Nucho, Leslie Schmida, Ed. (1990). Arab World Almanac. Volume 1, Numbers 1-3, 1989-90. Arab World Almanac, v1 n1-3 Fall, Win, Spr 1989-1990. A curriculum resource developed to help high school teachers provide their students with information about the Arab world is presented in the first three issues of this "periodical educational resource." The publication's regional focus is designed to encourage in students a multicultural perspective and increased knowledge of the global community. Each issue focuses on a specific topic, providing background information as well as a lesson plan, classroom activities and exercises, discussion questions, and reproducible materials for student use. The first issue is entitled, "Who Are the Arabs?" The second is "The Environment and Arab Society." The third is entitled "Political Development in the Arab World: Jordan Comes of Age." (DB)…

Crull, Peggy, Ed.; And Others (1988). Multicultural Issues in Special Programs. Linkages, v6 n1 Fall. This report illustrates how practitioners in The City University of New York's compensatory education programs are starting to realize that ethnicity, culture, and family heritage have a significant role in the educational and psychological development of students. It provides a compendium of the efforts made to apply cultural knowledge to the service of students in the following programs: (1) Search for Education, Elevation and Knowledge (SEEK); (2) the College Discovery Program (CD); and (3) the College Discovery and Development Program (CDDP). The report contains the following sections: (1) "Introduction" (Samuel D. Johnson, Jr.); (2) "Breaking the Silence: The Use of Folktales in the College-Level Composition Course" (June Bobb); (3) "Issues to Be Considered When Practicing Career Counseling with Adult Hispanic Students" (Lilia Rosado); (4) "Cultural Interference in Peer Tutoring Situations" (Janet Moser and Mark Patkowski); (5)…

Johnson, Jeffrey R. (1990). Teaching about China. ERIC Digest. In spring 1989, the United States watched intently as televised reports relayed the events unfolding in Beijing's (China) Tiananmen Square. This concern for a people whose culture and political institutions are significantly different reflects a continuing and compelling interest in China. Although historians and journalists in the United States long have observed a "special relationship" between the two countries, which has included periods of optimistic friendship as well as tragic conflict, China studies have been neglected in U.S. classrooms. Where it is not overlooked, China is too often the victim of stereotyping or specious generalizations. To encourage effective teaching about China, this ERIC Digest examines: (1) the political status of China; (2) reasons for teaching about China; (3) approaches to teaching about China; and (4) China's place in the pre-collegiate curriculum. (DB)… [PDF]

Peryon, Charleen, Ed. (1983). Proceedings of the Annual Symposium on Reading Education (4th, Mangilao, Guam, November 9, 1983). Materials from a symposium on teaching practices and reading problems are provided in this report. Following a description of the meeting and a copy of the agenda, the report presents seven symposium papers that discuss the following topics: (1) teacher preparation in reading, (2) reading and the deaf child, (3) teaching reading in social studies, (4) multiethnic teacher-pupil interaction, (5) promotion and retention, (6) the use and effectiveness of paraprofessionals, and (7) school readiness. (HTH)…

(1984). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1984 (Vol. 44, Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 dissertations abstracted deal with the following topics: (1) the intercultural composition classroom, (2) cross-cultural communication curriculum, (3) miscue analysis with bilingual children, (4) communication difficulties of Iranian students in the United States, (5) categorization preference and lexical ambiguity among black children, (6) male and female speech stereotypes on selected television shows with predominantly black characters, (7) teacher behavior in response to selected oral morphological and syntactical features of black English vernacular, (8) reading and study skills programs in four-year traditionally black institutions, (9) psycholinguistic consequences of early bilingualism, (10) the relationship between dialect radicalism and the level of elementary school students' reading achievement, (11) black children's speech, (12) effects of… [PDF]

(1987). Japanese Language and Culture. Preliminary Report of the State Superintendent's Advisory Council. Bulletin #7290. A compilation of six committee reports and preliminary recommendations based on a statewide study of the status of Japanese language and culture in Wisconsin, these reports identify plans that are in various stages of development for inclusion in public school secondary school programs. The first report contains recommendations for: (1) the establishment of teacher certification programs; (2) contacts with schools in other states that teach Japanese; (3) university contacts and teacher associations; (4) an entry level for beginning the study of Japanese; (5) funding; and (6) the establishment of the role of the state department of education. Committee report two focuses on enhancing instruction in Japanese history and culture and addresses awareness activities, curriculum development ideas, and potential staff development programs. Internships and exchange programs with Japan are considered in report three. The fourth report describes preliminary plans for the establishment of a…

