(1980). Planning for Management. Participant's Handbook. Bilingual Evaluation Technical Assistance Workshop V. A handbook for participants of a workshop on bilingual program evaluation is presented as part of the Bilingual Evaluation Technical Assistance project. Workshop objectives are as follows: make a schedule for evaluation management tasks; create a staffing plan; prepare a budget appropriate for the particular bilingual evaluation; develop a plan for monitoring bilingual evaluation tasks; and prepare a report schedule. Instructions and worksheets are presented for each of these tasks. A general workshop schedule for the 4 hours of instruction is also included. (SW)…

Castillo, Max S.; Cruz, Josue, Jr. (1974). Special Competencies for Teachers of Preschool Chicano Children: Rationale, Content, and Assessment. Young Children, 29, 6, 341-347, Sep 74. Competency-based criteria in Chicano preschool teacher training and credentialling must be specifically tailored to the Mexican American culture. Presented are: (1) a set of specific competencies focusing on verbal and interactional behavior, self concept, and parental involvement; and (2) an assessment process for measuring teacher competencies. (Author/SDH)…

Sung, Robert (1977). Placement Tests for Golden Mountain Reading Series. These placement tests are designed to help teachers determine a students' Chinese reading and writing level and to place them in the appropriate grade level book in the Golden Mountain Reading Series. The tests are divided into two parts: (1) word recognition and (2) reading and writing test. (Author/CFM)…

Klitz, Sally Innis (1980). Crosscultural Communication: The Hispanic Community of Connecticut. A Human Services Staff Development Training Manual. A TITLE XX Project. This manual was designed for use by Title XX field training personnel involved in providing services for Puerto Ricans in Connecticut. The manual is intended to develop cross cultural awareness by introducing the reader to the cultural orientations, social systems, and values of Puerto Ricans and other Hispanics. Included are background information on Puerto Rican geography, history, economy, and politics; a description of Hispanic value systems, family structure, religion, courtship and marriage practices, and health practices; a discussion of the Puerto Rican experience in the United States in politics, housing, employment and education; and a community social and health service model for Puerto Ricans. Also included are sample lessons for a Spanish language curriculum and a directory of Spanish speaking resource organizations in Connecticut. (MJL)… [PDF]

Evans, Joyce (1980). Model Preschool Programs for Handicapped Bilingual Children. Problems facing bilingual preschoolers with handicaps are addressed and 18 model programs are identified through brief summaries. Programs represent home based as well as center based approaches, English as a Second Language models, and both mainstreamed and special class settings. Program summaries obtained through written questionnaires and telephone interviews focus on eight topics: site setting and funding; number, types, and ages of handicapped children served; identification and selection procedures; staffing; parent involvement; program focus; instructional language; and major problems encountered. Among conclusions cited are that community support is important, parents must be involved, and language is a sensitive issue. (CL)… [PDF]

(1978). Handbook for Bilingual Vocational Materials Development. One of two publications developed to facilitate bilingual vocational training, this handbook is intended to assist instructional materials developers and teachers in designing or adapting existing materials for selected-language speakers and vocations. (CE 019 070 contains a guide for assisting decision makers in determining priorities for development of materials needed for bilingual vocational training programs.) This handbook has been divided into five sections. The first section contains a single instructional unit (taken from a seventy-five-unit Nursing Assistant course) which was selected to illustrate the developmental process and to serve as a model for producing similar units. This model unit contains vocational exercises, vocational English pattern practice drills, and special bilingual vocational exercises. A detailed explanation of the process used in developing the model unit is found in the second section. In addition to explaining the basic concepts related to…

Feitelson, Dina, Ed. (1976). Mother Tongue or Second Language? On the Teaching of Reading in Multilingual Societies. The nine articles in this publication report on what is currently taking place in the teaching of reading in multilingual societies. The topics covered are: curriculum development and evaluation in two languages (Pilipino and English) in the Philippines, the teaching of English as a second language in Malaysia, problems and progress in teaching English as a foreign language in Indonesia, the revival of the Hebrew language in Israel, developing a language curriculum in Afghanistan, developing materials for beginning reading in Hindi, reading and reading instruction in Korea, the problems of beginning and developmental reading in Nigerian primary schools, and teaching reading in a foreign language. (FL)…

Hainsworth, Mary (1978). Report on Second and Third Languages. Background on the current status of English and French as a second language (ESL, FSL) and English as a second dialect (ESD) programs in Ontario is provided by questionnaire responses, interviews and a review of pertinent literature. The author concludes that declining enrollment will jeopardize ESL/D and French immersion programs. Reduction in staff will limit a principal's ability to create or maintain a strong language program. In addition, increases in split grades will result in regular classroom teachers being asked to give extra help in ESL and will create the untenable situation, for French teachers, of having to teach two different levels at the same time. The author recommends mandatory certification for ESL/D teachers, changes in the allocation formula to include program funding from federal and provincial sources, and further research on the efficacy and usefulness of ESL/D programs. The FSL program is strongly entrenched at the elementary level but is declining at the…

Mazur, Gertrud S., Ed. (1979). Proceedings: Pacific Northwest Council on Foreign Languages. Volume XXX, Part 2. The following papers of relevance to second language instruction are compiled here: (1) "Bilingual Math in a Monolingual Classroom: A Field Study," by Elizabeth M. Baricevic; (2) "Ideologie et pedagogie: reflexions sur le manuel de francais au programme de '3e annee secondaire' en Algerie," by Jeanne Adam; (3) "Pedagogic Grammar and Applied Linguistics," by Barrie E. Bartlett; (4) "Verb Tenses and Time in the Discourse," by Marcial Prado; (5) "Word-Final Phoneme-Grapheme Correspondence in French," by O. W. Rolfe; (6) "The Role of Listening Comprehension in L2 Acquisition," by Wilfried M. Voge; and (7) "The Story of 'de' in Mandarin Chinese: Linguistic Functions and Usage," by Lucia Yang. (JB)…

Fierro, Leonard; And Others (1976). Guidelines for the Formation of the Title VI Lau Steering Committee: Organizational Approach to Develop an Educational Master Plan. Phase II Manual. Two steps in meeting the requirements of Title VI of the Civil Rights Act of 1964 are discussed: the formation and role of a Title VI Lau Steerinq Committee, and the involvement of the community in program implementation. Three models for the selection of steering committee members are presented, and suggested decision-making processes are offered. An outline for a community training and orientation workshop is included. The formation of a community task force is viewed as central to bringing all elements of the educational and wider community together to provide for the educational needs of non- and limited-English-speaking students. Ways to coordinate and occupy the task force are presented. These steps in program implementation are designed to conform with the demands of a specific time line. An introduction to the Lau Center six-phase scheme for full program implementation is included. (JB)…

Cunningham, Dorothy, Comp. (1979). Preschool Curriculum: A Child Centered Curriculum of Concepts and Activities Including All of the CDA Functional Areas–Bi-lingual and Home Activities. This preschool resource curriculum, intended for use in a Head Start center, was written to correspond with a work plan and curriculum for children 3 to 5 years of age. The units included in the curriculum guide are aimed at integrating growth experiences with the learning of basic skills. Each of the 16 units contains material related to each of the CDA functional areas, as well as bilingual activities, and emphasis is given to affective as well as cognitive activities. Activities provided are intended for use with small and large groups. Each unit provides cultural activities to promote pride in ethnic background and race. Most units include suggestions for activities that children can do at home with their parents plus references to resources such as books, records and films, many available in Spanish. Names of units included are: About Me; Nursery Rhymes; The Senses; Plants; Transportation; Children of Other Lands; Birds, Spiders, Insects and Worms; Community Helpers; Animals;…

Curriculum Program for the Apache Language. These curriculum materials from the Whiteriver (Arizona) Elementary School consist of–(1) an English-Apache word list of some of the most commonly used words in Apache, 29p.; (2) a list of enclitics with approximate or suggested meanings and illustrations of usage, 5 p.; (3) an illustrated chart of Apache vowels and consonants, various written sound-recognition tests, a listing of pronouns and numbers, and conversational question and statement patterns, 12 p.; (4) mnemonic charts presenting each consonant letter illustrated by a word which contains the sound, 16 p.; (5) an Apache Reader which presents all the sounds in simple words and sentences, 24 p.; and a story of an Indian boy and his donkey, in English and Apache, with accompanying pages of illustrations, 24 p. (AMM)…

Cummins, James; Macnamara, John (1977). Immersion Education in Ireland: A Critical Review of Macnamara's Findings. Reply to Dr. Cummins. Reply to the Reply. Working Papers on Bilingualism, No. 13. The present paper questions the validity of Macnamara's (1966) finding that teaching arithmetic through a bilingual's weaker language leads to retardation in problem arithmetic. By comparing the performance of immersion pupils on an Irish (as a second language) version of the problem arithmetic test with the performance of non-immersion pupils on an English (as a first language) version, Macnamara's study confounds bilinguals' competence in arithmetic with their ability to demonstrate this competence when tested through their weaker language. Macnamara's attempt to demonstrate the equivalence of Irish and English versions of the problem arithmetic test fails to take account of probable differences in Irish competence between the immersion pupils in the pretest and those in the main study. Macnamara rejects Cummins' criticism in a brief reply. Cummins' reply to Macnamara's reply is also provided. (Author/CFM)… [PDF]

Pinsent, A. (1960). The Construction and Use of Standardised Tests of Intelligence and Attainment. Pamphlet No. 3. The British Education Act of 1944 stipulated that instruction and training be offered according to the ages, abilities, and aptitudes of pupils. One specific problem concerned the entry to secondary schools of pupils from a variety of primary schools. The resulting problem of determining the different aptitudes and abilities has been partially solved by the use of standardized tests. This pamphlet is designed to provide a brief introduction to the methods of constructing and using standardized tests, and to discuss special difficulties encountered in the construction and use of standardized tests in Wales, a mixed language area. Specifically discussed are the various kinds of standardized tests, what is meant by standardization, what such tests determine, the choice of tests, comparison of the results of various tests, and the concepts of mental age, attainment ages and quotients. (CLK)… [PDF]

Williams, Frederick G.; And Others (1974). Exploring a New World: A Portuguese-American Reader, Book 2. Part of the Portuguese-American reader series comprises learning resources for intermediate and secondary Portuguese-American students who have not had the benefits of bilingual training in lower grades. The two-fold purpose of the reading development and social studies series is to improve the reading skills of bilingual students and to increase appreciation of the Portuguese culture. This unit examines Portuguese explorations of the New World and contributions of famous Portuguese-Americans. Both historical narrative and learning activities are included. The materials are also published in Portuguese. (Author/JR)… [PDF]

Miller-Lachmann, Lyn (1992). Our Family, Our Friends, Our World: An Annotated Guide to Significant Multicultural Books for Children and Teenagers. This bibliography lists 1,038 multicultural books for children and teenagers, published between 1970 and 1991, that can assist librarians, teachers, and parents in educating children and young adults about their changing world. The books are selected to enhance opportunities for children to live and learn together by providing them with fair and accurate materials that describe one another's heritage and experiences. In-depth annotations are provided for each of the books listed in which the authors alert adults to instances when they will need to sensitize young readers to the biases and inaccuracies in the fiction and non-fiction they will be reading. Each chapter features an introductory section, a map of the region being highlighted, and an annotated list of books for preschool to grade 12 students. Three appendixes include Professional Sources, a Series List, and a Publishers Directory. The book is indexed by author, title/series, and subject. (GLR)…

