(1973). The Cultural Literacy Laboratory: A New Dimension in Multicultural Teacher Education. The goal of the Cultural Literacy Laboratory is to provide educators with crosscultural adaptive skills needed to acclimate to different cultures and to reduce the effect of culture shock. These skills are of particular importance to teachers working in bilingual and multicultural classrooms. A culturally literate educator is one who is aware of his ethnicity and who possesses the skills of crosscultural communication. Based on social scientific theory, the laboratory incorporates and reinforces the participant's previous social science concepts and methodology. It also allows him to practice new skills and techniques in a variety of experience-based activities. Instruments that are used in the laboratory are Rokeach Scale E and the Cultural Literacy Inventory (copies of which are included as an appendix). (JA)… [PDF]

Ng, Jolson Pak-leung (1970). The Effects of Bilingual Science Instruction on the Vocabulary, Comprehension Achievement, and Conceptualization of Elementary School Chinese Children Whose Second Language is English. The purpose of this study was to investigate the effect of bilingual instruction for students whose second language is English. A random sample of 51 fifth and sixth grade Chinese immigrant children was obtained from one elementary school, and the children were randomly assigned to monolingual (English) and bilingual (English and Cantonese) teaching methods for two one-hour science classes per week for four weeks. Analysis of pretests and posttests given to all students showed that the bilingual group surpassed the monolingual group on vocabulary and conceptualization in science, but not in comprehension achievement. Correlations between vocabulary, conceptualization, and comprehension were effectively zero. No significant differences were found on the vocabulary and comprehension scores according to sex, grade, or length of time spent in this country. (MM)…

Martin, Ian; And Others (1978). "Shared Bilingualism–A Learning Experiment.". English Quarterly, v11 n2 p125-34 Sum. Reports on the early progress of a teaching experiment at Glendon College, a bilingual undergraduate university college in Toronto, Canada, in which learners of both English and French as second languages learned each other's languages by meeting in mixed groups twice a week. (RL)…

(1978). Storm Brews Over Bilingual Teaching. U.S. News & World Report, 84, 9, 58-9, Mar 6 78. Some educators fear that English has been de-emphasized too much among certain minorities. Now the administration has plans for big changes in the program. (Editor)…

Butrym, Liette (1978). Programme d'enseignement par immersion partielle 4e, 5e et 6e annees (The Partial Immersion Academic Program in 4th, 5th and 6th Grades). Canadian Modern Language Review, 34, 5, 901-2, May 78. A further development of the preceding article outlining the general objectives of the program, the learning activity approach used, and the division of time. A brief description is given of the five kinds of learning activities in the program. The source for further information is given. (Text is in French.) (AMH)…

Hynes, Peter (1987). Writing Across the Official Languages: Bilingualism and Rhetoric in the Canadian College. English Quarterly, v20 n1 p52-61 Spr. Presents some points of divergence between current English and French rhetorical theory. Documents a few standard forms of composition in French that are not found in the English. Assesses pedagogies typical of the French tradition and concludes that the theory and pedagogy of the two languages are quite disparate. (AEW)…

Rivera-Medina, Eduardo J. (1984). The Puerto Rican Return Migrant Student: A Challenge to Educators. Educational Research Quarterly, v8 n4 p82-91. The two-way migration phenomenon of Puerto Ricans is examined, focusing on how Puerto Rican schools deal with children returning from the mainland with varying degrees of English and having become acculturated to some mainland behaviors. (BS)…

Perozzi, Joseph A. (1985). A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children: Theoretical and Intervention Implications. Journal of Speech and Hearing Disorders, v50 n4 p403-06 Nov. A within-subject design involving three Spanish speaking and three English speaking preschoolers with language handicaps provided support for the practice of initial language intervention in the native language when bilingualism is a goal and for transference/facilitation theories of second language learning. (CL)…

Genesee, Fred (1985). Second Language Learning through Immersion: A Review of U.S. Programs. Review of Educational Research, v55 n4 p541-61 Win. Second language immersion programs, originally developed in Canada some 20 years ago, have been implemented in a number of U.S. cities. Alternative forms of U.S. programs are described–enriched, magnet, and two-way bilingual–and research findings pertaining to the effectiveness of each are summarized and discussed. (Author)…

