Bilingual Resource Instruction for the Development of Gainful Employment Skills. Project BRIDGES 1988-89. OREA Evaluation Section 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	Bilingual Resource Instruction for the Development of Gainful Employment Skills. Project BRIDGES 1988-89. OREA Evaluation Section Report.
Quelle	(1990), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Business Education; English (Second Language); Federal Programs; High Risk Students; High Schools; Job Skills; Language Skills; Limited English Speaking; Native Language Instruction; Parent Participation; Program Evaluation; Second Language Instruction; Second Language Learning; Skill Development + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; High school; Oberschule; Produktive Fertigkeit; Language skill; Sprachkompetenz; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Project BRIDGES, a 3-year program conducted for students of limited English proficiency (LEP) at three High Schools in Brooklyn (New York City) sought to develop the English language, academic, and vocational skills of a high-risk LEP population. The native languages of the participating students were Haitian Creole, Spanish, Chinese, Hebrew, and Russian. Students received instruction in English as a Second Language (ESL) and mathematics, science, and social studies taught bilingually or using ESL methodology. Native Language Arts (NLA) were available in at least three languages at each site. Students enrolled in mainstream classes for art, music, physical education, and business and vocational subjects. Project BRIDGES met its ESL and English reading objectives as well as its objectives in NLA, science, social studies, and business and vocational subjects. The program also achieved its objectives in staff development, parental involvement, mathematics, and student attendance rates. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC