Peelle, Carolyn C. (2000). A Day of Learning about Teaching English Language Learners. Equity & Excellence in Education, v33 n3 p31-34 Dec. Describes the June 2000 conference at the University of Connecticut, Storrs, titled \Teaching English Language Learners: Effective Programs and Practices,\ which was co-sponsored by the Center for Research on Education, Diversity & Excellence and the Center for Applied Linguistics. Summarizes content from day two's plenary sessions and an additional workshop. Includes a chart of instructional/program alternatives for linguistically diverse students. (EV)…

Baez, Benjamin (2002). Learning To Forget: Reflections on Identity and Language. Journal of Latinos and Education, v1 n2 p123-32. A Puerto Rican scholar describes his second-grade experiences as a newcomer to the U.S. mainland: learning English required forgetting Spanish, and this "forgetting" was a requirement for successful inclusion into a new culture. Language has regulatory power to set up conditions for belonging and exclusion, but resistance to the hegemony and politics of language is possible. (Author/SV)…

Mercuri, Sandra (2000). Supporting Preliterate Older Emergent Readers in Becoming Bilingual and Biliterate. Talking Points, v12 n1 p8-13 Oct-Nov. Describes a bilingual Spanish/English teacher's grade 4/5/6 students, many of whom are children from migrant families with little or no formal schooling. Notes that classroom routines are helpful for these students. Describes an agriculturally-themed unit that draws on students' prior knowledge and that presents concepts they may have missed in previous years of limited schooling. (RS)…

Petrie, Lori; Sukanen, Rebecca (2001). Combining Forces: Collaboration between Bilingual/ESL Teachers and the Regular Classroom Using an A Priori Approach. Mid-Western Educational Researcher, v14 n4 p32-36 Fall. A third-grade teacher and an English-as-a-second-language (ESL) teacher collaborated to ensure the academic success of English language learners through "a priori" teaching. The ESL support teacher used verbal and interactive strategies to pre-teach key concepts, skills, and academic language relevant to the subject matter being covered in the regular classroom. (SV)…

Robisheaux, Jo Ann (1993). Aspects of Culture, Language, and Teacher Expectations in Public Schools: Implications for Spanish Speaking Students. This study used qualitative research methods to investigate instructional and noninstructional interactions of Hispanic and non-Hispanic teachers with Hispanic American students. Two monolingual non-Hispanic teachers and two bilingual (Spanish and English) teachers at two public elementary schools were participants. The teachers had similar teaching styles and made similar efforts to clarify, monitor, and expand their students' understanding. The most striking difference was the use of Spanish by bilingual teachers with Hispanic students during personal or casual conversations. This connection provided an avenue for teachers to ease the acculturation experiences of their students. There was also an observable difference between monolingual non-Hispanic teachers' expectations of Hispanic students and the bilingual teachers' expectations. Monolingual teachers said they had equal expectations, but bilingual teachers were aware that they had a special understanding of their students'… [PDF]

STUBING, CHARLES, ED. (1966). BILINGUALISM, ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS (3RD, EL PASO, NOVEMBER 4-5, 1966). REPORTS. INCLUDED ARE REPORTS AND REPORT SUMMARIES ON BILINGUALISM IN TERMS OF (1) THE ADMINISTRATIVE AND COUNSELING VIEWPOINTS, (2) PROGRAMS, METHODS, AND MATERIALS, AND (3) RECRUITMENT AND PREPARATION OF BILINGUAL TEACHERS. THE FIRST REPORT DEFINES BILINGUAL SCHOOLING, PRESENTS FIVE VARIABLES AFFECTING SUCH SCHOOLING, ANALYZES SPECIFIC SCHOOL SITUATIONS, AND RECOMMENDS SECOND LANGUAGE LEARNING PRINCIPLES. THE ADVANTAGES OF BILINGUALISM AND OBJECTIVES OF THE SOUTHWEST COUNCIL PROGRAM ARE DISCUSSED. THE SECOND REPORT CONTAINS A SELECTED BIBLIOGRAPHY ON BILINGUALISM, OBJECTIVES FOR A BILINGUAL PROGRAM, A PRELIMINARY LIST OF MATERIALS, AND TENTATIVE GUIDELINES FOR A BILINGUAL CURRICULUM. THE THIRD REPORT COVERS THE DEVELOPMENT OF LANGUAGE SKILLS FOR BILINGUALS, INTERCULTURAL PROBLEMS AND THE TEACHER OF ENGLISH AS A SECOND LANGUAGE, TESL GUIDELINES FOR TRAINING STUDENT TEACHERS, RECRUITMENT AND TRAINING OF BILINGUAL TEACHERS IN MIAMI, AND PREPARATION OF TEACHERS FOR THE DISADVANTAGED. (AF)… [PDF]

Hornberger, Nancy H.; Micheau, Cheri (1993). "Getting Far Enough to Like It": Biliteracy in the Middle School. Peabody Journal of Education, v69 n1 p30-53 Fall. Examines one example of an enrichment bilingual program in a middle school in an inner-city Latino neighborhood. The article discusses instances of motivated, interdisciplinary, and biliterate learning observed in the classroom, describes obstacles and solutions, and suggests directions for continued curricular development. (SM)…

Stobbe, Judy (1994). Profile of Effective Bilingual Teaching, Kindergarten. Video Facilitator's Guide. Meeting the Challenge of Teaching Linguistically Diverse Students, Video Series. The guide, intended to accompany a 26-minute videotape recording, gives background information to assist in discussion of effective classroom practices appropriate to linguistically and culturally diverse students in kindergarten. The first part reviews briefly the basic principles of effective instruction in multicultural/bilingual classrooms. The second part outlines some effective strategies for a bilingual classroom, using quotations from the video and focus questions as a basis for discussion. The strategies examined include thematic instruction, the language development approach, collaborative/cooperative learning, classroom organization, and a number of literacy development strategies and activities. A brief list of resources is included. Appended materials include suggested activities to be incorporated into 2-hour, half-day, and 1-day workshops based on the videotape. (MSE)… [PDF]

Kleinfeld, Judith (1992). Alaska Native Education: Issues in the Nineties. Alaska Native Policy Papers. This booklet identifies several crucial problems in Alaska Native education, for example: (1) Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE) occur in Alaska Native populations at relatively high rates and can produce mental retardation, hyperactivity, attention deficits, and learning disabilities; (2) while many Native rural school districts have exceptionally low achievement test scores, a few do not, the success of these few appears to arise from widespread community support for educational goals, support that is conspicuously absent in many Native communities; (3) efforts to introduce the study of Native languages and cultures into the classroom are frequently unsatisfactory to students and communities due to lack of instructional materials, insufficient attention to staff development, and uncertain funding; (4) in recent decades, educational policy on secondary education has swung from a system of boarding schools to one of small high schools in rural villages,… [PDF]

Opper, Susan (1985). The Function of Home and Parents in an Intercultural Society. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". The document presents major themes from a three-day symposium of immigrant and Swedish parents, teachers, teacher trainers, cultural workers, researchers, and government civil servants which explored the function of the home and parents in an intercultural society. The first three sections outline the relationship of the symposium to a pilot project coordinated by the Swedish National Parent-School Association which embraces the themes of the Council of Europe Project No. 7, entitled "The Education and Cultural Development of Migrants." Section IV explores the heterogeneous composition of Sweden's population, which increased 45% by immigration from 1944-1976. Section V reviews Sweden's formal and informal immigration policy. Section VI traces the position of immigrants with the National Parent-School Association. The next section addresses parents' questions about bilingualism and multiculturalism. Section VIII summarizes symposium themes into the statement that…

Spolsky, Bernard (1985). Overcoming Language Barriers to Education in a Multilingual World. The 75th anniversary of a city honored among other things for its role in the revival of the Hebrew language is an appropriate occasion to remind ourselves of the complex effects of language policy on education. In choosing to establish Hebrew as its standard language, Israel was working to proclaim both present and historical unity. The rapidity with which the language spread, the comparative ease with which large numbers of migrants came to use it, the skill with which it was developed for new domains of modern life, should not be permitted, however, to obscure one of the costs. In Israel, as in much of the modern world, children come to school speaking a language or a dialect different from the one valued by the school system. Failure to recognize this means that many children, whether their home language is different from the standard or a stigmatized variant of it, face a barrier to their education. Educational linguistics, a field that is well developed in Israel, provides a… [PDF]

James, Gregory (1984). Some Problems in In-Service Teacher Training. The problems of motivation and evaluation in the inservice training of primary school techers of English at the Institute of Language in Education in Hong Kong are discussed. The Institute was founded with the goal of improving the standard of English and Chinese in the schools and the community and to facilitate bilingualism in the Colony. A description is given of inservice training programs established to improve the skills of teachers of both Chinese and English. Included in the description is a discussion on how the syllabi used in the schools were reformed and the development of a new syllabus for English. Problems involved in implementing effective inservice education for the reformed curriculum and syllabi are analyzed in the light of how the teachers reacted to inservice workshops and their attitudes toward an evaluation system used to critique their work and progress. (JD)…

(1979). Colloquy on "The Teaching of the Language of the Host Country to Adult Migrants." Report. (Hasselby, Sweden, May 15-17, 1979). Specific objectives of the May 1979 colloquy of the Council for Cultural Co-operation of the Council of Europe are described as: (1) to present and discuss three pilot projects in France, the Federal Republic of Germany, and Sweden for developing language learning objectives for adult migrants; (2) to produce plans for further modern language training activities in countries concerned with social and linguistic problems of migrants and their families; and (3) to provide for the deployment of tools for systems development which may lead to the selection of appropriate objectives, methodology, evaluation, and recognition. Texts of speeches and project presentations by participants are followed by a consolidated report, resulting from discussion of the pilot projects by four working groups who formed recommendations which were subsequently discussed, amended, and adopted by the participants. Recommendations are: to continue the pilot projects for teaching host country languages to…

Rudin, Neil (1976). An Ethnic Studies Component in the FL Curriculum. Bulletin of the Association of Departments of Foreign Languages, 8, 2, 42-44, Nov 76. Enrollment in ethnic studies courses is greatly increasing as students seek to learn the history, language, nature, problems and contributions of their own ethnic group. Language departments can aid this trend and meet students' needs by offering language and ethnic literature and culture courses. (CHK)…

Guthrie, James W. (1982). The Future of Federal Education Policy. Education and Urban Society, v14 n4 p511-30 Aug. Explores the evolution of contemporary Federal educational policy and the implementation of the Elementary and Secondary Education Act (partially Title I and Title VII) and the Education for All Handicapped Children Act. Describes trends toward reduced Federal involvement in education and discusses the role that States and local education agencies might take as Federal aid diminishes. (GC)…

Leathers, Noel L. (1991). The Japanese in America. In America Series. The life of Japanese immigrants in America is explored, and the accomplishments of Japanese Americans are reviewed in this book which is part of a series for children. The wartime contributions and experiences of Japanese Americans, including the experience of relocation camps, are described. Particular attention is paid to the experience of Japanese immigrants in Hawaii. As Japanese Americans became acculturated, they encouraged their children to attend public schools, where classes were taught in English, but many Japanese, especially in Hawaii and California, also sent their children to classes in Japanese after the regular school day. Education has certainly been one of the factors contributing to the success of the Japanese in America. (SLD)…

