Methodologies of Bilingual Instruction in Literacy Education. Project MOBILE, 1987-1988. OREA Report.

Autor/inn/en	Berney, Tomi D.; Plotkin, Donna
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Methodologies of Bilingual Instruction in Literacy Education. Project MOBILE, 1987-1988. OREA Report.
Quelle	(1989), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Advising; Adult Basic Education; Attendance; Bilingual Education Programs; Career Counseling; Classroom Techniques; Counseling Services; Curriculum Development; English (Second Language); Federal Programs; Field Trips; French; Haitian Creole; Literacy Education; Mathematics Instruction; Native Language Instruction; Parent Participation; Program Evaluation; Science Instruction; Second Language Programs; Secondary Education; Social Studies; Spanish Speaking; Staff Development; Tutorial Programs + Suchen Sie Ihr Suchwort? Akademischer Rat; Adult; Adults; Education; Adult education; Erwachsenenbildung; Anwesenheit; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Exkursion; Französisch; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Gemeinschaftskunde; Personnel development; Personalentwicklung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	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, science, and social studies. Non-instructional components included academic and personal counseling, tutoring, career and college advisement, communication with families of participating students, staff development activities, curriculum development, basic skills courses for parents, and cultural trips. The project met its ESL, staff development, and attendance objectives. The proposed content area objective was met at one school in one semester and at the other school in both semesters. The curriculum development objective was partially met. Lack of data made it impossible to evaluate the following: Spanish NLA, computer science, grade retention, staff awareness of pupil needs and problems, referral to special programs, and parent involvement. Delays and lack of appropriate space were problems. Recommendations for program improvement include exchange of ideas between resource specialists and paraprofessionals, allocation of appropriate spaces at both sites, arrangement for computer science courses at both sites, and hiring of a full-time bilingual guidance counselor. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC