Politzer, Robert L.; Ramirez, Arnulfo G. (1975). Development of Spanish/English Bilingualism in a Dominant Spanish Speaking Environment. Atisbos: Journal of Chicano Research, 31-51, Sum 75. A Spanish/English oral-proficiency test battery was administered to 40 Spanish-surnamed pupils equally divided by sex at grade levels 1, 3, 5, and 7. (Author/NQ)…

Meyerson, Marion D.; Nelson-Burgess, Shirley A. (1975). MIRA: A Concept in Receptive Language Assessment of Bilingual Children. Language, Speech, and Hearing Services in Schools, 6, 1, 24-8, Jan 75. …

Radulovich, Mary Lou (1975). Indians Must be Indians: Education on Manitoulin Island. Northian, 11, 1, 13-14, Spr 75. …

Downing, John (1978). Learning to Read in Different Languages-Universals and Specifics. In learning to read, children must first understand the objectives of that skill: that the visible symbols communicate meaning and code certain features of speech. If a child does not understand this, learning will be impaired. For instance, children who are taught to read a language other than their native language learn better if instructions are given in their native language. Also, when children who were initially taught reading in their native tongue were transferred to reading in a second language, they overtook the children who from the beginning had read only in the second language. This was in spite of the fact that the native tongue beginners had learned to read in two languages instead of in one and had spent less time in learning to read the second language. The explanation for these results was that those who learned to read in their native tongue first could better understand instructions and concepts used by the teachers because they could relate them to their past…

Greenlee, Mel (1980). Specifying the Needs of a \Bilingual\ Developmentally Disabled Population: Issues and Case Studies. Linguistic and cognitive assessment of children whose home language is not English involves a number of complex issues: minority labeling, the relationship between cognition and bilingualism, \normal\ data on bilingual development, and monolingual versus bilingual environment for children experiencing delay. This paper concentrates on reviewing what has been reported about the course and result of \normal\ bilingual development of Spanish and English, mentioning briefly studies of monolingual Spanish learners that have been conducted in the United States, and it presents sketches of three children who might be called bilingual, but who show various developmental problems and a diverse set of abilities. These sketches illustrate graphically the heterogeneity of linguistic skills and different program requirements of bilingual developmentally disabled children. (HOD)…

Beatty, Leslie; And Others (1967). Matematicas Para La Escuela Primaria, Grado 4 (Parte 2), Comentario. Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for the Elementary School, Grade 4, Part 2, Teacher's Commentary. Preliminary Translation of the Revised English Edition). This is Part 2 of the teacher's commentary for the grade 4 mathematics program. Part 2 includes the commentary for chapters 6 through 10. Topics covered include addition and subtraction, multiplication and division, geometrical figures, lines and lineal measurement, and fractions. (RH)… [PDF]

Foster, Charles R. (1980). Instruction of Haitian Bilingual Children in the United States. Language Problems and Language Planning, v4 n2 p101-06 Sum. Haitians immigrating to the United States speak Creole; at the same time, they frequently claim French as their native language and want their children to be educated in French as well as in English. The teacher of the Haitian immigrant child soon learns that the language which will influence the child's learning of English is not French, but Creole. The Haitians themselves are experiencing conflicts over their social identity in American society and express their conflicts in their views on language use. French language and culture is a prestige factor here as well as in Haiti. An important task of the school, therefore, becomes parent training. Parents could be enabled to understand that the child may make the transition directly from Creole into English instead of via French. At the same time, opportunities should be made for older children who are fluent in English and Creole to learn French because it is the official language of Haiti and is part of its culture. Because of the…

(1980). Assessment of Non-English Speaking Students in Rhode Island. Final Summary Report. In 1979, Rhode Island legislators mandated an assessment of the number of non English speaking children in the State. The resulting study was comprised of two main phases. The first, a census of non English speaking students, included (1) a teacher survey, in which every teacher listed his/her students and indicated an observed primary language for each student; and (2) the collection of language information for every student on a home language survey form. The second phase of the assessment process sought information procedures for estimating potential costs of meeting the instructional needs of non English speaking children. This phase included (1) the determination of a procedure for estimating the number of students eligible for bilingual services; and (2) the collection of information from other States and communities regarding factors that must be considered in estimating program costs. This report contains a detailed description of the assessment methods and process employed,…

Clute, Myron; And Others (1979). The Cradle Board and Infant Care. This unit deals with Iroquois culture of the past and the aspects of that culture which continue to exist in the longhouse tradition at the present time. The unit contains three sections: (1) an outline of the concept, Indian infant care, and the vocabulary, objectives, and materials; (2) a lesson plan on the mode of caring for infants in Native American culture, which includes instructional objectives, background information, materials, method, and evaluation; and (3) a similar lesson plan for the construction of a cradleboard. Each lesson plan has appropriate illustrations in pen-and-ink drawings. (AMH)… [PDF]

Carsrud, Karen Elizabeth (1980). Evaluation of Achievement Outcomes: Austin's Experience. Publication No. 80.33. Austin's 5-year Title VII project was intended to improve the achievement of elementary students in the following areas: oral language proficiency, knowledge of basic concepts, reading ability in Spanish, and proficiency in English reading and math. Results indicated that program participants gained in knowledge of basic concepts at the kindergarten level and, to some extent, in Spanish reading ability. Fifth grade project students showed greater achievement than their nonproject peers in English reading. However, in fifth grade math and fourth grade reading and math, project students and nonproject students did not differ in their rate of gains. The gap in achievement between Spanish-dominant or bilingual students and their English-dominant peers remained. The program raised several problems for consideration: (1) difficulty in locating appropriate instruments for measuring achievement objectives in bilingual programs; (2) difficulty in obtaining an appropriate sample of students;… [PDF]

Thonis, Eleanor Wall (1976). Literacy for America's Spanish Speaking Children. In the United States, Spanish speaking children have been placed in English reading programs for more than 100 years. This volume relates the nature and background of Spanish speaking children, including the preliterate, the literate, and the functionally illiterate, to their success in reading; explores alternatives for helping Spanish speaking pupils achieve literacy levels commensurate with their potentials; and reviews the developmental nature of reading within the framework of literacy in first and second languages including concepts of maturation and readiness, speech/print relationships, sensorimotor abilities, and reading-skills acquisition. Lists of selected references and suggested readings conclude the booklet. (JM)… [PDF]

Cillizza, Joseph; Devine, John M. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.07; Developing and Extending an English Reading Vocabulary (K-6). Teacher Corps Bilingual Project. This teaching module concerns vocabulary as it relates to reading comprehension. Development of an extensive and accurate reading vocabulary is deemed essential for good comprehension. While most children have little trouble with concepts and vocabulary necessary for beginning reading (unless they speak a language which is not of the dominant culture), they may have trouble with meaning, starting at about the third grade. Upon completion of the teaching module, participants should be able to develop at least five methods or formats for teaching a vocabulary list of 20 words. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]

Cillizza, Joseph; Devine, John M. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.09; Survey and Examination of Methods and Materials for the Teaching of Reading in English. Teacher Corps Bilingual Project. The purpose of this teaching module is to examine materials and methods in the area of reading instruction. Upon completion of the module, participants should be able to (a) explain and give an example of a published program for seven approaches to beginning reading, (b) evaluate four published reading programs, and (c) state which approach they feel would be most successful with bilingual students and why. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]

Cillizza, Joseph; Devine, John M. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.11; The Informal Reading Inventory. Teacher Corps Bilingual Project. The introduction of this teaching module states that successful construction and implementation of a reading curriculum which meets and satisfies the growth potential of individual students depends on the teacher's ability to assess individual needs. The Individual Reading Inventory (IRI) provides a diagnostic framework for integrating and synthesizing previous modules into cohesive reading programs. The purpose of this module is to enable participants to (a) define the four reading levels that the IRI measures; and (b) analyze the reading behavior of students based on the informational yield of an IRI, and determine at what level the students function. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]

Colombani, Serafina Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.13; Teaching Reading Affectively/Effectively in a Bilingual Program. Teacher Corps Bilingual Project. The introduction to this teaching module states that mounting research evidence supports the linguistic and academic benefits of early instruction through the vernacular, based on the premise that non-English speaking students who learn to read in the vernacular (and accelerate their conceptual development in their mother tongue as they learn English) will not become academically retarded; they will in fact learn English more efficiently and their feeling of \belonging\ to the majority culture might be established. The purpose of this module is to enable participants to do the following: (a) identify their feelings about nonstandard dialects and discuss how teacher attitudes affect teaching in the vernacular; (b) define an English as a Second Language (ESL) approach, a transitional bilingual approach, and a balanced bilingual/bicultural approach; and (c) write a vernacular reading lesson including an affective, a cognitive, and a psychomotor objective. Participants complete a… [PDF]

Suleiman, Mahmoud F. (1996). Educating the Arab American Child: Implications for Teachers. This article presents relevant information about Arab American children as a guide for multicultural teachers. Given the alarming impact of cultural conditioning in American society, the previously invisible Arab Americans and their children have become visible in a negative way. Current cultural conditioning does not allow Arabs to see themselves positively, and it does not allow other Americans to see Arabs as they wish to be seen. Causes and effects of the identity crisis of the Arabic-speaking child are reviewed, and information from studies investigating Arab children's experiences in American schools is used to help teachers foster a more positive learning and teaching environment in culturally diverse classrooms to empower Arab children. Conditions of effective learning must be present to enhance motivation, promote tolerance, reduce prejudice, and multiply learning opportunities for all students. Understanding invisible Arab children is a key element in promoting their… [PDF]

Parisi, Lynn, Ed. (1988). A Look at Japanese Culture through the Family: A Case Study Activity. This activity provides students with case studies of family life in Japan for them to make hypotheses about the traditions, social institutions, and values of the Japanese people. The case studies were written by teachers who spend 1- and 2-day homestays with both rural and urban families during a 3-week study tour to Japan in 1988. The case studies have been edited to omit personal opinions and conclusions of the writers and expose students to different styles of reporting data. The student objectives are to: (1) categorize data about contemporary Japanese society and make hypotheses based on the data; (2) identify ways in which Japanese families have blended aspects of traditional and contemporary culture; (3) cite examples that illustrate both diversity and homogeneity among families in Japan; (4) recognize interconnections between Japanese society and other world cultures; and (5) analyze and evaluate source material. (EH)…

Wan, Yee (1996). Bearing the Image of Model Minority: An Inside Look behind the Classroom Door. The diversity that actually exists among Asian-Pacific American students is explored, and the most common stereotypes that mainstream teachers have of them are described. Teachers often express a preference for working with Asian-Pacific American students, but judging students on stereotypes, even positive ones, neglects individual differences and may limit students' opportunities to develop their potential. The three most common stereotypes that can affect classroom interactions are: (1) all Asian-Pacific American students are high achievers; (2) all Asian-Pacific American students look alike; and (3) all Asian cultures are similar, and all Asians can work well together. However, some general cultural patterns do exist among Asian-Pacific American subgroups. These include controlling one's expression and avoiding direct confrontation. To promote equitable participation of Asian-Pacific American students, guidelines are presented for teachers to incorporate into daily teaching… [PDF]

(1996). The Holocaust, A Bibliography. This bibliography of resources on the Holocaust is part of the collection of the Manitoba Education and Training library. The materials on the Holocaust include: (1) books (89 items); (2) multi-media kits (2 items); and (3) videos and films (13 items). The citations for the books (nonfiction and fiction) contain the authors, titles, publisher, and publication date, and the library call number. The citations for the videos/film contain the title, producer, distributor, production date, running time, one-sentence summary and audience level. (EH)… [PDF]

Nissani, Helen (1993). Early Childhood Programs for Language Minority Students. ERIC Digest. Early childhood programs should be designed to serve the whole child's development within the context of the family and community. This is especially important for children who speak a language other than English at home. Programs must employ developmentally and culturally appropriate practices that respect individual differences and choices and that incorporate the family and home culture. Research points to the benefits of a cognitive/developmental approach that fosters not only intellectual learning, but also physical, social, and emotional learning. This approach is particularly appropriate for language minority children. Experiences are provided in environments that accept each child's individual development. Because developmental milestones and expectations vary from culture to culture, early childhood educators need to understand the cultural values of families and their goals for socialization, beliefs about the nature of the child, and child-rearing techniques. Teachers… [PDF]

Goodman, Bonnie; Needler, Toby (1991). Exploring Global Art. The eight units in this volume are designed for use by an art teacher/specialist. Thematic ideas are presented, while skills, techniques, and materials are not dictated. The lessons encourage students to compare and contrast cultures, understand their own cultural experiences, and explore differences and commonalities among cultures. The materials guide students to make art works based on contemporary experiences rather than imitative art of another culture. The eight units are structured to include: (1) "Student Notes," which give a broad view of the arts of the region under study; (2) "Questions Related to Student Notes," which serve as models for teacher developed question sheets, examination or assignments; (3) "Vocabulary"; (4) suggested "Slides and Visuals"; and (5)"Projects" relating student art to art of other regions and to their own lives. Unit 1, Introduction, addresses aesthetic questions concerning the definition and… [PDF]

Westcott, Holly Ed.; Westcott, Warren, Ed. (1994). Carolina English Teacher 1994/1995. Carolina English Teacher, 1994-95. This journal contains a wide ranging collection of articles on teaching English at all levels. Articles include: "Why Can't My Students Do It My Way?" (Thomas C. Thompson); "The First Step Is Fluency: An Interview with Richard Marius" (Carroll Viera); "Teaching Writing: The Dilemma" (Janet Sanner); "Teaching American Indian Literatures in South Carolina's Classrooms" (Jim Charles); "The World of Children's Literature: The Eleanor Burts Collection at Winthrop University" (Terry L. Norton and Ron Chepsiuk); "Bridging Cultures Through Literature" (Ron Carter); "Communicating With Supervisors: Teaching Reading, Writing, Speaking, Viewing, and Listening in Applied Communications" (Janet T. Atkins); "Does Participation in a Writing Institute Have Lasting Effect on Teaching Behaviors and Continued Learning of Former Participants?" (Nell Braswell and Joye P. Berman); "Reading Closely and Reading Widely:… [PDF]

Bedell, Frederick; And Others (1992). Educational Needs of Minorities with Disabilities [and] Reactions. This paper by a public school teacher and elected official with 32 years' experience in public education discusses the placement of minority students and service delivery to minorities in special education programs in public school systems. The paper argues that various school practices often cause a disproportionate placement of minorities in special education programs and that a number of societal factors make the problems of at-risk minority students even more difficult and unpredictable. In addition, the demographic revolution of the past decade has brought about a degree of linguistic and cultural diversity that profoundly influences the country's social institutions. Schools are ill-equipped to deal with language minority students because of inadequate teacher training or inappropriate curricula, and, as a consequence, those students are placed in a special education programming track, as are many minority youngsters at-risk for other reasons, such as low self-esteem, peer… [PDF]

(1995). Tradition and Transformation. Fulbright Hays Summer Seminar Abroad Program 1995 (China). These projects were completed by participants in the Fulbright-Hays seminar in China in 1995. The participants represented various regions of the U.S. and different grade levels and subject areas. The units include: (1) "Travel Guide to China" (Marcy Adelson); (2) "Traditional and Contemporary Values of China" (Peter Ciemins); (3) "Chinese Philosophies Unit" (Matthew Clayton); (4) "Unit on China" (Peggy Coffey); (5) "Excavating the Tomb of China's First Emperor" (Kay Corcoran); (6) "One Voice, Many Voices" (Christine Del Gaudio); (7) "Artifacts Lesson" (Maureen Fredrickson); (8) "Teaching Modern Chinese History through Literature" (Leath Hunt); (9) "Three Cultures, Two World Views" (J. Kevin Oakes); (10) "Beyond the Lecture: The Seminar Method Implementing 'The Son of the Revolution'" (Anita Pilling); (11) "Problems Facing China Due to Her Large Population" (Joanne… [PDF]

Schwartz, Wendy (1998). The Identity Development of Multiracial Youth. ERIC/CUE Digest, Number 137. In the past several decades, individuals have been responding more actively to political and personal pressures to identify with a specific group that shares their background. For many people of mixed racial, ethnic, and cultural heritage, making such an identification is complicated. It is important for society to foster the positive development of these individuals, and it is even more important for educators and counselors to know how best to serve the special developmental and educational needs of multiracial students. A key factor in the lives of multiracial children is how they are labeled by themselves, their families, and society in general. A model of the identity development of multiracial children and youth has been proposed by W. Poston (1990). This model suggests that families may foster identity choices for their children that encompass "human,""multiracial," and "monoracial" options. At present, many of the important official tallies of… [PDF]

Hall, Nigel, Ed. (1997). Guide to Books on Literacy Published during 1996. This 173-item annotated bibliography contains books on literacy primarily published in 1996 in the United Kingdom, although some books are included which were omitted from the guide for the previous year. In addition to an annotation, each entry provides author's name, full title, number of pages, place of publication and publisher, and ISBN number and price for both hardback and paperback editions when applicable. The bibliography is divided into sections on non-educational books about literacy; reference books about literacy; and educational books about literacy. The latter section is divided into: (1) general; (2) reading; (3) writing; (4) special needs; (5) libraries; (6) assessment; (7) adult literacy; (8) family literacy; and (9) video packages. (CR)… [PDF]

Greenberg, Hazel Sara; Mahony, Elizabeth, Ed. (1994). A South Asia Curriculum: Teaching about India. This curriculum evolved as an interactive cooperation between South Asian scholars and an educator/curriculum writer. The materials are congruent with the mandates of the New York State Global Studies program. Each lesson provides focus questions, performance objectives, procedures with accompanying student materials, and a summary/application. Teaching strategies also are included. Each student worksheet is keyed to the lesson with the same title and sequentially numbered worksheets. The teacher's guide is divided into the following themes: (1) "The Physical/Historical Setting"; (2) "The Dynamics of Change"; (3) "Contemporary South Asian Nations and Cultures"; (4) "Economic Development in South Asia"; and (5) "South Asia in the Global Context." Appendices provide a scope and sequence, a bibliography, and a videography. (EH)… [PDF]

Shannon, George, Comp. (1992). A Knock at the Door. The Oryx Multicultural Folktale Series. This folktales collection includes 35 versions, representing countries and cultures from around the world, of the traditional tale in which a dangerous character knocks at the door and tries to trick the children into letting him inside. The stories are intended for use in homes, schools, and libraries by both children and adults who enjoy sharing tales. The arrangement of the book places the tales so that beginning with Aesop's Fable each additional tale shares a more developed and expansive variation of the initial theme while gaining resonance from the tales around it. The volume also includes a tale notes section which lists each tale's source or sources, the date, place, and manner of tale collection, and the contextual information. An essay section provides a comparative overview of the tales, examines illustrations, explores ways educators can develop awareness of cultural context and integrate tales into the curriculum, and offers a bibliographic essay of materials. The book…

Abebe, Solomon; Sands, Brenda F. (1993). Testing and Instruction: Partners in Educational Excellence. Testing and instruction are sometimes seen as unrelated elements in the educational process, rather than as integrated components. This paper, organized in three sections, views testing and instruction as complements in the educational process, taking into account both testing and instruction in schools and classrooms with diverse student populations where cross cultural awareness, mutual respect, and mutual understanding become essential parts of the curriculum. In the first section, a variety of instructional methods are reviewed. The advantages of each method, with an eye to student needs as well as preparation for a multicultural world, are considered. The second section discusses assessment in a real world context; a distinction between test and assessment is drawn; and context-relevant assessment is presented as a sound way to meet the challenges of accountability. Appropriate assessment allows students to demonstrate skills without discriminating against minority students'… [PDF]

Storm, Michael (1981). Development Education and Multi-Ethnic Education: Some Tensions. Development Education Paper No. 21. The document examines the relationships between multi-ethnic and development education in Great Britain. Multi-ethnic education, initially with a national focus, has a global dimension, and development education, initially with a global focus, has a national and even local dimension. A common interest in human diversity and human inequalities would seem to unite development and multi-ethnic education. Both approaches are engaged in helping the pupil to make sense of an essentially hierarchical world and have adopted a cross-curriculum strategy of education. Were it not for the importance of the concept of "self-image" within multi-ethnic education, its aims would be happily complementary with those of development education. From a multi-ethnic viewpoint, development education is criticized for: inculcating or reinforcing attitudes of white Western superiority; for damaging the self-image of the black or brown child within Western society; for its preoccupation with…