Alanis, Iliana; Munter, Judith; Tinajero, Josefina Villamil (2003). Preventing Reading Failure for English Language Learners: Interventions for Struggling First-Grade L2 Students. NABE Journal of Research and Practice, v1 n1 Win. Describes student outcomes following the first year of implementation of an early reading intervention project designed to improve the first language literacy in first grade English language learners (ELLs). Results indicate steady improvement in reading levels and support providing ELLs with interventions that use an intensive, systematic, culturally-responsive approach to reading instruction. (Author/VWL)…

Hahn, Anna M. (2002). International Education and the Study of Languages. International Schools Journal, v22 n1 p43-53 Nov. Examines the often-cited crucial relationship between international education and the study of languages. Argues for a balanced approach to student identity, rather than privileging native identity over foreign identity. Presents a new version of language placement in the IB Diploma Hexagon, arguing for balance there as well. (Contains 22 references.) (NB)…

Abe, Ezekiel A. (1991). Teaching Reading in the Nigerian Primary School. Reading Horizons, v31 n3 p207-16 Feb. Discusses the different approaches to teaching reading to young Nigerian children. Points out the merits and demerits of the approaches. Alerts readers to the urgent need to open up studies on what is the best approach to teach reading to Nigerian children. (MG)…

Williamson, John (1989). An Extra Radiator? Teachers' Views of Support Teaching and Withdrawal in Developing the English of Bilingual Pupils. Educational Studies, v15 n3 p315-26. Explores the attitudes of British secondary school teachers toward withdrawal and mainstream support as ways of helping bilingual pupils develop competence in English. Suggests that the results allow for envisaging an ideal classroom situation for teaching bilingual pupils. (KO)…

Hornberger, Nancy H. (1989). Continua of Biliteracy. Review of Educational Research, v59 n3 p271-96 Fall. A framework for understanding biliteracy is proposed. It is argued that biliteracy is best understood as a series of interrelated continua defining the contexts, individual development, and media of biliteracy. The nine continua identified are discussed, and their implications for research and teaching are considered. (SLD)…

Yuen, Olive (1989). Bilingual Citizenship Programmes: A Unique Opportunity. TESL Talk, v19 n1 p144-53. Summarizes five case studies in which students were interviewed taking a Canadian citizenship course. The studies focused on why the students attended a bilingual citizenship class. The subjects' responses indicated that bilingual classes were unique and ideal places to prepare not only for citizenship hearings but also for active community participation in Canada. (Author/CB)…

Clarkson, Philip C.; Galbraith, Peter (1992). Bilingualism and Mathematics Learning: Another Perspective. Journal for Research in Mathematics Education, v23 n1 p34-44 Jan. The influence of English, the language used in the schooling of 227 sixth graders from Papua New Guinea, as well as the influence of their native language, Pidgin, were both found to have a significant impact upon their mathematical performance. (41 references) (JJK)…

Siraj-Blatchford, Iram; Troyna, Barry (1993). Providing Support or Denying Access? The Experiences of Students Designated as "ESL" and "SN" in a Multi-ethnic Secondary School. Educational Review, v45 n1 p3-11. Analysis of student records at a British comprehensive school revealed trends in English as a Second Language and special needs designation among white and Asian pupils. Designation and assignment of bilingual students and a rigid system of ability grouping inhibited their progress and denied them equal educational opportunities. (SK)…

Fine, Melinda (1991). Facing History and Ourselves: Portrait of a Classroom. Educational Leadership, v49 n4 p44-49 Dec. An interdisciplinary civic education program, Facing History and Ourselves, teaches history in a way that helps adolescents reflect critically on contemporary social issues. The program focuses on a specific period (the Nazi rise to power and the Holocaust), guiding students between a historical case study and reflection on the causes and consequences of present-day prejudices. (MLH)…

Harris, Kathleen C. (1991). An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students. Teacher Education and Special Education, v14 n1 p25-29 Win. This article defines educational consultation, reviews competencies needed by educational consultants, and specifies competencies essential for educators serving children with special needs from culturally and linguistically diverse backgrounds. Competencies include understanding one's own perspective, effectively using interpersonal and problem-solving skills, understanding the consultant's role, and using appropriate strategies. (Author/PB)…

Bigler, Ellen (1996). Telling Stories: On Ethnicity, Exclusion, and Education in Upstate New York. Anthropology & Education Quarterly, v27 n2 p186-203 Jun. Public debate between Euro-American seniors and minority speakers on the educational needs of the Hispanic-American community in upstate New York is examined. Differing views of group identity emerge, and reasons for the social and educational status of the ethnic minority are presented. Also examined are reasons for conflict over multicultural education. (MMU)…

