DOCUMENT RESUME ED 080 019 FL 004 519 AUTHOR 'Ehrlich, Roselin; Shore, Marietta Saravia TITLE Bilingual Education Program, Adelantel Content Analysis Schedule for Bilingual Education Programs. INSTITUTION City Univ..of New YOrk, N.Y. Hunter Coll. Bilingual Education Applied Research Unit. SPONS AGENCY Office of Education.(DHEW), Washington, D.C. Div. Bilingual Education.. PUB DATE Feb 73 NOTE 29p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Biculturalism;,*Blilingualism; CognitiNie Development; *Content Analysis; Curriculum Design; Educational Finance; *English; High School Students; Junior W. . School Students; Learning Theories; Mexican Americans; Program Costs; Self Esteem; Sociolinguistics; *Spanish; Student Grouping; Tutoring IDENTIFIERS California; *Project BEST; St. Helena ABSTRACT This content analysis schedule for the Bilingual Education Program, Adelante, of St..Helena, California, presents information on the history, funding, and scope of the project in its second year..Incldded are sociolinguistic process variables such as the native and dominant *languages of students and their interaction.. Information is provided on staff selection and the linguistic background of pioject teachers..An assessment is made of the duration and extent of the. bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation..This schedule has not been verified..(SK)
*Content Analysis; Curriculum Design; EducationalFinance; *English; High School Students; Junior W. .
School Students; Learning Theories; MexicanAmericans; Program Costs; Self Esteem;Sociolinguistics; *Spanish; Student Grouping;Tutoring
IDENTIFIERS California; *Project BEST; St. Helena
ABSTRACTThis content analysis schedule for the Bilingual
Education Program, Adelante, of St..Helena, California, presentsinformation on the history, funding, and scope of the project in itssecond year..Incldded are sociolinguistic process variables such asthe native and dominant *languages of students and their interaction..Information is provided on staff selection and the linguisticbackground of pioject teachers..An assessment is made of the durationand extent of the. bilingual component, and the methods of secondlanguage teaching in general. Included is an analysis of materials,student grouping, tutoring, curriculum patterns, and cognitivedevelopment. The report also discusses self-esteem, learningstrategies, the bicultural and community components, and means ofevaluation..This schedule has not been verified..(SK)
Ut1vEtiFt:ED di 4220PROZCT B^5T
Bilingual Education Applied Research Unit
N.Y.C. Bilingual Consortium keee-nHunter College Division
695 Park Avenue Ca Li.N.Y.,N.Y.10021Cis
C7)CHECK /DOCUIENTS READ FOR CONTEIIT AnLYSIS SCHEDULE
COCD
1.14 Initial Proposal
toe/ 2nd Year Continuation
00404
3rd Year Continuation (on separate C.A.S.)
Give Dates and Note if Evaluation is included in continuation.
Evaluation design I1st year
Interim evaluation
Final evaluation__Nef
Pre-audit
Interim audit
Final audit
2nd year 3rd voar
U S DEPARTMENT OF HEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF
EDUCATIONTHIS DOCUMENT HAS SEEN REPROOUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATIAG IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCAT ION POSITION OR POLICY
FILMED FROM BEST AVAILABLE COPY
iX
Project BESTBilingual Education Applied Research Unit
Hunter College, 695 Park Ave., N.Y., N.Y 10021
CONTENT ANALYSIS SCHEDULE FOR BILINGUAL EDUCATION PROGRAMS
TABLE OF CONTtNTS PAGE
PROJECT IDENTIFICATION0.1 Project Number0.2 Name of Project0.3 Address of Project (number and street)'0.4 City and State of Project0.5 State (checklist)
11111
1.0 PROJECT HISTORY, FUNDING AND SCOPE1.1 Year Project Began under Title VII 1
2.0 FUNDING2.1 Funding of Bilingual Program, Prior to Title VII 12.2 Year Prior Funding Began 12.3 Student Level (Elementary or Secondary) in Prior Bilingual Program 12.4 Source of Prior Bilingual Program Funding 12.5 Concurrent Funding of Program(s) if Cooperating with Title VII Program 12.6 Student Level (Elementary or Secondary) Involved in Concurrent Program
Cooperating with Title VII 12.7 Source of Concurrent Funding 12.8 Total Title VII Grant (first year) 1
3.0 UNIVERSITY Involvement with Project 14.0 SCOPE OF PROJECT
4.1 Nudber of Schools Involved 24.2 Students - total number 24.3 Students - grade level, number of classes, and number of students by grouped
grade levels 24.4 Non-graded classes 2
PROCESS VARIABLES
5.0 STUDENTS (sociolinguistic) '5.1 Students' Dominant and Native Language and Cultural Affiliation (chart) 25.2 Cultural or Ethnic Identification of Target*Students 3-
5.3 Ethnic Identity of English Mother Tongue Students 35.4 Students' Native Language if Different from Dominant Language 35.5 Students' Dominant Language and Extent of Bilingualism 35.6 Recruitment of Students 45.7 Proportion of fl Pupils in Project Area 45.8 Community Characteristics 45.9 Socio-Economic Status of f -EMT Participating Students 45.30 Socio- Economic Status of EMT Participating Students 45.11Proportion of Migrant Students in Project 4
6.0 SOCIOLINGUISTIC SURVEY6.1 EXistence of Survey 46.2 Groups Included in Survey 46.3 Language Dominance by Domains and through Various Means of Communication 46.4 Determination of Students' Language Dominance (if not in Survey) 56.5 Survey Includes Determination of any Inter-Language in Community 56.6 N-EMT Parental Attitudes toward Language Maintenance or Shift 56.7 EMT Parental Attitudes toward Second Language Learning 56.8 Student Attitudes toward Native and Second Language Learning 56.9 Community Attitudes toward Maintenance 56.20Survey's Impact on Program 5
. 7.0 STAFF SELECTION
0.4 City and State of Project0.5 State (checklist)
1
1
1.0 PROJECT HISTORY, FUNDING AND SCOPE1.1 Year Project Began under Title VII 1
2.0 FUNDING2.1 Funding of Bilingual Program, Prior to Title VII 1
2.2 Year Prior Funding Began 1
2.3 Student Level (Elementary or Secondary) in Prior Bilingual Program 1
2.4 Source of Prior Bilingual Program Funding 1
2.5 Concurrent Funding of Program(s) if Cooperating with Title VII Program 1
2.6 Student Level (Elementary or Secondary) Involved in Concurrent Program
Cooperating with Title VII 1
2.7 Source of Concurrent Funding 1
2.8 Total Title VII Grant (first year) 1
3.0 UNIVERSITY Involvement with Project 1
4.0 SCOPE OF PROJECT4.1 Number of Schools Involved 2
Students - total number 2
4.3 Students - grade level, number ofclasses, and number of students by grouped
grade levels 2
4.4 Non-graded classes 2
PROCESS VARIABLES
5.0 STUDENTS (sociolinguistic)5.1 Students' Dominant and Native Language and Cultural Affiliation (chart) 2
5.2 Cultural or Ethnic Identificationof Target Students 35.3 Ethnic Identity of English Mother Tongue Students 35.4 Students' Native Language if Different from Dominant Language 35.5 Students' Dominant Language and Extent of Bilingualism 3
5.6 Recruitment of Students 45.7 Proportion of EMT-Pupils in Project Area 45.8 Community Characteristics 45.9 Socio-Economic Status of N -EMT Participating Students 45.10Socio-Economic-Status of EP Participating Students 45.I1Froportion of Migrant Students in Project 4
6.0 SOCIOLINGUISTIC SURVEY6.1 Exiskence of Survey 46.2 Groups Included in Survey 46.3 Language Dominance by Domains and through Various Means of Communication 46.4 Determination of. Students' Language Dominance (if not in Survey) 5
6.5 Survey Includes Determination of any Inter-Language in Community 5
6.6 N-EMT Parental Attitudes toward Language Maintenance or Shift 5
6.7 EMT Parental Attitudes toward Second Lamgua,a Learning 5
6.8 Student Attitudes toward Native and Second Language Learning 5
6.9 Commdmity Attitudes toward Maintenance 5
600Surveyrs Impact on Program 5
7.0 STAFF SELECTION7.1 Linguistic Background of Project Teachers 5
7.2 Linguistic Background of Project Aides or Paraprofessionals 6
7.3 Dominant and Native Languages Used by Bilingual Teachers 6
7.4 Dominant and Native Languages Used by Aides 6
7.5 Cultural Affiliation of Teachers, Aides, Project Director and Evaluators 6
7.6 Selection of N-EMT Teachers from Local Community 7
7.7 Proportion of Teachers and Aides of Same Cultural Background as N-EMT Students 7
7.8 Teacher Qualifications (Training Prior to Project) 7
8.0 STAFF DEVELOPMENT8.1 Areas of Training for Teachers and for Paraprofessionals 7
8.2 Stated Goa:a of Teacher Training 7
8.3 Methods of Teacher Training 8
8.4 Provision of Time for Joint Lesson Planning (Teachers and Paraprofessionals) 8
8.5 Provision for Paraprofessionals to Receive Credit toward Certification 8
8.6 Role of Paraprofessionals 8
8.7 Personnel Training Project Teachers and Paraprofessionals 8
8.8 Extent of Bilingualism and Biculturalism of Personnel Training Staff 8
8.9 Period When Training Is Provided 8
PAU,
8.10 Extent of Training 8
8.3.1proportion of Teachers Attending Training 8
9.0 'TEACHERS' ATTITUDES
9.1 Assesment of Teachers' Attitudes 8
10.0 STAFF PATTERNS10.1 Kinds of Staff Patterns '9
10.2 Staff 910.3 Pupils per Class 910.4 Aides/Paraprofessionals per Class . 910.5 N-EMT or Bilingual Aides/Paraprofessionals per Class 9'10.6 Methods of Providing Special Aid to Pupils Having Most Difficulty in Learning 9
11.0 INSTRUCTIONAL COMPONENT - DURATION AND EXTENT OF BILINGUAL COMPONENT
