Crandall, JoAnn (1992). Content-Centered Learning in the United States. Annual Review of Applied Linguistics, v13 p111-26. Reviews integrated language and content instruction or content-centered language learning in the United States. The background, rationale, program models, instructional strategies and techniques, and issues related to this type of language instruction are provided. An annotated bibliography is included. (61 references) (LET)…

Amin, Martin E. (1996). The Evaluation of Francophone and Anglophone Instructors at a West African University. Journal of Personnel Evaluation in Education, v10 n2 p179-90 Jun. Whether Anglophone and Francophone students evaluate the same teachers equally, or whether the language in which instruction is delivered affects the evaluation, was studied with 988 first- and third-year students in Cameroon. Results indicate that students did evaluate teachers using their own language more highly and third-year students were more critical overall. (SLD)…

Ramos, Francisco (2001). Teachers' Opinions about the Theoretical and Practical Aspects of the Use of Native Language Minority Students: A Cross-Sectional Study. Bilingual Research Journal, v25 n3 p357-74 Sum. Surveys completed by 218 K-8 teachers in two southern California school districts examined teacher opinions about using language minority students' native language for their instruction. Support for practical implementation was less positive than for the theoretical principles. No clear predictors of attitudes toward the issue were found, including grade level taught. (Contains 39 references.) (TD)…

Bailey, Kathleen M.; Christian, Donna; de Bot, Kees; Duff, Patricia A.; Freeman, Donald; Lightbown, Patsy M.; Lynch, Brian K.; Nunan, David; Snow, Catherine; Tucker, G. Richard (2001). Identifying Research Priorities: Themes and Directions for the TESOL International Research Foundation. TESOL Quarterly, v35 n4 p595-616 Win. Highlights research priorities for the Teaching English to Speakers of Other Languages (TESOL) field, including the following: age of beginning instruction, learning to read in a second language, dual-language education for English language learners, language assessment and program evaluation, English as a global language, learning English for academic and occupational purposes, and teacher preparation and development. (Author/VWL)…

Bernhard, Judith K.; Freire, Marlinda; Pacini-Ketchabaw, Veronica (2001). Stuggling To Preserve Home Language: The Experiences of Latino Students and Families in the Canadian School System. Bilingual Research Journal, v25 n1-2 p115-45 Win-Spr. Extensive interviews examined how school processes influenced home language practices of 45 Latino families in Canada. Parents felt that Spanish maintenance fostered family unity, Latino identity, and professional advancement, but assimilative pressures sometimes caused doubts about openly speaking Spanish at home. Strategies parents used to counter home language loss are described. (Contains 61 references.) (Author/TD)…

Gignoux, Peg; Wilde, Susie (2005). The Power of Collaboration. Teaching Artist Journal, v3 n2 p99-105 Jun. How does one turn a class of sixth graders who are uncomfortable with writing, unfamiliar with art supplies, but good at fidgeting and bickering, into a community that achieves literary, artistic, and civic success? In the spring of 2003, Kestrel Heights teachers asked the authors to team up and help their sixth grade students create something special for the young Hispanic children they were mentoring. With Peg Gignoux's talents as a fiber artist, Susie Wilde's experience as a literacy specialist, and their shared passion for teaching and children, they thought a bilingual story quilt showed promise. They had no idea how powerful their playful collaborative eight-week writing-art residency would be or how well it would orchestrate and focus the unique voices of eighteen energetic children. This article describes how the students, with the authors' support and the help of the teachers, wrote an original story, designed a brilliantly colored quilt to illustrate their tale, learned… [Direct]

Beckett, Gulbahar H., Ed.; Li, Guofang, Ed. (2006). \Strangers\ of the Academy: Asian Women Scholars in Higher Education. Stylus Publishing, LLC No less than other minorities, Asian women scholars are confronted with racial discrimination and stereotyping as well as disrespect for their research, teaching, and leadership, and are underrepresented in academia. In the face of such barriers, many Asian female scholars have developed strategies to survive and thrive. This book is among the first to examine their lived experience in Western academic discourses. It addresses the socio-cultural, political, academic, and personal issues that Asian female scholars encounter in higher education. The contributors to this book include first- and second-generation immigrants who are teachers and researchers in higher education and who come from a wide range of Asian nations and backgrounds. They combine new research and personal narratives to explore the intersecting layers of relationships that impact their lives–language, culture, academic discourses, gender, class, generation, and race. The book is replete with the richness and… [Direct]

Laija-Rodriguez, Wilda; Ochoa, Salvador Hector; Parker, Richard (2006). The Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English. Bilingual Research Journal, v30 n1 p87-106 Spr. The Office of Civil Rights (2001) and the No Child Left Behind Act of 2001 (Antunez, 2003) mandate that language proficiency and academic achievement be measured in order to provide equal educational opportunities to English language learners and have an accountability system for their language and academic growth. The Cognitive Academic Language Proficiency (CALP) construct is often cited in the literature as a milestone to second-language (L2) development and as having a significant relationship with academic achievement in the L2. Studies have typically explored the relationship between the primary language (L1) and the L2 separately with academic achievement. Language proficiency has often been viewed as a unitary construct without considering the interrelationship between L1 and L2 (Cummins, 2001). This study investigated the cross linguistic relationship between the CALP in L1 and L2, as measured by the Woodcock-Munoz Language Survey (WMLS) and reading growth, as measured by… [Direct]

DeNicolo, Christina P.; Franquiz, Maria E. (2006). "Do I have to Say It?": Critical Encounters with Multicultural Children's Literature. Language Arts, v84 n2 p157-170 Nov. The article details the transformation of one literature discussion group reading the story, Felita, by Nicholosa Mohr. The research study documented the process of implementing literature discussion groups with multicultural children's literature in a fourth grade English language arts classroom. Through a discussion of a critical incident in the story, the authors illustrate how multicultural literature can provide readers with opportunities to examine personal beliefs and societal realities. The article brings to light the powerful conversations that arise when students read multicultural children's literature that resonates with them. (Contains 1 table and 4 figures.)… [Direct]

(1983). Compendium of Information on Intercultural Education Schemes in Europe. Education of Migrants' Children. The collection of essays describes 12 European experiments in multicultural education. Most of the complementary experiments focus on the school establishment, taking school and the introduction of intercultural education as a starting point for developing relations with the family and the community. Some concentrate on the means of intercultural education, especially teacher training, cooperation between native and migrant teachers, and the production of teaching aids. Others concentrate from the outset on the community and involve the school as an ideal partner in intercultural education, through the disseminating effect and influence that its action can have. The essays describe experiments in the Federal Republic of Germany, Sweden, the United Kingdom, Turkey, France, Switzerland, and the Netherlands. They include multicultural education projects at the preschool, elementary, secondary, and teacher educational levels and projects that involve Germans and Turks, Finns and Swedes,…

Arias, Armando A., Jr. (2000). Agile Learning, New Media, and Technological Infusement at a New University: Serving Underrepresented Students. JSRI Occasional Paper. The California State University system faces an increase of 100,000 students by 2010, the majority of whom will be Latino. Fundamental restructuring is necessary to accommodate this change, and the new California State University, Monterey Bay (CSUMB) may provide a model. CSUMB has a commitment to serving underrepresented populations and establishing a multilingual, multicultural, intellectual community through the use of high-quality distance learning programs utilizing innovative pedagogies. Although CSUMB has entered into partnerships with private businesses that enable it to have the latest in educational technology, it is not the quantity of computers, but rather, new behavioral approaches to technological use that are absolutely necessary. CSUMB's approach to education emphasizes outcomes and competencies and replaces a credit-based system with the assessment of demonstrated learning. CSUMB findings concerning the high tech environment include: (1) advanced technology greatly… [PDF]

Peter, Katherine (1993). Dinjii Zhuh Ginjik Nagwan Tr'iltsaii. Gwich'in Junior Dictionary. This dictionary is designed to provide students with the Gwich'in equivalents of common conversational English words and phrases, and is intended for use in bilingual classrooms. Gwich'in is an Athabaskan language spoken in several villages in Alaska. An introductory section provides background information on Gwich' in orthography and phonology, the Gwich'in alphabet, dialects, the dictionary's content and format, and how the dictionary was composed. A subsequent section contains a guide to reading the language. The dictionary itself is an English-Gwich'in listing with some line drawings for illustration. (MSE)…

Wiley, Terrence G. (1997). Myths about Language Diversity and Literacy in the United States. ERIC Digest. Four common myths or misconceptions in the United States about language are discussed, drawing on historical evidence and contemporary data. These myths are that: (1) the predominance of English and English literacy is threatened; (2) English literacy is the only literacy worth noting; (3) English illiteracy is high because language minorities are not as eager to learn English and assimilate as prior generations were; and (4) the best way to promote English literacy is to immerse children and adults in English-only instruction. It is concluded that the persistence of the myth of English monolingualism in the United States reflects the belief that English is the only language that counts, and the mentality that language diversity is a problem rather than a resource. Most national literacy estimates are based solely on English abilities, tending to inflate the perception that there is a literacy crisis. Contains 18 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)… [PDF]

Malcolm, Ian G. (1994). Issues in the Maintenance of Aboriginal Languages and Aboriginal English. Activities at Edith Cowan University (Australia) in support of the maintenance of Aboriginal languages and Aboriginal English are discussed. Discussion begins with an examination of the concept of language maintenance and the reasons it merits the attention of linguists, language planners, and language teachers. Australian policy concerning maintenance of Aboriginal languages is briefly outlined. Research on language maintenance and language shift in relation to endangered languages is also reviewed, and the ambiguous role of education in language maintenance is considered. Two areas in which Edith Cowan University has been active are then described. The first is a pilot study of Aboriginal and Torres Strait Islander language development and maintenance needs and activities, a national initiative with its origins in national language and literacy policy. The second is an effort to mobilize teachers for bidialectal education, in both Aboriginal English and standard spoken English…. [PDF]

Broeder, Peter; And Others (1992). Language-Related Criteria as Determinants of Ethnicity. Goals and Results of a Feasibility Study in the Netherlands. This paper addresses the potential value of language-related criteria for use in identifying ethnic minorities in the Netherlands. A description of the way the Dutch government defines ethnic minority groups is followed by a comparative outline of the use of language-related criteria in countries with a longer tradition of immigration (Australia, Canada, the United States, Great Britain, and Sweden). A study carried out in 1991 in the Netherlands explored both the feasibility of collecting data on home language use of school children (a survey study) and the value of home language-related criteria as possible determinants of ethnicity (a validation study). The survey study yielded questionnaire data on the ethnicity of 5,788 primary school students. Subject groups were identified as Mediterranean (Moroccan and Turkish children) and ex-colonial (Surinamese, Antillean, and Moloccuan children) for the validation study, in which they were interviewed in Turkish, Arabic, or Berber and… [PDF]

Bastenier, A.; And Others (1986). Vocational Training of Young Migrants in Belgium. This study looked at the overall situation of the immigrant population, and young immigrants in particular, and analyzed such problem areas as the transition from school to working life and the inadequacies of initial training with relation to the situation in Belgium. The study identified the following problem areas: (1) problems relating to the education of children of migrant workers and (2) problems concerning access to vocational training and the links between success at school, success in vocational training, success in employment, and access to the labor market. Analysis of the data suggested some conclusions, among them: (1) migrants have stayed on the fringes of the job market in Belgium, according to the theory that the first generation of them were going back to their home countries; (2) no vocational training was provided for these workers; (3) the children of these migrants are highly at risk for unemployment because they lack job training and the work ethic of their… [PDF]

(1988). CERI's 20th Anniversary: A Special Supplement. Innovation in Education: News from the OECD-Paris, No. 51. This newsletter briefly discusses three topics generated from the continuing work in the field of education of the international Organisation for Economic Cooperation and Development (OECD) and the Centre for Educational Research and Innovation (CERI). The topics are titled: (1) The Contribution of Research, Innovation and Development to Effective Learning and Schooling; (2) The Contribution of Research, Innovation, and Development to the Understanding of New Education and Work Relationships; and (3) The Contribution of Research, Innovation, and Development to the Understanding of New Education and Socio-Cultural Relationships. In addition, it evaluates the interface between social policies and education policies of several CERI projects as to program commitment to equality of opportunity, early childhood care and education, teaching handicapped adolescents, and integration of diverse minorities. The newsletter concludes by arguing that the rate of improvement in these areas must…

