(1987). Promoting Local Adoption of Bilingual Vocational Training Models. Regional Meetings (New York City, New York, January 26-28, 1987; Oakland, California, February 9-11, 1987; Houston, Texas, February 23-25, 1987). This guidebook is designed as a workbook and resource for workshop participants at regional meetings on bilingual vocational training (BVT). Since the book was intended to be introduced as parts of lecture, discussions, or participatory exercises in the workshops, not all is necessarily self-explanatory. The book treats only selected topics in BVT, including overview of BVT, assessing the job market, assessing students, BVT networks, BVT materials, private sector linkages, vocational/language coordination, funding sources, and action planning/proposal writing. Topics are treated through one or more of the following: brief narrative descriptions of concepts, research findings, or program development steps; resource materials or people available; learning and discussion worksheets; and supplementary articles. The final section includes two bibliographies. The annotated bibliography contains abstracts of selected documents of interest to BVT practitioners. The master bibliography lists… [PDF]

Seidner, Stanley S. (1982). Language Assessment Practices and Policies at Colleges and Universities: Final Report of a National Survey of Bilingual Teacher Training Programs. There exists a need to explore issues regarding entry/exit level criteria and assessment practices in bilingual teacher training programs. Among the few studies on this topic, one is summarized here. Relevant data are analyzed and summarized and models for assessment are presented. A survey of 127 items was mailed to 93 randomly selected teacher training institutions in the United States. The categories analyzed in this report are the languages assessed, who makes the decision, who conducts the assessment, the preference for assessment instrument, the relationship of language remediation opportunities to language utilization, and the academic and experiential background of sampled programs. One noticeable result of this survey and of others is that the program director often makes decisions that are based on a criterion-referenced test. Further, there is little involvement of public school personnel in assessment procedures. Three models are offered that reflect observations made by…

Atkinson, Donald R. (1979). Design, Development, and Evaluation of Career Education Materials for Adult Farmworkers with Limited English-Speaking Ability Who Return to Formal Education. Final Report, Volume II – Curriculum Guide and Career Education Manual, Part I. This document contains the curriculum guide and the first seven monographs of the career education manual which was developed to assist the instructor in presenting a career-awareness course to adult, limited-English-speaking farmworkers. (The last nine monographs of the career education manual are found in CE 024 590.) The curriculum guide is divided into three sections. The first section is composed of four introductory units designed to enhance student self-awareness; the second section is composed of fifteen career cluster units intended to acquaint the student with information about career areas. Unit objectives, content information, and motivational exercises are included with each unit. The third section includes instructor notes keyed to each unit. The career education manual contains career monographs written at the 5th-grade reading level in both English and Spanish to facilitate comprehension for persons with limited reading ability. The seven monographs included in this…

Thuy, Vuong G. (1980). The Needs and Expectations of the Indochinese in America. Since 1975, 300,000 Indochinese refugees have come to the United States. They continue to arrive at the rate of 14,000 per month. Although the efforts of the American government and people were laudable at the outset of Indochinese resettlement, the refugees have not been able to acculturate and become an integral part of American society. They have met with alienation and hostility and have, in self-defense, withdrawn into their ethnic enclave. Culture shock has taken a tremendous psychological toll on the refugees. Refugees have not been given equal opportunities for employment. Government funded Indochinese programs have in effect excluded Indochinese from obtaining positions in the higher echelon. Bilingual Indochinese educational programs have been sorely lacking in materials and personnel. The establishment of organizations to plan and implement assistance programs with Indochinese leadership and participation, a national policy that reflects the needs of the refugees,…

Nazzaro, Jean N., Ed. (1981). Culturally Diverse Exceptional Children in School. Five author contributed papers focus on helping teachers work more effectively with culturally diverse handicapped or gifted children and their parents. The first chapter, "Understanding Where the Students Are Coming From" by J. Nazzaro and M. Portuondo considers the need to develop a multicultural perception, barriers to parent involvement in the schools, and suggestions for facilitating parent involvement. "Special Problems of Exceptional Minority Children" (J. Nazzaro) looks at Asian Americans, Black Americans, Hispanic Americans, and Native Americans in terms of identification of exceptionality, special problems, and values and learning style. This chapter includes a table for each minority group in which relevant characteristics of specific conditions are related to characteristics of a culture and the possible implications. A. Ortiz considers "Development and Implementation of IEP's for Exceptional Bilingual Children" in a chapter which includes… [PDF]

(1980). Bilingual Word Processing Curriculum Development Project. Final Report, November 1, 1979, to July 30, 1980. Proyecto de Desarollo Curricular en el Procesamiento de Comunicacion Escrita Bilingue. A project proposed to demonstrate that quality bilingual (Spanish/English) curriculum materials for word processing could be developed. There were six different, yet interrelated elements or stages in this curriculum effort: (1) identification of competencies and materials; (2) translation, adaptation, and development of materials; (3) articulation; (4) application and evaluation; (5) analysis of outcomes; and (6) evaluation of overall effort. The staff of two bilingual curriculum specialists, one coordinator, two consultants, and project director researched, identified, translated, adapted, and developed two bilingual training manuals. They were a student's manual and a teacher's manual. Incorporating the parallel use of English and Spanish throughout the theory review and practice exercises, these products were designed primarily for students who are enrolled in a word processing course utilizing CRT text-editing equipment. Field testing and evaluation of materials were planned…

Chesterfield, Ray; Goncalves, Jose (1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Field Supervisor Observations and Quality Control of Ethnographic Data. This part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates 1979), provides a description of the procedures followed to ensure and maintain the quality of ethnographic data over time. Data collection procedures, including ethnographic notes, time and event samples, implementation forms, phone call updates and data analysis are discussed. Data quality control procedures such as field manual development, monitoring field notes, providing feedback to researchers, central processing, parallel observation, mid year reviews and final reviews are described. A brief description of the data collection plan and the rationale for the plan are also provided. The preliminary field manual, field note rating and implementation forms are appended. (Author/RH)…

(1977). SLATE (Support for Learning and Teaching of English). Volume 2. These newsletters, produced during the second year of activity of a standing committee of the National Council of Teachers of English, focus on standardized testing as it affects the teaching of English. The first newsletter describes committee activities and priorities and includes a bibliography of information on tests and evaluation. The other seven deal in turn with specific issues: minimal competencies and measures of competence, how to interpret standardized test results, phonics instruction, competency testing and bilingual/bicultural students, implications of the national Assessment of Educational Progress, strategies of response to the minimum competency movement, and implications of the Scholastic Aptitude Test score-decline report. (AA) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation)…. [PDF]

Cillizza, Joseph; Devine, John M. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.10; Developing Reading Study Skill in Grade K-6. Teacher Corps Bilingual Project. This teaching module concerns acquisition of reading-study (i.e., work-type reading) skills in grades K-6. Such skills include locating information, evaluating material, organizing and summarizing data, returning essentials of what is read, and flexibility (adjusting rate to purpose). Upon completion of this module, participants should be able to (a) successfully answer the questions which follow a selected article in order to demonstrate their application of study skills, and (b) successfully identify study skills necessary for completing the above activity. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]

Dube, Normand (1972). Mon pays: Frenchville-St. Agathe (My Land: Frenchville-St. Agathe). This elementary French textbook was designed for use in Frenchville and St.-Agathe, Maine, bilingual programs. It contains several reading selections, arithmetic and social studies lessons, and the words and music for three short songs. Every lesson is illustrated, and several exercises that provide space for the students' written responses are included. (PMP)… [PDF]

DeValle, Denise Marie, Ed. (1973). ERIC/CRESS News Letter, Volume 8, Nos. 1, 2, & 3, 1973. The \ERIC/CRESS News Letter\ disseminates current information pertaining to ERIC/CRESS (Educational Research Information Center/Clearinghouse on Rural Education and Small Schools) scope areas–American Indian, Mexican American, migrant, outdoor, and rural education and small schools. Three issues of the newsletter published during 1973 are compiled in this publication. Articles in the first issue are: \The Hispano and New Mexico Education\; \A Cultural Research and Information Center\; \Teacher Guide Book to Aid Navajo Language Instruction\; and \Issues in Rural Education: Innovation\. Among the articles in the second issue are: \Issues in Rural Education: Student Needs\; \Directory of Computer-Readable Data Bases\; \Teaching Spanish Is Unharmful to English Mastery\; and\Computer Bibliography Service\. \The Sixteen-Point Program\, included in the third issue gives each point and the most recent action taken on each point. Also included is \Issues in Rural Education: Student… [PDF]

