Cleveland Bilingual Education Program: Title VII ESEA.

Autor/in	Halasa, Ofelia
Institution	Cleveland Public Schools, OH.
Titel	Cleveland Bilingual Education Program: Title VII ESEA.
Quelle	(1975), (253 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Biculturalism; Bilingual Education; Bilingual Schools; Bilingual Students; Bilingual Teacher Aides; Bilingual Teachers; English (Second Language); Kindergarten; Parent Participation; Primary Education; Program Evaluation; Second Language Learning; Spanish Speaking; Student Attitudes; Student Evaluation; Teacher Evaluation; Test Results; Ohio (Cleveland) + Suchen Sie Ihr Suchwort? Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Bilingual scholl; Bilinguale Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Elternmitwirkung; Primarbereich; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Schülerverhalten; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung
Abstract	This 1974-75 evaluation report of the Title VII Cleveland Bilingual Education Program discusses the degree to which process objectives were implemented and product objectives attained, and the impressions of project and school staff and parents. The goals of the bilingual program were to develop the ability to communicate and function in Spanish and English and to acquire knowledge and understanding of the differences and similarities in the two cultures. The program served 520 children in 14 schools, grades kindergarten through three. A full program description details participants, project operations, staff development and parent-community involvement. Detailed evaluation at each grade level is included. Scope and sequence charts are drawn for language arts, mathematics and science. Numerous tables and charts provide statistics on test results, class ranking and performance scores. The program appeared to be relatively successful. Surveys indicated it was most effective in enhancing positive school attitude and motivation for learning, learning Spanish, and involving parents with the school. Shortcomings included failure to provide inservice sessions on bilingual teaching and ESL skills, late arrival of bilingual-bicultural materials and lack of a bilingual curriculum guide at the start of the year. (CHK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC