Olmedo, Irma M. (1997). Family Oral Histories for Multicultural Curriculum Perspectives. Urban Education, v32 n1 p45-62 Mar. Describes a rationale and an approach for helping teachers use the life histories of parents and members of the community as scaffolds to teach social studies and history concepts. Examples from a case study are presented involving an extended Puerto Rican family and abstracts of teacher reflections on the process. (GR)…

Bodibe, R. Cecil (1994). The Multicultural Counseling Curriculum in a Changing South Africa: Much Ado about Most Things. Multicultural Teaching, v12 n3 p17-20,30 Sum. The development of racial identity differs among blacks and whites in South Africa, but the identity-development processes are not unique to that country. Social-science research offers theory and practices for cross-cultural counseling that can be used in a multicultural-counseling curriculum. (SLD)…

Edwards, John (1994). Language Policy and Planning in Canada. Annual Review of Applied Linguistics, v14 p126-36 1993-94. A discussion of language policy formation and planning in Canada covers the following: bilingualism and multiculturalism; Quebec, French, and the constitution; and aboriginal language issues. Language legislation is emphasized. (Contains 52 references.) (LB)…

Banks, W. Curtis (1992). The Theoretical and Methodological Crisis of the Afrocentric Conception. Journal of Negro Education, v61 n3 p262-72 Sum. Defines the theory of the Afrocentric conception, and comments on Afrocentric research methodology. The Afrocentric conception is likely to succeed if it constructs a particularist theory in contrast to cross-cultural relativism and because it relies on the methodology of the absolute rather than the comparative. (SLD)…

Greene, Maxine (1993). The Passions of Pluralism: Multiculturalism and the Expanding Community. Educational Researcher, v22 n1 p13-18 Jan-Feb. Explores the significance of listening to multiple voices in constructing the conversation that distinguishes our culture. Pluralism and multiculturalism are discussed in terms of concrete engagements with persons who have historically not been acknowledged. Learning to look through multiple perspectives helps young people build bridges to understanding. (SLD)…

Gonzalez, Jo Beth (1999). Beyond the Boundaries of Tradition: Cultural Treasures in a High School Theatre Arts Program. Stage of the Art, v10 n3 p14-18 Spr. Argues that canonical plays must be critically engaged rather than \handed down,\ with students discovering much about themselves and each other through their own engagement. Describes how a high-school acting class examined the dramatic work of Latino/a playwrights for their in-class scene work, and used student experiences to create their own scenes about experiences with prejudice. (SR)…

Hertzberg, Martha (1998). Having Arrived: Dimensions of Educational Success in a Transitional Newcomer School. Anthropology & Education Quarterly, v29 n4 p391-418 Dec. Examines a program for newly arrived, non-English-speaking immigrant children in a California city. Findings from a fourth-grade class demonstrate how a nurturing setting, culturally flexible teaching approach, linguistic and cultural validation, and a valued spatial environment contribute to newcomer students' success. (SLD)…

Vreeland, Patricia (1998). The Family Tree: Nurturing Language Growth through \All the Parts of Me.\. Voices from the Middle, v6 n1 p17-25 Sep. Describes a month-long project in an eighth-grade English classroom in which students (from many countries, many of them immigrants) read an array of bicultural literature, and each researched, wrote, and compiled a many-faceted Family Tree notebook. Shows how students can achieve both their own cultural authenticity and English language competence without loss of personal voice. (SR)…

Trevino, Jane G. (1996). Worldview and Change in Cross-cultural Counseling. Counseling Psychologist, v24 n2 p198-215 Apr. Using world-view as a unifying construct, presents a model for conceptualizing the change process in cross-cultural counseling. The operation of this model in counseling and assessment is described and illustrated using the following criteria: cultural considerations; application to counseling; and assessment of world-view. (SNR)…

