Cornelius, Carol (1999). Iroquois Corn in a Culture-Based Curriculum: A Framework for Respectfully Teaching about Cultures. SUNY Series, the Social Context of Education. This book offers a new culture-based framework that provides a way to research and develop curricula based on respect for diverse cultures. The Haudenosaunee (Iroquois) culture is used as an example to examine the reasons for prevailing stereotypes about American Indians and to explain how those stereotypes became the standard curriculum taught in America. Chapter 1 examines common stereotypes about American Indians (Noble Savages, Savage Savages, Living Fossils, Generic Indians) in academia, the media, and textbooks. Chapter 2 explores the academic theories behind stereotypes and provides insight on the creation of evolutionary theories and hierarchical scales that devalue indigenous cultures. Chapter 3 illustrates how such theories became the standard curriculum, which explains why diversity was not incorporated into textbooks. Chapter 4 presents the theories that support the culture-based curriculum framework, providing a new way to study diverse cultures and key elements for…

Dixon-Krauss, Lisbeth, Ed. (1996). Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment. Designed to help teachers think about, analyze, and make decisions on literacy instruction, this book provides the conceptual framework and methodology to put the ideas of Lev Vygotsky into practice for classroom literacy instruction. The book claims that Vygotsky's ideas provide a cohesive framework and an operational model that teachers can use to integrate and apply topics in literacy learning such as whole language, emergent literacy, writing, integrating literature in content areas, collaborative learning, teacher decision making, technology as a tool for literacy development, and dynamic assessment for explaining children's diversity in and potential for literacy development. Teacher educators who have used the Vygotskian perspective wrote the chapters in the book. Part I of the book explains the major ideas of Vygotsky's theory, and Part II applies the idea that assessment is dynamic and should occur while children are engaged in learning activities. Chapters in the book are:…

(1991). Colorado Directory of Multilingual/Multicultural Resources, 1991. This directory is designed for school districts and others in search of quality educational services for limited-English-proficient and language-minority students, especially refugees and immigrants. The directory lists multilingual and/or multicultural individuals and government, non-profit, and private organizations that will assist with translation, interpretation, and cross-cultural training. Individuals are listed alphabetically according to language group (African, American Indian/Native American, Asian, European, Middle Eastern, Oceanic/South Pacific, and U.S.S.R.) and organizations are listed alphabetically in a separate section. An appendix lists the national origins of the languages spoken by students in Colorado's public schools. An index offers cross-reference to entries by language or geographic area. (MSE)…

Bold Warrior, Sherman (1992). For the Administrator: Realities for the Native American and Education. For historical, cultural and sociological reasons, the American Indian's own perspective has been missing from the discussion on Indian education. Historically, White American government, education, literature, and entertainment have all played roles in the annihilation of Native communities and cultures. As children, Midwestern Indians born approximately between 1895 and 1920 were taken from their families and put into special federal schools. For them, and for many of their descendants, elements of White culture was seen as oppressive and untrustworthy. With fear, illiteracy, and poverty, American Indians rejected the dominate White society and its education institution. The idea of education was never foreign to Native Americans, however. Education enabled them to live very well in their own world. To Indians, education is a very personal means of promoting their societal and personal survival, not by greed, but by selflessness, generosity, and courage. White educational… [PDF]

Basom, Margaret; Sherritt, Caroline (1992). Reflecting Community Diversity in the School. Although American students have always been somewhat diverse, newly identified groups with special needs appear on community horizons every year. Education is one arena from which response to diversity is necessary. Ethnic, socioeconomic, disability, and gender status differ from one region to another making communities the ideal nexus for change. Some communities have taken a pro-active approach to cultural pluralism, and several model programs are described. Successful approaches reflect community exigencies, but all emphasize the following components: (1) collaborative development of a clear belief system which respects the nature of and demands excellence for all students; (2) use of an inclusive belief system as a guiding focus for school and community; (3) intervention strategies for at-risk students involving community agencies, businesses, and constituents in cooperative ventures; (4) a globalized curriculum which acknowledges the value of differences and teaches students to… [PDF]

Obiakor, Festus E. (1992). Multiculturalism in Higher Education: A Myth or Reality?. This paper discusses the realities of multiculturalism in America's higher education and presents strategies for enhancing multiculturalism on college and university campuses. It examines what multiculturalism is and lists the various myths about it that have permeated the academic community. In response to these myths, solutions are examined that cover the following areas: (1) responding to affirmative action regulations; (2) providing funds; (3) broadening curricula; (4) redirecting testing and instruction; and (5) dealing with the problem of educational institutions not reaching out to minorities. It is noted that higher education has failed in its ability to respond to basic needs of nontraditional at-risk students, but also mentions that it is difficult to use traditional strategies to work with nontraditional students. Eight nontraditional strategies are identified to assist predominately white colleges to foster multiculturalism on their campuses. Finally, it is suggested… [PDF]

Mauch, James E. (1984). Foreign Students: Catalyst for Reducing Parochialism. Foreign students make up an important, and growing, segment of higher education in the United States. Reasons why foreign students come to the United States to study include the following: (1) the United States offers a serious approach to higher education in which students receive appropriate training and generally are able to complete the training; (2) the United States is an open society; and (3) programs take a reasonable length of time to complete. The use of English, which is a language college students from foreign countries have generally studied, is also a consideration. To meet the needs of foreign graduate and professional students, universities in the United States should emphasize skills, academic values, and learning strategies, rather than moral or religious values; be open to foreign ideas; be expeditious; insist on good English and good English-language instruction; teach diversity of ethnic, linguistic, and religious backgrounds; respect, honor, and help preserve… [PDF]

Florez, Viola; Hadaway, Nancy L. (1986). Bridging Linguistic and Cultural Differences through Reading: Multiethnic Literature in the Classroom. The use of multicultural literature in school reading programs can enhance the regular reading program by providing students with an awareness for other cultures, and by making a contribution to overall competence in all areas of language arts and in reading comprehension. When schools use literature that reflects only mainstream majority values, students are exposed to a narrow linguistic, historical, and cultural picture. An introduction to differing cultural viewpoints in literature can serve as a starting point for young readers to become more enlightened, providing an awareness of other cultures and a consciousness of oneself and one's relationship to a new culture. By integrating multiethnic literature into a school reading program, children realize that all ethnic groups have roots in the past and a strong heritage that is part of their culture. The stories should be carefully chosen and reflect accurate information, since more harm than good is done through literature which… [PDF]

(1987). Mirando al Futuro del Desarrollo Humano en America Latina y el Caribe. Seminario Regional sobre Universalization de la Educacion (Sucre, Bolivia, 4-10 mayo 1987) (Looking at the Future of Human Development in Latin America and the Caribbean. Regional Seminar on the Universalization of Education [Sucre, Bolivia, May 4-10, 1987]). One of every two children in developing nations does not complete primary school and four out of ten adults do not read or write. Of these ten, six are women. There were 44 million illiterate adults in Latin America in 1985, and of the 66 million school age children, 8.5 million were not in school. Thirty million of these children lived in poverty. In 1983, a project was begun with UNESCO/UNICEF in collaboration with interested countries, for the universalization of primary school education and to address problem of illiteracy. This seminar was organized to evaluate literacy programs, analyze national experiences, and search for alternatives to the continuing deterioration in providing basic education. Also examined were the role of education in child development and the factors in Latin America that affect access to education. Among the conditions affecting educational development were malnutrition, unemployment, inadequate facilities, and cultural discrimination. In 1984 a…

Campos, Frank (1983). The Attitudes and Expectations of Student Teachers and Cooperating Teachers Toward Students in Predominantly Mexican American Schools: A Qualitative Data Perspective. The attitudes and expectations of five cooperating teacher-student teacher dyads toward students in two predominantly Mexican American schools were investigated. Data were obtained from participant journals, interviews, conferences, and classroom observations. This paper presents profiles of the dyads, with summaries of teachers' attitudes and expectations revealed by their conversations and conferences about pupils. It is noted that teachers' middle to upper class backgrounds contrasted with the students' low socioeconomic characteristics, and, to varying degrees, teachers had limited knowledge or experience with Mexican American students and their parents. Evidence is reported on teachers' negative attitudes toward the Mexican American community and on their generally low expectations for students. It is suggested that teachers and student teachers do not intentionally or maliciously stereotype or degrade minority students or their parents and that appropriate inservice and…

Adams, George; And Others (1981). The People of West Africa. Designed for use in Michigan schools, this K-2 social studies unit examines aspects of African and Black American life. Material is divided into 11 sections. Sections 1 and 2 provide rationale, project overview, and an introduction to the unit. Section 3 outlines the five content and skill goals of the program: to learn the location of Ghana, Nigeria, and Michigan; to learn about the structures of families in these 3 areas; to learn about housing, education, and community life in these areas; to learn greetings and some basic words in a West African language; and to listen and respond creatively to African music. Section 4 outlines the specific learning objectives associated with each of these five goals. Section 5 contains a variety of introductory activities focusing on students' identification of their own families and community. The remaining sections consist of activities for each of the previously stated goals. For each activity, objectives, materials, procedure, and…

Stickel, George W. (1987). Cultural Pluralism and the Schools: Theoretical Implications for the Promotion of Cultural Pluralism. Ethnic differences are valuable to the well-being of society, but it is difficult to determine how to transmit this cultural value from one generation to another. The development of the value of cultural pluralism is dependent upon the development of both a comprehensive theory of cultural pluralism and a model of cultural transmission which focus on the breadth, depth, and changes of ethnic groups within society. Four conditions must be met for cultural pluralism to thrive: (1) cultural diversity must be present within society; (2) interaction must exist between and among groups; (3) co-existing groups must share approximately equal political, economic, and educational opportunity; and (4) society must value cultural diversity. Since all aspects of cultural pluralism and transmission are constantly in a state of flux, the resultant effect is that each group and society itself continually evolves or changes. Some groups are assimilated, others form, and still others grow larger…. [PDF]

Belcher, James O.; Warmbrod, Catharine P. (1987). Adult Career Guidance. OPTIONS. Expanding Educational Services for Adults. This monograph is part of OPTIONS, a packaged set of materials developed to provide postsecondary administrators, program planners, curriculum developers, counselors, and instructors with up-to-date, reliable information. This volume and two other monographs are intended to enable counselors and instructors to establish and conduct special services to meet the learning and career needs of adult populations. The publication prepares counselors to provide intake, assessment, employability skill development, and career guidance to multicultural, handicapped, and older adults, as well as dislocated workers and women reentering the work force. The eight chapters present a succinct, practical, action-oriented synthesis of research and development material that addresses the issue of providing special services to various populations of adult learners. Topics are implementing adult intake and assessment, providing employability skills for adults, providing career guidance for multicultural… [PDF]

Appleton, Nicholas (1983). Cultural Pluralism in Education. Theoretical Foundations. This analysis of cultural pluralism in the United States focuses on the central concerns of balancing inequities and cultivating pluralistic values and attitudes. The first chapter reviews the historical background of cultural pluralism and its implications for educators. In Chapter 2, the theory of cultural pluralism is explored, concentrating on the necessary conditions of a society for the concept to apply–cultural diversity, membership in a common politic with interaction between and among groups, relative parity and equality between groups, and a perceived value for the continuance of diversity. The third chapter examines alternative ideological positions of cultural pluralism. Issues and available options involving cultural pluralism are analyzed. Chapter 4 outlines the current ideological trend of pluralism as it has been defined by the courts. In the fifth chapter, an assessment is made of the diverse groups in American society and their respective needs and desires….

