Barrera, Marbella; Berney, Tomi D. (1990). Bilingual Pupil Services (B.P.S.) 1988-89. OREA Evaluation Section Report. The Bilingual Pupil Services (BPS) had two complementary objectives: (1) to provide supplementary services to students of limited English proficiency (LEP) by giving them instruction in English as a Second Language (ESL) and bilingual reading and mathematics; and (2) to provide in-service training to paraprofessionals who were enrolled in programs that led to teacher certification. In its 16th year of service, the program served 2,548 elementary school students at 35 schools in New York City and trained 98 paraprofessionals. The BPS, during the year evaluated, trained 20 more paraprofessionals than in the previous year, and provided services for 673 additional students. The program met its objectives in bilingual mathematics, English reading, Spanish reading, staff development, and parental involvement. Recommendations for program improvement include: (1) modification of the evaluation design in order to utilize the results of already mandated tests for measuring achievement; (2)… [PDF]

Bennett, Ruth, Ed.; And Others (1984). Hupa Consonants. This modified alphabet booklet belongs to a series of bilingual instructional materials in Hupa and English. The booklet begins with a Hupa Unifon alphabet chart giving the symbols used to reproduce the most simple version of the sounds in the Hupa language. Nearly 200 basic vocabulary words and phrases are given. A Hupa consonant is followed by one to five Hupa words containing the consonant in initial, medial, or final position. The word in English is printed to the side in smaller letters. Pages contain three to six pen and ink illustrations of the word listed. The English translations given on page 3 of the booklet exemplify the cultural emphasis present throughout the word list: maple, low, my pocket, raw, paddles, my stomach, scar, he's eating, thunder, seven, abalone, narrow, mountain ridge, I'm pounding acorns, I'm grinding acorns, after me, Redwood Ridge, and alder. (JHZ)…

(1986). Seward Park High School Project CABES 1984-1985. OEA Evaluation Report. Career Advancement through Bilingual Educational Skills (Project CABES) completed the second year of a 3-year funding cycle at Seward Park High School on Manhattan's Lower East Side. Project CABES serves 233 recently immigrated, predominantly low-income, ninth through twelfth grade, Hispanic students of limited English proficiency (LEP). Included in the career-oriented curriculum are courses in employability skills, typing and word processing, and bilingual career workshops. Content-area courses, taught in the students' native language (Spanish), and intensive English as a second language (ESL) courses comprise the other curriculum components. Support services included counseling, peer tutoring, referrals to outside agencies, cultural and extracurricular programs, staff development and parental involvement activities. Primary objectives are increased achievement in English and Spanish proficiency, mathematics, science, social studies, and career advancement subjects; improved…

(1986). Walton High School Project BLAST, 1984-1985. OEA Evaluation Report. In 1984-85, Project BLAST provided English as a second language (ESL), native language arts, and bilingual instruction in social studies, mathematics, and science to 275 students of limited English proficiency (LEP) at Walton High School in the Bronx, New York. An important feature of the program is its emphasis on career orientation, the acquisition of survival skills, and citizenship training. Career exploration has been added to the first and second year of ESL; citizenship is a special unit in the bilingual social studies program. Both of these are integrated with mainstream projects at Walton. In its second year of a three-year funding cycle, Project BLAST built on the previous year's strengths and made progress in resolving some of the problems noted earlier. A restructuring of the program to improve staff coordination was implemented; original curricula and materials were developed; and staff members participated in workshops, departmental meetings, professional conferences,…

(1987). Trends and Status of Computers in Schools: Use in Chapter 1 Programs and Use with Limited English Proficient Students. Staff Paper. This examination of computer use in schools provides an overview of current trends, as well as detailed analyses of the use of computers in programs for disadvantaged learners funded by Chapter 1 of the Education Consolidation and Improvement Act of 1981, and programs for students with limited English proficiency. A summary of this report and a general overview of the trends and status of computers in American education are followed by an analysis of the use of technology by Chapter 1 programs. This analysis reviews early use of technology in such programs in both public and private schools and profiles their current use of computers. The analysis of technology use with students with limited English proficiency considers the current status of this population and describes ways in which technology (primarily the computer) is used in these programs. The implications of the findings of this study for federal policy are considered for both groups, and four areas that need attention to… [PDF]

(1987). Property Management and Maintenance. Sacramento County Bilingual Vocational Training Program. This curriculum guide provides materials for a course that prepares limited English speaking Indochinese adults for entry-level employment in the field of property management and building maintenance. Information on the project that developed these materials is followed by a curriculum outline for the Vocational English as a Second Language (VESL) component. Materials include the program design, a lesson plan for vocabulary development, VESL teaching activities (in recognition, production, and application), and the structures and vocabulary to be taught. The curriculum is divided into 18 chapters. Each chapter contains a lesson plan (teaching materials source, a listing of main concepts to be taught, teaching activities, length of lesson, evaluation), teaching materials, tests, technical glossary, and related general glossary. Topics of the chapters include tools, care of tools and equipment, plumbing repairs, plaster and drywall, redecorating with paint, redecorating with wall… [PDF]

Raposo, Lucilia (1983). Ciencias 3. (Science 3). Student Book. This grade 3 textbook, the third in a series of elementary science textbooks written in Portuguese, consists of readings, activities, and review exercises on biological, physical, geological, and nutrition/health concepts. The book is organized into nine sections. Among the topic areas included in these sections are: (1) solar energy, electricity, and light; (2) solar system, planets, earth motions, and phases of the moon; (3) gravity, rocks, and erosion; (4) atmospheric phenomena; (5) water and water resources; (6) plants found in deserts, forests, and savannahs, and plant products which are used as food; (7) animals found in deserts, forests, and savannahs; (8) the bodily senses and health concepts; and (9) changes in states of matter. (JN)… [PDF]

