Miller, Lynda; And Others (1994). Cultural Cobblestones: Teaching Cultural Diversity. School Library Media Series, No. 4. The purpose of this book is to provide pathways to cultural enlightenment that can be used in any classroom. Activities are presented to enhance student involvement and promote individual learning. With each of the detailed units of study presented, varied levels of learning activities are offered. The odd-numbered chapters, beginning with Chapter 3, present language arts and art activities as they have been taught in the study of various cultures during Ethnic Week library forums in a high school in Topeka (Kansas) over a 4-year period. Ethnic Week is the starting point for a multicultural awareness program centered around a single theme that reaches across the curriculum. Beginning with Chapter 4, the even-numbered chapters present student work that is the culmination of the learning resulting from those activities. The presentations and student work for these first 4 years of the Ethnic Week program focus on: (1) Apartheid; (2) the Holocaust; (3) the Native American experience;…

Holt, Daniel D., Ed. (1993). Cooperative Learning: A Response to Linguistic and Cultural Diversity. Language in Education: Theory and Practice 81. Essays on cooperative learning focus on the use of this strategy to address the special needs of linguistically and culturally diverse student groups in elementary and secondary education. The volume contains several essays on theory, principles, and techniques of cooperative learning and a series of model instructional units for a variety of grade levels and subject areas. These include: "Cooperative Learning for Students from Diverse Language Backgrounds: An Introduction" (Daniel D. Holt); "The Structural Approach to Cooperative Learning" (Spencer Kagan); "Cooperative Learning and Second Language Acquisition" (Mary McGroarty); "Principles of Cooperative Learning for Language and Content Gains" (Spencer Kagan, Mary McGroarty); "Using Cooperative Learning at the Elementary Level" (Corine Madrid); "Using Cooperative Learning at the Secondary Level" (Barbara Chips); "Model Unit for K-1 Language Arts/Social Studies"… [PDF]

Lehr, Fran, Ed.; Osborn, Jean, Ed. (1994). Reading, Language, and Literacy: Instruction for the Twenty-First Century. Noting that reading instruction in the last years of the 20th century is still characterized by controversy, this book presents 18 essays that examine the best available research evidence about what is known–and what needs to be learned–about the teaching of reading and how children learn to read. Topics of the essays include whole language, learning about print, interactive reading, rediscovering literature in the curriculum, implications of reading research, and the publishing industry. Chapters in the book are: (1) "Phonics and Beginning Reading Instruction" (Marilyn Jager Adams); (2) "Phonemic Awareness: A Consideration of Research and Practice" (Kathleen Copeland and others); (3) "Structural Analysis: Some Guidelines for Instruction" (William E. Nagy and others); (4)"Twenty Years of Research on Reading: Answers and Questions" (Joanna P. Williams); (5) "If It Ain't Whole, It Ain't Language–or Back to the Basics of Freedom and…

Beyani, Chaloka; And Others (1994). Education Rights and Minorities. Report. This report not only examines the role of mass education in the integration of minorities into the society, but also examines the importance to minorities of the cultural transmission of their values and world view recognized by international standards. The general human right to education implies certain duties of the state under the 1948 Universal Declaration of Human Rights of the United Nations. The chapters in this volume present various aspects of the challenge, including: (1) "State Education and Minority Rights" (Crispin Jones); (2) "International Standards" (Patrick Thornberry); (3) "The Prerequisites of Education" (Chaloka Beyani); (4) "Language and Education" (Crispin Jones and Rachel Warner); (5) "Aspects of Religion in Secular Education" (Jagdish Gundara); (6) "The Role of the Curriculum" (Sarah Graham-Brown); and (7) "Directions for the Future." A companion piece profile, entitled "Exchange and…

Cargle, Mildred Kathleen Mason (1993). Multicultural Literature in Elementary Schools. A survey was conducted to determine whether elementary school library media specialists are promoting the integration of multicultural literature into the curriculum. The emphasis was on the use of fiction and easy fiction books with Hispanic, Asian, or American Indian characters and settings. Twenty-five questionnaires were returned (out of 30) by elementary school library media specialists in Fulton County (Georgia). Eighty-eight percent responded that they used books with Hispanic characters or settings in their libraries, and 96 percent replied that they used books with Asian characters or settings. All respondents used books with American Indian characters or settings. The library media specialists used a variety of methods to incorporate books representing these cultures and were active in promoting their use by teachers. In Fulton County, elementary school library media specialists are incorporating a wide variety of books, magazines, and audio-visual materials into the…

Hennings, Dorothy Grant (1994). Communication in Action: Teaching the Language Arts. Fifth Edition. By adopting a child-centered approach, this book provides a knowledge base and ideas for prospective language arts or combined language arts and reading teachers to engage children in actively thinking and communicating in the classroom. New in the fifth edition of this book are: thematic units that provide models for constructing lessons using literature; a focus on teaching critical thinking with practical applications; coverage of an interactive-constructive model of reading and classroom implications; and increased coverage of both diversity and assessment. Chapters in the book are: (1) Teaching for Communication: A Natural Approach to the Language Arts; (2) Diversity in the Multicultural, Mainstreamed Classroom: Meeting the Social and Language Needs of All Children; (3) Language and Children's Language Development: Where Communication Is Action; (4) Literature in the Language Arts: Where Childhood Dreams Are Twined; (5) Listening for Meaning: Learning to Listen and Listening to…

Arkin, Linda, Ed.; Barasch, Abby, Ed.; Greenberg, Hazel Sara (1992). Spotlight on Turkey: Continuity and Change. An Interdisciplinary Curriculum. This resource guide provides background and source material about the Turkey for secondary teachers and students. In addition to suggested classroom activities, there are background readings and notes for the teachers that can be used for enrichment lessons with students. Each chapter views a single question from multiple perspectives. The six chapters focus on: (1) "Who Are the Turks?"; (2) "Is Turkey a Bridge between East and West?"; (3) "How Do the Turks Express Themselves in Music, Art and Literature?"; (4) "How Did the Turks Create a Tolerant Community?"; (5) "What Is Daily Life among the Turks?"; and (6) "How is Twentieth Century Leadership a 'Lens' for Change?" The volume concludes with a description of the accompanying slides, a 50-item select bibliography, and 14 endnotes. (EH)… [PDF]

Hitzenbuhler, Maeve (1997). [Indian Environmental Policy.] Fulbright-Hays Summer Seminars Abroad, 1997 (India). This paper contains suggestions for a course about student-centered case studies in an effort to enhance student research and internships in international nongovernmental organizations (NGOs). The curriculum is in addition to a currently existing International Environmental Policy course. The areas of the curriculum include: (1) "India's Environmental History"; (2) "Development"; (3) "Environmental Policy"; and (4) "Case Studies." The case studies approach requires students to research current environmental issues and develop policy intervention. A sampling of case studies are suggested. Contains 24 primary and secondary sources. (EH)… [PDF]

Cheng, Li-Rong Lilly, Ed.; Pang, Valerie Ooka, Ed. (1998). Struggling To Be Heard: The Unmet Needs of Asian Pacific American Children. Essays in this volume address the neglect of Asian Pacific Americans in the United States, of their struggles for liberation, hopes, troubles, and personal identities. This collection reviews Asian Pacific American history and explores attitudes about the welfare of Asian Pacific American families. The first section provides general background information. Essays in the second section consider critical issues in the development of Asian Pacific American children. The third section focuses on schooling and Asian Pacific American children, and the final section presents some recommendations for improving education for Asian Pacific Americans. After an introduction, \The Quest for Concepts, Competence, and Connections: The Education of Asian Pacific American Children\ by Valerie Ooka Pang and Li-Rong Lilly Cheng, the following chapters are included: (1) \Who Are Chinese American, Japanese American, and Korean American Children? Cultural Profiles\ (Brian P. Leung); (2) \Filipino…

Coberly, Patricia (1998). Innovative Programs To Insure Diversity in Public Education. At Armstrong Atlantic State University a number of programs have been developed in collaboration with the University System of Georgia and the Savannah-Chatham County Public School District to increase cultural diversity in the classroom and to focus on creating a diverse population of successful learners that mirrors the cultural diversity of the community. The Postsecondary Readiness Enrichment Program assists middle school students and their parents in making decisions about higher education. The Sister-to-Sister Summit gives female junior high school students the opportunity to share concerns and develop plans for positive change in their lives. Savannah State University and Armstrong Atlantic University have collaborated on a cooperative teacher certification program. Another on-campus program is the Pathways to Teaching Program supported at a number of colleges and universities. (Contains seven references.) (SLD)… [PDF]

Blechman, Elaine (1991). Mentors for High-Risk Minority Children: Toward Bicultural Competence. Mentoring Programs for Young Minority Males, Conference Paper Series. A social learning model of the mentoring process is presented that features bicultural competence and effective communication. The model suggests how mentors can cooperate with families and teachers in the promotion of high-risk minority children's bicultural competence. Mentoring is a term increasingly applied to describe relationships between successful minority adults and high-risk minority youth. Successful mentors appear to promote bicultural competence in high-risk minority youth through effective communication. In the model, it is assumed that effective communication is a universal human process, and that coping and competence depend on effective communication. Effective family communication promotes competence among all children in their indigenous cultures, and promotes bicultural competence for minority children who must cope with two cultures. Bicultural, and even multicultural, competence is empowering because it provides the means to communicate in various social…

Therien, Michel (1990). L'enseignement du francais a des clienteles allophones: aspects discursifs de la langue ecrite (Teaching French to Language Minority Clienteles: Discourse Aspects of Written Language). This study investigated the discourse elements that teachers focus on in teaching French to multiethnic groups, and examined the extent to which teachers take into account the different cultural backgrounds of these students. Data are derived primarily from the observation of videotaped classroom activities. The subjects in the study were students in four secondary school classes in Montreal, with each class representing a different grade level (second, third, fourth, and fifth years of the secondary cycle–roughly equivalent to U.S. eighth, ninth, tenth, and eleventh grades). In the second year class, it was observed that the teacher emphasized introduction of the circumstances of the story, the story's phases, and the conclusion, with little attention accorded to students' cultural differences. In the third year, the following differences in the instruction emerged: more reading and less listening practice, and more attention to the story's narrative dimension. In the fourth year,… [PDF]

Taylor, Orlando L. (1990). Cross-Cultural Communication: An Essential Dimension of Effective Education. Revised Edition. This guide to improving cross-cultural communication is the second part of a four-part series addressing the essential characteristics of effective instruction that have a positive impact on the academic achievement of Black and Hispanic students. Since schools tend to reflect the norms and values of the majority culture, cultural misunderstandings often have a negative effect on a minority student's academic performance. The following topics are discussed: (1) cultural diversity and cross-cultural communication issues in schools; (2) discovering the characteristics of other cultures; (3) cultural differences in discourse; (4) using cross-cultural communication to improve interpersonal relationships; (5) teaching standard English to speakers of nonstandard English dialects, including implementation of Standard English as a Second Dialect (SESD) programs; (6) cultural bias in tests and assessment procedures; and (7) the effect of cultural and communicative incongruities on…

Zanger, Virginia Vogel; And Others (1990). Drawing on Diversity: A Handbook for and by Boston Teachers in Multicultural, Multiracial Classrooms. This handbook of culturally responsive ways to teach the basic, mandated curriculum to students from diverse backgrounds was developed by a multicultural group of teachers. The techniques draw on the students' diverse backgrounds to increase student motivation and maximize teacher effectiveness by decreasing the mismatch between the students' home and school environments. The following topics are discussed: (1) creating a family atmosphere in the classroom; (2) weaving culture into the mathematics, science, and language arts curriculum; (3) using student-to-student, student-to-adult, and teacher-to-student interviewing; (4) cooperative learning techniques for elementary and middle school classrooms; (5) tried and true ideas for celebrating cultural diversity; (6) brief case studies to help develop appropriate responses to inappropriate expressions of intolerance among colleagues; (7) strategies for monolingual teachers of bilingual students; (8) strategies for teaching black…

Kitao, Kenji; Kitao, S. Kathleen (1987). Intercultural Communication Bibliography (Part 3). Compiled for Japanese teachers of English who are interested in intercultural communication, this bibliography is broken down into 16 subcategories. Most items in the bibliography come from primary sources, and for each source available at the Michigan State University Library, the bibliography provides call numbers. The first section lists books and journals that frequently appear in the listings, while the second lists the material on intercultural communication and its different aspects. The subcategories under which the references are grouped are: (1) general, (2) theory, (3) nonverbal communication, (4) area study (subdivided into English speaking countries, the United States, Japan, and other, (5) cross cultural study (subdivided into U.S. and Japan, and other), (6) interpersonal communication, (7) multiculture, (8) training, (9) research, (10) bilingual education, (11) culture in language teaching, (12) teaching culture, (13) teaching English, (14) counseling, (15) teaching… [PDF]

Focus on Educational Success. Abstracts of Exemplary Programs. This booklet contains abstracts describing successful educational programs initiated and implemented by school systems. Each abstract follows a similar format offering concise information, a description of the project, the target audience, financial requirements, materials used, services available, an evaluation of the program, and the name and address of the person to contact for further information. (JD)…

Azzouz, Azzedine (1973). Selected Bibliography of Educational Materials: Algeria, Libya, Morocco, Tunisia. Volume 6, Number 4, 1972. English language annotations of newspapers and government publications covering educational materials of interest to North Africans to (1) raise the consciousness of their Islamic and Arabic heritages (Arabization) and (2) to adapt education to the problems of the multilingual population are included in this bibliography. Citations are categorized by country. Topics include the philosophy and theory of education, educational organization, vocational education, adult education, and Arabization and bilingualism. A list of sources and authors concludes the bibliography. (JR)… [PDF]

(1995). COMSIS Mid-Atlantic Multifunctional Resource Center. Contract Year Three, 1994-1995. Annual Report. This report details and evaluates the third year of the Mid-Atlantic Multifunctional Resource Center, a program providing training and technical assistance to educators and parents of limited-English-proficient (LEP) students in an area including Delaware, the District of Columbia, Kentucky, Maryland, New Jersey, Ohio, Pennsylvania, Virginia, and West Virginia. The program's ultimate goal is to increase the effectiveness of instruction to maximize LEP student learning and achievement. Providing services to such a diverse area required flexibility of programs, continuous clarification of needs, and well-thought-out plans for internalizing and institutionalizing training. In the third year, the program completed all deliverables in its baseline management plan, conducted 93 major training and technical assistance activities, and responded to 998 quick action requests. Training participants numbered 1,653, with teachers the most common participants, and administrators and project… [PDF]

Bennici, Frank J.; And Others (1995). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume V: Task Order D100 Report–An Analysis of Language Minority and Limited English Proficient Students from NELS:88. Task Order D150 Report–An Analysis of Educational Services for Language Minority and Limited English Proficient Early Elementary School Students Based on Prospects: The Congressionally Mandated Study of Compensatory Education. Two reports concerning the education of limited-English-proficient (LEP) students are presented. The Task D100 report summarizes demographic characteristics and key research issues associated with high-school-age youth, including students and dropouts, who are identifiable as language minority and LEP in the National Educational Longitudinal Study of 1988 (NELS:88). It also examines the aspirations of these students at the base year and in a follow-up survey, describes school programs and courses for this population, and describes student persistence and academic performance through high school. The Task D150 report focuses on first-grade cohort data from an earlier study and explores other data describing services available to language minority and LEP students. Special attention is given to Chapter 1 programs. (MSE)… [PDF]

Gordon, Richard K.; Serrano, Ana M. (1993). Approaches to Teaching Language Arts in a Bilingual Multicultural Setting. A study of whole language teaching in urban heterogeneous classrooms was undertaken to identify teacher student classroom discourse patterns. Using the Gutierrez Index of Coding Schema researchers identified three discourse scripts in the 14 bilingual and multicultural classrooms in Southern California under investigation. These were: the recitation script, the responsive script, and the responsive-collaborative script. Results of the study indicated that most teachers favored the responsive script when providing whole language instruction. There were educationally significant differences between experienced and novice teachers on selected variables of the scale. There were insignificant correlational results on the type of discourse pattern teachers used and the standardized California Achievement Tests language subsection. (Three tables of data are included; 43 references, the coding schema, and 9 graphs of data are attached.) (Author/RS)… [PDF]

(1992). State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report, 1992-93. In 1992-93, Saginaw (Michigan) School District bilingual and migrant programs operated as one program at 24 elementary schools, 4 junior high schools, and both high schools. Enrollments were 677 students, primarily Hispanics, in the bilingual program and 585 students in the migrant program, but there was considerable overlap between enrollments. Services consisted primarily of supplemental instruction for 30 minutes per week on a pullout basis. Kindergarten through sixth grade students received instruction in reading, while students in grades 7-12 received instruction in the basic skills as well as counseling and support services. The product evaluation of the program consisted of comparisons between reading and math pretest and posttest scores on the California Achievement Tests. The performance standard used to evaluate program success was mean posttest normal curve equivalent (NCE) scores improvement over pretest NCE scores. In the bilingual program, 75 percent (12 of 16 grades)… [PDF]

Leach, Valerie (1991). Hispanic Cultures through Literature. A method for planning multicultural lessons for both regular and gifted and talented students, and sample lessons, are presented. The approach was developed in order to introduce Hispanic culture through literature in a bilingual classroom. All materials are constructed based on Bloom's taxonomy of educational objectives. The lessons were developed to show similarities between people and their roots, celebrate the positive aspects of diversity, and develop pride in heritage. The units are suggested for use in cooperative learning groups or as bases for discussion, individual work, and more advanced assignments for individual students. Lesson format includes initial input (pre-reading, reading, and post-reading activities), small group activities for both regular and gifted students, and culminating activities (pre-evaluation, revision, presentation of unit product, post-evaluation, and product display). Seven lessons, in both English and Spanish and including reproducible visual…

(1980). A Basic Guide in Tri-Lingual Education in Gros Ventre and Assiniboine. This curriculum was written to give American Indian children an appreciation of Native American culture and two oral languages, Gros Ventre and Assiniboine. It is intended to create a comfortable cultural atmosphere while teaching K-4 children to say some words in their native language. The major content objective is to give children a repertoire of Indian words that will enhance their appreciation for Indian language and culture, resulting in a better self-image. The curriculum focuses on the past by reporting on traditional Indian home life, ways of gathering food, games, and roles of family members. The curriculum includes vocabulary lessons on numbers, colors, animals, seasons, clothing, and food. There are also units offering Indian history, stories, games, sign language, education, and role playing. Numerous black and white drawings illustrate the text and the vocabulary. The guide includes lesson plans, a 27-item reference list, and a 7-page vocabulary list. (TE)… [PDF]

(1986). Grover Cleveland High School Project CAUSA 1984-1985. OEE Evaluation Report. This program, Project CAUSA, provided instruction in English as a second language (ESL), native language arts, and content-area courses, in addition to a career and vocational training program focused on office and computer skills, to a selected group of 141 Hispanic and Italian immigrant students of limited English proficiency (LEP). Students entered the program with a wide range of educational backgrounds and levels of native language and English proficiency. The program's aim was to help recently arrived students in the acculturation process, provide basic language, academic, and vocational skills while enhancing appreciation of their native cultures and languages. Staff development activities included training workshops and monthly department meetings. Career counseling services included career guidance, and job placement services along with academic and personal counseling, referral services, tutoring, and family contacts and advisement. Student achievement data indicate…