11.1 Duration of Bilingual Education (Policy) 911.2 Projected Duration of Project Instruction through N-EMT Language-(`Eyears) 911.3 GradeWhen Second Language Learning Is Introduced 1 911.4 Projected Linking of Current Project to Future Bilingual Program 1011.5 Projected Duration of Second Language Learning for English Dominant
Students 1011.6 Projected Duration of Learning in Native Language for N-E Dominant
Students 1011.7 - 11.9 Instructional Time in and through their Native Language for
I4EMT Students who Are Non-English Dominant 1011.10 - 11.12 Instructional Time in ari through their. Native Language (N-EMT)
.for pupils who are 14EKT/E Dominant 1011.13 Program Type - One Way 1111.14 - 11.16 Instructional Time in and through Second Language for EMT Students 11 k
11.17 Mixed or Separate Language Usage by Teacher and Aide in Classroom 111
12.0 METHODS OF SECOND LANGUAGE TEACHING 11-1213.0 DOMINANT AND SECOND LANGUAGE SICT13,3 SEQUENCE
I13.1 Sequential or Concurrent Learning of Listening, Speaking in Both Languages 1213.2 Belation of Reading and Writing to Listening, Speaking 1213.3 Determination of Listening, Speaking Proriciency 1213.4 Relationship of Learning Native and Second Language Reading Skills' 12
13.5 Period-Reading Is Introduced 1313.6 Determination of Reading Readiness 1313.7 Projected Grade for Grade Level Reading in Dominant and Second Language 1313.8 Projected Grade for Grade Level Academic Achievement in Second Language 13
34.0 INTEGRATION OF SECOND LANGUAGE T.RERNING WITH OTHER LEARNING 1315.0 TREATMENT OF CHILD'S LANGUAGE 14 /16.0 MATERIALS
16.1 Reading Materials - Types 1416.2 Reading Material in Child's Dialect 1416.3 Materials andTechniques for Second Language Learning 1416.4 Sources of Materials in Language other than English 1516.5 Specific Bilingual/Bicultural'Materials Used 15
_1. JD_ STUDENT GROUPING.-=','i7.1 Mixed-or Separated by Dominant Language 15
17.2 Size of Groups 15
17.3 Criteria for Grouping. 15
3.8.0 "TUTORING . ay
18.1 Student Tutoring 15
18.2 Paraprofessional Tutoring 15
18.3 Parent Tutoring 1618.4 Training of Parent Tutors 16
19.0 CURRICULUM PATTERNS 1620.0 COGNITIVE DEVELOPMENT
20.1 In Early Childhood 1620.2 In Later Grades 16
21.0 SELF ESTEEM 17
22.0 LEARNING STRATEGIES 17
23.0, BICULTURAL COMPONENT' 23.1 Type 17
115 Projected Duration of Project Instruction through N-EMT Language in years) 9
11.3 Grade When Second Language Learning Is Introduced 911.4 Projected Linking of Curr.nt Project to Future Bilingual Program 1011.5 Projected Duration of Sec.ad Language Learning for English rminant
Students , 1011.6 Projected Duration of Learning in Native Language for N-E Dominant
Students 1011.7 - 11.9. Instructional Time in and through their Native Language for
N-EMT Students who Are Non-English Dominant 1011.10 - 11.12 InstrI3tional Time in and through their Native Language (N- MT)_
for pupils whe are N-EMT/E Dominant 1011.13 Program Type - One Wait 1111.14 - 11.16 Instructional Time in and through Second Language for EMT Students 1111.17 Mixed or Separate Language Usage by Teacher and Aide in Classroom 11
12.0 METHODS OF SECOND LANGUAGE TEACHING , 11-1213.0 DCI4INANT AND SECOND LANGUAGE Ming SEQUENCE
13.1:Sequential-or Concurrent Learning of Listening, Speaking in Both Languages 1213.2 Re4tion of Reading and Writing to Listening, Speaking 12130-Determination cf Listening, Speaking Proriciency - * 1213.4 Relationship of Learning Native and Second Language Reading Skills 1213.5 Period Reading Is Introduced 1313.6 Determination of Reading Readiness ' 1313.7 Projected Grade for Grade Level Reading in Dominant and Second Language 1313:8 Projected Grade for Grade Level Academic Achievement in SE and Language 13
14.0 INTEGRATION OF SECOND LANGUAGE LEARNING WITH OTHER LEARNING 1315.0 TREATMENT OF CHILD'S LANGUAGE ,14
16.0 MATERIALS16.1 Reading Materials - Types 2416.2 Reading Material in Child's Dialect 1416.3 Materials and Techniques for Second Language Learning 1416.4 Sources of Materials in Language other than English 1516.5 Specific Bilrgval/Bicultural Materials Used 15
17.0 STUDENT GROUPING .
17.1 Mixed or Separatid by Dominant Language 1517.2 Size of Groups 1517.3 Criteria for Grouping 15
18.0 TUTORING18.1 Student Tutoring 15
18.2 Paraprofessional Tutoring 1518.3 Parent Tutoring 1618.4 Training of Parent Tutors 16
19.0 CURRICULUM PATTERNS 1620.0 COGNITIVE DEVELOPMENT
23.1 In Early Childhood 1620.2 In Later Grades 16
21.0 SELF ESTEEM 17
22.0 LEARNING STRATEGIES 17
23.0 BICULTURAL COMPONENT. 23.1 Type 17
23.2 Cross-Cultural Awareness 1823.3 Decreasing Ethnocentrism 1823.4 Extent of Learning About N-EMT Culture 1823.5 Definition of American Culture 18
24.0 cotsfuNny COMPONENT24.1 Bilingual Libraries 1824.2 Ethnic Studies Library . 1824.3 Program Dissemination to Community , 1924.4 Methods Used to Seek Community Involvement in Formulation of Program Policies 1924.5 Methods Used to Keep Program Informed About Community 19
24.6 Means by which School Is Open to Community 1925.0 IMPACT EVALUATION 19-2026.0 EVALUATOR'S ROLE 20
27.0 EVALUATION PROCEDURE 20
Developed by Marietta Saravia ShoreCoordinator, BEARU
.bilingunl education applied research unitproject b.e.s.t.
n.y.c. consortium on bilingual education
page 1
0.1Project No. tavaL..)
uNIVERPIEDCONTENT ANALYSIS S,.;HTP,DULE
FOR BILINGUAL EDUCATION POGItAMS
2esearch Assistant Asei b blvz Date Egijaticil
0.2Wame of Project Bitintitaugialialverprm A act covveA.
0.3 Address of Project 65" tt V'N 34M.11.*0.4 . 9 h 57 14
1.1 Year Project began under Title, VII:seeProjectNo.
07
.17 - 1971
21-0::lahoma
22-Oregon
23-Pennsylvania24-..hode Island
25-Texas26 -t tag
27-Vernont
28-Washington29-Wisconsin30-Other (specify)
2.0 FUNDING (liar'.: all that apply)
2.1 1-Any funding of BILINGUAL program, if TitleVII continues or expands that program
0-no priOr funding mentioned
2.2 Year prior funding began
2.3 Prior bilingual pro.ram,involved:1- early _childhood (Tare . K)
2-elementary studeas (grades 1-6)3-secondary students (grades 7-12)0-rot specified
2.4 Smce of prior bilingual program funding:1-local- 4-university2-state 5-federal (specif7).________.3-foundation 6- ogler (specify)
2.5 NCURRENT funding of program(s), if cooperatingwith Title VII program
0-no concurrent funding mentioned
2.6 ' :oncurrent program cooperating with Title VII involves:1-early childhood (Pre N. K)
2-elementary studbkts (grades 1-6)
clachersecondary students (grades 7-12)
0-not specified
2.7 Source of concurrent funding, if cooperating with Title VIIprogram:1-local ederal (speogya__ ifle-ftle.r. r11C .
2-state 5-other (specify)______
e3-university 0-.1:ounel tf:7-1. -10.,...Drt
2.8 Total Title VII grant (first year only)
2.9 Total funds for concurrent program(s) coopeivAing withTitle VII Crir,,t 7:3:0
3.0 f a UNIVE1:SITY is uorldng with the Title VII prograa,specif7 which: NOLA& CMmite ; t (ICA II
0-noneE ci Louur a's
0.5
1.1
2.1 0
2.2
2.3 ____t143,.
2.5
2.6
2.7 ___:1
2.8
2.9 __204_4po
3.0 j_
`4.0 SCOPE of PA OJECT4.1 Numbers of schools involved in Title VII prosTan:.
1-one2-two3-three
4.2 Total number
4-four5-five6-other
0-not specified
of students in ?rogram A.First yearE.Second yearC.Third year
page 2
4.3 Grade level of students in program; number of classes per
grade and total number of students by grouped grade levels
(by second year)Numter of
Grade Classes
PS-PreSchoolN-KndgtnPSK TOTAL NC. students PS and K
1-grade 12-grade 23-grade 3
4-grade 45-grade 56-grade 6A__ TOTAL students gr. 1-6
4.4 1-All classes graded2-All classes ungraded
3 -Some classes ungradedIf ungraded; specify ages
Humber of
Grade7-grade 78-e-rade 8
.Lade
14ZIOTAL students
4.1
4.2 A
rade 10 ...B0grade 11 _ifgrade 12 436. TOTAL
4.3 PSK.__9.
OBcab
gr. 7-3
S hka e-"V.5s s
ents gr. 10-12
$$
4.4
or grades grouped together: .Atiotka 6rgt-A essta. Co Iftst5.0 PXCESS VA_UAELES - STUDENTS (Sociolinguistic)
5.1 Students Dominant and Native language interaction andcultural affiliation (Indicate number of students in eachcategory and specify cultural affiliation in box)(Circle any information which is inferred and ./rite INF.)
1. Total
Non-EnglishBother Tongue.
2. TotalEnglishilother-Tongue.
T'4T.P4InE11q4-sh 50
i
,N-E Dom - - NEM
0
I Total Non-En Glish
Dominant; _NA).
0-1
112 E-Dom - .
ID 4II Total English
DoninantA .C).. IT Ili+ II?"
NE do.:: I
li-21 tT
3 don
L-Don
II1
iii iT
II2
119..
0 0 °As
Totc.1 3-Dom IP .119 di414 Vs,
grade and total number of students(by second year)
Number ofGrade ClassesPS-PreSchoolK-KndgtnPS1 TOTAL NO. students PS and E
1 -grade I
2-grade 23-grade 34-grade 45-grade 56-grade 6A TOTAL students gr. 1-6
.
4.4 1-All classes graded2-All classes Ungraded
3 -Some classes ungraded
If ungraded, specify ages or grades
grouped grade levels
I-limber of
Gracie------.--.Classes
7-grade 78-flrade 8
rade
4.3 PSK 0A 0BC.
_44._TCTAL students gr. 7-9
rade 10 _IL s 3Md t:t-A";
grade 11 _LC'grade 12
TOTAL 'O'ilutents
I
gr. 10-12
grouped together:___511040 e s+0._
cost.RIOCESS VA.lIABLES - STUDENTS (Sociolinguistic). 5.1 Students Dominant aad Native language interaction and
cultural affiliation (Indicate number of students in eachcategory and specify cultural affiliation in box)(Circle any information which is inferred and write INF.)
