Whitaker, Janet (1990). Adelaide + Arizona: Sharing Our Knowledge. Community Services Catalyst, v20 n4 p22-24 Fall. Describes a cooperative international education project involving Adelaide College (South Australia), Rio Salado Community College (Arizona), and Austin Community College (Texas). Considers each institution's contributions, program goals (e.g., cross-cultural sharing of experiences by students studying a similar subject, bridging long distances via telecommunications, and supporting professional development), and operations. (DMM)…

York, Sherry (1994). The Hispanic Heritage in Novels, Short Stories and Nonfiction. Book Report, v12 n4 p19-23 Jan-Feb. Provides an annotated bibliography of culturally relevant materials for students of Hispanic heritage; discusses the designation Hispanic versus Latino, Chicano, Puerto Rican, and Cuban American; and describes common characteristics of Spanish-speaking people, including language, family ties, ethnic identity, and discrimination. Addresses of publishers are listed. (LRW)…

Simmons, John K. (1993). Teaching about Religions in State History Courses: The Religious Contours of California and Illinois. Social Studies, v84 n6 p239-44 Nov-Dec. Reviews the legal history of including religion in the curriculum and maintains that religion may have been the most important determinant of human behavior throughout history. Outlines an instructional model based on California and Illinois state histories and includes four themes that structure the model. (CFR)…

Sleeter, Christine E. (1993). Advancing a White Discourse: A Response to Scheurich. Educational Researcher, v22 n8 p13-15 Nov. Responds to "Toward a White Discourse on White Racism" (James Joseph Scheurich; 1993). Reflects on participation of whites in racism and strategies whites have used to evade discourse on racism and to retreat from identifying racism with themselves. Ultimately, a discourse on racism must lead to action to reduce or eliminate white supremacy. An analogy is drawn with sexism. (SLD)…

Naysmith, John; Souta, Luis (1997). Quinta da Princesa: A School "Reaching Out.". Multicultural Teaching, v16 n1 p35-38 Win. Describes how positive interventionist strategies improved the experiences and educational opportunities of the African-Portuguese and Romany children in Portuguese schools. The background of linguistic diversity in Portugal and the ethnic diversity in Portuguese schools are discussed. (GR)…

Dumont, Clayton W., Jr. (1995). Towards a Multicultural Society: Bringing Postmodernism into the Classroom. Teaching Sociology, v23 n4 p307-20 Oct. Asserts that western civilization's belief in the differentiation between object and subject impedes a true multicultural discourse. Praises the postmodernist approach, that self-evident reality is actually a politically constructed text, as being useful in identifying subjectivity. Argues for acknowledgment, rather than displacement of, individual subjectivities. (MJP)…

Kachirskaia, Ekaterina (2002). Special Needs Provision in International Schools. International Schools Journal, v21 n2 p69-74 Apr. Describes some of the problems surrounding identifying a learning disabled student in an international school. States that because of the multilingual environment, common indicators may not apply. Offers suggestions for determining when a student needs help. (NB)…

Fabian, E. Marsha; Hoover, Mary Rhodes (2000). A Successful Program for Struggling Readers. Reading Teacher, v53 n6 p474-76 Mar. Notes that a "staggering number" of struggling readers in the United States are African American children and other students of color. Outlines characteristics of successful schools for struggling readers, and details effective teaching techniques. Notes the importance of leadership, high expectations, culturally appropriate teaching strategies, and a variety of teaching approaches. (SR)…

Mintz, Steven (2001). Teaching Family History: An Annotated Bibliography. OAH Magazine of History, v15 n4 p11-18 Sum. Provides an annotated bibliography on teaching family history, organized by eight approaches to the topic: (1) chronological; (2) multicultural families (comparative); (3) the life-cycle (4) gender; (5) impact of major historical events on families; (6) family and public policy; (7) family rituals; and (8) genealogical. (CMK)…

Serrie, Hendrick; Sizoo, Steve (2004). Developing Cross-Cultural Skills of International Business Students: An Experiment. Journal of Instructional Psychology, v31 n2 p160-166 Jun. Cross-cultural skills are a major criterion for success in the global business environment. For students pursuing careers in international business, this means learning to manage cultural difference on three levels: self, interpersonal, and organizational. This paper describes five related and synergistic exercises that give college students experience in dealing with and solving real-world problems in cross-cultural management on all three levels. Anecdotal evidence suggests the exercises are a highly successful method for developing the cross-cultural skills of students. To confirm the efficacy of this process, a pre-test post-test experiment was conducted with a treatment-group and control-groups. Results show that the treatment group was the only one to show a significant (at p less than 0.05) increase in intercultural sensitivity–a measure of cross-cultural skill. (Contains 1 table.)… [Direct]

Kneller, George F. (1994). Educationists and Their Vanities: One Hundred Missives to My Colleagues. This volume collects 100 short essays written from 1957 to the present on the study of education and the training of teachers. The essays appear in the order in which they were originally written because they deal with issues and events that occurred at the time they were written. They embrace a range of themes including the art of teaching, the human sciences, multiculturalism, egalitarianism, postmodernism, and particularly the study of education itself. Throughout, the aim is to recall the university to its true mission: to seek knowledge and pass it on, to teach as well as to research, each process stimulating the other. A balanced, discipline-based undergraduate education is advocated as opposed to a mix of electives common on many campuses. Throughout, there is a focus on the large problems facing education and a critique is offered of schools of education which are held responsible for many of those problems. In particular, it is charged that schools of education use their…

Rodriguez, Yvonne E.; Sjostrom, Barbara R. (1997). Cultural Moments: A Teaching Strategy for Preparing Teachers for Cultural Diversity. Students in the Elementary Teacher Education Program at Rowan College (New Jersey) are predominately White and have had little previous contact with minority communities. Reflective classroom activities have been developed to facilitate critical reflection on teaching for diversity and to raise consciousness regarding educational equity. In one such exercise, the "cultural moment," students are asked for reflection about a personal experience of being in a minority status and about an experience that was bicultural, cross-cultural, or intercultural and then to respond to questions about their feelings in these situations, their understanding of the norms and roles of the group, and their own belief system and how it differed from that of the group. Field observations were made of teacher candidates in their student teaching placements (10 in urban schools and 10 in suburban or rural schools) using the Praxis III: Performance Assessment for Beginning Teachers and a pre- and… [PDF]

Pflaum, Susanna W., Ed.; Pignatelli, Frank, Ed. (1993). Celebrating Diverse Voices: Progressive Education and Equity. Thought and Practice Series. This publication is the first annual yearbook of the Bank Street College of Education (New York) and discusses the effects of actions by educators and others in light of concerns for equity, focusing on New York City schools. The volume includes scholarly chapters and chapters on policy and advocacy, and authors address practical and theoretical concerns at different levels of schooling and among different disciplines. Following a preface and information on the authors, the 12 chapters are as follows: (1) "Perspective and Diversity: Toward a Common Ground" (Maxine Greene); (2) "Restructuring and Multiculturalism: A New Alliance To Shift the Power Balance?" (Norman Fruchter); (3) "Reclaiming the School as a Democratic Site: Educational Leadership, Parent Participation, and School Restructuring" (Frank Pignatelli); (4) "The Supervisory Selection Process in New York City: A Parent Activist Perspective" (Jon Moscow); (5) "Shared Leadership: A…

Medicine, Beatrice (1986). Contemporary Cultural Revisitation: Bilingual and Bicultural Education. Wicazo Sa Review, v2 n1 p31-35 Spr 86. Since the enactment of the Indian Reorganization Act of 1934 many manifestations of self-determination and community control have surfaced in Native communities. During the 1940s the United States Indian Service attempted to initiate cross cultural education but had limited success. The 1960s saw significant education but had limited success. The 1960s saw significant change in Indian education at the postsecondary level when student activism brought about the establishment of ethnic studies programs and courses on Native culture and languages. The 1967 passage of Title VII of the Elementary and Secondary Education Act greatly stimulated interest in the bilingual education of Native children. The Rough Rock Demonstration School is one example of a successful bilingual, bicultural program. Navajo is the language of instruction for beginning students, and cultural studies continue with a strong emphasis upon written Navajo, which is possible because of a standardized Navajo…

(1984). Education of Migrants and Their Families. Eurydice Bulletin, n8 Spr. The bulletin is an overview of events and developments in policy regarding the education of migrants and their families, as reflected in the press, periodicals, and ministerial press releases of Europe. The bulletin contains abstracts of actions taken in the European community, the European Parliament, the Council of Europe, Belgium, Denmark, Germany, France, Greece, Ireland, Italy, Luxembourg, the Netherlands, and the United Kingdom. The actions involved the implementation of directives, the European Social Fund, mother tongue and mother culture projects, the status of women, training on return to the country of origin, intercultural education, rights of foreigners, foreign student legislation, enrollments, vocational training, teacher training, reception classes, government policy, and racial discrimination. (SB)…

Trostle, Susan Louise (1985). The Effects of Child-Centered Group Play Sessions on Social-Emotional Growth of Four- and Five-Year-Old Bilingual Puerto Rican Children. This study was designed to investigate the effects of child-centered group play sessions (using the play therapy interaction approach) and sex differences on self-control, free play, and sociometric ratings in young bilingual Puerto Rican children. The participants in the study were 48 bilingual Puerto Rican four- and five-year-old children from two predominately Hispanic Southeastern Pennsylvania urban communities. Analyses made of pre-test scores for the dependent measures yielded no significant differences among groups. The main anlayses consisted of three 2 (treatment) x 2 (sex) analyses of variance with repeated measures (ANOVA), using pre- and post-measures on self-control behaviors, free play ratings, and sociometric scores. Separate post hoc Tukey tests were run on each of the three main dependent measures. Results showed that children who received group play sessions outperformed those in the control group on the self-control and free play rating scales; boys in the… [PDF]

(1986). Project CHAMP, 1984-1985. OEA Evaluation Report. In 1984-1985, the second year of a three-year funding cycle, Project CHAMP provided instruction to 600 primarily Chinese-speaking students of limited English proficiency (LEP) in grades 9-12 at Seward Park, Washington Irving, and Martin Luther King, Jr. High Schools in New York, New York. Seward Park was the primary site of the project and most program staff were based there. Approximately 70 percent of the participating students were born in the People's Republic of China. Other countries of origin included Hong Kong, Taiwan, Thailand, Vietnam, and Korea. The program contained two instructional components. The goals of the basic component are to provide instruction in English as a Second Language (ESL), native language arts, science, mathematics, computer mathematics, and social studies. An intensive literacy component was offered at Seward Park to those students who were found to be functionally illiterate in the native languages and who lacked basic academic skills. Seward Park's…

Mortensen, JoAnn; And Others (1985). Asian Basic 4 Adaptations. Basic 4 Food Groups. Nutrients for Health. Calcium: A Dietary Mineral. Iron: A Dietary Mineral. Guide to Good Eating. This package consists of various bilingual instructional materials for use in helping Indochinese refugees learn basic nutrition skills. Included in the package are translations in English, Vietnamese, and Lao of booklets outlining guidelines for adapting Indochinese dietary habits to incorporate foods available in the United States, including foods from the four basic food groups in the daily diet, nutrients for health, selecting foods rich in calcium, and a guide to good eating. A booklet about eating foods rich in iron is presented in English, Vietnamese, Lao, and Cambodian. (MN)…

Wildsmith, R. (1980). English Language Problems of Chinese Students in South Africa. The status of English as learned and used by Chinese students in South Africa was investigated to provide perspective on the language policy. Language planners in South Africa require that all secondary school students be taught and tested through the medium of either English or Afrikaans, regardless of their mother tongue. The students are expected to achieve the same level in English as that of native speakers if they wish to enter the university. The important concern is whether English should be regarded as either the first or second language of the students, or even as a second dialect. A related criterion is literacy in the mother tongue. These issues were explored within the framework of a sociolinguistic analysis that defines the influence of certain societal factors on the students' learning of English. A questionnaire was administered to 75 secondary school students attending schools that cater to Chinese students and general public schools for all groups. Interviews with…

Seidner, Stanley S., Ed. (1982). Issues of Language Assessment: Foundations and Research. Proceedings of the Annual Language Assessment Institute (1st, Evanston, Illinois, June 17-20, 1981). The following papers are included in this volume dealing with issues and research in language assessment: (1) "Sociolinguistic Foundations of Language Assessment," by J. L. Ornstein-Galicia; (2) "Language Proficiency Assessment: Research Findings and Their Application," by C. Rivera and C. Simich; (3) "The Role of Grammar in a Communicative Approach to Second Language Teaching and Testing," by M. Swain and M. Canale; (4) "Dilemmas in Diagnosis," by R. L. Thorndike; (5) "Language Proficiency Assessment: Issues and Definitions," by R. E. Baecher; (6) "Foreign Language and Bilingual Assessment: Issues Approaches," by P. Woodford; (7) "Integrating Language Assessment with Teaching Performance in Subject Areas," by G. D. Keller; (8) "On Assessing the Oral Language Ability of Limited-English Proficient Students: The Linguistic Bases of the Noncomparability of Different Language Proficiency Assessment… [PDF]

Tzeng, Ovid J. L. (1980). Cognitive Processing of Various Orthographies. In the hope of filling in a missing link for experimental psychologists' research on reading, this paper provides a general review of research on the issue of orthography and its relation to reading. The traditional classification of logographic, syllabic, and alphabetic modes are examined to see how much orthographic variations affect the processing strategy of both beginning and fluent readers. The examination leads to the hypothesis that different cognitive strategies are required to achieve reading efficiency in various writing systems. Issues connected with this hypothesis have been examined by cognitive psychologists, anthropologists, and neurolinguists. Those issues having to do particularly with bilingual literacy are reviewed: (1) reading disability incidence in syllabic and logographic systems compared with alphabetic systems, (2) neuropsychological research, (3) differential processing mechanisms and behavior consequences, (4) the process in reading of recoding the visual… [PDF]

Krashen, Stephen D. (1981). The \Fundamental Pedogagical Principle\ in Second Language Teaching. Studia Linguistica, v35 n1-2 p50-70. A fundamental principle of second language acquisition is stated and applied to language teaching. The principle states that learners acquire a second language when they receive comprehensible input in situations where their affective filters are sufficiently low. The theoretical background of this principle consists of five hypotheses: the acquisition-learning, natural order, monitor, input, and affective filter hypotheses. The fundamental principle helps to resolve several problems in the professional literature, including the effectiveness of second language instruction and the effects of age on second language acquisition. The principal applied to pedagogy posits that any instructional technique that promotes second language acquisition does so by providing comprehensible input. This pedagogical principle can be applied to a variety of language teaching methods and settings, including the language classroom, the media, the language laboratory, subject matter teaching, and…

Evans, Joyce; Guevara, A. E. (1974). Classroom Instruction for Young Spanish Speakers. Exceptional Children, 41, 1, 16-9, Sep 74. …

Spolsky, Bernard (1974). Speech Communities and Schools. TESOL Quarterly, 8, 1, 17-26, Mar 74. Paper presented at the 1973 TESOL Convention in San Juan, Puerto Rico. (HW)…

(1977). A National Understanding: The Official Languages of Canada. The English and French languages have been in everyday use in some part of what is now Canada for almost 400 years. The constitution of Canada states that they have equal status in the Parliament and courts of Canada and in the legislature and courts of the province of Quebec. In 1969 Parliament passed the Official Languages Act, which declared that the English and French languages are the official languages of Canada for all purposes of the Government of Canada and that they possess and enjoy equality of status. This book reviews the origins of this policy and the country's experience with it. It consists of the following chapters: (1) Language, Culture and Government; (2) Language and Perspectives on Canadian History; (3) Language and Canadian Unity; (4) Principles of the Official Languages Policy of Canada; (5) Official Languages and Individual Canadians; (6) Official Languages and the Programs of the Federal Government; (7) Official Languages and the Provinces. Both English and…

Tilley, Sally D. (1976). The Imitation Technique: A Tool for Ascertaining an Index of Bilingualism and Bidialectalism in Primary-Grade Children through Analyses of Recoding Errors. In order to study the syntactic components which operate in the imitation and recoding of standard English by bilingual and bidialectal children, a sample of 20 multiethnic Spanish speakers and 20 black English speakers was drawn from children in the first, second, and third grades of a metropolitan bilingual program. The ability of these children to reproduce the syntactic features of the Linguistic Structures Repetition test gave an index of errors in the recoding of standard English. Results of the study show that repetition of standard English sentences by black nonstandard English-speaking children and by Spanish-speaking bilingual children is not merely mimicry of the surface structure of the utterance but is often a recoding into a first language or dialect. Teachers and teacher trainees, by noting imitations of standard English structures, can pay special attention to children's recoding processes and can become familiar with the characteristics of the linguistic production… [PDF]

Balbuena, Wesley; And Others (1969). The Adult Bilingual Experimental School. J Secondary Educ, 44, 5, 225-230, 69 May. …

Miller, Robert (1981). The Mexican Approach of Developing Materials and Teaching Literacy to Bilingual Students. Bilingual literacy methods and materials used in Mexico for its linguistic minorities can also be used effectively in the United States. A system based on the techniques of Paulo Freire is being used in that country to create beginning reading materials in all the native languages of Mexico. In this method, generative words concerning foods, holidays, or practical aspects of adult life are discussed and carefully arranged from basic phonetic sounds to more complicated sounds (17 words can express all of the 24 sounds of Spanish). Students who are still deficient in basic skills but too advanced for Freire's method are taught Spanish skills while they learn English. A system, based on the generative word concept and an educational notebook discussed by Freire, was developed to teach English as a second language while reinforcing the primary language. First, problem areas are identified through evaluation of student essays and an error list is compiled, from which generative themes… [PDF]

(1980). Project C.A.P.I.S.C.O. New Utrecht High School. ESEA Title VII Final Evaluation Report, 1979-1980. This is the evaluation report for the fifth and final year of Project CAPISCO (Comprehensive Academic Program for Italian Students' Citizenship Orientation). The Title VII bilingual (Italian/English) program was carried out at New Utrecht High School, located in the Bay Ridge-Bensonhurst area of Brooklyn, New York, and served 140 students. The students participating in the program demonstrated superior performance in English reading, mathematics, science, social studies, and native (Italian) language arts. In addition, the attendance record of CAPISCO students was better than the rate for the general school population. The program's success is attributed to strong motivation on the part of the bilingual staff and to the involvement of program parents. In addition to discussing instructional activities and student achievement, this report describes administrative procedures, staff and curriculum development activities, family and supportive services, and the community relations… [PDF]

Van Metre, Patricia D. (1978). The Syntax of Bilingual Children: A Comparative Study. The interview techniques developed by Carol Chomsky were used in a comparative study of the language acquisition of 32 bilingual and monolingual third grade students. After these students were matched for age, socioeconomic status, IQ, family environment (both parents in the home), and reading ability, they were placed in four group–bilingual-high reading ability (BH), bilingual-low (BL), monolingual-high (MH), and monolingual-low (ML). Over a period of two weeks, the four boys and four girls in each group were interviewed in four situations designed to have students determine implicit subjects (ask/tell), verbs (promise/tell), underlying relationships not expressed in surface structure, and pronominalizations. The major group differences that were found for these patterns of language development were between high/low reading achievement groups, not between bilingual and monolingual children. Chomsky's major findings were confirmed, showing the late acquisition of some syntactic…