(1982). Summary and Assessment of Spring 1982 Staff Development and Overview of 1980-82 Staff Development Assessments. Teacher Corps Program '79. The University of Toledo/Springfield Local Schools. This report describes and assesses the effectiveness of activities conducted by the University of Toledo (Ohio)/Springfield Local Schools Teacher Corps Project. On-site staff development activities provided at elementary, junior, and high schools are described: (1) a credit-bearing course on multicultural literature; and (2) workshops dealing with problem-solving in mathematics and computer literacy. Course and workshop goals and content are outlined. Project assessment procedures, based on Likert-type evaluation intruments, are summarized, and the positive nature of the responses is discussed. (FG)…

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Teacher-Training Manual. \Integrating Cultural Diversity into Non-Sex-Biased Curricula\ is a training and development program designed to help students understand the status, needs, and contributions of minority group women. It deals with American Indian, Asian American, black, and Hispanic women and points out relevant aspects of the history, culture, and contributions of these women. This manual provides a 3-day workshop model that can be used in developing and conducting workshops to increase teachers' understanding of and capability in teaching about minority group women. The model is intended as an introductory workshop for providing information on racism, sexism, and groups of minority women, as well as specific skills in the development of lesson plans for teaching on the subject. Included in the model are outlines of sequential components for the workshop. Each component is outlined with respect to objectives, required materials, suggested procedures (both content and activities), and time… [PDF]

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for America's Women of Color. This document is one of five filmstrip user's guides that can be used to increase understanding of minority group women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled \America's Women of Color: Past, Present, and Future\ and to help teachers of secondary and postsecondary students to integrate ethnic group information into existing curricula. The focus of the guide and filmstrip is on the status of American Indian, Asian American, black, and Hispanic women. Among the topics addressed are employment, historical figures, stereotypes, and issues of concern to both minority and nonminority group women. The guide consists of: (1) a discussion guide, which defines four objectives and provides discussion questions and remarks; (2) a filmstrip script and supplementary information for the 70 frames in the filmstrip; (3) a teacher-developed 5-day lesson… [PDF]

Tenfjord, Jon (1980). Within We Are All Alike–But Do We Realize It? Development Education Paper No. 10. For nearly a generation, teachers have taught Norwegian school children through songs, explanation, films, and reading about children from other cultures with international understanding as an ideal. Now, however, with nearly 80,000 foreign workers in Norway, incidents of racism and discrimination (such as insults and mobbing in schoolyards) are occurring, causing teachers to question what else can be done to overcome prejudices. Expansion of the Children's International Summer Villages program to include all school children would be an ideal, if infeasible, solution. Because it is so easily accessible, the best aid besides the teacher's own personality, is the book. The challenge is to find the right books and to use them properly. Literature is important because it creates identification. Reading out loud relieves the pupils of the work connected with the technique of reading so that imagination, feeling, and thoughts may work on the material. Discussion, dramatization, and…

Mitchell, Maxine R., Comp.; And Others (1977). Impact of Technology in Society. Our Human Ties. Monograph #7. This teaching guide, developed by the Los Angeles (California) Unified School District, supports the concept that the benefits of technology should be available to all Americans regardless of ethnic background or sex. The instructional activities described here are designed to reflect the positive changes and to increase student awareness of the problems of technological innovations in food science, medicine, labor and employment practices, health and medical services, and mass communications. Student worksheets and answer keys are included together with a format for developing additional lesson plans, a glossary, and bibliography. (JCD)…

Harker, Richard K. (1980). Symposium: Education, Community Control and the Curriculum: A Case Study of Two Aboriginal Communities. Problems raised by a conflict between culture of the school and culture of the pupil's home community are brought into focus when looking at schooling for children from a culture which has no links into culture of the dominant group, and in fact rejects as "worthwhile activities" the very things that members of the dominant group regard as most "worthwhile"; this situation exists for tribal Aborigines in parts of Australia. Three documents present part of a case study illustrating what cultural and social barriers mean in educational terms and describing difficulties and solutions that have been arrived at in two particular locations: Hermannsberg (N.T.) and Strelley (W.A.). The first document relates to efforts of Finke River Mission at Hermannsberg and describes the lack of success from schooling based on "normal" Australian models even after many years of effort by teachers. The second document summarizes the situation at Hermannsberg in 1979 and…

Warren, Dave (1974). Cultural Studies in Indian Education. BIA Education Research Bulletin, v2 n1 p2-18 Jan. For many years American Society seemed to feel that all institutional and cultural development of the United States came directly from Western European historical tradition. The greater society lost much of the enrichment and perspective that comes from the acceptance of a cultural pluralism that includes American Indian contributions in society and cultural development. With the growth of the concept of cultural pluralism, however, the Indian community has undertaken programs and activities to preserve the further understanding of their cultures. Attention has been directed to the inadequacy of many textbooks in dealing with American Indian history and culture; efforts have been made to remove educational materials prejudicial to Indian culture. Other projects have sought to preserve the languages, legends, customs, and histories of various tribes. Cultural materials programs that might still evolve include publications on original histories and research on values systems, studies… [PDF]

(1978). The Teaching of Values: An Instructional Guide. To help elementary and secondary classroom teachers develop and implement values education programs, the document identifies values which should be dealt with in school and suggests activities to reinforce specific values. The document is presented in four chapters. Chapter I introduces values concepts which should be integrated into the education of all children, regardless of religious, cultural, ethnic, or philosophical background. Concepts include integrity, courage, responsibility, justice, reverence, love, and respect for law and order. Objectives are presented for each concept along with relevant quotations from well-known individuals. Chapter II relates the schools' responsibility for values education to the responsibility of home, church, temple, and synagogue. Chapter III suggests learning activities to reinforce specific values concepts. For each activity, information is presented on age group, resources, objectives, and materials. Activities involve students in story…

(1978). 1977-78 Evaluation of the Title VII Bilingual Program Project Exito at the Ann Street Bilingual School of Hartford, Connecticut. Evaluation results for Hartford, Connecticut's 1977-78 Title VII Bilingual Education Program at Ann Street School are presented. Student and staff accomplishments, a section on selected curricular activities, a restatement of the 1977-78 results in terms of the Title VII proposal objectives, and conclusions and recommendations for consideration of the bilingual school staff are presented. Information is provided on: (1) student accomplishments for grade levels kindergarten through grade six; (2) achievement compared to national norms and previous year results; (3) consecutive years results compared to national norms; (4) student attitudes toward school subjects; (5) student views of their school progress; (6) student aspirations beyond high school; (7) parent aspirations for their children and views about instruction and enrichment activities; (8) instructional time for English and Spanish language arts; and (9) student school attendance. Information on staff accomplishments…

(1986). 1986 Summer Prep Program E.S.L. Component. OEA Evaluation Report. The summer 1986 High School Preparation for Raising Educational Performance (PREP) program (in its third year of operation at 25 New York City high schools) included for the second year an English as a second language (ESL) component. Designed to help students who had recently immigrated develop the English language listening, speaking, reading, and writing skills needed for success in the mainstream, it also introduces them to high school requirements and expectations. An innovative aspect of the program was the teaching of ESL and basic skills within the context of specific themes that were also integrated with school-wide activities. This evaluation covers the following: (1) program description; (2) student and staff characteristics; (3) program implementation; (4) results of the student attitude questionnaire; and (5) conclusions and recommendations. The appendix provides a copy of the student questionnaire. According to the evaluation, the ESL component was well-organized,…

Hunter, Sally; And Others (1981). Awenen Niin? = Who Am I? 20 "Guess Who" Annual Rhymes in English & Ojibwe. Designed in consultation with Ojibwe elders and tested with students of all ages, the illustrated bilingual booklet uses rhyming "guess who" English riddles with Ojibwe translations to teach about the special characteristics and centrality of 20 woodland animals in American Indian culture. Animals included are the bald eagle, bear, beaver, buffalo, butterfly, deer, fish, owl, loon, moose, muskrat, otter, porcupine, rabbit, raccoon, skunk, snake, squirrel, turtle, and wolf. Each riddle is presented in both languages within a flower-decorated border on one side of each page, with a line drawing of the animal and its English and Ojibwe name printed on the opposite side of the page. Suggested student objectives include identifying each animal by its picture and by the clue given in both languages, responding correctly to each riddle, reading each riddle in both languages correctly, identifying two characteristics of each animal, discussing these characteristic strengths, and…

(1986). Flushing High School Project CERCA 1984-1985. OEA Evaluation Report. Project CERCA (Career Exploration through Reinforcement of Correlated Academics) at Flushing High School (New York) seeks to improve English language proficiency and performance in the academic content areas, to help develop native language skills, and to instill career awareness. The project serves a target population of Hispanic students, most of them with limited English proficiency (LEP). During its second year, instructional offerings were continued in four major areas: English as a second language, native language arts, content-area courses, and advanced placement courses; audio-visual programs were established; average ESL class sizes were reduced from 33 to 25 students; staff received in-house training for instituting the Metropolitan Guidance and Career Service System (METRO-Guide)–an interactive computerized system offering up-to-date and on-going career and college data to students; and more career capsule units were introduced. CERCA's strengths lie in its wide…