1. Total
Non-EnglishHother Tongue. _1
-Nori.-.Ene..lish pop :inapt 1- _Excl_ish Rinant 5
II-E-Don -11E11T- !rI .11-E Dom - NZIT I
2. Total
English
Hother-Tongue...
1st 0
Total Non-Lpglish
...Dauinant: 71L()
C)
112 E. -Dom -LIT
10II Total English
.0
NEN-21 IT
3 donII .T
II2
,iii
I
2-Don ;(7I 112
JP ...2o
_ r . w. , - -
Dominant
N- ; Dom 1;-FEET
Non-Diglish Er..ample: a native Spanish speal:erLothar- Tongue I who uses Spanish t4 most contacts
though he may ]ziowInglish
1 N-3 Dom -1
English' (rare) a native .;nglish
lIother Tongue Ispeahing Puerto7ican child,born in New or:- who returnsto Pu-rtc -ico and becalesSpanish dominant
ti
English Dominant
E-Dom N-172 1T
Example' a native Spanishspeaker uho uses Spanish only infaailiar contacts, and Englishin all others. school work.
3-Dom
Oa native E. speakingacculturated American who mayor not know a second lang.
2)a native E. spealangHeNican-American child uho has a
receptive hnowledle ofSpanish, but has a Latin cultureaffiliation
5.2 Cultural or Ethnic identification of target students in programby number and % of each:
Indigenous Americans: Nunber
Al Navajo Al
A2 CheroheeA3 Other (specify)
A TOTAL No. of American Indian A
Americans of other ethnic
B1 Hexican-AmericanB2 Puerto-ZicanB3 CubanB4 Other Spanish-American
5.3 Ethnic identity of English mother tongue students other than targetpopulation, if specified; by number and per cent.
21 1111810 10 .11.0!!
E2
II TOT,1L number of ENT studentsother than target population ,
5.4 Students' native language or mother tongue if DIFFE-BET'from their dominant language.
(specify)
PgiPTP11t PAj-Xe.Dominant language.
I-English2-Spanish
Lane awe
5.5 Students' Dominant Language and Extent of Bilingualism
Dominant languageof students in program
Number
English 40
5.4...__Q_
Per Cent
Number of Zonolinua4 Number of students BilingualStudents 1 to any extent
not
spec.
.01461
No. % not .only listening speakingspec. comprehension-,ability,
'0o. % 'No. 0
BI He:fican-American
32 Puerto-f.ican33 CubanB4 Other Spanish-American
(s;)ecify)
B TOTAL No. of Spanish-speaking Americans
032_
(/,;
D4 n-
C Portuguese-American C
D Franco-AmericanF
Chinese-AmericanG EsamoH l'uissian HJ Other
I TOTAL number of H-FilT targetstudents -in 5;
fro
5.3 Ethnic idwytity of English mother tong...7.e students other _than target
population, if specified, by number and per cent.
Z1 .A.P1810.
E2 E2.
II TOTAL number of ENT studentsother than target population 4a.0.5;
Di I
5.4 Students' native language or Pother tongue if DIFFE.MTfrom their dominant language.
(specify)Dominant language Pg1"PYPPPAY.P .TtaPP3.1A7e :04.14er.I- English ....... ... , .2-Spanish
Per Cent
5.5 Students' Dominant Language and &tent of Bilingualism
Dominant language ! Number ofi:onolingua Number of students Bilingualof students in program Students to any extant
Number notspec.
English ap to aA American
IndianAl Navajo1!,2-:_. CheroheeA3 Keresan114-- Other (spec.)B 440 Spanish to :e ..1.0C ..... Portuguese
....
...D FrenchF Chinese .... ...G EskimoH .:ussian
J Other (spec.,...........
I
not only listening speai:ingspec. comprehension abilityA f
' No. 10 'No.
..
page 4
5.60 - not specified
.5.6 :lecruitment of Students:
1 - English Mother Tongue and Non English Mother Tongue
pA CStudents are retAuired to participate in the bilingual program
2 Only are recuired to take progi am, ilfr's participationis voluntary
4 -Btudh
eEtT
selectETatpartmpnin ato on
o mevroltuntiar y
of project
'5.7 Proportion of p:. ;om-oullils in project area: see Chart C
n.sg- not specified on the chart
5.8 Community Characteristics (mar!: ally that apply)(% if more than one category, indicate percent for each)
inner city-ghettolbarrio, _ ,
2 major city3 small city, town oz suburbAo.4 rural, farm t05 other (specify)
reservation
5.9 A. Socio-economic status of II- ENT participating students 5.S' A. _-,L!,)4vindicate specific percent of low SES)
B. Average family income, if nentionedn.s. _not specified
(in addition tolanguage, )
5.7 16
5.8 _31_4
5.10 Socio-econonomic.status of EU5 participating students(:ndicate specific percent of low SES on the blank)n.a. -not applicable (no EMT)00 -not specified
5.11 Proportion of migrant students in project 115.11.1)-VD(Indicate specific percent)Aotora;v10.1p Fc.,),..e...rak 4WAtim.tlitm
6.1 Project states that a sociolinguistic survey: 5.1 I 0I for II for II -1F-......._..._...
5.10 .S.
N-4121 group :ad group1 was made2 will be made0 not mentioned
6.2 If a sociolinguistic survey was or will-be made, 6.2 I _Mk..mark all groups included: IIr N-Et1T II LET1 parents2 children3 teachers4 community5 others . ----
(specify)
6.3 Language dominance of N-E21. groups (check A__sarents, B. _children, C. teachers)will be determined by the extent each language is used in different domainsthrough various means of communication.e.g. specify extent descriptively: never, sometimes, always 6.3 A
USE NON-ENGLISH LANG. USE ENGLISH-t11401/4
Isis*;If.GTW-L.V44-; ',EXiStiATIt):IYT.Ifp-.1
5.8 Community Characteristics (mar:: ally that apoly)(% if more than one category, indicate percent for each)
inner city-ghetto;barrio2 major city
3 small city, town or suburbQ_
.4 rural, farm .1D.5 other (specify)
reservation
5.3 A. Socio-economic status of N -Er participating students(indicate specific percent of low SE'S)
B. Average family income, if mentionedn.s. _not specified
5.0
5.; A.
5.10 Socio-econonomic status of El'IT participating students 5.10(indicate specific percent of low SES on the blank)n.a. -not applicable (no iufr)OC 10+ bpecified
5.11 Proportion of migrant students in project A5.11 ,J5.110/0(Indicate specific percent) Accora;vvik Fc.A.C.-1-0-beVir13Dv
eta ki.c.ord:03u+o C.A.: Ack-0,Nn.s. -not specified
6.0 SOCIOLINGUISTIC nava
.11:5!
S
6.1 Project states that a sociolinguistic survey;I for II for
group group1 was made2 mill be made0 not mentioned
6.2 If a sociolinguistic survey was or will be made, 6.2 Imark all groups included: II
II Lidparents
2 children3 teachers4 caaaunity5 others
(specify)
6.3 Language dolainance of N-11:111 croups (chec:: 11.__parents, D..children, C....teachers,
will be determined by the extent each language is used in different domainsthrough various means of communication.e.g. specify extent descriptively never, sometimes, always ;,.3
A
USE NON-ENGLISH LANG. USE ENGLISN ...^....DOILAINS: LISTENING SPEOIN^ "7' 'IDI9G i if IITII" LISTENINGISPEALING ,.E WING . I I.. JTING-1...,..... ................. .................
,
1 'Ione-1-
2 Church3 School4 War::
5 Socializing e..1
6 Neighborhood...
7 film -TV- nadir`,..8
ilagazinessne*9 Others i
(specify).... ... .. - .., . ...... ... ... .
pa:o 5 .
6.4 If not included in surveys how was student's language dominance 6.4 I
determined?N-EHT
1-inferred by use of surname2-established by formal testing of students3-assessed by informal means (specify how)4-not mentioned how langua:2e daliaance was
6.5 Sociolinguistic Survell_ing2Aa.s..: (check all that apply) 6.511AAn analysis to determine if an interlanguage existsin the community, (e.g.s a mixture of two languageswhich serves as a single system of communication fora group of people).1-yes0-no
rru-.2ve:: includes itas covering:
6.6 Ii -fliT parents' attitudes toward maintenance of child's
N-EHT in particular domains of use or complete shiftto English1-yes0-no
6.7 EMT parents' attitudes toward their children's learning 6.7_ il!Ck
of the ;4- IT language
1 -yes
0-no
6.8 Children's on attitudes regarding the second language6 . n
they are learning and the speakers of that language1 -yesi
0-no
6.9 If not included in survey hotr were parental and/orcommunity attitudes toward N-ZIT maintenancedetermined?1-will not be assessed2-will be assesseds method not specified3-has been or will be'assessed by method other thansociolinguistic survey (specify how)41mLithattnAki
see )(CRAK e. s.
6.10 1-After sociolinguistic survey is made, how does it influence 6.10 na5---program? (specify) (e.g. transfer or maintenance instructionalprograms)
0-not mentioned
7.0 STAFF SELECTION
7.1 Linguistic background of project teachers, by nuaber in each category:(indicate non-English language in oAch box)
1. ...Language dominance not speclfied (if any information is not
4fUother tongue not specified specified, cross out that
_not specified whether monolingual or bilingual heading and complete therest of the chart)
seTves as a sinaa group of people).1-yes0-no
e sys cc: lnun:
sw..-7.):: includes itol.c ccverinG:
4
6.6 11-31T parents' attitudes toward maintenance ofN-ELIT in particular domairs of use or.completeto English1-yes0-no
child's
shift
6.7 EIIT parents' attitudes toward their children's learningof the N-E2IT language
1-yes0-no
6.8 Children's own attitudes regarding the second languagethey are learning and the speakers of that language1-yes0-no
6.9 If not included in survey how were parental and/orcommunity attitudes toward N-MIT maintenancedetermined?1-will not be assessed2-will be assessed; method not specified3-has been or will be assessed by method other thansociolinguistic survey (specify how)bte.41101ridtokirt.
Gee )(zke,g.
6.10 1-After sociolinguistic survey is made, how does it influence, 6.10_
program? (specify) (e.g. transfer or maintenance instructionalprograms)
0-not mentioned
6.6 _11.9k.,
6.7. PIA
n A ., 0
6.5 3
7.0 STAFF SELECTION
7.1 Linguistic background of project teachers, by nuaer in each category:(indicate non-English language in each bo.:.:)
1. ...Language dominance not specifiedyOribther tongue not specified
not specified whether monolingual or bilingual
I II E Dom.
