Martinez, Emiliano; And Others (1972). Otros amigos, otras culturas: Libro de lectura 2, nivel 2 (Other Friends, Other Cultures: Reader 2, Level 2). This reading textbook was designed for the elementary school Spanish-speaking student. It contains short passages which provide an initiation into knowledge of other countries and ways of life to encourage development of the senses of friendship, curiosity, and solidarity. See FL 004 069 for the accompanying workbook. (Author/SK)…

Ornstein, Jacob (1972). Report on a Project to Apply Sociolinguistic Research Findings to Educational Needs of Mexican American Bilingual/Biculturals. According to this report, the accomplishments of the Sociolinguistics Studies on Southwest Bilingualism have been to (1) elicit a corpus of the speech (Spanish, English, and Mixed) of several hundred young adults and set up taxonomies of leading variables in both languages; (2) devise and apply a Sociolinguistic Background Questionnaire with over 90 demographic, attitudinal, and language usage items; (3) established working hypotheses for correlating such data with school performance records; and (4) develop a tentative working model (rational bilingualism) to correlate social and educational factors with language skills. Applications of the growing data bank are anticipated in programs aimed at curricular change for culturally and linguistically divergent pupils and students, special texts and programs intended for bilinguals in both Spanish and English, and attitudinal profiles of bilinguals/biculturals useful in understanding and coping with the special problems of this… [PDF]

(1976). Research and Analysis of Competencies Needed by the Bilingual Teacher Aide. A study identified competencies needed by a bilingual teacher aide in an elementary school program. The methodology involved (1) use of task analysis in the form of a 341-item questionnaire, which was disseminated to 13l bilingual teacher aides in Arizona to determine both the difficulty and frequency of their tasks, (2) chi-square tests for significance of the bilingual teacher aides' background data and areas of task performance, (3) structured interviews with 40 bilingual teacher aides, (4) structured interviews with their 40 monolingual supervising teachers (conducted separately), and (5) a review of the literature. Results showed that the bilingual teacher aides are specifically unprepared to perform in the very areas for which they were employed. Courses are recommended and described on the basis of the skills which appeared to be most important to the performance of essential tasks within the bilingual classroom. A bibliography, intended as a guide for teacher aide trainers,…

Mowder, Barbara A. (1979). Assessing the Bilingual Handicapped Student. Psychology in the Schools, v16 n1 p42-50. Bilingual children with possible handicapping conditions must be assessed to determine their dominant language, and that further testing must be conducted in their primary mode of communication. This paper explores the issues involved in assessing bilingualism and handicapping conditions of bilingual, culturally different children and evaluates the assessment methods. (Author)…

Russell, Randall H.; Silverman, Robert J. (1978). Relationships Among Three Measures of Bilingualism and Academic Achievement. Education and Urban Society, 10, 3, 347-62, May 78. The rationale for using multiple measures to assess language ability in bilingual students is examined. The relationships among the Language Facility Test, teacher judgment, home bilingual usage estimate, and, where possible, standardized achievement tests are investigated, utilizing data from a study of 1800 Washington State students. (Author/GC)…

Landry, Rodrigue J. (1978). Le bilingualisme: Le facteur repetition (Bilingualism: The Repetition Factor). Canadian Modern Language Review, 34, 3, 548-76, Feb 78. Recent research is reviewed demonstrating positive effects of bilingualism on cognitive development, some explanation of this research are given, and an interpretation is offered bearing on the variability of memory codes in bilinguals. Results of a study dealing with memory codes are presented and discussed. (Text is in French.) (AMH)…

Boss, Marvin W.; Warnock, Mairi (1987). Auditory Discrimination and Auditory Memory as Predictors of Academic Success. Canadian Journal for Exceptional Children, v3 n3 p88-91 Spr. Eighty fourth-graders enrolled in an English/French bilingual program in Canada were administered an auditory skills battery of six tests to measure auditory discrimination and short-term auditory memory. It was concluded that a relationship exists between certain auditory perceptual abilities and school achievement independent of cognitive abilities. (Author/JW)…