Kayes, Anna B.; Kayes, D. Christopher; Yamazaki, Yoshitaka (2005). Transferring Knowledge across Cultures: A Learning Competencies Approach. Performance Improvement Quarterly, v18 n4 p87-100 Dec. At the heart of any successful cross-cultural knowledge transfer effort lies an individual or group of individuals with the skills to manage a complex, ambiguous and often stressful process. The ability to manage the knowledge transfer process depends as much on learning in real time as it does on rational planning. Yet, few approaches to knowledge transfer have considered learning as a primary driver of success. In this article, we draw on new insights on how adults learn from experience in cross-cultural settings to understand the cross-cultural knowledge transfer process. We conceive cross-cultural knowledge transfer as a seven-stage process of learning and describe the essential competencies necessary for managing each of the seven stages. We draw on work with cross-cultural knowledge transfer efforts in a variety of industries and cultures to illustrate this process. (Contains 2 figures.)… [Direct]

Corwin, Susan (1978). URRD Final Report. Report No. 78-17. This is the final evaluation report for the Urban, Rural, Racial, Disadvantaged Educational Programs (URRD) conducted in Seattle, Washington during the 1977-78 school year. URRD programs are defined as State funded efforts designed to provide services to students who are not succeeding in school because of disadvantaged, minority, or poverty backgrounds. Four specific evaluation areas are addressed: (1) URRD programs effectiveness as measured by State standards; (2) the average number of student absences, credits earned, and/or bilingual test performance in URRD programs; (3) academic gains of participating students; and (4) the degree of success in meeting individual program objectives. Data regarding these criteria are presented for five URRD program categories: re-entry motivation, preschool education, Indian education, academic achievement, and bilingual/bicultural education. Study results are summarized and recommendations for program and evaluation improvement are made. (APM)…

Liaw, Shoubee (1977). Needs Assessment for State URRD Funded Programs in Seattle. Report No. 77-3. This report is a 1977 needs assessment for the State Urban, Rural, Racial, Disadvantaged Education Programs (URRD) in Seattle, Washington. URRD programs are defined as state funded efforts which provide special services to students from disadvantaged, minority, or poverty backgrounds. The study provides data on students in the Seattle Public Schools in order to assist administrators and proposal writers in determining concentrations of need in each of five funding areas which include: reentry motivation, preschool education, academic achievement, bilingual/bicultural education, and Indian education. Information regarding dropout rates, number of students served by preschool programs, low achievement, number of students from non-English backgrounds and their ethnic distribution, and the number of American Indian students is presented for each of the relevant funding areas. A summary of findings concludes the paper. (APM)…

Perez, Bertha (1993). The Bilingual Teacher (Spanish/English) and Literacy Instruction. Teacher Education Quarterly, v20 n3 p43-52 Sum. Researchers studied elementary teachers and students from bilingual Spanish/English classrooms, examining successful literacy practices for incorporation into bilingual teacher education programs. The paper investigates the impact of talking about literacy, learning about the code and other skills, writing/reading and meaning making, the social context created, and teacher expectations. (SM)…

Ratleff, Jana Echevarria (1989). Instructional Strategies for Crosscultural Students with Special Education Needs. This training manual was developed to assist special education teachers in California who are receiving increased numbers of culturally and linguistically diverse students in their classes. It focuses on effective instructional strategies and modifications of these strategies to accommodate the culture, language level, and ability level of each student. The first section deals primarily with understanding crosscultural issues such as language and culture. It also includes a framework for the appropriate placement of culturally and linguistically diverse exceptional students in special education and discussion of service delivery models. The second section addresses instructional issues relative to crosscultural special education, including components of effective instruction, language of instruction, English as a Second Language, a framework for curricular adaptation, and providing support to ethnic minority parents. The third section introduces specific instructional strategies for…

Steinbeck, Reinhold (1993). Nationalism and Identity in a European Context. A Curriculum Unit for History and Social Studies Recommended for Grades 9-Community College. This unit is designed to help students better understand the concept of nationalism and the powerful influence it has on group sentiments today. Nationalism can be a positive or negative force, providing avenues for either inclusion or exclusion of peoples. The unit focuses on the basic concepts of nationalism and identity by drawing upon historic and contemporary examples. Working definitions of nation, state, nation-state, sovereignty, and identity, will be developed through the exercises and readings. The changing geography of Europe as influenced by national and ethnic interests will be used as a vehicle to explore these concepts. The four lessons focus on the following: (1) "Identity–'Us' versus 'Them'"; (2) "Inside Europe"; (3) "From 'Rabble' to 'Nation'–The Emergence of Nationalism"; and (4) "Slugonia–Conflict in a Multinational State." (EH)…

