(1986). Morris High School, New Directions in Bilingualism, 1984-85. OEA Evaluation Report. The New Directions in Bilingualism project completed the final year of a three-year basic program at Morris High School, the Bronx, in June 1985. Major goals were enhancing students' self images, developing native language skills, and improving English language proficiency to allow quicker mainstreaming. The program served 227 recently immigrated, low income, Hispanic, ninth through twelfth graders with limited English proficiency (LEP). Most were from rural areas of their countries of origin and their education in their native language tended to be limited. The program offered English as a second language (ESL), native language, and content-area instruction, and nontraditional courses, such as the New Environmental Workshop. Support services included the counseling and guidance department and staff development activities. Program objectives were assessed in English and native language proficiency, achievement in mathematics, science, and social studies, and attendance and dropout…

Florez-Tighe, Viola; And Others (1983). Multiethnic Literature; Supplements for Basal Readers. Children's literature can be used effectively to enrich the reading content of basal reading materials with stories and information by and about ethnic minorities. Developing an ethnic cultural web for a literary selection can stimulate language and enhance the thought processes of students. Using the webbing process, elementary school students can be encouraged to search for information and work together in interest or research groups. Another alternative to developing multiethnic literature for basal readers is to elaborate on a literary story. Children can also write biographies of famous ethnic persons. As the need to enrich the reading programs develops, similar culture webs could be built for other ethnic groups. Not only could stories about minority groups be used to develop a balanced representation of the cultural groups in the United States, but the folk literature of any minority group of any region can be used. Books of individual African folktales that reflect the…

Wong, Samuel (1985). Educating Asian Americans for the Year 2000. By the year 2000 there will be three Americas as the rich get richer, the poor become more destitute, and the self-sufficient become more complacent. By that date computer technology will dominate every facet of social and personal life. Asian Americans, because of their good placement as technicians, will be found in every segment of the technological society. By then the center of technological development will be Japan and, as collectively the Asian nations emerge as the dominant trade partner of the United States, America will have to adjust to Asian ways of doing business. Therefore, in addition to developing technical competence in their students, teachers need to impart cultural sensitivity to the nations in Asia and the Asians in the United States. It is essential that the resources be found for bilingual development and for the development of the "sociological imagination." Children from heterogeneous backgrounds studying and playing together will be the primary…

Bauder, Thomas A. (1975). Exercises in Cross-Cultural Communication for Teachers of English to Spanish Speakers. Handout Series. Presented here are a series of classroom exercises in cross cultural communication for teachers of English to students whose native language is Spanish. These classroom exercises focus on a variety of topics including: (1) the definition of a culture; (2) stereotypes; (3) cultural conceptions of space and time; (4) societal values; (5) interpersonal relations; (6) societal change; and (7) language differences in English and Spanish. This guide stresses that in an effective language class, the values, beliefs, and behavior of the culture in which the language is spoken must be discussed, explained, and understood. (Author/APM)…

Graham, Morris A. (1981). Acculturative Stress among Asian, American and Polynesian Students on the Brigham Young University–Hawaii Campus. A study was conducted to measure the relative degrees of acculturative stress among groups of students at the Brigham Young University Hawaii Campus. Specific ethnic groups included in the study were American-Caucasian, Chinese, Japanese, New Zealand-Maori, Tongan, Samoan, Fijian, Hawaiian, and Filipino. Data were collected from students at the school over a five year period. These students were administered psychological tests designed to measure adjustment, depression, self image, and group image. The research determined that acculturative stress was greater among cultural groups (students) where the gap between traditional and imposed (host) culture was significant. In addition, in a multicultural setting, acculturative stress also occurred between accommodating non-host cultures that differed greatly in cultural styles. Finally, it was shown that English language usage imposed the greatest discrimination barrier to all non-American cultures. Depression scores were inversely…

Buckalew, L. W., Ed.; Wynn, Cordell, Ed. (1978). Black American Heritage: Contributions to the American Culture. This report provides information concerning various aspects of the black American experience. Six major topic areas are addressed by the various papers presented in this volume. They include: (1) psychological aspects of black ethnicity; (2) sociological considerations of black heritage; (3) cultural contributions of black Americans; (4) the experience of black Americans in science; (5) educational aspects of black ethnicity; and (6) human relations and ethnicity. Each paper includes a list of references and/or resource materials. (EB)…

Balch, Philip; Paulsen, Karen (1978). Strategies for the Modification and Prevention of Racial Prejudice in Children: A Review. This paper focuses on the literature related to the formation of stereotypical racial attitudes in children and then organizes and reviews strategies for modification and prevention of such stereotypes. Racial attitudes of preschool and early school age Anglo, Black, and Chicano children towards themselves and each other are included. A brief overview of the evidence suggests that racial awareness is formed by ages three-four, and that by the age of five children hold prejudicial attitudes towards members of other races. The paper addresses and evaluates efforts to modify such attitudes in children, divided into what is labeled curriculum approaches and reinforcement procedure approaches. Six curriculum programs are reviewed which variously use multi-ethnic readers, stories portraying minorities in favorable positions and statuses, black consciousness curriculum, films, art activities, and other experimental curriculum activities involving skin color. Seven reinforcement based…

De Cou-Landberg, Michelle (1995). The Global Classroom: A Thematic Multicultural Model for the K-6 and ESL Classroom. Volume 1 [and] Volume 2. This two-volume resource guide is designed to help K-6 and ESL teachers implement multicultural whole language learning through thematic social studies units. The four chapters in Volume 1 address universal themes: (1) \Climates and Seasons: Watching the Weather\; (2) \Trees and Plants: Our Rich, Green World\; (3) \Animals around the World: Tame, Wild, or Mythical\; and (4) \International Foods: From Frijoles to Dal.\ Each chapter in both volumes contains 7 sections. Sections 1 through 5, \Content Area Learning Web\; \Sparking Interest\; \Expanding Language\; \Reading and Reflecting\; and \Creating and Sharing,\ include activities and strategies for implementation of multi-level grouping, classroom management, and collaborative learning. Section 6, \Getting Families Involved,\ gives suggestions for involving parents in the acculturation process. \Suggested Readings\ contains a list of multicultural children's books focused on the theme presented. The four chapters of Volume 2…

Freire, Paulo (1998). Teachers as Cultural Workers. Letters to Those Who Dare Teach. The Edge: Critical Studies in Educational Theory. The essays in this collection, presented as letters to teachers, reaffirm Paulo Freire's place as the most significant educator in the world during the last half of the 20th century. As North America experiences a rapid change to conditions approximating those of the Third World, Freire's pedagogy becomes more important, not only for his methods of reading instruction but for the ways in which they can develop students' ability to be aware of themselves in the world and in their cultures. Freire states that his intention is to demonstrate that the task of the teachers, who are also learners, is both joyful and rigorous. This task demands seriousness and scientific, physical, emotional, and affective preparation. It also demands the evaluation of practice and the reform of teacher education. Teachers must act as teachers and not as coddling parents. The following "Letters" are included: (1) "First Words: A Pedagogical Trap"; (2) "First Letter: Reading the…

Richardson, Toni (1996). Mexico: Service Learning Project. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). This project includes a mini-lesson to be used at the end of the unit on Latin America. The lesson introduces a service learning project to help Maryland students to address the service learning component needed for graduation. The specific lessons have students identify the changing role of Latin American countries in the world community. Ways in which students can use service learning to help solve problems in Mexico are presented. Cooperative group activities are used in the unit. (EH)… [PDF]

Crawley, Sharon J.; Mountain, Lee (1995). Strategies for Guiding Content Reading. Second Edition. Written for content area teachers in middle and secondary schools, this book offers specific strategies and examples they can use to integrate key reading, writing, and study skills into their teaching. The book takes a balanced reading approach, providing specific suggestions for direct teaching as well as many opportunities for cooperative or group learning. Comprehension, writing, and study processes are described in detail in the book and how these processes relate to specific content areas is shown. This second edition adds a chapter on children with special needs and a chapter on multicultural literature and teens. Chapters in the book are: (1) The Nature of Reading; (2) Textbook Evaluation; (3) Informal Reading Assessment; (4) Vocabulary Development; (5) Questioning; (6) Building Background and Predicting; (7) Silent and Postreading; (8) Study Skills; (9) Integrative Writing; (10) Meeting Students' Needs; (11) Multicultural Literature and Teens; and (12) Students with Special…

Moomaw, Sally (2002). Nobody Else Like Me: Activities To Celebrate Diversity. Based on a musical celebration of children's diversity, this early childhood curriculum guide provides guidance in using the compact disk \Nobody Else Like Me\ to help children think critically about and appreciate differences and similarities among people. The guide is organized into 12 sections, each focusing on one of the songs from the disk, and containing an introduction to each song's developmental content, sheet music and lyrics, and activities appropriate for children ages 3 to 8 to explore the topic of each song. Each activity section includes a list of relevant children's and adult's books, and many have adaptations for children with disabilities. The song and relevant topics explored in each section are: (1) \Hello, Hello, Hello,\ using greeting words to welcome and communicate with children who speak other languages; (2) \Kye Kye Kule,\ learning traditional African and African American songs to help children understand similarities among peoples; (3) \Nobody Else Like…

Smallwood, Betty Ansin (2000). Children's Literature for Pre-K. Theme: Hooray for Pre-K (September). This annotated bibliography provides a list of books appropriate for preschoolers that help teachers develop class routines and expectations. Two topics have emerged from this review: classroom and school activities and first school experiences, including feelings. This has helped provide a way to organize books and will hopefully help teachers select books for specific purposes. Books were considered on three criteria: emphasis on pre-kindergarten; accessibility to limited- English-proficient students; and multicultural perspective. The list also attempts to balance old favorites and new friends. Because there are more books on this topic than there is time or space to annotate, only some are described in detail while for others just the bibliographic information is provided. All listed books are recommended. (Author/KFT)… [PDF]

Sanchez, Antonio R. (1999). "Dangerous Indians": Evaluating the Depiction of Native Americans in Selected Trade Books. A study examined 20 trade books (1964-1997) to evaluate their accuracy in depicting Native American peoples and cultures. The criteria embodied an authenticity guideline based upon the "Five Great Values": (1) generosity and sharing; (2) respect for elders and women; (3) getting along with nature; (4) individual freedom and leadership; and (5) courage. Results indicated that 60% of the books are at least satisfactory in their depictions but that bias and stereotyping still persist enough to recommend the use of the guideline as a tool to allow educators to confidently identify these problems in their instructional materials. Contains 3 tables of data, 15 references, and the Native Cultures Authenticity Guideline. (Author/BT)…

Ziegler, Suzanne (1981). Maximizing the Potential of Multiculturalism in the Classroom. Education Canada, v21 n2 p12-15,27 Sum. Aimed at maximizing the positive potential of a multicultural classroom and improving intergroup relations, three behavioral and three attitudinal objectives, with suggested programs and evaluative measures, are presented. (NEC)…

(1986). George W. Wingate High School Multilingual Survival Skills Program 1984-1985. OEA Evaluation Report. The Multilingual Survival Skills Program provides instructional and support services to Haitian and Hispanic students. The program emphasizes the acquisition of English language skills, using the native language (Spanish, French, and/or Haitian Creole) to maintain and develop skills. The major goals of the program, in its second year of a three-year funding cycle, are to: (1) develop and implement a pilot program in Haitian Creole native language arts: (1) develop curriculum materials in Spanish for required content-area courses, focusing on the needs of illiterate and semi-literate students; (3) help students pass required courses for graduation, through a combination of bilingual content-area and English as a second language instruction and other necessary services; and (4) provide increased support services as needed. An assessment was conducted of objectives for English language development, native language arts, mathematics, science, social science and attendance. Students met…

