Gonzalez, Josue M. (1981). Special Report: Short Answers to Common Questions About Bilingual Education. AGENDA, v11 n4 p29-35. Defines United States bilingual education, why it is needed along with bicultural education, its advantages, why the Supreme Court did not require it, why it does not hinder English proficiency, the distinction between language grouping and segregation, why the research is inconclusive, and why Quebec's problems will not be encountered here. (LC)…

Cherry, Schroeder (1997). Four Works by African American Artists in the Baltimore Museum of Art Collection. Art Education, v50 n2 p25-32 Mar. Presents a series of lesson plans and learning activities using discipline based art education principles to focus on four works by African American artists. The artists featured are Joshua Johnson, Horace Pippin, Alma Thomas, and Tom Miller. Includes a representative color plate of each artist's work. (MJP)…

Miletta, Maureen; Raywid, Mary Anne (1992). Paradise Elementary School. Urban Review, v24 n1 p73-82 Mar. Offers a fictionalized account of the development, within an elementary school, of four distinctive schools-within-schools. Questions and issues arising in developing such programs are discussed; the theme of each of these four is described, and advantages that staff find in the arrangement are presented. (Author/JB)…

Skelton, Kathy (1993). Combating Racism: A Confusing Story. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p16-19 Sum. Incidents in two Australian secondary schools illustrate the real problems of discrimination that aboriginal students face in the Australian education system in spite of policies intended to combat discrimination and promote the needs and rights of minority students. A program to combat racism in six schools is described. (SLD)…

Davison, Chris (1993). Integrating ESL into the Mainstream: Australian Perspectives. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p35-40 Sum. Describes the movement toward integrating the instruction of English as a Second Language (ESL) into mainstream education in Australia. Challenges of mainstreaming for teachers, students, and policymakers are described. ESL learners must have a carefully integrated program of language-conscious teaching and content-based language instruction. (SLD)…

Tellez, Kip (1999). Mexican-American Preservice Teachers and the Intransigency of the Elementary School Curriculum. Teaching and Teacher Education, v15 n5 p555-70 Jul. Investigated how Mexican-American student teachers expressed their cultural knowledge in lesson planning and implementation. Semistructured interviews with Mexican-American student teachers working in elementary Professional Development Schools revealed little ethnic expression, even when teaching Mexican-American children. They were never invited to develop curricular themes focusing on the cultural knowledge that they shared with the children. (SM)…

Goldfarb, Katia Paz; Grinberg, Jaime (1998). Moving Teacher Education in/to the Community. Theory into Practice, v37 n2 p131-39 Spr. Describes a set of structured experiences within a preservice teacher education program that helped construct, with the students, a critical perspective toward better understanding pupils' home, community, and school lives. The structured experiences occurred within a New Mexico school community research project combined with a course on families, schools, and communities. (SM)…

Brodie, Carolyn S., Ed.; Manna, Anthony L., Ed. (1992). Many Faces, Many Voices: Multicultural Literary Experiences for Youth. The Virginia Hamilton Conference (Kent, Ohio). This volume contains keynote and workshop presentations from several Virginia Hamilton Conferences on multicultural literature for children and young people. The papers and speeches are as follows: (1) "A Toiler, A Teller" (Virginia Hamilton); (2) "The Next America" (Arnold Adoff); (3) "The Magic of Imagining: Transaction with Young Adult Fiction and Poetry" (Arlene Harris Mitchell); (4) "A Conversation with Patricia and Fredrick McKissack" (Anthony L. Manna and Carolyn S. Brodie); (5) "Making the Journey" (Sheila Hamanaka); (6) "A Journey Toward a Common Ground: The Struggle and Identity of Hispanics in the U.S.A." (Nicholasa Mohr); (7) "The Mythic Dimensions of Appalachia" (Gary D. Schmidt); (8) "Literature in the Pediatric Setting: The Use of Books To Help Meet the Emotional and Cognitive Needs of Chronically Ill Children" (Marcella F. Anderson); (9) "Jewish American Experiences in Children's…

Ennals, Peter, Ed. (1993). The Canadian Maritimes: Images and Encounters. Pathways in Geography Series Resource Publication, Title No. 6. This guide covers the Canadian Maritime provinces of New Brunswick, Prince Edward Island, and Nova Scotia. The first in a series prepared for geographers and those interested in travel, this guide is written by local geographers or others with special expertise on the area and provides insights and a feeling for place that textbooks often miss. This guide introduces a region outside the geographical experience of most people in the United States and of many Canadians. The complexities, joys, and challenges of this multicultural region are presented for further exploration. Part 1, "An Overview of the Region," includes: (1) "Introduction"; (2) "First People"; (3) "The Maritimes in Canadian History"; (4) "The Environment of the Maritimes"; (5) "Physical Geography"; and (6)"Environmental Problems." Part 2, "The Regions of the Maritimes," includes: (1) "Acadia"; (2) "'Acadian' or 'Maritimer': A… [PDF]

