Rolka, Katrin (2004). Bilingual Lessons and Mathematical World Views–A German Perspective. International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18,. With the globalization of human activities, profound foreign language skills are of increasing importance. Bilingual lessons are a promising opportunity to enable pupils to acquire greater foreign language competence within the school context. In Germany, however, a foreign language is rarely used as a learning and working language in mathematics lessons. This paper presents the results of research on subjective convictions of teachers about mathematics as a bilingual subject which underline the central role of mathematical world views in this context. [For complete proceedings, see ED489597.]… [PDF]

(2001). Kindergarten, Here I Come! = Kinder, aqui voy! [Videotape]. Designed to generate excitement about starting school and to answer the many questions preschool children have about kindergarten, this 18-minute videotape gives preschool children a positive, realistic vision of kindergarten. The videotape, in both English and Spanish versions, is designed to be viewed in preschools or day cares, by parents with their preschool children, or in meetings of parents preparing to send their children to kindergarten. The videotape shows scenes of several kindergarten classrooms with diverse children and teachers, highlights kindergarteners' thoughts and feelings, and emphasizes the play-based learning activities in kindergarten as well as the fun, facts, and new friends encountered in this new educational setting. An accompanying discussion guide provides suggestions for pre- and post-viewing discussions with children entering kindergarten from preschools, Head Start programs, or day care settings, as well as suggested transition activities. The…

Evans, Janet, Ed. (2001). Writing in the Elementary Classroom: A Reconsideration. This book presents 15 essays that consider writing development from many different angles, creating a collage that focuses on how to help students develop into competent writers. The first section of the book consists of four chapters on how to support young writers. In the second section, the essays explore how a variety of issues influence narrative and poetry writing. The third section looks at nonfiction ways to do this kind of writing effectively. The final section considers how to prepare writing to be read by an audience. Essays in Part 1, Supporting the Young Writer, are: (1) \'That's How I Used To Write My Name When I Was Little': Under-Fives Exploring Writing\ (Robin Campbell); (2) \Using Nursery Rhymes, Jingles, Songs, and Poems as a Way into Writing\ (Janet Evans); (3) \Do You Hear What I Hear? Helping Children Read and Spell Using Letter-Onset/Rime Analogy\ (Margaret Moustafa and Rosalie Franzese); and (4) \A Place To Start from: Encouraging Bilingual Children's…

Hovey, Barbara; Stanchfield, Jo M. (1968). A Study of Attitudinal Changes in Mexican-American Parents Toward the Schools. Int Reading Assn Conf Proc Pt 1, 13, 767-72, Apr '68. …

Michael, William B.; Olguin, Leonard (1979). The Factorial Validity of the Olguin Diagnostic Test of Auditory Perception for Spanish Language-Oriented Children. Educational and Psychological Measurement, v37 n4 p1005-10 Win. A factor analysis of 12 scales of the Olguin Diagnostic Test of Auditory Perception, two measures from a standardized reading test, and six personal-family-demographic factors revealed six interpretable dimensions for a sample of 95 Spanish-language-oriented children in the first and second grades. (Author/CTM)…

Lindholm, Katherine J.; And Others (1979). Comprehension of Relational Concepts: Use of Bilingual Children to Separate Cognitive and Linguistic Factors. Hispanic Journal of Behavioral Sciences, v1 n4 p327-43 Dec. The study examined 120 bilingual Mexican American and 24 monolingual Anglo American (pre-K-1) children's comprehension of 26 relational concepts by manipulating the natural language to separate and evaluate cognitive and linguistic variables. Six hypotheses were proposed as operating principles applicable to, but not necessarily limited to, duo-language acquisition. (SB)…

Perez, Samuel A. (1979). How to Effectively Teach Spanish-Speaking Children, Even If You're Not Bilingual. Language Arts, v56 n2 p159-62 Feb. Nonbilingual teachers of Spanish-speaking students can become more effective through cultural understanding and respect, learning to speak Spanish, team teaching, using bilingual teacher aides, involving parents, and peer teaching. (DD)…

Fang, Fan (1996). Traveling the Internet in Chinese. Educational Leadership, v54 n3 p27-29 Nov. Thanks to a small grant, Chinese bilingual students at a San Francisco Mission District middle school became the first students to communicate electronically in Chinese and to publish the world's first online student newspaper in Chinese. By year's end, students participated fully in all academic activities in Chinese and made tremendous progress in learning English. (MLH)…

