(1982). The Why, What, and How of a Bilingual Approach for Young Children [and] El Porque, el Cual y el Como de un Enfoque Bilingue para Ninos Preescolares. This guide, in parallel English and Spanish volumes, provides information necessary for implementing bilingual/multicultural programs. Section 1 defines and describes the bilingual approach, examining instructional goals, rationale, philosophical justification, legal foundations, and practical considerations. Section 2 discusses attitudinal concerns, implementation problems, self-assessment instruments, and general strategies for attitude improvement. Bilingual requirements, the processes of language development and second language learning, language assessment and variation, testing procedures, and language teaching strategies are presented in Section 3. The importance of culture is emphasized in Section 4 through discussions of values, providing choices, and integrating cultures and contributions of all groups. Section 5 introduces curriculum ideas and strategies for implementing the bilingual approach. Parental involvement is outlined in Section 6. The concluding section… [PDF]
(1987). Social Studies Program 1. 1987 Updated Edition. The goals for this social studies curriculum are the development of essential concepts, skills, and content that have been identified for the social studies program. The curriculum was designed to meet student needs and interests, to reflect increasing knowledge about child development and learning, and to give attention to the learning environment as well as the course content. It also attempts to educate for multicultural understanding and cooperation in an increasingly interdependent world. Key concepts are: (1) change, (2) citizenship, (3) culture, (4) empathy, (5) environment, (6) identity, (7) interdependence, (8) nation-state, (9) scarcity, and (10) technology. Content understanding, learning activities, skill development, evaluation, and resources are given for each of the ten concepts. Strategies for linking children's literature with social studies are presented. Examples of participation projects and guidelines for development are provided and teachers are encouraged to…
(1981). Bilingual Education Technology. Ethnoperspectives in Bilingual Education Research, Volume III. The 32 papers in this collection on the general topic of bilingual education technology are presented in three sections. The first group of papers deals with models, methods, and materials; the second group treats measurement and evaluation. The papers in the final section are about language mixing and bilingual education and public policy. (AMH)… [PDF]
(1982). An Evaluation of the Head Start Bilingual Bicultural Curriculum Models. Final Report. Executive Summary. Between 1976 and 1979, Head Start, as part of its strategy for Spanish-speaking children, funded four institutions for the purpose of developing and implementing four distinct bilingual bicultural preschool curriculum models for use with Spanish-speaking children. In 1977, the Research, Demonstration, and Evaluation Division of the Administration for Children, Youth, and Families commissioned Juarez and Associates Inc. to conduct an evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. The study, which was conducted over a 3 1/2-year period in eight Head Start centers in communities with relatively large Hispanic populations, focused on the impact of the four bilingual bicultural preschool curriculum models on the children, their parents, and their teachers. This document provides an executive summary of the study's evaluation design, the findings of the study, and the implications of these findings. (Author/MP)… [PDF]
(1978). Milwaukee Bilingual Education Program 1977-1978. This evaluation report describes the outcomes of the third year of an ESEA Title VII continuation grant to refine an exemplary bilingual/bicultural kindergarten-primary prototype program and to develop three new secondary subjects: English for Latinos, Bilingual Typing, and Career Orientation. The 1,004 pupils in the 1976-77 program varied in language dominance from monolingual English through bilingualism to monolingual Spanish. For these pupils in a "developmental" model, bilingual teachers presented the regular curricula in both Spanish and English in a program emphasizing Hispanic culture. The bilingual/bicultural program and the evaluation design are described. Results are presented for kindergarten, English reading, Spanish reading, bilingual language skills, mathematics, secondary school programs, English for Latinos, and bilingual typing. Additional studies include attitudes toward school, a parent survey, a bilingual typing survey, a modified cloze test for…
(1978). Widening the Mainstream of American Culture. A Ford Foundation Report on Ethnic Studies. This report describes the evolution of Afro-American, Hispanic, and American Indian studies supported by the Ford Foundation at both the undergraduate and graduate levels. An overview of the events which led to increased interest in minority/ethnic studies is provided. Specific undergraduate programs discussed include the Afro-American studies program at Yale, the Mexican American studies program at California State University, and programs for minority students at Oakes College. Aspects considered include vocational concerns of those in Afro-American studies, the demand for bilingual/bicultural education in Los Angeles, and the role ethnic studies has played in increasing minority student interest in science. Specific graduate programs referred to include the Afro-American Studies Programs at Boston University and Atlanta University, the Center for Puerto Rican Studies at the City University of New York, and the multi-ethnic program at the University of California at Los Angeles….