Feagin, Joe R., Ed.; Smith, Michael Peter, Ed. (1995). The Bubbling Cauldron. Race, Ethnicity, and the Urban Crisis. The essays in this collection provide a background for discussions about multiculturalism, cultural politics, and urban crises by illustrating the ways in which race is still a central source of meaning, identity, and power and why it is intensifying as a category, rather than diminishing. Selections include: (1) "Putting 'Race' in Its Place" (Michael Peter Smith and Joe R. Feagin); (2) "Dictatorship, Democracy, and Difference: The Historical Construction of Racial Identity" (Howard Winant); (3) "Who Are the 'Good Guys'? The Social Construction of the Vietnamese 'Other'" (Michael Peter Smith and Bernadette Tarallo); (4) "The Rising Significance of Status in U.S. Race Relations" (Martin Sanchez Jankowski); (5) "African American Entrepreneurship and Racial Discrimination: A Southern Metropolitan Case" (Michael Hodge and Joe R. Feagin); (6) "Black Ghettoization and Social Mobility" (Norman Fainstein); (7) "Historical…

Moore, Rock; Suleiman, Mahmoud F. (1995). Figures of Speech, Symbolism and the Communicative Process in the Multilingual Classrooms. The increasing linguistic and cultural diversity of U.S. public schools requires teachers to be more sensitive to how symbols and figures of speech are used to maintain an effective cross-cultural communication. The purpose of this paper is to address and discuss the role of sociocultural factors that shape the insights and perspectives of diverse students in the process of interacting with others. Diverse students come to the classroom with a limited view of the use of English figures of speech and language symbols; they also employ culturally-bound symbols and figures of speech that cause miscommunication in the target language. Teachers need to foster a classroom environment where these symbolic differences are taken into consideration. They also need to create conditions that promote effective use of symbols and figures of speech. These conditions involve valuing linguistic and cultural diversity, contextualizing learning tasks and activities, and utilizing language functions to… [PDF]

Rothenberg, Julia Johnson; And Others (1997). Preparing White Teachers for Urban Schools: A Compendium of Research. The perceptions of novice and expert teachers in urban schools about their preparation through teacher education were studied. It is generally recognized that middle-class white teachers are strangers to urban cultures, and that they often believe the mass media's negative images about low- income African American and Latino communities. Thirty-five novice teachers and 15 experienced teachers were studied over a 2-year period. Novice teachers completed the questionnaire before and after student teaching, and their supervisory teachers completed identical questionnaires at the end of student teaching. Results show that teachers, whether experienced or novices, do not think about culturally responsive pedagogy or reflect on the interaction between culture and teaching. The initial concerns of novice teachers reflected their uneasiness with the urban environment and their students. By the end of student teaching, novice teachers were able to see their students as individuals and to…

Batelaan, Pieter; Coomans, Fons (1995). The International Basis for Intercultural Education Including Anti-Racist and Human Rights Education. Many international documents, building on the philosophy and contents of the Universal Declaration of Human Rights of the United Nations, support this declaration's standards and stress teaching and education as effective ways to make these standards reality. The two papers in this document describe and analyze some international documents for their implications for intercultural education. The first paper, "The Legal Character of International Documents on Intercultural Education," by Fons Coomans describes the legal character of international documents on intercultural education and explores whether they have legal standing with governments and their value at grass-roots level for students and teachers. In general terms, these documents are not enforceable against states, but they have great value as yardsticks and guidelines. The second paper, "The Implications of International Documents on Intercultural Education," by Pieter Batelaan, discusses obligations… [PDF]

Christian, Donna (1993). Current Research Issues in Minority Student Education. As a conclusion to a symposium on issues related to diversity and American education reform in the context of Goal 3 of the National Education Goals, this paper summarizes important issues of language and culture that must be faced in the process of implementing Goal 3. One of the prerequisites for dealing effectively with these issues is an adequate foundation of research. The need for accurate information and data from all possible sources is emphasized, and the following categories are identified: program and instructional models; the needs of special populations; processes of second language learning; acquisition of literacy; influence of home and community; assessment issues; and teacher education. Contains 44 references. (LB)… [PDF]

Keith, Nelson W.; Keith, Novella Z. (1993). Education, Development, and the Rebuilding of Urban Community. The paper asks what are appropriate policies for urban school reform in the context of global transformations affecting cities in both developed and "Third World" countries. Features of this transformation include growing population diversity, a semi-permanent underclass, and the informal economy. Comprehensive community development (i.e. economic, socio-political, and cultural) must promote alternative forms of integrating communities into the larger whole, in ways that emphasize "indigenous" knowledge and problem solving. Urban school reforms that promote culturally relevant education and community partnerships can make a contribution. However, the connections between school and community and school and work need to be rethought. The paper provides examples of strategies to convert new economic forms into life-sustaining opportunities and new social forms into structures that sustain the community. (Contains 55 references.) (Author)… [PDF]