Addy, Polly; Norris, Mike (1973). Organizing for Prescriptive Teaching: An Instructional Management System for Teaching All Children; Walden Middle School, 1972-73. Research and Development Report, Volume 7, Number 9, September 1973. The Atlanta public schools, Federal and state assistance, and community services provided the following resources for Walden School's instructional program: The Instructional Assistance Program provided a team comprising a lead teacher, a language arts teacher, a social studies teacher, a foreign language teacher, a mathematics teacher, a science teacher, a media specialist, a Spanish speaking assistant teacher and a typist working under the leadership of the Coordinator of Foreign Languages to develop a perfect multi-media learning activity packets designed around a core curriculum. A Dynamics and Influences of Culture and Environment Program was funded by the Instructional Assistance Program for the second year. The Spanish speaking assistant teacher was a participant in the Career Opportunities Program. Through the Title I Program, funded under the 1965 Elementary Secondary Education Act, a lead teacher, a reading teacher, and six instructional aides worked with first through… [PDF]

Saville-Troike, Muriel (1978). The Education of Immigrant Children. TESL Talk, 9, 2, 3-10, Spr 78. The complexity of the factors that influence the education of immigrant children are discussed, along with some of the ways in which to respond to the diversity of needs, attitudes, and circumstances with the resources of programs and practices in English as a second language. (Author/HP)…

Nashif, Rawdah, Z.; Za'Rour, George I. (1977). Attitudes towards the Language of Science Teaching at the Secondary Level in Jordan. Linguistics, 198, 109-18, Oct 77. This study identifies preferences regarding the medium of instruction (mother tongue/second language) in science in the secondary schools of Amman and Irbid in Jordan. It attempts to identify the preferred language of instruction in science for secondary students, secondary science teachers, and first-year university students. (Author/HP)…

Churchill, Stacy (1976). National Linguistic Minorities: The Franco-Ontarian Educational Renaissance. Prospects: Quarterly Review of Education, 6, 3, 439-49, 76. Reviews the educational problems of the French-speaking minority in Ontario, Canada, and illustrates the role that education can play in maintaining and enhancing the culture of a small linguistic minority. (Author)…

Lynn, Karen (1993). Teacher Use of Turkish Art To Motivate and Enlighten Elementary Level Students in Social Studies Reading and Research. This activity is designed for use in connection with the study of Turkish history by elementary school students. The activity utilizes Turkish art to stimulate students to create their own written interpretations of history. The particular work of art studied is "Miniature with a Cat Design," from the collection of the Topkapi Museum in Istanbul. These materials include information about the activity for teachers, goals and objectives, general overview and procedures, as well as an example of a student-created work (third-grade level). (DB)… [PDF]

Zhu, Wei (1991). A Chinese Teacher's Efforts To Promote Cross-Cultural Communication. Differences in the ways in which instruction is presented in United States and Chinese classrooms underscores the need for cross-cultural communication, particularly when a teacher from one culture is working in the other. Promoting cross-cultural communication in the classroom contributes to global efforts to achieve greater understanding among people from diverse cultural backgrounds. In working toward such a goal, a Chinese-educated teacher shares with her students in Freshman Composition the experience of being educated in China and explains the Chinese educational philosophy. Departing from the authoritarian Chinese model of teaching, she invites students to take a more active role in class and discuss education. Foreign students are invited to contribute to class input by making presentations about their cultures. The teacher assigns readings on culture-related topics by authors from different cultural backgrounds. Students are encouraged to ask each other questions about…

Eminov, Ali (1989). The Elimination of Turkish Language Instruction in Bulgaria. The goals of language policies in Marxist-Leninist states tend to be applied in three stages: (1) pluralism, (2) bilingualism, and (3) monolingualism. The language policies in Bulgaria, particularly as applied to the Turkish minority, fit this pattern. A pluralistic language and education tradition in Bulgaria, inherited from the Ottoman Empire, lasted until World War II. Turks and other national minorities were given rights to control their own schools and use their own language. Turkish schools in Bulgaria were important in maintaining language, religion and ethnic identity among Turks. Political changes in the 1920s and 1930s caused many of these schools to be closed, so that by the end of World War II their number had been reduced by 75 percent. After Communist Party consolidation of power in post-war Bulgaria, schools were nationalized, and the government worked for the assimilation of all minority groups into mainstream Bulgarian culture. From 1946 to about 1960, policies… [PDF]

Thomas, Paul F. (1987). Understanding Culture and Place. Horizon, v25 n2 p25-39 Win. Human beings are shaped by their cultural and natural environment, yet there is no systematic in-depth inquiry into world cultures at any given level in the social studies grade spectrum. This article attempts to collect and collate the scattered notions about different cultures and places to which students are exposed from about grade 6 onward with a view to providing textual reference material that will be useful to students and teachers alike. A cultural region is primarily created by humans as they meet human needs. Cultural landscape is defined from the standpoint of human impact on the environment and is not independent of the natural environment; rather, it reflects ways in which a group of people choose to use the natural environment. Different environments offer different ranges of use possibilities for sustaining life. Humans' use of the environment usually requires the use of tools or technology. Social organization occurs so people can manage the environment, and exist…