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for La Mujer Hispana: Mito y Realidad (The Hispanic Woman: Myth and Reality). This document is one of five filmstrip users' guides that can be used to increase understanding of minority women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled "La Mujer Hispana: Mito y Realidad (The Hispanic Woman: Myth and Reality)" and to help teachers of secondary and postsecondary students to integrate ethnic group information into existing curricula. The focus of the guide and filmstrip is on three groups of Hispanic women: Chicanas, Cubanas, and Puertorriquenas. A discussion guide presents four objectives, discussion questions and topics, and references to sources of additional information. A filmstrip script is provided, containing narration for the 69-frame filmstrip. Three charts supply education and employment statistics for Hispanic women. A teacher-developed 5-day lesson plan for seventh through ninth grade students is… [PDF]

Randall, Jill; And Others (1985). Food for a Healthy Mom and Baby. Nutrition. How to Have a Healthy Pregnancy. This package consists of two sets of bilingual instructional materials for use in helping Indochinese refugees learn prenatal care and nutrition skills. Included in the package are Vietnamese, Laotian, and English translations of an instructional booklet dealing with how to have a healthy pregnancy. The second item in the package is a set of English and Cambodian handouts explaining nutritional requirements during pregnancy. (MN)…

Tonnesen, Thomas V., Ed.; Van Horne, Winston A., Ed. (1983). Ethnicity, Law and the Social Good. Volume II. Ethnicity and Public Policy Series. This volume examines the relationship between ethnicity and the law, looking at the two, first in principle and then as they relate to education, employment, and neighborhoods. Philosophically, the papers included in the book represent 4 different perspectives: (1) that the law should recognize only individual rights and that membership in an ethnic or racial group is a purely private matter; (2) that the law should grant compensatory recognition of ethnic identity; (3) that ethnicity is of inherent value and that public policy should support ethnic diversity because it contributes to the social good; and (4) that ethnicity is a social problem because complex economic and political forces acknowledge and perpetrate ethnic and racial divisions and also often negatively influence these groups. Authors of articles that represent the various perspectives include Peter J. Kellogg, Raoul Berger, Robert M. O'Neil, Nathan Glazer, Richard Ruiz, Cyrena N. Pondrom, Manning Marable, and Richard…

Bidot, Haydee Marie; And Others (1986). Developing an ESL Curriculum for a Special Population. In designing a curriculum to assist children in learning English as a second language (ESL), a thorough understanding of the differences between the first and second languages is essential. With such an understanding, problems and concepts that may cause language interference and learning difficulties can be identified and an appropriate curriculum that will best meet the needs of bilingual children can be designed. The recent low achievement of the children of the Mississippi Band of Choctaw Indians is due in part to lack of English language skills for academic or personal communication. An ESL curriculum has been developed to enhance the children's English language competence while encouraging retention of the Choctaw language and Choctaw cultural traditions. A formal evaluation was performed through the administration of the Language Assessment Scales (LAS) to 50 kindergarten through third-grade students twice a year over a three-year period. Through item analysis of the results,… [PDF]

Li, Gertraude Roth (1981). The State of Hmong Resettlement and Possible Approaches to Solve Some of Its Problems. This paper describes the Hmong refugees in the United States, the state of their resettlement, and possible approaches to resettlement problems. Included are descriptions of the Hmong background and culture; orientation programs in refugee camps; processes and specific problems of Hmong resettlement; Hmong organizations; Hmong adjustment to culture and language through participation in language programs; and a discussion of potential economic adjustment through training, employment, and engagement in cottage industries. Among the Hmong refugee problems identified are the phenomenon of geographical concentration through secondary migration within the United States; Hmong dissatisfaction due to perceived differences in sponsorship aid to different families; insecurity brought about by adjustment problems and differences in the pace of adjustment among different groups; family conflicts arising from the new environment; and older Hmongs' reluctance to work. Recommendations for easing…

(1982). Report on Three Years' Experimental Work Using Modified Time-Schedules for Native-Language Tuition at the Junior and Intermediate Levels of the Basic Compulsory School, and Recommendations for Measures to be Taken. Experimental programs using modified schedules for native-language instruction of immigrant children in Swedish compulsory junior and intermediate schools are described and evaluated in this report. Following background information on school and immigrant statistics, regulations concerning grants, and a list of interim related reports, the report presents the findings on a number of aspects of the research. These include the offerings and organization of local programs, resource administration and allocation, financial considerations, the two organizational program models used, native-language instruction and bilingualism, objectives, enrollment, teachers and teaching materials, Swedish as a second language, teaching English, and dealing with social isolation. It is concluded that both organizational models further student development, that local districts should be allowed more flexibility to deal with their own particular needs, that parents should be provided with more…

