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Residents of Venezuela are struggling to survive in a country with the world's highest annual inflation rate, 46,305% (1), and a minimum monthly wage of just USD $1.79 (5,196,000 Bolivars). [...]

This study investigated the effects of two types of bilingual programs (two-way and transitional) on the academic performance and attitudes of fifth-grade students who entered kindergarten or first grade with different levels of English proficiency. A mixed methods design with both quantitative and qualitative data collection and analyses phases was employed. Quantitative data analyses indicated no significant differences in standardized measures of English achievement, although significant differences were found in other measures, including measures of oral language acquisition in English, Spanish-reading ability, students' attitudes, and perceived levels of proficiency in English and Spanish. Qualitative data analysis indicated that the students in two-way bilingual education programs were more likely to express positive attitudes towards bilingualism. Based on the mixed data, it is concluded that despite some similarity in the effects, each of the bilingual programs also has unique effects. Policy decisions should be made on the basis of relative importance, value, and the costs of these unique advantages and disadvantages. (Contains 7 tables.)

Children with limited English proficiency are known to be at higher risk of school failure than their peers. Risk starts early, and the achievement lag of these children often widens with age and progression in the educational system. This study attempted to determine the effects of a 2-way bilingual education program on the literacy development of at-risk kindergarten students who had lower English proficiency and were in a higher failure risk bracket than a comparison group who had higher initial English competence and participated in regular education. Students in the experimental group were instructed in English approximately 70% of the time and in Spanish approximately 30% of the time. At the end of the 1st grade, no statistically significant differences were found between the 2 groups on the Scholastic Reading Inventory (SRI) or a combination of 6 other indicators of English literacy development.

This study examines the short-term effects of a two-way bilingual education program on the literacy development of students in kindergarten and first grade. This study compared the literacy development of two groups of children who received different proportions of instruction in English and Spanish. Both the experimental and control groups consisted of students who were English language learners (ELLs), as well as students who were not ELLs (i.e., native English speakers and former ELLs who reached proficiency). Students in the experimental group participated in a two-way bilingual program in which instruction was in English approximately 70% of the time and in Spanish approximately 30% of the time. Students in the control group attended the same school but were in mainstream classes and received instruction in English about 90% of the time. Comparison of test scores (on district-developed assessments and the Scholastic Reading Inventory) of the two groups at the end of the school year indicated that in spite of the initially lower pretest scores in some subject areas, the experimental group's achievement was very close to that of the control group. It is concluded that two-way bilingual programs can assist schools in improving ELLs' academic achievement in English language arts.

In the last 25 years, growing importance has been given to technology production and other forms of knowledge creation, that is produced by universities throughout the worm and has commercial value. In this paper, the last ten years' performance of Chilean universities as producers of knowledge with commercial value, and industrial applications, as well as restricted to intellectual property, are evaluated. Industrial patents, models of utility and industrial designs are considered as quantifiable referents. A synthesis of the way the main Chilean universities are incorporating this aspect of the academic work is presented. Finally, the relative results observed in Chile are compared with those obtained in the USA and Europe. [ABSTRACT FROM AUTHOR]