Macias, Reynaldo F. (1985). Language and Ideology in the United States. Social Education, v49 n2 p97-100 Feb. More than 22 million persons in the United States speak a non-English language at home. There is an ideology that associates non-English languages with foreignness, and often with poverty and inferiority. The background for this ideology, how it developed, and whether it is warranted are discussed. (RM)…

Diessner, Rhet; And Others (1985). English Fluency via Computers at Yakima Tribal School. Journal of American Indian Education, v25 n1 p17-24 Oct. A project using Apple IIe processing stations and Apple Writer II software increased written English fluency for Native American students in grades 7-12 at the Yakima Tribal School. Thematic maturity did not increase, and students became reluctant to do handwritten work. (LFL)…

Smolicz, J. J. (1981). Cultural Pluralism and Educational Policy: In Search of Stable Multiculturalism. Australian Journal of Education, v25 n2 p121-45 Aug. The significance of culture and the need to distinguish between cultures that can be transmitted by future generations and cultures that have been reduced through the loss of their core values is emphasized. This concept of ethnic cultures is discussed within the framework of values shared by Australian society. (Author/MLW)…

Lynch, James (1982). Community Relations and Multicultural Education in Australia. Comparative Education, v18 n1 p15-24. It was only in the late 1970s that Australian educationists began to devote particular attention to the development of multicultural education in Australian society. Nonetheless, Australia has made very substantial academic and practical contributions to a field which is of increasing worldwide interest. (BRR)…

Chambers, Joanna F. (1979). Implementing Your Bilingual Program–Who Can Help?. Curriculum Review, v18 n2 p99-103 May. Provides a comprehensive list of bilingual centers across the country that offer aid in curriculum development, materials selection, teacher training, assessment and dissemination, and antidiscrimination guidelines for linguistic minorities. (Editor)…

Collier, Virginia P.; Thomas, Wayne P. (1998). Two Languages Are Better Than One. Educational Leadership, v55 n4 p23-26 Dec-Jan 1997-1998. Instead of viewing English learners as a problem needing remediation, educators should build an enriched bilingual program for all students. In successful two-way programs, both language groups stay together throughout the school day, serving as peer tutors for each other. After five or six years, English learners can demonstrate English and native-language proficiency and outperform monolingual students on academic tests. (13 references) (MLH)…

Leyva, Cynthia Hernandez; MacGillivray, Laurie; Monkman, Karen (2003). Literacy on Three Planes: Infusing Social Justice and Culture into Classroom Instruction. Bilingual Research Journal, v27 n2 p245-58 Sum. Interviews with an urban Los Angeles first-grade teacher and observations of her class illustrate how social and cultural issues are brought into the classroom, creating an environment in which students learn to "read the world," acquiring social and cultural literacy as well as the more commonly perceived personal literacy. When learning is made relevant in this way, student motivation is enhanced. (TD)…

Evans, Charlotte; Zimmer, Kyra (1993). Sign Talk Development Project, Winnipeg, Manitoba. ACEHI Journal, v19 p62-70. This article describes the program of the Sign Talk Children's Centre (Winnipeg, Manitoba, Canada), a bilingual/bicultural day-care program for deaf and hearing children (ages two to five) of deaf and hearing parents. It also describes the program's systematic assessment of children's language delays in both English and American Sign Language. (DB)…

Hindson, Colin E. (1995). Educational Planning in Vanuatu: An Alternative Analysis. Comparative Education, v31 n3 p327-37 Nov. Although formal western-oriented educational planning is the basis of the search for educational direction in South Pacific countries, the planning process has often been subverted by tensions based in local cultural contexts. In Vanuatu, planning has been hindered by political instability and a colonial inheritance of two languages of instruction (English, French) and corresponding educational philosophies. (SV)…

Minicucci, Catherine; And Others (1995). School Reform and Student Diversity. Phi Delta Kappan, v77 n1 p77-80 Sep. Case studies of eight exemplary schools demonstrate that language-minority students can learn the same academic curriculum as native English speakers while pursuing English literacy. Common school characteristics include a schoolwide vision of excellence, creation of a community of learners engaged in active discovery, and well-designed, carefully executed language-development programs. (MLH)…

Taylor, Donald M.; And Others (1993). Education in Aboriginal Communities: Dilemmas around Empowerment. Canadian Journal of Native Education, v20 n1 p176-83. Sudden empowerment of Canadian Aboriginal communities has raised many dilemmas concerning community controlled education, including issues related to educational planning and decision making by inexperienced administrators, focusing educational goals on the community versus mainstream society, discontinuities between community and school culture, language of instruction, creating effective culturally relevant instructional materials, Aboriginal teacher education, and student evaluation. (SV)…

Farmer, Marjorie (1998). Creating Montessori Bilingual Programs. Spotlight: Montessori–Multilingual, Multicultural. Montessori Life, v10 n2 p22-25 Spr. Discusses presentation given by Rigoberta Menchu, 1992 Nobel Peace Prize Laureate, at a meeting with Hispanic child caregivers in California. Discusses family life and childrearing among Guatemala's Mayan people, traditional ceremonies and symbols, becoming a leader, and the Mayan experience of resisting oppression. Discusses implications for Montessori education, educational policy, and obstacles to academic achievement by Hispanic students. (KB)…

Soto, Lourdes Diaz (2001). Childhood Memories. Anthropology & Education Quarterly, v32 n1 p104-12 Mar. Describes how artwork can be a valuable catalyst for discussions in preservice education classes, allowing students to explore how their work as educators relates to their childhood memories and can be shaped by childhood experiences. Examines an art exhibition in which diverse artists depicted autobiographical text in their paintings. Discusses what transpired among college students through their narratives and artwork. (SM)…

Abbate-Vaughn, Jorgelina (2006). Assessing Preservice Teacher Readiness to Teach Urban Students: An Interdisciplinary Endeavor. Online Yearbook of Urban Learning, Teaching, and Research, p27-36. Novice teachers who begin their careers in urban settings abandon teaching at dismal rates. Although teacher education programs make varying efforts to incorporate awareness about the diverse contexts of urban schooling into the preservice teacher curriculum–from the \one course approach\ to whole curriculum imbedded–little is known about the effects of such curricular efforts on teacher retention in urban settings. An interdisciplinary curriculum and assessment model of preservice teacher knowledge, skills, and dispositions to work in urban settings is discussed. (Contains 1 table.)… [PDF] [PDF]

Rutherford, Lindsay Taggart (2006). Language-Minority Students' Cognitive School Readiness and Success in Elementary School. CSE Technical Report 683. National Center for Research on Evaluation, Standards, and Student Testing (CRESST) A significant amount of research treats students who speak a language other than English at home, or language-minority students, as a single demographic group and compares them to students who speak only English at home. If important disparities in early school experiences among language-minority students have been overlooked, then policies aimed at helping them as they begin formal schooling may fall short, as they will not attend to the needs of specific subpopulations. This paper uses data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to address this gap in the literature by exploring language-minority students' experiences with grade retention and special education placement and specifically examining variation among language-minority students based on race, immigrant status and socioeconomic status. Findings indicate that language-minority students are no more likely to be retained than their English-only counterparts, while they are less likely than… [PDF]

Olmedo, Irma M. (1997). Family Oral Histories for Multicultural Curriculum Perspectives. Urban Education, v32 n1 p45-62 Mar. Describes a rationale and an approach for helping teachers use the life histories of parents and members of the community as scaffolds to teach social studies and history concepts. Examples from a case study are presented involving an extended Puerto Rican family and abstracts of teacher reflections on the process. (GR)…

Bodibe, R. Cecil (1994). The Multicultural Counseling Curriculum in a Changing South Africa: Much Ado about Most Things. Multicultural Teaching, v12 n3 p17-20,30 Sum. The development of racial identity differs among blacks and whites in South Africa, but the identity-development processes are not unique to that country. Social-science research offers theory and practices for cross-cultural counseling that can be used in a multicultural-counseling curriculum. (SLD)…

Edwards, John (1994). Language Policy and Planning in Canada. Annual Review of Applied Linguistics, v14 p126-36 1993-94. A discussion of language policy formation and planning in Canada covers the following: bilingualism and multiculturalism; Quebec, French, and the constitution; and aboriginal language issues. Language legislation is emphasized. (Contains 52 references.) (LB)…

Banks, W. Curtis (1992). The Theoretical and Methodological Crisis of the Afrocentric Conception. Journal of Negro Education, v61 n3 p262-72 Sum. Defines the theory of the Afrocentric conception, and comments on Afrocentric research methodology. The Afrocentric conception is likely to succeed if it constructs a particularist theory in contrast to cross-cultural relativism and because it relies on the methodology of the absolute rather than the comparative. (SLD)…

Greene, Maxine (1993). The Passions of Pluralism: Multiculturalism and the Expanding Community. Educational Researcher, v22 n1 p13-18 Jan-Feb. Explores the significance of listening to multiple voices in constructing the conversation that distinguishes our culture. Pluralism and multiculturalism are discussed in terms of concrete engagements with persons who have historically not been acknowledged. Learning to look through multiple perspectives helps young people build bridges to understanding. (SLD)…

Gonzalez, Jo Beth (1999). Beyond the Boundaries of Tradition: Cultural Treasures in a High School Theatre Arts Program. Stage of the Art, v10 n3 p14-18 Spr. Argues that canonical plays must be critically engaged rather than \handed down,\ with students discovering much about themselves and each other through their own engagement. Describes how a high-school acting class examined the dramatic work of Latino/a playwrights for their in-class scene work, and used student experiences to create their own scenes about experiences with prejudice. (SR)…

Hertzberg, Martha (1998). Having Arrived: Dimensions of Educational Success in a Transitional Newcomer School. Anthropology & Education Quarterly, v29 n4 p391-418 Dec. Examines a program for newly arrived, non-English-speaking immigrant children in a California city. Findings from a fourth-grade class demonstrate how a nurturing setting, culturally flexible teaching approach, linguistic and cultural validation, and a valued spatial environment contribute to newcomer students' success. (SLD)…

Vreeland, Patricia (1998). The Family Tree: Nurturing Language Growth through \All the Parts of Me.\. Voices from the Middle, v6 n1 p17-25 Sep. Describes a month-long project in an eighth-grade English classroom in which students (from many countries, many of them immigrants) read an array of bicultural literature, and each researched, wrote, and compiled a many-faceted Family Tree notebook. Shows how students can achieve both their own cultural authenticity and English language competence without loss of personal voice. (SR)…

Trevino, Jane G. (1996). Worldview and Change in Cross-cultural Counseling. Counseling Psychologist, v24 n2 p198-215 Apr. Using world-view as a unifying construct, presents a model for conceptualizing the change process in cross-cultural counseling. The operation of this model in counseling and assessment is described and illustrated using the following criteria: cultural considerations; application to counseling; and assessment of world-view. (SNR)…

Kayes, Anna B.; Kayes, D. Christopher; Yamazaki, Yoshitaka (2005). Transferring Knowledge across Cultures: A Learning Competencies Approach. Performance Improvement Quarterly, v18 n4 p87-100 Dec. At the heart of any successful cross-cultural knowledge transfer effort lies an individual or group of individuals with the skills to manage a complex, ambiguous and often stressful process. The ability to manage the knowledge transfer process depends as much on learning in real time as it does on rational planning. Yet, few approaches to knowledge transfer have considered learning as a primary driver of success. In this article, we draw on new insights on how adults learn from experience in cross-cultural settings to understand the cross-cultural knowledge transfer process. We conceive cross-cultural knowledge transfer as a seven-stage process of learning and describe the essential competencies necessary for managing each of the seven stages. We draw on work with cross-cultural knowledge transfer efforts in a variety of industries and cultures to illustrate this process. (Contains 2 figures.)… [Direct]

Corwin, Susan (1978). URRD Final Report. Report No. 78-17. This is the final evaluation report for the Urban, Rural, Racial, Disadvantaged Educational Programs (URRD) conducted in Seattle, Washington during the 1977-78 school year. URRD programs are defined as State funded efforts designed to provide services to students who are not succeeding in school because of disadvantaged, minority, or poverty backgrounds. Four specific evaluation areas are addressed: (1) URRD programs effectiveness as measured by State standards; (2) the average number of student absences, credits earned, and/or bilingual test performance in URRD programs; (3) academic gains of participating students; and (4) the degree of success in meeting individual program objectives. Data regarding these criteria are presented for five URRD program categories: re-entry motivation, preschool education, Indian education, academic achievement, and bilingual/bicultural education. Study results are summarized and recommendations for program and evaluation improvement are made. (APM)…

Liaw, Shoubee (1977). Needs Assessment for State URRD Funded Programs in Seattle. Report No. 77-3. This report is a 1977 needs assessment for the State Urban, Rural, Racial, Disadvantaged Education Programs (URRD) in Seattle, Washington. URRD programs are defined as state funded efforts which provide special services to students from disadvantaged, minority, or poverty backgrounds. The study provides data on students in the Seattle Public Schools in order to assist administrators and proposal writers in determining concentrations of need in each of five funding areas which include: reentry motivation, preschool education, academic achievement, bilingual/bicultural education, and Indian education. Information regarding dropout rates, number of students served by preschool programs, low achievement, number of students from non-English backgrounds and their ethnic distribution, and the number of American Indian students is presented for each of the relevant funding areas. A summary of findings concludes the paper. (APM)…

Perez, Bertha (1993). The Bilingual Teacher (Spanish/English) and Literacy Instruction. Teacher Education Quarterly, v20 n3 p43-52 Sum. Researchers studied elementary teachers and students from bilingual Spanish/English classrooms, examining successful literacy practices for incorporation into bilingual teacher education programs. The paper investigates the impact of talking about literacy, learning about the code and other skills, writing/reading and meaning making, the social context created, and teacher expectations. (SM)…

Ratleff, Jana Echevarria (1989). Instructional Strategies for Crosscultural Students with Special Education Needs. This training manual was developed to assist special education teachers in California who are receiving increased numbers of culturally and linguistically diverse students in their classes. It focuses on effective instructional strategies and modifications of these strategies to accommodate the culture, language level, and ability level of each student. The first section deals primarily with understanding crosscultural issues such as language and culture. It also includes a framework for the appropriate placement of culturally and linguistically diverse exceptional students in special education and discussion of service delivery models. The second section addresses instructional issues relative to crosscultural special education, including components of effective instruction, language of instruction, English as a Second Language, a framework for curricular adaptation, and providing support to ethnic minority parents. The third section introduces specific instructional strategies for…

Steinbeck, Reinhold (1993). Nationalism and Identity in a European Context. A Curriculum Unit for History and Social Studies Recommended for Grades 9-Community College. This unit is designed to help students better understand the concept of nationalism and the powerful influence it has on group sentiments today. Nationalism can be a positive or negative force, providing avenues for either inclusion or exclusion of peoples. The unit focuses on the basic concepts of nationalism and identity by drawing upon historic and contemporary examples. Working definitions of nation, state, nation-state, sovereignty, and identity, will be developed through the exercises and readings. The changing geography of Europe as influenced by national and ethnic interests will be used as a vehicle to explore these concepts. The four lessons focus on the following: (1) "Identity–'Us' versus 'Them'"; (2) "Inside Europe"; (3) "From 'Rabble' to 'Nation'–The Emergence of Nationalism"; and (4) "Slugonia–Conflict in a Multinational State." (EH)…