In 1985-86, its third and final year of operation, John Jay High School's (Brooklyn, New York) Project TRIUNFE served 314 students of Hispanic, Asian, Haitian and Indian backgrounds. Its goals were to improve students' competence in speaking, reading, and writing English; to enhance students' native language ability and ethnic pride; and to teach…

In 1984-85, the Bilingual Mini-School was in its second year of a 3-year funding cycle at Samuel Gompers High School (Bronx, New York). The program provided instruction in English as a second language (ESL) and native language arts, in addition to bilingual instruction in mathematics, science, and social studies, to 84 Spanish-speaking students of…

The Computers in Bilingual Education program at South Bronx High School (New York) completed its first year of operation in June, 1985. The program offered limited English speaking students computer-assisted instruction in English as a Second Language (ESL), native language arts, social studies, math, and science, and also provided instruction in…

There is a widespread lack of understanding of what bilingual and English-as-a-second-language (ESL) instruction consist of, and the day-to-day classroom operations are not easy to explain. Both bilingual and ESL instruction have seen rapid expansion in recent years, and the instructional and curricular approaches have been refined. It has been…

In 1985-86, Project CAREERS was in its third and final year at three Queens, New York, high schools. The project's goal was to help limited English proficient (LEP) students acquire proficiency in English while they developed reading and writing skills in their native languages. This goal was pursued through instruction in English as a second…

This summary of a dissertation reports results of a study of teachers providing bilingual education at a Navajo border town school. History, demography and geography, socioeconomics, and politics all affect cultural knowledge to be taught and teachers must study these subjects. However, teaching Navajo language and culture in a bordertown school…

Project CASS (Career Awareness/Survival Skills) in its first year of a two-year funding cycle provided English as a second language (ESL) and native language instruction, as well as bilingual instruction in mathematics, science, history and economics, to 250 low income, Spanish speaking students at South Bronx High School. The program's primary…

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…

Project RESCATE, in its third and final year of funding, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in science, mathematics, and social studies, to 185 Spanish-speaking students of limited English proficiency (LEP) at John Jay High School in Brooklyn, New York. In…

Project CABES (Career Advancement through Bilingual Education) was established in 1983 at Seward Park High School in New York, New York. Its major goal is to serve a population of 250 Hispanic students of limited English proficiency (LEP) interested in pursuing a career advancement sequence rather than a regular academic sequence. Project CABES…

A study is reported of the language behavior of trilingual 9-to-12-year-old native Italian speakers in Montreal, some of whom were studying Italian on Saturdays and some of whom were not. The study focused on their available vocabulary in the three languages (Italian, French, and English) and on their language productivity during their various…

Nontraditional Hispanic students, though often pedagogically problematic in other ways, possess language resources that should not be overlooked and that ought to provide a model for other language learners. The paper illustrates: (1) the resources needed for foreign language capacity that exist in non-English-speaking sectors of U.S. society; (2)…

This article describes a set of Spanish language materials which were designed to meet the needs of Spanish-speaking children in the intermediate grades who had never been exposed to formal instruction in language arts and reading. The materials were developed by the author in collaboration with the Bilingual Materials Development Center in Fort…

A number of issues related to the production of literacy materials for the Chicano children of New Mexico are discussed. First, a historical survey gives some idea of the way in which instructional materials available for use with Spanish-speaking children have contributed to cultural estrangement and alienation from their own particular home and…

A Los Angeles bilingual elementary school was evaluated for the effectiveness of its dual reading program for bilingual first graders, the effectiveness of the native language literacy approach for Spanish dominants, and evidence of bias in the Comprehensive Tests of Basic Skills (CTBS). One hundred thirty-one Spanish and English dominant children…