Noah, Harold J. (1983). Educational Policy for Linguistic and Cultural Minorities: The State and the Individual. The problem of educational policy for language minorities, particularly those minorities who might be considered oppressed, include the right to education in the minority language. Rights properly considered also carry with them obligations; in this case, minority language speakers would have obligations toward the language of the majority. Two considerations in the area of minority and majority claims and counterclaims relate to economics and to the concept of \mediating structures.\ Economic considerations relate to the costs and benefits of different policies, as evaluated by the different language groups. These evaluations affect the extent to which formally enunciated rights and obligations are honored in practice. With regard to policy, its aim should be to minimize the perceived costs of a pluralistic approach and to maximize the perceived benefits to all concerned. The second set of considerations on \mediating structures\ is shown to be relevant for policies governing the… [PDF]

Buteau, M.; Gougeon, H. (1982). Evaluation of the Bilingual Kindergarten and Follow Up Programs: St. Joseph Elementary School, Town of Mount Royal. Third Progress Report. The third progress report is presented on the evaluation of a bilingual kindergarten program and a social studies follow-up program in grades 1 and 2. The focus is on the first cohort, presently in grade 2, on a second cohort in grade 1, and on a third cohort in kindergarten. The purpose of the program was to initiate French instruction in kindergarten in order to prepare students for the integrated social studies program and for eventual immersion in grade 6. The three parts of the report focus on the assessment of pupil achievement; participants, instruments and testing procedures; test results; and evaluation of program objectives. The extensive analyses indicate that pupil progress in content knowledge, in English, and in French was significant. The students had acquired general notions and knowledge in social studies while learning as much English and substantially more French than the pupils following the regular English program. From the point of view of parents and teachers,…

(1981). Title VII Bilingual Preschool Project, 1981-82. Final Technical Report. A demonstration program to serve the needs of children who are identified as limited English proficient (LEP) was developed and implemented. Each of six schools in the Austin Independent School District (AISD) contained a class of 18 students, 3 of whom were non-LEP. The non-LEP children served as English-speaking models for their LEP peers. Instruction was provided in English and/or Spanish, as needed. Instructional activities were oriented toward improvement and development of vocabulary and concepts; English syntax; and visual, auditory, and motor skills. At home, parents conducted at least two one-quarter hour lessons for their children each week. The Peabody Picture Vocabulary Test (PPVT) was used to measure language and concept development. The Boehm Test of Basic Concepts and the Iowa Tests of Basic Skills were also administered. Results indicated that English language skills improved; there were also gains in Spanish. Appended are separate discussion of the PPVT-R, English;… [PDF]

Foidart, Donald (1981). French Immersion Programmes in Manitoba: An Evaluation. Final Report. Achievement in French and English language skills and in mathematics is compared among groups of immersion students in Grades 3, 6, and 9 in the province of Manitoba. Comparisons are also made between these groups of immersion students and a sample of students whose native language is French. Different types of programs (early and late, total and partial) offered in different settings are considered in the study. The parents, teachers, and principals of students in the study were asked to respond to questionnaires designed to provide additional information on French immersion programs in Manitoba. The study indicates that the immersion students perform as well as, or better than, the national norms in English and mathematics. French immersion programs have no negative effects on achievement in those subjects. In French language achievement and proficiency, the early total immersion program in an immersion setting produces the best results. The type of program and the setting…