Miller, Carole Hamilton (1987). Ready, Set, Write!. Equity and Choice, v3 n2 p3-8 Win. Bilingual elementary pupils can successfully learn to write in English if they write about what is important to them, get feedback from their peers, use "invented spelling," and are allowed to work with partners. This report describes a third-grade teacher's class experience. (PS)…

Byram, Michael; Sondergaard, Bent (1986). Pedagogical Problems and Symbolic Values in the Language Curriculum–The Case of the German Minority in Denmark. Journal of Multilingual and Multicultural Development, v7 n2-3 p147-67. Discusses the role played by German schools in Denmark in the maintenance of the minority's identity and describes those constraints and tensions which are due to the symbolic value of German. The interrelationship of pedagogical problems and potential solutions with the perceptions fundamental to the minority group's identity are highlighted. (SED)…

Jones, Glyn E. (1984). L2 Speakers and the Pronouns of Address in Welsh. Journal of Multilingual and Multicultural Development, v5 n2 p131-45. Discusses the reported patterns of address of first language and second language Welsh-speaking children. Concludes that it's possible that by adjusting their speech to accommodate the interlanguage of the L2 speakers, the L1 speakers lessen the need for the L2 speakers to go beyond a certain level of competence. (SED)…

Walker, James (1984). Test Review: The Spanish Oral Reading Test. Reading Teacher, v37 n4 p395-97 Jan. Concludes that the Spanish Oral Reading Test can be a useful tool for teachers who need to estimate the reading levels of immigrant children. (FL)…

Grubb, Susan A. (1976). \Back of the Yards\ Goes Bilingual. American Education, 12, 2, 15-8, Mar 76. In Chicago's old stockyard district a bicultural program is chipping away at the Spanish-English language barrier and helping weld factions into a whole community. (Editor)…

Duhamel, Ronald J. (1976). Bilingual Immersion. Education Canada, 16, 1, 28-34,37, Spr 76. What do parents, administrators, teachers and trustees really think about immersion programs? (Editor)…

Baldwin, Anne (2000). Trends in English as a Second Language Activity, Fall Terms 1994 through 1999. Information Capsule 2000-02C. The report from the Miami-Dade Community College (M-DCC) Institutional Research Office (Florida) updates information on trends in second language (ESL/ENS) credits at MCC. Over the past six years, while total credits decreased by 11.4% to 407,013, second language credits increased 26.9% to 62,500. In 1999 ESL/ENS courses constituted 15.4% of total college credits. By site, 65% of Hialeah Center credits were produced by second language courses, 51% of InterAmerican Campus credits, 17% of North Campus credits, 16% of Wolfson Campus, and 9% of Kendall Campus. Non-credit second language activity measured 5,784 equivalent credits in 1994 and increased to 18,957 in 1999, which is 45% of the total equivalent credits for that year. Non-credit data have been added here to give a more complete view of the second language activity at M-DCC. Table 1 gives the fall term 1994 through 1999 combined ESL/ENS credits as a percent of total college and campus credits. Table 2 presents the separation of… [PDF]

Dougherty, Janice; Harris, Pam; Hawes, Janet; Shepler, Rick; Tolin, Canice; Truman, Connie (1998). A Family Guide to Systems of Care for Children with Mental Health Needs = Guia para la familia de \Systems of Care\ para la salud mental de sus hijos. This bilingual (English-Spanish) guide is intended to assist parents and caregivers in seeking help for children with mental health problems. As part of the system of care, parents and caregivers need to work together to help the child in need. Caregivers and counselors can help families define their strengths, determine the things they want to change, and find the kind of help and support they need to reach their goals. Depending on the child's needs, help can be obtained from schools, health clinics, community mental health centers, social services, or the court system. Working with several providers can be a confusing and overwhelming experience, unless a partnership is formed with all those involved. This guide, written by families who have received help, serves to help parents and caregivers figure out the steps they need to take in seeking help. Each section explains what the parent needs to know, what questions to ask, what can be expected, and what can be done. A section is… [PDF]

