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ERIC Number: ED228857
Record Type: RIE
Publication Date: 1982-Jan
Pages: 124
Abstractor: N/A
Reference Count: 0
ALPBP Teacher Training Component. A Sociolinguistic/Ethnographic Approach to Language Proficiency Assessment: Tucson and Berkeley Program Descriptions and Evaluations. Final Report.
Rivera, Charlene, Comp.
A description is presented of the teacher training component of the Assessment of Language Proficiency of Bilingual Persons (ALPBP) project that was implemented over a period of 2 years in Tucson (Arizona) and Berkeley (California). The goal of the Tucson section was to provide a forum wherein teachers and administrators could explore the application of ethnographic/sociolinguistic theories and methodologies to language proficiency assessment practices. The Berkeley program consisted of a summer course whose goals were to introduce teachers to theoretical issues involved in educating language minority students. This report is presented in three parts as follows: (1) "A Course on Bilingual Language Proficiency Assessment," by S. Philips; (2) "Ethnographic/Sociolinguistic Issues and the Assessment of Bilingual Students' Language Proficiency," by C. Rivera and C. Simich; and (3) "Berkeley Summer Program for Teachers. A Course on Language Proficiency and Minority Students," by J. Cummins and L. W. Fillmore. (AMH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: InterAmerica Research Associates, Rosslyn, VA.
Note: For related documents, see FL 013 627-629.