McCarty, T. L. (1989). Inquiry-Based Curriculum Development in a Navajo School. Educational Leadership, v46 n5 p66-71 Feb. At Rough Rock Demonstration School in Arizona, a bilingual, bicultural curriculum helps Navajo students discover the power and validity of their own lives as tools for learning. (Author/TE)…

Lockard, Louise (1995). New Paper Words: Historical Images of Navajo Language Literacy. American Indian Quarterly, v19 n1 p17-30 Win. Presents an overview of the history of Navajo language literacy. Discusses efforts of missionaries to transcribe a written Navajo language, early native language instruction using the Bible and religious texts, the first Native teachers, development of Navajo dictionaries and grammar books, and memories of the school experiences of a present-day Navajo bilingual teacher and her parents. (SV)…

Edwards, Ronald G. (1993). Multiculturalism and Its Link to Quality Education and Democracy. Multicultural Review, v2 n2 p12-14,16,19 Jun. Multiculturalism is vital in a society constructed on coalitions whose members seek common ground. The educational system must be the forum for providing the opportunity to value diversity. Selected reviews are presented of six books on multicultural education and society. (SLD)…

Husk, Sandra L.; Kitto, Dona (2000). Reflections on Multicultural Language Practices across a District and within a School. Primary Voices K-6, v8 n4 p38-41 Apr. Describes the school climate, the building-level specifics, and some effective teaching strategies that make Western Hills Elementary School an appropriate and successful setting for the development of multicultural language practices. Discusses the partnership between the school district and the University of Colorado at Boulder, and the role this partnership plays in supporting the development of multicultural language practices. (SR)…

Ward, Raquel; And Others (1975). Interviews of Teachers in Title VII K-1 Schools ESEA Title VII Bilingual Project. Formative Evaluation Report No. 7. A summary is presented of interviews with nine kindergarten and first grade teachers, all monolingual, in the four Title VII Bilingual Project schools where participation includes just kindergarten and first grade. Four bilingual teacher aides are assigned to these schools. Intended to provide data for assessment of ongoing activities as well as stated objectives, the interviews were designed to investigate activities such as duties assigned to bilingual aides, in-service training needs, materials needed, the amount of English and Spanish used in instruction and the amount of help needed by the teachers from the project staff. Therefore, the following areas were covered by the fifteen questions on the interview form: (1) language instruction; (2) teacher aides services; (3) classroom needs; (4) inservice training needs; (5) supervision and services by the Title VII staff; and (6) cultural awareness activities. Following a discussion of the results of each of the fifteen items, two… [PDF]

Hartle, Terry W.; Holland, Richard P. (1983). The Changing Context of Federal Education Aid. Education and Urban Society, v15 n4 p408-31 Aug. Discusses the expansion of the federal government's role in American society; focuses on changing federal and state responsibilities in education. (Author/GC)…

McNutt, Ross; Wexler, Henrietta (1983). Introduction to the 1983 Guide to ED Programs. American Education, v19 n3 p2-23 Apr. Gives information necessary to begin the process of applying for funding under individual federal education programs. Includes information on block grants, how to apply for funding, participation of private school students, and deadlines. (JOW)…

Shore, Rima, Ed.; And Others (1981). Morris High School Betterment through Bilingualism. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. A program that provided instructional and non-instructional services to Spanish speaking students of limited English proficiency at Morris High School in New York City during 1980-81 is described in the report. The instructional component included English as a Second Language, native language arts, mathematics, science, and social studies. The non-instructional component consisted of supportive services, home visits, curriculum development, staff development, and parent/community participation. Evaluation indicated that: 1) significant gains were achieved in English as a Second Language and Spanish readings; 2) while mathematics passing rates among program students fell below the 70 percent criterion level, the bilingual students achieved passing rates that were similar to or better than that of the total school population; 3) science achievement among program participants was higher in the fall than in the spring; 4) achievement in both social studies and native language courses… [PDF]

