(1993). TESOL in Context, 1990-1993. TESOL in Context, v1-3 1990-1993. This document consists of the first three volumes (six issues) of the journal "TESOL in Context". Issues contain articles on a variety of topics in the teaching of English to speakers of other languages (TESOL), focusing on current issues and concerns in Australia. Article topics include teaching techniques and methods, program and course descriptions, teacher training, classroom management, instructional materials, and class activities. All levels of education (elementary, secondary, postsecondary) are included. Five of the issues have themes: literacy and literature instruction; collaborative/cooperative learning; student assessment; development of oral language skills; and classroom research. Professional announcements, interviews, a problem-solving column, book announcements, and instructional materials reviews are included in each issue. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)… [PDF]

Porcher, Louis (1981). The Education of the Children of Migrant Workers in Europe: Interculturalism and Teacher Training. Education of the children of migrant workers in Europe is addressed in terms of interculturalism and teacher training. This report is the cornerstone of the experts' work; it not only sums up a number of case studies, but also discusses the subject of intercultural education and presents the guidelines that experts have followed and on which their actions and recommendations are based. Part one addresses intercultural education for all pupils, the need for international collaboration, learner-centered teaching, the school and the outside world, and a new kind of education. Part two provides an overview of what ought to be done and addresses specifically what the decision-makers and training centers could do. The conclusions reiterate that the intent of the report was not to proffer solutions, but to suggest a few in the form of operational proposals; thus, offering the readers a working instrument rather than a final answer. Appendices offer extracts from eight experts' reports on…

(1978). Report of the Ad Hoc Committee on Integrated Educational Programs. In this report, 22 successful integrated educational programs in California are described in terms of school environment, services offered, grade levels served, curriculum emphasis, number and ethnic composition of participants, funding, location, staffing, special facilities, method of bringing students together, time students spend in program, visitor information and descriptive literature available, and program contact. The histories and activities of the programs, which range from preschool through secondary levels, are summarized. Appendices provide definitions of terms, samples of Ad Hoc Committee on Integrated Educational Programs correspondence, and information on programs nominated for consideration by the Ad Hoc Committee. (WI)…

Passow, A. Harry (1970). Urban Education in the 1970's. The reported failure of urban schools has been well documented by various government commissions. To remedy this situation, quality and equality of education must be insured. Research and development on disadvantaged populations has increased in an effort to reverse the effects of traditional pedagogical methods. Numerous programs for early intervention show that changes can be effected but that these effects have little long-term stability. But that does not mean that compensatory education is not a promising method; rather, that adequate methods and understanding are still to come. Various strategies and models for improving urban education are compensatory education, desegregation, model subsystems, parallel systems, total systems reform, and new systems development. In addition, some programs attempt to change the student himself, his family, and the schools in new ways. College programs for disadvantaged youth try to prepare students for advanced study. The greatest policy… [PDF]

(1973). Laws and Resolutions Affecting Public Education Enacted by the 63rd Texas Legislature, Regular Session–1973. This bulletin contains the laws and resolutions enacted by the 63rd legislature that pertain to public education in Texas. It is made available so that superintendents and boards of trustees may study the new statutes and the changes in existing statutes that may affect the operation of their school districts. (Author/IRT)… [PDF]

Heller, Monica; Mougeon, Raymond (1986). The Social and Historical Context of Minority French Language Education in Ontario. Journal of Multilingual and Multicultural Development, v7 n2-3 p199-227. Discusses the minority French-speaking population in Ontario from its 17th century origin to the present day, focusing on the changing circumstances affecting minority French-language education. Political, economic, and demographic processes are shown to influence the role played by the French-language schools in the maintenance of French language and culture. (Author/SED)…

Loh, Shoou Ai; Sim, Wong Kooi (1993). The Development of Bilingual Ability in Pre-School Children. NIE-BvLF Project Sub-Study. To investigate the actual and possible roles of parents in the development of preschoolers' bilingual ability, this study examined the home environments and bilingual ability of Singapore preschoolers. A total of 378 children, aged 5 and 6 years, were divided into 2 groups and individually interviewed. Children in one group began the interview in English; the other group began the interview in Chinese. During the interview, children were tested in English and Chinese in the areas of vocabulary, listening comprehension, story comprehension, translation, and verbal fluency. Children also completed a Home Language Environment Questionnaire. The children's parents also completed questionnaires. Analysis showed that children who perceived their home environment to be predominantly bilingual produced optimal performances in both English and Chinese language tests. Most parents were actively involved in helping their children develop language ability either directly or indirectly. Results…

