1. To provide professional development opportunities for prospective and existing Guam DOE teachers, school aides and staff to obtain their education degree and also to be dually certified in ESL and in math, science, language arts/reading, or language/bilingual.
2. To form a Tri-college curriculum Team that will review all courses in the teacher preparation program in order to revise existing or develop new courses that will improve classroom instruction of ELLs to better assist educational personnel working with these children in the Guam DOE.

1. To prepare prospective teachers and existing Department of Education teacher and school aides to secure dual certification in ESL and in either math, science, language/bilingual, or reading. Each academic year, at least 2 courses pertaining to certification in language/bilingual, science, math or reading were revised or developed and offered with at least 20 students successfully completing the class.
2. Each summer session, a special summer institute was implemented on ESL and reading, ESL and math, ESL and science, ESL and language education with at least 200 teachers successfully completing the institute.

The institute, in collaboration with GPSS, has completed several Title VII Bilingual Projects through the Office of English Language Acquisition (formerly the Office of Bilingual Education of Minority Language Affairs, OBEMLA) U.S. Department of Education. Some of the MLI’s other past Title VII Bilingual Education projects are:

1. To develop an upgraded curriculum and instructional program for LOTE students with supplementary after-school sessions designed to give LOTE students opportunities for meeting challenging language arts, science, and math academic standards, and to produce measurable students outcomes.
2. To develop a social and emotional school climate for LOTE students by decreasing the disruption and violence of inter-ethnic conflict, increasing school linked social and career development opportunities for all cultural groups of LOTE students, and enhancing appreciation of the cultures of all students. Providing mainstreamed classroom teachers with in-service training and mentorship with ESL support to learn best practices in successful mathematics teaching for bilingual students.
3. MLI grant staff and LOTE teachers improved and enhanced the continuity of home and school support of high expectations for students academic achievement by organizing and training parents of AJMS LOTE students for involvement in the education of their children. Providing an intensive after school program to give bilingual students an opportunity to use computer-assisted mathematics instruction and hands-on manipulative materials to enrich their regular mathematics program.
4. To implement long and short term training activities for participating LOTE language arts, science, and math teachers on computer-assisted programs, new and innovative instructional methodologies and strategies, as well as in the theoretical foundations of language, first and second language, language arts, science, mathematics content instruction.

Geckos Excel at Challenges and Opportunities (GECO) Futures:

1. To provide an upgraded curriculum and instructional program for LOTE students at GWHS, with supplementary after-school, Saturday and summer sessions, designed to give LEP students opportunities for meeting challenging language arts, science, and math academic standards, and to produce measurable students outcome improvement and increase high school graduation rates.
2. The social and emotional school climate for LEP students was improved by decreasing the disruptions and violence of inter-ethnic conflict, increasing school-linked social and career development opportunities for all cultural groups of LEP students, and enhancing appreciation of the cultures of all students.
3. MLI grant staff and LOTE teachers improved the continuity of home and school support of high expectation for students academic achievement and career preparation by organizing and training families of GW LEP students for involvement in the education and future-oriented opportunities of their children.

Paradisu Family English Literacy Program:

A collaborative arrangement between MLI, GDOE’s Language Other Than English program, and the Chamoru Language program has resulted in effective teaching strategies and higher standard practices to students. Criteria-referenced tests are currently being developed for the Chamoru Language Program, and pilot testing is set to take place.

FSM National Tests – MLI coordinated the development and analysis of the FSM’s National Standardized Tests of language arts, mathematics, and science, awarded by the National FSM government in the realigning of its language arts standards, benchmarks, and test items.

Translation and interpretive services – MLI has provided technical assistance and training to Peace Corps volunteers in Micronesia, and addresses research with indigenous languages in contact with other modern languages, such as Tagalog, Spanish, English, and Japanese.

Palauan and English bilingual development – a major longitudinal study of both languages was completed, resulting in several evaluation studies of language instructional programs.

1. Dozens of students have received educational opportunity, financial support, and research practicum experiences while they study;
2. Hundreds of other students have benefited from the support Micronesian Language Institute has given to regular coursework at UOG by way of guest lectures by Micronesian Language Institute professionals on language research topics; through the research findings of Micronesian Language Institute that are now part of the curriculums of numerous social science and language courses; and through the language assessment services Micronesian Language Institute provides for Master Degree students in the Micronesian Studies Program.
3. Historically important baseline databases on the indigenous languages of Micronesia have been developed, subjected to primary analysis, and preserved for secondary analysis by other language scholars.
4. An impressive roster of academically significant publications and reports have flowed from the research and development activities of Micronesian Language Institute. Some of this research is basic research which has theoretical implications in psychology, linguistics, and sociology. Some of the research is applied research designed to answer practical questions of a social, educational, or psychological nature, or which aid in the development of public language, migration, or social welfare policy. Examples of some of this research are in a later section of the report.
5. A continual stream of grant and contract funding has been generated by Micronesian Language Institute, and at a very modest cost. There is every evidence that prospects for future funding are very good. The cost effectiveness ratio of MLI has always exceeded that of the other UOG research institutes; i.e., Micronesian Language Institute has raised almost as many (and sometimes more) external dollars than it has spent in local appropriations. This is especially significant in view of the important local and regional cultural and social needs that Micronesian Language Institute's work serves.
6. Micronesian Language Institute's contributions to applied research needs in Guam and other parts of Micronesia, as well as its positive Pacific and international reputation respond harmoniously to the University of Guam's mission statement which emphasizes regional and international activity.