D'Alu, Maria Jose Miranda de Sousa (1982). Matematica 2. Manual do Professor (Mathematics 2. Teacher's Manual). This teacher's manual accompanies a mathematics textbook for second graders, written in Portuguese. Developed from objectives set forth by the National Portuguese Materials Development Center, it follows closely the objectives and methodology of major curricula used in schools of the United States. Consideration was given to the Portuguese child's environment, since this factor is felt to exert a definite influence on the learning process. Attention was also placed on the affective domain, as well as on the moral and cultural values of the child. The thirteen chapters deal with: numeration (0-999); addition with and without regrouping; subtraction with and without regrouping; commutative and associative properties; length, time, weight, capacity, and temperature measurements; money; geometric figures, perimeter, and graphs; fractions; multiplication; divisibility; and word problems. For each lesson, the guide presents (in Portuguese): objectives, introduction, activities, sample… [PDF]

Allen, Leonard B., Ed.; Sih, Paul K. T., Ed. (1976). The Chinese in America. Asia in the Modern World Series, No. l6. In 1965, Congress passed a law making it possible for as many as 20,000 Chinese per year to emigrate to America. Social, economic and cultural problems arose as a result of this decision. The problems in U.S. Chinese communities include: the legal status of the Chinese Americans; how to meet social service and educational needs in Chinatown, New York; and the role of the Catholic Church in Chinese communities. The need for teaching Chinese to Chinese children in American schools is also a matter of concern. In addition to a discussion of these problems, articles on Chinese intellectuals in America, America's debt to Chinese scholarship, and traditionalism and change in a Chinese American community are included. (GC)…

Trujillo, Armando Lujan; Zachman, Jill M. (1981). Towards the Practice of Culturally Relevant Teaching. The central concept underlying the approach and strategies offered here is culture as process, that is, the knowledge people use in their everyday life situations. A presupposition is that all human knowledge is cultural. Conceptual patterns are identified within the learner's cognitive framework which will be of importance in teacher-learner interaction. The topic is then developed in three parts–the theoretical construct, the teacher-learner model, and application of theory. Considering the school and classroom as a culture system, the first part deals with the learning process, different learning styles and \cognitive maps\ or intellectual frameworks, as well as with a variety of cultural backgrounds. The teacher-learner model attempts to provide a procedure by which teachers might narrow the distance between the cognitive maps of teacher and learner, and design the encounter so that the learner would find reception both possible and acceptable. The application of the theory is…

Santos, Sheryl Linda (1981). Music for the Bilingual Classroom: An Interdisciplinary Approach. Music promotes cultural awareness and appreciation as well as improvement in language skills. The six objectives developed for using music in the bilingual classroom have to do with: (1) enhancing self-concept, (2) fostering group identity and cultural pride, (3) building positive intercultural attitudes, (4) providing enriching experiences in oral language development, (5) strengthening linguistic skills, and (6) supplementing content areas. In line with these objectives, a methodology for presenting a song in a foreign language is presented and applied to a popular Spanish song, \De Colores.\ Several follow-up activities are suggested as ways to achieve varied objectives in the areas of oral language development, reading, listening skills, grammar skills, social studies, art, and creative writing. A list of selected resources in music for the Spanish-English classroom concludes the discussion. (AMH)…

Stansfield, Charles (1981). The Assessment of Language Proficiency in Bilingual Children: An Analysis of Theories and Instrumentation. The three parts of a theory used in the design of a language proficiency test–linguistic components, communicative skills, and the sociolinguistic domain–are described in relation to language proficiency and testing models. In line with this discussion, a review of test formats is made with some assessment of the advantages and disadvantages of each one. Finally, a brief overview is provided of several instruments that have been developed to test language proficiency and dominance. In conclusion, test development from a combination of the three theories outlined at the beginning of the study is advocated. (AMH)…