NEMT
II .E DonEDTE Dori'gm
A-.49nolingua1 B-Bilingual
IN= N=
N= IN=
A Total Number B Total NumberNonollual
Total atfaerof TAachers
04. PA C
s I-host
In
e VA. I
(if any information is notspecified, cross out thatheading and complete therest of the chart)
sot.4 ibt.0.C.6r hal Ali hi. fte..
eCifit4
ST. HELENA BILINGUAL PROJECT
Parent Comments -- Questionnaire to Parents Describing
St. Helena Bilingual Project
25 Questionnaires sent to parents
8 Questionnaires returned
1, Se ha dada vd cuenta su hijo estudiaba un programa especial
en la escuela. Asignaturas como historia Mexicana, lectura y estudiosdel ingl6s.
6 2
Si .No
. Le complace saber que tales estudios se le ofrecon a su hijo.
8
3. Quisiera vd saber tags sobre el programa especial que se ofrece
en la escuela?
8
I. Pudiera vd ftsietir a una reunion donde se explicara el programa?
8(Epanda del dia y la hoar--
5. Escriba vd cualquiera ideas que tengu vd tocante a la escuelao los estudios de su hijo.
(1) Yo tango mucho interes en,ese programa. Ni mayor esperoes de que mi hijo aprenda ingles.
(2) Que es magnifica estas instrucciones, porque tomaran masconocimiento de esa culture.
From \JCL v,ark eh
7.2 Lin i t'c back round of ro ect aides or
page 6
ara-rpfossional number:
indicate non-English language in each
1.ItLanguage dominance not specified
2. Mother tongue not specifiedNot specified whether monolingual
I N-E DamN-EMT
II E DomEMT
II E Dom1 N-EDT
A Total Number
box(If any information is notspecified, cross out that
or bilingual heading and complete the
rest of the chart)
A Monolingual D Bilingual
B Total Number
Monolingual Bil
O
7.3 L a e(s) used by bilingual zreogilnl
Hark all that apply)
7.2I AI BII AII BII AII
1B
1
N Total Numberof aides orparaplysionals rIC
1-Bilingual teachers teach in only one language
la-Bilingual teachers who teach in only one language teach in their
dominant language, whether that is their native or second language.
Bilingual teachers who teach in only one language teach in their
native language:lb-only if native language is also their dominant language
1c-even if native language is not their dominant language A.41 C.
1-0-not specified
2-Bilingual teachers teach in both their native and second language,
regardless of which is their dominant language.
0-language(s)used by teachers not specifiedoft,
7.4 Lan u ed bi in XI:07:111 or parawo2essionals- -
Dark all that apply
1-Bilingual aides instruct in only one language1a-Bilingual aides who instruct in only one language teach in
their,dominant language, whether or not it is their native language.filingua1 a7B-Who instruct in only ono lcmg. toach in that: native lang.:
lb-only if native language is _Ivo their dcninant 1-ngu-ze
1c--wn if nntiw language is not their dominant language
1-0 not specified
2-Bllingual aides instruct in-both their native and second language,
regardless of which is their dominant language.
0-language(s) used by bilingual )rc, ,1-1.dos n(A, :occifjed
7.5 Cultural affiliation of teachers, fades. prolect director and evaluators by
number and Percent (Nark all that apply) Specify cultural affiliation.
i4 it
II E DomENT
II E Dom1 N-EiiT
A Total Number B Total Number
Monolingual Bil
II I,
II BII AT I
1B
1 A 17.
B 15 10)
N Total Numberof aides orparaprofessionals
I Mt
7.3 Language(s) used by bilingual program toacE,..:(Hark all that apply)
1-Bilingual teachers teach in only one language
1a-Bilingual teachers who teach in only one language teach in theirdominant language, whether that is their native or second language.
Bilingual teachers who teach in only one language teach in theirnative language:
lb-only if native language is also their dominant language1c-even if native language is not their dominant language1-0-nct specified
14 a
2-Bilingual teachers teach in both their native and second language,regardless of which is their dominant language.
0-language(s)used by teachprs not specified,,
7.4 Language (s) used by bilingual -)I.o:rara ::.ides or paran2o2ccsicnals: 7.4(Nark all that apply)
1-Bilingual aides instruct in only one languagela-Bilingual aides who instruct in only one language teach in
their dominant language, whether or not it is their native language.eilinguar7=-Who instruct in oply ono lang. teach in their native lang.:lb-only if native languago is alto their dcrinant lanuage1c-avan if antiva language is not their dominant language1-0 not specified
2-Bilingual aides instruct in both their native and second language,regardless of which is their dominant language.
0-language(s) used by bilingual )re ol'ocified
7.5 Cultural affiliation of eacher aide rc ect director and evaluators bnumber and percent Nark all that apply Specify cultural affiliation.
A. Teachers No. % B. Aides No. % C. Proj. Director D. Evaluator(s)No.
A 'V CO,......111115...= IIMMIP
=1010=IMO M1111111
0111111
011=011.
=,
IMMED
0-not specified
-
7.6 Selection of 11-MiT teachers from local corpunityb-not specifiedNulaber of N -fliT program teacIlers from local coranunityand % total N-ElIT teachers.
pare 77.6 Do.
7.7 Number and Proportion of teachers and aides of sane 7.7 Jo.
cultural bacl:ground N7:44` IT students A.
indicate specific percent on the blank, orif specified descriptively,
1-fewA = teachers 2-someB = aides 3-many4-most5-more than half0-not specified
41S
7.8- Teaches Qualifications - Training and oxperience floe'stp ,Droject,TIndicate number of teachers -4:_th each qualification, 7.0
if given)
Ph'IC
n. s -qual ifi cations not spc fi ed0-previous courses not specified
1., __teacher must meet a specified level of language proficiency on astandardized proficiency test of the non -English language throughwhich (s)he will instruct2. :teacher must meet a specified level of communicative competence inthe non-aglish language determined by a structured intervieWfli;ency
__previous teaching through (in country where it is a native:/native-language, in Peace Corps con-
4......previous teaching in local area/live in the coavunity petence5.. __courses in 11-31T language staiucture and usaa linsuistics or FL trainin.6.. courses in N-E literaturi' (A, literacy in S;aanish7. 3. ;lust be biltal-ual8., any previous 'education through h- IT /content of courses learnee. through
1T2,19._ _..courses in teaching ESL/audio approach 11-
10._ __courses in methods of teaching N-EliT language/language development.11._ courses in methods of 'eaching content (e.g. raath)in N -fliT
certification in ESL/ca.- experience teaching ;ESL13.____certificatlin in teaching N-FIT
_cross cultural courses15...___courses in the cultural heritage, values, deep culture of N -fliT or16. other qualifications, specify travel
1, cor't.cl vvVi a.
4§,8.0 STAFF DEVMOPIENT 6.1 AB
0-No staff training mentioned / 418:.1 The project is offer..inr, training_ for teackiers A. For B. For Para-
and _for parearofes_sionals in the follow.inr: epees:Teachers professionals(mark all that apply)
0n.s.-Training indicated, but nature not specified71-English as their second language*._
;he teaching of liglish7 as a second language.-X as their second language__C ......
he teaching of X as a second language____-1 le thods of teaching other academic subjects
6-liethods of teaching other academic subjectsn X languarvea _ am.
. )4..
st r c- 1 (06
C C.,
D alaes3,1,any
4-most5-more than half0-not specified
7.8- TepcileRcW.alificatiphs - Training and cx)Pcrienco prior_(Indicate number of teachers with each qualification, 7.-
if given)
no.'s
31
n.s.-qualifications not spcified0-previous courses not specified ,,,,
1.._teacher must meet a specified level of language proficiency on a
standardized proficiency test of the non-English language through
which (s)he will instruct
2. teacher must meet a specified level of communicative competence in
the non - English language determined by a structured intervieWfluency
3......._previous teaching 'through IT-DiT (in country where it is a native/native-1elanguage, in Peace Corps) con-
4..____previous teaching in local area/live in tic co:L.1unit- potence
5.,___courses in 11-FAIT language structure and usage/ 1inzud.st4cs or FL trainin
6., __courses in N-E literatur9' or literacy in S-.3anisll
inC 7._:1 pust be bilinzual8..._any previous education through I*_ZJT /content of courses learned Hnlough
9,courses in teaching ESL/audio lingual approach10._courses in methods of teaching N-EiiT language/ln:uase develo2ment11.___courses in methods of teaching content (e.g. math)ir N-ZiT
12. in ESL/or experience teachins 2SL13.___- certification in teaching N-17,t1T,
14.____cross cultural courses
15._ courses in the cultural heritage, values, deep culture of 11-Ei-IT or
16. other qualifications, specify travel
I, 1.. c.r.c.41, 4,,,w1-: a.%
8.0 STAFF DEMOPIMIT 8.1 A 4tB
0-No staff training mentioned8:.1 The project is offcrinr, traipipg, for teachprs A. For B. For Para-
and ior.:0ayaorofessionals ir._ tlie _f_ollowing areas:Teachers professionals(mark all that apply)
n.s.-Training indicated, but nature not specified
P Al 1-English as their second language
1:
he teaching of Ehglish as a second language____-X as their second language_____________he teaching of X as a second language____,_
-1iethods of teaching other academic subjects6-...lethods of teaching other academic subjects
1-1 X language
tINAftl Nei 1 Vt1 I" o
0v...&t ri + 1t3w% f-100 fte,",tS I 9° I I D8.2 Stebed r;oals of teacher trainify: are: 8.2 II g 17,14) Students
' I N-ENE II EMI1-Understandilv of socio-cultural values . and practices o) .
2-Cross-cultural training3-Sensitivity to ethnocentricism and linguistic snobbery4-Awareness oi the social-emotional development o1
rA-115-Strategies for accomodating the different learning,
styles 01'
6-Strategies for cognitive development of00,14, -Strategies for reinforcing, the self-esteem of
d;6thods of cross-cultural teachi or teachlrig thebicultural component EPOCH $44 e Oak for i sh IA
(AA( 9 ormulation of pupil performance o jectives Wthilingthods of evaluation of pupil performance objectives )4
List specific courses if given (or Xerox and attach)
CCUa* p ',next.' DC sit cci c %Nut.% er xijsC-ID e 1 bI t. v. impok c.. ass
m=n
wisol
mmWI m
C G.:tC X* C.
