Tarrow, Norma (1990). Language, Culture, and Early Childhood Education in Catalonia and the Basque Region of Spain. International Journal of Early Childhood, v22 n2 p49-58 Dec. Discusses policies, legislation, educational practices, and innovative early childhood programs designed to revitalize the languages and cultures of Catalonia and the Basque Autonomous Region. Opposition to these practices and programs is also discussed. (BG)…

Sperry, Robert (1989). Education in Western Samoa: A Bibliography of English-Language Books, Documents, Theses, Dissertations, and Journal Articles. Organized alphabetically by author, the 140 items in this bibliography deal with all aspects of Samoan education, including: teacher training, bilingualism, women's education, the role of the library, health education, biculturalism, writing instruction, higher education, science education, agricultural education, educational opportunities, and the role of the church in education. (JB)…

Cerny, Mary, Comp.; Reetz, Linda J., Comp. (1988). ACRES Cross-Cultural Bibliography for Rural Special Educators. This bibliography of cross-cultural materials contains 437 bibliographic citations of journal articles, books, government reports, court cases, and bibliographies of interest to rural special educators. Major topical areas are bilingual exceptional children (136 items) and culturally diverse exceptional children (135 items). Other topics include Black Americans, court cases, Hawaiians, Hispanics, migrant exceptional students, Native Americans, and nondiscriminatory evaluation. (SV)… [PDF]

Wexler, Henrietta; And Others (1985). 1985 Guide to Department of Education Programs. American Education, v21 n2 p2-30. This guide gives information necessary to begin the process of applying for funding under individual federal education programs. It contains a glossary of Education Department terms, program information (program title, purpose, authorizing legislation, who may apply, contact number, closing dates), and a list of regional representatives of the department. (CT)…

Curry, Janice (2009). AISD Prekindergarten Expansion Grant Evaluation Report, 2008-2009: Promoting School Readiness. Publication Number 08.66. Online Submission Austin Independent School District provided full-day prekindergarten to 5,196 4-year-olds in 2008-2009 at 66 schools. Seventy percent or more of students made measureable gains on a test of receptive vocabulary, and average gains showed growth about two times greater than that expected for 4-year-olds after a 7-month period…. [PDF]

Fisher, Charles W.; Guthrie, Larry F. (1983). The Significant Bilingual Instructional Features Study. Executive Summary. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables through a variety of quantitative and qualitative procedures. Part I involved the study of 58 classrooms and 232 students at six sites representing different ethnolinguistic (Mexican, Puerto Rican, Cuban, Cantonese, and Navajo) and multilinguistic groups. The classrooms were nominated for their success as settings for bilingual instruction. The instructional features identified as significant in this portion of the study include (1) congruence of instructional intent, (2) use of active teaching behaviors, (3) use of the students' native language and English for instruction,… [PDF]

Marangos, Mary Anna; Thomas, Hollie B. (1981). A Study to Identify the Unique Criteria and Standards Needed for the Development of Successful Bilingual Vocational Programs. Part 2: Cultural Barriers. Final Report, from March 1, 1980 to June 30, 1981. A Florida study identified cultural barriers that may impede students of different cultures from learning in vocational classrooms. One questionnaire was mailed to 15 subjects outside Florida and used as an interview format for 35 personnel of Florida bilingual vocational programs. These participants who were monolingual or bilingual with students from cultures other than their own identified cultural barriers. A second questionnaire was administered to 21 bilingual instructors of students of similar background who indicated their belief as to validity of the identified barriers. Barriers identified as valid included: unrealistic expectations of what school provides; greater differences between individuals than between groups; conflicts due to different beliefs relating to differences in color, ethnic background, social status, religion; instructor belief that all students should adapt to "Anglo" culture; teacher expectations not understood by students; no translators for… [PDF]

Kerins, C. Thomas (1981). The State Perspective on the Evaluation Burden. State and local education agencies increasingly have to spend a larger percentage of their time collecting, aggregating, and reporting information to federal agencies. This report suggests that the federal evaluation strategy to describe program implementation as well as impact is usually ill considered, inappropriate and of questionable utility. In some major programs more data are requested than is possible to supply; they are often asked for on an annual basis even though it is not analyzed annually; information demands are made in the absence of a plan for its use either for policy, program improvement or other analyses; and lack of coordination among federal agency staff requires duplication of effort and a further depletion of its time and fiscal resources. Finally, with few exceptions, federal evaluation efforts are unrealistic and inappropriate because of a tendency to avoid using the experience and expertise of local and state evaluation colleagues, an over-reliance on test…

