Ramsey, MaryLou (1996). Diversity Identity Development Training: Theory Informs Practice. Journal of Multicultural Counseling and Development, v24 n4 p229-40 Oct. Most identity development models are unidimensional and mutually independent. They rarely acknowledge multiple cultural identifications or their relationship to diversity-awareness training. This article discusses this relationship in a four-stage conceptual model for diversity identity development and its implications for the design, structuring, and leadership of diversity training programs. (Author)…

Yeager, Elizabeth Anne; And Others (1997). State History and African American History: An Interdisciplinary Civil Rights Approach. Social Studies and the Young Learner, v9 n3 p14-17 Jan-Feb. Describes a middle school class that incorporated social studies and state history into a course on African American history. Recommends the children's book, "African Americans in Florida," a model for an exploration of state history that can be used as a guide by teachers looking for similar books. (MJP)…

Norton, Donna E. (1990). Teaching Multicultural Literature in the Reading Curriculum. Reading Teacher, v44 n1 p28-40 Sep. Describes a five-step sequence for the study of multicultural literature. Presents a detailed example of how the sequence can be used to study literature dealing with Native American cultural groups. Concludes with descriptions of how the sequence can be used and adapted with literature dealing with Black and Hispanic cultural groups. (MG)…

Houff, Suzanne G. (1994). Developing a Multicultural Library Media Program. School Library Media Activities Monthly, v10 n8 p28-29 Apr. Describes the development of a multicultural library media program based on experiences at a Virginia middle school. Highlights include the media center as a cultural and curricular resource; establishing philosophies and goals; reviewing current materials and establishing guidelines for new material selection; staff development; and an integrated library media curriculum. (Contains six references.) (LRW)…

Garcia, Karen (1994). Culture, Ethnicity, and Language for Puerto Rican Women. Equity and Excellence in Education, v27 n1 p34-36 Apr. Examines concepts of culture and ethnicity commonly used to describe the adaptation faced by Puerto Rican migrant women as composite conceptualizations closely related to, and constructed by, language, class, and gender roles. The function of literacy is important in the adjustment of the newcomer. (SLD)…

Johnson, Patsy E.; Johnson, Robert E. (1996). The Role of Concrete-Abstract Thinking Levels in Teachers' Multiethnic Beliefs. Journal of Research and Development in Education, v29 n3 p134-40 Spr. Middle school teachers (n=123) in 2 southeastern states completed surveys examining the relationship of their abstract-concrete thinking levels to their multiethnic beliefs. Teachers' beliefs about multiethnic issues varied according to their individual thinking styles, with concrete thinkers holding beliefs that were less likely to nurture efforts to improve education in multiethnic settings. (SM)…

van der Wey, Dolores (2001). Exploring Multiple Serendipitous Experiences in a First Nations Setting as the Impetus for Meaningful Literacy Development. Canadian Journal of Native Education, v25 n1 p51-67. An Aboriginal teacher engaged her non-Native students in the historical study of a Secwepemc child's experiences of residential schooling. Pedagogical practices included reading a novel based on remembrances of residential schooling, journal writing to stimulate critical thinking and engagement with the text, author interview, and a field trip by students and parents to the former residential school. (SV)…

Halagao, Patricia Espiritu (2004). Holding Up the Mirror: The Complexity of Seeing Your Ethnic Self in History. Theory and Research in Social Education, v32 n4 p459-483 Fall. With the growing inclusion of multicultural curriculum in social studies, educators must understand the issues students of color face when learning about their ethnic history and culture. Using personal document analysis and phenomenological interviewing, this study explored six Filipino American college students' experiences with Pinoy Teach, a transformative multicultural curriculum focused on Philippine and Filipino American history and culture. Six themes emerged revealing the complex interplay among prior knowledge, ethnic identity, and a curriculum about one's self. Students experienced connections, collisions, decolonization, and empowerment from Pinoy Teach. Connections resulted when Pinoy Teach filled gaps in participants' prior knowledge; however, collisions occurred when their prior knowledge of a colonized history clashed with Pinoy Teach's transformative narrative. Pinoy Teach also problematized students' conceptions of ethnic identity and relationships with other… [Direct]

Hinton, Kandace G.; Howard-Hamilton, Mary F. (2004). Using Entertainment Media to Inform Student Affairs Teaching and Practice about Multiculturalism. New Directions for Student Services, n108 p25-35 Win. This chapter discusses the importance of enhancing the diversity awareness and multicultural competence of undergraduate and graduate students through the use of popular media for classes and training workshops, and it presents two models that explain behaviors associated with racial identity development and understanding diversity issues. (Contains 1 figure.)… [Direct]

Rhoades, Roxanne (1995). Destination: Paraguay. Study Guide. This guide offers a closer look at Paraguay as a landlocked republic in the heart of South America. The activities emphasize the interaction between the people and their land and pertain to three academic levels. Activities for grades 3-5 include: (1) "Packing for Paraguay"; (2) "Where in the World Are We Going and How in the World Will We Get There?"; (3) "Now Boarding for Departure"; (4) "Getting There is Half the Fun"; (5) "Sights Along the Way: A Field Guide to Wildlife in Paraguay"; (6) "A Day in the Life"; and (7) "Aleluya!" Activities for grades 6-9 include: (1) "Destination: Paraguay"; (2) "Testing the Waters"; (3) "Paraguay's Blending of Cultures"; (4) "Agriculture in Paraguay"; (5) "School Life in Paraguay"; and (6) "Source of Power." Activities for grades 10-12 include: (1) "Land of the Rivers"; (2) "Viewing the Video"; (3)… [PDF]

Heckard, Melissa (1993). A Matter of Respect: An Interview with Pam Martell, Coordinator of Indian Education, Michigan Department of Education. This document presents an interview with Pam Martell, who coordinates educational services to Michigan's approximately 60,000 Native Americans. Since over 98 percent of Michigan's American Indian children attend public schools, Martell places a high priority on the quality of public education. Equally important is working on issues concerning student retention, policy development, negotiating pro-Indian legislation, community networking, implementing teacher inservices, attending Indian events, and organizing a summer youth camp. Martell, who is also Native American, believes that in order to improve education for American Indians, teachers must implement practices that consider children's differing cultural and learning backgrounds. Teachers must also become aware of their own biases and stereotypes regarding Native Americans. To avoid stereotyping, Martell recommends teaching children about Native Americans in a developmentally appropriate sequence by exposing young students to… [PDF]

Diez, Mary, Ed. (1990). Proceedings of the National Forum of the Association of Independent Liberal Arts Colleges for Teacher Education (4th, Milwaukee, Wisconsin, November 9-11, 1990). The papers in these proceedings focus on the critical elements of values and ethics, critical inquiry, and reflection. The following papers are included: (1) "The Moral Imperative of Ethnic Studies in Urban Teacher Education Programs" (C. Ellwood); (2) "Teachers, Values, and the Culture of Education" (M. Kurimay, S.J.); (3) Teaching as Moral Reflection: Thoughts on the Liberal Education of Teachers" (L. Valli); (4) Teaching, Critical Reflection, and Liberal Learning" (L. Beyer); (5) "Making Uncommon Sense: Critical Revisioning Professional Knowledge about Diverse Cultural Perspectives in Teacher Education" (P. Murrell); (6) "Educational and Social Commitments in Reflective Teacher Education Programs" (K. Zeichner); (7) "Developing a Knowledge Base for Teacher Education" (M. Guy); (8) "Reflection in Teacher Preparation: A Qualitative Perspective" (M. Wohlfeil); (9) "Reflection in Teacher Preparation: A Case… [PDF]

Gundara, Jagdish; Jones, Crispin (1992). Long-Term Unemployed and the Elderly in Migrant Communities in Europe. The educational needs of the long-term unemployed and elderly in Europe's migrant communities should be understood in a context of state diversity and migration complexity. This report examines the role education plays in alleviating long-term unemployment in Europe's migrant communities and socioeconomic isolation among older migrants. Compared to nonmigrant communities, figures show migrant communities' continued disadvantages in employment. Xenophobia, discrimination, and racism are all influential factors regarding migrant unemployment. Recently, however, governments and communities have created effective educational interventions, including some researched by the Council of Europe. Success rates are higher when four conditions are met: (1) students are motivated; (2) the"skills gap" and labor need are effectively identified; (3) general rates of unemployment are low; and (4) the status of training courses is perceived by participants to be high. A field survey of…

(1983). Intergovernmental Conference on Education and International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms, with a View to Developing a Climate of Opinion Favourable to the Strengthening of Security and Disarmament (Paris, France, April 12-20, 1983). Final Report. The purpose of this conference was to review the activities undertaken by members to implement the recommendations established by the 1980 General Conference concerning education aimed at international understanding and cooperation, peace, human rights, and fundamental freedoms. Pepresentatives of 122 member states of UNESCO attended this conference, which had a total of 546 participants. There are three major parts to the report. Part 1, the \General Report,\ discusses preparations for and the work of the conference, the adoption of the draft final report and recommendations, and reports of the closed meeting and of the plenary. Part 2 contains the \Reports of the Commissions.\ Topics examined are basic principles, traditions, policies, and legal measures; formal education; out-of-school education, intercultural exchanges, and the role of the media; training of educational personnel, research, and experimentation; international cooperation; the preparation of reports at the…

(1983). Invitation to Submit for Adoption in California Basic Instructional Materials in the Areas of: Art, Music, Bilingual-Bicultural, English as a Second Language, and Foreign Language; 1983-84. This Invitation to Submit Materials provides an overview of the total instructional materials adoption-distribution process and specific instructions relating to initial submissions for materials to be used in California schools–kindergarten through grades 1 to 8–in the areas of art, music, bilingual and bicultural education, English as a Second Language, and foreign languages. The State Department of Education distributes the invitation to publishers interested in participating in the process. The introductory pages of the document provide information on the framework/adoption cycle, legal authority, adoption process, instructional materials funding, ordering and distribution process, and special approvals. The following attachments are included: framework/adoption cycle; education code provisions and instructional materials; specimen copies of the "List of Instructional Materials Submitted for California State Adoption"; International Standard Book Number; instructions…

Fleischman, Howard L. (1988). Models of Vocational Training for Limited English Proficient Adults. This document describes various models of vocational training directed specifically at adults with limited English proficiency (LEP). An introduction explains how the information was obtained (through interviews with staff and officials at state agencies that administer such programs in six states). Section 2 presents a conceptual framework of vocational training for adults with LEP, which involves language, vocational, and support services components. Each of the next three chapters explains one of those components in detail. Chapter 6 describes three typical programs and identifies the program practices of each within the overall conceptual framework. A short summary and a nine-item bibliography conclude the document. (CML)… [PDF]

Fleischman, Howard L.; Willette, JoAnne (1988). An Analysis of Vocational Training Needs and Services for Limited English Proficient Adults. This document presents the major findings from a study of vocational training and other employment-related services for adults and out-of-school youth with limited English proficiency (LEP). An introduction describes the study and its purposes. Chapter 2 presents estimates and projections of the LEP population to the year 2000 and describes this group in terms of their English proficiency, race/ethnicity, age, education, year of immigration, geographic distribution and urbanicity, labor force status, income and earnings, type of household, and whether or not they are native born. Chapter 3 describes models of vocational training, addressing the language, vocational, and support services components. Chapter 4 presents the findings from six case studies conducted to examine services and policies concerning the provision of services to LEP adults in Arizona, California, Florida, Illinois, New York, and Texas. Chapter 5 offers conclusions and recommendations regarding the federal role,… [PDF]

(1987). Multicultural Education. The volume provides papers presented in January 1985 at a symposium at the headquarters of the Organisation for Economic Co-operation and Development (OECD) on the subject of the various ways, means, and problems associated with providing a mainstream education for children of ethnic minorities in member countries of the OECD. The main thrust of the project was to analyze the consequences for education systems of the cultural and linguistic changes brought about by new lifestyles and forms of social organization. The papers are organized into the following four subject areas: (1) past and present: old problems, new issues; (2) cultural identities; (3) educational dilemmas; and (4) focus on the languages. Most papers are followed by one or more commentary. A final paper provides a retrospect on the information presented at the symposium. A bibliography follows each paper. (PS)…

McCoy, Terry; And Others (1975). Communicative Competence, Speech Acts and Discourse Analysis. Three papers intended as preliminary studies to bilingual professional curriculum development are included. "Speech Acts and Discourse Analysis," by Terry McCoy, represents an introduction to discourse analysis as a tool for the language teacher. The notion of a typology of speech acts is set forth, and models of discourse analysis by Sinclair/Coulthard and Candlin are discussed. In "Developing the Ability to Communicate in Work Situations," Giles Bilodeau discusses the relationship between linguistic competence and communicative competence. The goal of occupational language training for professionals is deemed to be the ability to handle office situations in a second language with the same ease as in the first language. The development of such competence is outlined in a structured series of considerations and recommended class activities. Finally, in "Approximative Systems, Communicative Competence and the Speaker's Freedom," Michel Lange deals with…

