(1975). Bibliography of Selected Materials: Multi-Cultural Themes. This bibliography lists books, resource guides, articles, bibliographies, audiovisual materials, periodicals, and curriculum guides dealing with various ethnic groups. A large section of this bibliography presents annotations of documents about American Indians. (CJ)…

Morgan, Marilon; Sanders, Kathryn A. (2002). Developing an Interfaith Trialogue: Creating Multi-Cultural Study Abroad Experiences That Enhance a Community's Understanding and Awareness of the Christian, Jewish, and Muslim Faith Traditions through the Narrative Dimensions of Transformative Learning. In 1998, the Tulsa (Oklahoma) Metropolitan Ministry's Task Force on Religious Understanding, in partnership with the National Conference for Community and Justice, the Jewish Federation of Tulsa, and three local universities, began planning an interfaith study abroad experience in Israel for adult learners within the Christian, Jewish, and Muslim faith traditions. The planning committee envisioned an experience that would provide opportunities for exploration of the social, cultural, and religious symbols associated with the three faith traditions. The narrative of adult transformative learning became central to the study as a result of observing participants (n=45) in pre-trip meetings and during the actual study abroad trip. Group members participated in five mandatory pre-departure study sessions designed to educate members about the spiritual traditions and religious beliefs of the three faiths, as well as the political issues tied to these faith traditions. While in Israel,… [PDF]

Anderson, Charles W.; Palincsar, Annemarie S.; Vellom, R. Paul (1994). Scientific Reasoning in School Contexts. This study investigates the fate of claims made by middle school science students working in collaborative groups in a multicultural urban classroom and the concomitant effects on engagement and understanding. Given problems of a complex and open-ended nature in a learning community setting, students were challenged to establish group positions and to explain these positions to the classroom community. In the negotiation and collective validation processes that ensued, consensus as the basis of acceptability was held as the standard. Individual claims often became the claims of groups of students as the class worked together to separate data from "noise". The study shows how groups of students and individuals within groups came to understand a number of science concepts relating to the kinetic molecular theory and how their understanding related to the ongoing bargaining process surrounding roles within each group. The researchers noted that students who were active in a… [PDF]

Juarez, Pablo Hill (1996). The Republic of Mexico and the United States of America: The Mexican-American War — In Retrospect. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). The unit is intended as part of a world cultures curriculum taught at the 10th grade level. The lessons include: (1) "Mexico in Brief"; (2) "The Mexican American War 1846-1848"; and (3) "History and Educational Status of Americans of Mexican Descent (Chicanos) in the Southwest." Additional resources and a 32-item bibliography accompany the unit. (EH)… [PDF]

Adger, Carolyn Temple; Clair, Nancy; Millen, Elaine; Short, Deborah (1998). Implementing Standards with English Language Learners: Initial Findings from Four Middle Schools. This document aims to help teachers make the transition to standards-based teaching and learning. It describes the first phase of a 3-year applied research project on professional development for teaching to high standards in culturally and linguistically diverse middle schools. Standards-based teaching and learning requires teachers to reach a consensus on what students should know and be able to do, and to understand how to teach accordingly. This means that many teachers must make major changes in what they have been doing for years. These problems are especially acute for culturally and linguistically diverse schools. Preliminary findings include the following: teachers need long-term professional development to understand standards and their implications for teaching English language learners, and they need the necessary time to explore attitudes about language, culture, and race that might influence their teaching, as well as explore new ideas and connect them to classroom… [PDF]

(1999). The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing To Change Themselves and the World around Them. A young teacher attempted to engage a class of high-risk urban students by introducing them to books about intolerance and ethnic misunderstanding and developing their own awareness of discrimination and social bias through diaries that documented their own thoughts and feelings. Calling themselves the \Freedom Writers,\ these students arranged for visits from the woman who sheltered Anne Frank's family, and Zlata Filipovic, the author of a memoir of a child's life in Bosnia. Entries from the teacher's diary and entries from student writings are grouped into sections corresponding to eight semesters in the high school. (SLD)…

Carter, Christina E. (1997). Mixed Media: A Roundup of New Microform and Electronic Products. MultiCultural Review, v6 n3 p51-53 Sep. Reviews some microform research collections, ranging from government records to privately published historical materials. Topics reviewed include American Indians, educational reform in Japan, African American newspapers, women's issues, and various aspects of American history. (SLD)…

Nalty, Damon, Ed. (1988). The Middle Ages and the Middle Kingdom for the Middle Schools. Social Studies Review, v28 n1 p71-77 Fall. Provides examples of multidisciplinary approaches for teaching history and social studies to junior high students. Claire Zeni discusses art and architecture; Vilca Peggy Dunievitz illustrates the integration of student art projects into a history program; Ellen Santora covers the use of folklore; and Mary Ellen Wynne deals with the use of foods. (LS)…

Langman, Peter F. (1995). Including Jews in Multiculturalism. Journal of Multicultural Counseling and Development, v23 n4 p222-36 Oct. Discusses reasons for the lack of attention to Jews as an ethnic minority within multiculturalism both by Jews and non-Jews; why Jews and Jewish issues need to be included; and addresses some of the issues involved in the ethical treatment of Jewish clients. (Author)…

Davis, Mary B. (1992). Developing a Native American Collection. Wilson Library Bulletin, v67 n4 p33-37 Dec. Outlines goals and guidelines for developing Native American collections in libraries. Prominent publishers of relevant materials are identified and titles for a core collection are discussed, including reference and Native American subject area materials. (EA)…

Willis, David B. (1992). Transnational Culture and the Role of Language: An International School and Its Community. Journal of General Education, v41 p73-95. Describes the environment and cultural at Columbia Academy, a private international high school in Kobe, Japan. Emphasizes the role of language and how second-language skills represent learned cultural competencies. Considers the influence of language use on group behaviors. Addresses the issue of transnationalism or transculturalism. (DMM)…

Kehrer, Grace; And Others (1990). Internationalizing Freshman Composition I and II through Literature and Film: A Cross-Cultural Approach. Community/Junior College Quarterly of Research and Practice, v14 n4 p359-70 Oct-Dec. Describes two cross-cultural composition courses offered at Valencia Community College using international readers and foreign films to help students gain insight on non-American cultures while learning about their own culture. Offers examples of reading and film worksheets, and discusses textbooks and assignments (e.g., student journals and research essays). (DMM)…

Kirp, David L. (1991). Textbooks and Tribalism in California. Public Interest, n104 p20-36 Sum. Discusses the recent controversy emerging over California's first serious attempt at rewriting traditional history texts from a more multicultural perspective. Analyzes the opposition to the idea of a common U.S. history and the solutions offered in its place. (CJS)…

Brent, June Elaine; Callwood, Gloria B. (1993). Culturally Relevant Psychiatric Care: The West Indian as a Client. Journal of Black Psychology, v19 n3 p290-302 Aug. Describes West Indian culture, including belief systems, family patterns, child-rearing practices, racial mixtures, and geography; and explains the importance of culturally relevant approaches to mental health services. The effective clinician must approach clients with an attitude of cultural relativity. (SLD)…

Clements, Evelyn (2000). Creating a Campus Climate in Which Diversity Is Truly Valued. New Directions for Community Colleges, n112 p63-72 Win. Highlights the development and implementation of a multifaceted program at Middlesex Community College in Massachusetts. The program, which includes curriculum changes, new student organizations, international student fellowships, and orientation activities, was designed to create a more inclusive campus environment. Presents findings concerning the program's impact on campus climate and minority student retention. (KS)… [Direct]

Bahruth, Robert; Hayes, Curtis W.; Kessler, Carolyn (1998). Literacy Con Carino: A Story of Migrant Children's Success. New Edition. A new teacher confronted the reading and writing needs of 22 fifth-graders in a small South Texas community that is home to Mexican American migrant laborers. The children, many of them Spanish language-dominant, were performing significantly below grade-level norms; many did not read or write at all. In 1 year, these students were reading and writing, had learned the required curriculum, and were promoted to the sixth grade. This book tells the story of how that happened. After an introductory first chapter, chapter 2 describes the children, their prior experiences, and their previous lack of success in learning to read and write well enough to perform school tasks. Chapter 3 describes daily journal writing by students and responses by the teacher. Through this interaction, the students and teacher revealed their likes and dislikes, discussed the curriculum, and developed a relationship. Chapter 4 discusses how introducing play into writing and allowing students to select themes…

Weeks, William H., Ed.; And Others (1977). A Manual of Structured Experiences for Cross-Cultural Learning. Fifty-nine structured exercises to facilitate crosscultural learning are described in this publication. The exercises are divided into clusters that pertain to the following topics: participant introduction and initial group experience, dynamics of communication, clarification of values, identification of roles, group processes, recognition of feelings and attitudes, community interaction, brainstorming tasks and problems, and the promotion of meaningful cross-cultural encounters. For each exercise, information is provided on its objectives; its requirements with regard to number of participants, materials, setting, and time; and step-by-step procedures for its use. The publication includes an introductory discussion of the pros and cons of using structured exercises in intercultural groups, supplementary materials to be used in conjunction with the exercises, and a list of publications on additional crosscultural exercises. (GW)…

Coballes-Vega, Carmen; Walters, Joel (1979). The Dual Language Model Reconsidered. Spatial and temporal factors in the bilingual classroom that can be manipulated to maximize the bilingualism of Spanish-speaking elementary school children (that is, to minimize their lexical code switching) are presented in terms of models. The advantages and disadvantages of the dual language teaching model are compared to those of two variations on that model. Homogeneous and heterogeneous seating arrangements are contrasted, and the physical grouping of materials and location of teaching aids such as bulletin boards are discussed. The importance of teacher-student communication during transition times (such as the period between lessons and the preparation for recess) for fostering bilingualism is emphasized, and two checklists are provided for assessing student and teacher language use at these and other times. (JB)…

Azzouz, Azzedine; And Others (1973). Selected Bibliography of Educational Materials: Algeria, Libya, Morocco, Tunisia. Vol. 7, No. 1, 1973. English language annotations of newspapers and government publications covering educational materials of interest to North Africans to (1) raise the consciousness of their Islamic and Arabic heritages (Arabization) and (2) to adapt education to the problems of the multilingual population are included in this bibliography. Citations are categorized by country. Topics include the philosophy and theory of education, educational organization, adult education, teacher training, teaching aids, special education, and Arabization and bilingualism. A special section emphasizes the educational crisis in Morocco. A list of sources and authors concludes the bibliography. (ND)… [PDF]

Paciotto, Carla (1996). The Tarahumara of Mexico. This paper reviews factors contributing to the loss of language and culture of the Tarahumara people of Mexico and describes a program aimed at preserving Tarahumara language and culture. The Tarahumara people reside in the Sierra Tarahumara in the northern state of Chihuahua, Mexico. Although the Tarahumara people successfully avoided acculturation for centuries, today their land base has been reduced to half of its original size and less than 20 percent of the people residing in the Sierra are Tarahumara. More than ever, the intensification of economic enterprises brought about by the migration of non-Indians threatens the survival of Tarahumara culture. A 1984 government report addressing the educational needs of the Tarahumara people documented the gradual decline of Tarahumara language and culture, particularly among school-age children. In order to prevent further decline of Native language and culture, a bilingual/bicultural program was developed for indigenous elementary… [PDF]

(1991). Vocational Education Act (V.E.A.): Gender Equity Support for Immigrant Students. OREA Report. An evaluation was made of New York City Schools' Gender Equity program, which was intended to improve attitudes in gender equity, self-esteem, decision-making skills, and cultural isolation among students of both sexes–especially those who were recent immigrants or limited English-speaking students–in grades 7-12. Approximately 620 students in 10 schools participated in the program during the spring of 1991. Activities that provided preparation for entry-level jobs were the vehicle for the strategies, cocurricular, and extracurricular activities of the program, including group guidance sessions, student and parent workshops, visit to job sites, visits to cultural sites, outside speakers, retreats, organized media events, job fairs, and the production of publications in which students had the opportunity to discuss gender equity. A pretest and posttest, provided in several languages, asked students whether each of 30 jobs are appropriate for either males, females, or both. Both… [PDF]

(1990). The Education of Youth in DFY Residential Programs. This report describes educational programs at New York State Division for Youth (DFY) residential facilities. It provides an overview of the services offered to prepare adjudicated youth for successful return to the community. The Division's residential education services encourage student growth in cognitive, affective, and vocational skill areas. Division programs aim to engage students in the learning process and to impart transferable skills needed for future academic and employment success. The report is divided into four sections. Section I, "Introduction," contains an overview of the Division's system, describes its mission and goals, and includes a profile of the youth to be served. Section II, "Preparation of Youth During Placement," outlines the spectrum of educational services tailored to meet individual needs of Division youth and summarizes the learning environments and innovative academic approaches employed. Section III, "Facility Education… [PDF]

Bennett, Ruth, Ed.; Davis, Shan (1984). Karuk Stories. Three illustrated stories from the Karuk Indians of northwestern California are told in free English translation and in Karuk with literal English translation. Stories tell of Bluejay who pretends to be sick to get higher pay for doctoring the person she is making sick, how the Karuk learned to kill the fattest deer, and the waterdog who kills the one he hates. (LFL)…

Bennett, Ruth, Ed.; And Others (1984). Karuk Stories #2. Three illustrated stories from the Karuk Indians of northwestern California are told in free English translation and in Karuk with literal English translation. English and Karuk Unifon alphabet charts are provided. Stories tell of seasonal migration of the mockingbird and the swamp robin, coyote's quest for the sun and how he determined the sun's path, and the origin of coyote's song. (LFL)…

(1986). Fort Hamilton High School Project SPEED: Special Education to Eliminate Dropouts 1984-1985. OEA Evaluation Report. Project SPEED provides instruction in English as a second language (ESL) and native language arts in addition to bilingual instruction in mathematics, social studies, computer skills, and typing to 490 students of limited English proficiency (LEP) in grades 9 through 12. All program students were born outside the United States and their native languages included Spanish, Arabic, Chinese, Vietnamese, and Khmer. Over 59 percent of the students were overage for their grade. To achieve a major goal of dropout prevention, instruction stresses development of English language skills. The aim is to prepare students for mainstreaming within two years by planning individualized programs for each student, and having classes taught by both mainstream and resource teachers to heterogeneous or homogeneous language groups. Classes include students of mixed grade levels, grouped according to proficiency in language and subject matter. Curriculum materials were developed this year in Arabic and…

(1986). Project CAREERS, 1984-1985. OEA Evaluation Report. This multi-site project, in its second year of funding, proposed to provide instruction in English as a second language (ESL) and native language arts, in addition to bilingual instruction in mathematics, science, and social studies to 294 Hispanic, Chinese, and Haitian students in grades 9-12 at three high schools. Students varied widely in English proficiency, ability in their native languages, and overall academic preparedness. Instructional goals included: (1) to provide basic academic skills instruction in English and students' native languages; (2) to foster a positive self-concept through study of students' native cultures and American heritage; (3) to encourage academic achievement and high school graduation; and (4) to foster acquisition of basic skills and orientation for careers in health, law and business related fields. Bilingual science classes were offered at all three sites; bilingual mathematics classes at two sites; and bilingual social science classes at one site….

(1981). Bilingual Pupil Services. E.S.E.A. Title I. Final Evaluation Report, 1980-1981. This report describes the Bilingual Pupil Services project (B.P.S.) which provided basic instruction in English reading, Spanish reading, and mathematics to Spanish-speaking students of limited English proficiency in New York City community schools. Also presented are the results of program evaluation for 1980-81. The report outlines the project goals and objectives, describes the project context, and discusses such program components as organization and personnel, instructional procedures and activities, staff development, curriculum and materials development, and parental involvement. A summary of interviews with paraprofessionals who were trained to serve in the program and with some supervising principals is presented. The report on program evaluation includes a description of assessment procedures, the findings on students achievement in English reading, Spanish reading, and mathematics, and data on student attendance rates. It is reported that the program was generally…

Raposo, Lucilia (1980). Ciencias 1. Manual do Professor (Science 1. Teacher's Manual). This is the teacher's guide for Ciencias 1, the first in a series of science books designed for Portuguese-speaking students in elementary schools. The guide contains materials corresponding to the student's book. Included are five sections comprised of 43 lessons. The teacher's guide also contains lesson objectives, suggestions for lesson presentation, classroom activities, and methods for evaluation. (RH)… [PDF]

Arias, M. Beatriz; Bray, Judith L. (1983). Equal Educational Opportunity and School Desegregation in Triethnic Districts. ECS Working Paper LEC-83-14. The legal and historical concerns regarding education for minorities other than Blacks–with an emphasis on the story for Hispanics–are the subject of this paper. It is argued that although the same legal rules apply to Hispanics as apply to a Black minority, language isolation requires a different approach. Non-Black racial minorities have a right to a meaningful education with special attention to language needs. This special attention, however, cannot be used to permanently segregate Hispanic and other language minority children. It is argued that only older students–those well skilled in their native tongue–benefit from English as a Second Language programs, while younger children do better in an integrated setting. The paper concludes that the goals of integration and attention the language needs of these children are compatible. (Author/GC)… [PDF]

Williams, Roger (1976). Complete General Mathematics Program for Use in Bilingual Math Classes, Grades 9-12. The major part of this document consists of a collection of worksheets and assessment instruments on various mathematics skills. Behavioral objectives for students at the Dos Palos High School are indicated for each page. The topics include place value, addition, subtraction, multiplication, division, fractions, decimals, and percent. Specific objectives and assessment instruments for levels within each topic are included. Also included are progress charts, pre- and post-tests, answer keys, and supplemental resource information. The sequences within topics are outlined in the appendix. (MN)…