Herbert, Joanne M., Ed.; McNergney, Robert F., Ed. (1996). The Case of Deming, New Mexico: International Public Education. Multicultural Videocase Series. This guide accompanies one of a pair of videocases depicting educational life in Deming, New Mexico. The videocase includes 28 minutes of unstaged but edited videotape footage of teaching and learning in and around junior high and mid-high schools in Deming. The first section of the guide, "Teaching Note" (Todd Kent) contains a transcript of the videotape and questions designed to help instructors engage people in case-based discussions. In the teaching note section the videotape is divided into five segments: (1) Hank Dominguez, director of personnel for the Deming Schools, provides background on the district's practice of educating students from Mexico; (2) Paulette Quarrell, a teacher of junior-high school English, teaches a class on descriptive writing and reflects on her life as a teacher; (3) Ray Trejo conducts a bilingual class at the mid-high school for students from Palomas, Mexico, and describes his reasons for teaching; (4) students who live in Palomas, Mexico,… [PDF]

(1986). Project MASTER, 1985-1986. OEA Evaluation Report. In 1985-86 Project MASTER an innovative Title VII program emphasizing language development through bilingual instruction in mathematics and science, served 640 students of limited English proficiency (LEP) at six elementary schools in the Bronx, New York. Most of the students were born in Puerto Rico, but many were from the Dominican Republic, Colombia, and several other Central and South American countries. The project, in its first year of a three-year funding cycle, emphasizes the use of both Spanish and English in the classroom in order to provide students with opportunities to transfer to English the communication skills they had acquired in learning their native language. At the same time, this approach enables students to master content-area subjects necessary for graduation. Parent participation and staff development activities formed an important component of the project, although the lack of a parent trainer limited the effectiveness of the parental involvement effort….

Cruikshank, Susan B.; Williams, Leslie R. (1981). Assessing the Adequacy of the Implementation of a Program Innovation: An Exploration of Methods Used in Selected Preschool Settings in Relation to Research on Change in the Elementary School. Follow Through Planning: Strand One. In order to contribute to the refinement of methods for assessing the adequacy of program implementation, this study investigated data collection efforts made during the implementation of ALERTA, a bilingual, multicultural preschool curriculum model. Comparisons of results are made with those of previously conducted studies of program implementation in elementary schools. To aid comparison, the discussion is organized into four sections. The first section reviews a representative sample of the literature on innovative implementation in the elementary school. The review provides a framework for interpreting the following description of preschool innovation. The second section briefly describes the ALERTA program and presents the plan used for assessing the adequacy of its implementation. Also included in this section are samples of the descriptions resulting from data-gathering efforts. The third section discusses, in relation to existing research in the elementary school, strengths… [PDF]

Martinez, Kenneth A. (1979). Overview of Four Bilingual-Bicultural CDA Training Programs and Two Bilingual-Bicultural CDA Trainer Programs. This manual describes Bilingual-Bicultural Child Development Associate (CDA) Training and Trainer pilot programs. Chapter I introduces both CDA Bilingual-Bicultural programs and the Head Start strategy for Spanish-speaking children. Chapter II contains a brief description of CDA training. Differences between bilingual-bicultural CDA training and regular CDA training are also discussed. Chapter III contains an overview of the four bilingual-bicultural CDA training pilot projects and the materials that were produced by each. Chapter IV presents an overview of the two bilingual-bicultural CDA trainer pilot programs and materials. Appendices A and B contain detailed descriptions of the products of the training and trainer pilot programs discussed in Chapters III and IV. Sources for obtaining the training models and instructional modules are listed. (Author/RH)…

Arciniega, Tomas A. (1976). Problems and Issues in Preparing Teachers of Bicultural Chicano Youngsters. The greatest impact on public education and the preparation of professional personnel for public schools has been the thrust to equalize educational opportunities for minorities. This push has been complicated by such things as the way educators define equality of educational opportunities. Two basic and differing views have been revealed–the equal access view and the equal benefits view. Schools can look "positively" or "negatively" at the consequences or effects of Mexican group membership on student achievement and performance. In addition, educators view the causes of student performance as being primarily "internal" or "external." By juxtaposing the external-internal continuum with the positive-negative one, a four-fold classification scheme for analyzing educational approaches in the Mexican American's education is obtained, i.e., a culturally pluralistic approach. Probably the most serious problem fact of present school organization is…