(1986). Project BETA, 1984-1985. OEA Evaluation Report. Project BETA is a multi-site program serving 224 recent immigrants in ninth through twelfth grade. Originally intended as an enrichment program for gifted and talented students with limited English proficiency (LEP), in practice, the program is open to all LEP students in three targeted languages: Korean, Vietnamese, and Haitian Creole/French. The project is part of the attempt to facilitate social and academic mainstreaming of LEP students by instilling in them a sense of pride in their native cultures through exposure to their histories, arts, and formal study of native languages. Increased parental involvement, and staff and curriculum development were secondary goals. Several changes have occurred since the program was proposed because only partial Title VII funding was available for both the resource teacher positions and the project director, and because lower than expected enrollment made most native language content-area classes impractical. Program objectives were assessed…

(1986). Project PROBE, 1984-1985. OEA Evaluation Report. Project PROBE is a multi-site program located in two high schools. It is intended to increase career awareness among approximately 200 Hispanic students and 100 Chinese-speaking students through instruction in content areas, English as a second language (ESL), students' native language, and computer literacy, supplemented by enrichment resources and career guidance services. ESL/Americanization classes were also to be provided for students' parents. However, hiring problems resulted in only partial implementation of the project. A resource teacher and a paraprofessional were hired for one school in February, but a hiring freeze prevented staffing of the other site. Despite the problems, the administrations of both schools support the program and have allocated special rooms for the project's second year. At the one school where the project was implemented, project objectives were assessed in English language development, mathematics, science and social studies, and attendance….

Gross, Susan; Walters, Pamela Barnhouse (1983). Evaluation of the ESOL/Bilingual Program: Validation and Reliability of the Assessment Measures. The Montgomery County (Maryland) Public Schools (MCPS) provide English language instruction to approximately 3,800 students with limited English proficiency. This report represents results of an evaluation of the English for Speakers of Other Languages (ESOL)/Bilingual services offered during 1981-82. The first phase focuses on the entry/exit testing process, and was designed to evaluate the individual instruments used for testing as well as the entry/exit testing process in general. The entry assessment battery utilized consisted of three instruments: the Language Assessment Scale (LAS), the Minimum English Competency Test (MEC), and the Entry Teacher Evaluation interview. The exit battery consisted of a parallel form of the MEC, the LAS, and the Exit Teacher Evaluation. Major objectives of the evaluation were to determine: (1) the validity of the MEC as an entry/exit assessment of students' English proficiency; (2) whether parts of the battery are redundant; and (3) the… [PDF]

Gersten, Russell (1984). The Effects of a Structured Immersion Approach to Minority Language Asian Students: Results of a Longitudinal Evaluation. The evolution and evaluation of an elementary level structured immersion program in English as a second language are described. The program provides all academic instruction in English, but at a level that students can understand. It is ungraded, uses bilingual teachers who speak the students' native language, and has both developmental and direct instructional components. Vocabulary is carefully controlled and lessons are carefully sequenced to build on students' existing knowledge and proficiency. Evaluation of the program was undertaken through administration of the Comprehensive Test of Basic Skills, with the Language Assessment Scale as a supplemental measure of language skills. Two analyses were performed. In one, the performance gains of children in grades 3-6 were found to be significant in almost all academic areas tested. In the second, performance gains of non-English-speaking and limited-English-speaking children at the end of grade 2 and enrolled in the program for at…

Liljegren, Thomas (1981). Compulsory School Leavers in 1979 with Home Languages Other than Swedish. Interim Report 2. The National Swedish Board of Education studied 7,095 pupils (mostly immigrants) with home languages other than Swedish who were in grade 9 of compulsory school in 1978-79. The part of the research reported on here focused on students taking special English or mathematics courses, students taking adjusted courses of studies at workplaces, and both groups' education/work situations a year later. Few differences were found between other home language speakers and Swedish speakers. For example, grade 9 pupils with other home languages took special English or mathematics courses only slightly less extensively than Swedish home language pupils. The greatest differences were found between Swedish home speakers and other home language students with less command of spoken Swedish than the average Swedish pupil. These pupils (13% of ninth graders) took special courses less frequently than others. However, a larger proportion took adjusted courses of studies at the workplace. Amongst both…