(1979). Bilingual Education Versus School Desegregation: Reconciling the Conflict. Three phenomena are examined in this paper: (1) the segregation inherent in the early stages of bilingual instruction; (2) the Hispanic view of school desegregation; (3) the treatment of Hispanic children by desegregating school systems. Court rulings, Federal guidelines, and other legal mandates concerning the segregation of national origin students are discussed. (Author/EB)…
(1979). Procedures for the Identification of Limited English Skills Ability Students and Development of Entrance and Exit Criteria for Bilingual/Bicultural Programs. The development of data collection methods and selection criteria to identify and place Milwaukee students with limited English skills (LESA) is described for the period from 1974 to 1979. The various steps taken to implement federal and state regulations designed to meet the needs of the LESA students are set forth for each of the six years in question. It is concluded that the slow evolution of a system of identification and assessment for LESA students is due to difficulty in meeting the sometimes conflicting requirements of state and federal agencies, and to the lack of funds to implement such a system. Nevertheless, it is concluded that the goals of the data collection program are in sight and that Milwaukee will remain a leader in bilingual/bicultural education. Accompanying figures reproduce various forms used to collect data prior to identification and assessment. (JB)…
(1979). Bilingual Education: A Vehicle for Bilingualism and Biculturalism. Two Presentations in the College of Education, Dialogue Series. Two papers on bilingual education are included. "The Emerging Features of Bilingualism and Bilingual Education in the U.S.A." by Atilano A. Valencia represents an overview of the development of programs and policies to meet the needs of bilingual students in the United States. The federal legislation and key court decisions of the 1960s that were responsible for mandating bilingual instruction are reviewed. Reasons for incomplete success in implementing these mandates are discussed. These reasons include slow development of bilingual teacher training and material development centers, which are only now beginning to meet demand; and continued public reluctance to discard old attitudes which view bilingual education as at best frivolous and at worst a social threat. In"Bilingual/Bicultural Teacher Education: An Approach," Robert L. Gallegos and Roy C. Rodriguez discuss bilingual/bicultural teacher training in New Mexico, which is offered as a model for other…
(1988). Should Math Be Multicultural?. Mathematics in School, v17 n1 p28-30 Jan. Discusses whether or not the teaching of mathematics in schools makes assumptions about culture. (PK)…
(1986). School-Community Partnerships in Rural Alaska. Rural Educator, v7 n3 p11-14 Spr. Illustrates complexities involved in establishing school-community partnership in a cross-cultural setting–an Alaskan village of 500 inhabitants. Analyzes outcomes of a three-week multidisciplinary program developed jointly by high school students and teachers which utilized Native community members and resources to study kayak and boat building, songs, dances, legends, and old villages. (NEC)…
(1986). Willesdon High School: Local Studies Project–Summer Term 1985. Bulletin of Environmental Education, n179 p12-14 Apr. Discusses a study of the local environment done in a first-year Integrated Humanities course. Focuses on the use of field trip explorations of the local community that were student-directed. Includes explanations of pre-site, on-site, and post-site activities. Emphasis was on cooperative group learning and purposeful oral and written presentations. (TW)…
(1985). Social Studies and Language: A Partnership. Social Education, v49 n2 p92-96 Feb. The teachers of second languages and the teachers of social studies share a weighty responsibility to help students move toward global understanding and multicultural awareness. Possible areas of cooperation between the two disciplines, as well as constraints, are discussed. (RM)…
(2005). Engaging Families: Building Strong Communication. Research in Practice Series. Volume 12, Number 2. Early Childhood Australia The "Research in Practice Series" is published four times each year by Early Childhood Australia. The series aims to provide practical, easy to read, up-to-date information and support to a growing national readership of early childhood workers. The books bring together the best information available on wide-ranging topics and are an ideal resource for children's services workers and others interested in the care and education of young children. Partnerships are built on mutual trust and respect. They recognize and value the ideas and opinions of all parties and, in early childhood services, both families and staff need to work together to support young children's learning. This book discusses the importance of sharing and combining information about the social and cultural values of families, and the hopes and expectations they hold for their children, together with the knowledge of educators about effective pedagogy to support children's learning. In doing so, strategies… [PDF]
(1996). The Changing Faces of Tradition: A Report on the Folk and Traditional Arts in the United States. Research Division Report 38. Most folk art activity occurs outside institutional settings, and while some of it intersects with commerce and popular culture, other portions find nurture from public and private funding. This study sketches the breadth and depth of folk and traditional arts activity in the United States. The inquiry combines field-based or case study methodologies and quantitative research. A small number of organizations, individuals, and activities were selected as case studies to provide in-depth examination of common issues, obstacles and useful strategies for action. Through these examples the report explores ways in which individuals, events, and organizations function in relationship to communities and traditions. Statistical information gives an idea of the involvement and interest in disparate areas of traditional culture and among various communities. The results of this study suggest that involvement and interest in folk arts and folk culture is significant and pervasive. Diversity of…