(1993). The State of Asian Pacific America: Policy Issues to the Year 2020. A Public Policy Report. Nineteen chapters consider major public policy implications for demographic projections of the Asian Pacific American population to the year 2020. A preface by D. T. Nakanishi and J. D. Hokoyama introduces the studies. Policy recommendations from the Asian American Public Policy Institute follow, recommending multiculturalism and intracultural sensitivity, extending civil rights concepts to Asian Americans, and expanding programs for Asian immigrants. The following essays are included: (1) \An Overview of Asian Pacific American Futures: Shifting Paradigms\ (S. Hune); (2) \The Growth of the Asian Pacific American Population: Twenty Million in 2020\ (P. Ong); (3) \Exclusion or Contribution? Education K-12 Policy\ (P. N. Kiang and V. W.-F. Lee); (4) \Trends in Admissions for Asian Americans in Colleges and Universities: Higher Education Policy\ (L. L.-C. Wang); (5) \Health Care Needs and Service Delivery for Asian and Pacific Islander Americans: Health Policy\ (T. Guillermo); (6) \The…

Olsen, Laurie (1997). Made in America: Immigrant Students in Our Public Schools. This book tells the story of immigrant students as they learn about the United States and being American in school. It also tells the stories of the teachers who teach them, the educators who have shaped their educational program, and their English-speaking, U.S.-born schoolmates. These stories are told in the context of an urban high school in California in an increasingly multicultural community where the promises of diversity are only on the surface. In many ways, the researcher used standard ethnographic methods in the study of this school over several years. Three formal journals recorded the researcher's roles as storyteller, anthropologist, and advocate, respectively. At this school, students who can not speak English are shut out of opportunities to learn and make contact with their schoolmates, and students are sorted by skin color and class into programs that prepare them for very different futures. Most of the educators at the high school believe in integration, fairness,…

Lavy, Victor (1997). The Effect of Class Heterogeneity on Scholastic Achievement in Israel. This study examines the relationship between class heterogeneity and scholastic performance in Israel's primary schools. The effect of school integration on academic achievement is explained via two main effects: (1) the "peer" effect, namely externalities that are induced by the composition of the teaching and learning environments; and (2) the efficiency effect, which reflects the reduced ability of the teacher to teach and the pupil to learn in a heterogeneous environment. This study focuses on the efficiency effect and estimates an upper bound to the "peer" effect. The raw, strong negative correlation between achievement and class heterogeneity is clearly an artifact of the association between more heterogeneous classes and lower socioeconomic status among pupils. A liberalization in the education system allowing parents more freedom in choosing an elementary school for their child is seen to be positive in terms of schooling efficiency and the implied gains… [PDF]

(1979). The Rabbit in the Moon: Folktales from China and Japan. This teaching unit consists of eight folktales from China and Japan, skill-development exercises, and follow-up activities. It is designed for the upper elementary grades (3-6), and is easily adaptable to a broad range of age levels and abilities. It can be used in several curriculum areas, including: (1) social studies on China, Japan or Asia; (2) multi-cultural studies; and (3) language arts and literature. An introduction to folklore and a bibliography are included for teacher reference. (DB)…

Book, Lynn A.; Mulligan, Joan C. (1992). Who Is This Child? Children's Literature in a Human Development Class. Among the goals of the teacher of human development is to open students' minds to the diverse cultural and ethnic influences that effect the development of children. A new approach to a semester-long human development course offered at Green Mountain College, in Vermont, is based on the study of children's literature. The course is organized around a historical theme, looking at how society has viewed and treated children through the ages, and across cultures. Within this context, the course examines the development of the child from conception to puberty. Initiation into the multicultural world begins with readings from 17th and 18th century American literature. The first works, by Puritans, reveal a world in which children are to be seen and not heard, are looked upon as inherently evil, and are not supposed to have fun. Readings from 19th century literature tend to portray children as playful, joyous, and mischievous, presaging the "modern child." The more contemporary…