Rey, Micheline (1985). The School Re-Integration of the Children of Greek Emigrants in Their Parents' Country of Origin. The CDCC's Project No.7: "The Education and Cultural Development of Migrants.". Based on the visit of an international team studying the education and cultural development of migrants, this report describes school re-integration for children of Greek migrants returning to their home country. Part 1 outlines the purpose and itinerary of the three-day visit. Part 2 characterizes Greece as having a long and complex tradition of migration and gives numbers of Greeks emigrating abroad and returning since 1968. Brief descriptions are provided for state programs that deal with employment needs, encourage research on the impact of migration, and sponsor summer camps for Greek children living abroad. Part 3 covers the visit to an experimental project serving 53 children of migrants in nine back-up classes–small groups meeting four to five hours weekly after regular school hours. The goals of the three-year project are described–a study to identify problems encountered by migrant students, development of teaching materials, and in-service training for back-up class…

Amiotte, Arthur (1978). Art & Indian Children of the Dakotas: An Introduction to Art. Series Number 4. The fourth volume of a bicultural educational series designed and produced especially for use in Aberdeen area schools with predominantly western Sioux populations has educational import for children and teachers everywhere who have an interest in the art and culture of the western Sioux. The volume focuses on creativity and the changing and re-arranging of media into a work of art. It begins with the Lakota story of creation, illustrated with Lakota drawings. The next section contains photographs depicting the many uses of art on garments, eating utensils, blankets, pouches, tipis, and for personal adornment, pictures and drawings, and prayer aids. The next section describes and illustrates with photographs the different painting styles of Lakota men and women. The volume then describes with text and photographs the preparation of hides for painting and the natural materials used in painting. Next is a description of the type of drawing and painting done by the Lakotas after the… [PDF]

(1978). Ethnic Heritage Studies Program: Final Performance Report. The document describes development, objectives, and activities of an ethnic heritage studies project entitled Preserving Ethnic Traditions (PET). Undertaken to aid high school teachers and students understand ethnic traditions in Delaware, the project focused on development of skills in areas of interviewing, photography, graphics, public speaking, and researching. Ethnic communities involved in the project included Pakistanis, Ukrainians, Hispanics, Blacks, American Indians, Amish, French, Germans, Africans, Chinese, Greeks, and Swedes. Project developers believe that the information presented in the document can be used as a model for other schools initiating an ethnic heritage studies program. The document is presented in 10 sections. Section I presents a directory of advisory council members and includes council correspondence. Section II outlines project objectives. Sections III and IV summarize project orientation, procedures, participant selection processes, interview…

(1977). The Report to the United States Office of Education of the National Task Forces on Instructional Strategies in Schools with High Concentrations of Low-Income Pupils. This paper presents the reports of the National Task Forces on Urban, Rural, Migrant, Native American and Bilingual/Bicultural Education. The Task Forces were asked to pinpoint strategies for instructional and programmatic improvement in these areas. The focus of inquiry was on reading and mathematics instruction. Attention was also paid to elements that are seldom examined such as pupils' needs, the concerns of parents and communities, and the problems of administration and the frustration of teachers. Although each task force was considered separately, several issues which were similar enough to be considered common to each group are treated together. The five areas that reflected mutual concern were: curriculum development, performance evaluation, personnel training, parent and community participation, and funding. Among the findings were the following: (1) each of the task forces indicated a need for a utilitarian-based education, reflecting the particular needs of pupils from… [PDF]

Frey, Joanne M. (2000). Teaching Preservice Teachers To Incorporate the World Wide Web To Promote Respect of Cultural Diversity. This paper describes how preservice teachers at one university are introduced to computer technology in a nonthreatening manner and how they learn to use the World Wide Web to promote cultural pluralism. Students are introduced to computer technology (e.g., word processing, e-mail, and database searching); then they learn how to harness the power of the World Wide Web (WWW) in order to gather information about any topic and actively engage their students with current resources. Students learn to use the WWW to gather information globally to develop an integrated or interdisciplinary thematic unit. Development of the unit will help students learn about the contributions of other cultures, understand other cultures while developing Internet skills, and develop cooperative groups. The unit is also meant to foster pride in ethnicity. It is hoped that the preservice teachers' newly acquired cultural awareness and knowledge will help increase their respect for the diverse student… [PDF]

