Rodriguez, Norma Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.15A; Materials for Teaching Reading in Spanish. Teacher Corps Bilingual Project. This module provides evaluation guidelines for choosing reading materials, and practical training in designing materials for teaching reading in Spanish. Upon completion of the module, participants should be able to (a) list 10 criteria that are used to evaluate books and materials in the teaching of reading in Spanish, and be able to use them in evaluating books and materials; (b) identify five reading materials appropriate to the grade level participants are teaching or plan to teach; (c) develop at least one reading material and one device to teach reading; and (d) select one reading series or material to be used with the first part of this module cluster. Participants complete a preassessment test, choose tasks from a list of instructional activities, and conclude the module with a postassessment test. (An appendix entitled \Preparacion de Cartelones\ is included.) (PB)…

(1974). My Family. This elementary reader is designed for use in a bilingual Inupiat-English program in Buckland and Deering, Alaska. It is the story of a small boy named Paul and his family. The Inupiat text and its English equivalent are never in opposition. The Inupiat text is presented on a picture page, with the English on the back. The illustrations, by J. Leslie Hanson, are in color. (PMP)…

Rosen, Carl L. (1969). Some Needed Research Regarding the Language and Reading Instructional Problems of Spanish Speaking Children. Three major areas of needed research in language and reading development for children of Spanish-speaking backgrounds are presented in a general overview. The first area of need is that of normative and descriptive studies of prelearning processes. This includes analyses of language base and home language behavior and is aimed at a more precise description of bilingual style. The second area of need is that of compensatory educational programs. These should be based on research and experimentation designed to determine language characteristics and needs. The third area of need is that of research in curriculum and materials modifications. Present curricula should be researched and evaluated, and new and innovative curricula should be designed which reflect research findings. An extensive bibliography of material reviewed is included. (MD)… [PDF]

Taschow, Horst G. (1974). A Comparative Study of Diagnosis and Therapy in Children with Reading Deficiencies in the German and English Language. Twenty-three German-English bilingual boys and girls, ranging from grades three to six in Saskatchewan's schools, were used in this study which sought to investigate their reading behavior when reading English passages. The Individual Reading Inventory, administered in both languages, indicated that comprehension after oral and silent reading in English lagged significantly behind the comprehension shown in German. Tasks calling for word recognition indicated that subjects could recognize and pronounce the words in the English reading passages. Subjects mastered English-to-German-to-English translations with concrete samples, but were dissatisfied when they applied the same procedure to sentences with abstract connotations. When further abstract sentences were examined, students resorted to manipulating words in order to attain meaning. Pedagogical changes suggested by the study include preparation (exposing the bilingual student to main ideas of the new reading-learning… [PDF]

Elbow, Linda (1970). A Study in Child Care (Case Study from Volume II-B): \We Come with the Dust and We Go with the Wind.\ Day Care Programs Reprint Series. Approximately 468 children of migrant agricultural workers in the state of Washington are served in the nine Northwest Rural Opportunities (NRO) day care centers described here. A community organization program was also formed by the NRO system. Ninety percent of the families served are Chicano, and all are below the poverty level. These aspects of the day care program are particularly noteworthy: the trailer facilities (formerly used as mobile units, now permanently located); the educational program for children from 1 month through 5 years of age, which is based on the special needs of migrant children and uses a combination of approaches to adequately prepare the children for public school; and teacher training which insures that new curriculum is introduced efficiently and uniformly throughout the NRO system. Information is presented on the background of the system, basic program (including health, parent education, and community involvement), organization, staff, volunteer… [PDF]

(1976). I Learn To Read. Grade 2. This textbook is the second in the official reading series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in elementary schools in the United States which have Vietnamese students. This grade two reader contains 57 lessons and 7 games, with a song at the end of each of the 8 chapters. The chapter headings are as follows: (1) Housing; (2) Family Life; (3) Eating and Drinking; (4) Clothing; (5) The Human Body; (6) Domestic Animals; (7) Schools, Student Life; (8) Seven Games. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…

Malboeuf, Roger (1978). Vue d'ensemble du programme d'enseignement par immersion partielle (francais, langue seconde) au Conseil Scolaire Lakeshore (An Overview of the Partial Immersion Educational Program [French, Second Language] in the Lakeshore School District). Canadian Modern Language Review, 34, 5, 898-900, May 78. An overview of the program in grades 4-6. The objectives, particularly those concerning affective and psycho-motor development and communication, the role of the teacher, the division of time, and the subjects taught in English are discussed. Reasons for this kind of program organization are given. (Text is in French.) (AMH)…

Spolsky, Bernard (1978). Language and Bicultural Education. Educational Research Quarterly, 2, 4, 20-5, W 78. Bilingual and bicultural or multicultural educational programs involve economic and political issues that should be answered affirmatively and with respect for the informed decisions of the local community. Schools unfortunately may have more power to destroy than to enhance minority cultures. (CTM)…

Little, Betty; Little, Wesley (1978). Bridges to the Past: Wind River's Native Culture Program. Childhood Education, 54, 5, 242-5, Mar 78. Describes cultural awareness projects in two schools on the Wind River Indian Reservation in Wyoming. (BR)…

Pitler, Barry (1977). Chicago's Korean American Community. Integrated Education, 15, 4, 44-47, Jul-Aug 77. Discusses the Korean community in terms of culture, family structure, life style, and education. (AM)…

Edwards, D. Gareth (1984). Welsh-Medium Education. Journal of Multilingual and Multicultural Development, v5 n3-4 p249-57 Jun. Examines the effect in the primary and secondary school levels of teaching through the medium of Welsh and the response of the University of Wales. The media and the educational system are two formal social organizations which help the threatened Welsh language to survive. Another would be the establishment of a Welsh-medium university. (SED)…

Hansen, Pamela; Toohey, Kelleen (1985). Two Contexts for Training Teachers of Native Languages. TESL Canada Journal, v2 n2 p11-27 Mar. Describes the authors' experience in training teachers of native Canadian Indian students in British Columbia. The training occured in two contexts: one was a university-sponsored course; the other was a workshop-based inservice course. Describes the work done with the students and provides examples of their materials and teaching plans. (SED)…

Martel, Angeline (1984). Minority-Majority Relations in Second Language Education and the New Canadian Charter of Rights and Freedoms. Educational Research Quarterly, v8 n4 p113-21. The implications of the new Canadian Charter of Rights and Freedoms for developing second language programs in Edmonton, Alberta, are explored. Immersion programs and ethnic survival programs are examined in depth. (BS)…

Rist, Marilee C. (1983). Stan Surette. Executive Educator, v5 n12 p13-16 Dec. Describes the efforts of a superintendent in Nova Scotia to bring about the amalgamation of two school systems where the majority of the population is French-speaking by offering complete instructional programs in both French and English. (JBM)…

Swain, Merrill; And Others (1976). English-Speaking Child + Early French Immersion = Bilingual Child? And Comments of Guest Analysts. Canadian Modern Language Review, 33, 2, 180-192, Nov 76. Research is presented in support of the theory that early French immersion of English-speaking children leads to bilingualism. The evidence is limited to children through the end of grade four. Comments and criticisms are made by three guest analysts. (RM)…

Hu-DeHart, Evelyn (1995). Ethnic Studies in U.S. Higher Education: History, Development, and Goals. Institutions of higher learning in the United States have hastened to create ethnic studies programs, perhaps as a sort of "fire insurance" against student activism and protests. Certainly the move toward ethnic studies has roots in the student activism of the 1960s. Such studies are particularly prominent in large public institutions, which are susceptible to public pressure. The variety of educational reforms that are gathered under the umbrella of multiculturalism includes the integration of ethnic studies into the curriculum. It also should mean that all students, and not just those of color, should be exposed to the histories and culture of Americans of non-European descent. Ethnic studies is a field in a state of flux and transition with no uniformity among any of the 700 or more mostly ethnic-specific programs and departments across the nation. The current controversy over political correctness is having a backlash effect against some ethnic studies endeavors. Most…

Aragon, Steven R., Ed. (2000). Beyond Access: Methods and Models for Increasing Retention and Learning among Minority Students. New Directions for Community Colleges, Issue 112. The Jossey-Bass Higher and Adult Education Series. New Directions for Community Colleges, n112 Win. This edition of New Directions for Community Colleges offers community college educators alternative models, approaches, and perspectives to consider in working with ethnic minority students. The volume addresses issues of assessment, career and educational goals, learning enhancement, success courses, mentoring programs, campus climate, educational technology, and the integration of nonminority instructors into the minority environment. This issue contains the following articles: \Assessing Minority Student Performance\ (Romero Jalomo, Jr.); \Community College Students' Career and Educational Goals\ (Frankie Santos Laanan); \Motivating and Maximizing Learning in Minority Classrooms\ (Irene M. Sanchez); \Using Success Courses for Promoting Persistence and Completion\ (Martina Stovall); \Increasing Retention and Success through Mentoring\ (Linda K. Stromei); \Creating a Campus Climate in Which Diversity Is Truly Valued\ (Evelyn Clements); \Using Technology To Facilitate Learning for… [PDF]

Elissondo, Guillermina (2000). A Real Challenge: Teaching Latino Culture to White Students. Cultural studies courses offered to undergraduate students of foreign languages tend to rely on canonical works that avoid sociopolitical perspectives and present the culture of the "Other" within the dominant world view. There is an urgent need to move from these traditional curricula to more engaging programs that capture the challenging postmodern articulations between language, culture, and social narratives. However, some initial student resistance to the change is to be expected. The author reflects on the experience of teaching one class of Latin American cultural studies to a group of White, middle-class undergraduates who were upper-level Spanish majors. A cultural literacy pedagogy was used to stimulate a critical reflection on the crossing of cultures. As background to a discussion of U.S. interference in Chilean politics in the 1970s, students examined and interpreted Disney cartoons published in Chile at that time. The cartoons focused on initial encounters… [PDF]

McCall, Ava L.; Ristow, Thelma (2003). Teaching State History: A Guide to Developing a Multicultural Curriculum. United States state history is a required component of the upper elementary social studies curriculum in all 50 states. Noting that few resources exist on the subject of state history, this book aims to show teachers how to plan a state unit using a culturally relevant, social constructivist pedagogy with connections to literacy, a focus on multicultural teaching, and compliance with state and national standards. The book offers specific examples of the curricular framework in action, portraying teaching strategies and student responses to topics that range from the process of becoming a state, state government, state industries, and family histories to even more challenging subjects. Each chapter in the book opens with a classroom vignette illustrating the curricular framework. With each chapter, teachers can find descriptions of resource trade books, state history publications, photographs, artifacts, and simulations; teacher-created materials when published examples are…

Field, Sherry L.; Labbo, Linda D. (1996). Picturing Life in Japan. For Students in Grades Three through Five. Instructional Materials about Japan (IMAJ). This manual provides accurate, up-to-date information about contemporary life in Japan and provides opportunities for students to develop cross-cultural awareness. The content of the lessons includes concepts traditionally taught in elementary school social studies programs. Lessons provide multiple opportunities for students to develop a variety of research and critical thinking skills. The manual is divided into seven topics with two to four lesson plans under each topic. Topics include: (1) "Geography of Japan"; (2) "Contemporary Life in Japan"; (3) "Arts and Recreation in Japan"; (4) "Language in Japan"; (5) "Social Organization in Japan"; (6) "Economics in Japan"; and (7) "Education in Japan." (EH)…

Jones, Guy W.; Moomaw, Sally (2002). Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms. Responding to the current level of bias with regard to Native peoples in preschool education and providing opportunities for preschool children to better understand issues of cultural diversity, this curriculum guide explores Native American issues. Chapter 1 of the guide outlines the problems currently existing in the schools with regard to Native people, including the omission of Native American materials from the curriculum, inaccurate portrayals or information about Native peoples, stereotyping, and cultural insensitivity. Chapters 2 through 6 focus on broad topics of similarity among peoples that can serve as unifying themes for curriculum planning: children, homes, family, community, and the environment. Each of these chapters contains: (1) opening reflections from both authors on the topic; (2) discussion of relevant cultural similarities and differences; (3) suggestions of childrens literature and activities; (4) suggestions for curriculum extensions; and (5) a list of non…

Greenfield, Patricia M.; Rothstein-Fisch, Carrie; Trumbull, Elise (2000). Bridging Cultures in Our Schools: New Approaches That Work. Knowledge Brief. This publication describes how teachers can begin to gain understanding of diverse students and families and their cultural values, behavioral standards, and social ideals. It presents specific examples of cross-cultural conflicts and illustrates strategies for resolving them. Data come from the Bridging Cultures action research project in California. The paper begins by describing a practical framework for understanding cultural differences, which includes the two contrasting value systems of individualism and collectivism. After elaborating on these differing perspectives, the paper presents examples of how some of the conflicts have played out across seven southern California classrooms and discusses strategies for resolving conflicts using the collectivist-individualistic framework. Some of the conflicts include independence versus helpfulness, cognitive versus social development, oral expression versus respect for authority, parents' roles versus teachers' roles, and personal… [PDF]

Shulman, William L., Comp. (1998). Resource Guide: A Comprehensive Listing of Media for Further Study. Holocaust Series, Book 8. First Edition. There are eight volumes in this series on the Holocaust. Volumes 1-6 recount the history of the Jewish people in various year groupings: (1) "Ancient 1935"; (2) "September 1935 to December 1938"; (3) "January 1939 to December 1941"; (4) "January 1942 to June 1943"; (5) "July 1943 to April 1945"; (6) "May 1945 and After." Volumes 7 and 8 provide resources for further study: (7) " A Collection of Primary Sources"; (8) "A Comprehensive Listing of Media for Further Study." The volumes are designed and written to educate the juvenile reader. They contain chronologies, glossaries, source notes, a list of references for further reading, a bibliography to support the historical narrative, and numerous photographs. This brief book is eighth in this series on the Holocaust. The reading level is intended for the juvenile reader. This volume eight contains an annotated list of books and other materials, including…

Sacks, David O.; Thiel, Peter A. (1998). The Diversity Myth: Multiculturalism and Political Intolerance on Campus. [Second Edition]. The \diversity myth\ is the myth that universities are doing a good job promoting diversity on campus. Universities in America have promoted this \diversity myth\ which belies the actual state of affairs in the nation's schools. Instead, universities have fostered conformity on campus, and stifled true diversity. This document, sponsored by the Independent Institute, uses Stanford University as a case study, and addresses the need for universities to rethink their methods of promoting diversity. It describes examples from both inside college and university campuses and in the outside world that suggest that economic diversity, political diversity, racial diversity, and intellectual diversity has decreased in recent years. Curriculum changes brought about to embrace multiculturalism have in fact eroded traditional academic standards, as they have sought to question traditional academia's focus on Western works and embrace multiculturalism. The authors suggest that only on an…

McEntee, Mary Elizabeth; Thornton, Leslie J., II (1995). Learner Centered Schools as a Mindset, and the Connection with Mindfulness and Multiculturalism. Theory into Practice, v34 n4 p250-57 Aut. After acknowledging that learning and knowing are coconstructed social processes created and shared by teachers and students as learners, the paper examines mindfulness and multiculturalism as learner-centered processes. Mindfulness, multiculturalism, and learner centeredness are interdependent mindsets that encourage interplay between teacher, student, and content and that mediate the classroom environment. (SM)…

Knecht, Kathryn (1996). Between the Lines: Facing the "N-Word.". Teaching Tolerance, v5 n1 p16-18 Spr. Explores issues involved in teaching literature that may use derogatory racial terms to a multicultural class. Ways to approach racially insensitive literature or language in worthwhile literature that may appear insensitive are discussed. Open discussion and respect for students' opinions are essential. (SLD)…

Ellsworth, J'Anne; Monahan, Alicia (1996). Developmental Discipline: A Channel to Multicultural Understanding. Journal of Intergroup Relations, v23 n2 p34-46 Sum. Developmental discipline (DD) is an educational system that incorporates the moral reasoning levels of L. Kohlberg into a humanistic program of moral, intellectual, social, emotional, and physical development based on accepted psychological theories. DD gives more responsibility for learning to the learner and helps the educator deal with individuals' needs. (SLD)…

Bitter, Gary G.; Kinard, Benjamin (1997). Multicultural Mathematics and Technology: The Hispanic Math Project. Computers in the Schools, v13 n1-2 p77-88. Funded by the National Science Foundation, the Hispanic Math Project is a stand-alone tutorial program that teaches measurement lessons with a theme-based presentation format. The interactive bilingual, multicultural program consists of situational modules that combine digital video and animation to deliver developmentally appropriate, user-friendly instruction. Positive reactions were received from students, teachers, and administrators. (AEF)…

Carlin, Jane; Heaton, Bernard (1997). From the Brink of Closure to Ofsted Success: Five Years in the Life of a Primary School. Multicultural Teaching, v15 n2 p18-20 Spr. Describes efforts at St. James' C of E Primary school (Ashton-u-Lyne) that resulted in a school transformation from being under the threat of closure because of low enrollment numbers to being an oversubscribed school that is credited with promoting the highest standards of personal development and racial harmony. How this period of change was managed is reviewed. (GR)…

Phinney, Jean S. (1996). Understanding Ethnic Diversity: The Role of Ethnic Identity. American Behavioral Scientist, v40 n2 p143-52 Nov-Dec. Recommends developing a secure, positive sense of one's racial identity through questioning preexisting attitudes and examining the past and present relationships between one's own and other groups. Describes several models of positive ethnic identity development for minority and white students. Discusses the implications of this research for education. (MJP)…