Gounaris, Marilyn (1979). Understanding The Lau Decision. In a question and answer format, this booklet describes the Lau v. Nichols decision in which the Supreme Court ruled that the San Francisco Unified School District was guilty of discrimination because non-English speaking students were not given special language instruction. The booklet presents the basis for the Lau decision, describing a Department of Health, Education and Welfare memo which interpreted Title VI of the Civil Rights Act of 1964 as making school districts responsible for providing equal educational opportunities to national origin minority group children deficient in English language skills. The impact of the decision is explained in terms of the Lau Remedies, the guidelines set to assist school districts in compliance. The requirements of the Lau Remedies are described, as well as descriptions of appropriate programs. The Equal Educational Opportunities Act of 1974 is also explained as an additional guarantee that non or limited English speaking students receive…

(1977). The Integration of Migrant Children Into Pre-School Education. This working paper was prepared by the Council of Europe Programme Adviser for Pre-School Education for a symposium on "the integration of migrant children into pre-school education". The symposium aimed to identify and suggest appropriate pedagogical measures which should be taken to facilitate and improve the integration of migrant children into preschool education. The activities of the council of Europe in this area during 1970 to 1974 are discussed as well as four case studies on aspects of the compensatory role of preschool education. In addition, there are sections on preschool education in the Netherlands, France, Sweden and The Federal Republic of Germany. These sections include information on the way preschool education operates, general trends in the respective countries, and government policy, focusing particularly on the problem of migrant children. The paper concludes with an outline of the main problem areas to be discussed at the symposium. (MS)…

(1974). Evaluation of the Impact of ESEA Title I Programs for Migrant Children of Migrant Agricultural Workers. Volume I–Executive Summary, Summary of Findings, and Recommendations. Final Report. The legislative mandate of Section 507, 1972 Education Amendments (PL 92-318), called for an evaluation and assessment of Title I (1965 Elementary and Secondary Education Act) operations and their impact on migrant students. Emphasizing a comprehensive description of program activities, the study did not attempt to measure educational quality by quantitative techniques, other than by some attitude questions asked of teachers, teacher aides, migrant students, and parents. The sampling plan provided an in-depth view of program activities in California, Florida, Texas, Colorado, Michigan, New Jersey, New York, North Carolina, Ohio, and Washington. Analysis method was to: (1) compile answers by subject and type of respondent; and (2) aggregate the data by State. Measures of central tendencies in response to questions were also derived and reported. The report is in 4 volumes; this volume (I) contains the contractor's executive summary, findings, recommendations, and the U.S. Office of… [PDF]

(1973). Texas Migrant Labor. Annual Report, 1972. Organized under a 1943 Federal grant and later constituted as a state agency, the Good Neighbor Commission of Texas is charged with coordinating the work of Federal, state, and local government units in improving travel and working conditions of migrant farm workers. A basic responsibility is surveying conditions and determining problem areas related to migrants. In 1971, the 62nd Legislature gave the Commission the responsibility for developing, in coordination with state agencies, specific programs to meet the needs of agricultural workers and their families. The Commission's efforts are the basis for this 1972 annual report. An overview of Texas migrant labor describes the emergence and final domination of the seasonal agricultural labor force by Spanish speaking people. The following are discussed: Texas agriculture and migrant labor, alien labor and immigration, technical-vocational education in Texas, and consumer state concerns. Current developments in education, housing,… [PDF]

Stahl, Abraham (1994). The Fourfold Gap: Preparing Teachers for Educating the Culturally Different. European Journal of Teacher Education, v17 n3 p241-51. Frequently, teachers from dominant cultural groups confront diverse students. Teachers must learn to handle problems caused by the differences. The paper presents a model of a fourfold gap between teachers and students (linguistic, cognitive, cultural, and social), using examples from Israeli schools. Suggestions for counteracting possible negative effects are offered. (SM)…

De Avila, Edward A.; Duncan, Sharon E. (1977). Language Assessment Scales, LAS I, for Grades K-5, English/Spanish. Second Edition. Language Assessment Scales, LAS I, are designed for children in grades K-5. LAS I accommodates ethnic and linguistic differences and provides direct language activities taken from the popular culture of both English- and Spanish-speaking peoples. LAS I consists of two independent tests, one in English and the other in Spanish, presented largely on tape. It provides a picture of oral linguistic ability based on the child's performance over four linguistic subsystems: phonemic, lexical, syntactic and pragmatic. The phonemic section measures both the decoding and encoding of the English and Spanish phonemic systems with particular emphasis on the most distinctive and difficult sounds. The lexical section consists of a number of words of varying levels of difficulty, which the child identifies through pictures. LAS I uses two methods to measure syntactic ability: identification of the picture illustrating the sentence heard and retelling of a story. For the pragmatic system, the teacher…