Allexsaht-Snider, Martha (1996). Windows into Diverse Worlds: The Telling and Sharing of Teachers' Life Histories. Education and Urban Society, v29 n1 p103-19 Nov. Describes a professional development research project concerned with equity in mathematics education. Project goals include teacher collaboration to learn about equity, racism, and schooling. Also, through the sharing of personal experiences, teachers learn how gender and cultural bias affect mathematics learning and their interactions with their students. Narratives of Latina teachers who participated are highlighted. (GR)…

Clair, Nancy (1995). Mainstream Classroom Teachers and ESL Students. TESOL Quarterly, v29 n1 p189-96 Spr. This case study argues that teachers are ill-prepared to give English-as-a-Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)…

Gonzalez, George; Picciano, Anthony G. (1993). QUEST: Developing Competence, Commitment, and an Understanding of Community in a Field-Based, Urban Teacher Education Program. Equity and Choice, v9 n2 p38-43 Win. Describes experiences of the first year of the Quality Urban Elementary School Teachers (QUEST) program, a field-based program of teacher preparation for working in urban schools. The focus through three case studies is on how the undergraduates in the program begin to develop into competent and community-conscious teachers. (SLD)…

Jones, Alan H. (1998). Ten Points of Debate in Teacher Education: Looking for Answers to Guide Our Future. Teacher Education Quarterly, v25 n4 p9-15 Fall. Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public, information versus myth, and long-range versus short-range. (SM)…

(1984). Australian Education Council. First Annual Report for 1983. This report presents the accomplishments and activities of the Australian Education Council in 1983. The council held two meetings in 1983. One, in Canberra, addressed conditions regarding Commonwealth funding for capital purposes, criteria for registration of nongovernment schools, participation of young people in tertiary education, and a national youth policy. The second meeting, held in Adelaide, set up a Task Force on Education and Technology, as well as considering youth policy, aboriginal education, equity and access to tertiary education, Commonwealth schools and commission guidelines, and new arrangements for recurrent funding of schools. The report gives an overview of major developments in education in New South Wales, Victoria, Queensland, Western Australia, South Australia, Tasmania, the Northern Territory, and the Commonwealth as a whole. Included in the report are four appendixes. (MD)…

Santiago, Karen A.; Stewart, Julia Aguilar (2006). Using the Literary Text to Engage Language Learners in a Multilingual Community. Foreign Language Annals, v39 n4 p683-696 Win. This article discusses the use of Esmeralda Santiago's autobiography "When I Was Puerto Rican" (1994b) as the foundation for an experiential learning project that brought two language communities: suburban college students studying intermediate Spanish and urban Puerto Rican students in an English-as-a-second-language (ESL) class. The researchers relate how the respective classes analyzed the text and its cultural framework in preparation for a cross-cultural encounter when both groups of students discussed their reaction to Santiago's story. This case study is offered as an example of how to use a literary text to achieve the objectives outlined in the "Standards for Foreign Language Learning," standard 5: communities…. [Direct]

Skinner, Linda (1999). Teaching through Traditions: Incorporating Languages and Culture into Curricula. This chapter discusses challenges to the perpetuation of American Indian languages and cultures, as well as successful strategies and practices for developing culturally relevant curriculum. A review of the history of U.S. assimilative educational policies towards American Indians leads into a discussion of the importance of language in maintaining cultural continuity and Native identity; the five stages of language preservation; and the recognition by the federal government, embodied in the Native American Languages Act of 1990, of the rights of American Indian tribes to determine their own linguistic destinies. The general population's lack of knowledge about American Indians is discussed. Seven values common to traditional Native education are identified that could form the basis of a tribal code of education or curriculum, and six recommendations are offered to move public schools toward equality and equity. An overview of successful models of culturally relevant curriculum in… [PDF]

Crum, Martha J., Ed. (1981). The Global Yellow Pages: A Resource Directory. Revised Edition. Designed to assist elementary and secondary educators in improving international and global education, this catalog cites 182 organizations and agencies providing international education curriculum materials, teacher training, and consultation. Arranged alphabetically, each entry includes the organization's address, phone, contact person, focus, services, area served, and publications. All entries are cross-indexed by geographic location, subject area, college affiliation, and receipt of 1980-81 NDEA title VI funds. (LP)… [PDF]