Gonzalez-Jensen, Margarita (1997). The Status of Children's Fiction Literature Written in Spanish by U.S. Authors. Bilingual Research Journal, v21 n2-3 p203-12 Spr-Sum. Between 1991 and 1995, 262 books for elementary grades were published in Spanish through U.S. publishers, but only 78 of these were originally written in Spanish by U.S. Hispanic authors. Not all genres were represented, few books were for the higher elementary grades, and most authors were female. Implications for reading achievement among Hispanic children are discussed. (TD)…

Hollister, Wendy M.; Nelson, Sara (2000). Teaming for Learning Success. Primary Voices K-6, v8 n4 p20-27 Apr. Describes how team teaching benefited two first-grade classrooms, one a bilingual instruction classroom and the other an English instruction classroom, by expanding opportunities for language use and transforming the two classrooms into a more inclusive community of learners as these young children used first and second languages to build bridges to each other and their curriculum. (SR)…

Caudell, Lee Sherman (1996). High Sights: Linking LEP Programs to Systemic Reform Helps Ensure Inclusion. Northwest Education, v1 n1 p36-39 Win. Briefly describes federal legislation, federally funded programs, and publications supporting the inclusion of limited-English-speaking (LEP) programs in schoolwide programs. Includes a list of regional, state, and national sources of assistance in designing programs for language-minority students. Notes the growing trend toward systemic inclusion of LEP programs. (SAS)…

Abbate, Jorgelina; Brisk, Maria Estela; Minaya-Rowe, Liliana; Torres-Guzman, Maria E. (2002). Defining and Documenting Success for Bilingual Learners: A Collective Case Study. Bilingual Research Journal, v26 n1 p23-44 Spr. A case study of three Eastern urban schools examined the difficulties inherent to measuring bilingual program success. Results indicate that significant data sources were available, but they were rarely disaggregated in a fashion conducive to showcasing bilingual programs. Teacher involvement in establishing, reviewing, and monitoring assessment systems was also minimal. (Contains 45 references.) (TD)…

Martinez-Roldan, Carmen; Sayer, Peter (2006). Reading through Linguistic Borderlands: Latino Students' Transactions with Narrative Texts. Journal of Early Childhood Literacy, v6 n3 p293-322. This study examines the biliteracy development of a group of bilingual Latino third graders in an elementary school in the south-west USA. It focuses on the role of language in children's reading comprehension of narrative texts in Spanish and English in a school context. The authors frame their analysis within the \Continua of Biliteracy\ model (Hornberger, 1989, 2003), highlighting how the youngsters drew on their linguistic resources to negotiate the contexts and contents of biliteracy. Data come from the students' 24 retellings of story books, alternating between Spanish and English. The data were analyzed using story grammar and sociolinguistic analysis. The findings of the study show how, for young bilingual and bicultural students, their languages themselves exist on a continuum.That is, in developing their biliteracy, these children navigate linguistic borderlands through their use of Spanglish, reflecting their sociolinguistic and sociocultural realities where there are not… [Direct]

Garrott, Carl L. (1996). Phonemics within the Transitional Bilingual Program: From Haitian Creole to English. Two studies investigated the intrinsic and contextual difficulties of English spelling for native Haitian Creole-speaking children (NHCSs), and the effect of phonemic awareness on the achievement on beginning spellers. Each study had 20 NHCS kindergarten children as subjects. In the first, the subjects were trained in English phonemics (blending, isolation, segmentation, deletion), then tested for phonemic awareness. Results showed the children made errors in increasing order of severity in segmentation, deletion, blending, and isolation, and made significant errors in cluster onsets and cluster coda. The second study had an experimental group of 10 students and a control group of similar size. The experimental group was trained in the same aspects of phonemics and also in pronunciation of syllables illustrating onset rime, vowel coda, cluster onset, and cluster coda, incorporating instruction addressing error patterns found in the first study. Results indicated a significant…

Schmitt, Dorren R. (1994). Longitudinal Study of a Bilingual Program for Four Year Olds. This paper reports on a longitudinal study of the Project Preschool PLUS bilingual program conducted by two elementary schools in Jefferson Parish, Louisiana. The program serves limited English proficient (LEP) students, the majority of whom qualify for free or reduced price lunches. It emphasizes whole group, small group, and individualized instruction, as well as field trips. Standard diagnostic tests were administered to students at the beginning and end of the school year during the preschool program, while the California Achievement Test (CAT) was administered to kindergartners and first-graders who had completed the program. The study found that Project PLUS was able to make noteworthy impacts on the preschoolers who finished the program. Seventy-one percent of these students were developmentally at or above their chronological age by the end of the school year. On all subscales of the CAT, the former PLUS students scored significantly higher than a control group of similar… [PDF]

Chamot, Anna Uhl (1983). Implications of Structured Immersion for the ESL Elementary Curriculum. Structured immersion, or transfer instruction, is proposed as a bridging program between English as a second language or bilingual programs and the all-English medium classroom. The theoretical background underlying the transfer of knowledge and skills from a child's first language to English is reviewed. Based on the assumption that learners will acquire a second language if they receive comprehensible input in it, curriculum guidelines are suggested for teaching limited English proficient children the functional English they will need for different areas of the curriculum. A model for transfer instruction designed to help children transfer to English the concepts and skills they have acquired in their first language is described. Finally, applications of the transfer instruction curriculum model to content subjects and to the teaching of study skills and learning strategies are discussed, and suggestions for simplification of instructional materials are presented. (AMH)…

Gunther, Vicki (1980). A Comparison of Bilingual Oral Language and Reading Skills among Limited English-Speaking Students from Spanish-Speaking Backgrounds. Monograph 2. This study investigated whether there were significant differences in the acquisition of oral language and reading skills among limited-English-speaking, Hispanic elementary school students receiving instruction through three different bilingual reading approaches, and what other variables might be important. The three reading approaches were: (1) teaching reading in the native language prior to the formal introduction of English reading; (2) teaching reading in the native language and English concurrently; and (3) teaching reading in English exclusively. Three groups of children were studied: 6 year olds, 8 year olds, and 10 year olds. In oral English, findings indicated statistically significant differences among the 6 and 8 year olds: students receiving English-only instruction performed better than students receiving bilingual instruction. In English reading, the findings indicated statistically significant differences only among 6 year olds: students receiving English-only… [PDF]

Carrillo, F. M.; Carrillo, Ida S. (1979). Bilingual Teaching in Content Areas: Navajo/English. A Navajo/English bilingual program uses the student's knowledge of his first language, offers the opportunity to speak in two languages, and helps the student move from the home experience to the school experience. It gives instruction in content materials to all students either in English or in Navajo and direct language instruction in both languages. The skills of understanding, speaking, reading, and writing are emphasized throughout the program. Students with little communication experience are given an aural-oral language program, and students with some reading and writing skills in their first language are given exercises to enhance second language learning. Vocabulary is presented through the structures of both languages and is taught in other areas of the curriculum. The effective bilingual program involves parents, teachers, and students and uses local bilingual resources. It emphasizes language concept development and assists each student in developing self-esteem. (EM)…

Barik, Henri; Swain, Marrill (1975). Three-Year Evaluation of a Large Scale Early Grade French Immersion Program: The Ottawa Study. Language Learning, 25, 1, 1-30, Jun 75. The school performance of pupils in grades K-2 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. (Author/RM)…

Molina, Huberto (1975). Evaluating the Effectiveness of a Program Used in School Situations Characterized by High Pupil Absenteeism and Attrition. System, 3, 1, 48-53, Jan 75. A report is made of a follow-up on a 1971-1972 tryout of the SWRL English Language and Concepts Program for Spanish-Speaking Children. The follow-up report is based on data collected from 6 school districts involving 24 schools at the end of the 1972-1973 school year. (RM)…

Viberg, Ake (1989). Bilingualism in School. School Research Newsletter. School Research Newsletter, 7 Aug. This newsletter discusses a Swedish research project investigating the command immigrant school children living in Sweden have of their native language and of Swedish as a second language. The project's objective is to describe the children's language proficiency and factors promoting or inhibiting it in the classroom. The study is undertaken in the context of Swedish policy promoting active bilingualism in immigrant children. Factors affecting bilingual instruction are outlined, including student background characteristics (group and individual), language use, and teaching models and processes. The sample groups for the pilot and main 3-year study are described, data collection methods are chronicled, the analysis of language proficiency is sketched, and the applicability of the results is discussed briefly. (MSE)… [PDF]

Berney, Tomi D.; Friedman, Grace Ibanez (1989). Bilingual/E.S.L. Materials Development, Grades 1-8, 1987. OREA Report. New York City's program in Bilingual/E.S.L. Materials Development, Grade 1-8 was established to develop and/or update curricula and informational materials relevant to bilingual and English-as-a-Second-Language instruction. Curriculum development teams worked on independent activities. The project had 10 proposed curriculum initiatives, but the teams attempted 14 individual projects. One project was completed by the end of the funding cycle, two were completed after the funding period, one was dropped to avoid duplication of efforts, several were very close to completion, and the remaining projects were drafted with a projected 1988 completion date. Recommendations for program improvement include selection of more projects that focus on updating rather than developing curricula, concentration on fewer projects using more full-time staff, appointment of a review panel to guide and advise project staff, requiring dissemination of products by all projects, use of word processing to… [PDF]

(1986). William H. Taft High School Project HOLA, 1985-1986. OEA Evaluation Report. Project HOLA at William H. Taft High School (Bronx, New York) assists foreign-born and Puerto Rican-born students to quickly assists foreign- and Puerto Rican-born students to quickly acquire English language skills and an American cultural orientation; to maintain or improve their Spanish language skills and cultural knowledge; and to be mainstreamed as soon as possible. This report evaluates the success of the project during the 1984-85 and 1985-86 school years. Included in the report are a description of the project, the students, and the short-range and long-range objectives; and conclusions and recommendations. Summative examinations were given participants and analysis of those data indicates the following: (1) students met English language achievement objectives in both the fall and spring semesters; (2) native language gains were statisically significant; (3) the program objectives were met in science and social studies, but not in mathematics; (4) the overall passing rate…

(1986). Morris High School, New Directions in Bilingualism, 1984-85. OEA Evaluation Report. The New Directions in Bilingualism project completed the final year of a three-year basic program at Morris High School, the Bronx, in June 1985. Major goals were enhancing students' self images, developing native language skills, and improving English language proficiency to allow quicker mainstreaming. The program served 227 recently immigrated, low income, Hispanic, ninth through twelfth graders with limited English proficiency (LEP). Most were from rural areas of their countries of origin and their education in their native language tended to be limited. The program offered English as a second language (ESL), native language, and content-area instruction, and nontraditional courses, such as the New Environmental Workshop. Support services included the counseling and guidance department and staff development activities. Program objectives were assessed in English and native language proficiency, achievement in mathematics, science, and social studies, and attendance and dropout…

Florez-Tighe, Viola; And Others (1983). Multiethnic Literature; Supplements for Basal Readers. Children's literature can be used effectively to enrich the reading content of basal reading materials with stories and information by and about ethnic minorities. Developing an ethnic cultural web for a literary selection can stimulate language and enhance the thought processes of students. Using the webbing process, elementary school students can be encouraged to search for information and work together in interest or research groups. Another alternative to developing multiethnic literature for basal readers is to elaborate on a literary story. Children can also write biographies of famous ethnic persons. As the need to enrich the reading programs develops, similar culture webs could be built for other ethnic groups. Not only could stories about minority groups be used to develop a balanced representation of the cultural groups in the United States, but the folk literature of any minority group of any region can be used. Books of individual African folktales that reflect the…

Wong, Samuel (1985). Educating Asian Americans for the Year 2000. By the year 2000 there will be three Americas as the rich get richer, the poor become more destitute, and the self-sufficient become more complacent. By that date computer technology will dominate every facet of social and personal life. Asian Americans, because of their good placement as technicians, will be found in every segment of the technological society. By then the center of technological development will be Japan and, as collectively the Asian nations emerge as the dominant trade partner of the United States, America will have to adjust to Asian ways of doing business. Therefore, in addition to developing technical competence in their students, teachers need to impart cultural sensitivity to the nations in Asia and the Asians in the United States. It is essential that the resources be found for bilingual development and for the development of the "sociological imagination." Children from heterogeneous backgrounds studying and playing together will be the primary…

Bauder, Thomas A. (1975). Exercises in Cross-Cultural Communication for Teachers of English to Spanish Speakers. Handout Series. Presented here are a series of classroom exercises in cross cultural communication for teachers of English to students whose native language is Spanish. These classroom exercises focus on a variety of topics including: (1) the definition of a culture; (2) stereotypes; (3) cultural conceptions of space and time; (4) societal values; (5) interpersonal relations; (6) societal change; and (7) language differences in English and Spanish. This guide stresses that in an effective language class, the values, beliefs, and behavior of the culture in which the language is spoken must be discussed, explained, and understood. (Author/APM)…

Graham, Morris A. (1981). Acculturative Stress among Asian, American and Polynesian Students on the Brigham Young University–Hawaii Campus. A study was conducted to measure the relative degrees of acculturative stress among groups of students at the Brigham Young University Hawaii Campus. Specific ethnic groups included in the study were American-Caucasian, Chinese, Japanese, New Zealand-Maori, Tongan, Samoan, Fijian, Hawaiian, and Filipino. Data were collected from students at the school over a five year period. These students were administered psychological tests designed to measure adjustment, depression, self image, and group image. The research determined that acculturative stress was greater among cultural groups (students) where the gap between traditional and imposed (host) culture was significant. In addition, in a multicultural setting, acculturative stress also occurred between accommodating non-host cultures that differed greatly in cultural styles. Finally, it was shown that English language usage imposed the greatest discrimination barrier to all non-American cultures. Depression scores were inversely…

Buckalew, L. W., Ed.; Wynn, Cordell, Ed. (1978). Black American Heritage: Contributions to the American Culture. This report provides information concerning various aspects of the black American experience. Six major topic areas are addressed by the various papers presented in this volume. They include: (1) psychological aspects of black ethnicity; (2) sociological considerations of black heritage; (3) cultural contributions of black Americans; (4) the experience of black Americans in science; (5) educational aspects of black ethnicity; and (6) human relations and ethnicity. Each paper includes a list of references and/or resource materials. (EB)…

Balch, Philip; Paulsen, Karen (1978). Strategies for the Modification and Prevention of Racial Prejudice in Children: A Review. This paper focuses on the literature related to the formation of stereotypical racial attitudes in children and then organizes and reviews strategies for modification and prevention of such stereotypes. Racial attitudes of preschool and early school age Anglo, Black, and Chicano children towards themselves and each other are included. A brief overview of the evidence suggests that racial awareness is formed by ages three-four, and that by the age of five children hold prejudicial attitudes towards members of other races. The paper addresses and evaluates efforts to modify such attitudes in children, divided into what is labeled curriculum approaches and reinforcement procedure approaches. Six curriculum programs are reviewed which variously use multi-ethnic readers, stories portraying minorities in favorable positions and statuses, black consciousness curriculum, films, art activities, and other experimental curriculum activities involving skin color. Seven reinforcement based…

De Cou-Landberg, Michelle (1995). The Global Classroom: A Thematic Multicultural Model for the K-6 and ESL Classroom. Volume 1 [and] Volume 2. This two-volume resource guide is designed to help K-6 and ESL teachers implement multicultural whole language learning through thematic social studies units. The four chapters in Volume 1 address universal themes: (1) \Climates and Seasons: Watching the Weather\; (2) \Trees and Plants: Our Rich, Green World\; (3) \Animals around the World: Tame, Wild, or Mythical\; and (4) \International Foods: From Frijoles to Dal.\ Each chapter in both volumes contains 7 sections. Sections 1 through 5, \Content Area Learning Web\; \Sparking Interest\; \Expanding Language\; \Reading and Reflecting\; and \Creating and Sharing,\ include activities and strategies for implementation of multi-level grouping, classroom management, and collaborative learning. Section 6, \Getting Families Involved,\ gives suggestions for involving parents in the acculturation process. \Suggested Readings\ contains a list of multicultural children's books focused on the theme presented. The four chapters of Volume 2…

Freire, Paulo (1998). Teachers as Cultural Workers. Letters to Those Who Dare Teach. The Edge: Critical Studies in Educational Theory. The essays in this collection, presented as letters to teachers, reaffirm Paulo Freire's place as the most significant educator in the world during the last half of the 20th century. As North America experiences a rapid change to conditions approximating those of the Third World, Freire's pedagogy becomes more important, not only for his methods of reading instruction but for the ways in which they can develop students' ability to be aware of themselves in the world and in their cultures. Freire states that his intention is to demonstrate that the task of the teachers, who are also learners, is both joyful and rigorous. This task demands seriousness and scientific, physical, emotional, and affective preparation. It also demands the evaluation of practice and the reform of teacher education. Teachers must act as teachers and not as coddling parents. The following "Letters" are included: (1) "First Words: A Pedagogical Trap"; (2) "First Letter: Reading the…

Richardson, Toni (1996). Mexico: Service Learning Project. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). This project includes a mini-lesson to be used at the end of the unit on Latin America. The lesson introduces a service learning project to help Maryland students to address the service learning component needed for graduation. The specific lessons have students identify the changing role of Latin American countries in the world community. Ways in which students can use service learning to help solve problems in Mexico are presented. Cooperative group activities are used in the unit. (EH)… [PDF]

Crawley, Sharon J.; Mountain, Lee (1995). Strategies for Guiding Content Reading. Second Edition. Written for content area teachers in middle and secondary schools, this book offers specific strategies and examples they can use to integrate key reading, writing, and study skills into their teaching. The book takes a balanced reading approach, providing specific suggestions for direct teaching as well as many opportunities for cooperative or group learning. Comprehension, writing, and study processes are described in detail in the book and how these processes relate to specific content areas is shown. This second edition adds a chapter on children with special needs and a chapter on multicultural literature and teens. Chapters in the book are: (1) The Nature of Reading; (2) Textbook Evaluation; (3) Informal Reading Assessment; (4) Vocabulary Development; (5) Questioning; (6) Building Background and Predicting; (7) Silent and Postreading; (8) Study Skills; (9) Integrative Writing; (10) Meeting Students' Needs; (11) Multicultural Literature and Teens; and (12) Students with Special…

Moomaw, Sally (2002). Nobody Else Like Me: Activities To Celebrate Diversity. Based on a musical celebration of children's diversity, this early childhood curriculum guide provides guidance in using the compact disk \Nobody Else Like Me\ to help children think critically about and appreciate differences and similarities among people. The guide is organized into 12 sections, each focusing on one of the songs from the disk, and containing an introduction to each song's developmental content, sheet music and lyrics, and activities appropriate for children ages 3 to 8 to explore the topic of each song. Each activity section includes a list of relevant children's and adult's books, and many have adaptations for children with disabilities. The song and relevant topics explored in each section are: (1) \Hello, Hello, Hello,\ using greeting words to welcome and communicate with children who speak other languages; (2) \Kye Kye Kule,\ learning traditional African and African American songs to help children understand similarities among peoples; (3) \Nobody Else Like…

Smallwood, Betty Ansin (2000). Children's Literature for Pre-K. Theme: Hooray for Pre-K (September). This annotated bibliography provides a list of books appropriate for preschoolers that help teachers develop class routines and expectations. Two topics have emerged from this review: classroom and school activities and first school experiences, including feelings. This has helped provide a way to organize books and will hopefully help teachers select books for specific purposes. Books were considered on three criteria: emphasis on pre-kindergarten; accessibility to limited- English-proficient students; and multicultural perspective. The list also attempts to balance old favorites and new friends. Because there are more books on this topic than there is time or space to annotate, only some are described in detail while for others just the bibliographic information is provided. All listed books are recommended. (Author/KFT)… [PDF]

Sanchez, Antonio R. (1999). "Dangerous Indians": Evaluating the Depiction of Native Americans in Selected Trade Books. A study examined 20 trade books (1964-1997) to evaluate their accuracy in depicting Native American peoples and cultures. The criteria embodied an authenticity guideline based upon the "Five Great Values": (1) generosity and sharing; (2) respect for elders and women; (3) getting along with nature; (4) individual freedom and leadership; and (5) courage. Results indicated that 60% of the books are at least satisfactory in their depictions but that bias and stereotyping still persist enough to recommend the use of the guideline as a tool to allow educators to confidently identify these problems in their instructional materials. Contains 3 tables of data, 15 references, and the Native Cultures Authenticity Guideline. (Author/BT)…

Ziegler, Suzanne (1981). Maximizing the Potential of Multiculturalism in the Classroom. Education Canada, v21 n2 p12-15,27 Sum. Aimed at maximizing the positive potential of a multicultural classroom and improving intergroup relations, three behavioral and three attitudinal objectives, with suggested programs and evaluative measures, are presented. (NEC)…