Cheng, Li-Rong Lilly; Christensen, Kathee M.; Nover, Stephen M. (1998). Development of ASL and English Competence for Learners Who Are Deaf. Topics in Language Disorders, v18 n4 p61-72 Aug. Suggests the need for a new profession called sign pathology to help deaf children who experience difficulty in acquiring a signed language. It offers a framework for the development of professional sign language pathologists, while differentiating between disorders related to signed language acquisition and bilingual language pedagogy for deaf learners. (Author/DB)…

Hudelson, Sarah; Smith, Karen (2001). The NCTE Reading Initiative: Politics, Pedagogy, and Possibilities. Language Arts, v79 n1 p29-37 Sep. Describes how a bilingual school explores an innovative professional development approach that is shaped by teachers' needs and inquiries. Presents an account in process of one school's work with the National Council of Teachers of English Reading Initiative, that organization's first professional development program for elementary teachers. (SG)…

Xu, Hong (1999). Young Chinese ESL Children's Home Literacy Experiences. Reading Horizons, v40 n1 p47-64. Describes home literacy experiences of six Chinese English-as-a-second-language kindergartners. Includes the parents' provision of literate home environments as well as children's functional use of Chinese and English and engagement in Chinese and English literacy activities. Indicates the diverse and cultural nature of the home literacy experiences and the supportive roles of parents and other family members. (SC)…

Manyak, Patrick C. (2006). Fostering Biliteracy in a Monolingual Milieu: Reflections on Two Counter-Hegemonic English Immersion Classes. Journal of Early Childhood Literacy, v6 n3 p241-266. This article presents data from two yearlong ethnographic studies of the biliteracy instruction and development of young Latina/o children in two counter-hegemonic English immersion classes in the English-only milieu established by California's Proposition 227. The author first describes the struggle that the teachers engaged in as they sought to resist the propositions monolingual mandate by affirming and extending their students developing bilingualism and biliteracy. Next, utilizing trenchant examples of the instruction, practices, and products of biliteracy in the classrooms, the article creates an impressionistic portrait of the strategies, possibilities, and limitations of pursuing biliteracy in this monolingual milieu. The author concludes by offering several theoretical and practical reflections on young children's biliteracy development in less-than-ideal political and programmatic settings. (Contains 1 table and 4 figures.)… [Direct]

Carrigan, Tony; Kibblewhite, John (2002). Joining the Canadian Tribe: Building a Pluralistic Community in a B.C. School. Education Canada, v42 n3 p24-27 Sum. Immigrants often comprise most of the student body in urban Canadian schools. An elementary school in suburban Vancouver (British Columbia) provides sheltered classes and bilingual student partners for beginning English language learners. A school-based friendship club fosters intercultural understanding and a welcoming atmosphere for students and parents. A bilingual assistant helps parents and staff understand cultural differences. (TD)…

Henley, Barbara (1990). Unity through Diversity Week: Promoting Diversity and Addressing Racism. NASPA Journal, v27 n4 p313-18 Sum. Discusses the environment for Blacks on predominantly White campuses and describes Unity through Diversity Week, a program designed to promote racial and cultural diversity and to address racism. (Author/TE)…

Rayson, Ann (1994). Post-Colonial Literature and Hawaii: Teaching Ethnic American Literature in a Colony. Studies in American Indian Literatures, v6 n1 p1-10 Spr. A white college professor in Hawaii explains the political and historical issues surrounding her teaching of ethnic American literature amid the Hawaiian activist movement and racial tensions in a multicultural state. Gives examples of the literature taught and classroom experiences. (KS)…

Blankenship, Glen (1994). Social Studies Curriculum Renewal: Internationalizing the Curriculum. Social Studies and the Young Learner, v6 n4 p14-16 Mar-Apr. Contends that existing social studies curricula do not prepare students to deal with rapid advancements in communications, technology, international politics, and the emerging global economy. Emphasizes that social studies curriculum reform must include a global perspective. (CFR)…

Harding, Vincent G. (1994). Healing at the Razor's Edge: Reflections on a History of Multicultural America. Journal of American History, v81 n2 p571-84 Sep. Maintains that, although the United States has always been a multicultural, multiethnic, and multiracial society, there is a need for historians to reflect this social composition in their work. Provides an extensive review of Ronald Takaki's "A Different Mirror" and asserts that it is an essential contribution to this task. (CFR)…

