A Historical Perspective on Title VII Bilingual Education Projects in Hawaii

<%@LANGUAGE="JAVASCRIPT" CODEPAGE="1252"%> A Historical Perspective on Title VII Bilingual Education Projects in Hawaii

Pacific Resources for Education and Learning
900 Fort Street Mall • Suite 1300 • Honolulu, HI 96813
Phone: (808) 441-1300 • Fax: (808) 441-1385
Email: askprel@prel.org • Website: www.prel.org

by Josephine Dicsen Pablo, Belen C. Ongteco, and Stan Koki

Compendium of Promising Practices

Promising Practice	Product # PP0002

Over the past three decades, new insights about how children acquire languages and how they excel in other subjects have changed the way educators think about bilingual education. Educational researchers have determined two important principles:

Given access to challenging curriculum, language-minority and limited-English-Proficient (LEP) students can achieve the same high standards as other students.
Proficient bilingualism is a desirable goal, which can bring cognitive, academic, cultural, and economic benefits to individuals and to the nation.

To incorporate these findings, Congress charted a new policy direction for the Bilingual Education Act when it re-authorized the law for the fifth time in 1994. This comprehensive law expresses the Federal government’s commitment to bilingual education (Crawford, 1997).

In Hawaii, numerous bilingual education projects funded by Title VII have been completed during the past three decades, beginning in 1974. This paper reviews the history of Title VII bilingual education in Hawaii for the purpose of sharing promising practices that have emerged. It is hoped that these promising practices and models will be considered by Pacific educators as they work to develop and implement bilingual education programs in their respective entities. The implementation of these models in Hawaii has resulted in such outcomes as: (1) improvement in students’ English language skills, (2) improvement in students’ academic achievement, (3) enhanced self-concept, (4) enhanced pride in one’s cultural heritage and appreciation of other cultures, (5) increased competencies of bilingual and mainstream teachers and school, district, and state staff, and (6) increased involvement of limited English proficient parents and community representatives in the schools.

The Linguistic and Socioeconomic Context for Title VII Bilingual Education Projects in Hawaii
The selection of the linguistic medium of instruction in Hawaii’s educational system has been a longstanding issue, ever since immigrants came to live and settle in the islands. At one time, the early missionaries used the native Hawaiian language to educate the Hawaiians, but it became difficult to make this language the medium of instruction for the children of missionaries and those of other nationalities who had immigrated to Hawaii. This English-speaking group of immigrants was allied with Great Britain and the United States. Although initially small in number compared to the non-English speaking population of the islands, this group wielded greater political power than the non-English speaking population. Therefore, English became the primary language of commerce, government, diplomacy, and eventually, of culture and education.

The shift to an all-English language of instruction in Hawaii schools did not happen overnight. However, once this decision was reached, the critical language policy question was no longer what language to use in schools, but how to teach standard English to non-English speakers. The importation of plantation workers from a variety of nations and language groups brought about the evolution of a contact language that was widely spoken throughout Hawaii— Hawaii Creole English, or pidgin. Pidgin emerged to become the principal medium of communication for business and social affairs between and among different cultural groups, as well as the medium of communication between immigrant parents and their island-reared children.

In time, the expansion of industry and the steady influx of military personnel brought increased numbers of native English speakers to Hawaii. Many of these people were unable to send their children to private schools but were reluctant to send them to the public schools, primarily because of the pidgin influence.

During the late 1920s, the Hawaii Department of Public Instruction–which became the Hawaii State Department of Education in 1960–responded to pressures from influential segments of the community by designating certain schools as English-standard schools. The criterion for admission to these schools was the demonstrated ability to speak the English language satisfactorily. Thus, a de facto segregation on the basis of language ability existed in Hawaii’s educational system, a situation that lasted until the time that the English-standard schools were formally abandoned in 1940. Operationally, however, vestiges of the English-standard school system existed until as late as 1960, when the last English-standard class at Roosevelt High School was finally abolished (Office of Instructional Services, 1985).

