O'Rourke, Terrence J.; And Others (1990). Teaching English to Deaf Students and English as a Second Language: Psychological Considerations. Teaching English to Deaf and Second-Language Students, v8 n1 p5-19 Spr. Panelists involved in deaf education teaching, research, and administration discuss the application of English-as-a-Second-Language methods for teaching English to deaf students, focusing on educational theories, use of American Sign Language, teacher education needs, and sociocultural factors. (CB)…

O'Brien, Michael L. (1989). Psychometric Issues Relevant to Selecting Items and Assembling Parallel Forms of Language Proficiency Instruments. Educational and Psychological Measurement, v49 n2 p347-53 Sum. Issues in measuring language proficiency of monolingual and bilingual persons are discussed. Psychometric procedures in developing both English- and Spanish-language proficiency instruments are illustrated through development of the New York City Language Assessment Battery, an assessment of proficiency in both languages used to screen eligibility for school bilingual programs. (SLD)…

Hanson, Vicki L.; Padden, Carol A. (1989). Interactive Video for Bilingual ASL/English Instruction of Deaf Children. American Annals of the Deaf, v134 n3 p209-13 Jul. A bilingual instructional program was developed to teach written English to elementary-aged deaf students who are fluent in American Sign Language. The student-directed language learning uses interactive video and offers five activity options: watch a story, read a story, answer questions about a story, write a story, or caption a story. (Author/JDD)…

Grant, Nigel (1988). The Education of Minority and Peripheral Cultures: Introduction. Comparative Education, v24 n2 p155-66. Discusses the problems of perspective in dealing with minority cultures, citing many examples from world history. Discusses effects of dominant languages and cultures upon minority ones. Mobility is examined as a feature of peripheral cultures with fragile economies. Implications for multicultural education discussed. 23 notes and references. (TES)…

Wiss, Corrinne A. (1993). Crosslinguistic Comparisons of Learning Disabilities in French Immersion Poor Readers. Canadian Journal of Special Education, v9 n2 p171-76. This paper describes the methodology of a study seeking to determine whether there is evidence that French immersion children with specific reading disability in one language also have the disability in the other language, and learning-disabled readers belong to the same subtype in both languages. (Author/JDD)…

Dube, Rita Vis (1995). Creating a Bilingual Environment for Children Who Are Deaf. ACEHI Journal/Revue ACEDA, v21 n1 p62-68. This article presents theoretical, empirical, and practical considerations of creating a bilingual (American Sign Language and English) environment in which deaf children can develop linguistic competence. Traditional environments for these students are compared with bilingual environments, and empirical support for deaf bilingualism is summarized. (DB)…

Reyhner, Jon (1992). Review of "Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages," by Joshua A. Fishman. Bilingual Research Journal, v16 n3-4 p148-52 Sum-Fall. Reviews a book that emphasizes the role of families in maintaining minority languages and, ultimately, cultures. The book sees efforts to preserve and restore minority languages as societal reform efforts that lead to appreciation of other cultures as well. Three sections cover introductory considerations, case studies of threatened languages, and how minority languages can be revived. (TD)…

Makin, Laurie (1992). Supporting Children's Home Languages in Mainstream Educational Programs. Australian Review of Applied Linguistics, v15 n1 p71-84. Describes the Home Language Support Project, which is an attempt to help mainstream teachers include children's home languages in educational programs. Questions that arose during the implementation of the program are discussed, including language delivery patterns in home language support programs and the issue of code switching. (19 references) (VWL)…

Weber, Joanne C. (1992). Language Lab: A Pilot Project at R.J.D. Williams School for the Deaf, Saskatoon. ACEHI Journal, v18 n1 p43-50. The Language Lab was a pilot project which sought to develop communicative competence in deaf students with additional disabilities, through the use of the bilingual-bicultural approach and the whole language approach. This paper discusses goals of the Language Lab, classroom strategies, administration, and student evaluation. (Author/JDD)…

Brittain, Fe Pittman (1991). Effects of a Maintenance Bilingual Bicultural Program on Fully English Proficient Students. Journal of Educational Issues of Language Minority Students, v8 p125-46 Spr. Observation of a maintenance bilingual (Spanish-English) program to determine its effects on majority language students found that fully English-proficient students enrolled in the program did achieve competency in Spanish and that their attitudes toward Spanish, second-language learning, and Mexican-American culture and community were strongly positive. (45 references) (CB)…

Constantino, Rebecca; Lavadenz, Magaly (1993). Newcomer Schools: First Impressions. Peabody Journal of Education, v69 n1 p82-101 Fall. Highlights instructional practices in four California newcomer schools designed to address newly arrived immigrant students' instructional needs. Observations of the schools indicated effective instructional practices for that student population were not being used in most of the newcomer classrooms, despite a strong commitment to support and assist newly arrived students. (SM)…

