Guzman, Ana; Sutman, Francis X. (1995). Improving Learning in Science and Basic Skills among Diverse Student Populations. This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in this book are based upon the understanding that science and the English language can be effectively learned together, and that teachers of LEP students need not place excessive emphasis upon the first language; although the availability of teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Chapters include: (1) "Science and Language Instructional Goals for Limited English Proficient (LEP) Minorities"; (2) "Grades N-6; Science and Language Instruction for LEP Students: The Integrated Activity Learning Sequence (IALS)"; (3) "The Nature of Science… [PDF]

Berliner, David C.; Casanova, Ursula (1996). Putting Research To Work in Your School. [Revised.]. This book contains abridged and edited versions of research reports with original commentary that were previously published elsewhere. The articles reflect J. Dewey's notion that schools must prepare children to be effective members of a democracy and that life in a heterogeneous society requires cultural flexibility and cooperation that must be nurtured in school. The aim is to present recent research that can be immediately applied by the teacher in the classroom. The themes presented in six sections are: (1) teaching; (2) instructional strategies; (3) learning; (4) motivation; (5) school and society; and (6) testing. Research showing the importance of teacher expectations and academic achievement in culturally diverse populations is used to illustrate innovations for increasing student motivation and participation. The contents show that peer-tutoring and cross-age tutoring are found to improve student achievement and participation. Along with nontraditional teaching methods,…

Maulhardt, Mary (1994). Michoacan People, Customs, and the Day of the Dead. This curriculum guide is intended: (1) to expose students to the people and customs of Michoacan, Mexico; (2) to explore the meaning of traditional Day of the Dead customs through hands-on experiences; and (3) to build the self-esteem of second language learners of Mexican descent. During the study, students whose primary language is Spanish read and respond to Purepecha Indian myths of Michoacan; research and prepare a presentation on the language and customs of the Purepecha Indians; and participate in Day of the Dead activities including art, theater, and cooking. Activities include a literature study, research project, and holiday celebration of the Day of the Dead. There are background notes on the Purepecha Indians and the Day of the Dead, along with a list of resources. Since much of this unit is activity-based, the evaluation of students is performance-based with students judged on their participation in and completion of the activities introduced. (EH)… [PDF]

Mason, Paul, Ed. (1994). Threatened Cultures: Kalahari, Bushmen, Kurds, Maori, Native Americans, Saami of Lapland, Tibetans. Threatened Cultures Series. Each of the 6 separate books in this series for juveniles introduces students to an ancient culture still in existence today. The illustrated guides examine the challenges facing each cultural group from contemporary social, political, and technological influences. The books in the series include: (1) Kurds (John King); (2) Native Americans (James Wilson); (3) Maori (Robert Macdonald); (4) Tibetans (Judith Kendra); (5) Saami of Lapland (Piers Vitebsky); and (6) Kalahari Bushmen (Alan Bernard). The stories of these people explain the history, politics of their homelands, traditional beliefs and values, and difficulties of maintaining their unique culture. Each book contains a glossary, suggestions for further reading, addresses for information and social action, and an index. (MM)…

Menkart, Deborah, Ed.; Sunshine, Catherine A., Ed. (1991). Caribbean Connections: Overview of Regional History. Classroom Resources for Secondary Schools. This book was prepared to enable schools to incorporate material on the Caribbean into existing curricula. Four aims guided the editors in their selection and presentation of materials: (1) to show Caribbean history and contemporary realities through the eyes of ordinary people, both real and fictional; (2) to promote critical thinking rather than simply the memorization of information; (3) to stimulate students' interest by creatively combining different types of learning materials; and (4) to ensure the authenticity and relevance of the material. The book spans the 450 years from colonization of the Caribbean to the mid-twentieth century when most Caribbean territories gained their independence. Each unit includes a teacher guide, an introduction providing background information, and one or more readings. The book is divided into four parts with several readings in each section. Parts include: (1) "The First Caribbean Peoples"; (2) "Conquest and Colonial Rule";… [PDF]

Bidell, Thomas R.; And Others (1994). Developing Conceptions of Racism among Young White Adults in the Context of Cultural Diversity Coursework. An exploratory study was conducted to evaluate a model that predicts a five-step developmental sequence from dualistic to systematic conceptions of racism among young white adults. The model predicts developmental changes for white middle-class young adults within the context of a college cultural-diversity course. The following steps in understanding are predicted: (1) individual prejudice; (2) individual prejudice conflicted; (3) recognition of a multiplicity of inequalities; (4) coordination of a partial system of inequality; and (5) understanding of social and systemic racism. Subjects were 55 white college students (45 female and 10 male) in a cultural-diversity course required of education majors. The majority did respond at step 1 at the beginning of the course and saw racism as simply a matter of individual prejudice. None of the students reached a step-5 conceptualization, but the average student did gain one step, and more than a quarter made two- or three-step gains. The… [PDF]

Bowser, Benjamin P.; And Others (1993). Confronting Diversity Issues on Campus. Survival Skills for Scholars. Volume 6. This book addresses issues of racism, diversity, and intercultural communication in the college or university work place. Chapter 1 exposes several unwritten and informal rules that can become traps and pitfalls for the unknowing, especially people of color. It views the informal structure of the university through the eyes of minority faculty members and students and offers some suggestions for survival. Chapter 2 is a discussion of racial identity and the myths and realities of racism as it is known in the United States. Chapter 3 highlights the importance of daily communication about diversity. Chapter 4 unpacks four major and inevitable conflicts that arise when cultures collide in college environments: the purpose of education, affirmative action, freedom of speech, and the role of ethnic studies. In addition the chapter suggests possible resolution strategies and their consequences. Chapter 5 discusses \communities of interest\ and the necessity of redefining them: how the…

Baker, Susan; And Others (1993). I Am Connected to the World. Unit of Study for Grades K-2: Spanish Partial Immersion Program. These materials consist of a series of lessons comprising an interdisciplinary, multicultural instructional unit. They were designed for use in an elementary school Spanish partial immersion program, to address a variety of needs and learning styles of children from diverse backgrounds, and are intended to foster a sense of community and responsibility, both local and global. The unit is organized according to the model of multiple intelligences: verbal/linguistic; logical/mathematical; visual/kinesthetic/ musical/rhythmical, interpersonal, and intrapersonal. Lesson topics include: the connection between individuals and the human and natural worlds; the individual self; family; home; school; the local community; communities in general; seasons; the earth; and endangered animals. Included are excerpts from other publications and a number of reproducible student worksheets. A brief list of related materials is also appended. All instructions are in English, and some worksheets are all…

Hirabayashi, Lane Ryo, Ed. (1998). Teaching Asian America: Diversity and the Problem of Community. This collection of essays examines the wide range of approaches and emphases within the teaching of Asian American Studies (AAS), offering constructive insights into the tensions between diversity and community and into the different dimensions of AAS. After an introduction by L. R. Hirabayashi, the anthology is divided into two parts. Part 1, "Embracing Diversities," includes the following essays: (1) "Queer/Asian American/Canons" (D.L. Eng); (2) "Teaching Asian American History" (G.Y. Okihiro); (3) "'Just What Do I Think I'm Doing?' Enactments of Identity and Authority in the Asian American Literature Classroom" (P.A. Sakurai); (4) "The Case for Class: Introduction to the Political Economy of Asian American Communities in the San Francisco Bay Area" (B. Kobashigawa); (5)"Critical Pedagogy in Asian American Studies: Reflections on an Experiment in Teaching" (K. Osajima); (6) "Unity of Theory and Practice: Integrating…

Hoge, John Douglas, Ed.; Rosch, Richard, Ed. (1997). Teaching More about Korea: Lessons for Students in Grades K-12. The lessons in this book may be used as a unit of study on Korea or as supplemental lessons to ongoing social studies programs. The book is divided into seven parts with lesson plans in each area. Part 1, "Language," contains: (1) "The Korean Alphabet" (John Hoge); and (2) "Korean Expressions" (Harold Christensen). Part 2, "Geography," includes: (1) "Korea's Climate" (Harold Christensen); (2) "Parallel Peninsulas" (Theron L. Trimble); and (3) "Learning About Korea" (Charles Holt). Part 3, "History," focuses on: (1) "Kyongju – Capital of Ancient Korea" (Sharon Goralewski); (2) "Teaching About the Korean War With Documents" (Beth Haverkamp); (3) "Two Koreas" (Theron L. Trimble); and (4) "Together Again?" (Theron L. Trimble). Part 4, "Culture," emphasizes: (1) "Korean Cultural Artifact" (John Hoge); (2) "South Korea and Its Culture"… [PDF]

(1997). Individual Learning Issues. This document contains three papers from a symposium on individual learning issues in human resource development (HRD). \Bringing Cross-Cultural Sensitivity to Human Resource Development: An Example from the Classroom\ (Robert L. Dilworth) reports on a classroom-based case study in curriculum design for global HRD that emphasizes the importance of preparing HRD professionals for the complexities of cross-cultural settings. \The Analysis of the Effects of Experiential Training on Sojourners' Cross-Cultural Adaptability\ (Donna L. Goldstein, Douglas H. Smith) discusses a case-control study in which the hypothesis that cross-cultural training would improve training participants' cross-cultural adaptability was tested in a sample of 42 graduates of a week-long experiential cross-cultural training program and a control group of similar sojourners who received no training. The conceptual and empirical literature that undergirds the use of play in education and training, in particular, the…

Gordon, Edmund W.; Yowell, Constance (1992). Educational Reforms for Students At Risk: Cultural Dissonance as a Risk Factor in the Development of Students. This paper addresses the notion that persons at risk of failure to achieve an adequate education are in that position partly because of their social circumstances, i.e., their ethnicity, culture, language, or economic status. It discusses the impact of culture on what one does and how one does it, addresses the manner in which culture frames as well as enables one's feelings and thoughts concerning what one does, and examines the question of what mechanism of culture serves as the vehicle and context for human activity. Based on this analysis of cultural influences and their relationships regarding academic achievement, several implications for educational reform are examined covering: (1) the limitations of reform in school governance alone; (2) the limitations of the manipulation of standards and accountability based on educational achievement tests data; (3) the applicability of principles of social justice, i.e., the distribution of equity; (4) the pedagogical principles of… [PDF]

(1991). Proceedings of the Annual Conference of the International Association of School LIbrarianship (19th, Umea, Sweden, July 8-12, 1990). This conference report contains 32 presented papers: "Talking Books for Children in Sweden in Libraries and Schools" (L. Bergman); "At-Risk Students: How Do School (Library) Systems Respond?" (G. R. Brown); "Providing School Library Services to Immigrant Populations" (K. W. Craver); "Bibliographic Aids for School Libraries" (K. Darling); "The Literature Based Curriculum Bridges the Difference between Students, Librarians and Teachers Forming a Partnership for Learning" (V. J. Downes); "Cooperative Learning Activities in the Library Media Center" (L. S. J. Farmer); "Catering to the Special Needs of Mature Age Students in a Senior College in Western Australia" (N. A. Greeve); "Communication between Children and Adults, Based on Literature on Topics of Life Together and Problems of Drugs" (S. Hansen); "The Relationship between the Swedish Institute for Children's Books and Building Bridges of… [PDF]

Casterline, Sherri; Hites, Jeanne M. (1986). Adapting Training for Other Cultures. Designing instruction for trainees from abroad is very different from creating similar programs for trainees from the United States. Prescriptions based on these differences should be used with a chosen instructional design model when adapting training designs for other cultures. Instructional design principles apply to instruction for learners from other cultures if the teacher challenges his/her assumptions about the learners. First, a needs analysis should be conducted before training is exported. This includes asking if technology is appropriate to the situation and asking if the objectives are the same. Next, in addition to standard audience analysis, the teacher must give added scrutiny to motivational factors, the level of English comprehension, entry skills and knowledge, and learning style preferences. Based on these analyses, the teacher should examine any existing training materials to determine if delivery methods and instructional strategies are appropriate. Needed… [PDF]

Frame, Laurence (1980). SOCMATICAS Student Workbook. The student workbook for Socmaticas includes 271 activities which require students to utilize data from soccer team rosters to complete this bilingual, multicultural, multidisciplinary, learning program ranging from elementary to secondary levels. Encompassing the subject areas of English/Spanish, mathematics, reading, social studies, history, and geography, the specific tasks enable students to develop a positive self image, record their work progress, learn basic computational skills, make and utilize charts and graphs, integrate data, improve visual perception skills, write and interpret birth dates, read schedules, improve penmanship skills, develop creative writing skills, develop research skills, learn a second language and culture, and appreciate being bilingual/bicultural. Activities include ordering numbers, writing Spanish surnames, linear measurements, writing number words and dates, celebrating fiestas, drawing team emblems and uniforms, values clarification,…

(1986). Jamaica High School Computer-Assisted Bilingual/Bicultural Multi-Skills Project 1984-85. O.E.A. Evaluation Report. The Computer-Assisted Bilingual/Bicultural Multi-Skills Project at Jamaica High School completed the first year of a 3-year funding cycle in June 1984. The Project served 101 students of limited English proficiency (LEP). Most were Hispanic or Haitian, but other ethnic groups were also represented. The students tended to be from rural, poor areas of their native countries. As a result, many had limited educational experiences; over 50 percent of the students were overage for their grade placement. The project's goals were improving students' English language proficiency; developing native language arts curricula to enhance native language skills and the students' self-image; mainstreaming students into all-English classes as soon as possible; developing career awareness programs for students; developing staff skills in using microcomputers to teach LEP students; providing meaningful parent workshops and seminars; and designing electronic and print instructional materials to meet…

Johnson, Patricia T. (1988). A Program for Limited English Speaking Students. Necessity Is the Mother of ESL Programs. The development of a language development program for limited-English-proficient Spanish-speaking students in a New Mexico junior high school are described. Initially, the program was organized in response to sudden heavy enrollment of non-English-speaking students, and was intended to teach them English. In subsequent years, through application of research findings and theory on bilingualism and second language learning, the program has focused on developing literacy in both English and native Spanish. Currently, students spend two years in the beginning-level program and a year at the intermediate level, and some students remain in the junior high school an additional year to take advantage of the program. A beginning student's daily schedule includes: four periods of language arts, including instruction in oral and written English as a second language (ESL), Spanish and English reading, and Spanish for native speakers; math at one of two levels, taught in Spanish; and an activity…

Keyes, Jose Luis; Schulman, Robert (1984). William H. Taft High School, Project Adelante. O.E.E. Evaluation Report, 1982-1983. [Final Report]. Project Adelante, in its third and final year of funding, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science, and social studies, to 230 (fall semester) and 235 (spring semester) limited English proficient Hispanic students at Willaim H. Taft High School, Bronx, New York. The project's goal was to increase the acquisition of English through native- and second-language instruction. Mainstreaming occurred when students' performance on tests and in classes indicated their ability to function within the school's mainstream curriculum. Funding for Project Adelante came from Title VII, Chapter 1, and tax-levy sources. The project developed curricula; provided counseling, career preparation and referral services to participating students; and supported staff development activities. Monthly parent meetings also were held. Quantitative analysis of student evaluation data from 1982-83 indicates that… [PDF]

Adams, Dennis M. (1985). Using Computer-Based Artificial Intelligence Technology to Help ESL Students. This paper discusses ways in which artificial intelligence (AI) technologies may be used to aid students for whom English is a second language in the development of language and reading skills, and asserts that the coupling of technology with close adult-teacher contacts within a context of cultural precedents and social rewards is an important element in success. Three major categories of problems that may inhibit the learning of reading and language skills are identified: physical (both aural and visual), environmental experience, and inadequate teaching. To illustrate how AI may help build a sound language base, the paper cites two examples of microcomputer knowledge-based systems: the Reading Computer that reads to children in several languages, thereby helping unilingual English teachers provide necessary background in a child's first language; and experimental systems that can instantly translate a teacher's English language voice into another language (Spanish, French,…

(1986). George Washington High School Biliteracy Skills Development Program 1983-1984. O.E.A. Evaluation Report. The 1983-84 academic year marked the first year of the Biliteracy Skills Development Program at New York City's George Washington High School. Program students were all Hispanic and spoke Spanish exclusively at home. The major program goal was to facilitate the acquisition of English through the development of literacy in the native language, with mainstreaming as the eventual goal. The project transition into the mainstream was to be accomplished by providing concentrated dosages of language, some content-area instruction through the native language, and opportunity to participate in non-academic subject classes taught in English. Parents were encouraged to become involved in their children's education and to take adult education classes in academic and vocational subjects. Achievement data of first year participants indicates that: (1) Overall, students surpassed objectives in English language development. (2) Score gains in Spanish reading for the total population were…