McLaughlin, Kathy; And Others (1976). Leyendas. (Legends.) In English and Spanish with Questions, Vocabulary and Patterns. The guide includes the English and Spanish versions of five legends. Ten to twelve questions in Spanish follow each legend. A list of Spanish words taken from each legend is given, along with their English counterparts. Patterns of drawings of the main characters or objects of each legend are also included. The legends are \Pajaro Cu\ which is about an ugly bird who became beautiful and then was too proud to join the other birds; \La Luna\ (The Moon) which is about the moon and why it only appears full part of the time; \La Culebra\ (The Snake) which tells how often \kindness is returned with unkindness\; \El Gallo\ (The Rooster) which tells how the Indians got the rooster; and \Mexticla\ which tells how Mexico got its name from the Aztec god, Mexticla. (NQ)…

Lee, Grace E. (1977). English Reading for Asian Students. This paper discusses the importance of bilingual-bicultural programs–which provide instruction in the student's native language and culture and in the American language and culture–in helping Asian-American students to succeed in the dominant culture. Teachers in such programs need to be sensitive to students' home environment, educational background, cultural values and priorities, and linguistic development. The paper discusses factors in the home environment which may affect students' ability to speak and read English; provides a brief description of values, cognitive styles, and learning modalities which are common to many Asian groups; and outlines some linguistic variables in the Chinese, Japanese, Korean, and Vietnamese languages. Final sections of the paper deal with difficulties which English phonology poses for Asian students, effective ways of helping Asian students to reconstruct English syntax, and the importance of assisting Asian students in interpreting what they… [PDF]

Chao, Rose; Sung, Betty Lee (1977). Chinese Immigrant Children. Preliminary Report. Monograph No. 5. This is a comparative study of Chinese elementary school children who are recent immigrants to the United States. The purpose of the study is to investigate the adjustment process of these children in the school, in the home, and in the community. The findings are based primarily upon first hand observations, interviews, and the researchers' knowledge about the community. Contrasts are drawn between the life style of Chinese families in Chinatown and those living in Elmhurst, Queens. The financial hardship of the immigration experience is described as being particularly severe for the Chinatown residents. Family problems of Chinese Americans are also described. The issue of language problems and bilingualism in the schools is addressed. Anecdotal information is provided concerning the experiences of immigrant Chinese children in Queens and Chinatown elementary schools. Detailed experiences, based on interviews with Chinese family members, are used to illustrate specific problem…

Berrios, Ana Teresa; And Others (1980). Curriculum Guide, English as a Second Language, Kindergarten through Grade Twelve. This curriculum guide provides a detailed description of the program in English as a second language (ESL) in the Newark Public Schools. After an introduction that describes the audiolingual method of teaching foreign languages and that defines briefly the cognitive approach to language instruction and the "silent way," the guide presents the material in seven parts. Parts two and three deal with the philosophy and goals of ESL in Newark. The greatest part of the guide is devoted to: (1) teaching methods and techniques; (2) development of levels and objectives for listening and speaking, reading, writing, and culture; (3) and appendices which provide a large number of class activities and devices. The emphasis is on making the techniques and activities usable by teachers. Each activity is clearly described with regard to procedure and necessary materials; numerous examples of class exercises are provided. Evaluation forms for use by teachers and a bibliography complete the…

Wald, Benji (1981). The Relation of Topic/Situation Sensitivity to the Study of Language Proficiency. This paper reports on a study comparing oral English proficiency as conventionally measured by instruments currently used in many school districts throughout the United States, with Spanish language abilities of individuals with Spanish language background. Oral language proficiency is defined as the results of a quantitative measure applied to a speech sample, while language abilities are defined as what a speaker can actually do with the language. The first section of the paper deals with theoretical and practical concerns in language proficiency assessment (LPA), with emphasis on the content of language proficiency and the effect of situational context on language. The focus of the study reported in the second part of the papers is how language proficiency measures currently used to classify speakers relate to those speakers' language abilities. For this purpose, fifth and sixth graders of Hispanic background, generally from bilingual classrooms, were chosen as subjects of the…