Voltz, Deborah L. (2000). A Final Comment on Alliance Project Success Stories. Teacher Education and Special Education, v23 n4 p311-12 Fall. A review of programs supported under the federal Alliance 2000 Project stresses the value of a variety of models for the preparation of special education personnel to meet the needs of culturally and linguistically diverse students with disabilities. (DB)…

(1973). Description of Bilingual Programs Funded by Title VII, ESEA. This pamphlet presents a description of 23 bilingual programs funded by Title VII, ESEA in New York City. Information includes a description and list of objectives for each program and the number of participants when applicable. (SK)…

Paul, Peter V. (1994). Toward an Understanding of Deafness and Second-Language Literacy. Research has demonstrated that the acquisition of English literacy skills is extremely difficult for many deaf students, that is, students with severe to profound hearing impairments. As a result, there has been a call for the development of bilingual and English-as-a-second-language programs for this population. This research review addresses three of the major issues related to this movement: (1) the nature and development of second language literacy, (2) the notion of a best method, and (3) the \practicality\ of teaching English literacy skills to deaf students. The paper emphasizes that literacy in English as a first or second language is an interactive process that requires the development and coordination of both word-identification and comprehension skills. The paper concludes that, if English literacy is to be taught to deaf students, the focus should be on the common elements across theories and research, rather than on the selection of a particular theory or even a… [PDF]

Dutcher, Nadine (1982). The Use of First and Second Languages in Primary Education: Selected Case Studies. World Bank Staff Working Paper No. 504. This paper discusses the question of whether, in a multilingual society, the child's first or second language is best as a language of instruction in primary school. Reviewing eight case studies from seven countries in which initial primary schooling was given either in the second or first language, the discussion compares achievement in reading and language in both languages and describes achievement in content subjects, especially arithmetic. Case studies from the Philippines, Ireland, and Canada report the use of a second language as the language of instruction, while studies from Mexico, Nigeria, Sweden, and the United States report use of the first language. It is concluded that, depending on the interrelated characteristics of each situation, answers must be found on a case-by-case basis. Such characteristics include the linguistic and cognitive development of the child in his or her first language, the attitudes of parents toward the language chosen for the school, and the…

Gonzalez, Rene C. (1983). Collaborative Research and Inservice Education for Teachers of Students with Limited English Proficiency. The process by which four separate school districts implemented collaborative research to examine and improve their inservice training for teachers of bilingual students is presented. The sites were in a major far west city, a small southwestern town with a Mexican-American majority, a large southeastern school district, and two neighboring districts in the northeast. The four programs were federally funded for one year and involved teams composed of a teacher, a researcher, and a trainer/developer researching techniques and strategies of inservice training to develop into active programs. A first conclusion from the four projects reported on was that readiness within the district for such an effort was a fundamental factor in the program's success. A second conclusion was that the collaborative research process progressed in three stages requiring clearly defined researcher behavior: (1) orientation and discussion of the school's collective needs; (2) a period of consolidation,… [PDF]

(1982). Industrial Crafts. A Bilingual Text = Trabajos Manuales Industriales. Un Texto Bilingue. This bilingual instructional text, one in a series of six texts covering various vocational and technical topics, provides secondary level English and Spanish instruction in industrial crafts. Addressed in the individual units are the following topics: plastics; laminating acrylic plastic; thermoforming plastics; sawing, shaping, and finishing plastics; fiberglass; casting with resin; copper tooling; woodcarving; copper enameling; leather craft; and careers in industrial crafts. Each unit contains an instructional text, a vocabulary review, discussion topics, and review questions. Concluding the guide is a glossary. (MN)…