Cobb, Brian; Kronauge, Cindy; Vega, Diego (2006). Effects of an Elementary Dual Language Immersion School Program on Junior High Achievement. Middle Grades Research Journal, v1 n1 p27-47 Spr. The purpose of this study was to analyze the effects of a two-way immersion elementary school program on academic achievement at the end of the elementary school and the end of the first year of junior high school. Longitudinal high stakes test data in reading, writing, and mathematics were collected on native English speakers and native Spanish speakers from the two-way immersion program and on matched controls through the use of an ex post facto quasi-experimental design. Findings suggest consistent support for the two-way immersion program over matched control students across all three achievement areas. It appears the greatest effect for native English speakers may be in reading, while native Spanish speakers may benefit more in writing and mathematics. Limitations to generalizability and causal inferences due to the small sample sizes and inherent weaknesses of the research design are noted. (Contains 3 tables.)… [Direct] [Direct]

Robertson, Leena Helavaara (2006). Learning to Read "Properly" by Moving between Parallel Literacy Classes. Language and Education, v20 n1 p44-61. This paper explores what kinds of advantages and strengths the process of learning to read simultaneously in different languages and scripts might bring about. It is based on a socio-cultural view of learning and literacy and examines early literacy in three parallel literacy classes in Watford, England. It analyses the learning experiences of five bilingual children who are of second or third generation Pakistani background. At the start of the study the children are five years old and they attend the same school and class. They learn to read in English during their daily literacy hour lessons; their home language is Pahari. They attend weekly Urdu lessons that take place in a community language school. They also learn to read in classical Arabic–in a language they do not speak or understand–in their daily Qur'anic classes and, typically, in the local mosque. The data shows that the children learn to switch between three literacy systems. They talk about their literacy learning in… [Direct]

Carlson, Coleen D.; Foorman, Barbara R.; Saunders, William M. (2006). Is a Separate Block of Time for Oral English Language Development in Programs for English Learners Needed?. Elementary School Journal, v107 n2 p181-199 Nov. The issue of whether to separate English language development (ELD) into a separate instructional block or whether to integrate it with reading/language arts instruction is an unanswered question with theoretical and practical implications. We addressed this question by observing instruction across the year in 85 kindergarten classrooms that varied in (a) whether ELD was a separate block and (b) whether the program was characterized as English immersion or bilingual. Observational data indicated that classrooms with separate ELD blocks had greater percentages of instructional time devoted to oral language and literacy activities for both types of programs. In comparison to English learners in classrooms without separate ELD blocks, English learners in classrooms with separate ELD blocks had modestly but significantly higher English oral language and literacy scores on the Woodcock Language Proficiency Battery, controlling for fall performance. Educational implications are discussed…. [Direct]

Valdivia, Rebeca (1994). Practical Ideas and Resources for Offering a Quality Group Program to Spanish-Speaking Families and Their Infants and Toddlers. This conference presentation describes services to Spanish speaking families developed by the Hope Infant Family Support Program in San Marcos, California. It discusses the program's evolution from one-on-one translation, to a more bilingual program, to monolingual Spanish, and shares the pitfalls and the successful strategies encountered in offering family-centered services in Spanish. Advantages of teaching a child in his natural language are listed, along with strategies for implementing such an instructional program. Sample program materials are provided, such as a sample schedule of learning activities, lyrics to children's Spanish songs, and instructions for arts and crafts activities. The importance of fathers' participation is emphasized. A list of publishers of picture books and other resources is offered. (JDD)…