Leong, Charles L. (1976). The Eagle and the Dragon. A Real-Life Chinese-American Story. This volume originated with a desire to supplement the social science curriculum in grades 4 through 8 of the Chinese Bilingual Pilot Program. The volume thus consists of ten chapters, or stories, reflecting the life experiences of one Chinese American which may be used to stimulate discussion and study around the topic of the heritage of Chinese Americans in the United States. Each chapter is followed by discussion topics and learning activities. (AM)…

(1980). Title VII Bilingual Educational Approach (B.E.A.). Community School District 28. Final Report, 1979-1980. The basic goal of the Bilingual Educational Approach (B.E.A.) Program of District 28 in Queens, New York, was to develop and maintain Hispanic students' proficiency in English within a multicultural setting. B.E.A. operated in five elementary schools and one junior high school. Services were provided to 500 students. The program was implemented somewhat differently in each of the participating schools; however, all students received instruction in English and Spanish language arts and bilingual instruction in other academic subjects. B.E.A. was evaluated through pupil achievement measured with norm referenced tests; interviews with staff, parents, and students; and classroom observations. The evaluator found the program to be of immeasurable value and recommended that it be implemented again the following year. Student achievement data are appended. (MK)… [PDF]

Sauvageau, Juan (1976). Stories That Must Not Die. Volume Three. Local history and legends of spirits appear often in this bilingual Spanish and English collection of 10 Southwest traditional tales, intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the area. Black and white drawings accompany the stories which deal with animals ("A Parrot for Christmas", "An Eye for an Eye"); local history and legend ("The Rangers", "Don Pedrito's Triumph", "The Cuddling Ghost", "The Voice", "A Watch from the World Beyond"); folklore ("The Magical Pears"); and the social problem of drinking ("Not Only One but Two Devils", "I Wanted to See Mama Also"). The English and Spanish non-literal translations of each story appear together, followed by a series of related questions, also in both languages. The Spanish-English vocabulary section which completes the book contains about 30-40 words and cognates per story. The…

Carlquist-Hernandez, Karen; Hernandez, Leodoro (1976). Humanistic Counseling of Bilingual Students: A Continuous Process K – 12. Field independence, traditions and assertiveness of counselors and Latino students are explored to help counselors function more effectively with Latino students. Latino students can be taught to be bicognitive, biaffective, and assertive. A model is offerred to assist counselors in this effort. Six examples of counseling methods, using teacher-counselor teams, are presented and analyzed. Suggestions are offered for strong, innovative counseling teams to serve students. (Author/BEF)…

McConnell, Beverly (1972). Evaluation of Progress in Bilingual Mini-Head Start, October 1972. The Bilingual Mini-Head Start program aims to maintain contacts with migrant children from their home base through a series of northern work locations. The project has served migrant children over a 6,000 mile circuit in three different states, showing its flexibility at each site in adapting to take advantage of local programs as well as providing continuity through a continuation of the bilingual curriculum with the mobile teaching staff. This paper presents a final progress report for the 1971-72 program year. Program progress is discussed by objective for the instructional, teacher training, parent and community, materials development, relocating delivery systems, and management components. Overall, the project has achieved its objectives. (NQ)… [PDF]

McConnell, Beverly (1974). Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 2, Final Evaluation Program Year 1, July 1974. An early childhood education program for children of migrant and seasonal farm workers, the Project provides tutoring, usually outside of regular school hours, to kindergarten and first grade children. The tutoring is done by adult paraprofessionals who are former migrants or seasonal farm workers. Program focus is to: (1) develop the child's ability to understand and use both Spanish and English in oral communication, (2) give bicultural instruction, and (3) reinforce the child's learning of the basic academic skills of reading and mathematics. Tutoring is provided to migrant children in their home base in Texas as well as during the migrant season in Washington. Two year-round sites in Washington (Moses Lake and Connell) offer services to children of seasonal farm workers and migrant families who have graduated from the Mini Head Start program (see RC 008 937-942) into classrooms all over the city and neighboring communities. These children are brought together for supplementary… [PDF]