Gutierrez, Ramon A. (1995). Historical and Social Science Research on Mexican Americans. This historiographical survey divides the literature on Mexican Americans thematically into five sections: (1) Mexicans as a regionally conquered people (1821-1880); (2) the Mexican as immigrant (1880-1993); (3) the Mexican American minority (1920-1965); (4) Chicanos as a nationality (1965-1993); and (5) recent research trends (1985-1993). These dates are rough approximations for the primacy of these themes in the literature, but the divisions are not so chronologically clear in fact as the diffusion of information, population movements, and paradigm shifts do not always conform to neat and thematic divides. A look at particular works makes it clear that in each of these periods the Mexican population of the United States was negatively stigmatized by its culture and its occupations and persistently viewed as a problem to be cured, if not eradicated. Scholarship written by Chicanos themselves, as is currently emerging, is doing much to change the tenor of research. Mexicans have…

Scheper, George L., Ed. (1999). Community College Humanities Review, 1999. Community College Humanities Review, v20 n1 spec iss Fall. This special issue of the Community College Humanities Review contains articles generated by National Endowment for the Humanities Summer Institutes, held over several years. The institutes provided opportunities for academics from a variety of humanities disciplines and types of institutions to interact over an extended period of common study of topics associated with the encounters of European and indigenous cultures in the New World. The papers included are: (1) "Gender Relations and Political Legitimacy: Replacing Patrilineal with Ancestral Inheritance of Power in Ancient Mayan Society" (Lowell S. Gustafson); (2) "The Making of the Face and Heart: Notes on an Aztec Metaphor" (Paul Aviles); (3) "Image as Text in Post-Contact Mexican Books and Artifacts of Indigenous Origin" (George L. Scheper); (4) "Constructing Nature and Ordering Space/Spain and Mexico" (Mary Ruth Donnelly); (5) "Kiva in the Cloister" (Felix Heap); (6)… [PDF]

Tiedt, Iris McClellan (2000). Teaching with Picture Books in the Middle School. Arguing that picture books have much to offer students in the upper grades (including middle school and even high school students), this book discusses using picture books to stimulate students' thinking in a variety of topic areas. Chapter 1, Using Picture Books in the Middle School To Stimulate Thinking, introduces the topic of using picture books to enhance teaching in middle school classrooms. Chapter 2, Sharing Our Literary Heritage, delves into the resource of Mother Goose rhymes and nursery tales and suggests reasons and ways for engaging older students with these verses and stories. Chapter 3, Promoting Reading Development, focuses on using picture books to support the development of reading abilities; while chapter 4, Stimulating Thinking, Talking, and Writing, examines additional ways of developing literacy skills with particular attention to writing. Chapter 5 is entitled Extending Student Knowledge about Language and Literature; and chapter 6, Understanding and…

Merritt, Marilyn; And Others (1992). Socialising Multilingualism: Determinants of Codeswitching in Kenyan Primary Classrooms. Journal of Multilingual and Multicultural Development, v13 n1-2 p103-21. Using ethnographic observations of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother-tongue were explored: official school policy, cognitive concerns, classroom management concerns, values and attitudes about societal multilingualism. (36 references) (Author/LB)…

Childs, John Brown (1991). Notes on the Gulf War, Racism, and African-American Social Thought: Ramifications for Teaching. Journal of Urban and Cultural Studies, v2 n1 p81-92. Development and enhancement of multicultural and antiracist educational objectives in classes and educational materials that analyze the connection between racism and militarism are crucial for the development of opposition to U.S. interventionism and war making. African-American community resistance to expressed government explanations of Gulf War policy provides an example. (SLD)…

Mitchell-Powell, Brenda (1992). Color Me Multicultural. Multicultural Review, v1 n4 p15-17 Oct. The constructive engagement of various communities through a confluence of information professionals, including graphic designers, librarians, educators, and publishers, is necessary to ensure a culture informed by, and responsive to, all constituents. Positing easy solutions to problems of diversity merely postpones reasoned solutions. (SLD)…