Edwards, Henry P.; And Others (1976). Evaluation of the French Immersion Program Offered by the Ottawa Roman Catholic Separate School Board and Comments of Guest Analysts. Canadian Modern Language Review, 33, 2, 137-150, Nov 76. A comparison was made of an early French immersion program and an English language elementary program. Major trends resulting from the comparison are summarized. Comments and criticisms are made by three guest analysts. (RM)…

Halpern, G.; And Others (1976). General Discussion. Canadian Modern Language Review, 33, 2, 244-261, Nov 76. A research colloquium was held by the Ontario Ministry of Education in April 1976 on the subject of alternative programs for teaching French as a second language. A summary is given of discussion during which the audience was invited to question a panel of researchers, guest analysts and school officials. (RM)…

McCormack, Rachel L., Ed.; Paratore, Jeanne R., Ed. (2003). After Early Intervention, Then What? Teaching Struggling Readers in Grades 3 and Beyond. Noting that early intervention is insufficient for many children because they struggle in learning to read for an array of reasons, this book highlights the need for expert, intensive, and focused instruction in reading beyond the primary years in addition to identifying and describing effective practices for teaching those students in grades 3 to 8 who continue to struggle in reading. The essays and contributors to this volume are: "Understanding the Learner: Using Portable Assessment (Diane Lapp and James Flood); "The Interaction of Language, Literacy, and Identity in the Lives of Latina/o Students" (Robert T. Jimenez); "Stepping into Character(s): Using Readers Theatre With Bilingual Fourth Graders" (Nancy L. Roser, Laura A. May, Miriam Martinez, Susan Keehn, Janis M. Harmon, and Sharon O'Neal); "Book Club in a Fourth-Grade Classroom: Issues of Ownership and Response" (Torry H. Montes and Kathryn H. Au); "Constructing Curriculum for…

Connelly, Mark; Simons, Judith (2000). Quality ESL Programs: An Administrator's Guide. Cultural and linguistic diversity is increasing, and ESOL (English speaker of other languages) students are often at risk for academic failure. School boards' and administrators' legal and fiscal decisions should be based on valid research and detailed accounts of effective programs. Chapter 1 considers the history of structural responses to ESOL students. Chapter 2 outlines the task of learning a new language and teacher assessment. The book then provides sketches of legal developments. Chapter 4 analyzes the controversy about the language of instruction. Following this, generic programming models, including their strengths and weaknesses, and a detailed description of one effective model, are presented. Chapter 6 discusses the importance of reaching out to parents and the community. Next, the actual process of developing a program and related mandates and statutes is explored. Chapter 8 discusses the responsibilities of the ESL program administrator, and the preparation of…

Wilson, Rebecca (2001). The Combine Project: An Experience in a Dual-Language Classroom = El proyecto de la cosechadora: una experiencia en una clase bilingue. This article, also available in Spanish, describes what happened when a bilingual kindergarten class in West Liberty, Iowa, investigated a combine. The dual-language Kindergarten program supports content area instruction in both Spanish and English. The first part of the article tells the story of the Combine Project, this class's first project work, which began with a typical kindergarten field trip to a farm and ended with a parent night to show a combine constructed by the kindergartners. The second part of the article discusses the teacher's reflections on learning how to guide projects. Reflections by the teacher include relating kindergarten goals to projects, supporting second-language learners, involving parents, and including children with special needs. (Author/EV)…

Roscoe, Carole (1972). Developing Instructional Materials for a Bilingual Program. TESOL Quarterly, 6, 2, 163-166, Jun 72. Paper presented in March 1971, at the TESOL Convention in New Orleans, La. (VM)…

Merryfield, Merry M. (1994). In the Global Classroom: Teacher Decision-Making and Global Perspectives in Education. Classroom teachers and teacher educators involved in implementing global education in schools have described their efforts as making connections across cultures and civilizations and across global issues instead of teaching them separately; identifying historical antecedents to current world issues and problems; linking global content to the lives of one's students; and teaching tolerance and appreciation of cultural differences. Research was undertaken to learn: the major principles guiding teachers' instructional decision-making as they teach about the world and the contextual factors identified as most important in influencing these principles. The study began with observation of 6 teachers (2 elementary, 2 middle, and 2 secondary) from a large urban district and 6 teachers from a small, affluent, suburban district during the 1990-91 academic year. Follow-up interviews were held after each class with each teacher. Several guiding principles were found: (1) study diverse cultures… [PDF]

Boston, Jane; Commins, Stephen (1995). Why Is There Hunger in Africa? Nature Pleads "Not Guilty." A Curriculum Unit for Science and Social Studies Grades 7-12. This unit uses six activities to examine questions of world hunger as seen in an African context and the related policy issues. Each activity allows students to explore a case study demonstrating a factor that affects hunger and grapple with some of the challenges facing policymakers today. Students should come to understand the nature of hunger, its distribution in the world, and the complex factors creating conditions for hunger. The lessons include: (1) "How Does Conflict Affect Hunger?"; (2) "Hunger and Local Communities"; (3) "Hunger and Government Policies"; (4) "What Is the Relationship between the Natural Environment and Hunger?"; (5) "How Do Population Growth and Hunger Relate?"; (6) "How Do Foreign Aid and Structural Adjustment Policies Affect Hunger?"; and (7) "The Web of Hunger." A 24-item list of references conclude the document. (EH)…

Mukai, Gary; And Others (1995). Feeding a Hungry World: Focus on Rice in Asia and the Pacific. This unit introduces students to the diversity of rice culture and rice-based farming systems in Asia and the Pacific. Students examine issues related to the needs of the future global population. Six rice-producing countries are under study: Bangladesh, China, Indonesia, Japan, Philippines, and Thailand. The lessons include: (1) "Rice in Asia and the Pacific"; (2) "The Historical and Cultural Importance of Rice"; (3) "Population Growth and Rice"; (4) "Technology and Rice"; (5) "Biodiversity in Rice Production"; (6) "Rice Policy and the Stages of Agricultural Development"; and (7) "International Rice Summit." The document concludes with a letter to the students, a glossary of terms, and an extensive reference list. (EH)…

Vantrease, Maureen (1994). Literary Analysis of Three Latin American Short Stories. This unit was developed to give students in grades 7-12 a fuller understanding of the Latin American world, which is a growing part of the multicultural atmosphere in the United States. The unit is used currently in the seventh grade gifted Language Arts program at B. T. Washington Junior High School (Florida). The unit includes; (1) basic information on mythology; (2) specific study of the Aztecs, Mayas, and Incas; (3) cultural exploration of Mexico and Peru; and (4) a cross-cultural and literary analysis of three Latin-American short stories. The unit may be done in whole or in part. The myths, cultural exploration, and literature are not interdependent. Due to copyright laws, the short stories and myths are not included in this packet. Only the lesson plans and answer keys are included here. It will be necessary to purchase the following two books if the short stories and mythology units are to be utilized: "Contemporary Latin-American Short Stories" (Pat McNees… [PDF]

Rollans, Maureen (1992). A Handbook for Teaching Archaeology in Saskatchewan Schools. This handbook is a general resource to assist Saskatchewan, Canada educators in preparing archaeological units of study for their classrooms, or in using archaeological concepts in existing units of study. Divided into nine chapters, including the introduction (chapter 1), each contain different sources of information. Chapter contents include: (2) contains background information about archaeology, including an introduction to the subject and Canadian heritage legislation; (3) reviews the precontact and early historic periods of Saskatchewan; (4) discusses archaeology as a career; (5) is a case study of how one Saskatchewan archaeological site has been studied; (6) is a discussion of how archaeological themes can be integrated into a number of content areas; (7) describes 10 different kinds of classroom and outdoor activities, suitable for a variety of grades and areas of study, and reflecting the multidisciplinary nature of archaeology; (8) is an annotated list of resource… [PDF]

Hawke, Sharryl Davis (1992). AZTEC: A Teacher's Guide. This comprehensive publication was created to extend the Denver Museum of Natural History's exhibition "AZTEC: The World of Moctezuma" into the classroom, but can be used independent of the exhibition. Text and activities allow students to explore the Aztec empire, everyday life and work, the art and architecture, and finally, the conquest of the Aztecs. Each chapter includes four to five pages of background information and a set of related activities adapted for three levels: elementary (grades 4-5), intermediate (grades 6-8), and secondary (grades 9-12). The background essays are intended for teacher use, but may be copied and read by secondary students (or by intermediate students who read above grade level). The activities are coded for easy reference: elementary pages are circles, intermediate are squares, and secondary are triangles. This resource book can be used as a complete unit, or can by incorporated into a more personal curriculum. The five instructional…

Lang, Paul (1995). The English Language Debate. One Nation, One Language? Multicultural Issues. This book for young readers explores the controversy surrounding the use of languages other than English in education and social settings in the United States. Supporters of the "Official English," or "U.S. English," movement believe that the government and schools should do anything they can to get all Americans to use English at school, at work, and in other public places. Opponents believe that while English is important, other languages have their places in the United States also, and that lawmakers and teachers should encourage recent arrivals to America to keep their native language while they learn English. The case studies of Joe Bernal, legislator and educator, and a proponent of bilingual education, and Linda Chavez, political activist and proponent of English as the tie that binds the nation, illustrate the language controversy. This book explores why the controversy has become so heated and how recent immigrants have coped with the problems of…

Silnutzer, Randi, Ed.; Watrous, Beth Eildin, Ed. (1990). Drawing from the Well. Oral History and Folk Arts in the Classroom and Community. Each chapter of this document describes a different project and approach for introducing students (elementary to high school) to oral history and folk arts. All chapters use a standard format in which a general overview of the project, describing themes, philosophies, and methods are followed by sample lesson plans, teacher guidelines, and student materials. The six chapters offer: (1) "Folklife in Education Program: Groton Center for the Arts" (Janice Gadaire) explains and uses basic concepts of folklore techniques such as observing, interviewing, and documenting; (2) "The Lifelines Project: The Oral History Center" (Cynthia Cohen with Beth Gildin Watrous) outlines an interview process focusing on listening skills and students ethnicity, ending with visual arts and writing projects; (3) "History Spoken Here: Exploring Our Roots in the Community" (Robert A. Henry; Joseph D. Thomas) presents an investigation of local history and heritage through… [PDF]

(1993). Australians All: A Study Unit on Contemporary Australia for Secondary Schools [and] Teacher's Resource Guide. This document presents a study unit on Australia for secondary school students. A student reading examines Australia's cultural conflicts, history, 20th century development, and recent government policy. Australia's commitment to multiculturalism, the benefits of immigration, and the prospects for the future are also explored. The teacher's resource guide includes six backgrounds on topics that the student article introduces, three exercises, a "Reference Shelf," and information on Australia's population and Australia's neighbors. References include books, periodicals, and other items on Australian topics. (SG)…

Dyson, Anne Haas; And Others (1997). What Difference Does Difference Make? Teacher Reflections on Diversity, Literacy, and the Urban Primary School. This book reports on conversations in which elementary schoolteachers–who have taught in urban settings for an average of 20 years each–reflect on their professional work. The conversations in the book testify to the teachers' ability to engage young people in active learning–and their stories of teaching and learning verify that difference does make a difference. The conversations in the book explore issues related to teaching children from diverse backgrounds–the multiethnic teachers from the East Bay area of San Francisco met regularly to discuss educational questions. Throughout the book, comments and observations are shared about students, classroom dynamics, schools, and the larger community. In addition, many of the book's chapters conclude with a series of questions designed to guide readers in their own reflections on teaching and learning as well as annotated lists of books, articles, and other helpful resources. According to the book, socioeconomic and language… [PDF]

Kazi, Aftab A. (1988). Ethnic Nationalities, Education, and Problems of National Integration in Pakistan. Asian Profile, v16 n2 p147-161 Apr. This study analyzes the standard Pakistan social studies curriculum to investigate (1) the extent to which it represents ethnic nationalities of Pakistan, and (2) the extent to which it demonstrates its contribution to the process of national cohesion and integration. The findings presented are based on a content analysis (both trend and variable) of a representative sample of standard social studies textbooks used in secondary schools in Pakistan during the 40 years from 1947 to 1987. This time is divided into three major eras of political changes that have dominated the history of modern Pakistan including: (1) the early establishment era from 1947 to 1955 when the one-unit scheme was imposed by the federal government, which abolished both the identity and provincial autonomy of the Pakistani ethnic nationalities; (2) the one-unit era from 1955 to 1968 until the military coup d'etat of President General Yahya Khan, who abolished the one-unit structure under popular unrest and… [PDF]

Kuperus, Cynthia G. (1992). Using Interaction with Children's Literature To Positively Affect the Global and Multicultural/Multiethnic Knowledge and Attitudes of Third-Grade Students. The purpose of this action research project was to study the global and multicultural and multiethnic attitudes and awareness (knowledge) of 23 third graders before and after they had been taught primarily through reading and interacting with children's literature. The data were collected by pre- and post-attitude and knowledge tests and surveys, student interviews, class discussions, student and teacher journal responses to and about the literature, book discussion comments, and teacher observations. After the treatment, much knowledge was gained and attitudes toward multicultural groups were more positive. While this was expected, it might have been that students would have become more ethnocentric, thinking that their way of life was superior to another group's way of life. They may have distanced themselves from the groups that they were reading about. In actuality, many times the students said and wrote statements about how the literature affected their positive attitudes…. [PDF]

Birzea, Cesar (1994). Strategies for Interculturally-oriented Civics Teaching at Primary and Secondary Level (Teacher Training Seminar, Timisoara, Romania, December 17-20, 1993). Seminar Report. This report presents themes in the integration of intercultural civics instruction into elementary and secondary curricula, themes that emerged as points of disagreement and discussion at a teacher training seminar held in Romania. Following an opening section that describes the seminar's format and aims, a second section reviews the discussions of the definition of civics education. The third and fourth sections report discussions of the epistemological and pedagogical status of civics education and its aims. The fifth section discusses the content of civics education in terms of basic knowledge, skills, and values. Section 6 looks at means and methods, especially media education. Section 7 explores methods of evaluation and testing and the points of discussion and disagreement that surrounded this issue. Section 8 discusses the teacher's role, and Section 9 describes the sometimes heated debates on intercultural and European dimensions of civics education. The final section covers…

Schiller, Wendy; Veale, Ann (1989). An Integrated Expressive Arts Program: Drama, Dance, Art, Music. Australian Early Childhood Resource Booklets, No. 4, 1989. This booklet presents the arts curriculum in a way that demystifies the arts as an area requiring specialized knowledge by caregivers and early childhood teachers. It discusses the role that caregivers and teachers can play in fostering creativity and artistic expression among young children. It presents techniques that they can use to help children participate in drama, dance, art, and music activities. It also encourages caregivers and teachers to keep records of children's activities, including samples of student work. The booklet suggests that program newsletters and school displays can be used to communicate the nature of artistic activities to parents and the community. It also recommends that caregivers and teachers note children's responses to changes in materials and resources, and plan activities to reflect the developmental and multicultural needs of the children served. Two appendices contain suggestions for creative activities that use leaves and a short dramatic… [PDF]

Thaller, Eva A. (1994). Making a Case for a Cross-Cultural Approach to Literacy in Appalachia. An insider/outsider approach to Appalachian culture examines cultural differences of Appalachian people that necessitate cross-cultural educational studies usually reserved for ethnic and racial minority groups. An overview focuses on current economic conditions affecting the region's culture and some stereotypes of Appalachians that remain current. A major myth is that the land is poor, entrapping its inhabitants in poverty. Actually the land is quite rich in natural resources. However misuse of the land has created poverty for many and fortunes for a few, while the inhabitants' ignorance of their own history permits the continuance of this state of affairs. Blaming the victim has been the standard approach that educators have taken to this problem: defining cultural differences as innate handicaps to learning. Harry Caudill described such differences in "A Darkness at Dawn": attachment to the land, attachment to a small community of families, childish trust in other… [PDF]