8.3 WhoksofTemiisrTrailin: (Mirk all that apply)
1-courses2-experiential, teaching supervised by master teacher
3-workshops where teachers offer suggestions to each other
4-use of video-tapes of teachersfor feedbac:: on how they are doing
9.1 Teachers'attitudes are assessed: (Mark all that apply)0-not mentioned1-to N-DIT language or dialect2-to N -E4T students - expectations of achievement3-to N-EriT culture
4-prior to participation in bilingual project5-after project training6-after participation for a period of tie in project
that apply)10.2 Staff.: 10.1 Ial.ilingual teacher4,9 L teacher 10.2 jr_44 a
ilingual coordinatoraides or paraprofessionals5-consultant psychotherapist P Cosa.
or guidance counselor6-other (specify)
10.3 Ilverage_nmiber of pupils per class:0-not specified
10.4 Average nIrmber of aidesky parAProfesoj.onalkOr class:0-not specified
la. 5 keragkiu-kb.ex,_ bi linD a i riPn (nr para-uofessionals) .peg clas:
0-not specified
10.6 4pscial aide_to polls having.most difficulty in learningis given:
1-individually by:
2-in small groups teacher0-not specified
3-teacher
4-special remedial5-paraprofessional'6-parent tutor7-older student tutor8-peer tutor9-not specified10-no special help given
11.0 INSTMCTIONAL COIXONUIT - DUIIATIOU 41:1D ;E: TENT OF BILINGUAL
11.1 Duration of Bilingual Education (policy)
p,qa language will be maintained inmEram:(mail:: all that apply
specified how long
1-as.the alternative language of learningfor as long as desired
Oss the medium of instruction for specialsubject matter (e.g. cultural heritage)
3-only for the length of time necessary forthe acquisition of sufficient English topermit learning of academic content at anacceptable level in English
ra11.2 How mAny...years. 12es..22:91eot stilte is optip.A.1for. instruction 11.2 jr13_,for j'Intli;T group tArough II:-AtT lopau.s.xe. to
I
ifE 1)01.;
II
10.6 4.014:51.
Cpi
COITOIMIT
II1.
is DOti i 15011
air
A-1111.14:
III
0-not mentioned
if for a particular number of years:1 2 3 4 5 6 7 8 9 10 11 12 13 .
Ns& .. 0.
(if specified in terms of a condition, please state it -e.g. "if a child begins learning in I1 -];T and English in Pre-X,N-31T instruction should continue through high-school")
=
;lve,r;-;.re ry.z..ber
0-not specified
10.4 Averace number: of aides or Daraprofespionals per_class : 10.4 I0-not specified ; P.
10.5 AY.P.r.n.0_12.1,xabex_ cf.11-7.....M.or. .g tips ka.r. para.- 10.5 A Cp_rpfcs.s_iona).$) per clas.:
0-not specified
10.6 ecial aide_ to pmils. havinLinost difficulty in learning 10.6 Itar5.is Liven
1-individually by: 3-teacher
2-in small groups 4-special remedial teacher
0-not specified 5-paraprofessionalC,- Cot.' t
6-parent tutor7-older student tutor8-peer tutor9-not specified10-no special help given
11.0 INSTMOTION.lk.L GO1TONENT - EZTIAIT OF BILINGUAL CO/TONENT
11.1 Duration of Bilingual Education (policy) I II III._
(mark. all that applYI--- ONT Efff EMT0-not specified hoer long1-as the alternative language of learningfor as long as desireds the medium of instruction for special
(X .5 ---X . -X..
subject matter (e.g. cultural heritage)3-only for the length of time necessary for ....
the acquisition of sufficient Miglish to A-I1permit learning- of acadenic content at anacceptable level in Miglish
11.1 IIiTi:II).
11.2 Ilow many /ears. does.. reject state, is 9-2-tiriAl..for..j.n.styuction. 11.2 Ill_for 11-zLIT group through N-FifT lanfivage. to continue?
0-not mentionedif for a particular =her of years:1 2 3 4 5 .6 7 8 9 10 11 12 13
(if specified in terms of a condition, please state it -e.g. ''if a child begins learning in il-ISET.and--&glish in Pre-K,N-11.r2 instruction should continue through high-school")
a
Duration of Bilingual Education (in practice) (Hark all that apply)
11.3 Second 12.11,-ugge learning i_g_ introducea in which grade: 11.3 I
ocode: 0:: N.A. (if no IT), II
1.3--: 14= Ili.for each group ii.A._ Pre -r: K 1 2 3 4 ; 6- 7 8 10 11 12
I I' -k; DOrlII E DOLi.
DOI,i/NEtiT
Pre
11.4 cilLrePt:ITA1PcJtAjalipPlii1;:g1..t9a.futprFicoarara at Vile inclicAteci. grade_le:tre.1:. (indica
00 0 not -ra.dea
code: (if no 7../IT) epecified .1-.3 4-6I .0011
7-
page 10
D11.541g1.43,.
specific. wade)14 Voc.
10-12 13-- college training
code: 13=Co11ege or University (Other professionf:1 training)
14=Pederal, State, or Private Vocational Jot training
11.5 Second language learning, for. et_udents is.
projected througlk grade:00 if 0 not grades
code: no ZIT specified 1 2 4 5 6 7 8 i 10
FaIIj N-IIIT/E Dom
11.6 Learning, in their native language for pp sh dominant.
students is p2Niectes1 _t4yougla gxade:
0=not specified/Grade 1 2 3 4 5 6 7 8 5 10 11 12
11.4 I
11.7 The amount of instructional time in and through their native language
per lay for N-111T students who are N-E dominant is
code: 0=not specified n=uath s = science ss = social studies c411-5
11.7 The amount of instructional time in and through their native languageper .lay for N-ElIT students rho are N-E dorainant is:
code: C=not specified nFraath s = science ss = social studies LA 7.- LeLrIALA.4%-.4 t
u itrI-511.7 11.8 11.9Hin. per day Total Ian. per SUbjects taught % of time per day ofof instruction day of any in native lang. instructiciiM2E2941.11L-111T _imtructis_____. t;4-eugh II-MIT ________.
_i______ .--_--,.... Pre F....4.................-....-....r.-4.,...................w.......r..
1Pre II,_ i- - . :. .1. +
A... ..... . O. 44 .... O. VW M. 0, M. . . N. 4.55
7,I
i-.!
t-ii. Issrs. 3,2
n5
L. tk÷ss4s 12.10 The amount of instructional time in and through their native language
for T1 -MIT students who are English doninant is
115
code: 0 = not specified N.A. = no applicable, no N -niT, L dory students
11.10 11.11 11.12i:in. per day Total ilin. per Subjects taught % of time per day ofof instruction day of any in native lang. instructiontjarsma. A-Z J.. .i.nat.rvatisork _ through N-EiiT
11.13 1-PFpgranA one-gay - only non-English ".;other Tongue 11.13 _4'4_students (including N-UIT-English dominant). EnAlfshUother tongue students do not receive instruction ina second language
0-no English ilother tongue students2- 2 tray - &a learn the second language
11.14 The amount of instructional time in and through their second languagefor pupils who are native speakers of English is:
code: 0 = not specified N.A. = not applicable, no English IPT students
11.14 11.15 11.16ilin. per day Total min. per Subjects taught % of time per dayof instruction day of any in second lang. of instruction
.S4.1T994 N-Earr..
instruction, through N-DiTPreK
I-,
. 1 6 Pre X1
.
,
ti1
2 i
, .3.
I :455 ,
6L ..... .....
7 7
c .
9 , : . .
10. . ... ... . ,.. -
i I
N....., . 10
maisities) S5 ii1 i. , 54, 12
se e x e ro Y -CI At - I211.17 fliNRA9TPP.PATAtA.11140.143PaAgriAROD:c PLAB. 11.17
1in the classroom (mark all that apply)
_ . 2/-6:::0-not specified1-languages are never miNed by either the teacher, aide or the
r% A 1 2pupil in any one.class period; only one language is used. in r. f)ESL
Gthe second language is used exclusively by the teacherlaide C.,and pupils during at least one portion of the school day.
3-the teacher uses one language exclusively within a class period;pupils.are allowed to use either native or second language.
e CA4-the teacher uses only one language; however, the aide or para-profesa4onal uses another during the same class period: students Coh. el,nay use either. .
5-the teacher reinforces any conversation initiated by the childthrough the use of whichever language the child has used at the time.constant switching from one language to another by teacher duringlesson. Sp 46%3 43. %um. 0... +; c s
7-the teacher uses English and the paraprofessional then translatesthe sane material for N-Zd pupils.
8-other (summarize)
12.0 -EETHODS OF SECOND LANGUAGE TEACHING
(liar:: all that apply: some projects nay use a combinationof methods)
1.-Ap4p-2..ipgual, habit skills or behavioral approach. Eimphasis
PreK1
2
345
6
7
10. . .... ...i....,
.11Q
.. ......; 34$ '12
1;
See x t ro /4-1 2.11.17 Hix0.2PPPRAEAt.P...11410.PCMJsPEP.3.0Yte494PY:!VA/4:gC1P. 11.17
in the classroom (marl: all that apply)
Lin. per day Total min. per
of instruction day of anythrouLll &LIN instruction
Subjects taught `., of time 2er day
in second lang. of instruction
...... , .... . , _. . . .t.h.r.03411. A--41.11..
1. e4 . :
,-i
,I-
.Pre X11
i g
. - .y . , .. ... , ....... W ..56
..,
,
0-not specified1-languages are never mixed by either the teacher, aide or the
A t12pupil in any one class period; only one language is used.
E5 L (D he second language is used exclusively by the teacherlaidein
and pupils during at least one portion of the school day.3-the teacher uses one language exclusively within a class period;pupils.are allowed to use either native or second language.
e G14-the teacher uses only one language; however, the aide or para-professional uses another during the sane class period; students Cow'may use either.
5-the teacher reinforces any conversation initiated by the child,..through the use of whichever language the child has used at the time.
constant switching from one language to another by teacher duringlesson. Sp 46%1 ilk RiohAn ft),os S
7-the teacher uses English and the paraprofessional then translatesthe sane material for -aa pupils.
8-other (Summarize)
12.0 EETHODS OF SECOND LANGUAGE TEACHING
(liar'_: all that apply; some projects nay use a combinationof methods)
1-44o- lingual habit shills or behavioral approach. nphasison communication. Includes contrastive analysis of sounds(units) in both languages by teacher and students, studentrepitition of tapes and/or fluent teachers' model sentencepatterns until responses are automatic. Structural drills anddialogues are systematically presented. Includes direct as-sociation between object and word in second language in asequence of patterns learned in complete sentences. Inductive-generalizations drawn from examples.
2-:TINAgg.FPOPnAk7c9gnitP/PP.2PYPP411.Acquiring an understanding of the structural patterns orgrammatical rules of a language.