(1987). Teaching Nonwestern Studies: A Handbook of Methods and Materials. Methods and techniques developed by teachers in the classroom and designed to involve students in a variety of learning activities to enhance their perception and understanding of a global world are the focus of this handbook. The activities described are designed to promote group discussion and to provide the stimulation for a greater variety of learning methods that place emphasis on the relationship between the content of the materials and the teaching process. The handbook is divided into four sections, each of which presents an overview of various approaches to teaching about the non-Western world. Examples of non-Western studies programs are provided, as well as a list of the major resources available for non-Western studies and a review of some of the major curriculum projects available in non-Western studies. Methods suggested for teaching non-Western studies include the use of: (1) content analysis; (2) critical incidents; (3) case studies; (4) situational exercises; (5)…

(1986). Project BETA, 1984-1985. OEA Evaluation Report. Project BETA is a multi-site program serving 224 recent immigrants in ninth through twelfth grade. Originally intended as an enrichment program for gifted and talented students with limited English proficiency (LEP), in practice, the program is open to all LEP students in three targeted languages: Korean, Vietnamese, and Haitian Creole/French. The project is part of the attempt to facilitate social and academic mainstreaming of LEP students by instilling in them a sense of pride in their native cultures through exposure to their histories, arts, and formal study of native languages. Increased parental involvement, and staff and curriculum development were secondary goals. Several changes have occurred since the program was proposed because only partial Title VII funding was available for both the resource teacher positions and the project director, and because lower than expected enrollment made most native language content-area classes impractical. Program objectives were assessed…

Sebes, Joseph S. (1980). The Role of Inner Asia in Early Russo-Chinese Relations: Teaching Aids for the Study of Inner Asia, No. 8. Teaching about Inner Asia in the context of today's world can be accomplished by presenting the historical relations among China, Russia, and Inner Asia. Present day China-Russia policies and relations date back to earlier unequal treaties forced upon China by the West. China has historically attempted to maintain an isolationist position against constant invasions, many from the northern Mongols who were able to succeed in ruling the Chinese people for over 700 years. The Great Wall of China was constructed to protect the Chinese people from invasions by the northern barbarians. China's policy toward this region was characterized by tribute missions. Soldiers and merchants were not esteemed by their society, and Chinese policy was opposite Russia's "war or trade" policy. The first conquest of China was that of Ghengis Khan and his grandson Khubilai Khan in A.D. 1280. After the end of the Khans' reign in A.D. 1370, the Ming Dynasty maintained strong military forces against…

Bush-Bacelis, Jean (1986). Cross-Cultural Training for Business: Current State of the Art and Bibliography. A review of current research and research needs in cross-cultural training for business and a bibliography are presented. Future research should look at the world market that exists beyond traditional countries engaging in international trade. Business opportunities are available elsewhere, but American businessmen are ill-prepared to take advantage of those opportunities. Such research might focus on challenging hypotheses, finding new data sources, or taking an interdisciplinary view of aspects of international management. The methodology of research on business culture should be further developed. The bibliography contains citations of journal and periodical articles, book articles, and books on cross-cultural training for business culled from a database search by computer and library collections. (MSE)… [PDF]

Cohen, Marlene (1984). International Students as Teachers in College Classrooms. Foreign students enrolled in colleges and universities in the United States represent a broad range of cultures and could provide the intercultural experiences and wider world view that American students need. At present, however, interaction between these foreign students and their American classmates is minimal. A survey of foreign student advisors and instructors from 16 community colleges in nine states indicated that food fairs, student fairs, and international student clubs were the primary means of bringing American and international students together. Few academic programs appear to exist where American and international students can meet and exchange ideas, yet the classroom is the best place for a campus to begin to widen its horizons. Courses can be designed to focus on intercultural communication or to take up the minority viewpoint on historical, political or social issues. Foreign students can also be invited to guest lecture in appropriate courses. A sampling of… [PDF]

Agatucci, Cora (1989). Empowering Students through Collaborative Learning Strategies. Collaborative learning strategies can be especially effective in empowering first-year, culturally diverse students to integrate successfully into academic culture. Programs such as San Diego University's Intensive Learning Experience (ILE) link English and study skills instruction to specific general education courses, such as Cultural Geography or History of Western Civilization, creating a supportive learning community that bridges high school and college. Student-centered classrooms, based on cooperation and community through collaborative learning, take the inherent tensions in the academy (tensions between academic and student cultures, between teachers' roles as student advocates/collaborators and as institutional authorities/evaluators, etc.) and make them productive for the student, teacher, and the institution itself. Collaborative learning strategies encourage students to play an active, meaningful role in their education, and present reading and writing as social as well… [PDF]