The issue of how to educate students who speak a language other than English continues to challenge the Hawaii educational establishment, as elsewhere. In 1965, one out of four immigrants to the United States was Asian; by 1975, the ratio had risen to one out of three, with many making their homes in Hawaii. This influx has been consistently higher than the rate elsewhere in the country: Hawaii’s immigrant rate is currently more than four times the national average. The challenge of educating children of non-English speaking immigrants will therefore continue to be a permanent challenge in Hawaii and across the nation.

The Hawaii Department of Education (DOE) responded to this challenge by establishing a program initially called Teaching English to Speakers of Other Languages (TESOL). Since then, the name of the program has changed to Students of Limited English Proficiency (SLEP) and then to English for Second Language Learners (ESLL). This program has been complex because, although state-supported, it includes a substantial number of projects that for many years were federally funded through the Title VII Bilingual Education Program, the Transition Program for Refugee Children, and the Emergency Immigrant Act. This was because the state-funded program did not have sufficient resources to meet the service demands of the increasing population of limited English proficient students. Therefore, the Department was receptive to receiving supplementary resources from Federal grants, particularly Title VII, whose concerns coincided with that of the TESOL program.

Hawaii’s Efforts in Bilingual Education
The bilingual education effort in Hawaii was affected by several critical events in the late 1960s and early 1970s: (1) the liberalization of immigrant policies in 1965, (2) the end of the Vietnam War, (3) Affirmative Action legislation, and (4) the passing of the 1968 Bilingual Education Act. The liberalization of immigration policies and the ending of the Vietnam War contributed to the increased flow of immigrants and refugees into the continental United States and Hawaii; Hawaii was particularly affected because it is a major port of entry for people coming to the U.S. from Asia and the Pacific, and a large number of immigrants and refugees chose to settle in the islands. The legislation of Affirmative Action statutes, part of a larger civil rights activism in the United States, focused on improving minority access to not only education, but also to jobs and other social resources and benefits available to citizens. The Bilingual Education Act, which aims to equalize access to educational opportunities for language-minority groups, brought national attention to the importance of education tailored for students who speak a language other than English. This purpose was greatly aided by the Lau v. Nichols U.S. Supreme Court decision of 1974, which requires that schools provide instruction that is accessible to students whose native language is other than English.

In the mid-1970s, following the landmark Lau v. Nichols decision, state and local educational agencies were faced with the challenge of providing meaningful education to students who speak a language other than English. Federal funds under the Elementary and Secondary Education Act (ESEA) of 1968 were made available to provide innovative (developmental, demonstration) programs that would meet the language and cultural needs of the students. As a result, “transitional bilingual education” (TBE) became the predominant instructional strategy to promote English language proficiency for limited English proficient students.

The initial intent for securing federal funds was based on the community’s concern that these students were not receiving appropriate services due to insufficient state resources (Office of Instructional Services, 1985). Since 1985, the goal for bilingual education has emerged to “provide equal access to education and equity for language-minority students who speak a language other than English by institutionalizing bilingual/multicultural education.” Based on this goal, the following objectives are foremost:

To build the capacity of state educational agencies to provide quality bilingual/multicultural education to language-minority students through innovative, creative, and cost-effective projects.
To increase the number of qualified teachers in bilingual/multicultural education through pre-service and in-service education.
To increase parental involvement through empowering activities such as developing literacy, work and parenting skills, advisory, advocacy, and other leadership skills.

The U.S. Department of Education (U.S.ED) ESEA Title VII Bilingual Education Projects provide support to the state ESLL program by developing, demonstrating, and building the capacity of the state to improve service delivery to limited English proficient students. Title VII projects supplement the state’s funds and activities by providing direct instructional services to students of limited English proficiency, developing/adapting instructional materials, training bilingual/ESL staff, field testing strategies and models, developing evaluation designs, improving and strengthening parent involvement, and providing technical assistance and support. Emphasis is on building Hawaii’s capacity to provide adequate and appropriate educational services to limited English proficiency students, with or without federal support.

