effort of the project director and three public school and university teachers, focus on the form and substance of the existing FLES programs. Questionnaires…

A project was begun in 1973 in the Indianapolis Public School system based on the hypothesis that English language skills and the control of syntactic structures can be measurably improved through participation in a specially designed Latin FLES program stressing the importance of Latin root words. Goals of the project were to assess whether or…

Achievement test scores for 417 fifth graders in both school settings indicated superior language achievement by the 164 immersion centre students. Questionnaire data from 94 teachers and administrators provided reasons for these differences. Implied that programs should focus on maximum use of French and meeting teachers' materials and resources…

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)

A discussion of student and program assessment in the context of Chinese language instruction looks at theory and methods of assessment, and proposes that norm-referenced language proficiency testing is inadequate to evaluate student achievement and program effectiveness. It is further proposed that criterion-referenced tests are more appropriate…

Designed for teachers, supervisors, administrators, and community advocates, this book provides practical advice on how to establish, maintain, and improve foreign language programs at the primary and middle school levels. Foreign Language in the Elementary School (FLES) options are explored, ways to evaluate existing programs are explained, and…

This paper describes the partial immersion program (PIP) at Key Elementary School in Arlington, Virginia. In this program, which has completed its seventh year, half the day is taught in English and half in Spanish. The review of the program, which included classroom observations, teacher and staff interviews, and student assessment, revealed a…

The use of test results as a criterion for evaluating the design of an intensive English language program is examined in one Canadian university program in Indonesia. The study was investigating whether: (1) realistic estimates of training needs were being made; (2) data from other tests would enable better prediction of student outcomes, and…

A recent evaluation of the effect of a Nepalese language teacher training program on student language learning is described and discussed, focusing on the difficulties faced by external evaluators working in difficult circumstances and not on study results. The program provided inservice training for secondary school teachers of English as a…

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,…

The academic achievement in French of two cohorts of grade 9 students of a public school early immersion program in New Brunswick, which has total French-language instruction through grade 4 and includes all students in the program except transfers was compared to that of a group of native French-speaking students at a nearby French-language…

Second language research is important for teachers in bilingual programs because it investigates which solutions work best for which problems, in which situations, and with which learners. Research aids practitioners in more effective program planning, implementation, and evaluation. To compensate for the time lag in availability of materials,…

Reviews effects on faculty, teaching assistants, curriculum, and students of the proficiency-based foreign language requirement instituted at the University of Pennsylvania. Although important and valuable changes have occurred in the language learning and teaching environment, caution is urged in creating realistic and well-understood standards…

The Refugee English Language Training (ELT) Task Force, convened by the California State Department of Social Services, collected and reviewed records of refugee ELT programs statewide, conducted site visits and public input meetings, and reviewed literature concerning adult basic education and refugee literacy education. The study and results are…

The aim of this collection is to present "state of the art" papers in language curriculum studies by writers who have been actively involved in shaping theory in the field and who, between them, have applied that theory in almost every part of the world and in a variety of contexts. Papers include the following: "A Decision-Making Framework for…