The Strengthening Early Childhood (Bilingual) program was designed to develop English language skills for pupils in grades one and two who were below the twenty-first percentile when tested on the Language Assessment Battery (LAB) in English. One hundred thirty-eight students were seen by three teachers and three paraprofessionals in groups of ten…

Programs for the teaching of foreign language to groups both in and out of the schools are examined for reasons why they were not successful. Emphasis is placed on faulty planning and insufficient funding. A proposal is made that the National Institute of Education undertake an investigation of present centers of bilingual and bicultural education…

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…

During 1988-89, the Austin Independent School District's Title 7 program continued to supplement services through the locally funded bilingual and English-as-a-Second-Language (ESL) programs to secondary students of limited English proficiency. The 1988-89 Title 7 evaluation report provides an overview of the programs's changes, staff training,…

Project MASTER completed its 3-year funding cycle in 1987-88. The project aimed at providing enhanced science instruction to 575 Spanish-speaking limited-English-proficient students in 5 elementary schools. Project MASTER offered classes in English as a Second Language (ESL), mathematics, science, and computer skills with a hands-on, integrated…

This study investigated the needs of low-literate students participating in a Human Resources Administration/City University of New York (HRA/CUNY) program offering English-as-a-Second-Language and employment-related training to low-income Hispanic women receiving welfare. It identified participants in need of literacy instruction based on grade…

The Bilingual Education and Career Awareness Program at Adlai E. Stevenson High School in the Bronx was awarded a 1-year grant extension to provide services to 235 ninth- through twelfth-grade limited-English-speaking Hispanic students of varying English and Spanish proficiency. Primary program goals were to increase English and Spanish…

An evaluation of the bilingual education (BE) and English-as-a-Second Language (ESL) programs provided to limited English proficient (LEP) students by the Austin Independent School District (AISD) (Texas) looks at enrollment rates and trends and student achievement within the programs. In 1995-96, AISD enrolled 10,290 LEP students, about 14…

The Computer-Assisted Bilingual/Bicultural Multiskills Project completed its first year of an extension grant. The program used computerized and non-computerized instruction to help 109 native speakers of Haitian Creole/French and Spanish, most of whom were recent immigrants, develop English-as-a-Second-Language (ESL) native language, and content…

In the first year of a 3-year funding cycle, Project Go-For-It, a multisite bilingual education project, provided instructional and support services to 292 gifted and talented limited-English-proficient speakers of Haitian Creole/French, Vietnamese, Chinese, Spanish, and Italian at 3 high schools. The project's aim was to provide individualized…

The Methodologies of Bilingual Instruction in Literacy Education (MOBILE) project served 359 native Spanish- and Haitian Creole/French-speaking students at 2 high schools in its first year of funding. The project provided supplementary instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual mathematics,…

The Texas framework for modern and classical language programs in the elementary and secondary schools is intended to (1) establish a philosophy for a proficiency-based sequential language program; (2) outline the overall language program as specified in state rules and legislative mandates; and (3) describe expected student proficiency levels and…