Beland, Kathy (1992). Segundo Paso. Jardin de Ninos (Second Step. A Violence-Prevention Curriculum). This document is the Spanish language supplement to "Second Step" for preschool and kindergarten, a violence-prevention curriculum designed to reduce impulsive and aggressive behavior in young children and to increase their social competence. This supplement contains the translated portions of text from "Second Steps" that a teacher would need to communicate to the class. These include stories and discussions, role plays and activities, take-home letters, puppet scripts, and song sheets. The following three units are included: (1) a unit of 12 lessons on empathy that centers on feelings, self-esteem, and concern for the feelings of others; (2) a unit of 10 lessons on control of impulses that focuses on problem solving and social behavior; and (3) a unit of 6 lessons on managing anger, with advice on how to react to provocation. (SLD)…

(1994). CLAD/BCLAD Certificate Handbook. The primary purpose of this handbook is to assist teachers who want or need to become authorized by the state of California to teach limited-English-proficient (LEP) students by earning the new Crosscultural, Language, and Academic Development (CLAD) or Bilingual, Crosscultural, Language, and Academic Development (BCLAD) certificates. Section 1 discusses who is required to hold the CLAD/BCLAD certificates, which were first authorized for issuance in July 1994 and replace Language Development Specialist certificates and Bilingual Certificates of Competence. Teachers who provide instruction for English language development, specially designed academic instruction delivered in English, instruction for primary language development, and content instruction in the primary language are required to have the CLAD or BCLAD certificate. Section 2 describes the CLAD/BCLAD system for the preparation and credentialing of teachers for ESL students. Section 3 provides the general requirements for… [PDF]

Gross, Susan (1983). Variables Affecting the Performance of ESOL/Bilingual Students in Non-ESOL Classes. The Montgomery County (Maryland) Public School system is currently in its second year of a multiyear evaluation of the ESOL/bilingual program. The focus of the first year's effort was an analysis of test results and teacher evaluations of the overall classroom performance of over 3,000 students receiving ESOL/bilingual services. Findings were as follows: (1) Student performance in English as measured by the Language Assessment Scale (LAS), published by Linguametrics Group, correlated well with student performance on a Montgomery County developed instrument, the Minimum English Competency (MEC) Test. Correlations of .7 or better were observed for comparable subtests and total scores. (2) For 1,400 students tested in fall and spring of the same school year, statistically significant gains were observed for LAS and MEC results at all grade levels. (3) When teacher evaluations of students' classroom performance were compared to test scores for Asian and Hispanic students, it was found…

Goldman, Susan R.; And Others (1983). Utilization of Knowledge Acquired through the First Language in Comprehending a Second Language: Narrative Comprehension by Spanish-English Speakers. Three issues were examined in a study of children's use of first language knowledge in acquiring a second language: (1) understanding of narratives, (2) the degree to which knowledge available in the child's first language is used in understanding second language input, and (3) the relationship between knowledge utilization in two languages as children become bilingual and acquire more literacy skills. Selections from \Aesop's Fables\ were used for a series of comprehension studies involving a variety of students in kindergarten through grade 5. The data from the experiment are discussed with reference to two issues: the relationship between comprehension of Spanish language input and English language input by students exposed to both languages, and the relationship between students dealing with both languages as compared with students dealing only with English during elementary school. The three aspects of comprehension tested were story recall, ability to answer why-questions, and… [PDF]

Walsh, Catherine E. (1982). The Construction of Meaning in a Second Language: The Polemics of Family and School. Sociocultural and psychological processes are involved in a person's acquisition of meaning. In the case of the Spanish speaking child who is learning English in the United States in a school environment and who lives in a Spanish speaking environment at home, there is a conflict of perspectives on reality. The acquisition of new culture and language has as much potential for bringing psychological stress and destruction of the child's sense of well being as it does for creating a bilingual/bicultural individual. Preliminary data from a study in progress, along with examples, clarify the discussion of the differential effect of home and school on the Puerto Rican child's semantic system in each language and culture. The question is whether, in the case of the Hispanic, the English and Spanish language systems depict a reality which is in coexistence or in conflict with the surrounding world. It seems that, as acquisition progresses, context begins to take precedence over language of…

