(1969). The Language Development Project; A Pilot Study in Language Learning. A New York State Urban Aid Project. End-Year Report, June 30, 1969. The format of this report is similar to that of other reports on The Language Development Project. See AL 002 352 and 354 for descriptions of the project and the format of the reports. [Not available in hard copy due to marginal legibility of the original document.] (DO)… [PDF]

(1970). The Language Development Project; A Pilot Study in Language Learning. A New York State Urban Aid Project. Mid-Year Report, January 31, 1970. This document comprises a report on The Language Development Project during the first half of the 1969-70 school year. It contains sections on the background of the project; its organization, staff training, and activities; materials used in the project; evaluation; and plans for the Spring term. Appended are various schedules for teacher training workshops, visitations, and monthly meetings, agendas for workshops and the Winter Leadership Conference, and several memoranda and forms that were sent out during the Fall term. See related documents AL 002 352 and 353. (DO)… [PDF]

Platero, Dillon (1969). Annual Report of Rough Rock Demonstration School for 1968-69; July 1, 1968 Through June 30, 1969. This narrative report introduces the Rough Rock Demonstration School's background, organization, and setting, which is characterized as a scene for doing what is needed in Indian education. Educational services discussed are preschool services (which include a Head Start class and a kindergarten class), phase one services (for the primary grades), and phase two services (for older students). Dormitory services are discussed in terms of staff, students, activities, and problems of behavior and health. The Navaho Curriculum Center's activities, financed primarily by E.S.E.A. Title I funds, are discussed in terms of a transition period at the beginning of the 1968-69 fiscal year, and of its continuing work, which emphasized the writing of Navaho language books and the use of classroom aides. The Rough Rock Development Project is discussed in terms of its development out of the Community Services Division of the demonstration school. School Board decisions from July, 1968 to June, 1969… [PDF]

Exelrod, Alan B. (1973). Litigating the Rights of the Bilingual School Child to Equal Educational Opportunity. In the Lau vs. Nichols case, a suit was brought by Chinese-speaking students against the San Francisco Unified School District, asking the district to implement programs in Chinese that would permit them to learn English. The basic claim of these non-English-speaking children is that in refusing to meet their learning needs, the district is violating their right to adequate educational opportunity under the equal protection clause of the Constitution. The social, economic, and political discrimination against the Chinese and Mexican-Americans forced them into an isolation that has resulted in large communities of non-English-speaking students in California and the Southwest. Since language is an integral part of the ethnic culture of the students involved, discrimination based on language is one manifestation of discrimination based on national origin. In the Lau case, the Ninth Circuit Court ruled that there could be no state action unless the school district had had a specific… [PDF]

(1973). Indian Education: Steps to Progress in the 70's. The booklet acquaints individuals with the Federal education programs serving American Indian students. Included are brief reports on some of the innovative approaches to education–i.e., individualization and open classrooms–in Bureau of Indian Affairs (BIA) schools. It delineates the broad parameters of the BIA's efforts in school operation, assistance to Indian college students, adult education, and cooperation with public schools enrolling Idian students. It gives information on the important movement of the past few years toward increased Indian participation in their education programs. It is felt that this booklet indicates the determination, on the part of the Indian people, the BIA, President Nixon, Congress, and people of the United States to keep these promises so that the 70's will be a period of educational growth and progress for American Indians. (FF)… [PDF]

(1969). Research: Annotated Bibliography of New Canadian Studies. This annotated bibliography of twenty-one research reports that provide knowledge about various cultures and educational experiences of the major ethnic groups in the Toronto schools is designed to present information for not only special English teachers, but other school personnel as well. The bibliography consists of reports that aim to: 1) describe and compare native Canadian students and immigrants in the Toronto schools; 2) summarize teacher's responses to a questionnaire on suggestions for improving the present system; 3) assess some of the English language skills of a large sampling of students; 4) familiarize teachers with the educational, cultural, historical, and economic backgrounds of Chinese, Italian, and Greek students by describing and listing multi-media packages; 5) provide a "snapshot" of the initial settlement patterns of newcomers to Toronto; 6) determine if immigrant students are less likely to be in a five year academic programme; and, 8) provide… [PDF]

Brunstein, James J., Comp. (1972). The Somerton Story: Part III. A Progress Report on the Somerton Demonstration School for Migrant Child Education. Again, welcome back to the Somerton School District, Somerton, Arizona. Five years have passed since the Somerton Demonstration School for Migrant Child Education was first begun, and it has now reached maturity. Five years have been long enough for Somerton to see that its educational programs for migrant children have attained a new level of maturity. In Parts I and II of "The Somerton Story" (ED 044 187 and ED 044 226), many of the attempts, the achievements, the progress, and the problems were related. This document relates in 3 sections exactly what is the current story of migrant education in Somerton (1971). Discussed in these 3 sections are (1) parent involvement, which has been stressed in Somerton for the past 3 years and is considered a vital link to reaching migrant children, (2) the role of a demonstration school in providing services to other school districts and educators, and (3) 10 new programs in Somerton which are presently in use and show promise of… [PDF]

