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T*********************************V****************************** * Reproductions Supplied by EDRS Are the Best That Can Be Made * * from the Original Document DOCUMENT RESUME ED 348 493 CE 0E1 701 AUTHOR Kallembach, Sheri, Comp.; And Others TITLE Students with Limited English Proficiency: Selected Resources for Vocational Preparation. Volume 2. INSTITUTION National Center for Research in Vocational Education, Berkeley, CA. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE Jul 92 CONTRACT V051A80004-92A NOTE 131p.; For volume 1, see ED 324 414. AVAILABLE FROM National Center for Research in Vocational Education, Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-432: $5.95). PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Adult Basic Education; Bilingual Education; *Educational Resources; *English (Second Language); *Limited English Speaking; *Literacy Education; Postsecondary Education; Resource Materials; Secondary Education; Second Language Learning; *Special Needs Students ABSTRACT This volume of resource listings is intended to assist state and local administrators of vocational special needs programs, special needs educators, counselors, researchers, policymakers, and others in locating resources for developing or improving programs and services for youth and adults with limited English proficiency. Materials listed in this guide include 85 publications; 21 newsletters; 2 journals; 22 agencies, associations, and organizations; 18 centers for educational information and services; 9 clearinghouses; 3 computer-based information networks; and 7 databases. The entries are categorized by the following cluster headings of the common components of exemplary programs: program administration, curriculum and instruction, comprehensive support services, formalized articulation and communication, and occupational experience. Resources on general literature and model programs and practices are also included. For each entry, an annotation, the price, ordering information, and address are provided. Listings are indexed by title and by author. (KC) ******t*********************************V****************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** NCRAF, National Center forResearch in Vocational Education University of California,Berkeley STUDENTS WITH LIMITED ENGLISHPROFICIENCY: SELECTED RESOURCES FOR VOCATIONALPREPARATION Volume 2 U S DEPARTMENT OF EDUCATION Office a Ebucahonal Research and jrnmyvnen, EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) vfh.s document nas been reproduced as received horn fhe person or organization oripinahng C° Minor changes have been made toimprove reproduction comity Poinis of view or opinions stated in thisclocu went Co not necessarily representofficial OERI positron oi policy Supported by O Education, the Office ofVocational and Adult U.S. Department ofEducation 2 BEST COPYAni, This publication is available from the: National Center for Research in Vocational Education Materials Distribution Service Western Illinois University 46 Horrabin Hall Macomb, IL 61455 800-637-7652 (Toll Free) 3 STUDENTS WITH LIMITED ENGLISH PROFICIENCY: SELECTED RESOURCES FOR VOCATIONAL PREPARATION Volume 2 Compiled by Sheri Kallembach, Zipura Burac, Maureen Coyle-Willianis, Julie Benesh, Cheryl Bullock, and Linda Iliff Technical Assistance for Special Populations Program (TASPP) University of Illinois National Center for Research in Vocational Education University of California at Berkeley 1995 University Avenue, Suite 375 Berkeley, CA 94704 Supported by The Office of Vocational and Adult Education, U.S. Department of Education July, 1992 MDS-432 4 FUNDING INFORMATION Project Title: National Center for Research in Vocational Education Grant Number: V051A80004-92A Act under which Carl D. Perkins Vocational Education Act Funds Administered: P. L. 98-524 Source of Grant: Office of Vocational and Adult Education U.S. Department of Education Washington, DC 20202 Grantee: The Regents of the University of California National Center for Research in Vocational Education 1995 University Avenue, Suite 375 Berkeley, CA 94704 Director: Charles S. Benson Percent of Total Grant Financed by Federal Money: 100% Dollar Amount of Federal Funds for Grant: $5,775,376 Disclaimer. This publication was prepared pursuant to a grant with the Office of Vocational and Adult Education, U.S. Department of Education. Grantees undertaking such projects under government sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view of opinions do not, therefore, necessarily represent official U.S. Department of Education position or policy. Discrimination: Title VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Title IX of the Education Amendments of 1972 states:"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." Therefore, the National Center for Research in Vocational Education project, like every program or activity receiving financial assistance from the U.S. Department of Education, must be operated in compliance with these laws. PREFACE It is estimated that the population of the United States will have increased seventeen percent between the years 1980 and 2000. In that same time period, however, the nation's language minority population is expected to increase by thirty-two percent. The number of school-aged children from non-En a-wiz language backgrounds is expected to increase at more than twice the rate of children in the general population (Lara & Hoffman, 1990). These trends represent an important educational challenge: providing both youth and adults who are limited English proficient (117.P) with thesvocational and academic skills that will enable them to succeed in the nation's rapidly changing economy. Vocational education answers this challenge. This second volume of Students with Limited English Proficiency: Selected Resources for Vocational Preparation is intended to assist state and local administrators of vocational special needs programs, special needs educators, counselors, researchers, policymakers, and others in locating resources for developing or improving programs and services for LEP youth and adults. Materials contained in this document include publications, newsletters, journals, agencies, associations, organizations, centers for educational information/services, clearinghouses, computer-based information networks, and databases. The entries are categorized by the following cluster headings of the common components of exemplary programs: program administration, curriculum and instruction, comprehensive support services, formalized articulation and communication, and occupational experience. Resources on general literature and model programs and practices are also included. This guide is not intended to be an exhaustive listing of all available resources. Materials are included which are representative of the field. For each entry, an annotation, the price, ordering information, and address (whenever possible) are provided. Resources should be ordered directly from the publisher listed in each annotation. To avoid duplication, many entries appearing in the first Technical Assistance for Special Populations Program (TASPP) resource guide on limited English proficiency were omitted. Entries for organizations and centers for educational information/services were updated in this volume due to numerous address changes. For a comprehensive listing of entries, the first volume of the resource guide on limited English proficiency will be helpful. 6 TASPP has also developed resource guides on teen parents, transition, at-risk youth and adults, the unique needs of rural and urban students with disabilities, and the Perkins Act of 1990. These as well as both volumes of the resource guides for LEP materials may be obtained through the National Center for Research in Vocational Education, Materials Ustribution Service, Western Illinois University, 46 Horrabin Hall, Macomb, IL 61455, (800) 637-7652. Source:Lara, J., & Hoffman, E. (1990, February). School success for limited English proficient students: The challenge and state response. Washington, DC: Council of Chief State School Officers. 7 TECHNICAL ASSISTANCE FOR SPECIAL POPULATIONS PROGRAM Mission The Technical Assistance for Special Populations Program (TASPP) works nationally to increase vocational program accessibility, quality, and availability for youth and adults from special populations. Objectives Increase awareness and understanding of critical issues in vocational special needs education, and promote exemplary program activity and the adoption of model practices. Staff Dr. Carolyn Maddy-Bernstein, Director Dr. Zipura Burac, Coordinator Maureen Coyle-Williams, Publications Manager Cheryl Bullock, Graduate Research Assistant Linda Huff, Administrative Assistant Address University of Illinois Vocational and Technical Education 345 Education Building 1310 S. Sixth Street Champaign, IL 61820 (217) 333-0807 A service program of the National Center for Research in Vocational
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