Title VII bilingual education projects are designed to address the same general curriculum requirements and performance expectations outlined for all students, nationally and locally. However, the mode of delivery concentrates on using explicit, distinctive, and innovative instructional approaches and techniques that build upon the capabilities and strengths of students of limited English proficiency, based on their specific language and culture orientation. These projects provide bilingual instruction, utilizing the native language and cultural background of students to facilitate learning. Curriculum content and classroom activities are integrated and coordinated with both the regular instructional program and the special language and educational services provided by the ESLL program. The Title VII Bilingual Education projects are integral parts of the ESLL program, which is the overall umbrella for educational services to language-minority students in Hawaii. Specifically, Title VII projects aim to achieve three instructional objectives: 1) facilitate the development of English language proficiency, 2) promote academic success in content areas, and 3) foster a positive ethnic self-image and appreciation of other cultures.

Numerous promising practices have been produced through these bilingual education projects. They have been found by external evaluators to be effective in achieving their objectives:

Bilingual/ESL instructional materials, which were innovative because they involved including students’ native languages, literature, artifacts, and cultural activities to enhance student learning (see Appendix A for a list of materials available);
Parent involvement materials for groups of parents who otherwise would have been disenfranchised– Project A‘O Like developed a manual on cultural strategies for Filipino, Samoan, Korean, Japanese, and Vietnamese parents; Project Holopono developed “Holumua,” a training module for parents; and School/Home Partnership in Bilingual/Multicultural Education in Early Learning translated English books and a book on stages of child development in the Ilokano, Samoan, and Tongan languages;
Training materials and modules for bilingual/ESL staff, regular teachers, and state/district/school administrators on instructional delivery models that include team teaching/intervention, learning and newcomer centers, Sheltered English instruction, cooperative learning structures, and use of culturebound learning styles;
Cross-cultural counseling that recognizes and affirms the value of and respect for cultural diversity (for example, Project Holopono, Project Ha‘aheo, Intermediate Grades Bilingual Instruction for Limited English Proficient Students, Project ACCESS, Project Anuenue, and Project Kilohana);
Multicultural awareness activities/modules that promote harmony and appreciation of one’s culture and the cultures of others;
Evaluation designs with modified assessment instruments, which contribute to the state’s assessment and evaluation (Hawaii Bilingual/Bicultural Education Project developed reading and mathematics assessment instruments for Ilokano, Samoan, Hawaiian, and Korean students, and translated a self appraisal inventory into Ilokano, Samoan, and Korean languages; Project Ha‘aheo developed a student attitude survey–a measure of positive ethnic identity and attitude; most of the projects administered pre- and post-tests that measure growth or loss of positive self-concept and ethnic concept);
Parent involvement strategies/models that include school-home assistant positions (Hawaii Bilingual/Bicultural Education Project);
Preschool and early childhood education models and strategies that prepare students and contribute to their early readiness for school by providing them with a literacy-rich learning environment and that involves parents more visibly and meaningfully at school (School/Home Partnership in Bilingual/Multicultural Education in Early Learning; Parents as Partners in Bilingual Education; Project Keiki, an enhancement project at Princess Nahienaena School in the Maui District; Project Malama O Keiki O Lana‘i);
Alternative instructional programs and strategies–Sheltered English instruction, cooperative learning, instructional program for Hawaii Creole English (pidgin) speakers–that are capable of serving limited English proficient students in the absence of bilingual instruction (Project Akamai; Project PASS; Project Keiki; Math and Science Plus);
In-service training courses and workshops in bilingual/multicultural education and English as a Second Language (ESL) open to all teachers;
Action research studies in the education of under-served language-minority populations, such as teacher-student interaction patterns in bilingual and mainstream classes (Ongteco, 1991) and coping behavior patterns of students of limited English proficiency in the classroom (Pablo, 1980).