Oppenheim, Nancy (1996). Undergraduates Learning from Nonnative English-Speaking Teaching Assistants. This study investigates whether the Student Mediation Model is useful for understanding how undergraduates learn from international teaching assistants (ITAs) teachers who are not from the United States and are not native English-speakers. The study examines a sample of over 8,300 students enrolled in beginning and more advanced calculus and computer science courses. Student grades and instructor evaluations were quantitatively analyzed to compare student achievement and satisfaction with instruction in courses taught by native English-speaking teaching assistants (NTAs) in comparison to courses taught by ITAs. Results suggest that students taught by ITAs in more advanced classes adapt to the quality of instruction. Students' grades and evaluations of the teaching assistants are not significantly different across NTA and ITA sections. Conversely, students in beginning courses appear to lack sufficient readiness to negotiate meaning with ITAs, resulting in lower communication and… [PDF]

Kataja, Riitta (1991). A Contrastive Analysis of the Spoken Discourse of Bilingual Swedish Finnish and Native Swedish School Children. Finnish and Swedish dialogues by bilingual Swedish Finnish children were contrasted with dialogues by their monolingual peers. Two specific discourse features were investigated: the use and distribution of various politeness strategies and the use of downgraders. The material consisted of 12 second language dialogues in Finnish between the Finnish Swedish school children and 6 conversations in Swedish between them and their Swedish counterparts. Participants, who all knew each other, were asked to solve a potential conflict by discussing the matter with each other. The study of politeness strategies revealed great differences between the Finnish and Swedish discourse of the Finnish Swedish subjects, with the Finnish dialogues dominated by positive politeness strategies. The contrastive analysis of the use of downgraders showed also that the most striking differences between the three groups were those of the Swedish Finnish children's conversations in Finnish and Swedish. The…

Nagy, William E.; And Others (1992). Cross-Language Transfer of Lexical Knowledge: Bilingual Students' Use of Cognates. Technical Report No. 558. A study investigated how Hispanic bilingual students' knowledge of Spanish vocabulary and awareness of Spanish-English cognates influence comprehension of English expository text. The subjects, 74 upper elementary school students literate in both Spanish and English, were tested for vocabulary knowledge in both languages. After reading four expository texts containing English words with Spanish cognates (e.g., English "transform" and Spanish "transformar"), subjects were given a multiple-choice test for understanding of key concepts from the texts. After a brief explanation of the concept of cognates, they were asked to identify words in the text with Spanish cognates. Results indicate the following: (1) the students were aware of cognates and made some use of that knowledge in their English reading; (2) the contribution of Spanish vocabulary knowledge to English reading is not automatic, but depends on the degree of awareness of the languages' cognate… [PDF]

Matiella, Ana Consuelo, Ed. (1990). Getting the Word Out: A Practical Guide to AIDS Materials Development. This book provides health professionals with a \how to\ approach to developing culturally sensitive and effective Acquired Immune Deficiency Syndrome (AIDS) education materials. It is a collection of chapters written by community AIDS educators who have specialized knowledge and skill in developing educational materials in multi-ethnic communities. Included are: (1) \Laying the Groundwork\ (Stephen B. Thomas); (2) \Using Evaluation to Develop Responsive Materials\ (Aisha Gilliam and Roberta Hollander); (3) \Using Focus Group Interviews to Design Materials\ (Joyce V. Fetro); (4) \Creating Culturally Sensitive Materials\ (Sara Olivia Garcia); (5) \Developing Low-Literacy Materials\ (Jane H. Root); (6) \Adapting and Translating Materials\ (Ana Consuelo Matiella); (7) \Singing Your Own Song\ (Terry Tafoya and Douglas A. Wirth); (8) \Telling a Tale\ (Andrea Green Rush and Dominic Cappello); (9) \Producing Comic Books and Photonovels\ (Susan Leibtag and Hugh Rigby); (10) \Developing…

