To help teachers and administrators of American Sign Language (ASL) design and implement effective ASL programs, this Digest answers questions about ASL and the essential components of an ASL program, including ASL course design, methods and approaches for teaching ASL as a second language, and ASL instructional materials. (nine references) (VWL)

This digest discusses some of the practical implications of using alternative methods of assessing students in foreign or second language classrooms. First, assessment and testing are contrasted, and assessment is defined as an ongoing strategy through which student learning is not only monitored, but by which students are involved in making…

This digest focuses on the articulation of foreign language programs between secondary and higher education. The following questions are addressed: (1) What are urgent reasons for better program articulation?; (2) What forms does articulation take?; (3) What aspects of the educational process does articulation address?; (4) Are there examples of…

This digest provides useful information on starting an elementary school foreign language (FLES) program. Individual sections address the following: (1) cautions in planning a FLES program; (2) initiating the planning process; (3) designing the program, with special attention given to scheduling and language choice; (4) programs that lead to high…

This digest considers the problems of foreign language instruction in small high schools and discusses possible solutions. A critical challenge for American education, pointed out by reform reports of the 1980's, is improvement of instruction in foreign languages to instill language proficiency. These national concerns have been translated into…

Foreign Language Exploratory or Foreign Language Experience (FLEX) programs offer one approach to initiating foreign language instruction for children. One survey reported that 41 percent of United States elementary schools offering language instruction had FLEX programs. Statistics on FLEX programs in middle schools are unavailable. Most FLEX…

Although basic skills and English language instruction are often viewed as real needs at the workplace, few companies provide this for their workers. Those that do are motivated by one or more of these factors: product quality improvement, commitment of top management to training and education, or the sales effort of an educational provider. Those…

Labor unions have provided English-as-a-Second-Language (ESL) instruction in the workplace since the early 1900s, to serve a growing immigrant workforce. In the late 1970s and early 1980s, an increase in immigrant population, decline in manufacturing jobs, new technology, and work restructuring brought a new urgency to union-sponsored worker…

Most language and international studies high schools (LISHS) are established as public magnet schools and stress voluntary enrollment. Generally, the academic curriculum emphasizes foreign languages, social sciences, and communications for participation in an international environment. Students are expected to graduate with functional competence…

Frequently, English-as-a-Second-Language (ESL) programs for adults use volunteers as primary or auxiliary providers of instruction. Two primary national volunteer organizations and a number of other national organizations support volunteer ESL and basic literacy instruction, and many states have literacy councils that coordinate and provide…

This digest discusses the issues involved in implementing middle school foreign language programs. A number of implementation and instructional issues are highlighted, including: scheduling, staffing, teacher recruitment, teacher certification, staff development, curriculum development, teaching methods, and instructional materials. (VWL)

Interest in elementary school foreign language programs has resurfaced in recent years, and the number of programs is increasing. Many states are requiring foreign language study at the elementary level. For a local school or community seeking to implement elementary school language programs, it is important that a rationale be developed to meet…

The organization of English as a second language (ESL) programs varies greatly, according to the student population, individual student characteristics, and district resources. They can be broadly categorized as either stand-alone ESL or ESL-plus. In general, stand-alone programs group limited-English-proficient (LEP) students together and…

A discussion of numeracy (the ability to cope confidently with the mathematical demands of everyday life), focuses on provision of numeracy instruction alongside English-as-a-Second-Language (ESL) instruction for learners with low literacy skills. It looks first at considerations and methods for assessing student numeracy needs, including the…

Immigration to the United States from Mexico has a long history and has been increasing in recent years. Immigrant students, especially those who arrive as adolescents and those whose families are migrant agricultural workers, have special educational needs. Mexican immigrant students have varied educational backgrounds, but most need to learn…