Hawaii Title VII Bilingual Education Projects, 1975-2000
Since 1975, 35 separate projects that provide direct services have been developed, implemented for a period of one to five years, and disseminated. Statewide, an estimated $32 million of federal funds have been spent to serve an estimated 20,000 limited English proficient (LEP) students, and about 40% of non-LEP students have benefited from the projects through project staff, trained mainstream teachers, and parents who are more involved.

In addition, over the years, these various Title VII bilingual education projects have built the capacity of the state to provide quality education to students of limited English proficiency. Every year, an average of 500 project staff, mainstream teachers, and school and district administrators have been trained through workshops, credit courses, or on-site, school-based technical assistance. A total of 20 courses have been offered in bilingual/multicultural education and ESL, with an average of 10 courses being offered each year. Most of these courses have been for mainstream teachers who must complete a minimum of six university credits (Identification, Assessment, and Programming System, 1981).

ESEA Title VII regulations require projects to have a parent involvement component. Parents of LEP students are involved through: (1) information exchange in a language they understand; (2) hands-on activities where they serve as resources both inside and outside the classroom; and (3) advisory roles, where they serve as cultural leaders. Through the efforts of bilingual project staff, parent participation and involvement has increased steadily. Title VII projects have involved parents in the activities of preschool-age children, as well as in adult or basic literacy classes. Annually, Title VII projects have reached out to an average of 800 parents and guardians of students with limited English proficiency.

Bilingual/ESL/multicultural instructional materials, training, and parent involvement materials developed both in draft and final form include 135 titles. Of these, 31 titles have been revised and reviewed by the Hawaii State Department of Education Communications Branch and approved for publication and dissemination. Most of the instructional materials (language arts, mathematics, science, social studies, cultural readers) are in English and Ilokano, Samoan, Tagalog, Chinese, Korean, Hawaiian, Japanese, Tongan, and Vietnamese (Office of Instructional Services, 1990).

These materials have been distributed statewide and are used by teachers to supplement the regular texts in classrooms. They have been disseminated on a limited basis to Pacific Rim countries, the continental US, and Canada.

Lessons Learned
Hawaii’s extensive experience in implementing Title VII bilingual education projects has taught practitioners a great deal about the promises and pitfalls of bilingual education as a delivery system, as outlined here and in the PREL briefing paper Title VII Bilingual Education in Hawaii: Lessons Learned (Pablo, Ongteco, & Koki, 1999).

Successful and effective projects have depended on the following critical elements:

Strong commitment and support at all levels of the system;
The administrator’s belief and mission to provide equal access to second-language learners, their parents, and their teachers;
Good working relationship between regular classroom and bilingual resource personnel;

Competent staff members (educational officers, educational assistants, field demonstrators, part-time temporary teachers, and resource teachers with bilingual capabilities or ESLL training) who are dedicated, caring, and able to work well with other school personnel;

Support of related programs, projects, and community agencies, and efficient coordination or integration of available resources to serve the ESLL population;

A structured, systematic, and comprehensive staff development plan and program (including both pre-service and in-service training) for project staff and other interested teachers;

Full-time staffing whenever possible;

Curriculum and strategies that address needs and prior knowledge and incorporate the language, content, and culture of ESLL students.

Parental and community involvement is a constant challenge, but language-minority parents can be involved at all levels of participation in school affairs, given the appropriate opportunities, support, and commitment from school administration and staff.
Funding for at least five years is necessary, in order to build commitment and capacity for schools and districts to continue providing educational services to students of limited English proficiency without reliance on federal dollars.

See Appendix B for a descriptive summary of each Hawaii project and Appendix C for the chronology of Title VII bilingual education projects in Hawai‘i from 1975 through 2000.