12.0
pc(too.'
pionsfor the Second Year of Operation
, InstructionalComponents
Theinstructional
componentsfor the-second
year of operationwill be the following
fivecourse
offerings:
1. aanishCorricationSllsforanishSpeaking
(Obj. No. C.5, D.2)
a. Many studentsdefined
as GroupII in Statement
of Need speak Spanishat
home, but with limitedoral vocabulary,
lack of fluencyand
little or no
readingor:Writing
skills.They are often ashamed
of their mothertongue.
b. Vocabulary,grammar,
composition,reading
skill and appreciationof
literaturein Spanish.
(as statedin original
application)
2. Two PeriodCore Homeroom
Program(Obj. No. A:11
2, 3, 4, 5; Ca, 3, 7, 8,
10 and D:3, 5)
a. Courseoutline
and detailedprocedures
to be developedby Bilingual
teacher,during
summerwith assistance
of Mexican-AmericanResearch
Project
and from Bureauof Elementary
and SecondaryEducation
and others.
b. Instructionto be conducted
by Bilingualteacher
and aide in both Spanish
and Englishusing experiences
and conceptdevelopment
as a mediumto increase
skillsfor attainment
of behavioralobjectives.
c. Subjectareas to include
humanities,social
science,science,
Englishas
a SecondLanguage,
readingimprovement:
(as statedin original
application)
The title of this offeringhas been changed
to IndependentStudy.
This
componentwill
not be a two-periodhomeroom
program,because
of scheduling
difficulties.Instruction
will be conductedby Bilingual
teacherand aide
in both Spanishand English
using experiencesand concept
developmentas a
mediumto increase
skillsfor attainment
of behavioralobjectives.
Subject
areas will includehumanities,
socialscience,
science,English
as a Second
A-11
Language, and reading improvement,
The course outline and detailed proceduresto be developed by Bilingual
teacher, during summer, was not accomplishedbecause the teacher was attend-
ing Cal Poly's Summer Session which did not serve its intended purpose.
Both the Mexican-AmericanResearch Project and the Bureau of Elementary and
Secondary Education were willing to help in development of outline and
procedures, but were unavailable in the summer months. Calexico has been
most generous in sending course outlines and procedures of geography and
citizenship taught in Spanish in its Bilingual Program.
Subject areas ccvered in the first year J operationconcentrated on English
as a Second Language and reading improvementsince there were no satis-
factory materialsavailable in Spanish for the areas of humanities, social
a, To be offered to juniors and seniors with adequate skill in Spanish,
curriculum to be based on that used in regualr Humanities course with
adaptations andemphasis on the contributions of Mexico and Mexicans.
(as stated in original application)
This component has been retitled as Spanish Humanities,since the original
title Honors in Humanities was frightening to both Anglo and Mexican-American
students.
Due to the requests of numerous Mexican-Americanstudents, the course will be
conducted in both Spanish and English. The Mexican-Americanstudents wanted
this expansionin order to include Anglos in the course.
The instructional programwill base its curriculum On the contributions of
Mexico and Mexicans to the United States in general and California in
particular, The students will study other monority groups, drawing value
judgments on current problems, and evaluating the methods used by these
A-12
groups to correct the problems. The students will study the role of
Mexico in the early civilization of America.
The humanities class will be conducted LI conjunction with EPOCH's research
in materials on minority groups in the United States.
4. English as a Second Language
Although ESL is a part of the other instructional components in the program,
need for concentrated instruction has been shown. Heavier emphasis on ESL
must be made at sane point of the daily program. The Bilingual teacher
feels after the first year's operation that it is impractical riot to make a
certain emphasis in this subject area for one period of the day.
Instruction to be conducted by the Bilingual teacher and aide in both Spanish
and English, using audio-visual methods, to improve students' skills in
listening, speaking, reading, and writing skills in English.
5. Enrichment Activity
This course is designed as a voluntary activity program for all students
interested in Mexican cooking and folk dancing.
page 12
2a-inductive -generative approach: through listening to communication,
perhaps of peers, and attempting the new language in situations which
call for the student to generate sentences - test his understanding.
(the way native language is acquired)
Includes direct associationbetween object, picture or action and
word in second language.
2b-deductive - the cognitive code approach: through initial formal
study and analysis of grammatical structures, then applying them through
examples, i.e. answering questions, or transforming affirmative sentences
to negative, declarative to interrogative, active to passive.
,,-grammar - Translation Nethod
Formal study of rules of grammar and translation from first language
to second. 'Emphasis on reading in second language rather than using
it for oral communication.
13.0 DOVINLET AND SECOND LANGUAGE SKILLS SEQUENCE
AL41* Language Skills Sequence(*Audiolingual liethod: listening, speaking, reading and writing)
Non Eng dom
studentsA in dom Binlang second
lang
Eng'domstudents
A in dom B in
lang secondlang
0 = not specified(Use not applicable (ma.) if project has no Eng. dom. students)
13.1 Second language listening-speaking
skills are learned:
1- concurrently with dominant lancuace
listening-speaking skills2-after a specified level of compe-
tency achieved in listening-speaking
skills in doninant language
3-a specified period of time after
listening-speaking skills in docinc.ntlanguayA taughteroro.m.44ir.s
N., "WI.
13.2 AL11 sequence followed:
1-Listening-speaking proficiencyprecedes introduction of reading 3f.
2-1-Leading is taught concurrently
with listening-speaking skills
3-Learning to read overlaps learning
of listening-speaking skills
4-There is some overlap between
learning to read and to wri,.)
13.3 Listening-speaking proficiency
determined by:1-laeasure of listening-spe Ung
41
el& 1x
13.1 IBIIB
(not- ove;301c)
13.2 IA I t
IIB eu, 1
Coht
13.3 IATh._IIB
t-
to negative, declarative to interrogative, active to passive.
3- Grammar TrAnplation liethodFormal study of rules of grammar and translation from first languageto second. Emphasis on reading in second language rather than usingit for oral communication.
13.0 DCaNLITT AND SECOND LANGUAGE SKILLS SEQUENCE
AL-11* Language Skills Sequence(*Audiolingual liethod: listening, speaking, reading and writing)
I II
Non Eng dom Eng dom
students studentsA in dam Bin A in dom B in
lang second lang secondlang lang
0 = not specified(Use not applicable (n.a.) if project
13.1 Second language listening-speakingshills are learned:
1-concurrently with doninant languagelistening-speaking shills
2-after a specified level of compe-tency achieved in listening-speakingskills in dominant larcuage
3-a specified period of time afterlistening-speaking skills in dominantlanguaFA taught
ro8re.m. Ica*s irws coo,
has no Eng. dom. students)
13.1 IB tlik
IIB GS.
_(Y1c4-
13.2 AI sequence followed:1-Listening-speaking proficiencyprecedes introduction of reading
2- Leading is taught concurrently
with listening-speaking skills3-Learning to read overlaps learningof listening-speahing shills
.
4-There is some overlap betweenlearning to read and to write
00..
13.3 Listening-speaking proficiencydetermined by:1-measure of listening-speqingproficiency IftlipatillON
sigti 2-informal assessment by teacher
13.4 second language reading skillsare learned:
1-concurrently with learning to readin 'dominant lanauage
2-after a speciriea level of dominantlanguage reading competenceachievement
3-a specified period of time after;_carninc to read in dominant language(e.g. a specific grade)
4-before learning to read in dominant
000
0
4.0004 4.0 0000
language
x
4.0.0..0 x
13.2
eP%-
1
1
13.3 IA XIB
13.4.
IIB
I h fC.
.X ?USA
Cosa
13.5 ',leading is Introduced:A-individually, when child is ready
or at a specific time during grade: 1;
1
2
3
13.6 Teading readiness is determined by:1-test of reading readiness2-informal teacher assessment
13.8 Grade level academic achievement (math, science, etc.) in the 13.8 IB
SECOND language is expected:1-in the first grade2-second grade3-third grade4-fourth grade5-fifth grade6-sixth grade7-other (specify)
14.0 INTEGRATION OF SECOND LANGUAGE LEZNING WITH. OTHER LEARNING: 14.0 I Ag4457(mark all that apply)
1-Second language learning is only a sep-arate subject for English-speaking stu-dents; the second language is not usedas a medium of instruction for othersubjects.
second language learning is both a sep-arate subject and also a medium ofinstruction for other subjects,
3-Second language learning is always in-tegrcted with the learning of oourseconteut (such as social studies) or asa medium of cognitive development.
denic content tauaht in the native
I = N - E II= Edom domstudents students
.a.oupow
1
13.6 ':eading readiness is determined by:1-test of reading readiness 1..4.RP 13.6 IA nciL2-informal acher assessment IB
IlkIIB
13.7 Grade level reading is expected:1-in first grade2-in second grade3-in third grade4-in fourth grade5-in fifth grade6-in sixth grade7-other (specify)
- 11 4w-4 .
410.y.
mir.
....
.111.0-141.
13.8 Grade level academic achievement (math, science, etc.) in the 13.8 M.SECOND language is expected: IIB
14.0 INTEGRATION OF SECOND LANGUAGE LEARNING WITH OTHER LEARNING: 14.0 I Agi4.5"(mark all that apply)
I= N-E II= Edom domstudents students
1-Second language learning is only a sep-arate subject for English-speaking stu-dents; the second language is not usedas a medium of instruction for othersubjcots.
econd language learning is both a sep-arate subject and also a medium ofinstruction for other subjects.
3-Second language learning is always in-tegrfted with the learning of ooursecontent (such as social studies) or asa medium of cognitive development.
cademic content taught in the nativelanguage is used as the referentialcontent of second language learning(the same concept taught in the nativelanguage is taught in the secondlangaage ) . %ton& witt CS
ifferent academic content is taughtin the second language from that whichis taught in the native language.
o+%%4 Sub e tS0-not specified
6-other (specify)
In. 1, .11,
ForESL
14
15.0 TREATMENI II
T OF CHILD'S LANGUAGE: 15.0 IA I
Non Eng. dom. Eng. dom. IB__j_.
students 'students HA 1 i P.
A -in dom. B .2nd ,L B 2nd IIB 4
lang. lang. Eng. lang.
1-The child's language is respected.It is not corrected, rather, allof the child's speech is accepted.However, the teacher provides amodel of the standard languageaiming toward child's eventualcontrol of the standard form.
2-The child's language is corrected -
the teacher points out errors anddemonstrates the standard form.
3-Other (specify)
0-Not specified
16.0 HATE2IALS
X X A'
*a.. 1..411.
16.1 Heading Naterials4YpesReading Materials are: (mark all that apply)
1-Linguistically based(Merrill or Miami Linguisticreaders, ITA, etc.) 16.1
2-Basal readers
3-Dialect readers
See Xecc, 5 a- -6
IIL IIB
14-aperience charts (stories
dictated by children)
3.4. 4,4 s Telgtboots X X "g16.2 If some'reaaing material is in
-the child's dialect, indicate howlong it is used:
For 5_procra:Ined ins tructioniCLAAtn&Ster a ........