McLaughlin, Milbrey W., Ed.; Oberman, Ida, Ed. (1996). Teacher Learning: New Policies, New Practices. The Series on School Reform. This collection of articles focuses on the practice and policy of staff development in terms of recent developments in teacher learning. Following an introduction by the editors, the book is divided into five parts. Part 1: New Perspectives on Practice contains three chapters: (1) \Reconceptualizing Teaching: Moving toward the Creation of Intellectual Communities of Students, Teachers, and Teacher Educators\ (B. S. Nelson and J. K. Hammerman); (2) \Teaching the Way Children Learn\ (B. Falk); and (3) \Constructivism and School Reform\ (M. G. Brooks and J. Grennon Brooks). Part 2: A New Lens on Traditional Roles contains three chapters: (4) \Of Regularities and Reform: Navigating the Subject-Specific Territory of High Schools\ (P. Grossman); (5) \Improving Classroom Practice: Ways Experienced Teachers Change after Supervising Student Teachers\ (E. S. Tatel); and (6) \Assessment as a Heuristic for Professional Practice\ (K. Jamentz). Part 3: New Structures for Learning and Change…

Fletcher-Carter, Ruth; Paez, Doris (1997). Exploring Students' Personal Cultures: A Tool for Use in IEP Development. Since deaf students who are members of more than one cultural group (e.g., Deaf and Black, Deaf and Asian, Deaf and Native American, Deaf and Hispanic) seldom encounter teachers who are deaf, let alone deaf and representative of their ethnic/racial group, this paper offers a framework to help teachers attend to the variations in beliefs, traditions, and values which impact these students' lives. The framework includes forms for identifying personal culture variables and generating curricula adaptation; encourages the use of \cultural brokers\ to provide a bridge between cultures; and offers six steps for identifying cultural variables and generating strategies for inclusion in curricular methods and the student's Individualized Education Program (IEP). The Student's Personal Culture Form is used to explore a student's personal culture. A second form, the Personal Culture Curricular Strategy Form, is used to summarize findings from the student's personal culture form. It offers…

Keith, Novella Z. (1994). Diversity, Equity and Community in Educational Reform. Educational equity demands are progressively being framed in terms of multiculturalism and diversity within the educational process. This change of focus means that strategies aiming to secure rights should make room for others that emphasize the building of relationships, mutual knowledge, and community. For schools in poor, inner-city neighborhoods, community building must reach beyond the school, to address the social and economic environment in which the school is located. The paper presents an incipient model which begins with conceptual revisioning in four areas, with a common emphasis on reciprocity, capacity finding, and capacity building (empowerment) rather than deficits (service provision. The four areas are: (1) the student and the curriculum; (2) school relationships; (3) community "partnerships"; and (4) community development. (Contains 19 references.) (Author)… [PDF]

Hale, Janice E. (1994). Unbank the Fire. Visions for the Education of African American Children. The question of what sorts of measures are required to overcome differences between African American and other students is addressed. It is suggested that none are required, and that African American children will reach their potential when the ashes that historically and presently stunt their development are removed. The author's descriptions of the backgrounds of her own parents provide insight into the factors that contribute to black social advancement. The cultural lessons from her own history in part 1 lead to the discussion of educating African American children in part 2. It is argued that there is a distinct African American culture with a particular world view. The transfer of this culture is interrupted because schools do not support it. Chapter 10 describes a demonstration school in a Cleveland (Ohio) suburb designed to facilitate the intellectual development of African American preschool children. Culturally appropriate pedagogy and issues of African American male…

(1991). Final Documents of the International Congress of Educating Cities (1st, Barcelona, Spain, November 26-30, 1990). The First International Congress of Educating Cities in Barcelona (Spain) considered education in its broadest sense, beyond the school system. An introduction by P. Figueras Bellot is provided. The following are the English translations of the Spanish titles of the presentations given by representatives of international and government organizations: (1) "UNESCO" (United Nations Economic and Social Council) (F. Marti Ambel); (2) "The European Council" (A. Siurana Zaragoza); (3) "The Spanish Ministry of Education and Science" (E. Angulo Aramburu); (4) "The Department of Education of Catalonia" (S. Blasi Gutierrez); and (5) "The City of Goteburg" (host for the next conference) (M. Fagberg). Attachments include greetings from J. Zapasnik of the International Union of Local Authorities and P. Mauroy of the Federation Mondiale des Cites Unies and Villes Jumelees. Lectures presented include the following: (1) "Why We Talk about the…