The Future of Hawaii’s Title VII Bilingual Education Projects
Bilingual education in Hawaii has survived for almost a quarter of a century. It is a federal program whose lifetime is surpassed only by Title I. Due to the Hawaii State Department of Education’s effort and success in obtaining resources from the Title VII Bilingual Education Program, Title VII projects have continued to supplement the state ESLL Program for the last 25 years. The Office of Bilingual Education and Minority Languages Affairs (OBEMLA), U.S. Department of Education, recognizes Hawaii’s commitment to providing appropriate and adequate educational services to approximately 13,000 LEPS (IAPS, 1999). Federally funded bilingual education grants and resources have provided the state with almost $32 million since 1974, including joint applications. Title VII, along with other federal projects under the Improving America’s Schools Act, will be reauthorized in 1999-2000. The need for bilingual education and teacher training in this area is still considered to be vital. Due to the changing demographics of the U.S. population, federal support for immigrants and/or speakers of languages other than English should be available in spite of the controversy regarding bilingual education.

It is expected that bilingual education projects will be available in Hawaii beyond the year 2002, unless the state does not seek federal Title VII funds or obtain other sources of funding. Hawaii has a greater need for bilingual education than do most other states in the nation: From 1990 to 1997, Hawaii has seen a 40% growth rate in its LEP population, making it one of the states with the fastest-growing rates. In 1998-99, Hawaii had 7.0% LEP students, and it is predicted that by the year 2001, the number of language-minority students in Hawaii will have increased considerably.

The issue remains: How can 3.5 million LEP students nationwide attain the high-quality content and performance standards expected of all students?

The answer for Hawaii, as stated in the Hawaii SEA Bilingual Education Coordination Project vision statement, has been “to provide equal access to education and equity for linguistically and culturally diverse students by institutionalizing bilingual/multicultural education in the State, thus achieving bi-literacy for all students.”

The goal of institutionalization of bilingual education can only be met after schools and the community recognize that bilingual education is good for all students, not just students of limited English proficiency. In Hawaii, efforts focus on equitable education for all children and defend their right to such education. The “whole village”–nationally, statewide, and locally–must unite as one in order to ensure that language-minority children are not excluded from the opportunity to pursue equity and excellence in our public schools.

References

Crawford, J. (1997). Best evidence: Research foundations of the bilingual education act. Washington, D.C.: National Clearinghouse for Bilingual Education. [Online]. Available: http:www.ncbe.gwu.edu/ncbepubs/reports/bestevidence/index.htm [1998, November].

Identification, Assessment, and Programming System (IAPS). (1981). IAPS minimum requirement agreement with the Office of Civil Rights. Honolulu, HI: Hawaii State Department of Education.

Office of Instructional Services. (1985). Report on an assessment of bilingual education in Hawaii. Honolulu, HI: Hawaii State Department of Education.

Office of Instructional Services. (1990). Status report on materials development adapted by Title VII. Honolulu, HI: Hawaii State Department of Education.

Ongteco, B. (1991). Teacher/student interaction patterns in bilingual and mainstream classrooms. NABE Journal, 14(1-3), 129-144.

Pablo, J. (1980). Coping behavior patterns of students of limited English proficiency in the classroom. Unpublished master’s thesis, University of Hawaii College of Education, Honolulu, HI.

Pablo, J., Ongteco, B., & Koki, S. (1999). Title VII bilingual education in Hawaii: Lessons learned. Honolulu, HI: Pacific Resources for Education and Learning.

Pablo, J. (1992). The future of bilingual education projects in Hawaii. Office of Accountability and Instructional Support. Honolulu, HI: Hawaii State Department of Education.

APPENDIX A

Hawaii State Department of Education Title VII Project-Developed Materials in Bilingual/Multicultural Education

To obtain any of these resources, please contact PREL’s Production and Distribution department.

Teacher Resource Materials

Bilingual Rap Sessions: Group Counseling Strategy for Language Minority Students
These materials provide an opportunity for students to meet in a group with a bilingual facilitator, hear each other’s stories, and encourage, support, and learn from each other.

