Research is mixed about which program approaches are most effective, but researchers agree that English learners (ELs) perform better academically and achieve greater language proficiency when they have some type of English language instruction. Program approaches vary widely, but the most common types include: (1) English as a Second Language:…

The Texas Education Code requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are…

The Texas Education Code requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in two of the bilingual programs offered by the district during the…

This report describes a districtwide evaluation of the instructional services provided to English language learners (ELLs) enrolled in Structured English Immersion classrooms in grades 1-3. The program uses two models (teaching in English, with the primary language for clarification, and teaching primarily in English, with other instruction in the…

An Ontario language teachers' association survey of school boards concerning projected staffing needs, status of current core and immersion French programs, planned expansion and development, and areas of particular need for qualified French second-language teachers is summarized. Data and issues raised by respondents are presented. (Author/MSE)

Results of the Modern Language Association's 1987-89 survey of characteristics of college and university curricula are presented. Survey questions dealt with characteristics of introductory language courses, the availability and range of immersion experiences, and the types of courses offered. (four references) (VWL)

Reports the results of a comparative evaluation of an early total immersion program, a delayed immersion program, and an all French program for English-speaking language majority students in Montreal, Canada. (33 references) (Author/OD)

This report describes a pilot study of the attitudes and personal estimates of progress of students who have spent 4 or more years in the Amigos two-way bilingual program in Cambridge, Massachusetts. The program currently enrolls about 300 students: 50% native Spanish speakers and 50% native English speakers, approximately half of whom are African…