Dean, Margaret (1989). Adult Spanish Literacy: Home English Literacy for Parents Project. A home-based Spanish literacy program for Spanish-speaking parents in Elgin, Illinois, which began as a project of the Elgin school district, is described. The program originated with a search for literacy instructional materials for this group. The curriculum was designed to focus on functional Spanish literacy and basic arithmetic skills, the needs expressed by the students. This report describes the organization and content of the literacy and arithmetic components, provides a scope and sequence of curriculum concepts in reading, writing, math, and English as a Second Language, discusses the student population, and describes the largely anecdotal approach to assessment. It is concluded that the program responded to a community need and was well received, and the hope is expressed that a similar program may be offered in the future for other Hispanic adults in need of native language literacy. Appended materials include the student pretest, Spanish-language registration and…

Jarvis, Carolyn; And Others (1988). Shaping the Future: Teaching Our Youngest Students. Research Brief #2. Research Brief: An O.E.A. Bulletin Linking Research with Educational Practice, n2 Jun. New York City has implemented all-day kindergarten programs, reduced the size of primary grade classes, and proposed that the public schools provide pre-kindergarten programs for 4-year-olds by 1989. In the process of program implementation, much has been learned about large-scale efforts aimed at young children. It is known that simply realigning resources does not guarantee positive results. In the future, as new programs are implemented, several questions must be answered: (1) How can a school system best marshall its resources to strengthen early childhood education? (2) What kinds of efforts are likely to pay off? (3) Which programs deserve support? (4) Which strategies are unlikely to succeed? and (5) Which strategies are counterproductive? By drawing upon the Office of Educational Assessment's evaluations of recent early childhood initiatives, this research brief addresses the questions and reviews nationwide research. Particular attention is paid to curriculum and… [PDF]

Edwards, Henry P.; Fu, Lewis (1984). Mathematics Achievement of English Program and French Immersion Pupils in Grades 3, 6, and 9: A Two-Year Evaluation with Reference to a New System-Based Mathematics Program. The purpose of the study was to assess the relative mathematics achievement of English-speaking pupils enrolled in grades 3, 6, and 9 in regular English or French immersion programs during the 1981-82 and 1982-83 school years. The data were obtained as part of a 2-year evaluation of a system-based mathematics program developed by an Ontario school board. For grade 3, eight English program and four French immersion classes were selected for each year. For grade 6, the 1981-82 sample consisted of 12 English program classes and the 1982-83 sample consisted of six English program and four French immersion classes. For grade 9, the 1981-82 sample consisted of 12 English program classes, and the 1982-83 sample consisted of 10 English program and two French immersion classes. Most differences between English program and French immersion pupils were small and nonsignificant in grade 3. Results for grades 6 and 9 suggested that the French immersion pupils had comparable or superior…

Raposo, Lucilia (1980). Ciencias 1. (Science 1). [Student's Workbook]. Ciencias 1 is the first in a series of science books designed for elementary Portuguese-speaking students. The book contains five sections divided into 43 lessons. The five sections are (1) Matter, (2) The Human Body, (3) Weather, (4) Solids, Liquids, and Gases, and (5) Living Things. Pictorial presentations and picture exercises are included for each concept. Pages in the book (available from the publisher) are perforated so they can be easily removed. (RH)… [PDF]

Garrigue, Pierre (1975). Le choix des langues vivantes dans le systeme scolaire francais (The Choice of Modern Languages in the French School System). Langues modernes, 69, 1, 27-36, 75. Discusses the problems and questions arising from the French experience of making several foreign languages available in the national curriculum. (Text is in French.) (TL)…

