Paul, Peter V. (1994). Toward an Understanding of Deafness and Second-Language Literacy. Research has demonstrated that the acquisition of English literacy skills is extremely difficult for many deaf students, that is, students with severe to profound hearing impairments. As a result, there has been a call for the development of bilingual and English-as-a-second-language programs for this population. This research review addresses three of the major issues related to this movement: (1) the nature and development of second language literacy, (2) the notion of a best method, and (3) the \practicality\ of teaching English literacy skills to deaf students. The paper emphasizes that literacy in English as a first or second language is an interactive process that requires the development and coordination of both word-identification and comprehension skills. The paper concludes that, if English literacy is to be taught to deaf students, the focus should be on the common elements across theories and research, rather than on the selection of a particular theory or even a… [PDF]

Dutcher, Nadine (1982). The Use of First and Second Languages in Primary Education: Selected Case Studies. World Bank Staff Working Paper No. 504. This paper discusses the question of whether, in a multilingual society, the child's first or second language is best as a language of instruction in primary school. Reviewing eight case studies from seven countries in which initial primary schooling was given either in the second or first language, the discussion compares achievement in reading and language in both languages and describes achievement in content subjects, especially arithmetic. Case studies from the Philippines, Ireland, and Canada report the use of a second language as the language of instruction, while studies from Mexico, Nigeria, Sweden, and the United States report use of the first language. It is concluded that, depending on the interrelated characteristics of each situation, answers must be found on a case-by-case basis. Such characteristics include the linguistic and cognitive development of the child in his or her first language, the attitudes of parents toward the language chosen for the school, and the…

Gonzalez, Rene C. (1983). Collaborative Research and Inservice Education for Teachers of Students with Limited English Proficiency. The process by which four separate school districts implemented collaborative research to examine and improve their inservice training for teachers of bilingual students is presented. The sites were in a major far west city, a small southwestern town with a Mexican-American majority, a large southeastern school district, and two neighboring districts in the northeast. The four programs were federally funded for one year and involved teams composed of a teacher, a researcher, and a trainer/developer researching techniques and strategies of inservice training to develop into active programs. A first conclusion from the four projects reported on was that readiness within the district for such an effort was a fundamental factor in the program's success. A second conclusion was that the collaborative research process progressed in three stages requiring clearly defined researcher behavior: (1) orientation and discussion of the school's collective needs; (2) a period of consolidation,… [PDF]

(1982). Industrial Crafts. A Bilingual Text = Trabajos Manuales Industriales. Un Texto Bilingue. This bilingual instructional text, one in a series of six texts covering various vocational and technical topics, provides secondary level English and Spanish instruction in industrial crafts. Addressed in the individual units are the following topics: plastics; laminating acrylic plastic; thermoforming plastics; sawing, shaping, and finishing plastics; fiberglass; casting with resin; copper tooling; woodcarving; copper enameling; leather craft; and careers in industrial crafts. Each unit contains an instructional text, a vocabulary review, discussion topics, and review questions. Concluding the guide is a glossary. (MN)…

Dean, Margaret (1989). Adult Spanish Literacy: Home English Literacy for Parents Project. A home-based Spanish literacy program for Spanish-speaking parents in Elgin, Illinois, which began as a project of the Elgin school district, is described. The program originated with a search for literacy instructional materials for this group. The curriculum was designed to focus on functional Spanish literacy and basic arithmetic skills, the needs expressed by the students. This report describes the organization and content of the literacy and arithmetic components, provides a scope and sequence of curriculum concepts in reading, writing, math, and English as a Second Language, discusses the student population, and describes the largely anecdotal approach to assessment. It is concluded that the program responded to a community need and was well received, and the hope is expressed that a similar program may be offered in the future for other Hispanic adults in need of native language literacy. Appended materials include the student pretest, Spanish-language registration and…

Jarvis, Carolyn; And Others (1988). Shaping the Future: Teaching Our Youngest Students. Research Brief #2. Research Brief: An O.E.A. Bulletin Linking Research with Educational Practice, n2 Jun. New York City has implemented all-day kindergarten programs, reduced the size of primary grade classes, and proposed that the public schools provide pre-kindergarten programs for 4-year-olds by 1989. In the process of program implementation, much has been learned about large-scale efforts aimed at young children. It is known that simply realigning resources does not guarantee positive results. In the future, as new programs are implemented, several questions must be answered: (1) How can a school system best marshall its resources to strengthen early childhood education? (2) What kinds of efforts are likely to pay off? (3) Which programs deserve support? (4) Which strategies are unlikely to succeed? and (5) Which strategies are counterproductive? By drawing upon the Office of Educational Assessment's evaluations of recent early childhood initiatives, this research brief addresses the questions and reviews nationwide research. Particular attention is paid to curriculum and… [PDF]

Edwards, Henry P.; Fu, Lewis (1984). Mathematics Achievement of English Program and French Immersion Pupils in Grades 3, 6, and 9: A Two-Year Evaluation with Reference to a New System-Based Mathematics Program. The purpose of the study was to assess the relative mathematics achievement of English-speaking pupils enrolled in grades 3, 6, and 9 in regular English or French immersion programs during the 1981-82 and 1982-83 school years. The data were obtained as part of a 2-year evaluation of a system-based mathematics program developed by an Ontario school board. For grade 3, eight English program and four French immersion classes were selected for each year. For grade 6, the 1981-82 sample consisted of 12 English program classes and the 1982-83 sample consisted of six English program and four French immersion classes. For grade 9, the 1981-82 sample consisted of 12 English program classes, and the 1982-83 sample consisted of 10 English program and two French immersion classes. Most differences between English program and French immersion pupils were small and nonsignificant in grade 3. Results for grades 6 and 9 suggested that the French immersion pupils had comparable or superior…

Raposo, Lucilia (1980). Ciencias 1. (Science 1). [Student's Workbook]. Ciencias 1 is the first in a series of science books designed for elementary Portuguese-speaking students. The book contains five sections divided into 43 lessons. The five sections are (1) Matter, (2) The Human Body, (3) Weather, (4) Solids, Liquids, and Gases, and (5) Living Things. Pictorial presentations and picture exercises are included for each concept. Pages in the book (available from the publisher) are perforated so they can be easily removed. (RH)… [PDF]

Garrigue, Pierre (1975). Le choix des langues vivantes dans le systeme scolaire francais (The Choice of Modern Languages in the French School System). Langues modernes, 69, 1, 27-36, 75. Discusses the problems and questions arising from the French experience of making several foreign languages available in the national curriculum. (Text is in French.) (TL)…

(1981). Teaching English to Cubans. General Information Series #25. Refugee Education Guide. This guide has three sections dealing with information of use to persons involved in teaching English as a second language (ESL) to Cubans. First, it provides information on the current Cuban educational system and the level of literacy found among Cuban adults in Cuba. Secondly, it gives a brief overview of the Spanish spoken in Cuba with special attention to its pronunciation and spelling. Finally, it presents teaching materials that deal with the particular pronunciation problems Cuban students might have in learning English. In this final section, the major points of difference between English and Cuban Spanish pronunciation are presented in chart form and 33 pronunciation lessons are outlined. The lessons consist of minimal pairs, minimal sentences, practice sentences, and notes. A detailed development of the first lesson is given to illustrate how the lessons can be presented to a class. (AMH)… [PDF]

Ingram, D. E. (1979). Methodology. A chapter from the Teacher's Manual of the Adult Migrant Education Program of the Australian Department of Immigration and Ethnic Affairs, the document presents a second-language teaching methodology which focuses on the learner, language use, and social interaction, and responds to the learner's felt needs, thus helping newly-arrived migrants make contact with other Australians and learn to live in Australian society. Section I provides the basis for the methodology, discussing the nature of language, the learner, and society. Section II outlines the methodological basis on which teachers can develop and evaluate their own techniques and includes: developing an integrated program; focusing on use, communication, and the learner; contextualizing the language; providing diverse experiences; practising "mobilizing" the language; individualizing instruction; and using the language laboratory. Section III describes the course components: community involvement, syntax,…

(1980). Trilingual Education Learning Environment (TELE). ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of the Trilingual Education Learning Environment Program (TELE) which provided training to teacher interns in New York City. The program sought to improve the linguistic performance of limited English proficient students by training Spanish/English and Italian/English teachers in Title I designated schools, and to serve as a link between the elementary (feeder) schools and the Junior High Schools. Information on the program's goals, organization, and target population is provided. Activities of the program discussed include: (1) recruitment procedures; (2) log books; (3) teacher intern self-evaluation; (4) teacher training; (5) teacher program evaluation; and (6) supplementary training activities. Tables show students' achievement in English, native language reading and mathematics. Student attendance rates are also given. Conclusions and recommendations are offered. (APM)… [PDF]

Hepburn, Larry; Shin, Masako (1981). Multi-Cultural Competency-Based Vocational Curricula. Food Service. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables, preparing food for serving, salad, sandwiches, breakfast, soups and sauces, baking, and dining area and kitchen maintenance. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the preparing food for cooking section, a student should be able to (1) season and bread meats, seafood, and fowl for baking, roasting, broiling or frying; (2) trim, cut, or shred fruits and vegetables; and (3) wrap foods for baking. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks…

Sauvageau, Juan (1976). Stories That Must Not Die. Volume Two. Included in this entirely bilingual (Spanish and English) text are 10 traditional tales from the Southwest intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the area. The stories, with black and white illustrations, involve folklore ("The Poor Little Naked Bird", "The Devil Takes a Bride", "The Road Runner and the Coyote"); history ("The Revenge of the Oppressed", "Stolen by the Comanches", "The Junipero Serra of Texas"); local legend ("The Lady in Black", "The Headless Rider", "All or Nothing"); and a children's story ("The Royal Beggar"). The Spanish and English texts are presented side by side, although the translations are not literal. Following each story are about 20 questions in Spanish and English, some about the story itself and others suggested by the subject matter. Completing the book is a vocabulary section in which 30…

Sauvageau, Juan (1978). Stories That Must Not Die. Volume Four. Fourth in a series of bilingual (Spanish and English) texts intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the Southwest, this text contains 10 traditional tales from the area. Accompanied by black and white illustrations, the tales concern local legends and personalities ("Thunder Ramirez", "In Love With a Dead Man", "Smoke for Christmas"); folklore, especially relating to wedding customs ("The Bride Said No", "Watch Out for Short Cuts", "Nothing but the Shoes", "A Devil in the Well", "The Perfume that Kills", "Crazy but Not as Much as All That"); and animals ("The Jealous Barn Owl"). English and Spanish versions of each story are presented side by side, followed by a series of questions (also in both languages) suggested by the subject matter and directly related to the story. The book ends with a vocabulary and cognate…

Rosenbaum, David (1987). Bilingual Education: A Guide to the Literature. Education Libraries, v12 n1 p5-23 Win. Divided into two major sections–Theory and Research and the Teaching/Learning Process–this pathfinder to the literature on bilingual education lists bibliographies, research reports and sources, reference sources, discussions of issues, teaching guides and textbooks, instructional resources, evaluations, catalogs, guidebooks, serials and journals, and databases. Annotations are provided where useful. (CLB)…

Piper, Terry (1986). Learning about Language Learning. Language Arts, v63 n5 p466-71 Sep. Describes the progress of a kindergartern child acquiring English as her second language. (DF)…

Johnson, Cheryl (1997). India, '95. Fulbright-Hays Summer Seminar Abroad Project 1997. This paper describes benefits gained from a Fulbright-Hays summer study program to India. Included are examples of classroom materials used to teach classes about Indian folk art: puppets, silhouettes, surface embellishment (body ornamentation) including pierced design, visual communication pins, and T-shirt logos. (EH)… [PDF]

Blankenship, Glen; Smith, Lindsey (1995). Germany since 1945: A Focus on Berlin. This lesson accompanies a videotape which examines some of the forces, personalities and events which shaped Berlin and the rest of Germany between 1945 and 1994. The lesson is introduced by using the videotape and uses references from the videotape for further classroom work. Worksheets for student use include "Events in Germany, 1945-1994" and "Comments About Germany 1945-1994." A handout focuses on "Some Key Dates in Berlin's Recent History." A teacher's resource list and a map of Germany conclude the lesson. (EH)… [PDF]

Hume, Helen D. (1996). American Art Appreciation Activities Kit: Ready-To-Use Lessons, Slides, and Projects for Grades 7-12. This resource kit, for secondary teachers of art, social studies, and the humanities, presents an art appreciation activities program that spans the visual art history of the United States. The kit is organized into nine chronological sections that follow the history of art in the United States: (1) Native American Art (prehistory to the present); (2) Colonial Art (1660-1750); (3) Revolutionary Art (1750-1800); (4) Period of Expansion (1800-1870); (5) Turn of the Century (1870-1900); (6) Early Twentieth Century (1900-1920); (7) Art Between the Wars (1920-1940); (8) Abstract Expressionism and Pop Culture (1945-1965); and (9) Late Twentieth Century (1965-present). The kit features 40 museum quality, full-color slides with a complete slide script for use with the lesson plans; 80 ready-to-use art history lesson plans that provide technique suggestions, material lists, and background information; 80 ready-to-use student art history projects with step-by-step instruction sheets; and 38…

Dyson, Anne Haas (1997). Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy. Language and Literacy Series. Based on an ethnographic study in an urban classroom of 7- to 9-year olds, this book examines how young school children use popular culture, especially superhero stories, in the unofficial peer social world and in the official school literary curriculum. In one sense, the book is about children "writing superheroes"–about children appropriating superhero stories in their fiction writing and dramatic play on the playground and in the classroom. The stories in the book offer children identities as powerful people who do battle against evil and win, but they also reveal limiting ideological assumptions about relations between people–boys and girls, adults and children, people of varied heritages, physical demeanors, and social classes. So that the book is also about children as"writing superheroes." After a preface and an introduction, chapters in the book are: (1) "Studying Children's Social and Textual Lives: Appropriated and Disputed Heroes"; (2)…

Warner, Rachel, Ed. (1995). Voices from Angola = Vozes de Angola. African Voices Series. This dual-language (Portuguese and English) collection of autobiographical writing by refugees from Angolan children and young adults living in Britain is illustrated with photographs and children's drawings and includes comprehensive country introductions. In the collection, young people give their accounts of migration and explore how their identities are changing in their new country. The writings can be a useful resource for teachers, particularly those who want to bring a global dimension to learning. Following the "Factbox" (country introduction) and a general introduction for teachers that provides historical background on Angola, the collection is divided into the following sections and each includes several writings: (1) "Lembrancas de Angola" ("Memories of Angola"); (2)"Familia" ("Family"); (3) "Guerra" ("War"); (4) "Deixando Angola" ("Leaving Angola"); (5) "A Vida na…

Smith, Andrew F. (1999). Global Perspectives on Fast-Food History. This social studies curriculum unit teaches students in grades ten through twelve about the history and current impact of the fast food industry. The unit uses a topic familiar to students to foster critical thinking about history, geography, government, and economics. Lessons cover the origins of food, highlighting the Colombian Exchange; the growth of the soft drink industry; and the impact of fast food on various areas of one's life, from nutrition to global politics. Detailed student handouts and activity instructions are provided along with an extensive teacher's guide. (Contains 26 references.) (RJC)… [PDF]

Zack, Naomi, Ed. (1995). American Mixed Race. The Culture of Microdiversity. This book presents a collection of papers on microdiversity that underscore the reality and scholarship of racial difference within single individuals and groups. The book includes 22 papers in 5 parts. Part 1, "Autobiography," includes: (1) "Five Arrows" (Susan Clements); (2) "Color Fades Over Time" (Brunetta R. Wolfman); (3) "Racelessness" (Cecile Ann Lawrence); (4) "'Check the Box that Best Describes You'" (Zena Moore); and (5) "'What are They?'" (Stephen Satris). Part 2, "Art," includes: (6) "From Melodrama to the Movies" (Freda Scott Giles); (7) "The Theater of Identity" (Teresa Kay Williams); and (8) "The Go-Between People" (Carol Roh Spaulding). Part 3, "Social Science," includes: (9) "The Hawaiian Alternative to the One-Drop Rule" (F. James Davis); (10) "Some Kind of Indian" (M. Annette Jaimes); (11) "Exploring the Social Construction of…

Smith, Judy (1979). The Education of Mexican-Americans. Bilingual, Bicognitive, or Biased?. Teacher Education and Special Education, v2 n4 p37-48 Sum. The article briefly reviews the factors that may contribute to the relatively low educational achievement of Mexican American students, and focuses more specifically on recent literature that illuminates what may be a style of learning and problem solving that is unique to members of this group. (DLS)…

Greene, Helen Taylor (1997). Teaching Delinquency: Using Research by Black Scholars in Undergraduate Courses. Teaching Sociology, v25 n1 p57-64 Jan. Argues for inclusion of research by black scholars in courses on juvenile delinquency. Maintains that this scholarship has often been ignored and could provide useful and productive counterpoints to mainstream conceptions. Appendices include delinquency research by black scholars from 1900-95 and core readings of theoretical research by black scholars. (MJP)…

Arthur, Lore (2002). Precarious Relationships: Perceptions of Culture and Citizenship among Teachers of German. Compare, v32 n1 p83-93 Mar. Examines whether native speakers of German have different attitudes toward their own culture and other cultures than native speakers of English who teach German as a second language. Discusses the extent personal background influences classroom language teaching. Questions the meaning of the concept of citizenship in teachers' personal and professional lives. (CAJ)…

Pytowska, Ewa (1990). The Teacher as Cultural Researcher. Momentum, v21 n4 p40-42 Nov. Describes the Intercultural Training Resource Center, which trains K-12 teachers to support the self-worth and cultural identity of culturally diverse students through instructional approaches and learning environments. Highlights the center's emphasis on dialogical education, listening skills, self-disclosure, intercultural education, and teacher empowerment. Reviews a new model for Boston Catholic schools. (PAA)…

Garcia, Ricardo L.; Reyhner, Jon (1989). Helping Minorities Read Better: Problems and Promises. Reading Research and Instruction, v28 n3 p84-91 Spr. Discusses reading instruction in non-English languages and describes the use of reading materials and methods based on students' cultural background. Describes three exemplary reading programs for minority students and offers a model of a responsive reading teacher who meets the needs of minority background students through locally appropriate reading materials. (MG)…

Garcia, Jesus; And Others (1988). Cultural Pluralism in Recent Nonfiction Tradebooks for Children. Social Studies, v79 n6 p252-55 Nov-Dec. Evaluates children's tradebooks for their multicultural content. Examines three categories: general, illustrations, and narrative theme. Presents the findings of the Carter G. Woodson Book Award Committee's examination of nonfiction tradebooks published in 1986; reports the researchers' investigation of the submitted books to the committee; and identifies multicultural themes as typical or new. (LS)…