Anthony, Barbara; Cohen, Elizabeth G. (1982). Expectation States Theory and Classroom Learning. Involving 307 primarily Hispanic children with varying levels of English and Spanish language proficiency and 9 teacher-aide teams from grades 2-4 bilingual classrooms in schools located in 5 districts in the San Jose (California) area, the study examined whether classroom social status affected the frequency of study interaction and whether interaction, in turn, affected the amount of learning in a specific curriculum. Expectation States Theory analyzed the sources of status and their effects on peer interaction at learning centers in an ongoing classroom setting. A path model illustrated how classroom peer interaction can simultaneously have positive and negative effects on learning. The bilingual curriculum, designed to teach thinking skills, used math and science concepts and featured multiple learning centers each with different materials and activities. For one hour per day for 15 weeks, children were required to complete each learning center and to fill out accompanying… [PDF]

Hartzog, Carol; And Others (1982). A Report on the Freshman Writing Program. This review of the University of California at Los Angeles (UCLA) Writing Programs was undertaken for several reasons, among them the rapid increase of research in writing, the inconsistency among courses, and the need to reshape and expand the programs. The report begins with a summary of earlier reviews of UCLA's composition program. Following a brief discussion of the nature of the review committees, the report describes administrative changes and proposes a freshman writing program, listing its general principles, curriculum, goals, course descriptions, textbooks, and testing. Recommendations are offered for courses and their requirements and for changes in teaching assignments, orientation, training, committees, courses, and reviews. The report concludes with projections for bilingual and second language students, freshman preparatory programs, and remediation. Appendixes include a history of the review, a list of subcommittee members and their charges, subcommittee reports, an…

(1980). Planning for Student Assessment: Participant's Handbook. Bilingual Evaluation Technical Assistance, Workshop III. This participant's handbook is designed to be used in conjunction with a workshop for planning bilingual student assessment. The following materials are included: (1) simulation materials, including descriptions of simulated programs, tests, test manuals, and printouts; (2) checklists, diagrams, and charts illustrating important points of the discussion in the text; and (3) checklists, diagrams, and charts to be used in completing the workshop exercises. The goals of the workshop are as follows: (1) to identify the assessment needs of a particular bilingual program; (2) to identify and describe the types of measures that are used to meet these assessment needs; (3) to compare and examine some of these instruments for technical adequacy, curricular relevance, and appropriateness for the student population; and (4) to make recommendations regarding the assessment process of the particular bilingual program. This handbook is intended to enhance the workshop presentations because it…

Cronnell, Bruce (1982). Instructional Architecture for Teaching Past and Past Participle Verb Forms. Noting that using correct verb forms is a problem for many elementary school students, and especially for those who are speakers of nonstandard English, this paper presents an instructional program for teaching past and past participle verb forms in writing to students in grade 3 through 6. The paper outlines the content of the instructional program and suggests materials for use within it. The bulk of the paper consists of appendixes that contain (1) a list of regular verbs appropriate for use with elementary school students, (2) a similar list of irregular verbs, (3) a chart classifying the irregular verbs according to the structure of their past and past participle forms, (4) a scope and sequence chart for verb instruction, and (5) sample workbook lessons. (FL)… [PDF]

Cesa, Thomas A. (1982). Language Background Survey of Foreign Born Asian Undergraduates at the University of California, Berkeley. The academic characteristics and language skills of foreign born Asians at the University of California (UC), Berkeley, were studied in 1981. The 694 respondents were polled concerning factors that contributed to their knowledge of English, their current proficiency with English, and whether their ability with English influenced their choice of either a college major or a career. Additionally, attention was directed to students enrolled in English as a Second Language instruction and to a comparison of the foreign born and native undergraduates. Findings include the following: the middle 50 percent of the respondents first learned English between the ages of 4 and 11 and entered the United States between the ages of 7 and 16; a higher percentage of respondents majored in engineering, chemistry, and physical and biological sciences than undergraduates in general, and more are choosing careers in computer science, engineering, and medicine than undergraduates in general; most of the…