Bouton, Lawrence F. (1975). Meeting Needs of Children with Diverse Linguistic and Ethnic Backgrounds. Foreign Language Annals, 8, 4, 306-316, Dec 75. A program at one elementary school served foreign students' needs by teaching language arts, as well as tutoring in other subjects, in their native language. Native English speakers studied a second language, and varying cultural backgrounds of teachers and students were emphasized and studied. (CHK)…

Carey, Deborah A.; Secada, Walter G. (1990). Teaching Mathematics with Understanding to Limited English Proficient Students. Urban Diversity Series No. 101. This document provides research-based information to help school district personnel select appropriate mathematics education programs for their limited English proficient (LEP) elementary school students. A review of the mathematics education literature is discussed in the context of the reform movement in school mathematics. Two instructional programs for effectively teaching mathematics to LEP students, Active Mathematics Teaching (AMT) and Cognitively Guided Instruction (CGI), are discussed in detail. Examples, using addition and subtraction problems, illustrate each program. Since teaching math in a student's native language may be more effective than limiting instruction to English, Spanish translations of examples are also included to demonstrate how simple presentation of problems can facilitate their solving. Recommendations are woven throughout the text and each section ends with a list of additional recommendations for teaching mathematics to LEP students. The following… [PDF]

(1986). Project TRAIN, 1985-1986. OEA Evaluation Report. New York City's Project TRAIN offers parents of high school students of limited English proficiency (LEP) an opportunity to improve their English-language skills. The targeted language groups are Spanish, Haitian Creole (the largest group), Khmer, Korean, and Chinese. Classes are offered at four sites around the city. In 1985-86, the second year of the program, English as a second language (ESL) classes were offered at all four sites, and General Equivalency Diploma preparation classes were offered at three sites. The project served a total of 334 participants, most of whom improved significantly in ESL. Proposed activities were not implemented uniformly at all sites. More coordination is needed and these specific recommendations are offered: (1) the proposal should be revised to broaden the target population; (2) participants should be screened to determine if they meet minimal eligibility criteria for entry; (3) evaluation objectives that require the tabulation of high school… [PDF]

Cudaback, Dorothea; Sagert, Janis (1985). Employed Mothers: Combining Work and Parenthood = Nguoi Me Giua Hai Trong Trach: Gia Dinh Va Nghe Nghiep. This bilingual booklet is intended to help female Vietnamese refugees learn to combine the tasks of work and motherhood. Included in the booklet are Vietnamese and English translations of a discussion of the effects of a working mother on her family, suggestions for employed mothers, and guidelines for learning about and selecting from available child care services. (MN)…

Olsen, Laurie (1988). Crossing the Schoolhouse Border: Immigrant Students and the California Public Schools. A California Tomorrow Policy Research Report. Detailed interviews with immigrant students in the California school system indicate that the schools are not meeting the challenge of providing these students with an education adequate to prepare them to be productive members of American society. The first section presents demographic data and background information on immigrant children and their immigration experience. The second section reviews the content and structure of school programs, describes the school experience of immigrant children, and presents data on the achievement and school success of immigrant students. The final section offers suggestions for steps to be taken at the state, local, school site, and community levels to create a more adequate school experience for immigrant children. Appendices include the interview guide used in this study and a bibliography with 134 references. (SKW)…

Fauteux, Elaine V.; And Others (1984). La famille, l'automne, l'identite, l'ecole (The Family, Autumn, Identity, and School). Curriculum Guide: Levels K, 1, 2, 3. The curriculum guide for a series of French language lessons includes four units graded for levels K, 1, 2, and 3. The units cover the topics of the family, autumn, identity, and school. In each unit there are four graded lessons. Each lesson contains a set of objectives for the lesson, followed by a series of exercises matched to the objectives. The exercise for each objective consists of teacher notes on materials needed, description of a demonstration the teacher is to perform, a number of specific activities for applying the concept or material addressed, and one or more evaluation techniques. When applicable the lesson also includes vocabulary and phrase lists. (MSE)…