Alaniz, Ramon; Kajs, Lawrence T.; Sifuentes, Elisa; Willman, Edward (1998). Color-Coding Keyboard Functions to Develop Kindergartners' Computer Literacy. Journal of Computing in Childhood Education, v9 n2 p107-11. Describes the experience of a bilingual kindergarten teacher who, in an effort to improve students' writing, used color-coded symbols familiar to students on specific key functions of the computer keyboard. Familiarity with the keyboard functions facilitated the children's understanding and consequent use of software, and allowed the children to work independently. (Author/EV)…

Drury, Rose (2000). Bilingual Children in the Nursery: A Case Study of Samia at Home and at School. European Early Childhood Education Research Journal, v8 n1 p43-59. Presents case study of 4.5-year-old to highlight aspects of socialization for young bilingual children learning English as a second language. Identifies social rules/routines, child-adult interaction, and the stage of English language development as areas providing important educational insights. Highlights how children in early stages of second language development create opportunities for rehearsing and practicing classroom learning outside school. (Author/KB)…

Kuball, Yazmin Elizabeth; Peck, Sabrina (1997). The Effects of Whole Language Instruction on the Writing Development of Spanish-Speaking and English-Speaking Kindergartners. Bilingual Research Journal, v21 n2-3 p213-31 Spr-Sum. A yearlong study investigated the effects of whole language-based instruction on the writing development of eight Spanish-speaking and eight English-speaking kindergarten children. The writing skills of the Spanish-speaking children developed similarly to those of the English-speaking children, refuting rationales used to place Spanish-speaking students in skill-based programs. (Contains 42 references.) (Author/TD)…

Sutherland, Margaret B. (2000). Problems of Diversity in Policy and Practice: Celtic Languages in the United Kingdom. Comparative Education, v36 n2 p199-209 May. Discusses the questionable survival of minority languages worldwide and of the Celtic languages in the United Kingdom. Examines governmental policies concerning the teaching and school use of Welsh, Scots Gaelic, and Irish Gaelic in their respective regions. Outlines some general principles to guide policies related to minority language maintenance and survival. (Contains 31 references.) (SV)…

Hao, Ramona Newton; Hartley-Forsyth, Paula (1993). Reading and Writing across the Preservice Curriculum. Kamehameha Journal of Education, v4 p97-104 Fall. As part of Hawaii's PETOM (Preservice Education for Teachers of Minorities) program, future educators are taught not only to teach but also to enjoy reading and writing. The article explains how PETOM students learn the joys and struggles of reading and writing and learn to become teachers of the subjects. (SM)…

Haberman, Martin; Post, Linda (1998). Teachers for Multicultural Schools: The Power of Selection. Theory into Practice, v37 n2 p96-104 Spr. Proposes 12 teacher attributes that are important in multicultural schools, focusing on specific teacher qualities and ideology and explaining that selecting teachers who are predisposed to perform the sophisticated expectations of multicultural teaching is a necessary precondition. Training has important value after preselection, providing it emphasizes being mentored on the job as fully accountable teachers. (SM)…

Smith, Douglas (1995). Being Shaped by Context: The Aboriginal Intern's Socialization Experience. Journal of Professional Studies, v3 n1 p21-28 Fall-Win. This study examined aboriginal interns' socialization experience during the final teaching practicum of the Saskatchewan Indian Federated College teacher education program. Interviews with aboriginal and nonaboriginal interns in rural and urban schools indicated that in contrast to mainstream interns, aboriginal interns had continuing tension between their aboriginal backgrounds and their mainstream experiences during the internship. (SM)…

(1994). Adult Education and Development, 1994. Adult Education and Development, n42-43. The publication is a half-yearly journal for adult education in Africa, Asia, and Latin America. Issue 42 includes the following: "Adult Education for Self-Reliance in Community Health Education Programmes" (Kweka); "Promoting Good Nutrition" (Mangvwat); "Incorporating Health-Improvement Activities in Adult Education Programmes in Nigeria" (Momodu); "The Need To Develop Critical Thinking Skills in a Core Training Programme for Primary Health Care Workers" (Cornielje); "Democracy and Adult Education in Tanzania" (Mushi); "Role of Voluntary Action in a Contemporary Context" (Tandon); "Make It Global–Make It Local but Always Do It Democratically" (Vio Grossi); "Literacy Skills as Building Bricks for Trade Union Democracy" (Ireland); "Micro-Enterprise in the Informal Sector of Managua and the Long Road to Vocational Competence" (Overwien); "Experience of a French Adult Educator"… [PDF]

