This booklet lists the organizers and describes the agenda of a conference on the theme of respect for, and understanding of, cultural differences as the basis of global community. Workshop sessions are described and three keynote speeches are reprinted, together with four student essays that best captured the conference's theme. The keynote…

Between 1975 and 1987, 140,000 Cambodians arrived in the United States; most have settled in California. This handbook for teachers and administrators who work with Khmer students and their parents begins with an overview of Cambodian history, and pays special attention to events since the Communist takeover in 1975. The second chapter,…

The long-term pattern of language shift from Spanish to English for a national sample (N=428) of Mexican-American sophomores is documented. All students spoke Spanish as a first language and were educated entirely in the United States. The students were participants in diverse bilingual education programs during their elementary years and were…

This guide is intended as a resource for mainstream classroom teachers, K-12, who want to provide language minority students with additional support in their transition into classes where English is the language of instruction. The guide may also be used to help teachers make instruction more effective for all students and for teacher training.…

In 1985-86, the first year of a three-year funding cycle, Project PAN provided bilingual instruction in two New York City high schools, John Bowne and Newtown. The project reached 355 students of Chinese/Vietnamese, Korean, Pakistani, and Indian origin, most of whom had recently arrived in New York and were of limited English proficiency (LEP).…

Project TEACH (Technological Enrichment and Achievement for Cambodians and Hispanics) aims to facilitate the students' linguistic and cultural adjustment to American society while preparing them to enter the job market. Carried out at Theodore Roosevelt High School (Bronx, New York) Project TEACH provides students new to America with computer and…

In its first year of Title VII funding, Project CERCA provided counseling and a comprehensive career education program and supplemented the bilingual academic program for a group of 200 limited-English-proficient Hispanic students in grades 9 through 12 in a high school in Flushing, New York. Data suggest that the primary goal of career counseling…

Project TRAIN, in its first year of operation, proposed to offer 210 parents of New York City high school students of limited English proficiency (LEP) an opportunity to improve their own English language skills. The targeted language groups included Spanish, Haitian Creole, Khmer, and Korean. This was to have been achieved through regularly…

In 1984-1985, the final year of funding, Project BACIS provided instructional, resource, and supportive assistance to three different populations of recent immigrants from Cambodia, Haiti, and Vietnam at three high schools in New York City: Christopher Columbus (Bronx), Samual J. Tilden (Brooklyn), and Walton High School (Bronx). At each site the…

A review of the literature on staff training for individuals working in programs for limited-English-speaking students suggests that eight characteristics should be considered and developed in a training plan: governance, needs assessment before program planning, analysis of local and other resources, determination of training objectives, trainee…

This ethnographic study of 22 bilingual Mexican American fifth grade students in rural Texas examines which pedogogical techniques reduced students' risk of failure. Classroom instruction was based on Cummins' model of community intervention in which story-telling, dialogue journal writing, and bilingual dialogue between teacher and students…

The Bilingual Demonstration College Preparatory Program, in its second year of funding, provided English as a second language (ESL) and native language instruction, in addition to bilingual instruction in mathematics, social studies, and science, to 120 Spanish-speaking students in grades 9-12 at George W. Wingate High School (Brooklyn, New York).…

Project Bilingual Spanish-to-English Career Training (BISECT) in its first year of funding offered bilingual instruction, career awareness development, and supportive services to 255 Hispanic students of limited English proficiency. Title VII, Title I, and tax-levy funds supported the program, which was implemented at DeWitt Clinton High School…

The Chapter 720 bilingual program located at Louis D. Brandeis High School in New York City, seeks to provide specialized Spanish and English instruction in mathematics and language development for 250 Spanish speaking students. This report briefly describes the program's goals and objectives, its organization, and instructional and…

A year-long study of the writing development of 27 first through third graders in an English/Spanish bilingual program was conducted during the 1980-81 school year. Samples of the children's writing were collected at four intervals, coded for computer tallying, and analyzed in terms of code-switching, spelling, punctuation and segmentation,…