Harry, Beth; And Others (1995). Developing Culturally Inclusive Services for Individuals with Severe Disabilities. Journal of the Association for Persons with Severe Handicaps, v20 n2 p99-109 Sum. This article identifies features of a culturally inclusive approach to assessment, placement, and instruction for students with severe disabilities. Culturally inclusive ways to build relationships with families are suggested, along with a research agenda and multicultural emphasis in personnel preparation programs, with a focus on process rather than cultural content. (Author/SW)…

Hunt, John A.; And Others (1992). Monoculturalism to Multiculturalism: Lessons from Three Public Universities. New Directions for Teaching and Learning, n52 p101-14 Win. Comparison of the experiences of three public universities in the northeast and midwest in changing from monocultural to multicultural campuses suggests intrinsic barriers to change and common elements in organizational and curricular development. Lessons were learned for organizational administration and governance, college environment, and faculty development. (MSE)…

Price, Hugh B. (1992). Multiculturalism: Myths and Realities. Phi Delta Kappan, v74 n3 p208-13 Nov. A disproportionate number of minorities are going backward, losing hope in the American dream. Bemoaning tribalization and multiculturalism does little to eliminate the economic and educational disparities that fuel them. The appropriate antidote for cultural insularity is a culture of inclusiveness infusing every facet of our society. Economic and political inclusion, not assimilation, is this nation's most compelling characteristic. (MLH)…

Miller-Lachmann, Lyn (1994). Bytes and Bias: Eliminating Cultural Stereotypes from Educational Software. School Library Journal, v40 n11 p26-30 Nov. Presents a 10-point checklist for choosing children's educational software that is free of cultural bias. Each point is illustrated with examples drawn from currently available software. A sidebar lists 25 educational software programs in the areas of social studies, ecology, math and logic, and language arts from which examples were drawn. (three references) (KRN)…

Greenberg, Polly (1992). Teaching about Native Americans? or Teaching about People, Including Native Americans? Ideas That Work with Young Children. Young Children, v47 n6 p27-38,79-81 Sep. Presents teachers with guidelines for being sensitive to Native Americans and other people of different cultures and for teaching young children about cultural diversity. Stresses the need for inclusiveness of all cultural groups, especially Native Americans, in the classroom. (BB)…

Idemoto, Aggie (1993). Elementary School Review. Eureka! There's Gold in Thematic Instruction. Social Studies Review, v32 n2 p68-71 Win. Presents Gold Rush Day, an annual eight-week project emphasizing an interdisciplinary approach for fourth graders. Describes the preparation and implementation of the project. Includes a description of interdisciplinary learning achievements. (CFR)…

Garcia, Jesus; Pugh, Sharon L. (1992). Multicultural Trade Books for Adolescents: A Definition and Sampler. Social Education, v56 n5 p303-07 Sep. Describes multicultural trade books for adolescent readers. Defines multiculturalism, diversity, and global dimensions. Discusses four books that address the problems of biculturalism for American Indian youth, interracial dating and marriage, sexual and racial diversity in different occupations, and women's lives in the developing nations. (DK)…

Mullen, Nina A.; Olsen, Laurie (1991). Embracing Diversity: California Teachers Are Finding New Ways to Bridge Cultural Chasms. Equity and Choice, v7 n2-3 p5-17 Spr. Reports interviews with 36 California teachers concerning the challenges of diverse classrooms, teachers' roles, and the move to adopt more global curricula needed for an increasingly international world. Teachers discuss their personal development of cultural awareness, including foreign language learning and participating in workshops on prejudice reduction and intergroup relations. (CJS)…

Shaffer-Nahmias, Susan L. (1990). Native Peoples of the Southwest: Development of a Multicultural Instructional Program. Educational Technology, Research and Development, v38 n3 p69-76. Describes an objective-based curriculum, Native Peoples of the Southwest, that was developed to educate elementary school children about Native American cultures. Program materials are described, including printed materials, slides, audiotapes, overhead transparencies, and artifacts; field testing is reported; and guidelines are offered for instructional programs about nonmainstream cultures. (LRW)…

Pugh, Sharon; And Others (1994). Multicultural Tradebooks in the Social Studies Classroom. Social Studies, v85 n2 p62-65 Mar-Apr. Asserts that, even with the expansion of new electronic media and educational technology, books still represent the widest range of possibilities for providing multiple perspectives on the human experience. Provides a list of 20 books reviewed and recommended in the article. (CFR)…