(1990). Strength and Diversity: Japanese American Women, 1865 to 1990. Classroom Study Guide, Intermediate Level. This study guide was created to accompany the special exhibit \Strength and Diversity: Japanese American Women, 1885 to 1990\ at The Oakland (California) Museum, February 17-May 13, 1990. The guide provides a supplement for studying the history of Japanese American women, their immigration, and acculturation. The guide touches upon important historical and sociological aspects of becoming an American, such as immigration, acculturation, discrimination, ethnic identity/pride, and cultural diversity. The guide is divided into four parts, including: (1) \Overview and Brief History\; (2) \Concepts and Biographies\; (3) \Activities\; and (4) \Bibliography.\ First-person accounts are included for the immigrant experience (Issei), the acculturation of the second generation U.S. born women (Nisei), and the cultural integration of the third and fourth generations (Sansei and Yonsei). (EH)… [PDF]

Hansen, Linda; And Others (1995). Farm Play Center. Because many cultures celebrate a harvest time or festival with which many children can identify, this farm preschool curriculum unit is appropriate for a cross-cultural setting. The farm unit is introduced to children through a field trip to a local farm, with children having the opportunity for experiential learning. The farm may be integrated into various curriculum areas in the classroom and the playground may be transformed into a child-size farm. Children's multicultural and individual experiences are easily incorporated into the farm theme and activities can be adapted to meet the needs of all children. The bulk of this document describes the 23 farm-related activities for nine centers, including science, art, and cooking. Each activity plan lists the center involved, the class, the materials needed; and describes the child's role and procedures, the teacher's role and questions, and adaptations and comments. (KDFB)… [PDF]

Gordon, Avery, Ed.; Newfield, Christopher, Ed. (1996). Mapping Multiculturalism. Multiculturalism has become a major framework for analyzing intergroup relations in the United States, but the meanings of the term have become less and less clear. The 26 essays in this collection map the terrain of multiculturalism in its varied dimensions and discuss its future. The scholars represented, link the complex cultural questions of race to questions of power and institutional authority. They suggest the prospect of restructuring social and cultural knowledge to provide a better fit to society's often suppressed actualities. Part 1, \Mapping Multiculturalism,\ situates the concept in connection with related discourses about race, culture, and power. Part 2, \Rethinking the Political Subject,\ inquires into the ways that politics forms subjectivity and subjectivity informs politics. \Reading Multicultural Narratives,\ Part 3, examines already existing descriptions of U.S. culture as multicultural, ideas that have played a central role in the survival of nondominant U.S….

Chan, Adrian; Chu, Richard (1995). The Concept of Order in Ancient China: A Curriculum Unit for History and Social Studies, Grades 6-9. This unit addresses the questions of how and why people create order in a world whose randomness and order are for individuals to interpret. This unit uses the Han Dynasty of China as an example of one country's attempt to create such order and unite China successfully for over 400 years. The activities in this unit examine order in politics, in society, in human relationships, in the relationship to the land, in music, and writing. The six activities include: (1) "The Ruler"; (2) "Music in Han China"; (3) "The Scholar-Official"; (4) "Agriculture"; (5) "The Virtuous Order"; and (6) "Order in Language." A closing activity focuses on "Order Around Us." An 18-item bibliography concludes the document. (EH)…

Abramowitz, Jack (1987). Readings in American History (In Their Own Words), Book II: Growth of the New Nation and Teacher's Guide. This skills-text is the second of four books in the series \Readings in American History.\ The materials allow opportunities to improve reading and comprehension skills in a subject matter context by using certain primary sources related to the topic. Book 2 covers the period immediately following the American Revolution to the election of Abraham Lincoln as President in 1860. Each lesson includes short readings with exercises and questions to allow students to explore the topic. The table of contents includes: (1) \After Independence: The 'Critical Period'\; (2) \The Constitution and the Branches of Government\; (3) \The Bill of Rights\; (4) \The Supreme Court Speaks: Marbury vs. Madison\; (5) \Expanding National Power: The Monroe Doctrine\; (6) \Native Americans and 'The Trail of Tears'\; (7) \The National Spirit: The Webster-Hayne Debate\; (8) \Slavery Remembered\; (9) \Abolitionism and 'Freedom's Journal'\; (10) \Dorothea Dix Speaks Out\; (11) \Women Meet at Seneca Falls\; (12)…

van Amelsfoort, Peter (1996). Multi-Institutional Collaborations for International Vocational Education: How To Manage It. In the current global educational environment, students and faculty must be able to understand people of different cultures and learn to communicate and compete with them in the workplace. One way of enhancing the curriculum to include international and multicultural elements is by developing cooperative programs with institutions in other countries, such as teacher exchanges, joint curriculum development, and study abroad for students. To give faculty and students the opportunity to experience other educational systems and to help bring new ideas back to the college, King William I College in the Netherlands undertook pilot faculty and student exchanges with community colleges in the United States. Netherlands faculty learned about American habits and the school system, while U.S. faculty visited industry, did job-shadowing, and had extensive discussions with faculty and students. The student exchange involved 12 students who attended classes and visited industries; some students…