Gilbert, Janet M. (1981). Justice Around the World: A Student Packet for Secondary Schools. Foreign Area Materials Center Occasional Publication 26. This learning packet contains seven modules designed to teach about human rights around the world. These activities may be integrated into different subjects within the social studies curriculum. For each module, the case studies are drawn from two of the five countries included in the "Handbook on Human Rights and Citizenship." Each module also contains learning objectives, class activities, and student reference materials. The packet is formatted so that student activities may be reproduced for distribution to the class. Module 1 focuses on developing a broader understanding of the definition of human rights through an in-depth examination of the "Universal Declaration of Human Rights." The activities in module 2 are designed to enhance the understanding of justice as it is observed or ignored at individual, institutional, national, and international levels. Activities in module 3 examine the issue of freedom of conscience and expression. The ways that… [PDF]

Leurin, Marcel (1985). Querying the Intercultural Approach. Seminar Held in Brussels, Belgium, September 21-22, 1984. The CDCC's Project No.7: "The Education and Cultural Development of Migrants.". This report summarizes comments of 10 researchers on topics relevant to intercultural education in Western Europe. The two-day seminar was organized by the French Commission for Culture in Brussels, the General Confederation of Teachers, and the Socio-Cultural Centre for Migrants in Brussels to bring research insights to Belgian educators involved on a daily level with high concentrations of foreign pupils. Reasons were given for slow development of intercultural education in Belgium, including opposition to learner-centered instruction, fear of lowered standards, and prejudice toward foreign teachers. Dangers of paternalism and segregation in poorly designed intercultural education were discussed. Migrant education efforts of the Council of Europe's Council for Cultural Cooperation were reviewed. Cultural characteristics of migrant children were explored with an emphasis placed on respecting differences in codes which regulate daily behavior. Psychoanalytic theories concerning…

Russell, Anna Rita (1981). Game for Anything: Multi-Cultural Games and Activities for Children. A collection of Native and newcomer Canadian children's activities and games have been gleaned from various cultural sources for children to benefit from Alberta's diversity of ethnic groups. The handbook forms a framework for the teacher/parent to organize activities for children allowing change and modification if necessary. The first section describes Indian activities such as intertribal gambling games (Bone Dice, Onesteh, Cheekahkwanug), guessing games (Gaquitt), traditional sports (Lacrosse, Papassi Kawan, Snow Snake), potato stamp technique used for decorating basketry, and face painting used during ceremonial dances, battle, and times of mourning. Recipes for Native dishes (Sunflower Seed Cake, Corn Chowder, Yellow Squash Soup) concludes this section. The second section consists of games (La Mora, Shangai, Tag, Quattro Cantoni, and various versions of Hopscotch), recipes (Slemp, Tortelli, Yogurt Torte, Egyptian Halvah, Crackling Bananas), and crafts (kites, origami, weaving,…

Rey von Allmen, Micheline (1982). The Education of Migrant Workers' Children–"The Training of Teachers." Course on the Intercultural Training of Teachers (Lisbon, Portugal, September 21-24, 1981). A course on the intercultural training of teachers, organized by the Portuguese authorities, was a result of a Franco-Portuguese pilot project concerned with the development of intercultural training courses and teaching materials. Purposes of the course were to present the material prepared by the joint Franco-Portuguese team; to test and evaluate it on the basis of the participants' thoughts; and to draw up recommendations concerning the intercultural training of teachers in Europe. Participants were from 14 countries (France, Portugal, Austria, Cyprus, Spain, Denmark, Italy, Norway, Netherlands, Federal Republic of Germany, United Kingdom, Switzerland, Turkey, and Yugoslavia) and 4 governmental and non-governmental organizations. Topics covered in lectures, talks, and discussions in plenary sitting and in working groups were: presentations of the Franco-Portuguese pilot projects; examples of teacher training in Turkey and the Federal Republic of Germany; socio-cultural data…

Martinez, Jesus D.; And Others (1973). Project SUN (Spanish, Ute, Navajo). Education Journal of the Institute for the Development of Indian Law, 2, 2, 14-16, Sep 73. A part of the Southwest Board of Cooperative Services, Project SUN (Spanish, Ute, Navajo) is a multilingual, multicultural program for children in grades K-3. (KM)…