Garcia, Eugene E.; Madrid, Dennis (1981). Development of Negation in Bilingual Spanish/English and Monolingual English Speakers. Journal of Educational Psychology, v73 n5 p624-31 Oct. This study offers an analysis of bilingual acquisition with particular emphasis on conditions that required the child to use negative syntactic structures. English monolinguals scored differently than bilinguals in English. There also was evidence that Spanish negative constructions were used in English negative constructions. (Author/BW)…

Karzen, Michael (1981). Visual Communications Studies at Roberto Clemente High School. School Arts, v80 n7 p10-12 Mar. Roberto Clemente High School in Chicago has an interdisciplinary communications program involving seven subject areas: Graphic Design, Graphic Arts, Photography, Photocomposition, TV Radio/Film, Communications in Spanish, and Latin American Literature. The instructors in these classes form a team. This article is part of a theme issue on career education. (Author/SJL)…

d'Anglejan, Alison (1979). French in Quebec. Journal of Communication, v29 n2 p54-63 Spr. Discusses language legislation in Canada where French and English are both official languages, and in Quebec province where French has been declared the sole official language. Outlines the conflicts and the impact of these differing laws on Quebec, its population, and its relations with the rest of Canada. (JMF)…

Alatis, James E. (1979). Opportunity and Obligation: Responding to the Work of the President's Commission. ADFL Bulletin, v11 n2 p1-3 Nov. Reviews some issues which should be of concern to the President's Commission on Foreign Language and International Studies, and encourages language professionals to seize the opportunity to make the needs of the profession known to the commission. (AM)…

Engel, Nora; And Others (1996). Students' Bibliographic Research: Competition Enhances Results. Biochemical Education, v24 n3 p143-46 Jul. Describes an approach to a course about the basics of genetics and molecular biology that utilizes a contest that involves students in accessing information about a topic such as sex determination, neural development, and gene therapy. The general objective of the approach is to inspire students to become familiar with the scientific literature. (DDR)…

Martinez-Roldan, Carmen M. (2003). Building Worlds and Identities: A Case Study of the Role of Narratives in Bilingual Literature Discussions. Research in the Teaching of English, v37 n4 p491-526 May. Investigates use of oral narratives by a Mexican-born girl (Isabela) participating in small group literature discussions in a bilingual second-grade classroom in the U.S. over a year. Examines both the role of narratives in Isabela's discussions of texts and the role of context in shaping her talk. Suggests a notion of achievement that departs from that of policymakers who interpret achievement only in terms of standardized test scores. (SG)…

Juettner, Virginia (2003). Culturally Responsive Schools: Leadership, Language, and Literacy Development. Talking Points, v14 n2 p11-16 Apr-May. Contends that culturally responsive leadership is one of the most important roles for contemporary school principals. Suggests ideas for creating culturally responsive school and classroom environments that form a strong framework for the development of language and literacy. Proposes that teachers and other staff members need to be actively engaged in policy and program development, curriculum and evaluation, and other collaborative endeavors. (PM)…

Stuart, Denise; Volk, Dinah (2002). Collaboration in a Culturally Responsive Literacy Pedagogy: Educating Teachers and Latino Children. Reading: Literacy and Language, v36 n3 p127-34 Nov. Presents an analysis of collaboration in a community center's summer literacy tutoring program for 6-8-year-old children, the majority of whom were Puerto Rican, Spanish-English bilinguals. Notes that the goal of the program was to increase the children's motivation to read through engaging literacy activities with high quality, culturally relevant children's literature. Focuses on the ways the tutors collaborated and the benefits and challenges of that process. (SG)…

Pita, Marianne D.; Utakis, Sharon (2002). Educational Policy for the Transnational Dominican Community. Journal of Language, Identity, and Education, v1 n4 p317-28. Suggests the increasingly transnational character of many immigrant communities necessitates changes in educational policy. Using the Dominican neighborhoods in New York City, examines the economic, political, social, cultural, and linguistic evidence of the transnationalism of this community. A case is made for bilingual, bicultural programs that would promote parallel development in both Spanish and English, providing cultural as well as linguistic instruction. (Author/VWL)…

Jansky, Jeannette Jefferson; And Others (1989). Prediction: A Six-Year Follow-Up. Annals of Dyslexia, v39 p227-46. The prereading and reading performance of 370 predominantly Hispanic, bilingual school children was followed for 6 years. A 5-test Screening Index misclassified many failing readers but accurately identified children who eventually read well. Predictor tests administered at beginning of first grade showed significant correlations with reading at all grade levels. (Author/JDD)…

Hernandez-Delgado, Julio L. (1992). Pura Teresa Belpre, Storyteller and Pioneer Puerto Rican Librarian. Library Quarterly, v62 n4 p425-40 Oct. Chronicles the work of Pura Belpre–the first Puerto Rican librarian hired by the New York Public Library–as a children's librarian, author, storyteller, and promulgator of Puerto Rican folktales. Programs she developed are described, including services to the Spanish-speaking community, bilingual story hours, puppet theaters, and outreach programs. (51 references) (LRW)…

Crago, Martha B. (1992). Ethnography and Language Socialization: A Cross-Cultural Perspective. Topics in Language Disorders, v12 n3 p28-39 May. This cross-cultural perspective to language development addresses the historical background and methods of language socialization studies; variation in language socialization; and contributions of language socialization studies to theory, educational, and clinical practice. Stressed is the importance of educating (and remediating) children in a culturally congruent manner. (DB)…

Freeman, Yvonne S.; Goodman, Yetta M. (1993). Revaluing the Bilingual Learner through a Literature Reading Program. Reading and Writing Quarterly: Overcoming Learning Difficulties, v9 n2 p163-82 Apr-Jun. Presents alternatives to three misconceptions about bilingual learners to promote the revaluing of these students. Describes traditional views of literacy instruction for second-language learners and suggests a whole-language literature program as an alternative. Lays out differences between inauthentic, controlled literature-based reading programs and meaningful, authentic programs. (RS)…

Gough, Philip B.; Hoover, Wesley A. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal, v2 n2 p127-60 Jun. Outlines a simple view of reading consisting of decoding and linguistic comprehension. Assesses predictions of the view in a longitudinal sample of English-Spanish bilingual children in first through fourth grade. Finds support for the view. Discusses implications for reading instruction, definition of reading disability, and the notion of literacy. (RS)…

Hornberger, Nancy H.; King, Kendall (1998). Authenticity and Unification in Quechua Language Planning. Language, Culture and Curriculum, v11 n3 p390-410. Examines the potentially problematic tension between the goals of authenticity and unification in Quechua-language planning. One case study examines the orthographic debate that arose in Peru, and the second case study concerns two indigenous communities in Saraguro in the Southern Ecuadorian highlands where Spanish predominates but two Quichua varieties co-exist. (Author/VWL)…

Post, David (1992). Through Joshua Gap: Curricular Control and the Constructed Community. Teachers College Record, v93 n4 p673-96 Sum. Analysis of data on a conflict between the Joshua Gap (California) school district and local parents over the district's decision to utilize a multiculturally oriented textbook series suggests that contrasting images of the local and larger U.S. community, and contrasting views about the role of schooling, contributed to the conflict. (IAH)…

Wiles, David Kimball (1994). Diversity Curriculum in Public Schools without Minority Pupils. Rural Educator, v15 n3 p9-12 Spr. Examines demographic information on all-white school districts in New York. Surveys perceptions of superintendents in nonminority school districts about the meaning of "minority" and "disadvantaged" and about the impact of a modified social studies curriculum that calls for the inclusion of minority contributions to American history. Addresses policy and economic implications. (LP)…

Alexander, Susan H.; Baker, Keith (1994). The Bilingual Education Movement: The Emergence of an Elite in an Exploited Minority Group. Migration World Magazine, v22 n2-3 p9-12. Demonstrates the presence of a minority group elite in the contemporary bilingual education movement. The bilingual education program elite insists that students of limited English proficiency be taught exclusively in bilingual education programs and only by certified bilingual teachers even though bilingual education has not been demonstrated to be successful. (SLD)…

Johnson, Richard T.; Tobin, Joseph J. (1992). Using Videodiscs to Simulate Multicultural Experiences in the Classroom. Kamehameha Journal of Education, v3 n2 p29-37 Fall. The article describes one school's attempts to develop a multimedia module designed to help preservice teachers in education courses become more sensitive to their students' ethnic and cultural differences, focusing on differences in the attitudes of members of various ethnic groups toward elementary students' misbehavior. (SM)…

Clark, Gilbert (1990). Art in the Schizophrenic Fast Lane: A Response. Art Education, v43 n6 p8-19,21-23 Nov. Responds to Enid Zimmerman's article, "Questions about Multiculture and Art Education." Argues time and resource limitations dictate that teachers determine art curricula. Maintains that other examples of fabric art can teach what the NAMES project (AIDS Memorial Quilt) offers without the controversial perspective. (KM)…

Easterly, Jean L. (1990). Teaching in a Culturally Diverse Nation State. Social Studies Review, v29 n3 p65-67 Spr. Recognizes California as a culturally diverse, rapidly growing state. Identifies key issues for the development of teaching in such an environment. Argues that California education will need: enthusiastic teachers; minority teachers, corporate support developed through school-business partnerships, greater professional recognition, lower teacher-to-student ratios, and teacher education programs more responsive to emerging needs. (CH)…

Dunn, Frederick (1993). The Educational Philosophies of Washington, DuBois, and Houston: Laying the Foundations for Afrocentrism and Multiculturalism. Journal of Negro Education, v62 n1 p24-34 Win. The following three African-American philosophical orientations to education have achieved prominence over the years: (1) the accommodationist philosophy of Booker T. Washington; (2) the radical, liberationist approach of W. E. B. DuBois; and (3) the integrationist/desegregationist, reformist philosophy of Charles H. Houston. Each philosophical orientation is characterized. (SLD)…

Chance, Jerry M. (1993). On the Development of Democratic Citizens. Social Studies, v84 n4 p158-63 Jul-Aug. Contends that the end of the Cold War does not necessarily mean the triumph of democracy. Presents contemporary interpretations of the democratic concepts of liberty, equality, and fraternity. Asserts that responsible action in a democratic society requires continued reflection about values education. (CFR)…

Craviotto, Eileen; Espindola, Javier; Heras, Ana Ines (1999). Cultures of the Fourth-Grade Bilingual Classroom. Primary Voices K-6, v7 n3 p25-36 Jan. Describes how a bilingual teacher and a professor collaborated in a bilingual classroom to create culturally relevant opportunities for learning. Examines the work of four fourth-grade students of different backgrounds to show what this culturally relevant learning looked like. Discusses sources of knowledge generation: families, multicultural literature, and the students themselves. (SR)…

Cockrell, Dan H.; Cockrell, Karen S.; Middleton, Julie N.; Placier, Peggy L. (1999). Coming to Terms with \Diversity\ and \Multiculturalism\ in Teacher Education: Learning about Our Students, Changing Our Practice. Teaching and Teacher Education, v15 n4 p351-66 May. Teacher educators addressed negative student responses to a multicultural foundations course by designing an action research study to investigate students' identities, experiences, and beliefs. Analysis of written assignments and focus group discussions uncovered three categories of beliefs about the purposes of schools in relation to cultural diversity. Findings suggested relationships between previous cross-cultural experiences, gender, and beliefs. (SM)…

Follo, Eric J.; Wiggins, Robert A. (1999). Development of Knowledge, Attitudes, and Commitment To Teach Diverse Student Populations. Journal of Teacher Education, v50 n2 p94-105 Mar-Apr. Assessed Oakland University's elementary-teacher-preparation program to determine aspects of the program that most affected students' preparation to teach in diverse classrooms. Pre- and post-semester surveys of student teachers placed in urban/suburban schools indicated that students learned adequate skills for teaching diverse students, but their attitudes or beliefs about teaching in such settings were not adequately affected. (SM)…

Mayer, Connie; Wells, Gordon (1996). Can the Linguistic Interdependence Theory Support a Bilingual-Bicultural Model of Literacy Education for Deaf Students?. Journal of Deaf Studies and Deaf Education, v1 n2 p93-107 Spr. This article criticizes application of linguistic interdependence theory to the bilingual/bicultural model of English literacy for deaf students, suggesting that deaf learners do not match theory assumptions. It draws on the work of Vygotsky and Halliday to develop a conceptualization of literacy processes and argues that becoming literate involves mastering "social speech,""inner speech," and written text. (Author/DB)…

Hess, Robyn S.; Powell, Richard R.; Sobel, Donna; Verdi, Michael (2001). The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity. Journal of Research in Rural Education, v17 n2 p71-83 Fall. A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school. (Contains 51 references.) (TD)… [PDF]

Housen, Alex (2002). Processes and Outcomes in the European Schools Model of Multilingual Education. Bilingual Research Journal, v26 n1 p45-64 Spr. In the European Schools model, linguistically and culturally diverse students receive most of their education in their first language but must learn at least two other languages. Content teaching of other subjects in the target languages and the regular mixing of different language groups promote multilingual proficiency and cultural pluralism at no cost to academic development. (Contains 27 references.) (TD)…

Bracey, Gerald W. (2000). Coming of Age in Singapore. Phi Delta Kappan, v81 n7 p551-52 Mar. Despite touted "best" scores, Singapore's education ministry goals are child-centered. A worldwide survey of 182 experts reached consensus on 20 global trends, including need for a multinational curriculum. A Center of Education Policy report finds that highly subsidized foreign private schools are subject to high regulation. (MLH)…