(1981). Teaching English to Cubans. General Information Series #25. Refugee Education Guide. This guide has three sections dealing with information of use to persons involved in teaching English as a second language (ESL) to Cubans. First, it provides information on the current Cuban educational system and the level of literacy found among Cuban adults in Cuba. Secondly, it gives a brief overview of the Spanish spoken in Cuba with special attention to its pronunciation and spelling. Finally, it presents teaching materials that deal with the particular pronunciation problems Cuban students might have in learning English. In this final section, the major points of difference between English and Cuban Spanish pronunciation are presented in chart form and 33 pronunciation lessons are outlined. The lessons consist of minimal pairs, minimal sentences, practice sentences, and notes. A detailed development of the first lesson is given to illustrate how the lessons can be presented to a class. (AMH)… [PDF]

Ingram, D. E. (1979). Methodology. A chapter from the Teacher's Manual of the Adult Migrant Education Program of the Australian Department of Immigration and Ethnic Affairs, the document presents a second-language teaching methodology which focuses on the learner, language use, and social interaction, and responds to the learner's felt needs, thus helping newly-arrived migrants make contact with other Australians and learn to live in Australian society. Section I provides the basis for the methodology, discussing the nature of language, the learner, and society. Section II outlines the methodological basis on which teachers can develop and evaluate their own techniques and includes: developing an integrated program; focusing on use, communication, and the learner; contextualizing the language; providing diverse experiences; practising "mobilizing" the language; individualizing instruction; and using the language laboratory. Section III describes the course components: community involvement, syntax,…

(1980). Trilingual Education Learning Environment (TELE). ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of the Trilingual Education Learning Environment Program (TELE) which provided training to teacher interns in New York City. The program sought to improve the linguistic performance of limited English proficient students by training Spanish/English and Italian/English teachers in Title I designated schools, and to serve as a link between the elementary (feeder) schools and the Junior High Schools. Information on the program's goals, organization, and target population is provided. Activities of the program discussed include: (1) recruitment procedures; (2) log books; (3) teacher intern self-evaluation; (4) teacher training; (5) teacher program evaluation; and (6) supplementary training activities. Tables show students' achievement in English, native language reading and mathematics. Student attendance rates are also given. Conclusions and recommendations are offered. (APM)… [PDF]

Hepburn, Larry; Shin, Masako (1981). Multi-Cultural Competency-Based Vocational Curricula. Food Service. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables, preparing food for serving, salad, sandwiches, breakfast, soups and sauces, baking, and dining area and kitchen maintenance. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the preparing food for cooking section, a student should be able to (1) season and bread meats, seafood, and fowl for baking, roasting, broiling or frying; (2) trim, cut, or shred fruits and vegetables; and (3) wrap foods for baking. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks…

Sauvageau, Juan (1976). Stories That Must Not Die. Volume Two. Included in this entirely bilingual (Spanish and English) text are 10 traditional tales from the Southwest intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the area. The stories, with black and white illustrations, involve folklore ("The Poor Little Naked Bird", "The Devil Takes a Bride", "The Road Runner and the Coyote"); history ("The Revenge of the Oppressed", "Stolen by the Comanches", "The Junipero Serra of Texas"); local legend ("The Lady in Black", "The Headless Rider", "All or Nothing"); and a children's story ("The Royal Beggar"). The Spanish and English texts are presented side by side, although the translations are not literal. Following each story are about 20 questions in Spanish and English, some about the story itself and others suggested by the subject matter. Completing the book is a vocabulary section in which 30…

Sauvageau, Juan (1978). Stories That Must Not Die. Volume Four. Fourth in a series of bilingual (Spanish and English) texts intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the Southwest, this text contains 10 traditional tales from the area. Accompanied by black and white illustrations, the tales concern local legends and personalities ("Thunder Ramirez", "In Love With a Dead Man", "Smoke for Christmas"); folklore, especially relating to wedding customs ("The Bride Said No", "Watch Out for Short Cuts", "Nothing but the Shoes", "A Devil in the Well", "The Perfume that Kills", "Crazy but Not as Much as All That"); and animals ("The Jealous Barn Owl"). English and Spanish versions of each story are presented side by side, followed by a series of questions (also in both languages) suggested by the subject matter and directly related to the story. The book ends with a vocabulary and cognate…