Syrja, Rachel Carrillo (2011). How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. Jossey-Bass, An Imprint of Wiley This book provides practical strategies and tools for assessing and teaching even the most hard to reach English language learners across the content areas. Syrja offers educators the latest information on working with ELLs (including using formative assessments) and provides a wealth of classroom-tested models and measures. These tools have proven to be effective with ESL students at all levels, including Long Term English Learners (LTELs). Throughout the book, the author shares powerful research-based strategies and clearly illustrates how they should be implemented in the classroom for maximum impact. This book is filled with proven ideas and easy-to-implement tips for teaching ELLs. It is designed to be a practical ELL/ESL resource for classroom teachers. This value-packed guide offers educators accessible and research-based classroom strategies for reaching and teaching ELLs…. [Direct]

Jaciw, Andrew; Newman, Denis (2005). Effectiveness of "On Our Way to English" as a Program for Development of Reading and Oral Proficiency by Elementary English Learners: A Report of Randomized Experiments in a California and a Texas School District. Research Report. Empirical Education Inc. The authors were asked to find out whether "On Our Way to English" ("OWE"), a supplementary, text-based product to help elementary school students learn to read and speak English was more effective in a California and a Texas school district than the materials the districts already had in place. They conducted an experiment during the 2003-2004 school year. In the California study, a total of 384 English learners and 29 teachers participated. This included 6 bilingual classes and 21 immersion classes. In the Texas study, a total of 169 students and 20 teachers participated. This included 7 bilingual and 13 immersion classrooms. The findings from the two settings were similar: "OWE" is generally as effective as the control programs for reading proficiency and is generally more effective than control in improving oral proficiency. In California the value of "OWE" in promoting oral proficiency was greater in the immersion setting. In that setting,… [Direct]

Boduch, Judy; Pravdica, Suzette (1995). Mutually Beneficial Teamwork between Bilingual and Mainstream Classes. A three-year program to bring together third-grade students in a self-contained bilingual classroom and a mainstream classroom is described. The project was designed to reduce the isolation of the bilingual students and prejudice toward them shown by mainstream students. During the first year, gym and music classes were combined, students were teamed in pairs or trios for science and social studies, and combined classes viewed and discussed curriculum-related films weekly. In the second year, combined gym and music classes were continued, adjacent classrooms were used, students from each class were paired for weekly lessons, new teacher training was undertaken, students wrote individual logs and paired to create a publication in English and Spanish. In the third year, these principles and additional lessons learned from experience about grouping students were implemented. As a result, students are getting along better, sharing work equally and working well together, and playing… [PDF]

Cuevas, Jorge A.; Fontana, Rose Marie Garcia (1996). A View from the Bottom Up: School-Based Systemic Reform in California. Volume III: Restructuring Ideas for Schools with Limited-English Proficient Students. This volume was intended to stimulate new thinking about how to restructure a school program to effectively educate students whose native language is not English. It favors calling such students "English Language Learners" (ELLs). The document provides specific examples of how some California schools have improved their educational programs for their ELL students. Part 1 includes descriptions of seven strategies that schools with ELL student populations have used in restructuring their educational communities. They include: (1) creating a school-within-a-school; (2) grouping students by language needs; (3) rewriting/integrating the curriculum; (4) teaching students about their community; (5) re-arranging how time is used; (6) teaching in ad hoc teams; and (7) fortifying grade-level teacher teams. Part 2 offers short descriptions of the efforts of three schools with diverse language populations engaged in restructuring strategies, which serve as a starting place for… [PDF]

Kauffman, Dorothy (1994). A Profile of Content-ESL across the United States. A national survey investigated the extent and design of programs in which content instruction is combined with instruction in English as a Second Language (content-ESL). Findings are summarized here. Is was found that about 15 percent of all public schools, and all states, have such programs, with heaviest concentration in the south and southwest United States. Most are offered in early elementary grades, and most serve Spanish-speakers. Almost half use students' native languages in the classroom. Most participating students are from low-income families. Social studies, science, and math are the most common subject areas, but overall, over 100 subject matter types are taught. A large percentage use curricula and materials designed especially for them, teacher-made tests (particularly in secondary schools) and portfolio and progress assessment (especially in elementary schools), and teacher-designed materials. Different patterns of instruction were found at different instruction… [PDF]