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A "dynamic priority" theory of Chinese second language instruction is outlined and discussed. The theory focuses on five aspects of language instruction: spoken vs. written language; universality vs. particularity; cultural vs. linguistic tasks; performance vs. competence; and proficiency vs. achievement. A dynamic relationship is seen between the two components of each aspect, with instructional priority, in terms of both sequence and amount of time devoted, assigned to one component over the other. "Dynamic" suggests that the component receiving priority varies in different stages of learning. In early instruction, priority is given to spoken Chinese, with written language receiving attention later. Universality (common formal features shared by all languages) has priority over particularity (features unique to Chinese) in all stages of instruction. Linguistic tasks have priority over cultural tasks in early stages of instruction, with cultural tasks taking precedence at the advanced level. Performance (language use) is prominent on the instructional agenda from the first day, with competence (knowledge of language structure) taking a lesser role. Finally, proficiency (communication skills in the context of testing) is to be of higher priority than achievement in testing. Implications of these principles for curriculum design, teaching method, material selection, and testing procedures are examined. (MSE)

Hispanics are a diverse group with considerable differences in country of origin, social class, race, educational status, and level of assimilation. Nonetheless, what does characterize all the major groups except the Cubans, albeit in varying intensities, are high levels of poverty and low levels of educational achievement. Cultural differences between Hispanics and non-Hispanics often put Hispanic children at a disadvantage when they enter school. Some guiding principles for educational reform efforts to increase Hispanic student learning are: (1) creating a comprehensive sense of student responsibility for the well-being of the school; (2) demonstrating care and concern for every member of the school community; (3) expecting academic excellence; (4) grouping heterogeneously (and eliminating tracking); (5) requiring involved, active learning; (6) strengthening the counseling function; (7) involving and educating parents; (8) connecting school and work; (9) immersing students in family and life planning; and (10) providing opportunities for advancement upon high school graduation. Despite the controversy surrounding bilingual education, the issue of how to teach English to language minorities must also be addressed. This paper contains "thumbnail histories" of the major Hispanic groups in the United States. (Contains 28 references.) (KS)

This document contains four monographs on serving adults with learning disabilities. The preface (Mary Ann Corley) explains how the papers were commissioned. The primary and secondary characteristics of learning-disabled adults and the implications of those characteristics for adult literacy programs are discussed in "Characteristics of Adults with Specific Learning Disabilities" (Paul J. Gerber). In "Screening for Learning Disabilities in Adult Literacy Programs," Daryl F. Mellard describes several effective screening procedures, their role in the overall assessment process, and the links between screening results and instruction. "Effective Instruction for Adults with Learning Disabilities" (Charles Hughes) details 16 principles of effective instruction: teach important skills, teach less better, teach explicitly, teach contextually, explain what is to be learned, check the old before teaching the new, model what is to be learned, use supported practice, use controlled materials, provide sufficient practice, require frequent responses, provide corrective feedback, promote generalization, be prepared, use accommodations only when necessary, and use caution in selecting instructional techniques. "Specific Learning Disabilities: A Civil Rights Issue" (Peter S. Latham, Patricia H. Latham) explores the legal rights of adults with specific learning disabilities in the areas of education and employment. In "National Adult Literacy and Learning Disabilities Monographs: A Conclusion," Neil A. Sturomski and B. Keith Lenz reiterate the main issues raised in the monographs. (MN)

It is proposed that as both bilingual education (BE) and English-as-a-Second-Language (ESL) programs continue to define their specific philosophies more clearly, the definitions are beginning to overlap in significant ways. In differing degrees, they are beginning to understand and appreciate the complexity of dual language learning and teaching. First and second whole language theory and research are moving in the direction of integrating the two. BE and ESL's main point of intersection is in the student whose linguistic circumstances have required him to develop both English and another language, who may be in the majority in the near future. Both BE and ESL instruction aim at bilingual/bicultural development of language minority and language majority students. Areas for further consideration and research include the dual-language acquisition process, special cross-cultural or dual-cultural identity development, and implications of these issues for classroom instruction. (MSE)

This document reviews the interventions, such as policies, programs, and projects, that have been implemented by governments, donors, and other institutions to increase girls' access, persistence, and achievement at the primary school level. It examines both the formal system of primary education and nontraditional, alternative approaches to reach out-of-school girls. Its goal is to identify the strategies, practices, inputs, and factors that have had measurable impact in improving the availability and accessibility of basic education to girls in developing countries. The monograph employs an analytic model that categorizes interventions according to whether they address supply side (school factors) or demand side (household factors) barriers to girls' educational participation. On the supply side, few national policies are aimed at promoting girls' education. Educational expansion has limited effectiveness. At the program level, efforts are aimed at bringing schools closer to girls, making schools culturally appropriate, and helping girls learn. Textbooks, female teachers, and single sex schools may improve participation. On the demand side, interventions have attempted to lower the costs to parents of daughters' education and convince them of its benefits. Nontraditional approaches have succeeded in reaching girls prevented from attending school because of poverty and isolation. This paper concludes that, in addition to making school places available, schooling must be made accessible to girls. Multidimensional approaches to girls' education that take into account local context and both supply and demand factors have proven most successful. Selection of interventions should follow a logical process of development, based on needs assessment, monitoring, and evaluation. (DK)

There is an increasing awareness of the importance of curricular issues in the educational undertaking. The curriculum, which in all its definitions contains as a common denominator the organization of educational opportunities that schools provide for their pupils, demands and needs some specific type of professional educators. Such professionals are involved in creating conditions to improve the teaching-learning process and have, within themselves, the sign of constant change. Curriculum development is a process of planned change; it is necessary for the organization of continuous activities for training professionals working within the curriculum development and planning realm. This paper presents some ideas about the nature of curriculum, characteristics of professional educators working in curricular matters, recommended traits for needed in-service training, and basic issues that are suitable to keep in mind when training professionals in curriculum. Well-known definitions of curriculum and basic elements of a curriculum development are discussed. The interaction of curriculum and other educational fields is examined. In terms of in-service training for professionals in curriculum, the major traits of such educators and the relevant methodologies for training such educators are discussed. (Author/NQA)

A review of literature on the learning processes and potential of adult students of English as a Second Language, not literate in their native language, looks at research in the following areas: (1) the differences between children and adults in language learning; (2) the effects of previous formal education on second language learning; (3) the effects of literacy on cognition; (4) the transfer of skills within and across languages; (5) the effectiveness of different types of instructional materials or approaches for literate as compared with non-literate individuals; (6) simplification and selection of texts; (7) meaning- versus form-centered instructional approaches; and (8) competency-based curricula. Research is recommended that focuses specifically on the education of illiterate adults. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)