Cole, Jack T.; De Leon, Josie (1985). An Investigation into the Development and Validation of an Assessment Procedure for Identifying Language Disorders in Spanish/English Bilingual Children. Sixty bilingual Mexican American children (20 language disorderd, 20 not qualifying for placement, 20 comparison) between the ages of 7-10 from 2 school districts in southern New Mexico participated in the study to develop and validate an assessment procedure to determine language disorders in Spanish/English bilingual children. An ex post facto approach was used in the validation of the assessment procedure which included subject testing, parent interviews, and teacher checklists. Five experts reviewed the assessment data. The investigation did not produce any recommendations on evaluation measures that appeared to be more viable than others in discriminating differences in the language disordered and non-language disordered bilingual child. The findings demonstrated the complexity of attempting to develop and validate a procedure and the obvious need to establish some validity in the diagnosis of language disorders in Spanish/English bilingual children. The study concluded that it… [PDF]

Hoover, Wesley A.; And Others (1984). A Longitudinal Look at Classroom Instruction and Reading Acquisition by Spanish-English Bilingual Students. A comprehensive six-year longitudinal study of the development of reading skills during the primary grades for a large sample of bilingual (Spanish-English) children and smaller samples of monolingual (English or Spanish) children is outlined at its midpoint. In this natural variation study, approximately 350 children taught by 200 teachers in 20 schools in six districts are tracked through the primary years. Their reading development and mastery of formal language is examined in detail each year through multiple measures, as is their instruction, through an array of indices, including classroom observations made throughout each academic year. In addition, information about the teachers' background, training, and language skills is gathered. Data available at this stage of the study, from a subsample of 63 children in grades 1-3, on several of the components of an interactive reading assessment in English and Spanish are analyzed and presented in detail, including charts of average… [PDF]

(1985). Newton High School Project Capable 1983-84. OEA Evaluation Report. Project Capable, in its second year of a three year funding cycle (1983-84), provides instruction in English as a second language (ESL) and native language arts, and bilingual instruction in science and social studies, to approximately 400 Chinese, Korean, and Vietnamese speakers (most recent arrivals to the country) in grades nine through twelve at four sites in the New York City area. Funding for the project comes from Title VII funds, local tax-levy, New York State Chapter 720, the Transitional Program for Refugee Children, and Pupils with Special Educational Needs. The program includes training sessions for staff members and participatory activities for project children's parents. Students were assessed in English language development, mastery of the native language, science and social studies, and career subjects, with the following results: (1) students' post-test means in English were significantly greater than pre-test means; (2) program objectives in native language arts… [PDF]

(1977). Tests of English as a Second Language. Arranged alphabetically by title, the bibliography lists 49 tests, designed for use with students ranging from preschoolers to adults, that are measures of proficiency in English as a second language. Each citation provides title, author, copyright date, age level suitability, publisher, and a brief annotation describing the purpose of the test. Dates of tests range from 1940 to 1975, with the majority being dated from 1965 to 1975. The bibliography includes tests to measure: language dominance; oral proficiency in English and/or Spanish; English oral comprehension; Navajo-English language dominance; knowledge of the structure of English in context; aural comprehension in English, Spanish, French, and Portuguese; sound perception difficulties of Japanese speakers learning English; oral and written English grammar skills; and English vocabulary development. The document contains addresses of the 22 publishers of the cited tests and an additional listing of 33 major U.S. publishers of…

(1980). South Bronx High School Bilingual Basic Skills Program. ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at South Bronx High School in New York City in 1979-1980 to serve Spanish speaking students. The evaluation provides a demographic analysis of the school's environment, information on student characteristics, and a program description. Instructional components discussed include: (1) placement, programming, and mainstreaming; (2) funding; (3) bilingual classes; and (4) mainstream classes. Non-instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development and characteristics; (4) parental and community involvement; and (5) affective domain. Tables show students' performance on the Criterion Referenced English Syntax Test. Students' achievement is also shown for English reading, mathematics, social studies, and native language arts. Attendance figures are presented and conclusions and recommendations are offered. (APM)… [PDF]