(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for American Indian Women. This document is one of five filmstrip users' guides that can be used to increase understanding of minority women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled \American Indian Women\ and to help teachers of secondary and postsecondary students to integrate ethnic group information into existing curricula. The focus of the guide and filmstrip is on traditional and present day roles of American Indian women, as well as their current concerns. A discussion guide presents the four basic objectives of the program and suggests questions and discussion topics and reference materials. A filmstrip script contains narration for the 53-frame filmstrip. A teacher-developed 5-day lesson plan for seventh through ninth grade students is presented, using the five filmstrips in the series to explore the roles of minority group women. Appended is an essay on the… [PDF]

Segan, Frances (1981). The Effectiveness of Two Strategies to Develop Selected Skills in Bilingual/Bicultural Teachers. A training experiment was made with 40 bilingual/bicultural preservice teachers that compared the effectiveness of two teaching strategies. The students were taught using a self-instructional (field-independent) approach or a cooperative (field-sensitive) approach. At the same time, both groups were learning to combine field-sensitive and field independent activities within their own lesson planning. Participants were undergraduate Spanish-English, Puerto Rican, bilingual teacher trainees. They were required to write lesson plans that incorporated behavioral objectives, Puerto Rican cultural elements, a variety of instructional strategies, and field-sensitive/field-independent elements in English and Spanish. During the training sessions, the self-instructional treatment group used a self-teaching package. The cooperative treatment group was presented with the same training material through the use of scripts and materials that encouraged teacher-student interaction. In comparing… [PDF]

Beck, Armin (1979). Cross Cultural Education: Some Administrative and Curriculum Concerns. Important steps in building a multicultural curriculum are the development of specific criteria for cultural inclusion, use of different methods of instruction in the classroom, and implementation of in-service programs for the continual retraining of teachers. Various state departments have developed criteria for inclusion, and these can be used by school systems as a basis to develop their own criteria. However, school systems should go directly to the ethnic communities, where possible, for direction in the cultural concepts to be included in the curriculum and for examination of texts and other resource materials based on the criteria. Where ethnic groups are not available, the school system can use criteria written by other people or organizations of that same culture group. A theme approach to teaching is preferable to a chronological approach, but course content may need to be reorganized before it is possible to use the theme approach. Schools should develop programs to…

Birtha, Cheryl, Ed.; Dirlam, Karen S., Comp. Handbook of Human Relations Classroom Activities. This guide is for the incorporation of human relations education in the elementary and secondary school curricula. The primary purpose of each teaching unit is to promote an understanding of and respect for individual differences. Classroom activities listed involve the use of discussion and inquiry and cover self awareness, value clarification, family relationship, racism, sexism, and classism. (CJ)…

Kasten, Wendy C. (1987). Medicine Men, Bethlehem, and Pacman: Writing in a Cultural Context. Anthropology and Education Quarterly, v18 n2 p116-25 Jun. Papago Indian children are members of two language groups and several cultural groups. The effects of these groups are manifested uniquely in each individual. A longitudinal study of writing samples from these children reveals a rich and varied experiential base which includes meaningful understandings of both Papago and American cultural practices. (VM)…

Hoeplin-Phalon, Nancy, Ed. (1997). Great Decisions. 1997 Edition. This annual briefing book focuses on eight topics related to U.S. foreign policy. The essays provide an overview of the geographic area or subject of concern. The volume's introduction features a discussion of how U.S. foreign policy is made. The eight essays include: (1) "Today's Media: What Voice in Foreign Policy" (Raymond Carroll); (2) "Northeast Asia: Strategic Crossroads" (James Shinn); (3) "Russia and the U.S.: Growing Cooperation?" (Ted Hopf); (4) "Terrorism and Crime: A More Dangerous World" (David C. Morrison); (5) "European Integration: What Future for Europe and the U.S.?" (Andrew Moravcsik); (6) "Environmental Threats to Stability: The Role of Population Growth" (Gail Robinson; William Sweet); (7) "Middle East: Peace and the Changing Order" (F. Gregory Gause III); and (8) "Globalization: Workplace Winners and Losers" (Bruce Stokes). Each essay is accompanied by discussion questions,…

DuMond, Chari (1994). An Introduction to Global Arts. Fulbright-Hays Summer Seminar Abroad 1994 (India). This unit provides an introduction to global arts with a focus on the arts of India. Through analysis of artistic works, students develop an awareness of individual expression which addresses the elements of art. A background of Indian history is presented, along with the arts of India including painting, sculpture, relief sculpture, mandala design, wood block prints, textile design, and Rajput painting. (EH)… [PDF]

Hughes, Michael A.; Mirel, Jeffrey E.; Strickland, W. Jay (1998). Evaluation Report: SALSA Educational Programming. SALSA is a 30-episode video series for early elementary school children produced by Georgia Public Broadcasting. It is intended to do three things: (1) introduce non-Spanish speaking children to the Spanish language and Hispanic cultures; (2) promote appreciation for the Spanish language and Hispanic cultures; and (3) promote cultural pride and self-esteem among Hispanic children. Each 15-minute episode is introduced in English, and the remainder is presented in Spanish. The show uses puppets in each episode who present traditional children's stories as humorous three-act plays. This report aims to evaluate, using quantitative and qualitative data, how effective SALSA has been in regards to its three goals and in generating viewer interest, promoting cultural appreciation, and facilitating Spanish language acquisition. It was found that viewers very much enjoyed SALSA videos, and educators rated it superior to other educational videos aimed for early elementary students. Voluntary… [PDF]

DiPietro, Robert J. (1980). Filling the Elementary Curriculum with Languages: What Are the Effects?. Foreign Language Annals, v13 n2 p115-23 Apr. Evaluates a bilingual/bicultural education pilot program in which native speakers of Vietnamese, Korean, Spanish, and English participated. Language classes were integrated within the overall curriculum. School attendance, motivation, language proficiency, and academic grades all improved. (PMJ)…

Jacques, Marie; Potter, Annie (1997). Developing an Inclusive Approach to Preschool Education: A Discussion of Issues and Strategies, with Implications Focussing on Quebec. Canadian Journal of Research in Early Childhood Education, v6 n2 p85-105 May. Examines cultural conditions necessary for children's development in day care settings, using Bronfenbrenner's Ecology of Human Development. Considers the parental role in this context; also the relationship between educators and parents, with a view to creating culturally appropriate conditions for the developing child. Discusses policies and practice specific to the day care provision in Quebec. (JPB)…

Garcia, Betty; Van Soest, Dorothy (1997). Changing Perceptions of Diversity and Oppression: MSW Students Discuss the Effects of a Required Course. Journal of Social Work Education, v33 n1 p119-29 Win. A survey of 43 master's social work students enrolled in a required course on diversity and oppression investigated the course's effect on their understanding of their social identity, on cognitive and affective changes as students considered the effects of discrimination and oppression, and on students' discoveries about barriers to and resources for confronting oppression. Results are reported and implications for instruction considered. (MSE)…

Saldana, Johnny (1997). "Survival": A White Teacher's Conception of Drama with Inner-City Hispanic Youth. Youth Theatre Journal, v11 p25-46. Profiles how and why a White, upper-middle-class teacher who was trained in aspects of play production and theater education changed her conception of educational drama as she worked in an inner-city magnet school with impoverished, inner-city Hispanic youth. Discusses culture shock, cross-cultural functioning, and survival in terms of ethos, gang subculture, language, and staff authority. (SR)…

Griffiths, Anna (1996). Australia and Asia–A Part or Apart? The Place of the Arts of Asia in the Victorian Secondary School Curriculum. Australian Art Education, v19 n2 p25-35 Aut. Determines the extent to which Asian art is represented in Australian secondary art education. Surveys and discusses art appreciation classes, art education curricula, teacher education programs, and the Artists in Schools program. Maintains that although some progress has been made, Asian art is still underrepresented. (MJP)…

Hull, John M. (1996). A Gift to the Child: A New Pedagogy for Teaching Religion to Young Children. Religious Education, v91 n2 p172-88 Spr. Describes the main features of a new method for teaching religious education to children. Compares this method to other British religious education approaches. The "gift method" approach begins with the child receiving some easily understood component of a religion (song, prayer, material object) then progresses to a more complex understanding. (MJP)…

Green, Judith; Kyratzis, Amy (1997). Jointly Constructed Narratives in Classrooms: Co-Construction of Friendship and Community through Language. Teaching and Teacher Education, v13 n1 p17-37. Examines joint construction of narratives in the classroom, presenting narratives from two ethnographic studies. The preschool narratives illustrate how peer culture, friendship patterns, and identity are socially constituted through discourse. Fifth grade narratives illustrate ways in which students view their bilingual class community as jointly constructed through everyday patterns of interaction and activity. (SM)…

Askew, Lida (1987). Can You Say \Good Morning\ in Urdu? A School Language Census. English Journal, v76 n7 p41-42 Nov. Describes a junior high class activity called the \International Language Census,\ in which international students learned each other's equivalents of \good morning\ and \thank you.\ Notes that non-American students who were socially isolated grew less shy and became occasional centers of attention. (JG)…

Erting, Lynne; Pfau, Judy (1997). Becoming Bilingual: Facilitating English Literacy Development Using ASL in PreSchool. Sharing Ideas. This paper discusses ways to facilitate the emerging literacy of deaf children by encouraging bilingualism in American Sign Language and English within the context of what is known from research and practice about emerging literacy in hearing and deaf children. This approach focuses on enrichment by the addition of a second language (English) while supporting the primary language (ASL) as the language of instruction. Three broad topics are emphasized: (1) developing metalinguistic awareness of the two languages; (2) shared storybook experiences; and (3) writing development. Other factors, such as the importance of fingerspelling, social interaction, and the use of environmental print are addressed within the three areas of focus. (Contains 58 references.) (DB)… [PDF]

Stritikus, Tom (2002). Immigrant Children and the Politics of English-Only: Views from the Classroom. The New Americans: Recent Immigration and American Society. This book discusses the debate over the English-only movement, examining how it affects teachers and students and highlighting one California district's experience with changes brought about by Proposition 227. Chapter 1, "Introduction," reviews the issue. Chapter 2, "Teachers' Place in the Local Enactment of Language Policy," discusses research questions and purposes of the study and the theoretical background. Chapter 3, "Research Method, Research Site and Participants," describes the study. Chapter 4, "The Proposition 227 Policy Context: Teacher Perceptions and Behavior," discusses district level decisions, teacher actions, and beliefs of teachers at different schools. Chapter 5, "Proposition 227 and Teachers' Work: English-Only and Open Court," describes learning in these classrooms, tensions, teacher-student interactions, reading and writing, and teachers' individual qualities and classroom practices. Chapter 6, "Literacy…

Adger, Carolyn Temple; Howard, Elizabeth; Perdomo, Marleny; Sugarman, Julie (2005). The Two-Way Immersion Toolkit. Education Alliance at Brown University This Toolkit is meant to be a resource for teachers, parents, and administrators involved with two-way immersion (TWI) programs, particularly those at the elementary level. Two-way immersion is a form of dual language instruction that brings together students from two native language groups for language, literacy, and academic content instruction through two languages. In the United States, these two groups are native English language speakers and native speakers of another language, usually Spanish. Because of the integrated nature of the programs and the fact that instruction is provided to all students through both languages, TWI programs allow students to be both language learners and language models for their peers. This Toolkit is composed of three segments that address program design and planning, classroom instruction, and parental involvement, respectively. The classroom instruction segment includes a Question & Answer (Q&A) document on teaching in TWI programs;… [Direct]

(2000). ELL Subcommittee Research Studies Progress Report. This report describes six studies on the educational progress of students who entered New York City public schools as non-native English speakers, or English language learners (ELLs). Studies examined number of years students were served in bilingual/English as a Second Language (ESL) programs; characteristics of students receiving these services; the longitudinal progress of ELL students; student performance after program completion; ELL high school performance; characteristics of ELLs who came to English speaking schools with little or no formal schooling, who received bilingual/ESL services for several years, and who entered mainstream monolingual classes within 3 years; and characteristics of ELLs' teachers. Although most districts showed relatively low percentages of ELLs who had been served for over 6 years, some showed substantial numbers of long-term ELLs. Bilingual/ELL programs were especially effective for ELLs entering school in kindergarten and grade 1. Relatively strong… [PDF]

(2000). Programs for English Language Learners: Resource Materials for Planning and Self-Assessments. These resource materials were developed in response to requests from school districts for a reference tool to assist them through the process of developing a comprehensive English language learners (ELL) program. The districts desired a program that would be in compliance with Title VI of the Civil Rights Act of 1964. Title VI was passed in the wake of the Lau v. Nichols memorandum of 1970 that directed school districts to help ELL students overcome language barriers and ensure that they can meaningfully participate in the districts' educational programs. These materials discuss helpful steps to follow in designing or revising such a program, and are intended as a resource for school district use, not a statement of specific legal requirements. Included with these materials are an overview, a guide to developing ELL programs, suggestions for program evaluation, a glossary of specialized terms used in ELL education, a resource list including Web sites, and a series of ELL program… [PDF]

Suleiman, Mahmoud F. (2000). The Process and Product of Writing: Implications for Elementary School Teachers. This paper provides a summary of well established, conventional thinking on the importance of writing to the language learning process. Writing is a central element of language. Any reading and language arts program must consider the multidimensional nature of writing in instructional practices, assessment procedures, and language development. The understanding of writing fundamentals can be understood through examining the multidimensional nature of the writing process. This paper explores these issues and draws pedagogical implications for reading and language arts teachers while capitalizing on the benefits of writing as an indispensable skill in language arts programs. (Contains 16 references.) (KFT)… [PDF]

Palomares, Uvaldo H. (1970). Communication Begins with Attitude. National Elementary Principal, 50, 2, 47-49, Nov '70. Describes a sequential, cumulative set of experiences designed to promote personal effectiveness and communication skills in children. Allegedly, as pupils learn to articulate their feelings, the teacher will begin to know his students, to understand and meet their needs as individuals. (JF)…

Cazden, Courtney B.; Meier, Terry Ryan (1982). Research Update: A Focus on Oral Language and Writing from a Multicultural Perspective. Language Arts, v59 n5 p504-12 May. Examples of the differences between the oral language of Blacks and the standardized written language forced on them in English classrooms illustrate the need for teachers to appreciate language differences and to create a workable context for effective language instruction. (RL)…

Cummins, Jim (1979). The Language and Culture Issue in the Education of Minority Language Children. Interchange on Educational Policy, v10 n4 p72-88 1979-80. Language and culture programs for children speaking a minority language are discussed and outlined in terms of psycho-educational rationales, program options, and empirical and theoretical considerations of the appropriateness of such programs. (JMF)…

Moeller, Aleidine Kramer, Ed. (1995). The Teaching of Culture and Language in the Second Language Classroom: Focus on the Learner. International Journal of Educational Research, v23 n7 p571-652. The seven chapters of this theme issue on second-language instruction illustrate the pedagogical shift from measuring language achievement to emphasizing language proficiency. The issue explores empirical and theoretical investigations into second-language acquisition research in both affective and cognitive domains. (SLD)…

Harbaugh, Mary S.; Wyels, Joyce (1990). Celebrating Diversity. Instructor, v100 n2 p44-48 Sep. The challenges and joys involved in teaching recently arrived immigrant children are discussed in this article. A variety of effective classroom strategies are presented. Information on English-as-a-Second-Language (ESL) students and ESL techniques is also included. (IAH)…

Allen, Patsy (1994). Working with Parents: When Children Speak a Different Language. Day Care & Early Education, v22 n1 p38-39 Fall. Notes that the increasing numbers of children from a variety of cultures and backgrounds attending preschools present new challenges for many teachers and parents. Discusses ways to provide developmentally appropriate activities for bilingual children. Stresses involving parents contributes to both the child's and parents' positive attitudes toward school. (TJQ)…

Clarkson, Philip C. (1991). Language Comprehension Errors–A Further Investigation. Mathematics Education Research Journal, v3 n2 p24-33. Error frequency and language competence of bilingual grade 6 students were analyzed to determine the effect of language comprehension in errors made in solving mathematical word problems. Results provide support for the linkage of comprehension errors to measures of language competency. (29 references) (MDH)…

Freeman, Yvonne S. (1998). Providing Quality Children's Literature in Spanish. New Advocate, v11 n1 p23-38 Win. Reviews the rationale and research that supports the development of literacy in children's first language. Discusses challenges educators face in using literature to support literacy development for Spanish speakers; discusses resources for teaching using children's literature in Spanish; and offers guidelines for teachers and librarians in choosing and using culturally appropriate books in Spanish. (SR)…