Adams, Susan B.; Taylor, Stephaine P. (1979). Bibliography of Currently Available Vocational Education Curriculum Materials for Use with Students of Limited English Proficiency. Supplement to the Final Report, A Project to Provide Teacher Training and Resources for Vocational Educators of Limited English-Speaking Students: An Assessment of Needs, Programs and Instructional Resources. This bibliography contains curriculum materials for vocational education programs in English and Spanish. In the first section, Monolingual (Language other than English), materials are listed for five vocational areas: (1) occupational areas (accounting, agribusiness, allied health, clothing, etc.); (2) miscellaneous; (3) mathematics; (4) vocational skills; and (5) materials for other related areas (career education, career guidance, finding a job, consumer education, and drivers education). In the second area, vocational English as a second language (ESL), materials are listed for occupational areas (automotive, secretarial and commerical, technical, etc.); and for career, consumer, and survival skills education. A final section provides the addresses for publishers cited in the bibliography. (CT)…

(1979). Council of Europe Contribution to the Report on Migrants' Education. Designed as an information document, this report describes the activities of the Council in facilitating the settlement of migrant workers' children in the compulsory schooling systems of host countries. Experimental classes are discussed in terms of the basic aims of the integration of migrant children through language learning, maintenance of their own language and culture, and solutions of psychological, sociological, and educational problems. School records are examined in terms of their intended function to overcome difficulties in obtaining information on the health and school career of migrant children. A four-year programme for training teachers is outlined, with its aim being to make teachers more aware of the social, psychological, cultural, and educational problems faced by migrants, so as to help children adjust to the new cultural environment without losing contact with their original environment. Action on helping migrants learn the language of the host country is…

Forcellina, James J. (1975). A Model In-Service Program for Training Mainstream Teachers of Spanish Speaking Pupils. The purpose of this practicum was to develop a model in-service program for training mainstream teachers of Spanish speaking pupils. As the Spanish speaking population of the Norwalk, Connecticut community has grown over the past decade, the school problem of dealing with the non-native English speaker was identified. Through the initial financial facilities of an Emergency School Aid Act (ESAA) grant, a model inservice training program for mainstream teachers of Spanish speaking pupils was developed, conducted, and evaluated. This model was developed specifically for secondary school mainstream teachers (grade six through twelve) who must cope daily with the Spanish speaking pupils. In addition, through a liaison between the secondary and elementary levels, the applicability of the model, with some modifications, was evident at the elementary level. The program, through the careful selection of administrative, guidance, and teaching personnel, provided a de facto insertion of the… [PDF]

Fallon, Berlie J., Ed. (1973). 40 Innovative Programs in Early Childhood Education. This book contains detailed descriptions of forty programs in early childhood education. Programs are innovative in the sense that each respresents new departures and approaches for the implementing school systems. The book contains two main sections: Section I, Innovative Programs in Early Childhood Education, and Section II, Resources Section, which includes an overview of the field of early childhood education and fourteen excerpts from materials provided by schools with exemplary programs. Also included are a glossary, a table of descriptor terms, some sources of information on early childhood education, and a selected bibliography. (SBT)…

Mahan, James M. (1977). In Support of the Preparation of More Teachers for Bilingual and Bicultural Communities. Planning and Changing, 8, 4, 223-9, Win 77. Describes the Indiana University Latino Student Teaching Project in which candidates for teaching certificates in elementary, secondary, and special education have served in border communities in the lower Rio Grande Valley of Texas and in southern Arizona. Evaluative reactions of the participating student teachers are included. (Author/IRT)…

Goodluck, Mary Ann; Lockard, Louise; Yazzie, Darlene (2000). Language Revitalization in Navajo/English Dual Language Classrooms. This paper describes the Chinle Primary School Dual Language Project in terms of both the activities of the project and the attitudes and aspirations of its bilingual teachers. Chinle Unified School District (Arizona) enrolls over 4,000 students in 7 schools; 99 percent are American Indians, and 62 percent are considered limited English proficient (LEP). In 1997, Chinle Primary School implemented dual language classrooms in which half of students were Navajo-dominant and LEP and the other half were English-proficient. Elements of the program include certified bilingual Navajo teachers, summer camp and other community-based learning activities, and development of a culturally relevant mathematics curriculum. During an inservice program, the bilingual teachers reflected on their roles as learners and teachers. Common themes in their writings included early negative experiences in school where the Navajo language was suppressed, early experiences of learning Navajo in community… [PDF]

Balderrama, Maria V. (2001). The (Mis)Preparation of Teachers in the Proposition 227 Era: Humanizing Teacher Roles and Their Practice. Urban Review, v33 n3 p255-67 Sep. Describes the teacher's role as basic to the struggle for educational equity and achievement, noting the importance of preservice preparation. Examines how anti-immigrant legislation affects teacher preparation by forcing teachers to passively emphasize standardized approaches to addressing English learners' complex needs. Shares attempts to humanize teachers' roles by engaging student teachers in critical examinations of schooling and teacher roles. (SM)…

Miller, Lynda; And Others (1994). Cultural Cobblestones: Teaching Cultural Diversity. School Library Media Series, No. 4. The purpose of this book is to provide pathways to cultural enlightenment that can be used in any classroom. Activities are presented to enhance student involvement and promote individual learning. With each of the detailed units of study presented, varied levels of learning activities are offered. The odd-numbered chapters, beginning with Chapter 3, present language arts and art activities as they have been taught in the study of various cultures during Ethnic Week library forums in a high school in Topeka (Kansas) over a 4-year period. Ethnic Week is the starting point for a multicultural awareness program centered around a single theme that reaches across the curriculum. Beginning with Chapter 4, the even-numbered chapters present student work that is the culmination of the learning resulting from those activities. The presentations and student work for these first 4 years of the Ethnic Week program focus on: (1) Apartheid; (2) the Holocaust; (3) the Native American experience;…

Holt, Daniel D., Ed. (1993). Cooperative Learning: A Response to Linguistic and Cultural Diversity. Language in Education: Theory and Practice 81. Essays on cooperative learning focus on the use of this strategy to address the special needs of linguistically and culturally diverse student groups in elementary and secondary education. The volume contains several essays on theory, principles, and techniques of cooperative learning and a series of model instructional units for a variety of grade levels and subject areas. These include: "Cooperative Learning for Students from Diverse Language Backgrounds: An Introduction" (Daniel D. Holt); "The Structural Approach to Cooperative Learning" (Spencer Kagan); "Cooperative Learning and Second Language Acquisition" (Mary McGroarty); "Principles of Cooperative Learning for Language and Content Gains" (Spencer Kagan, Mary McGroarty); "Using Cooperative Learning at the Elementary Level" (Corine Madrid); "Using Cooperative Learning at the Secondary Level" (Barbara Chips); "Model Unit for K-1 Language Arts/Social Studies"… [PDF]

Lehr, Fran, Ed.; Osborn, Jean, Ed. (1994). Reading, Language, and Literacy: Instruction for the Twenty-First Century. Noting that reading instruction in the last years of the 20th century is still characterized by controversy, this book presents 18 essays that examine the best available research evidence about what is known–and what needs to be learned–about the teaching of reading and how children learn to read. Topics of the essays include whole language, learning about print, interactive reading, rediscovering literature in the curriculum, implications of reading research, and the publishing industry. Chapters in the book are: (1) "Phonics and Beginning Reading Instruction" (Marilyn Jager Adams); (2) "Phonemic Awareness: A Consideration of Research and Practice" (Kathleen Copeland and others); (3) "Structural Analysis: Some Guidelines for Instruction" (William E. Nagy and others); (4)"Twenty Years of Research on Reading: Answers and Questions" (Joanna P. Williams); (5) "If It Ain't Whole, It Ain't Language–or Back to the Basics of Freedom and…

Beyani, Chaloka; And Others (1994). Education Rights and Minorities. Report. This report not only examines the role of mass education in the integration of minorities into the society, but also examines the importance to minorities of the cultural transmission of their values and world view recognized by international standards. The general human right to education implies certain duties of the state under the 1948 Universal Declaration of Human Rights of the United Nations. The chapters in this volume present various aspects of the challenge, including: (1) "State Education and Minority Rights" (Crispin Jones); (2) "International Standards" (Patrick Thornberry); (3) "The Prerequisites of Education" (Chaloka Beyani); (4) "Language and Education" (Crispin Jones and Rachel Warner); (5) "Aspects of Religion in Secular Education" (Jagdish Gundara); (6) "The Role of the Curriculum" (Sarah Graham-Brown); and (7) "Directions for the Future." A companion piece profile, entitled "Exchange and…

Cargle, Mildred Kathleen Mason (1993). Multicultural Literature in Elementary Schools. A survey was conducted to determine whether elementary school library media specialists are promoting the integration of multicultural literature into the curriculum. The emphasis was on the use of fiction and easy fiction books with Hispanic, Asian, or American Indian characters and settings. Twenty-five questionnaires were returned (out of 30) by elementary school library media specialists in Fulton County (Georgia). Eighty-eight percent responded that they used books with Hispanic characters or settings in their libraries, and 96 percent replied that they used books with Asian characters or settings. All respondents used books with American Indian characters or settings. The library media specialists used a variety of methods to incorporate books representing these cultures and were active in promoting their use by teachers. In Fulton County, elementary school library media specialists are incorporating a wide variety of books, magazines, and audio-visual materials into the…

Hennings, Dorothy Grant (1994). Communication in Action: Teaching the Language Arts. Fifth Edition. By adopting a child-centered approach, this book provides a knowledge base and ideas for prospective language arts or combined language arts and reading teachers to engage children in actively thinking and communicating in the classroom. New in the fifth edition of this book are: thematic units that provide models for constructing lessons using literature; a focus on teaching critical thinking with practical applications; coverage of an interactive-constructive model of reading and classroom implications; and increased coverage of both diversity and assessment. Chapters in the book are: (1) Teaching for Communication: A Natural Approach to the Language Arts; (2) Diversity in the Multicultural, Mainstreamed Classroom: Meeting the Social and Language Needs of All Children; (3) Language and Children's Language Development: Where Communication Is Action; (4) Literature in the Language Arts: Where Childhood Dreams Are Twined; (5) Listening for Meaning: Learning to Listen and Listening to…

Arkin, Linda, Ed.; Barasch, Abby, Ed.; Greenberg, Hazel Sara (1992). Spotlight on Turkey: Continuity and Change. An Interdisciplinary Curriculum. This resource guide provides background and source material about the Turkey for secondary teachers and students. In addition to suggested classroom activities, there are background readings and notes for the teachers that can be used for enrichment lessons with students. Each chapter views a single question from multiple perspectives. The six chapters focus on: (1) "Who Are the Turks?"; (2) "Is Turkey a Bridge between East and West?"; (3) "How Do the Turks Express Themselves in Music, Art and Literature?"; (4) "How Did the Turks Create a Tolerant Community?"; (5) "What Is Daily Life among the Turks?"; and (6) "How is Twentieth Century Leadership a 'Lens' for Change?" The volume concludes with a description of the accompanying slides, a 50-item select bibliography, and 14 endnotes. (EH)… [PDF]

Hitzenbuhler, Maeve (1997). [Indian Environmental Policy.] Fulbright-Hays Summer Seminars Abroad, 1997 (India). This paper contains suggestions for a course about student-centered case studies in an effort to enhance student research and internships in international nongovernmental organizations (NGOs). The curriculum is in addition to a currently existing International Environmental Policy course. The areas of the curriculum include: (1) "India's Environmental History"; (2) "Development"; (3) "Environmental Policy"; and (4) "Case Studies." The case studies approach requires students to research current environmental issues and develop policy intervention. A sampling of case studies are suggested. Contains 24 primary and secondary sources. (EH)… [PDF]

Cheng, Li-Rong Lilly, Ed.; Pang, Valerie Ooka, Ed. (1998). Struggling To Be Heard: The Unmet Needs of Asian Pacific American Children. Essays in this volume address the neglect of Asian Pacific Americans in the United States, of their struggles for liberation, hopes, troubles, and personal identities. This collection reviews Asian Pacific American history and explores attitudes about the welfare of Asian Pacific American families. The first section provides general background information. Essays in the second section consider critical issues in the development of Asian Pacific American children. The third section focuses on schooling and Asian Pacific American children, and the final section presents some recommendations for improving education for Asian Pacific Americans. After an introduction, \The Quest for Concepts, Competence, and Connections: The Education of Asian Pacific American Children\ by Valerie Ooka Pang and Li-Rong Lilly Cheng, the following chapters are included: (1) \Who Are Chinese American, Japanese American, and Korean American Children? Cultural Profiles\ (Brian P. Leung); (2) \Filipino…

Coberly, Patricia (1998). Innovative Programs To Insure Diversity in Public Education. At Armstrong Atlantic State University a number of programs have been developed in collaboration with the University System of Georgia and the Savannah-Chatham County Public School District to increase cultural diversity in the classroom and to focus on creating a diverse population of successful learners that mirrors the cultural diversity of the community. The Postsecondary Readiness Enrichment Program assists middle school students and their parents in making decisions about higher education. The Sister-to-Sister Summit gives female junior high school students the opportunity to share concerns and develop plans for positive change in their lives. Savannah State University and Armstrong Atlantic University have collaborated on a cooperative teacher certification program. Another on-campus program is the Pathways to Teaching Program supported at a number of colleges and universities. (Contains seven references.) (SLD)… [PDF]

Blechman, Elaine (1991). Mentors for High-Risk Minority Children: Toward Bicultural Competence. Mentoring Programs for Young Minority Males, Conference Paper Series. A social learning model of the mentoring process is presented that features bicultural competence and effective communication. The model suggests how mentors can cooperate with families and teachers in the promotion of high-risk minority children's bicultural competence. Mentoring is a term increasingly applied to describe relationships between successful minority adults and high-risk minority youth. Successful mentors appear to promote bicultural competence in high-risk minority youth through effective communication. In the model, it is assumed that effective communication is a universal human process, and that coping and competence depend on effective communication. Effective family communication promotes competence among all children in their indigenous cultures, and promotes bicultural competence for minority children who must cope with two cultures. Bicultural, and even multicultural, competence is empowering because it provides the means to communicate in various social…

Therien, Michel (1990). L'enseignement du francais a des clienteles allophones: aspects discursifs de la langue ecrite (Teaching French to Language Minority Clienteles: Discourse Aspects of Written Language). This study investigated the discourse elements that teachers focus on in teaching French to multiethnic groups, and examined the extent to which teachers take into account the different cultural backgrounds of these students. Data are derived primarily from the observation of videotaped classroom activities. The subjects in the study were students in four secondary school classes in Montreal, with each class representing a different grade level (second, third, fourth, and fifth years of the secondary cycle–roughly equivalent to U.S. eighth, ninth, tenth, and eleventh grades). In the second year class, it was observed that the teacher emphasized introduction of the circumstances of the story, the story's phases, and the conclusion, with little attention accorded to students' cultural differences. In the third year, the following differences in the instruction emerged: more reading and less listening practice, and more attention to the story's narrative dimension. In the fourth year,… [PDF]

Taylor, Orlando L. (1990). Cross-Cultural Communication: An Essential Dimension of Effective Education. Revised Edition. This guide to improving cross-cultural communication is the second part of a four-part series addressing the essential characteristics of effective instruction that have a positive impact on the academic achievement of Black and Hispanic students. Since schools tend to reflect the norms and values of the majority culture, cultural misunderstandings often have a negative effect on a minority student's academic performance. The following topics are discussed: (1) cultural diversity and cross-cultural communication issues in schools; (2) discovering the characteristics of other cultures; (3) cultural differences in discourse; (4) using cross-cultural communication to improve interpersonal relationships; (5) teaching standard English to speakers of nonstandard English dialects, including implementation of Standard English as a Second Dialect (SESD) programs; (6) cultural bias in tests and assessment procedures; and (7) the effect of cultural and communicative incongruities on…

Zanger, Virginia Vogel; And Others (1990). Drawing on Diversity: A Handbook for and by Boston Teachers in Multicultural, Multiracial Classrooms. This handbook of culturally responsive ways to teach the basic, mandated curriculum to students from diverse backgrounds was developed by a multicultural group of teachers. The techniques draw on the students' diverse backgrounds to increase student motivation and maximize teacher effectiveness by decreasing the mismatch between the students' home and school environments. The following topics are discussed: (1) creating a family atmosphere in the classroom; (2) weaving culture into the mathematics, science, and language arts curriculum; (3) using student-to-student, student-to-adult, and teacher-to-student interviewing; (4) cooperative learning techniques for elementary and middle school classrooms; (5) tried and true ideas for celebrating cultural diversity; (6) brief case studies to help develop appropriate responses to inappropriate expressions of intolerance among colleagues; (7) strategies for monolingual teachers of bilingual students; (8) strategies for teaching black…

Kitao, Kenji; Kitao, S. Kathleen (1987). Intercultural Communication Bibliography (Part 3). Compiled for Japanese teachers of English who are interested in intercultural communication, this bibliography is broken down into 16 subcategories. Most items in the bibliography come from primary sources, and for each source available at the Michigan State University Library, the bibliography provides call numbers. The first section lists books and journals that frequently appear in the listings, while the second lists the material on intercultural communication and its different aspects. The subcategories under which the references are grouped are: (1) general, (2) theory, (3) nonverbal communication, (4) area study (subdivided into English speaking countries, the United States, Japan, and other, (5) cross cultural study (subdivided into U.S. and Japan, and other), (6) interpersonal communication, (7) multiculture, (8) training, (9) research, (10) bilingual education, (11) culture in language teaching, (12) teaching culture, (13) teaching English, (14) counseling, (15) teaching… [PDF]