The Chinese Achievement and Mastery program, Project CHAMP, was a bilingual (Chinese/English) project offered at three high schools in Manhattan. The major goals were to enable Chinese students of limited English proficiency (LEP) to learn English and to master content in mathematics, science, global history, computer mathematics, and native…

A discussion of bilingual education begins with a look at theoretical issues and then describes a community bilingual education program in London. Issues addressed include the distinction between additive and subtractive bilinguality, the relationship between contexts and outcomes of bilingual education, the cognitive and academic effects of…

Many more bilingual preschool programs are needed. Bilingual programs provide an environment where language minority students acquire English. Bilingual educators use innovative as well as time-tested methods to expose students to the English language. Instruction in and through the minority language assists students in developing the academic…

In 1983-84, the second and final year of funding, Project CRIP (Comprehensive Russian Instructional Program) provided career orientation and support services to 430 Russian-speaking student of limited English proficiency (LEP) at three public and four private high schools in Brooklyn and Queens, New York. All of the students were foreign-born and…

Career Advancement through Bilingual Educational Skills (Project CABES) completed the second year of a 3-year funding cycle at Seward Park High School on Manhattan's Lower East Side. Project CABES serves 233 recently immigrated, predominantly low-income, ninth through twelfth grade, Hispanic students of limited English proficiency (LEP). Included…

The purpose of this guide is to assist local school districts in designing and implementing bilingual education programs that meet Title VII requirements related to the development of local "capacity and commitment" for the delivery of bilingual education services. The guide is organized in seven sections. The first section summarizes…

Revised guidelines for the administration of Texas bilingual education and English as a second language (ESL) programs for limited-English-proficient (LEP) public school students deal with two issues: (1) the amount of instructional time to be provided in the student's primary language and in English, and (2) the relationship between instruction…

In 1984-85, Project BLAST provided English as a second language (ESL), native language arts, and bilingual instruction in social studies, mathematics, and science to 275 students of limited English proficiency (LEP) at Walton High School in the Bronx, New York. An important feature of the program is its emphasis on career orientation, the…

Beginning with a summary of a 1983 roundtable discussion held by education officials in Canadian universities and government, this report provides a general overview of multicultural early childhood education in Canada. Activities in each province are described. In British Columbia, for example, a successful Native Infant Program on Vancouver…

Park West High School's Vocational and High School Equivalency Bilingual Program's purpose was to help limited-English-speaking students develop English skills while receiving occupational training after school through bilingual content-area instruction. The program was funded as a mini-school within the high school, providing the same overall job…

In 1986-87, the Austin Independent School District (AISD) served 4,143 students with limited English proficiency (LEP) through two programs: transitional bilingual education (TBE) programs and English as a second language (ESL) programs. TBE is available to Spanish speakers in grades pre-kindergarten through 8 and to Vietnamese speakers in grades…

A program was conducted at Florida International University, first, to provide immediate assistance to experienced and prospective vocational instructors and other personnel who are serving limited-English-speaking out-of-school youth and adult vocational students and, second, to develop a model for preparing bilingual vocational instructors and…

Two separate sets of minimum standards designed to guide the evaluation of bilingual projects are proposed. The first set relates to the process in which the evaluation activities are conducted. They include: validity of assessment procedures, validity and reliability of evaluation instruments, representativeness of findings, use of procedures for…

In 1982-83, the Basic Trilingual Program at Flushing High School in Queens, New York, provided instruction in English as a Second Language (ESL) in 185 Hispanic and 51 Korean students of limited English proficiency in grades 9-12. The Hispanic students attended native language classes and bilingual courses in social studies, math, science, art,…

This report focuses on the achievement in basic skill areas attained by participants in compensatory education activities in New York State, which has established the priority areas of reading and mathematics. Over 200,000 pupils participated in Chapter 1 reading programs, and over 86,000 participated in Chapter 1 mathematics programs. Ten tables…