Cogburn-Escamilla, Kathy; Escamilla, Manuel (1980). A Comparison of English and Spanish Syntactic Language Development in Young Spanish Speaking Mexican-Americans in Maintenance Bilingual-Bicultural and Pull-Out ESL Programs. A study is reported whose purpose was to investigate if a relationship existed between Spanish and English language development in young Spanish speaking Mexican-Americans. One half of the children involved in the study were in maintenance bilingual-bicultural programs. The other half were in pull-out ESL programs. Using the descriptive survey design, data were collected from 100 first grade children attending four elementary schools in West Los Angeles County which operated both maintenance bilingual-bicultural and pull-out ESL programs. The Bilingual Syntax Measure English and Spanish tests were administered to the students on a pre- and post-test basis to measure English and Spanish dominance and language development. The Home Survey Questionnaire was developed to obtain demographic information and to determine if all students were from homes where Spanish was the main language. The major conclusions were as follows: (1) Learning two languages simultaneously as in a maintenance…

Saville-Troike, Muriel (1981). The Development of Bilingual and Bicultural Competence in Young Children. Young children's natural processes of language acquisition, the ways they learn a second language, and guides for teaching children a second language are discussed. Topics addressed include social influences on language acquisition, code-switching in bilingual communities, and the relationship of enculturation and acculturation to the development of bicultural competence. In addition, children's development of metalinguistic awareness in their second year, the influence of first language acquisition on second language acquisition for children 2 years of age or older, vocabulary acquisition, peer influence on language learning, and children's language use in the context of social interaction are explored. Four hypotheses that have been proposed to account for observed differences in children's ability to become bilingual in educational contexts are reviewed. Concluding sections of the paper offer three basic principles which underlie the teaching of a second language to young… [PDF]

MacLean, Edna A. (1977). Suva Una? (What Is It Doing?). This primary level reader is part of a series of materials developed for beginning reading instruction in Barrow Inupiaq. Each page consists of a drawing and brief text. It is a revision of an earlier version of the same title. (AMH)…

Nieto, Sonia; Sinclair, Robert (1980). Curriculum Decision-Making: The Puerto Rican Family and the Bilingual Child. A three stage study was conducted in order to select and test procedures for involving Puerto Rican parents in decision making for elementary school bilingual curricula. The first stage of the study focused on literature reviews that investigated the influence of the family on achievement and intelligence, cultural characteristics of Puerto Rican parents that should be considered by schools when developing relationships with the Puerto Rican community, and the past involvement of Puerto Rican parents in school decision making. During the second phase, selected procedures for obtaining information from Puerto Rican parents about their perceptions of schools' responsiveness to the needs of Puerto Rican children and about the specific needs of particular children were developed. One of the identified procedures was field tested during the third stage. Recommendations for future research and policy formation are included. (MK)… [PDF]

Irizarry, Ruddie A.; And Others (1979). John Jay High School Bilingual Program ESEA Title VII. Final Evaluation Report, 1978-1979. The John Jay High School Bilingual Program served 206 New York City Spanish, French, and Italian dominant students and 98 English dominant students in grades 9-12. Non English dominant students received instruction ln English as a Second Language or remedial English. English dominant students participated in the program through Hispanic Art classes. Emphasis in the bilingual program was placed on mainstreaming students to prepare them for full integration with their English dominant peers. Supportive services, home visits, parental involvement activities, and community relations programs formed additional program components. Criterion referenced tests were used to evaluate the effects of the program on student achievement. Evaluative findings indicated that (1) students mastered an average of .6 instructional objectives per month in the area of English as a Second Language, (2) Hispanic students showed significant gains in Spanish reading achievement, and (3) 40-71% of ninth, tenth,… [PDF]