(1976). I Find Out About Science. Grade 1. This textbook is the first in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools where there are Vietnamese students. The grade one text contains the following chapters: (1) How Man and Animals Live; (2) How Plants Live; (3) Liquids and Solids; (4) The Universe; (5) Seasons; and (6) Time. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…

(1976). I Find Out About Science. Grade 2. This textbook is the second in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools where there are Vietnamese students. The grade two text contains the following chapters: (1) Review Grade 1 Materials; (2) How Plants Grow; (3) How Animals Grow; (4) The Human Body; (5) The Earth in the Universe; (6) Air; (7) Sound; and (8) Water. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…

(1976). I Find Out About Science. Grade 3. This textbook is the third in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools with Vietnamese students. The grade three text contains the following chapters: (1) Review Grade 2 Material; (2) Domesticated and Non-Domesticated Animals; (3) The Main Parts of Plants and Their Functions; (4) The Human Body; (5) Food Preservation; (6) Air; (7) The Universe; and (8) Common Minerals. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…

(1976). I Find Out About Science. Grade 5. This textbook is the fifth in the official series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools with Vietnamese students. The grade five text contains the following chapters: (1) Review Grade 4 Material; (2) The Earth; (3) Levers; (4) Floating Objects; (5) Electircity; (6) Magnets; (7) Electromagnets; (8) Chemicals; and (9) Chemical Products. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…

Gilhool, Tom (1978). PARC, Lau, Rodriguez, and Individualized Education. Cross Reference: A Journal of Public Policy and Multicultural Education, v1 n1 p27-39 Jan-Feb 1978, 78. The values of individualized education have in recent years taken on new strength. The cases and the statutes which have contributed to that increasing strength suggest that it may be possible to realize these values within the public school system itself. (Author/EB)…

Kelly, Peter (1977). Focus on Reading Skills–A Report on the 1977 TESOL Convention. Babel: Journal of the Australian Federation of Modern Language Teachers' Associations, 13, 2, 36-9, Jul 77. A summary of presentations on the teaching of reading skills in English to speakers of other languages. Topics included the focus on different kinds of skills, use of discourse analysis, and reading as realization of an underlying communicative process. (AMH)…

Chan, Donna M. (1986). Curriculum Development for Limited English Proficient Exceptional Chinese Children. Rural Special Education Quarterly, v8 n1 p26-31. Addresses the need for appropriate curricula for Limited English Proficient (LEP) exceptional Chinese children. Discusses immigration history, demographics, legal issues, culture, language, and learning style to provide a context for understanding student needs. (JHZ)…

Curtis, Stuart; Millar, Robin (1988). Language and Conceptual Understanding in Science: A Comparison of English- and Asian-Language-Speaking Children. Research in Science and Technological Education, v6 n1 p61-77. Presents a method for representing students' knowledge about basic scientific concepts by classifying ideas produced in a free-writing task. Implies that those differences which exist can best be attributed to general fluency in the language of instruction rather than factors that are specific to the learning of science. (Author/CW)…

Macias, Reynaldo F. (1985). Language and Ideology in the United States. Social Education, v49 n2 p97-100 Feb. More than 22 million persons in the United States speak a non-English language at home. There is an ideology that associates non-English languages with foreignness, and often with poverty and inferiority. The background for this ideology, how it developed, and whether it is warranted are discussed. (RM)…

Diessner, Rhet; And Others (1985). English Fluency via Computers at Yakima Tribal School. Journal of American Indian Education, v25 n1 p17-24 Oct. A project using Apple IIe processing stations and Apple Writer II software increased written English fluency for Native American students in grades 7-12 at the Yakima Tribal School. Thematic maturity did not increase, and students became reluctant to do handwritten work. (LFL)…

Smolicz, J. J. (1981). Cultural Pluralism and Educational Policy: In Search of Stable Multiculturalism. Australian Journal of Education, v25 n2 p121-45 Aug. The significance of culture and the need to distinguish between cultures that can be transmitted by future generations and cultures that have been reduced through the loss of their core values is emphasized. This concept of ethnic cultures is discussed within the framework of values shared by Australian society. (Author/MLW)…

Lynch, James (1982). Community Relations and Multicultural Education in Australia. Comparative Education, v18 n1 p15-24. It was only in the late 1970s that Australian educationists began to devote particular attention to the development of multicultural education in Australian society. Nonetheless, Australia has made very substantial academic and practical contributions to a field which is of increasing worldwide interest. (BRR)…

Chambers, Joanna F. (1979). Implementing Your Bilingual Program–Who Can Help?. Curriculum Review, v18 n2 p99-103 May. Provides a comprehensive list of bilingual centers across the country that offer aid in curriculum development, materials selection, teacher training, assessment and dissemination, and antidiscrimination guidelines for linguistic minorities. (Editor)…

Collier, Virginia P.; Thomas, Wayne P. (1998). Two Languages Are Better Than One. Educational Leadership, v55 n4 p23-26 Dec-Jan 1997-1998. Instead of viewing English learners as a problem needing remediation, educators should build an enriched bilingual program for all students. In successful two-way programs, both language groups stay together throughout the school day, serving as peer tutors for each other. After five or six years, English learners can demonstrate English and native-language proficiency and outperform monolingual students on academic tests. (13 references) (MLH)…