Content Area Instructional Strategies for Students of Limited English Proficiency in Secondary Schools: A Sheltered Approach
This handbook for sheltered instruction includes sections on: a theoretical rationale for the Sheltered Approach and a listing of cooperative instruction behaviors; the critical elements of the Sheltered Approach and the components for a program design; and a brief presentation of lesson preparation and classroom management for sheltered instruction. It includes sample lessons in social studies, science, mathematics, and literature.

Cross-Cultural Resource for Classroom Use
This is a cross-cultural resource book to facilitate English language development and acquisition. Foundation Program Objectives II, III, and VII are emphasized, with social studies as the major content area.

HSTEC Preparation the Fun Way
This is a series of activities designed to introduce grades 7-8 ESL students to the 15 Essential Competencies and prepare them to take the Hawaii State Test of Essential Competencies. It includes hands-on activities and games focusing on basic and life skills.

A Handbook of Expressions in English and (...)
This handbook contains a compilation of useful words and phrases in the classroom. Available in Hawaiian, Ilokano, Korean, Samoan, Tagalog (Pilipino), and Tongan.

I Get Ready
A Language Arts Readiness Resource Book, it contains a wide variety of language arts skill lessons for beginning reading. Available in Hawaiian, Ilokano, Japanese, Korean, Samoan, Tagalog (Pilipino), Tongan, and Vietnamese.

Oral Communication Strategies
This handbook assists teachers in appreciating Hawaii Creole English and understanding its role in developing and enhancing standard English.

Picture/Word Cards and Teacher’s Manual
This vocabulary and language skills development kit contains 152 flash cards with pictures of common nouns. The Teacher’s Manual recommends activities in each of the following languages: Chinese, Hawaiian, Ilokano, Japanese, Korean, Samoan, Tagalog (Pilipino), and Tongan.

Resource Book for Teachers
This compilation of integrated language arts and cultural studies materials and activities is designed for use with grades K-6. It contains vocabulary, rhymes, customs and holidays, handicrafts, stories, legends, games and dances, foods, and information regarding working styles. Available in Ilokano, Japanese, Korean, and Samoan.

A Resource Unit on the Philippines
This is a resource unit on Philippine history and culture. Included are topics on Philippine geography, government, educational system, and social life, and about Filipinos in Hawaii.

Song Books (for grades K-6)
Titles and languages available:

A Collection of Favorite Phillipine Folk Songs

A Book of Songs in Ilokano

Pese Samoa–Samoan Songs for Children

Korean Songs for Young Children

Japanese Children’s Songs

Teacher’s Guide to Developing Essential Competencies for Language Minority Students
The manual outlines suggestions and strategies in developing the 15 Essential Competencies. It includes student booklets presented in comic-book format, focusing on problem solving skills.

I Wish My Stomach Had a Brain

Lito, Sick Again?

Mrs. Domingo’s Lesson on Prescribed Drugs

This Book Is About What?

So Now, What Am I Supposed To Do?

What, Auntie, Still Studying?

Student Materials

Cultural Readers–a series of reading materials with cultural emphasis ranging in difficulty from Level A (easy) to Level F (difficult) reading levels. They contain both English and other language versions of the story, as well as activities in comprehension and other language arts skills.

Language: HAWAIIAN
Feast of Pi, Level E
Planting Taro, Level E

Language: ILOKANO
Filipino Stories of Long Ago, Level F
Planting Rice, Level D
Selected Riddles, Level D
Stories to Read, Level C
Stories to Tell, Level C
Stories to Tell & Write, Level D
Wrinkled Pinakbet, Level B

Language: SAMOAN
The Four Fa‘ivae Sisters, Level E

Language: KOREAN
Daniel Goes to Korea, Level D
Old Tales from Korea, Level E
Tales of Korean Heroes, Level F

APPENDIX B

Promising Practices in Bilingual Education

From 1978 to the present, Hawaii’s SEA Grant (State Educational Agency Bilingual Education Coordination Project) has provided the overall coordination of Title VII IASA bilingual education projects and statewide technical assistance. The project aims to ensure equity and excellence for linguistically and culturally diverse students. Project objectives are to:

Assist local educational agencies or districts in the state with program design, capacity building, assessment of student performance, and program evaluation.