Marujo, Manuela (1993). Narrative and Voice: Marginalized Perspectives in Teacher Education. Heritage Language Teachers in Ontario Schools. This paper reviews the development of interest in teaching Portuguese to immigrant students, an interest rooted in an individual's ethnicity and cultural past. The story of a Portuguese couple who immigrated to Sweden with their young son is recited, emphasizing the child's struggle with his lack of identity with either Portuguese or Swedish culture. The heritage language programs in Ontario, Canada, are then described as programs that allow for schooling in the student's first language to enhance students' cultural identity and self-esteem. The historical development of the language programs is reviewed, and their goals are listed. Institutionalized discrimination towards such multicultural federal educational policies are noted. Qualifications of heritage language teachers are discussed, and it is explained that instructors need not have an Ontario teacher's certification, can be paid at a lower rate than regular classroom teachers, and occupy a lower status than regular classroom… [PDF]

Dana, Nancy Fichtman (1992). Towards Preparing the Monocultural Teacher for the Multicultural Classroom. An ethnographic study was conducted to determine what happens when teachers are placed in schools in which the students' cultural background differs dramatically from their own. Participants were five student teachers completing their internship in a low socioeconomic school in Tallahassee, Florida. Three methods were used to collect data: journals reflecting student teachers' thoughts and ideas about the teaching experience; participant observation; and qualitative ethnographic interviewing. Data analysis indicated that each student teacher experienced culture shock when beginning the internship, basing value judgments and expectations on norms established by their personal prior experience, and judging different experiences to be abnormal. Four of the five student teachers experienced difficulties with classroom management and control, attributing their difficulties to the background of the students being taught; and efforts to control students using the prepackaged technique of… [PDF]

Hare, Bruce R.; Levine, Daniel U. (1984). Toward Effective Desegregated Schools. This monograph attempts to clarify the relationship between desegregated education and effective education. The first part of the monograph concentrates on desegregation as it has been assumed to, as well as it actually appears to, relate to school academic effectiveness. The second part of the monograph addresses what is known about school academic effectiveness and the structural conditions under which it would appear attainable, whether schools are desegregated or not. The concluding recommendations concern: (1) individualizing instruction in desegregated schools; (2) other less expensive methods for initiating change at schools with many low achieving students; (3) an increased emphasis on teaching basic skills; (4) implementation in desegregated schools of grading practices that minimize the weight given to previous achievement; (5) an emphasis on consistent student grading practices; (6) an emphasis on discipline at both segregated and desegregated schools; (7) individualized… [PDF]

(1981). Bilingual/Bicultural Education: Titles and Abstracts of Doctoral Dissertations, Volume II. This collection of dissertation abstracts on the subjects of bilingual and bicultural education originally published by \Dissertation Abstracts International\ contains items in the following areas: bilingual education program management, assessment, language, curriculum, and the affective domain. The section on program management covers scope, history, and legislation; program development, program models, comparative monolingual/bilingual studies, teacher education, and investigations outside North America. The second section covers assessment, language proficiency, and intelligence testing. The language section includes studies of acquisition and development, concept and development, language and culture, linguistics, and sociolinguistics. The fourth section covers reading and language arts curriculum, content fields, special education, career education, and audio-visual media. The final section on the affective domain deals with self-concept and attitudes toward bilingual… [PDF]

Becker, James M. (1977). Intercultural Awareness at the Elementary and Secondary School Level. This paper provides a state of the art review of intercultural awareness at the elementary and secondary school level. The key assumptions underlying this paper are two: (1) Intercultural awareness education, however many fields or special efforts are included, is increasingly becoming education for interaction in a global society or world community, and (2) the nation's schools bear a major responsibility for preparing children and youth to live in this complex world. An historical perspective on international education indicates that the establishment of UNESCO in 1945 was the most important event in this field during the post World War II era. Current developments include the passage in 1976 of an amendment to Title VI of the National Defense Education Act which authorized support for the development of international programs at the pre-collegiate level. Although there is a growing feeling that students need to know and understand more about other peoples and cultures and that as… [PDF]