Goetz, Kathy, Ed. (1996). Culture and Family-Centered Practice. FRC Report, 1995-1996. Family Resource Coalition Report, v14 n3-4 Fall-Win 1995-96. This double issue of the "Family Resource Coalition Report" contains 13 articles focusing on culture and family-centered practice, along with a resource section listing organizations, trainers, consultants, and publications. The following articles are included: (1) "Developing a Knowledge Base to Support Cultural Competence" (Terry Cross); (2) "Why Is Cultural Competence Important? A Practitioners View" (interview with Blanca Almonte); (3) "Native Language and Family-Centered Practice" (Lourdes Diaz Soto); (4) "From Self to Other: Enhancing Communication across Cultures" (Brenda Rodriguez); (5) "The Challenges of Multiculturalism in One Head Start Program" (Barbara Becker); (6) "An Afro-Centric Perspective on Developing Cultural Identity" (Maisha Sullivan); (7) "Difference and Power in Therapeutic Practice" (Elaine Pinderhughes); (8) "Parent Education to Battle Oppression" (Bisola Marignay);… [PDF]

Eisenberg, Bonnie, Ed.; Ruthsdotter, Mary, Ed. (1996). Women's History Curriculum Guide. This curriculum guide is designed to facilitate teachers' first efforts to introduce information about women in U.S. history. The guide promotes a multicultural awareness of women's history beginning with the Native Americans and proceeding to current issues of diversity. Activities are divided for grades 1-6 and 7-12 but may be adapted as appropriate. Activities for grades 1-6 include a play about the life of Maria Tallchief; biographies of Susan B. Anthony, Elizabeth Cady Stanton, Jade Snow Wong, Dolores Huerta, Mary McLeod Bethune, and Harriet Tubman that can be read and used for class discussions and projects; cut-out puppets of the above women; and a \She Did It\ wordsearch puzzle. Activities for grades 7-12 include Women's History news reports; research on Women and Work; a poster design contest; a family history; a mock trial for Susan B. Anthony; a dramatic re-enactment of Sojourner Truth's 1851 speech; and a Women's History biography study. Specific strategies for…

Kuzmeskus, June, Ed. (1996). We Teach Them All. Teachers Writing about Diversity. This anthology of 30 stories, poems, and personal essays on diversity grew out of a writers' retreat for teachers. It features: reflections on diversity–how it can be a positive, strengthening force in teaching and learning; effective strategies for teaching and learning within a diverse population; and practical information about running a writer s retreat for teachers, including a sample writing workshop plan. The first section, "Where We Meet," includes: "The Hardest Class Ever" (Diane Danthony); "Yesterday Meets Tomorrow" (Ruth E. Weiner); "Backing Off" (Beverly C. Lucey); "The Principal Makes an Exception to the No Hat Rule" (E. J. Miller Laino); "Ratana's Story" (Diana Callahan); "Desk Hangers" (Linda Fernsten); "Staying After" (Beverly C. Lucey); "What's in a Name?" (Richard Schaye and David Summergrad); and "We Teach Them All" (David Summergrad). Part 2, "Who We…

Gillam, Scott (1995). Discrimination. Prejudice in Action. Multicultural Issues. This book for young readers explains what discrimination is and explores different types of discrimination and how they have developed over the years. Laws that make it more difficult to discriminate against others are described, and the struggle for human rights is outlined. Discrimination means acting unfavorably toward someone based on the group to which that person belongs rather than on the person's own merits. Prejudice is a belief or an attitude; discrimination involves an action that displays prejudice. When one discriminates, he or she considers the person, not as a person, but as a stereotype. Individual chapters discuss racial discrimination, gender discrimination, discrimination against homosexuals, age discrimination, and discrimination against people with disabilities. The future of discrimination in the United States is considered. A glossary and a list of 21 resource organizations are included. Twenty-one sources are listed for further reading. (SLD)…

Giroux, Henry A. (1996). Fugitive Cultures: Race, Violence, and Youth. This book examines the racist and sexist assault on today's youth which is being played out in the realms of popular and children's culture. The book interrogates the aesthetic of violence in a number of public arenas–talk radio, Disney animation, and in such films as "Pulp Fiction,""Kids,""Slackers," and "Juice,"–and challenges cultural workers and other progressives to help reverse the attack on those who are most powerless in American society, children and adolescents. The book, while affirming that many groups of youth in this country are at risk, aims to reclaim the importance of critical pedagogy as an eminently political discourse and practice. Pointing out that cultural studies is one of the few fields that provides an interdisciplinary approach to youth cultures and popular culture, the book argues for making cultural studies a primary area through which to analyze how youth as a social category is constructed within various…