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ERIC Number: ED058363
Record Type: RIE
Publication Date: 1970-Aug-31
Pages: 80
Abstractor: N/A
Reference Count: 0
An Evaluation of Improving the Teaching of English as a Second Language in Poverty Area Schools.
New York Univ., NY. Center for Field Research and School Services.
The ESEA Title I sponsored program "Improving the Teaching of English as a Second Language, K-12" (in the School District of the City of New York) was in its third and final year during the school year 1969-70. The programs under consideration in this evaluation are the Linguistic Reader Projects (Merrill and Miami) and the Implementation of the English as a Second Language Program in Poverty-Area Schools in New York City. The focus of the Miami and Merrill Reader Projects was to be on a linguistic approach to the teaching of beginning reading. Instruction was to be provided by the regular classroom teacher in part of the time regularly scheduled for language arts. Workshops for all classroom teachers in the project were to be provided to focus on principles and methods of the respective series and an oral language program using the methods and materials of English as a second language to reinforce the materials and methods of the reading series. The focus for the second component was to include for early elementary, late elementary, and secondary schools, a central English Second Language Staff, assignment of 35 specially trained teachers to those poverty area schools with the most serious needs, and a special administrator specializing in the problems involved in implementing these activities and responsible for all personnel. (Author/JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: New York City Public Schools, Brooklyn, NY.
Authoring Institution: New York Univ., NY. Center for Field Research and School Services.
Identifiers: Elementary Secondary Education Act Title I; New York (New York)