Liljegren, Thomas (1981). Compulsory School Leavers in 1979 with Home Languages Other Than Swedish. Interim Report 3. The Swedish National Board of Education studied 7,095 youths (mostly immigrants) who left compulsory school in 1979 and who spoke home languages other than Swedish. The part of the study reported on here revealed that no less than 42% of them stated that they always spoke Swedish with at least one parent, while 22% never spoke Swedish with their parents. The study found that among those who did not go on to upper secondary school, unemployment was 14% among those with other home languages and 8% among those whose home language is Swedish. Additionally, those with home languages other than Swedish were unemployed longer, and those who went on to vocational lines of upper secondary school were more likely to drop out during the first year. Although there were few major differences in employment, continued schooling, and occupation between other home language pupils having a good knowledge of Swedish and the average Swedish pupil, the differences between other home language pupils…

Toukomaa, Pertti (1985). Acquisition of Literacy under Linguistic Minority Conditions: An Example from Scandinavia. A study of the native language literacy of Finnish immigrant children in Sweden had as subjects the 81 Finnish immigrant pupils in grades 3-6 of a Swedish industrial city. At the time of the study, about 20 percent attended Finnish-medium classes, 34 percent attended Swedish-medium classes, and about 46 percent attended bilingual classes. Native language reading ability and Swedish language skills were measured by reading speed and comprehension tests and a standardized language skills test. Subjects' primary mental abilities were measured by addition, word analogy, visual reasoning, and synonym tests. The teachers' evaluations of the students' Swedish ability were available. The results of comparisons of these factors indicate that the immigrant children generally had poor reading skills in both Finnish and Swedish. In deductive and evaluative reading, the immigrant students did not approach the standard of students in Finland, despite normal results in visual reasoning tests. The…

Martinez, Jesus D.; And Others (1973). Project SUN (Spanish, Ute, Navajo). Education Journal of the Institute for the Development of Indian Law, 2, 2, 14-16, Sep 73. A part of the Southwest Board of Cooperative Services, Project SUN (Spanish, Ute, Navajo) is a multilingual, multicultural program for children in grades K-3. (KM)…

Macias, Reynaldo Flores (1973). Developing a Bilingual Culturally-Relevant Educational Program for Chicanos. Aztlan, 4, 1, 61-84, Spr 73. …

Ashworth, Mary; Wakefield, Patricia (1982). Teaching the Non-English-Speaking Child: Grades K-2. Language in Education: Theory and Practice, No. 45. Many teachers not trained in English as a second language (ESL) often feel at a disadvantage when they are working with children whose first language is not English. This book addresses this disadvantage by giving practical information and teaching aids. The first area investigated is registration. Questions are suggested and the use to which answers can be put is outlined. A second issue is helping children adjust to a new culture. It is suggested that teachers talk to members of the ethnic group under consideration. Questions leading to examination of the similarities and differences between cultures are suggested. Next, oral fluency, reading, and writing acquisition are discussed and activities are proposed for the basic skills of listening, speaking, reading, and writing. Ways of fostering concept development are described and an outline of facts relating language learning to concept development, along with suggested applications is provided. Finally, a number of lesson plans… [PDF]

Linares, Thomas A. (1981). Articulation Skills in Spanish-Speaking Children. The purpose of the research was to develop an articulation test for Spanish-speakers and to field-test the instrument in both a monolingual Spanish-speaking environment and a bilingual Spanish/English environment. Such a test is needed because there has been little available to enable the diagnostician, whose clientele includes Spanish-speakers, to determine if speech production is normal, deviant, or due to the interaction of two languages. The test consists of 40 black and white drawings testing 23 different consonant phonemes in respective word positions. To obtain normative data from a monolingual Spanish-speaking environment, 97 children aged three to six years, from four schools in Mexico, were tested. A second study was undertaken with 148 Spanish-speaking children in southern New Mexico. This study was conducted by speech pathologists in the school district; the children tested were classified as either monolingual Spanish speakers or bilingual Spanish-dominant speakers….

Anderson, R. Bryan (1981). English for Driving–Visuals for Use with Student Workbook and Teacher's Guide. Intended for use in conjunction with an accompanying student workbook and teacher's guide, this flip chart consists of illustrations of vocabulary items critical to understanding a driver education training class. A short explanation and a list of questions and responses for use with the visuals are also included. Among those items illustrated in the visuals are automobiles/automobile parts, traffic signs, and driving maneuvers. (The related student workbook and teacher's guide are available separately–see note.) (MN)…