Collect data on the state’s limited English proficient populations and the educational programs and services available to such populations.

Target groups are state/district bilingual education projects and school projects serving limited English proficient students who are speakers of languages other than English (Hawaiian, Hawaii Creole English, Ilokano, Korean, Marshallese, Samoan, Spanish, Tagalog, Tongan, Vietnamese, and others). The number of schools served ranges from 5 to 47.

Each of the following projects has been externally evaluated and found to be successful in meeting its objectives. Evaluation was based on test results, observation, student self-assessment, and interview with teachers, students, and parents. A summary of each Hawai‘i project follows.

Hawaii Bilingual/Bicultural Education Project (HBBEP)
Project A‘O Like (“Learning to Do Together”)
The Consolidated Bilingual/Multicultural Education Project
Honolulu District SLEP Learning Center
Project Ha‘aheo (“Pride”)
Hawaii Bilingual/Multicultural Basic Secondary Project
Project Holopono (“Success”)
School/Home Partnership in Bilingual/Multicultural Education in Early Learning
Project EXIT (English and Cross-Cultural Improvement in Testing)
Bilingual Education for Students with Exceptional Needs
Intermediate Grades Bilingual Instruction and Counseling for Limited English Proficient Students
Parents as Partners in Bilingual Early Education
Project BIBS (Bilingual Intensive Basic Skills)
Project BESTT (Bilingual Education Skills Training and Testing)
Project PASS (Providing Assistance for Student Success)
Project Akamai (“Smart”)
Project Keiki (“Child”)
Project ACCESS (Assistance in Cross-Cultural and Career Education for School Success)
Project Anuenue (“Rainbow”)
‘Ohana (“Family”) Enrichment Literacy Students and Parents Education Partnership Program
Project Mathematics and Science Plus
Project I Mua (“Onward”)
Project BEAMS (Bilingual Education Assistance in Mathematics and Science)
Project Keiki (“Child”)
Niihau School of Kekaha ‘Kula Niihau O Kekaha
Project Menehune (“Little Helper”)
Project Kilohana (“Excellent”)
Project Malama O Keiki O Lanai (“Care for the Children of Lanai”)

Each of the following projects is currently underway. Evaluation results will not be available until the completion of the funding cycle.

Project Ho‘olokahi (“To Bring About Unity”)
Project Laulima (“Cooperation”)
Project Malihini (“Newcomer”)
Enhancing Model Hawaiian Schools
Minnato Isshoni Nihongo Dekiru: All Can Learn Japanese Together (Project MIND)

ABOUT THE AUTHORS

Josephine Dicsen Pablo was one of the first bilingual education assistants for the initial demonstration project in 1975. She became a field demonstrator in 1977, and is the State Educational Specialist who has served as the SEA Bilingual Education Coordinator since 1978.

Belen C. Ongteco, Ed.D., was a State Educational Specialist for bilingual education with the Hawaii State Department of Education. She served as Bilingual Education Project Director from 1975-1994. She is currently an Equity Associate with the Northwest Regional Educational Laboratory (NWREL).

Stan Koki, a former Hawaii State Department of Education Specialist, assisted in the development of Title VII bilingual education projects through grant writing, training, materials development review, and program evaluation. He is a program specialist at Pacific Resources for Education and Learning.

This product was funded by the Office of Educational Research and Improvement (OERI), U.S. Department of Education, under the Regional Educational Laboratory program, contract number RJ96006601 (CFDA 84.RD). The content does not necessarily reflect the views of OERI, the Department, or any other agency of the U.S. government.