(1980). Supplement for Curriculum Guide for Science: Vietnamese-Speaking Students, Kindergarten-Upper Two. Field Test. This supplement to the Chicago public schools' science curriculum guide is for use with Vietnamese-speaking students and is designed to help students make the transition to science learning in English. English-Vietnamese vocabulary lists, independent learning activities (in Vietnamese), and teaching aids (cultural activities such as songs, proverbs, and legends in both languages) are included to permit children to use their knowledge of the Vietnamese language in the study of science and to relate the study of science in Vietnam to the understanding of universal scientific concepts. Concepts studied include include living things, the universe, and the behavior of matter and energy. The focus of the curriculum is on science education for the primary grades, but a number of learning activities for intermediate and upper levels are also described. Information for the teacher is provided as background for understanding differences in the study of science that result from geographic…

Robertson, Douglas F. (1982). Teaching Mathematics to Indochinese Students with Limited Proficiency in English. Experiences in teaching a course in developmental mathematics to Indochinese students who were uncertified bilingual teachers employed by the Minneapolis Public Schools are described. The students received training in basic mathematics while being exposed to a college-level course taught in English. Results of a placement test are noted, as well as attempts to teach the course on a number of different levels of mathematical sophistication, while taking into account the language difficulty. (MNS)… [PDF]

Hogan, Thomas P.; Tsushima, William T. (1975). Verbal Ability and School Achievement of Bilingual and Monolingual Children of Different Ages. Journal of Educational Research, 68, 9, 349-53, May-Jun 75. …

Calderon, Margarita (1989). Cooperative Learning for LEP Students. Intercultural Development Research Association Newsletter, v16 n9 p1-7 Sep. Substantial evidence suggests that students working together in small cooperative groups can master material better than students working on their own, and that cooperative learning structures higher self-esteem and learning motivation. Cooperative learning (CL) has been proposed for use with language minority children, as well as with other at-risk students. This method offers advantages for primary language instruction, whole language approaches, English as a Second Language (ESL) and transition to English, sheltered instruction and critical thinking, development of cognitive and metacognitive strategies, and classrooms with few limited-English-proficient (LEP) students. Several CL models have targeted bilingual classroom settings, using different focuses: group investigation and cooperative integrated reading and composition. Effective implementation of CL instruction requires that: (1) students be prepared for cooperative work; (2) teachers understand the change in their role…

Vogelgesang, Lori J. (2004). Diversity Work and Service-Learning: Understanding Campus Dynamics. Michigan Journal of Community Service Learning, v10 n2 p34-43 Spr. This paper examines the challenges faced as higher education institutions consider integrating their commitment to service with their commitment to diversity efforts. Findings from four case studies of small- and medium-size private institutions explore the connections and divergences among institutional mission, campus leadership, curriculum integration, and organizational structure as contexts within which integration efforts emerge. (Contains 3 notes.)… [PDF] [Direct]

Dimmock, Clive; Walker, Allan (2004). The International Role of the NCSL: Tourist, Colporteur "or" Confrere?. Educational Management Administration & Leadership, v32 n3 p269-287. This article addresses the international positioning and role of the National College for School Leadership (NCSL). The article argues that the college stands as an initiator, exporter, importer and disseminator of leadership research and practice and that the role it adopts in regard to these will determine its international influence. The first part of the article discusses the uniqueness of the college and the possible pathways along which its influence could expand. It acknowledges that in building its sphere of influence the college faces a context of unpredictability and uncertainty. The second part of the article focuses specifically on the international role of the NCSL and suggests that from among a range of alternatives, the college would be wise to adopt a "confrere" role, that is, genuinely mutual dialogue and co-operative learning relationship with researchers and partners overseas. The third part of the article recognizes the associated difficulties and… [Direct]

Boyd, Brian A.; Correa, Vivian I. (2005). Developing a Framework for Reducing the Cultural Clash between African American Parents and the Special Education System. Multicultural Perspectives, v7 n2 p3-11 Apr. A conceptual framework was developed to provide proactive relationship building strategies for professionals in special education and the African American families they serve. Cultural clashes have occurred between the respective groups because of the dissimilar cultural and personal experiences that shape one group's perceptions of the other. Yet, collaborative parent-provider relationships can be established through deconstructing the disparate factors that influence both the perceptions of African American parents and those of professionals. Through utilizing a family- and culture-centered planning approach to services, professionals may begin to more fully understand the factors that shape their own experiences and those of the families they serve. This will serve to reduce the cultural clash between the respective groups and create more positive outcomes for parents and providers. (Contains 1 figure and 1 table.)… [Direct]