(1986). Cross Cultural Strategies: Background Information For Teachers of Indian Students. This booklet was designed as a source of information for teachers seeking a deeper understanding of Native American children and who want to take advantage of opportunities offered by a cross-cultural classroom. The first section is a collection of 13 articles from a wide variety of sources on various aspects of cross-cultural education. Each article deals with the education of Native Indian students, either in the United States or Canada. Titles include: "The Education of Athapaskan/Tlingit Children"; A Sorry History of Education for Native Indians," by Don Sawyer; "The Measurement of Learning Potential & Achievements of Native Indian Students," by Art More and Buff Oldridge; "Public Education: The Cultural Melting Pot," by Lori Patterson Jackson; "Curriculum: Its Effect on Us," by Ida Wasacase; "The Role of Parents in Setting Goals"; "Unique Features of Indian Communities," by Rita Jack; three pieces under…

Orozco, Cecilio (1983). Culture: Responsibility in Teaching. Teachers of culture must know and teach the rationale, the origins of the values and activities, or the problem-solving techniques of the culture being studied. Culture is the totality of the ways in which a group of people solve their basic problems at a given moment in time. As groups of people develop and come in contact with other groups, they share their knowledge and put at each other's disposal their unique ways of solving basic problems. Some of these ways are refused, others adopted or adapted. By studying the way that the problem-solving strategies of a people have evolved, students learn reasons for a culture. For example, to learn about Chicano culture, it is necessary to know and understand three civilizations that contributed to what the Chicano is today: Spanish, Native American, and Mestizo. The obligation to help students understand civilizations that have contributed to a culture is not limited to cross-cultural teaching; it has equal weight in the study of the…

(1985). Conference of American and European Educators on Teaching and Learning about Each Other: The USA and Western Europe. Conference Report (Washington, DC, November 11-15, 1985). The CDCC's Teacher Bursaries Scheme. Education for international understanding is the theme of this conference report. The introduction (by Maitland Stobart) discusses the first phase of the Council of Europe's work on education for international understanding devoted to improving communication and understanding among Europeans. The second, present phase, includes teaching about problems of global development and the way in which other parts of the world are taught in secondary schools in Western Europe. Section two, "The Conference in a Nutshell" (by Fay Metcalf) summarizes the conference proceedings of this five day event. Section three elaborates on the need for learning about Europe in the U.S.A. through the development of a rationale, a definition of Europe, and the development of empathy. Also included is a list of goals, justifications, and content suggestions. Section four presents six European approaches for teaching about the U.S.A. in Europe through four strategies, (1) a pupil-centered and…

(1977). El Transportador de las Particulas. Explorando el Mundo Natural-Nivel 3 (The Transporter of the Particles. Exploring the Natural World–Level 3.). The Intermediate Science Curriculum Study Spanish language science instruction manual for the intermediate grades focuses on energy of many types. The soft bound volume uses self-pacing and individualized learning to guide the students through a series of experiments. Basically, the students are asked to think about what they do and see, evaluate whether or not they understand, and review the material. Subject material includes: electrical energy; making batteries; electrolysis; energy in action; various types of energy; a model of particles; particle reactions; and calories. Each chapter contains a materials list, a short note about chapter emphasis, and specific points of interest, followed by an introduction of the subject. A series of related experimental activities follows, with notes and questions for the student based on observation of the particular phenomena involved. Illustrations often indicate correct methodology for the experiments and related principles. English… [PDF]

Carin, Arthur A. (1978). E.S.E.A. Title VII–Multilingual Programs (S.U.B.E., AVANTI, HABILE), Final Report, 1977-78. This evaluation covers the Spanish, Italian, and Haitian bilingual components funded through Title VII in Brooklyn, New York's Community School District 32. The three programs discussed are: (1) S.U.B.E. (Success under Spanish Bilingual Education), for grades K-6; (2) AVANTI (an approach to Italian bilingual education), for grades 1-9; and (3) HABILE (Haitian Bilingual Education), comprising both Creole and French as well as English for grades 1-8. Each program is described in terms of objectives, implementation, staffing, student participation, staff development, parent involvement, school and community activities, and evaluation procedures. Student achievement data, in the form of pre/post program test scores in reading and mathematics, are presented. It is recommended that all three programs be continued, although criticism and suggestions for improvement are noted. Consultants' resumes, evaluation forms, and observation guides are appended to the report. (GC)…

