Program Assistance for Neophytes. Project PAN, 1988-89. OREA Evaluation Section Report.

Autor/inn/en	Berney, Tomi D.; Hriskos, Constantine
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Program Assistance for Neophytes. Project PAN, 1988-89. OREA Evaluation Section Report.
Quelle	(1990), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Career Education; Chinese; Curriculum Development; English (Second Language); Federal Programs; High Schools; Korean; Limited English Speaking; Native Language Instruction; Parent Participation; Program Evaluation; Staff Development; Uncommonly Taught Languages; Urdu; Vietnamese + Suchen Sie Ihr Suchwort? Arbeitslehre; China; Chinesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Koreanisch; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Minderheitensprache
Abstract	In its fourth year, Program Assistance for Neophytes (Project PAN) served 455 students at 2 high schools. The program provided support services and supplemental instruction to students of limited English proficiency (LEP) as well as English-proficient (EP) students. The project provided LEP students with a transitional period of bilingual education. Native language arts (NLA) classes were available for EP students deficient in their native languages. The project targeted students whose native languages were Chinese, Korean, Vietnamese, or Urdu, and provided English-as-a-Second-Language (ESL) and NLA instruction (in Chinese and Korean), as well as bilingual mathematics, science, social studies, and career classes. Staff and curriculum development activities and ESL for parents were also offered. Three mini-projects functioned within the larger project, two pairing LEP and EP students for peer tutoring and extracurricular activities, and one providing computer instruction. Objectives in ESL instruction, parent involvement, and attendance and one objective in NLA were met. Program strengths include the instructional components, curriculum development, and peer pairing. The major weakness was a lack of supplementary services in the native language for students who were not Chinese or Korean. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC