In its fifth year, the Hispanic Orientation to Life in America Project (Project HOLA) served 472 Spanish-speaking students of limited English proficiency. The aim of the program was to help students develop English language skills, enter mainstream classes, and understand Spanish and American culture. The program provided instruction in English as…

Project CALA was a special alternative program at the International High School in Queens (New York City). In its first year, the project provided instructional and support services, emphasizing career education, to 171 high school students of limited English proficiency (LEP) who had lived in the United States for less than 4 years. The project…

In its fourth year, Program Assistance for Neophytes (Project PAN) served 455 students at 2 high schools. The program provided support services and supplemental instruction to students of limited English proficiency (LEP) as well as English-proficient (EP) students. The project provided LEP students with a transitional period of bilingual…

Project Reach, serving 390 students of limited English proficiency at William H. Taft high school in New York, was fully implemented in 1988-89. Project Reach endeavored to help students develop their English and native language skills and make academic progress through bilingual content area courses. During the school year, participating students…

This manual describes procedures commonly used to plan and implement bilingual vocational training (BVT) programs for individuals who are limited English proficient (LEP). An introductory section examines the purposes of BVT and outlines a general model consisting of seven components: targeted recruitment, diagnostic rather than exclusive intake…

This project provided 360 students at South Bronx High School (New York) with instruction in English as a Second Language (ESL); Native Language Arts (NLA); the bilingual content area subjects of mathematics, science, and social studies; and computer literacy. The goal of the project was to provide instructional and support services to…

This paper evaluates the bilingual educational program at Grover Cleveland High School, Queens, New York City. The program offered instruction in English as a second language (ESL) and native language skills in Italian and Spanish as well as courses in science, mathematics, and social studies to 142 students with limited English proficiency. The…

It is suggested that significant differences remain between ethnic groups in New Zealand, specifically the Maori and the non-Maori, or "Pakeha" (a term used by the Maori for New Zealanders of European descent), in terms of educational achievement. This gap exists despite emphasis placed on education as a means of reducing social…

Limited English proficient adults represent a special population group served by the federally funded Adult Education Act. Usually, limited English speakers attend English as a second language (ESL) classes offered by state and local agencies. In the last decade, changes in the approach to ESL instruction have deemphasized academic ESL and focused…

In 1983-84, the Bilingual Mini-School at Samuel Gompers High School of New York City, was in its first year of a three-year funding cycle. An evaluation was conducted to determine how well it had met its aim of preparing students of limited English proficiency (LEP) for career opportunities through vocational, technical, and academic education.…

Bilingual education in American Samoa is hampered by several factors: lack of native language materials, inconsistent support for materials and program development, the prominence of English in the modern culture, and teacher discomfort with teaching in Samoan. In the process of developing curriculum and materials, the existing materials were…

The guide outlines Washington State's programmatic approach to teaching native Spanish-speaking limited-English-proficient students in bilingual education programs. It charts the components of the bilingual instructional models used in the classrooms, and then explains or defines each component. The components include: methods for determining the…

A study of progress in the Edison Elementary School (California) bilingual immersion program after its first year of implementation looked at: (1) student levels and gains in first and second language proficiency; (2) levels of math and reading achievement and their possible relationship to student language background; (3) levels of students'…

The program discussed in this evaluation provided instruction in English as a second language and native language arts, as well as bilingual instruction in numerous subject fields and career education to approximately 200 Spanish-speaking students of limited English proficiency in grades 9 through 12. The philosophy of the program, which was…

An overview of contemporary assessment practices often used with Latino students is provided, and it is maintained that these practices often overlook the influence of culture and linguistic proficiency on cognitive performance. A new approach, the Sentence Verification Technique (STV), is proposed as an alternative method to assess the linguistic…