Norton, Nadjwa Effat Laila (2005). Permitanme Hablar = Allow Me to Speak. Language Arts, v83 n2 p118-127 Nov. This multicultural feminist critical narrative inquiry examines how one Dominican Spanish and English speaking poor immigrant first grader, Pam, utilizes her critical literacies to intervene against inequitable teaching practices and affirm her cultures. Implications for early childhood educators to develop culturally responsive practices that better support children are discussed…. [Direct]

Medina, Catherine; Minner, Sam; Prater, Greg; Redsteer, Denise (2002). An Evaluation of a Decade of a Rural Field-Based Special and Elementary Teacher Training Program. To address the need for special education teachers trained in rural and culturally diverse settings, a field-based special education program was implemented in Kayenta Unified School District (KUSD), Arizona, on the Navajo Nation. KUSD provided teacher housing, classroom space, sites for practicum coursework, and some student teaching placements. KUSD teachers and administrators were hired as instructors and guest speakers for some courses and were involved in the selection of participants. Northern Arizona University contributed tuition waivers and administrative support, and the U.S. Department of Education provided funding. Since 1992, 109 students have been admitted into the program, and 104 completed it; 67 students were Native American, primarily Navajo. The high retention rate was attributed to the field-based nature of the program. The Native American students were predominantly paraeducators for the KUSD and therefore were able to remain employed and maintain their… [PDF]

Benton, Janet E.; Daniel, Patricia L. (1995). Involving Preservice Teachers in Discussions of Diversity. Creating a safe, open environment for discussion is a critical first step in examining topics of diversity. Because public schools may be the only social arena in the United States where different social classes, ethnicities, and genders come together on a regular basis, it is important to involve preservice teachers in discussions involving different perspectives. Three major sources of student resistance to talking and learning about race and racism have been identified by B. D. Tatum: (1) race is considered a taboo topic for discussion, especially in racially mixed settings; (2) many students, regardless of racial-group membership, have been socialized to think of the United States as a just society; and (3) many students, particularly white students, initially deny personal prejudice, recognizing the impact of racism on other people's lives, but failing to acknowledge its impact on their own. The specific experiences of two instructors (the authors) in two different universities… [PDF]

Smith, Iva A. (1979). Ethnic Studies Methods and Materials for Teacher Training: A Model for Schools of Education. Selected teacher resource projects for ethnic studies are identified and reviewed in this document. Developed at 16 educational institutions across the United States, the projects range in focus from general multiethnic education to specific minority groups including Japanese-, Afro-, French-, Polish-, Italian-, Mexican-, and Ozark-Americans, and Yakima Indians. Some focus on ethnic populations within a particular area, such as Chicago. Each project is identified in terms of location and address, project director, program subject, grade level, and subject areas into which materials can be incorporated. Grade levels range from kindergarten through college; most materials were designed for use in elementary and secondary classes. The reviews identify types of materials produced by each project (i.e., teacher's manuals, bibliographies, teaching units, audiovisual or print materials) and describe content and possible applications. (AV)…

Barnhardt, Ray; Brisk, Maria Estela; Herrera, Socorro; Rochon, Ronald (2002). Educators' Preparation for Cultural and Linguistic Diversity: A Call to Action. This policy paper provides information about issues surrounding the education of culturally and linguistically diverse (CLD) student populations, noting that preparing non-English speakers to survive in English-dominant schools and society is more complex than current policy debates would suggest. The paper stresses the need for teachers who can deliver classroom practice that respects the language and culture of the child and effective, accommodative instruction that results in literacy and academic success for second language learners. It also discusses the context that distinctly favors the assimilation of CLD students, with little thought to their rich cultural heritage or the language knowledge they bring to the classroom. The paper suggests that at the policy level, this sociopolitical context poses a challenge for future support and development, and at the level of praxis, this context threatens efforts to better prepare school educators for the differential learning and… [PDF]