Azzolina, David S. (1993). Boundaries of Identity: Cultural Regionalism and the American West. Multicultural Review, v2 n1 p22-24,26-27 Mar. Geographic region is a useful starting point for thinking about multiculturalism. Multiculturalism encompasses a regional view that acknowledges the value of different vantage points and environments. A bibliography is included of works on the American West that illustrate these points. Editorial notes provide additional titles. (SLD)…

Denton, Karen L.; Muir, Sharon Pray (1994). Making Every Picture Count: Ethnicity in Primary Grade Textbook Photographs. Elementary Education. Social Education, v58 n3 p156-58 Mar. Asserts that, since the civil rights movement of the 1960s, social studies textbooks have changed to reflect a multicultural perspective. Encourages primary-level teachers to supplement instruction with visual aids that represent ethnic groups in positive ways. (CFR)…

(1979). Educational Programs That Work. Sixth Edition, Fall 1979. Intended to stimulate communication among the federal, state, intermediate, local, and postsecondary agencies that share responsibility for the improvement of education, this Department of Education catalog of exemplary educational programs describes all the projects dealt with in previous editions as well as providing information on more than 30 new programs approved by the Joint Dissemination Review Panel. Many specialties in the general field of education are considered. The type of funding projects received and names and addresses of state coordinators who can provide assistance are listed. Programs described are under the auspices of the National Diffusion Network. Name of project, descriptive indexing, target audience, project description, evidence of effectiveness, implementation requirements, financial requirements, services available, and contact persons are listed for all entries. (LH)…

Brown, Bettina Lankard (1997). Adding International Perspectives to Vocational Education. ERIC Digest No. 183. Future workers will need to develop global awareness and an understanding of competitive, cultural, and economic factors that influence ways of doing business to work in the international arena. Vocational education, the educational program area specifically designed to prepare students for work, must infuse international concepts into programs so the youth of today are prepared for the global workplace. Ostheimer (1995) offers five suggestions. First, with the growth of multinational corporations and increased trade among nations, workers need to be aware of global conditions, development, and trends. Second, vocational educators must internationalize the curriculum. Third, vocational education needs to adopt instructional practices that incorporate international dimensions. For example, communication curricula could be upgraded to take students beyond awareness of other cultures to competence in intercultural communication. Fourth, increased corporate input is necessary for… [PDF]

Merryfield, Merry M., Ed.; And Others (1997). Preparing Teachers To Teach Global Perspectives. A Handbook for Teacher Educators. This book provides a conceptual framework that encourages exploration of global perspectives; it provides teacher educators with a guide for establishing goals, objectives, rationale, and a working definition for global education. The chapters are: (1) \A Framework for Teacher Education in Global Perspectives\ (Merry M. Merryfield); (2) \Earth Systems Education: A Case Study of a Globally Oriented Science Education Program\ (Victor J. Mayer); (3) \Teachers' Perspectives on School/University Collaboration in Global Education\ (Timothy Dove, James Norris, and Dawn Shinew); (4) \Cross-Cultural Experiences in Teacher Education Courses: Reflections and Advice from American and African Teachers\ (Cynthia Tyson, Patricia L. Benton, Barbara Christenson, Anku Gollah, and Ousmane Mamourne Traore); (5) \Assessing Teachers for Learner-Centered Global Education\ (Giselle O. Martin-Kniep); (6)\Student Teaching Overseas\ (Craig Kissock); (7) \Infusing Global Perspectives Throughout a Secondary…

Viri, Denis F. (1980). Hopi Education: Integrating Past, Present and Future. Hotevilla-Bacavi Community School. The development of Hotevilla-Bacavi Community School, the first Hopi school to open under Public Law 93-638, is described in this model for other reservation communities. The following projects and programs are outlined: (1) the Hopi-English Language Assessment Battery, designed to assess the total linguistic knowledge of Hopi children in their use of both Hopi and English; (2) the curriculum design project, a pilot project to develop curriculums in maths, language, and science; (3) the "Environmental Literacy" program, through which students learn to deal with changes in their environment as those changes occur; (4) the bilingual/bicultural education program, with areas of concentration in staff training, community education, materials and resource development, and instructional format; (5) the demonstration curriculum and resource development project, which is designed to stimulate the involvement of each student in the process of his own education and which will enable…

McCrossan, Linda V. (1980). Elementary Bilingual/Bicultural Teacher Education Curriculum. The Northern Illinois University (NIU) bilingual/bicultural program is incorporated into an established elementary education program and provides teacher candidates with an integration of extensive practical field experiences and theoretical course work. NIU offers three program options. The Baccalaureate in elementary education with a bilingual/bicultural emphasis provides dual certification and centers on over 250 hours of field work, including a semester in which the candidate serves as a Community or Educational Intern under the auspices of selected community agencies or public schools. The 18-hour Post Baccalaureate Certification Program is designed to provide bilingual certification for and increase the competencies of teachers already functioning in bilingual classrooms. The Masters program is intended for those desiring both a Masters in elementary education and bilingual certification. Screening of program applicants includes a diagnostic language procedure. Extensive…

Banks, James A. (1991). Teaching Multicultural Literacy to Teachers. Teaching Education, v4 n1 p135-44 Sum-Fall. Describes strategies one teacher educator uses in an ethnic studies course designed to prepare teachers for the future (which is predicted to have more minority students and fewer minority teachers). Multicultural educational experiences are essential so teachers can gain social science, pedagogical, and subject matter content knowledge about diversity. (SM)…

Bjerstedt, Ake, Ed. (1994). Education for Peace: A Conference Report of the Peace Education Commission of the International Peace Research Association (Malta, October-November 1994). Peace Education Reports No. 13. This report presents reviews of the sessions at a recent Peace Education Commission (PEC) of the International Peace Research Association meeting in Malta. The report is divided into five parts, with the first four parts containing examples of full-length papers within different content areas while the fifth part presents abstracts of additional papers. Part 1, "Principles," includes the following papers: (1) "The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis" (Michael G. Wessells); and (2) "Nonviolence in Education" (Ian M. Harris). Part 2, "Contexts," contains the following: (1) "Exploring Peace Education in South African Settings" (Valerie Dovey); and (2) "Australian Aboriginal Constructions of Humans, Society and Nature in Relation to Peace Education" (John P. Synott). Part 3, "Conflict Resolution," includes: (1) "Conflict-Resolution Skills Can Be Taught" (Benyamin… [PDF]

Figueroa, Richard A.; Garcia, Eugene (1994). Issues in Testing Students from Culturally and Linguistically Diverse Backgrounds. Multicultural Education, v2 n1 p10-19 Fall. Examines changing population demographics in the United States, including shifting student demographic projections, and discusses student-testing issues resulting from these changes. The article reviews the historical context of testing ethnic students, testing special-education students, regulatory issues surrounding the testing of ethnic pupils, and testing alternatives. (GLR)…

Jernudd, Bjorn H.; Kuo, Eddie C. Y. (1993). Balancing Macro- and Micro-Sociolinguistic Perspectives in Language Management: The Case of Singapore. Language Problems and Language Planning, v17 n1 p1-21 Spr. Shows how both macro- and microsociolinguistic perspectives are necessary to explain national language management. Macrolevel language planning is motivated by tasks of national consolidation by the state, notably in Singapore's case tasks of socio-ethnic integration and economic development. Microlevel language management pertains to individuals' adjustments of language in discourse. (25 references) (VWL)…

Harrison, Barbara (1998). Te Wharekura o Rakaumangamanga: The Development of an Indigenous Language Immersion School. Bilingual Research Journal, v22 n2-4 p297-316 Spr-Fall. Describes development since 1985 of a Maori immersion school for children aged 5-17. Provides background on Maori and New Zealand history, the Waikato tribe and the community, indigenous language revitalization efforts, and national school restructuring that facilitated Maori immersion programs. Discusses the school's educational practices, school-community relations, student performance and academic persistence, and teacher training. (Contains 30 references.) (SV)…