Leyva, Cynthia Hernandez; MacGillivray, Laurie; Monkman, Karen (2003). Literacy on Three Planes: Infusing Social Justice and Culture into Classroom Instruction. Bilingual Research Journal, v27 n2 p245-58 Sum. Interviews with an urban Los Angeles first-grade teacher and observations of her class illustrate how social and cultural issues are brought into the classroom, creating an environment in which students learn to "read the world," acquiring social and cultural literacy as well as the more commonly perceived personal literacy. When learning is made relevant in this way, student motivation is enhanced. (TD)…

Evans, Charlotte; Zimmer, Kyra (1993). Sign Talk Development Project, Winnipeg, Manitoba. ACEHI Journal, v19 p62-70. This article describes the program of the Sign Talk Children's Centre (Winnipeg, Manitoba, Canada), a bilingual/bicultural day-care program for deaf and hearing children (ages two to five) of deaf and hearing parents. It also describes the program's systematic assessment of children's language delays in both English and American Sign Language. (DB)…

Hindson, Colin E. (1995). Educational Planning in Vanuatu: An Alternative Analysis. Comparative Education, v31 n3 p327-37 Nov. Although formal western-oriented educational planning is the basis of the search for educational direction in South Pacific countries, the planning process has often been subverted by tensions based in local cultural contexts. In Vanuatu, planning has been hindered by political instability and a colonial inheritance of two languages of instruction (English, French) and corresponding educational philosophies. (SV)…

Minicucci, Catherine; And Others (1995). School Reform and Student Diversity. Phi Delta Kappan, v77 n1 p77-80 Sep. Case studies of eight exemplary schools demonstrate that language-minority students can learn the same academic curriculum as native English speakers while pursuing English literacy. Common school characteristics include a schoolwide vision of excellence, creation of a community of learners engaged in active discovery, and well-designed, carefully executed language-development programs. (MLH)…

Taylor, Donald M.; And Others (1993). Education in Aboriginal Communities: Dilemmas around Empowerment. Canadian Journal of Native Education, v20 n1 p176-83. Sudden empowerment of Canadian Aboriginal communities has raised many dilemmas concerning community controlled education, including issues related to educational planning and decision making by inexperienced administrators, focusing educational goals on the community versus mainstream society, discontinuities between community and school culture, language of instruction, creating effective culturally relevant instructional materials, Aboriginal teacher education, and student evaluation. (SV)…

Farmer, Marjorie (1998). Creating Montessori Bilingual Programs. Spotlight: Montessori–Multilingual, Multicultural. Montessori Life, v10 n2 p22-25 Spr. Discusses presentation given by Rigoberta Menchu, 1992 Nobel Peace Prize Laureate, at a meeting with Hispanic child caregivers in California. Discusses family life and childrearing among Guatemala's Mayan people, traditional ceremonies and symbols, becoming a leader, and the Mayan experience of resisting oppression. Discusses implications for Montessori education, educational policy, and obstacles to academic achievement by Hispanic students. (KB)…

Soto, Lourdes Diaz (2001). Childhood Memories. Anthropology & Education Quarterly, v32 n1 p104-12 Mar. Describes how artwork can be a valuable catalyst for discussions in preservice education classes, allowing students to explore how their work as educators relates to their childhood memories and can be shaped by childhood experiences. Examines an art exhibition in which diverse artists depicted autobiographical text in their paintings. Discusses what transpired among college students through their narratives and artwork. (SM)…

Abbate-Vaughn, Jorgelina (2006). Assessing Preservice Teacher Readiness to Teach Urban Students: An Interdisciplinary Endeavor. Online Yearbook of Urban Learning, Teaching, and Research, p27-36. Novice teachers who begin their careers in urban settings abandon teaching at dismal rates. Although teacher education programs make varying efforts to incorporate awareness about the diverse contexts of urban schooling into the preservice teacher curriculum–from the \one course approach\ to whole curriculum imbedded–little is known about the effects of such curricular efforts on teacher retention in urban settings. An interdisciplinary curriculum and assessment model of preservice teacher knowledge, skills, and dispositions to work in urban settings is discussed. (Contains 1 table.)… [PDF] [PDF]

Rutherford, Lindsay Taggart (2006). Language-Minority Students' Cognitive School Readiness and Success in Elementary School. CSE Technical Report 683. National Center for Research on Evaluation, Standards, and Student Testing (CRESST) A significant amount of research treats students who speak a language other than English at home, or language-minority students, as a single demographic group and compares them to students who speak only English at home. If important disparities in early school experiences among language-minority students have been overlooked, then policies aimed at helping them as they begin formal schooling may fall short, as they will not attend to the needs of specific subpopulations. This paper uses data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to address this gap in the literature by exploring language-minority students' experiences with grade retention and special education placement and specifically examining variation among language-minority students based on race, immigrant status and socioeconomic status. Findings indicate that language-minority students are no more likely to be retained than their English-only counterparts, while they are less likely than… [PDF]