ES L.6-Stories read to children %.1
AUDIO VI8D a .IDES---
q-filns, fill strips 2g_8-flannel or magnetic coards
P A45b10-records, tapes9-realia, graphic displays
.Contt 11-listening centers
12-multi-media approachExperiential:
13-role playing _14 puppetry
_1111 11.1111110.0.
15-experience charts16-primary typewriter17-learning through direct experience
with materials e.g. MontessoriIC-activity centers-chosen by child19-other (specify)
Learning outside the classroom:
p A-liC20-field trips21- suggested TV programs
22- r_tht.r (specify)
1101.
16.4 The sources of Non-English materials and textbooks are:
(mark all that apply)0-not specified
.
are written- by native speakers of that language
e2)comae...jelly prepared and published in countries where
N-E is the native language3-developed by the project's own bilingual staff4-developed by the staff of another bilingual project (specify which)5-developed in conjenction with project parents6-developed by or with members of N -MT community(re culturally appropriate for N-E culture
(specify how this is determined)04,NiCArt f'eicfl8-are cross cultural
Ocommercially prepared and published in the U.S.10-are translations of U.S. texts11-are coordinated with materials used in the regular subject
curriculum12-other (specify)
16.5 The specific bilingual/bicultural, component are:0-not specified1 -xerox att,..ched -page and document
17.0Sao- Xerox 15 a. -b 1.0 04.2a. Strie s
page 15
)lt16.4_21!5 1r
materials used in the language
A lM Si4"4" .Gor'
f Evti.
$134'"fill%
STUDENT GROUPING
17.1 Student grouping; mixed or separated into dominant languagegroups: (mark all that apply)0-not specifiedPupils of both linguistic groups are:1-always mixed for all learning2-mixed for language learning3-mixed for some academic subject learniAgeltmomChAnii tiltS4-mixed for non-academic learning; art, music, gym, health5-separated for native and second language learning intodominant language groups, ES I. tAws se S
6-separated for most academic subject learning into dominantlanguage groups
7-never nixed for language or other academic learning8 -other (specify)
n.a. - (no students)
17.2 Students are grouped for language instruction:(mark all that apply) A-more than Z the time D Less than the time
0-not specified1-total class2-small groups (specify size) A erg- 133-individual instruction ho+ ei:414
17.3 Criteria for grouping: Students
0-not specified II Eng domZtiT
3,5
17.2 2-3
1-by age2-by native language3-by dominant language4-by language proficiency
(ex. level of reading skill)
n.a. not applicable
(no E.dam/NEHT)
I Non Engdom
Irt0U,l Eng dom
MININA1114.
C-2 CowtP.
11.
.-""-(specify how this is d9tennine,)114CAriCLt% te.41-38-are cross cultural
(9icommercially prepared and published in the U.S.10-are translations of U.S. texts11-are coordinated with materials used in the regular s
curriculum12-other (specify)
16.5 The specific bilingual/bicultural materials used in thecomponent are:0-not specified1-xerox att.xhed-page and document C" 117
Sedz.. Kger-Dx LA Rata Str s17.0 STUD EN T GROUPING
Pfig, fv.
ubject
language 16.5_1_
ALIH Seri IS:567S etior.
17.1 Student grouping; mixed or separated into dominant language gli10.41groups: (mark all that apply)0-not specifiedPupils of.both linguistic groups are:1-always mixed for all learning2-mixed for language learning3-mixed for some academic subject learninglibA.ImCkrtttitS4-mixed for non-academic learning; art, music, gym, health5-separated for native and second language learning into
dominant language groups, ES IL CA0LS teS6-separated for most academic subject learning into dominant
language groups7-never nixed for language or other academic learning8-other (specify)
n.a. - (no students)
C
17.2 Students are grouped for language instruction:(mark all that apply) A-more than the time B Less thanT2thiat7M3e10-not specified1-total class2 -small groups (specify size)
3-individual instruction
17.3 Criteria for grouping:0-not specified
1-by age2-by native language3-by dominant language4-by language proficiency
(ex. level of reading skill)____n.a. not applicable
(no E.dom/NENT)
al01 cov- JEI iiwtho t iltec.fie4 jc f).
StudentsI Non' Eng II Eng dom r!lEng dom
don EET NE2
letx TUTORING
Or ow....
e....
48.1 Studen'Tutoring is: (mark all that apply)no-not mentioned0-type is not specified
1-inter-ethnic (N-ET student tutors EHT students)2-intra-ethnic (N-ENT student tutors N-E1T)3-done by older children (cross age)4-done by peers (same age)5-other (specify)
18.1 NCI
18.2 Paraprofessionals or aides give tutoring or instruction as follows:0-area not specified 18.2 I A .?./
1-in+ex-ethnic (N -arr aide tutors EX student)2-in the acqusition of native language shills3-in the acqusition of second language shills 03 CO2 (4%14-in other academic subjects
1111...15L....-.... a/4
IV' TERIALS USED -- PROJECT ADELITTS! TITLE VII ESEA
10. "Regents English Ilorkbook -- Book II". Dixson, Simon It
Schuster, 1956.
11. "Direct English Conversation for 7oreign Students --
Book I," (revised ed.) Dixson, Simon & Schuster, 1949.
12. "Direct English Conversation for Foreign Students --
Book II," (Revised ed.)' ;dxson Simon & Schuster, 1949.
13. igxercises in English CoLversation," Dixson, Simon Pt
Schuster, 1945.
SETS OFPRINTS
14. "Modern English "Workbook," Crowell, McGraw-Hill, Inc.
1961,
15. "The University of Chicago Spanis!--English, English -
.9 apish Dictionary," Castillo-Bond, Washington Square
Vress, N.Y.C. 1948, C. 1961.
Spanish Communication SAlls Component
1. "%rkbook in Everyday Spanish -- Book I,"
Dixson, Simon Schuster, 1958.
2. "Workbook in Everyday Spanish -- Book II,"
Dixson, Simon & Schuster, 1958.
3. "Cuentecitos" Pittaro, Simon & Schuster, 1968.
h. "Espanol paro los hispanos," Baker, National Textbook
Corp. 8259 Niles Center Road, Skokie, Illinois 60076.
C. 1966.
Aridujar-
Andujar-
Driver Education Component
1. "California Guia pars_ el motorista" State of
California Department of Motor Vehicles.
2. "Sumario del Codigo de Vehiculos de California" ed.
Jacob Robinson, P.O. Box 15523, L.A., California 90015.
First Aid Sub Component of ESL
1. "Manual de primeros aiaxilioen 3rd ed., La Cruz Roja
Mexicana, Mexico, D.F. 1967.
Spanish Humanities Component
1. "La Raza -- The Mexican Americans" Multi-Media
Productions, Inc 58o College Avenue, Palo Alto,
California 94306.
2. "Mexican Epic -- Before the Conquest" ) Educational
"Mexican Epic -- From Conquest to Nation" ) Filmstrips
"Indian Mexico""Spanish Mexico" ) Huntsville,
"Modern Mexico" Texas
3. "Living in Mexico Today" (filmstrips and records) S.V.E.
4. "A History of Mexican Art -- Sets I-IX" (filmstrip-
slides) MacLaurin MacLaurin, Herbert E. Budek Films
& Slides, Santa Barbara, California 1966.
( 5. "California's 14 historic flags" Latin American
Studio, Santa Barbara, California 1958.
(
( 6. "Rancho Life in California" Latin American Studio, Santa
( .Barbaral California 1960.
page 16
18.3 Parent tutoring: (mark all that apply) 18.3 WC)no-not mentioned0-type not specified1-inter-ethnic parent tutoring is used2-intra-ethnic parent tutoring is used
Parents are trained to become tutors for their children:3-in the home by a home - visiting teacher
4-in an adult education component5-in school through observation and guidance of teacher6-as parent volunteers who tutor during the school day7-materials are provided for use in home by parents8-other (specify)
19.0 cumuctrom PATTERNS
The stated curriculum pattern of the bilingual project:1-accept for inclusion of N-EMT instruction the curriculum isotherwise typical or regular, for this state.There are other modifications whithin the curriculum of thebilingual program which differ from traditional, typical curri-
as: (mark all that apply)non-graded classroom: pupils of different ages are
grouped together during part of the school dayItlexible or modular scheduling A -II CO "
4-small group instructionf)
5-individualized learning6-open classroom7-guided discovery and inquiry8-a curriculum which is both child and subject-centered9-others (specify)
10-if the program includes activities which complementexperiences children encounter in the home, communityand through mass media i.e. TV, describe below:
GORE Gum' r4 CAA : co r" a 'hevs 0rv3 &rub &Asti 1:44 rr.a i r t
20.0 COGNITIVE DEVMOPIMIT
20.1 Cognitive development in early childhood grades is fostered through:
4.116._0-method not mentioned 20.1_41-structured envirionment rich with materials child can manipulateorder, compare, match for perceptual-motor development
2-non-verbal materials, such as Montessori materials from whichchildren can learn sensory discrimination, matching, seriation,counting, addition, subtraction
3-labeling and discussion of concepts related to time, space, distance,position
4-labeling and grouping actual objects to learn classification;grouping objects with common attributes and labeling theirattributes (i.e. colors, sizes)
5-direct experience of processes of science through discovery, usingmaterials rather than text; active experimentation by child with teacher'sguidance rather than t_achor dcronstration.
AA;N,Arsni- ^P 44-teas,
7-materials are provided for use in home by parents8-other (specify)
19.0 CURRICULUM PATTEtINS 19.0 M)The stated curriqualTIWI:mof the bilingual project:1-Except for inclusion of N-EHT instruction the curriculum isotherwise typical or regular, for this state.There are other modifications whithin the curriculum of thebilingual program which differ from traditional, typical curri-
as: (mark Ell that apply)non-graded classroom: pupils of different ages are
,..grouped together during part of the school dayC. n'tUplflexible or modular scheduling A
4--small group instruction (7 .,,,5-individualized learning6-open classroom7-guided discovery and inquiry8-a curriculum which is both child and subject-centered9-others (specify)
10-if the program includes activities which complementexperiences children encounter in the home, communityand through mass media i.e. TV, describe below:
- CORE GmArri 041m.vn : to Itft 4:16110 t% 0
&eta t
20.0 COGNITIVE DEVELOPMT
20.1 Cognitive development in early childhood grades is fostered through:0-method not mentioned 20.1_40L._1 -structured envirionment rich with materials child can manipulateorder, compare, match for perceptual motor development
2-non-verbal materials, such as Montessori materials from whichchildren can learn sensory discrimination, matching, seriation,counting, addition, subtraction
3-labeling and discussion of concepts related to time, space, distance,position
4-labeling and grouping actual objects to learn classification;grouping objects with common attributes and labeling theirattributes (i.e. colors, sizes)
5-direct experience of processes of science through discovery, usingmaterials rather than text; active experimentation by child with teacher'sguldancc rather than Lacher-dc. onstration.