Books, Sue (2001). High Stakes in New York: From a "Last Chance, First Chance" Classroom. Educational Foundations, v15 n4 p57-70 Fall. Highlights a reading teacher in a small New York high school against the backdrop of increasing pressure to demonstrate accountability, sharing classroom observations in the context of the state's education reform agenda, regulations governing compensatory education and English language instruction, school funding, and Title I provisions, and noting that though the school experiences hardship, it exhibits much exuberance and aspiration. (SM)…

Bates, Elizabeth; Kohnert, Kathryn J. (2002). Balancing Bilinguals II: Lexical Comprehension and Cognitive Processing in Children Learning Spanish and English. Journal of Speech, Language, and Hearing Research, v45 n2 p347-59 Apr. This study examined developmental changes in lexical comprehension in 100 bilingual individuals at five age levels, all of whom had learned Spanish as a first language and English beginning at age 5. Although skills improved in both languages over time, by middle childhood performance was better in English, with this transition occurring earlier in comprehension than expression. (Contains references.) (DB)…

Bates, Elizabeth; Hernandez, Arturo E.; Kohnert, Kathryn J. (1999). Balancing Bilinguals: Lexical-Semantic Production and Cognitive Processing in Children Learning Spanish and English. Journal of Speech, Language, and Hearing Research, v42 n6 p1400-13 Dec. This study investigated developmental changes in lexical production skills in early sequential bilinguals, in both Spanish and English, with 100 individuals of different ages whose first language was Spanish. A pattern was found of Spanish dominance in the youngest children, through relatively balanced Spanish and English skills in middle childhood, culminating in English dominance among adolescents and young adults. (Author/DB)…

Carrasco, Roberto Luis; Riegelhaupt, Florencia (2000). Mexico Host Family Reactions to a Bilingual Chicana Teacher in Mexico: A Case Study of Language and Culture Clash. Bilingual Research Journal, v24 n4 p405-21 Fall. A Chicana bilingual teacher from Arizona lived with a middle-class Mexican family during a 5-week Mexican immersion program. Her complaints about "harsh reactions" toward her and her Spanish showed how her use of a few stigmatized characteristics of nonstandard Spanish were judged by standard Spanish speakers to indicate an uneducated speaker of low social status. (Author/TD)…

Castro, Mario; Hunnicutt, Kay (2005). How Census 2000 Data Suggest Hostility toward Mexican-Origin Arizonians. Bilingual Research Journal, v29 n1 p109-125 Spr. Using the Arizona 5% Public Use Microdata Sample (PUMS) from the 2000 U.S. Census, we compare language-related figures for the Mexican-origin population with those for the total population. Additionally, we compare place of birth and educational attainment data for Mexican-origin persons who speak Spanish at home with those who speak English-only to provide a fuller characterization of these groupings. The 5% PUMS files contain individual records of responses to census questionnaires representing a 5% sample of the occupied and vacant housing units in Arizona and the persons in the occupied units. Our purpose is to more fully characterize the Arizona population to assist in improving education, language, and legal policy in the state, and we conclude that current legal, language, and education initiatives, such as efforts to impose an official English language and to restrict native languages in schools, are at odds with population figures and may signal hostility toward… [Direct]

Al-Khatib, Hayat; Kam, Roy; Kenner, Charmian; Kress, Gunther; Tsai, Kuan-Chun (2004). Finding the Keys to Biliteracy: How Young Children Interpret Different Writing Systems. Language and Education, v18 n2 p124-144. This paper discusses ways in which young bilingual children understand the principles underlying different writing systems. Six case studies were conducted, involving six-year-olds growing up in London who were learning to write in Chinese, Arabic or Spanish at the same time as English. The children's formal and informal literacy interactions were observed at home, community language school and primary school. Peer teaching sessions were also set up so that children could demonstrate their ideas about Chinese, Arabic or Spanish to primary school classmates. Findings show that these young emergent biliterates were able to grasp concepts from different systems, by producing their own interpretations of the input provided by teachers and family. A discussion follows as to whether such understandings were heightened by dealing with more than one writing system, and whether the research points to a more general propensity amongst young children to look for the principles involved in… [Direct]