Trepper, Terry Steven (1975). A Comparison of English and Spanish Verbal Facility of Mexican-American Children. Fifty poverty-level Mexican American bilingual children in first and fourth grade were tested for verbal facility in both English and Spanish to determine which language was dominant at the initial grade level and an advanced grade level. An East Los Angeles almost all of its students lived in the same Federal Housing project, thus ensuring low income status and reasonable homogeneity in terms of language and culture. Students were individually given the Peabody Picture Vocabulary Test in both English and Spanish by a bilingual member of the community who was not informed as to the purpose of the testing. Since some of the Spanish stimulus words were not meaningful for this particular region and dialect, bilingual educators from the community helped to substitute stimulus words for the less appropriate ones. If form A of the test were given in English, then form B was given in Spanish. This variable was counterbalanced as was the order of the language used. Results indicated there…

(1974). Evaluation Report of the Fall River Middle School Research and Development Center Title VII Program, 1973-1974. This report presents the evaluation of the 1973-1974 Fall River Middle School Research and Development Center, a project funded by ESEA Title VII as a model demonstration bilingual program beginning in 1972-1973. The evaluation focused on the assessment of the degree of accomplishment of product objectives for each component of the program. The program had a total enrollment of 244 students–161 Portuguese dominant students and 83 English dominant students. The program served 119 fifth grade and 127 sixth grade students. Fifth grade English dominant students were selected for the program from the fourth grade student population who would normally be going into the fifth grade during the 1973-1974 school year. Fifth grade Portuguese dominant students were selected through consideration of two factors in addition to their language dominance–school age and neighborhood. The sixth grade students are last year's fifth grade bilingual students. The staff included the following personnel:… [PDF]

Jurado, Peter; Pinon, Arturo (1973). Job Corps: Center-Developed Training Programs. Spanish Tutorial Materials: Math, Reading. This publication is the second in a series intended to disseminate program ideas tried successfully at one Job Corps Center and of likely interest to other centers. Contained in this issue are materials of value in tutoring math and reading to corps-members whose first language is Spanish. (Author/SK)…

Adams, John V.; Ewing, Wallace K. (1971). A Study of Student Attitudes toward English as a Second Language in Puerto Rico. The results of a questionnaire designed to investigate Puerto Rican students' attitudes toward learning English show that there is a predominantly positive attitude toward English-as-a-second language in the Puerto Rican town studied in this survey. The questionnaires solicit information from students in grades five through eight concerning personal data, students' contact with English, amount of English used, parental attitudes, and student attitude toward learning English. The shortcomings of Puerto Rico's standardized English curriculum may result from inappropriate teaching methods rather than from a negative attitude on the part of the students. The students may be receiving too much language material in too little time without reinforcing what is learned in class through use outside of class. English might be better taught as a foreign language. English and Spanish versions of the questionnaires are provided along with graphs illustrating the results of this survey. (VM)… [PDF]

Medina, Edward; Pope, Francis H. (1972). Spanish Reading Workbook 1: Spanish Phonetic Reading Program. This manual, designed to follow \Spanish Alphabet Book 1,\ presents a Spanish phonetic reading program for children beginning to learn how to read. It contains an alphabet chart with pictures which symbolize words using the sounds of the respective letters. Other pages are devoted completely to the sounds of the vowels, reinforced with common words and pictures. The names of the various consonants are explained. Later pages emphasize the blending of one consonant letter with each of the five vowels. Meaningful words are then formed by the addition of other letter combinations. A small illustration to stimulate interest in the exercise precedes each blending activity. The manual includes test exercises. (For related documents, see FL 003 750, FL 003 751, and FL 003 752. (SK)…

Altus, David M., Comp.; Link, Albert D., Comp. (1971). American Indian Education, A Selected Bibliography. Supplement No. 2. Documents on American Indians are cited in this bibliography, which is a supplement to ED 030 780 and ED 044 213. This bibliography contains abstracts of 221 documents cited in \Research in Education\ (RIE) from September 1970 through June 1971 and 93 citations (some annotated) which have appeared in \Current Index to Journals in Education\ from June 1970 through June 1971. Citations are indexed by subject terms from the \Thesaurus of ERIC Descriptors.\ The entries cover a wide variety of resource materials (research and program reports, guides, books, articles, etc.) that examine the cultural and socioeconomic problems and educational developments relative to American Indians. Price information and availabilities are provided for documents that have been listed in RIE. (LS)… [PDF]