Alva, Sylvia Alatorre; Weisskirch, Robert S. (2002). Language Brokering and the Acculturation of Latino Children. Hispanic Journal of Behavioral Sciences, v24 n3 p369-78 Aug. A study of acculturative stress in children who served as language brokers surveyed 36 bilingual Latino fifth graders from a Southern California elementary school. The least acculturated children reported higher frequencies of language brokering and greater discomfort in doing so. High levels of acculturative stress were associated with increased social acceptance by peers. Sex differences were noted. (Author/TD)…

Titone, Renzo (1989). The Preschool/Early Reading Movement (ERM) in Italy: An Historical Survey. Rassegna Italiana di Linguistica Applicata, v21 n1-2 p273-78 Jan-Aug. Traces the history of the early reading movement in Italy and relates the experiences of parent-guided reading with preschool children and teacher-guided reading with kindergarten children. Recent studies on early reading and research in the area of early bilingual reading is discussed. (CFM)…

Freedman, Sarah Warshauer; McKay, Sandra Lee (1990). Language Minority Education in Great Britain: A Challenge to Current U.S. Policy. TESOL Quarterly, v24 n3 p385-405 Fall. Compares the events leading to the contrasting educational policies that apply to the placement of language minority students in Britain and the United States. The supportive institutional structures of these policies are examined, and the ways these differences reflect contrasting assumptions about language development and definitions of equality of opportunity are discussed. (21 references) (GLR)…

Ascher, Carol (1991). Testing Bilingual Students. Do We Speak the Same Language?. PTA Today, v16 n5 p7-9 Mar. Much work is needed in the area of testing and assessment of limited-English-proficient students. The article discusses characteristics of bilingualism, code switching and other bilingual language patterns, the five types of tests currently used with limited-English-proficient students, and the new curriculum-based achievement tests which are more successful. (SM)…

Garcia, Carlos E. (1998). Exploring the Use of Animation Software with Young Bilingual Students Learning Science. Journal of Educational Computing Research, v19 n3 p247-67. Investigates how the design, creation, and revision of animated models that tell a science story can assist young bilingual children in science learning. Findings show that the animated software provided students with access to a world that is normally unavailable in real time; they were also able to manipulate science concepts and connect structure and sequence to function. Contains 69 references. (AEF)…

Sarrasin, Robert (1998). L'enseignement du francais et en francais en milieu amerindien au Quebec: Une problematique ethnopedagogique (The Teaching of French and in French in an Amerindian Milieu in Quebec: A Problematic Ethnopedagogy). Canadian Journal of Applied Linguistics, v1 n1-2 p107-25. Examines the situation of Quebec's First Nations setting. Discusses problems raised by certain verbal tasks required for Atikamekw students in an Atikamekw-French bilingual program. Suggests that both first and second language pedagogy must take into account the ethnolinguistic characteristics of the students' social background and that an ethnological perspective may be pertinent to numerous pedagogical contexts. (Author/VWL)…

Armijo, Kay (2000). A Non-English Speaker Joins Your Class: What Can You Do?. Talking Points, v12 n1 p22-24 Oct-Nov. Responds to a teacher's question concerning what to do now that a child who speaks no English has joined her class. Emphasizes the importance of the parent-school connection. Presents 18 brief, specific class activities and actions to take to make language minority children feel welcome in the classroom. (RS)…

Finer, Neal (1979). An Instructional Model on Mexican Culture. The document presents a content outline of Mexican and Mexican American culture in seven units. It is adaptable for use at elementary, secondary, and college levels in bilingual and multicultural-oriented classes. Two charts introduce the units: (1) a reverse time line of Mexican culture from 1979 back to 1000 B.C.; and (2) a cause-effect chart showing Mexican cultural influences and contemporary cultural expressions. Unit I discusses the diversity of contemporary Mexican culture as a product of several cultures blending through three major developmental periods. Unit II focuses on the physical environment and its many contrasts. Unit III outlines ten periods in Mexican history and the contributions made by various peoples and events. Unit IV discusses contemporary society, socioeconomic characteristics, and the influence of the family. Unit V emphasizes Mexico's economic situation and its economic development. Unit VI outlines the present political situation, government, and… [PDF]

Martinez, Roger D. (1978). Survey of the Hispanic Population In Colorado. Three hundred twelve respondents representing a cross section of Colorado Hispanic families participated in a 1978 questionnaire survey developed by the Colorado Department of Education to assess the mobility and point of origin of the state's Hispanic population and to provide information about attitudes and feelings concerning the public school education of Hispanic students. Analysis of the data indicated: most Hispanics were not newcomers to the state (71% were born in Colorado, 42% had moved less than 50 miles from their birthplace, 53% were second generation Coloradans, and 4% of their grandparents were born in Colorado); only 6% indicated the Spanish language was never used at home, 54% always spoke Spanish with parents and relatives, and 38% sometimes spoke Spanish at home; 82% of the respondents who had originated in Colorado or New Mexico preferred to be referred to as "Spanish Americans", the majority of those who had originated from Mexico preferred the term…

(1977). Bilingual-Bicultural Education Regulations. Regulations adopted in 1977 by the Alaska State Board of Education governing bilingual-bicultural education in Alaska are presented. The procedure for the initial identification of language dominance in students is set forth. Obligations of school districts toward their non-English-speaking students are detailed. Parental and community involvement is specified. Six types of bilingual/bicultural programs are mandated, and criteria for establishing the appropriateness of given programs for a given district are determined. (JB)… [PDF]

Zanger, Virginia Vogel (1988). Teachers Debate Solutions to Cross-Cultural Dilemmas. Equity and Choice, v4 n3 p13-18 Spr. Presents the responses of 10 teachers, most of whom are English as a Second Language or bilingual program instructors, to two incidents involving cross-cultural issues. The question of whether it is right to impose the dominant culture on a cultural minority student is addressed. To be responsible, teachers need more information about minority cultures. (BJV)…

Bisson, Julie (1997). Celebrate! An Anti-Bias Guide to Enjoying Holidays in Early Childhood Programs. Noting basic misconceptions clouding the dialogue about the role holidays play in an antibias curriculum for young children, this guide for early childhood practitioners invites them to rethink their approach to holidays and provides the tools for addressing the holiday question in new, creative, and effective ways. The three sections of the guide discuss rethinking the holidays, planning for change in teaching approaches, and aspects to consider when using holidays in the classroom. Chapters 1 and 2 examine the personal and social meanings of holidays, as well as current approaches and new ideas for celebrating, noting the benefits of a holiday curriculum. Chapter 3 helps practitioners examine their feelings and relationships with their students' families, while chapter 4 suggests ways to formalize the holiday approach into a written policy. Chapters 5 and 6 provide guidelines about selecting holidays to meet particular curricular goals. Chapter 7 presents evaluation strategies….

Adelman, Nancy E., Ed.; Hargreaves, Andy, Ed.; Walking Eagle, Karen Panton, Ed. (1997). Racing with the Clock. Making Time for Teaching and Learning in School Reform. Ten teachers write about time-related frustrations growing out of school reform efforts, noting how problems were or were not resolved. There are specific examples of what it is like to experience school reform and how reform affects teachers' already full days. These cases are preceded by contextual descriptions. Each case study includes one or more commentaries prepared by representatives (e.g., principals, department chairpersons, or other teachers) from schools and districts discussed. After an introduction by Karen Panton Walking Eagle, chapter 1, \Framing the Cases: Time for Change\ (Nancy E. Adelman), discusses the planning, implementation, and improvement stages of reform. Chapter 2, \The Planning Stage: The Need for Time to Explore and Learn,\ discusses how to make change work, problems with portfolio assessment, and moving from dedication to despair. Chapter 3, \The Implementation Stage: Expanding and Testing New Ideas,\ discusses teachers juggling student needs,…

Bucher, Richard D. (2000). Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities. This book examines the relationship between a person's success and his or her ability to understand, respect, and value diversity. It also explores how people can develop diversity consciousness. Chapter 1, "Diversity: An Overview," discusses the changing cultural landscape, dimensions of diversity, diversity between and within groups, diversity myths, diversity consciousness, and diversity education. Chapter 2, "Diversity Skills and Success," examines definitions of success, sociocultural theory, the importance of diversity skills, and the costs of inadequate diversity skills. Chapter 3, "Personal and Social Barriers to Success," discusses six barriers to success and how to acknowledge and overcome diversity barriers. Chapter 4, "Developing Diversity Consciousness," explains diversity consciousness, isolation, six areas of development, and strategies for developing diversity consciousness. Chapter 5, "Communicating in a Diverse…