(1979). Criteria for Excellence: Bilingual-Bicultural Education. Promising Practices. Designed to be used by administrators, professional staff, and community representatives to assess bilingual-bicultural education programs, the booklet consists of checklists (rating aspects of the programs on a 5-point scale which ranges from \not started\ to \achieved\) and a district profile sheet. Areas covered on the checklists include philosophy, management, staff preparation and inservice, program design, materials and resources, program evaluation, and community involvement. Information generated from the checklists can also be used for: establishing program goals; validation of promising practices or exemplary programs; self-appraisal (school, district, or community level); planning inservice; planning and evaluating federal programs; and disseminating information. (CM)… [PDF]

McKenzie, R. W. (1980). Abstract of Research Performed by the Research Committee Since July 1978. Report No. 10. Reports on all the research projects performed under the aegis of the Nedlands College Research Committee since July 1978 are presented in summary form. Abstracts on the following projects are offered: (1) Nedlands action project; (2) measurement of academic staff workloads; (3) measurement of student workloads; (4) causes of student withdrawals; (5) teaching of children of different cultural backgrounds; (6) survey of science graduates from Nedlands College; (7) seminar on discipline in secondary schools; (8) inquiry into good teaching; and (9) survey of research requirements of academic staff members. Brief annotations are given of reports still in preparation on the role of teaching practice, a pilot study on patterns of student stress, and a study of occupational skills and employment opportunities. (JD)…

(2000). Multicultural Early Childhood Team Training: Outreach 1996-1999. Final Report. This final report summarizes the activities and outcomes of a grant-funded project designed to infuse cultural competence in early childhood programs by disseminating and replicating a proven parent and professional inservice training module, Multicultural Early Childhood Team Training (MECTT). During the 3 years of the project, the following objectives were achieved: (1) 61 culturally linguistically diverse parent/professional teams were prepared to provide leadership and training to approximately 3050 professionals and parents in local and state early childhood programs; (2) a guide was developed to assist these teams in adapting MECTT training materials for a broad range of programs and audiences; and (3) technical assistance was provided to adoption sites in developing and implementing state and community action plans. Additional training and dissemination activities included: 2 Leadership Institutes; 4 display/poster sessions; and a variety of workshops, seminars, and… [PDF]

Gonzalez, Maria Luisa, Ed.; Huerta-Macias, Ana, Ed.; Tinajero, Josefina Villamil, Ed. (1998). Educating Latino Students: A Guide to Successful Practice. This book attempts to assist readers in expanding their knowledge base in the area of quality practices for Latino students. The chapters contain many practices that can be implemented in educational settings from preschool to secondary school. The following chapters are included: (1) "Successfully Educating Latinos: The Pivotal Role of the Principal" (Maria Luisa Gonzalez); (2) "Learning for Latinos: The Sociocultural Perspective" (Ana Huerta-Macias); (3) "Fostering the Home-School Connection for Latinos" (Alma Flor Ada and Nancy Jean Smith); (4) "Developmentally Appropriate Practice: Rethinking the Preschool Curriculum with Latino Families" (Elizabeth Quintero); (5) "Emergent Literacy: Implications for Kindergarten Settings" (Maria Cristina Gonzalez); (6) "Learning Environments Supportive of Young Latinos" (Cecilia Espinosa, Karen Moore, and Irene Serna); (7) "Developing Language and Literacy in Bilingual…

Shaw, Susan, Ed. (2000). Intercultural Education in European Classrooms: Intercultural Education Partnership. This collection of papers demonstrates the role of the Intercultural Educational Partnership in the United Kingdom. It offers contributions from teachers, educationalists and academics in the field of second/additional language learning. The papers include: "Introduction: 'Learners' or 'Learned'" (Susan E. Shaw); "Second Language Pedagogy: A Value Free Zone?" (Constant Leung); "Accelerated Schooling for All Students: Research Findings on Education in Multilingual Communities" (Wayne P. Thomas and Virginia P. Collier); "Learning to Read in a Second Language: Fact and Friction" (Jim Cummins); "Lefteris Doesn't Go To School Any Longer" (Kostas Magos); "The Power of Babel: Collaboration and Empowerment (an extract)" (Viv Edwards); "'Mum, Let's Learn Together!': Some Examples of Parental Participation Using the Mother Tongue" (Joke Kypriotakis); "Teaching Academic Language to Pupils With EAL" (Carrie Cable);…