The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

The Competency Based Bilingual/Bicultural Project at Eastern District High School in New York City is an integrated bilingual demonstration project designed to develop English and native language skills as well as instill positive self concepts among high school students with Spanish-speaking backgrounds. In 1980-1981, the program provided…

The New York City Russian Bilingual Program is described in this report. As implemented in 1980-81, the program provided instruction in English as a second language, native language arts, reading, and bilingual mathematics, science, social studies, and other subject areas to approximately 700 Russian-dominant students of limited English…

Project E.T.B.B.S., a bilingual education program designed to accelerate the transition to English usage among Spanish-speaking high school students of limited English proficiency, is described in this report. As implemented in 1980-81, the project provided instruction in English as a second language, native language instruction, bilingual…

The curriculum guide for the Dade County public schools outlines the content and design of a sequential language arts program to serve as a basis for planning appropriate instruction within each school and for articulation within feeder patterns. The expectancies presented represent the core for each level in the student's language development.…

In 1980, Oregon State University began a program going beyond the usual procedure for students of English as a second language (ESL), which involved putting them in intensive English programs until they could pass the Test of English as a Foreign Language and then sending them on to a regular academic program. It was found that this traditional…

This report describes and evaluates the bilingual education program provided by the Language Arts Resource Center for high school students of limited English proficiency whose dominant language was Chinese or Korean. The program served students in the attendance area of Newton High School in Queens, New York City, as well as students at six…

This report describes and evaluates Project Impact, a magnet program that provided instruction in English as a Second Language and in Italian language skills, and bilingual instruction in science, mathematics, social studies, industrial arts, and secretarial studies to Italian speaking students of limited English proficiency. The program, as…

This report describes and evaluates Project At Your Service, a basic bilingual secondary education program with a vocational focus for Spanish speaking students and students from other minority language groups. As implemented in 1980-81, the program aimed to enhance the acquisition of the English language and to promote academic achievement among…

This report is an evaluation of a Title VII Bilingual Program conducted at the Fort Hamilton High School in Brooklyn, New York, in 1979-1980. This bilingual program provided instruction for Greek, Spanish, and Arabic speaking students. The ethnic and economic composition of the neighborhood and of the school population are discussed, and the…

Part of an international project undertaken by the members of the Council of Europe, this document is the second volume in a serial of biannual surveys which focus upon educational research in Norway. This volume covers 82 projects, whose fields of concentration comprise early childhood education, special education, languages, mathematics, social…

The research was conducted in Sydney and Hong Kong using students, from grades 5 to 9, whose first language or teaching medium was English, learning to read Chinese as second language. According to cognitive load theory, the processing of single Chinese characters accompanied by pictures should impose extraneous cognitive load and thus hinders…

Executive Order 13096 gave the U.S. Department of Education the responsibility for developing a research agenda for American Indian and Alaska Native education. The Department established a working group composed of various government agencies and American Indian groups, committees, and associations, that solicited ideas and comments from Native…

A study addressed educational and psychological issues raised by the phenomenal growth of Irish-medium pre-schools ("naionrai"). Data were gathered in surveys of almost 2,000 parents, over 170 teachers and advisors, and 225 children in 25 Irish-medium pre-schools in both "Gaeltacht" (Irish-speaking districts) and…

In preparing this report, the recommendations of the (Australian) National Review of Education for Aboriginal and Torres Strait Islander Peoples were cross-referenced to the 21 goals of the National Aboriginal and Torres Strait Islander Education Policy (NATSIEP) and aggregated into 8 priorities. These are: 1) to arrange for the participation of…