Garcia, Eugene E. (2001). Hispanic Education in the United States: Raices y Alas. Critical Issues of Contemporary American Education. This book portrays what works in creating better educational opportunities and effective school reform for Hispanic Americans, offering a reflection on the bicultural experience of minority groups in U.S. schools and showing how and why educational reforms must seek to build upon rather than downplay the native culture and language of minority students. The book includes stories from the author's life and from the experiences of other teachers and students. The 10 chapters examine the following: (1) "An Introduction to 'Raices y Alas'"; (2) "Culturally Diverse We Are, Equal and United We Are Not"; (3) "It Doesn't Have To Be 'Either/Or'"; (4) "Hispanics: A Growing Immigrant People"; (5) "Culture and Education: Seeds of the Individual and Collective Identity for Hispanics in Schools"; (6) "Educational Approaches–What Works for Hispanics: General Constructs and the Early Years"; (7) "Educational Approaches–What Works…

Bliss, Ian (1990). Intercultural Education and the Professional Knowledge of Teachers. European Journal of Teacher Education, v13 n3 p141-51. Discusses in-service teacher training in England, proposing alternative models of professional knowledge which could change and improve teachers and teaching. The article considers alternative models derived from work with teachers and students in England and explains how such models can help in establishing intercultural education courses for teachers. (SM)…

Goulet, Linda (1995). Implementing Indian Curriculum in Indian Teacher Education: The Student Teacher's Perspective. Journal of Professional Studies, v3 n1 p11-20 Fall-Win. Interviews with Canada Native student teachers asked them to reflect on their practice following a final practicum at the Saskatchewan Indian Federated College. Results showed that they were using techniques appropriate to Indian education, though they felt there were additional areas of need in their preparation. (SM)…

(1993). Making Good on Our Promises…Moving beyond Rhetoric to Action. A Report. The Commission to Improve Minority Education (CIME) was established in 1990 to address problems hindering the education of ethnic minorities at community colleges. This report features the CIME action agenda for the national community college system for improving recruitment, retention and transfer rates of minority students. Part I features a prefatory message from the Commission, while part II includes a foreword from the Commission chair. Part III, "The Challenge that Words Alone Cannot Solve," is divided into five sections: (1) "The Nation's Community Colleges: Shouldering the Challenge," highlighting the role of the community colleges in providing access to education for minorities; (2) "Mandate for a Community College Action Agenda," detailing the foundations of the agenda in terms of the needs for improving minority opportunities; (3) "Making the Commitment: It's in Our Best Interest," describing the benefits of diversity for…

(1995). A Guide to Curriculum Development in Family and Consumer Sciences Education. This guide is designed to help educators develop a comprehensive and integrated family and consumer sciences educational program for all grades. Chapter 1 provides an overview of the family and consumer sciences program in Connecticut. Chapter 2 describes the various program elements local districts should consider when reviewing, modifying, or developing program offerings, such as program overview, program goals, core topic areas, integrative components, and program structure. Chapter 3 describes a curriculum development process that addresses factors influencing curriculum development, recommended steps in the curriculum development process, integration of Future Homemakers of America/Home Economics Related Occupations into the curriculum, and current perspectives on teaching and learning that affect curriculum development. Chapter 4 provides guidance and tools to assist with the tasks of organizing program topics and selecting student competencies at middle/junior and high school… [PDF]

Shepherd, Mike (1995). Hispanic American Heritage, Intermediate. This resource book features the cultural heritage of Hispanics living within the United States and includes ideas, materials, and activities to be used with students in the intermediate grades and middle school. This book explores the definition of the term \Hispanic Americans\ and suggests a multilayered population with a variety of cultural experiences. The book explores both the likenesses and differences and celebrates Hispanic American heritage as a whole. The book lists seven topics to explore: (1) \Our Heritage\; (2) \Coming to America\; (3) \Independence\; (4) \Hispanic Americans Today\; (5) \Customs and Traditions\; (6) \Hispanic Heritage Game\; and (7) \Management.\ (EH)…

(1992). Educational Opportunities for American Indians in Minneapolis and St. Paul Public Schools. This report is based on background research and a community forum held in September 1990 in St. Paul, Minnesota, and addresses issues related to equal education for American Indians in Minnesota public schools. Minnesota's Native American population is increasing, is younger than non-Indian Minnesotans, and is becoming more urban than rural. The dropout rate is higher for urban Indians than for rural Indians, and the educational attainment of American Indians still lags behind that of the total population. Most of the report consists of summaries of presentations at the forum from individuals, agencies, educators, state government officials, tribal government officials, and superintendents of school districts. Of central concern was the question of whether equal opportunity in public education means simply equal access to education, or whether it includes the certainty of equal attainment. Some participants called for Indian-controlled separate schools or a separate district to… [PDF]