Amar, Jasmine; Cheng, Amy; Donahue, Dave; Fisher, Grace; Klein, Emily; Lee, Joanne; Mukai, Gary (1997). Understanding the Korean Peninsula in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part II, U.S. and Japanese Relations with the Korean Peninsula: Opportunities and Challenges. This curriculum unit is part two of a three-part series. Each of the three parts can be taught independently. The lessons include perspectives from each of the countries under study. This unit introduces students to challenges and opportunities presented by policy options for U.S. and Japanese relations with the Korean Peninsula at the turn of the century. Identifying and examining these options, students will gain an awareness of U.S., Japanese, and Korean perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. The seven lessons include: (1) "Historical Legacies: The Japanese Colonization of Korea"; (2) "Historical Legacies: The Korean War – Perspectives from Leaders"; (3) "Korea's Contemporary Political Situation: A News…

Chenette, Sara; Cheng, Amy; Cheng, Yu Wen; Fairbrother, Greg; Midling, Michael; Mukai, Gary; Nordquist, Silvy; Tan, Kwee Foon (1997). Understanding Vietnam in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part III, U.S. and Japanese Relations with Vietnam: Liberalization and Integration. This curriculum unit is part three of a three-part series. Each of the three parts can be taught independently. The lessons include perspectives from each of the countries under study. This unit introduces students to policy options for U.S. and Japanese relations with Vietnam at the turn of the century. By identifying and examining these options during Vietnam's growing liberalization and integration into the world community, students will gain an awareness of U.S., Japanese, and Vietnamese perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. The six lessons include: (1) "Historical Legacies: The Vietnamese Refugee Experience"; (2) "Vietnam's Politics in Transition: Creating Interest in the News"; (3) "Vietnam's Economy in…

Allen, Walter; Clayton-Pedersen, Alma; Hurtado, Sylvia; Milem, Jeffrey (1999). Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education. ERIC Digest. This digest examines ways in which learning and educational objectives can be maximized to achieve diversity while improving social and learning environments for students from different racial/ethnic backgrounds. The digest examines the literature on campus climate for racial/ethnic diversity, looks at the impact on student diversity of the campus climate, and examines institutional changes necessary to improve the racial/ethnic diversity and enhance the learning environment. These issues are examined within a framework that encompasses theories of race relations and racial attitudes, historical legacies of exclusion, and campus behaviors both inside and outside the classroom, as well as changes in government and policy and forces of sociohistorical changes in U.S. society. The needed fundamental institutional changes would include a conceptual shift in thinking about diversity and about an institution's overall teaching and learning priorities, in addition to structural changes… [PDF]

Nelson, Jennifer (1996). A Note on Teaching About Australia. Canadian Social Studies, v30 n2 p76-77 Win. Provides a brief overview of salient facts to be incorporated into a lesson plan on Australia. Several lists contain interesting facts concerning geography, resource utilization, culture, and population. Includes suggested list of research/discussion topics and a list of annotated references. (MJP)…

Chu, Jonathan M. (1996). Does Real American History Begin with Jamestown and Plymouth? Dialogue. OAH Magazine of History, v11 n1 p40-43 Fall. Considers the controversies surrounding the traditional approach to teaching American History (focusing on a series of shared experiences and institutions) and the subsequent criticism that it excludes "other" experiences. Warns against the simplistic presentation of a single celebratory past while concluding that Americans share common experiences. (MJP)…

Sembor, Edward C. (1997). Citizenship, Diversity and Distance Learning: Videoconferencing in Connecticut. Social Education, v61 n3 p154-59 Mar. Profiles a videoconference that brought together two seventh-grade classes in Connecticut. Over several days, white, middle-class, rural students discussed topical issues with urban black students. Topics raised included diversity, politics, gun control and local issues. Includes students' responses to the program. (MJP)…

Nanda, Serena; Norgren, Jill (1990). American Cultural Pluralism and Law: An Innovative Interdisciplinary Course. Political Science Teacher, v3 n2 p13-15 Spr. Describes a course on the problems of cultural pluralism in a democratic, constitutional society. Analyzes the rule of law in the United States. Examines the topic through an analysis of Supreme Court cases on questions pertaining to race, religion, gender, and community. Discusses course format and includes a class exercise of a mock trial. (RW)…

Hirshfield, Claire (1994). Using Classroom Quality Circles to Combat Japanophobia. Social Studies, v85 n1 p11-15 Jan-Feb. Discusses growing concern about negative attitudes toward Japan and Japanese people among secondary school and college students. Describes the use of quality control circles to bridge the cultural divide. Reports on the success of the program and argues that teachers have a responsibility to promote cultural understanding and diversity. (CFR)…