Gordon, June A. (1990). Minority Culture-Based Programming in the Six Four-Year Public Institutions of Higher Education in the State of Washington: An Illuminative Evaluation. This study utilized illuminative, ethnographic evaluation to examine the range and complexity of minority student programming at the six public institutions of higher education in Washington, namely Evergreen State College, Eastern Washington University, Central Washington University, Western Washington University, Washington State University, and the University of Washington. It focused on minority student programming in seven areas: (1) institutional mission; (2) academic programs; (3) recruitment and admissions; (4) retention and student services; (5) local community role; (6) administration; and (7) physical facilities. Data were gathered through interviews of administrators, faculty, and staff; examinations of public documents and institutional literature; and observations. The study found that a heated debate over curricular change occurred on every campus, with some calling for the establishment of ethnic studies programs, while others advocated the strengthening of current… [PDF]

(1991). Literature. Special Collection Number 8. This ERIC/RCS Special Collection contains 10 or more Digests (brief syntheses of the research on a specific topic in contemporary education) and FAST Bibs (Focused Access to Selected Topics–annotated bibliographies with selected entries from the ERIC database), providing up-to-date information in an accessible format. The collection focuses on literature–helping students to understand and appreciate it, and using literature to improve reading and writing skills. The material in the special collection is designed for use by teachers, students, administrators, researchers, policy makers, and parents. A profile of the ERIC Clearinghouse on Reading and Communication Skills (ERIC/RCS), an order form, and information on a computerized search service, on searching ERIC in print, on submitting material to ERIC/RCS, and on books available from ERIC/RCS are attached. (RS)… [PDF]

Coulter, Andrea M.; And Others (1988). Teaching with Current Comparative Data, Graphs, and Maps. This document is a compilation of classroom aids for teachers using statistical data appearing in World Eagle publications. Six teachers and the editors of World Eagle supplied specific examples of materials generated for classroom drills, tests, and assignments. Classroom assignments and documents are designed to teach statistical information through the use of maps, graphs, and charts that are included. One example is a step-by-step explanation of how to draw a pie chart along with a definition of such a chart. An assignment for middle school students on how to interpret a map provides a test to accompany maps used in the classroom. There are also suggestions on how to instruct students to read a table, rank order states, compute a percentage of the total, and identify selected states and countries using blank outline maps. (NL)… [PDF]

Schwartz, Helen J. (1990). Pricing Literacy: The Ethics of Access. Computers are necessary to the future of literacy in the United States, but they are not determinative. Instead the determining factor will be human values and political will, and so it is necessary to build the future on democratic ideology. Four premises underlie plans for a feasible and desirable future: (1) education must serve an increasingly diverse student population; (2) a new pedagogy is needed with authentic tasks that involve the teacher as learner and the student as doer; (3) the "New Majority" needs to increase coherence and intellectual engagement in urban, commuter settings; and (4) the "New Literacy" requires new coalitions and partnerships. At Indiana University-Purdue University at Indianapolis, a project which lends computers to students to take home extends the class beyond the classroom by including faculty, administrators, students, and computing services personnel, as well as experts from other universities, in the resulting discussions. To… [PDF]

Frame, Laurence (1983). SOCK Language. English as a Second Language. The manual includes teacher instructions and learning activities for a transitional, bilingual program of English as a Second Language (ESL). The program, which is aimed at elementary to college-age Spanish-speaking students from Mexico, Central America, and South America, uses soccer as a motivating cultural force. The ESL program is designed to be used in conjunction with "SOCMATICAS," a bilingual, multicultural, English/Spanish maintenance curriculum. The manual includes a progression of learning activities focusing on oral language development, intermediate level language skills, and oral verb tenses. It includes a section on phonetic interference and a cross reference to activities in the "SOCMATICAS" curriculum. Appendices include transparency masters, student information sheets, pre- and post-tests, sample individualized programs, and various learning activities. (SB)…