Peterson, Rosemary (1979). Beginning Reading In ECE and the Bilingual Classroom. A rationale for teaching beginning reading from a learning theory perspective that is compatible with Jean Piaget's theory of cognitive development is presented in this paper. The model offered is based on a linguistic analysis and on current research. The logical thinking skills characteristic of each stage of development proposed by Piagetian theory are related to the model and contrasted with cognitive-based approaches to beginning reading. The continuing public concern for teaching the basic skills is discussed in terms of the three types of knowledge described by Piaget. The paper notes that current research with learning handicapped and culturally different children stresses the importance of differentiating decoding from those tasks appropriately labeled developmental. It concludes with suggestions for applications of these principles to beginning reading, remedial reading, and the bilingual classroom. (Author/FL)…

Fong, Susan; Sanders, George (1977). 1975-76 LAU Compliance Evaluation Report. Report No. 77-9. This report presents data collected during the 1975-76 school year in Seattle, Washington as a part of the school district's activities to comply with the Lau v. Nichols Supreme Court decision by categorizing students according to language background. The first section of the report outlines the population survey and the methods employed to obtain data. The second section provides statistical data regarding the number and distribution of students with limited English backgrounds, a comparison of academic achievement between English fluent and and limited English ability students, and a comparison of achievement gains between these two groups after the introduction of bilingual services. Also found in this section are descriptions of district offered special language services, English as a Second Language (ESL) or Bilingual Instruction in Required Subject Matter (RSM), estimates of the numbers of students served, by language background, and a discussion of the effects of services on…

Tilis, Howard S.; And Others (1979). An Evaluation of the PSEN Reading and Bilingual Program 1978-79. The District 6 program for Pupils with Special Educational Needs (PSEN) was designed to provide (1) supplementary reading instruction to English speakers, and (2) bilingual instruction and reading skills, including English as a Second Language (ESL), to Spanish and Greek speakers. A total of 3,856 kindergarten through third grade children and 227 fourth through eighth graders were served by the program. In the reading component, small group and individualized instruction were provided to children deficient in reading skills, following a sequential diagnostic/prescriptive model. The bilingual component of the PSEN program was designed to improve the Spanish or Greek of participants through reading instruction in the child's native language, as well as to improve the child's English language proficiency. The evaluation design for the District 6 PSEN program specified both process and product evaluation, and focused on the degree to which program objectives were being implemented….

Lazaruk, Walter A. (1980). French as a Second Language: A Review of Recent Curriculum Development in Alberta. Alberta Modern Language Journal, v18 n3 p6-22 Spr. This report covers six areas related to the development of French second language (FSL) programs in Alberta: (1) background information on recommendations of the Curriculum Policies Board, including the plan for curriculum revision; (2) characteristics of newly developed French programs; (3) premises underlying the program development, specifically, emphasis on communication skills, the four skills approach, understanding the structure of language, and attention to student-centered learning; (4) the organization of proposed programs in the Curriculum Guides, including rationale and goals, minimum expectancies, and objectives and content; (5) implications of the revised curriculum regarding student achievement, sequential learning, and in-service training for teachers; and (6) conditions necessary for sound second language programs and some questions dealing with second language instruction. Four appendices provide a chart of second language programs, descriptions of programs in FSL…

Low, Anni (1980). Language Proficiency Testing: Let's Listen to What the Kids Say!. In an effort to comply with bilingual instruction requirements, school districts throughout California will soon be involved in testing vast numbers of children to determine language proficiency and language dominance. Many language tests will require a child to repeat a sentence or a phrase in exactly the same manner that is stated by an examiner or on a tape. Examiners with some experience in administering these tests will recognize a tendency of many children to repeat sentences in a manner that is similar but not exactly the same as the original statement, yet in a manner that does not actually alter the meaning of the entire statement. The variations tend to fall into two major categories: changes in syntax and changes in vocabulary. Many of the changes in syntax can be attributed to an ethnic dialect or even a child dialect, such as \The boys was busy,\ for \The boys were busy.\ A sample vocabulary change is the substitution of \dad\ for \father.\ The adult's purpose in the…