(1980). Experimental, Developmental and Demonstration Programs, Projects and Activities. Information & Dissemination Series 11. Part of a series of publications prepared by Hawaii's state department of education, this report details some of the curriculum development projects in progress during 1979-80. Each project description lists objectives; needs served; products anticipated upon completion as well as at the end of the 1979-80 school year; major activities; number and types of schools, teachers, and students involved; evaluation processes; and contact persons. The projects include, among others, instructional programs for the mentally handicapped, for students of limited English proficiency, on basic skills, and on energy use. (Author/WD)… [PDF]

Field, Margaret; And Others (1996). The Family and Child Education Program at Canoncito. Journal of Navajo Education, v13 n3 p15-17 Spr. The Family and Child Education (FACE) Program was instituted by the Bureau of Indian Affairs as an early intervention program to integrate Native American parents, families, and schools through family literacy, parent education, and culturally relevant early childhood education. Describes a FACE program at a Navajo community school, with examples from a home visit and preschool classroom. (Author/TD)…

Gonzalez, Rosa Maria (1994). Title VII Newcomers Program. Final Report 1993-94. Publication Number 93.19. In 1990-91, the Austin Independent School District (Texas) received a 3-year grant under Title VII to serve a population of limited-English-proficient high school students called "newcomers" (i.e., recent arrivals to the United States). In addition to their limited English proficiency, these students, who have typically suffered interrupted educations, have a wide range of literacy skills. The program provides a sheltered environment for its students, with small classes and intensive English instruction in addition to other academic subjects. Students are expected to move to the regular high school curriculum after a year with continued support in English. In 1993-94, 120 students were served by the Title VII Newcomers Program. In spite of the difficulties they had encountered, newcomers typically demonstrated a commitment to attending school and moving forward with their educations and considered the program very helpful. They demonstrated an average gain of 11 raw score… [PDF]

Cloud, Nancy (1996). Annotated Teacher Resource Bibliography for Working Effectively with Limited English Proficient Students with Interrupted Formal Education. This annotated bibliography lists 48 resources intended for elementary and secondary level educators with a student population that includes limited-English-proficient (LEP) students, often over the traditional age for their educational level, who have not had continuous formal education. These students may have limited or no literacy in their native language or English, and often have difficulty in reaching their potential. The bibliography identifies areas of inquiry important for this population. The first section cites source of information on the needs and characteristics of this group. The second section cites resources on model programs, those both specifically for newcomers and others. Section three addresses instructional issues, both general and for literacy. Several additional documents and contact persons or organizations are also listed. (MSE)… [PDF]

Moll, Luis C.; And Others (1990). Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction. A Handbook for Teachers and Planners. This handbook describes an innovative instructional/innovation model (implemented in an urban school district in the southwestern United States) that represents a promising approach to the education of language minority students. School personnel, parents, and educational planners may use the handbook to assess the appropriateness of the intervention for their schools. Teachers may look to the handbook for explicit advice on implementing the model. Sections of the handbook include: Overview of the Project; The Conceptual Underpinnings: Combining Resources for Instruction; Implementation of the Model; What Do I Do? and Results to Be Expected. A list of contacts and materials available, a 55-item bibliography and list of works cited, and a list of the domains of knowledge in the community are attached. (RS)… [PDF]

Smith, Doug; And Others (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 2, Chinese. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. This particular volume aims to describe the position of Chinese language in the various education systems in Australia, the direction and quantity of change since the introduction of the National Policy on Languages, and factors promoting and/or inhibiting expanded language teaching and study. This profile will then be set against Australia's international economic and strategic context, as well as the current dynamic situation for Chinese language usage in Australia. Recommendations are offered on how best to achieve an efficient and equitable provision of Chinese language in Australia. Appendices provide a list of references and a bibliography, language map… [PDF]