Chavez, Gene T. (1989). La Comunicacion (Communication). Latino Family Life Education Curriculum Series. Curriculum Unit [and] Student Workbook. This 10-lesson curriculum unit provides teachers with some basic tools to help Latino students improve their communication skills. Primary goals are to help students analyze how a person's belief system affects the communication process, and to develop and improve decision-making and communication skills. The following key components are included in each lesson: (1) a \Dicho,\ a Spanish saying or proverb that sets the tone of the lesson; (2) background and rationale; (3) teacher preparation; (4) time; (5) outline of activities; (6) procedure; (7) summary; (8) homework; and (9) student activity sheets. The following lessons are included: (1) \Communication as a Process\; (2) \Communication across Generations\; (3) Communication between Boys and Girls\; (4) \Culture and Communication\; (5) \The Values Auction,\ which examines how people's values affect the communication process; (6) \Communicating With Respect\; (7) \Listening with Respect\; (8) \Accepting and Expressing Feelings\;… [PDF]

Weinstein-Shr, Gail (1988). Project LEIF: Learning English through Intergenerational Friendship. Program Development Manual for Building Community Across Generations and across Cultures. Project LEIF (Learning English through Intergenerational Friendship) is a program begun in 1985 in which an intergenerational core of tutors was trained to teach English to refugees in the Philadelphia area. The program has since expanded and been replicated in four other cities. This manual is intended to help those individuals or groups interested in developing programs similar to project LEIF. The manual consists of the following guidelines and suggestions for program design and implementation: (1) planning as an ongoing process; (2) materials and methods for teaching English; (3) recruitment of volunteers; (4) volunteer training; (5) getting volunteers started and keeping them going; (6) community building; (7) special considerations for using elders in the schools; and (8) assessment and documentation. Appended materials include a collection of news articles about the Philadelphia program and an annotated bibliography of materials for teaching English to speakers of other…

Mesa-Bains, Amalia, Ed.; Shulman, Judith H., Ed. (1990). Teaching Diverse Students: Cases and Commentaries. This casebook was developed collaboratively by a researcher from Far West Laboratory, a staff developer/researcher from the San Francisco Unified School District, and 11 veteran teachers who teach in large metropolitan settings. It contains 14 narrative cases written by teachers about problems that all teachers face who teach ethnically and racially diverse young people in their classrooms. The teachers describe problematic events from their own experience. Some reflect back on incidents they encountered as beginning teachers, describe how they handled the situations, and examine what they have learned during the ensuing years. Others portray problems they are presently facing. The commentaries that follow each case analyze the situations and are designed to take different perspectives in interpreting the accounts. The book is grouped into four sections highlighting the ways in which the cases are similar to each other. The first two chapters deal with instructional events: the… [PDF]

Peyton, Joy Kreeft; Reed, Leslee (1987). Dialogue Journals–An Important Management Tool in the Multicultural Classroom. Dialogue journals, notebooks in which students communicate individually with the teacher on whatever topics they choose, can be both an important way to develop second language ability and a method of integrating language and classroom management. This is particularly true in a multicultural classroom, since the dialogue journals can help the teacher introduce the student to basic classroom practices and maintain an open communication channel without forfeiting valuable class work time. Student journal entries are closely tied to the student's development of language skills and understanding of content, both in the student's comments and in the teacher's responses. They can also assist the teacher in lesson planning and individualizing instruction, provide information about the students' cultures, activities and needs, provide a channel for honest communication, and help resolve difficult classroom situations. (MSE)…

Christman, Elizabeth Ann (1983). Our Class as an Icosahedral Community. Multicultural study, visual and language arts, social studies, and geometry are integrated into this 2-month unit for the elementary classroom. The unit is divided into 3 segments, centering around the creation of a class icosahedron in which each of the shape's 20 faces represents 1 class member. Actual construction of the icosahedron constitutes the first segment of the unit. For this assignment, each student is required to bring pictures or personal items from home and arrange these on a triangle which will be his contribution to the icosahedron. The second segment contains a set of follow-up activities designed to analyze information collected in the icosahedron. Some of the activities recommended are discussion of student-teacher and student-class relationships and an examination of the role of the individual in the community. The final segment of this unit is a supplemental project in which students write self-portraits and biographies. For each segment, materials, detailed…