Salinas, Guadalupe, Ed. (1971). Mexican-Americans and the Desegregation of Schools in the Southwest. It is noted in this article that Mexican American children, comprising the largest minority student group in the Southwest (17% of the total enrollment), have been neglected both educationally and legally. Thus, "Cisneros v. Corpus Christi Independent School District" (1970), which established Mexican Americans as an identifiable ethnic minority group for purposes of public school desegregation, is looked upon as providing a basis for hope for better education of Mexican American children. Further legally oriented discussion topics include the historical background of the Mexican American, discrimination in areas other than education, non-judicial recognition of Mexican Americans, the Chicano school cases, factors leading to segregation of Mexican American children (i.e., residential segregation and ability grouping), and the future of Mexican American desegregation in terms of the Southwest generally and "Ross v Eckels–The Houston Situation." Included are… [PDF]

Owens, Thomas R. (1972). Analysis of a Spanish Bilingual Preschool Program. A report is given of student learning outcomes investigated over a one and one half year period on the Spanish Dame School Project. This project provided instruction in Spanish and English for approximately 100 children between the ages of three and six. A pretest-posttest control group design was used involving eight groups. Four tests were used on a pre-post basis in the evaluation of the project and control group children. Language acquisition was measured by three instruments: The Comprehension of Directions, Tests of Basic Competence in English and Spanish, and The Test of English Grammar and Vocabulary. School readiness was measured through five categories of the Inventory of Developmental Tasks (IDT). An analysis of the correlations among the project developed instruments revealed low intercorrelations among the tests, thus indicating that they are measuring separate skills. Children's family and background data were collected from a parent interview. Findings include: (1) In… [PDF]

Pono, Filomena P.; And Others (1976). Spanish Words in the Jicarilla Language. As contact with the American Indian people increased, Indian words, expressions, and terms filtered into the English language. On the other hand, the Indians also borrowed words from those people who came to the New World. The Jicarillas, because of their early contact with the Spanish culture and civilization, tended to borrow more words from the Spanish language rather than from the English. At a later time, however, when they had closer contact with Americans, they also borrowed words from their language, although on a limited basis. Most of the borrowed words have sounds which are Jicarilla. Therefore, some words can hardly be distinguished as Spanish or English. This booklet lists 120 words in Jicarilla which are of Spanish or English origin or show some aspects of their influence. The words cover those aspects of life and fields of activity where the borrowed words seemed likely to originate, i.e., food and drink, plants and animals, social life, clothing, education, and other… [PDF]

Crawford, Joyce H.; Fry, Maurine A. (1979). Trait-Task Interaction in Intra- and Intermodal Matching of Auditory and Visual Trigrams. Contemporary Educational Psychology, v4 n1 p1-10 Jan. Relations among short-term auditory memory, short-term visual memory, vocabulary knowledge, and intra-and intermodal matching of trigrams were examined with first graders. Multiple Rs were significant for 3 of 4 matching conditions. Only bilingualism accounted for significant variance in visual-auditory task performance or reading achievement. (Author/RD)…

Henkin, Alan B.; And Others (1984). Seeking Goodness of Fit: Measuring the Readability of Bilingual Learning Materials. Bilingual Review, v11 n3 p9-24 Sep-Dec. Spanish and English readability formulas were applied to sample passages from learning materials and textbooks used in bilingual classrooms in order to ascertain their analytic and predictive capabilities. Two main factors, word difficulty and sentence difficulty, accounted for most of the total variance in readability research using factor analysis. (SED)…

Tamayo, Jose M. (1987). Frequency of Use as a Measure of Word Difficulty in Bilingual Vocabulary Test Construction and Translation. Educational and Psychological Measurement, v47 n4 p893-902 Win. One English and two Spanish 24-word lists were administered as vocabulary tests to 80 English-speaking and 80 Spanish-speaking (Mexican and Puerto Rican) eighth graders, respectively. Results provide insights into the frequency of use as a valid measure of word difficulty in bilingual vocabulary test construction and translation. (TJH)…

Cambourne, Brian (1986). Process Writing and Non-English Speaking Background Children. Australian Journal of Reading, v9 n3 p126-38 Aug. Explores the consequences of not developing competence in oral forms of the second language, which is the intermediate step in the recommended sequence of bilingual literacy development. (JK)…

Moustafa, Margaret; Penrose, Joyce (1985). Comprehensible Input PLUS the Language Experience Approach: Reading Instruction for Limited English Speaking Students. Reading Teacher, v38 n7 p640-47 Mar. Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)…

Downing, John (1984). A Source of Cognitive Confusion for Beginning Readers: Learning in a Second Language. Reading Teacher, v37 n4 p366-70 Jan. Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)…