Pugh, Gabriela Alicia Pisano (1980). Through the Open Door: Quality and Equality of Education for Language Differentiated Students. Chabot College Journal, v4 nl p8-12 Win-Spr. As community colleges extend the educational franchise to increasing numbers of non-traditional students, educators face the dilemma of reconciling demands for academic quality with equal educational opportunity. Among these non-traditional students are Hispanic-Americans, one of the fastest growing populations in the country, who experience an inordinate high school dropout rate (64%) and who are underrepresented in higher education. To assure them equal educational opportunity, community colleges must seek methods of not only attracting and retaining Hispanic students, but also of providing an education that promotes the success of the Hispanic student and upholds the academic standards of the institution. Of various approaches that have been tried to achieve this goal, bilingual/bicultural programs have met the greatest success. The California community colleges, for example, offer 43 programs or courses in bilingual/bicultural areas, and students can work toward 31…

Chesterfield, Ray; And Others (1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Pilot Study Results and Child Assessment Measures. The purpose of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1979), is to present the results of a pilot test of a battery of instruments to be used in assessing the effectiveness of four early childhood bilingual/bicultural curriculum models. The instruments pilot tested were the Bilingual Syntax Measure (second language acquisition), the CIRCO Subtests: Escuchen Este Cuento (Spanish language comprehension), the CIRCUS Subtests: Listen to the Story (English language comprehension), and the Preschool Inventory (English and Spanish concept development). Evaluation of the instruments focussed on three aspects: (1) the feasibility of successfully implementing the curriculum models in more than one setting; (2) the impact of each model on children enrolled in Head Start, on their parents, and on the Head Start teaching staff; and (3) the attitudes and opinions of Head Start staff and parents (who are in areas where the models…

Villarreal, Beatrice; Yawkey, Thomas Daniels (1979). Language Learning Through Pretend Play in Young Bilingual-Bicultural Children. Child care programs are ideal places to begin the mastery of both English and a native language. Language growth can be promoted through the use of pretend play. Pretend situations include storytelling, oral drills and poems, riddles and songs. In storytelling activities, it is essential that the adult model language for the children. The children listen very intently to pronunciation, intonation, pitch, stress, rhythm, and tone. Using oral substitution drills with pretend play, the teacher can select nouns, verbs, or adjectives from the native language which can be substituted for English equivalents. Youngsters enjoy going through these drills especially if the teacher varies them. In pretend play, children can assume roles of characters or objects from stories, poems or riddles which they have heard. Oral language techniques such as (a) selective visual attention or questioning, (b) attention to nonvisual stimuli, (c) recall, (d) directed dialogue, and (e) self-monitoring can be…

Colbert, Theresia (1977). Ethnic Heritage Studies: Ethnic Heritage Foods. Experimental Unit. Designed to foster communication across intercultural/ethnic lines, this teaching guide focuses on ethnic foods and their influence on and contributions to America's eating habits. It is part of the Louisville Area Ethnic Heritage Project described in ED 150 043. The objective of this unit is to develop a knowledge and an appreciation of the food heritages of six ethnic groupings: Northern Europe, Southern Europe, Afro-American, Middle and Far East, Kentucky, and Latin America. The guide includes a pretest, six behavioral objectives accompanied by instructional strategies and facilitating materials, and six worksheets asking questions about Afro-American, Japanese, British, Chinese, French, German, Italian, Latin American, and Scandinavian foods. Also included are recipes, the key to the pretest, a posttest, a checklist of foods sampled and the student's feelings about those foods, and a bibliography of resources and materials. The unit can serve as a supplement to home economics… [PDF]