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Insights gained from experience and research on language minority students' academic success are reviewed as background for presentation of a curriculum that is bilingual and content-based and uses cooperative learning techniques. First, findings on three elements of success (interest and motivation, intelligence and development, and psychosocial access) are examined. The discussion then turns to providing students with access to learning opportunities, the process of concept development, the relationship between student and teacher, and development of cooperative work skills. Finally, the Finding Out/Descubrimiento Approach (developed by Edward A. De Avila, Sharon E. Duncan, and Cecilia J. Navarrete) is described and its curriculum is outlined. The approach provides an integrated language skills program for oral and written communication mastery in English and Spanish within a cooperative learning environment. It is used in grades 2 through 5, and is designed to meet the needs of students from diverse cultural, academic, and linguistic backgrounds by capitalizing on their natural interest in how the world works. The program consists of two phases: (1) introduction to social aspects of cooperative work, and (2) supervised content-learning activities. Organization of the classroom environment and appropriate learning materials are discussed, science and math activities drawn from the curriculum are listed, and several sample activities are outlined in detail. (MSE)

This Digest focuses on the method of teaching foreign languages in Kindergarten through Grade 8 using content-based instruction. In this approach, the foreign language is used as the medium for teaching subject content, such as mathematics or social studies. In content-based instruction, students become proficient in the language because the focus is on the exchange of important messages, and language use is purposeful. The Digest discusses ways of planning for content-based or thematic teaching, where the curriculum is organized around a thematic center. Activities that teach language concepts along with the content are interrelated and are planned to fit within the framework of a lesson or thematic unit. Three examples of planning for thematic or content-based teaching are provided, including a semantic map or web based on the solar system, a chart for planning a unit on Puerto Rico based on Gardner's Multiple Intelligences, and a chart for planning a content-based unit on architecture using the Unit Plan Inventory. Other helpful suggestions for planning lessons that integrate language and content instruction are provided. Contains five references. (JL)

The guide is designed to introduce teachers and administrators to approaches for combining language and content instruction in English as a second language, bilingual education, foreign language education, mainstream classes, and content area instruction, and to provide suggestions and resources for implementing the approaches. It describes an activity carried out in a class of limited-English-speakers, examines what is accomplished the activity, discusses the principles underlying the integration of language and content area instruction, and outlines three approaches: developing a single lesson, developing a unit in one academic area, and developing a content-based or sheltered English curriculum. Aspects of program acceptance and administration are discussed, potential problem areas are noted, and three sample lesson outlines are appended. A list of references is also supplied. (MSE)

The guide is designed to introduce teachers and administrators to approaches for combining language and content instruction in English as a second language, bilingual education, foreign language education, mainstream classes, and content area instruction, and to provide suggestions and resources for implementing the approaches. It describes an activity carried out in a class of limited-English-speakers, examines what is accomplished the activity, discusses the principles underlying the integration of language and content area instruction, and outlines three approaches: developing a single lesson, developing a unit in one academic area, and developing a content-based or sheltered English curriculum. Aspects of program acceptance and administration are discussed, potential problem areas are noted, and three sample lesson outlines are appended. A list of references is also supplied. (MSE)

The adjunct model of language instruction is described as it has been implemented at the University of California at Los Angeles (UCLA). In this model, freshman English and English-as-a-second-language (ESL) courses are linked with content area courses to better integrate the reading, writing, and study skills required for academic success at the university. The report presents a rationale for the adjunct model and describes the key features of the UCLA Freshman Summer Program. It also presents the findings of three studies carried out in the UCLA freshman program: (1) former students' evaluation of the program; (2) an assessment of the home background and high school preparation of the 1986 participants and of their self-assessment of academic skills; and (3) follow-up interviews with selected ESL students and the results of a simulated examination comparing the progress of program participants with that of non-participants. (Author/MSE)

An approach to integrating classroom instruction of subject area content and a second language is outlined. In the integrated classroom, teams of language and content specialists bring their expertise to course planning, teaching, and assessment, and work together in the same classroom for each session. The approach was constructed by drawing on theory concerning the integration of content and language instruction and on a method for intensive interdisciplinary collaboration. This method links text structure to knowledge structure (schema) to help learners organize, and therefore understand and apply, new information. Application of this approach is illustrated in a personal experience at Miyazaki International College (Japan), an institution dedicated to producing liberally educated students who are functionally literate in both English and Japanese. The instructional unit described is part of an introductory course in political science. Contains 52 references. (MSE)

The proceedings of a seminar on integrating language instruction and academic content instruction include: two presentations surveying the current state of the art in content-based language instruction ("Language and Content Learning: Finding Common Ground," by Bernard Mohan and "Integrating Content and Language Instruction," by Helena Anderson Curtain); summaries of four sessions geared to different languages and levels of instruction (elementary or secondary grades, and English or foreign languages); an overview of critical concerns in the content-based instruction, and summary remarks by G. Richard Tucker. Descriptions of ten content-based programs represented in the presentations and a list of resources in the field are appended. (MSE)

Three principal factors that apply equally to language and content teachers are the focus on an integrated approach to teaching limited English proficient (LEP) students in grades 6 through 12. They are: (1) the use of multiple media; (2) the enhancement of students' thinking skills; and (3) student-centered organization of instruction. Strategies and techniques are described for preparing for the integrated approach, helping the LEP student adjust to the classroom, adjusting teaching style, teaching multilevel classes, motivating students and providing background knowledge, adapting traditional ESL techniques to the content classroom, meeting the students' cognitive academic needs, and checking student comprehension of the content. Suggestions are offered for developing lesson plans, including a lesson plan format and sample lessons. Contains 8 references. (LB)

Meet HARDCASE-DAVE COYLE! When you meet up with Dave Coyle-outlaw-you'll know why no jail can hold him, no sheriff outsmart him. You'll see why there aren't any bidders for that fancy price on his head. Coyle is the smartest, slickest man to come out of the West. The townspeople are afraid of him. They don't know whether he is bandit, killer, kidnapper—or all three. They've even heard that Coyle could be hired to kill. When you ride into Yellow Jacket you'll find the town bristling with questions: will Coyle dare to go to jail on the chance that he can help an old enemy? Is he going to pit his gun and brains against a shrewd gang leader? Will he shoot his way into the heart of a secret stronghold of rustlers? If you think it's impossible, just watch Dave Coyle as he blasts his way through one of the crookedest deals ever drawn up against a square shooter. - Summary by Inside book cover, Bantam Books edition, 1947