6-direct experience of math through discovery rather than instruction7-other (specify or xerox) p. no. and document:
20.2 Cognitive development in later grades (grade 4 and above)0-method not mentioned1-specify or xerox p. no. and documentn.a.-no grade 4 or later grades
fl S.
page 17
21.0 SELF-ESTE:71it 21.0 iri,11 /
Stated methods of .prolect compenent epected to increase self:lepteen%
no-self-esteem not mentioned as an objective
0-self-esteem is an objective but methods not specified
Teacher encourages pupil to verbally express his feelings:
1- through role-playing
2-puppetry3-language-experience approach: students dictate stories from
their own experience4-teacher accepts, acknowledges ideas and feelings
5-teacher encourages non-verbal expression of child's feelings
through painting, music, dancing6-teacher provides experiences in which the various ways that
children act are accepted by the teacher; their actions are
discussed and the children are encouraged not to make fun of
"different" ways7-teacher provides experiences leading to competency and
success8-teacher proVides experiences where occasional failure is
acknowledged as part of everyone's experience; second
attempts are encouraged9-other (specify) (xerox or summarize) document page #
Teacher provides experiences in pupil self-direction and acceptance of
responsibility, such as:10- upils act as tutors for other pupils
uils have some options in choice of curriculum
-pupils choose activities from a variety of interest centers
13-older pulls participate in curriculum planning and/or
development14-pupils write a bilingual news7aper for dissemination to the
5-teacher encourages non-verbal expression of child's feelings
through painting, music, dancing6-teacher provides experiences in which the various ways that
children act are accepted by the teacher; their actions are
discussed and the children are encouraged not to make fun of
"different" ways7-teacher provides experiences leading to competency and
success8-teacher provides experiences where occasional failure is
acknowledged as part of everyone's experience; second
attempts are dlicouraged9-other (specify) (xerox or summarize) document page #
Teacher provides experiences in pupil self-direction and acceptance of
responsibility, such as:10- upils act as tutors for other pupils
'ls have some options in choice of curriculum-pupils choose activities from a variety of interest centers
13-older puils participate in curriculum planning "and/or
development14-pupils write a bilingual newspaper for dissemination to the
community
V141 ilr $0.16111 4, / na.+N cu. fur gr.. as s Lt.". ci-other (specify)
22.0 LEARNIN LAT E G I F S S o 0 . 1 1 , 6 4 4 , Mg= fitAdm
1-The project mentions the following specific 3oarning strategies
as important for reaching a particular ethno-linguistic group:
(specify or xerox) Document and Page no.
Example: Navajo children resist participation in an authoritarian,
traditional classroom. An open classroom where teacher partici-pates rather than directs all activities and students or groups of
students initiate activites, move about freely or sit in a circle or
horseshoe rather than sit in rows, has been found more effective.
0-none mentioned
23.0 BICULTU2AL C0120101T
23.1 This program is:2 423.1_4
1-bilingual alone(Rilingual and biculturalilingual and multicultural
0-not specified as to which of the above 12.
( kposters,
an ethnic studies program is included in the bilingual program
rt, posters crafts of both cultures are exhibited in Cb 'tthe classroom
6-language and cultural content are integrated7-other (specify)
23.2 Cross-cultural awareness:If project mentions specific values or nodes of behavior ofN-EUT culture, please summarize below: (or attach xerox)found in document .0a,,e-.3 page0-not mentioned
page 18
23.2 (:)
23.3 1-if project mentions efforts to decrease ethnocentrism in 23.3 0either or both groups, describe below: (or xerox - document page/#)
0-none mentioned
4 1.23.4 In the bicultural compenent knowledge of the N-IIIT culture 23.4
involves (mark all that apply)0-no bicultural component mentioned1-Humanistic aspects of culture: ideals and values, literature
(oral or written), achievement of particular people or politcalmovements
0 Historicalltural heritage of the past--contributions to artand science
3-'Deep' culture: family patterns and contemporary way of life.OItemization of surface aspects of a country-- geojraphy, datesof holidays etc.
9-A specific culture only e.g. one Indian tribes Murica"-Various cultures of same ethnic/linguistic group (i.e. Spanish-speaking peoples)drthird culture different from NIIiT or EMI'
Other (specify) CI an rwtS 0 i* Ai CM. COI 64> J 5
23.5 American culture is defined:0-not specified1-narrowly: primarily Anglo-Saxon orientation2-broadly: ethnic pluralism of America -- multicultural
contributions of various ethnic groups discussed3-other(indicate document and page number for xerox) orelaborate in your own words
24.0 CO: HMI TY COI TONMIT
24.1 Bilingual libraries are-group not specified
1 . reject children
-adults of the project3- eachers
Pc--3c h
23.5 Vel
provided for: (a fe414) 11:°"1") 24.1 /15
community
23.3 1-if project mentions efforts to decrease ethnocentrism in 23.3 0either or both groups, describe below: (or xerox-document page/#)
0-none mentioned
Aglf eVk23.4 In the bicultural compenent knowledge of the N- 111T culture 23.4.
involves (mark all that apply)rc
0-no bicultural component mentioned1- Humanistic aspects of vulture: ideals and values, literature
(oral or Written), achievement of particular people or politcal,movements
P C.'Q.3 Historical-cultural heritage of the past -- contributions to artand science
hII3- 'Deep' culture: family patterns and contemporary way of life.CjItemization of surface asi)ects of a country --geoiraphy, datesof holidays etc.A specific culture only e.g. one Indian tribes AfforiCIOORt
-Various cultures of same ethnic/linguistic group (i.e. Spanish -speahing peoples)third culture different from NEUT or ENT
Other (specify) d ant,e,s fit Ilitym C,,,o tea 5/
23.5 American culture is defined:0-not specified1-narrowly: primarily Anglo-Saxon orientation2-broadly: ethnic pluralism of America--multicultural
contributions of various ethnic groups discussed3-other(indicate document and page number for xerox) or
elaborate in your own words
24.0 COILUilIriCaTONENT
24.1 BilingliA7 libraries are provided for: 611.
0-group not specified
g1 roject children-adults of the project community'
eachersno-bilingual library not mentioned
24.2 An ethnic studies library is provided for:61464 111--ook% ) 24.2_1+3_0 group not specified
project children2^ adults of the project community
Gkeachersno-ethnic studies library not mentioned
few bootcs)
23.5 VI S
24.114L3
rfrt Eu 0,
24.3 Provision is made by the schooland community about the program0-nethod not specified
#.2.7informal meetings open to entire community.3'neetings conducted in both languages
9-home visits10-other (specify)
11;wproject director personally involved in programdissemination. specify how
poor 4,1 CC4-441 CAL VN.C.t
Aaum ea.ciess lot..' cottcriCommt.nity involvement in the formulation of school policiesand programs is sought through:
0-type not specified-not sought
xisting community ,groups working with progrmni0LE-bilingual questionnaires
3-community-school staff committees4-community advisory groups5-formal meetins open to the entire community
'nformal meetings with community groupsther (specify)
1;0.1401% 6.10,r.olmq1.440%14",' Sage)-project director personally seeks involvement of communityin program. specify how
24.4
for informing the parentsthrough: (Mark all that apply)
community
itru
Page 19
24.3 I fe5i17
24.5 The school keeps informed about community interests, events andproblems through:
P
no-no mention of school seeking to be informed about community1-meetings open to the entire community conducted in bothlanguages
2-community representatives to the schoolilingue$ questionnaire sent to the homeome visits by school personnel
-other (specify)0-method not specified
24.6 The school is open to the community through:0-not mentionedno-school is not open to community for community use1-opening school facilities to the community at large for useafter school hours and on weekends
meetings conducted in both languages9-home visits10-other (specify)11-project director personally involved in program
dissemination. specify how
roor61,*.tteAwr Certft.ravi.c.tSAau At ed.dass ed. loc....% cc:Attic/
24.4 Community involvement in the formulation of school policiesand programs is sought through:0-type not specified
-not sought Af
PrZ2 xisting community groups working with program, oLtP-bilingual questionnaires
(... 3-community-school staff committees4-community advisory groups5-forNal meetins open to the entire community
'nformal meetings with community groups .A A. 1ther (specify) lia,%40, 6 vi, ly. rim uAN %Iry 0.% II Ir."
-project director personally see! :s involvement of community
in program. specify how a
24.5 The school keeps informed about community interests, events andproblems through:
no-no mention of school seeking to be informed about community
1-meqtings open to the entire community conducted in both
languages2-community representatives to the school
ilingual questionnaire sent to the home
ome visits by school personnel-other (specify)
0-method not specified
24,6 The school is open to the community through:0-not mentionedno-school is not open to community for community use1-opening school facilities to the community at large for use
after school hours and on weekends2-providing adult education courses
3-other (specify)
25.0 II ACT EVALUATION,
25.1 Project mentions description or dissemination of the bilingual
A:Ls...ran through:
ginewspaper articlesevadio programs
-TV programs4-video-tapes5-films
6-visitors to observe the program
25.1
page 204
25.2 Project's impact: 25.2 01-Project mentions that other classes in the school, but
A in the program have piched up methods or uaterial fromthe bilingual program
2-Project mentions other schools in the local educational systemhave started bilingual prograus
3-Project mentions that a University has instituted teachertraining courses in bilingual education to meet staff devel-opment needs
26.0 aou OF EVALUATM
26.1 Evaluator has field tested, on a group of children who are ofthe same language, culture and grade levels as the children inthe bilingual program:
0-not mentioned1-published measures2-staff developed measures3-staff translations of published measures4-staff adaptations of published measures
26.2 Evaluator has personally observed students in the program:0-not mentionedno-never1-once or twice during the year2-more than twice3-regularly4-other (specify)
26.3 Evaluator has met with teachers:0-not mentionedno-never1-once or twice during year2-more than twice3-regularly4-other (specify)
27.0 EVALUATION PnocEpum
27.1 0-not specified1-A comparison group has been chosen2-A comparison group will be chosen
27.2 0-not specified (mar'.: all that apply)
re-tests have been given to project group or sample" will be
6ost-tests have been given to project group or sample
4- will be5-Pre-tests have been given to comparison group6- " will be7-Post-tests have been given to comparison group