(1988). Global Studies, Grade 9. East Asia-Japan Unit. This curriculum guide is designed to assist teachers and supervisors in the implementation of the New York State Global Studies syllabus. The materials presented in this guide represent suggested approaches for teaching the unit on East Asia-Japan. The themes addressed are: the physical/historical setting, the dynamics of change, contemporary nations and cultures, economic development in Japan, and Japan in the global context. Each theme begins with a rationale and performance objectives, and includes several teaching strategies and related worksheets. Each strategy aims to promote learning by including one or more skills in an area such as critical thinking, reading, writing, map interpretation, and problem solving. They call for a variety of activities, including roleplaying, simulations, small group discussions, brainstorming, debates, research activities, interviews, and "hands-on" experiences. Worksheets contain teaching/learning activities including primary sources…

Zuniga, Madeleine, Ed.; And Others (1987). Educacion en Poblaciones Indigenas: Politicas y Estrategias en America Latina. (Education for Indigenous Populations: Policies and Strategies in Latin America). This document is a compilation of 20 papers from a seminar on educational policy and strategy for educating the indigenous peoples of Latin America and Mexico. There is a growing awareness among linguistics and anthropology specialists and educators of the necessity to validate education that respects the values of an indigenous culture. This research covers the size of indigenous populations, existing government policies, literacy rates, national planning, and current programs, as well as various programs undertaken in the past. Education alone cannot resolve the economic and social problems of marginal peoples. One goal is the creation of a center for education and research on ethnic peoples and the Amazonian and Andean languages. Further study on the problems of linguistic pluralism and past government policies of establishing Spanish as the official language is recommended. Among the papers included are "Linguistic Research on Indigenous Languages of Colombia" (Jon…

Cornelius, Martha J.; And Others (1978). Teaching Techniques and Materials for the Study of Inner Asia: The Peoples of the Steppe. A Historical and Cultural Perspective. This curriculum unit is intended to serve as a general introduction to the study of the traditions and culture of the vast heartland of the Eurasian land mass called Inner Asia. Objectives are to stimulate student and teacher interest in Inner Asian studies, as well as to encourage students to learn about the historical experience of other peoples. Learning activities and resource materials are included to provide maximum flexibility for teachers. A selected bibliography and a reference section on teaching aids has been included to facilitate any additional research which may be needed. Contained in this curriculum guide are units dealing with: (1) the culture and customs of Inner Asian peoples; (2) a unit on comparative religious beliefs; (3) geographic exercises; (4) myths and legends; (5) Russian eastward expansion; (6) Mongol revolution; (7) economics and government; (8) roles of modern women; (9) influence of communism; and (10) simulation exercises on modern China. Short plays…

Skjervold, Christian K.; And Others (1975). Minneapolis Multi-Ethnic Curriculum Project–Power Unit. The student booklet presents short chapters illustrating the power unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Nine brief chapters describe individuals, organizations, and labor unions and their relationship to power in the United States. Chapter I describes the early history of the International Ladies Garment Workers Union, while Chapter II presents labor conditions in the Mesabi Iron Range. Chapters III through VI offer brief biographies of Saul Alinsky, a professional community organizer; Corky Gonzales, a Chicano youth leader; Barbara Jordan, a black member of Congress; and Fiorello La Guardia, the Italian American mayor of New York City. Chapter VII covers the Human Organizational Political and Economic Development, Inc. (HOPE) in Houston, Texas, a black community organization. Chapter VIII describes the Milwaukee Indian Community School, while Chapter IX discusses the job of a Spanish-speaking court interpreter. All the chapters focus on…