Lew, Helene (1976). Chinese (Cantonese) as a Second Language Reader. Level II. Teacher's Guide. The ten Chinese (Cantonese) short stories given in the student's reader are provided here, as well as a teacher's guide for their use. The English titles of the stories are: (1) "The Dictionary"; (2) "Come, Have Some Rice Noodles"; (3) "Where Shall We Go"; (4) "Beautiful Day"; (5) "The Little Dog's Wish"; (6) "Let's Go to the Movies"; (7) "Going to Los Angeles"; (8) "Spot's Birthday"; (9) "Visit to Siu Ming"; (10) "Who's Up There." The words in the glossary, which follows the stories, are arranged according to the number of strokes they contain. The teacher's guide concludes the book; for each story it provides text translations and suggestions for oral activities and seatwork in the classroom. (CFM)… [PDF]

Taylor, Charles, Ed. (1978). Selected Conference Proceedings from the Conference on The Future of Minority Centers, February 23-24, 1978. This document contains presentations made at a conference which was held to address problems and concerns of professional staff members working with minority students in predominantly white colleges. Issues addressed include: (1) the validity of minority student programs at predominantly white institutions; (2) budget justification for minority student programs; (3) Indian attitudes toward and participation in multicultural programs; (4) educational opportunities for minority students; (5) bilingual programs; (6) a cultural training center proposal; (7) increasing black enrollment in minority student programs; (8) educational strategies employed in minority programs; (9) problems encountered by minority programs such as State and/or Federal funding, staff problems, accountability, and lack of student participation; and (10) the art of proposal development. The text of a speech by Kwame Salter on the future of multiculturalism is also included. Recommendations made by the…

Coleman, Joyce H. (1978). Helping Young Children Develop Motor Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VI. This Child Development Associate (CDA) training module, the sixth in a series of 16, provides an introductory course in the development of motor skills in children. In the first two sections, the importance and characteristics of motor development are briefly discussed. Maturation factors and predictable patterns and stages in motor development are emphasized. It is emphasized that children vary considerably in their rate of motor development. The sequence of motor development from birth to age 6 is outlined in a chart and elaborated in the text. Gross and fine motor skills checklists as well as guidelines for using the skills checklists are included. This module focuses on specific behaviors that directly relate to CDA Competency 2. (RH)…

Randall, Clint; Van Buskirk, Sue (1978). Aprendemos de carreras (We Learn about Careers). Designed to help Spanish speaking children learn more about various professions, this book features scenes of people at work in 22 different occupations. The Spanish text, illustrations and learning exercises were developed as supplementary reading materials for elementary grades by students in a Bilingual Teachers Aide Program at Mesa Community College. Both language and content provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. The different types of occupations which are described include a judge, teacher, doctor, nurse, carpenter, electrician, painter, garbageman, postman, bus driver, shoe salesman, butcher, waitress, policeman, photographer, fireman, bank teller, barber, and cashier. The large illustrations are black and white \coloring book\ style. (DS)…

(1977). El Transportador de las Particulas. Explorando el Mundo Natural-Nivel 3 (The Transporter of the Particles. Exploring the Natural World–Level 3.). The Intermediate Science Curriculum Study Spanish language science instruction manual for the intermediate grades focuses on energy of many types. The soft bound volume uses self-pacing and individualized learning to guide the students through a series of experiments. Basically, the students are asked to think about what they do and see, evaluate whether or not they understand, and review the material. Subject material includes: electrical energy; making batteries; electrolysis; energy in action; various types of energy; a model of particles; particle reactions; and calories. Each chapter contains a materials list, a short note about chapter emphasis, and specific points of interest, followed by an introduction of the subject. A series of related experimental activities follows, with notes and questions for the student based on observation of the particular phenomena involved. Illustrations often indicate correct methodology for the experiments and related principles. English… [PDF]

Chesterfield, Ray; And Others (1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Pilot Study Results and Child Assessment Measures. The purpose of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1979), is to present the results of a pilot test of a battery of instruments to be used in assessing the effectiveness of four early childhood bilingual/bicultural curriculum models. The instruments pilot tested were the Bilingual Syntax Measure (second language acquisition), the CIRCO Subtests: Escuchen Este Cuento (Spanish language comprehension), the CIRCUS Subtests: Listen to the Story (English language comprehension), and the Preschool Inventory (English and Spanish concept development). Evaluation of the instruments focussed on three aspects: (1) the feasibility of successfully implementing the curriculum models in more than one setting; (2) the impact of each model on children enrolled in Head Start, on their parents, and on the Head Start teaching staff; and (3) the attitudes and opinions of Head Start staff and parents (who are in areas where the models…

Villarreal, Beatrice; Yawkey, Thomas Daniels (1979). Language Learning Through Pretend Play in Young Bilingual-Bicultural Children. Child care programs are ideal places to begin the mastery of both English and a native language. Language growth can be promoted through the use of pretend play. Pretend situations include storytelling, oral drills and poems, riddles and songs. In storytelling activities, it is essential that the adult model language for the children. The children listen very intently to pronunciation, intonation, pitch, stress, rhythm, and tone. Using oral substitution drills with pretend play, the teacher can select nouns, verbs, or adjectives from the native language which can be substituted for English equivalents. Youngsters enjoy going through these drills especially if the teacher varies them. In pretend play, children can assume roles of characters or objects from stories, poems or riddles which they have heard. Oral language techniques such as (a) selective visual attention or questioning, (b) attention to nonvisual stimuli, (c) recall, (d) directed dialogue, and (e) self-monitoring can be…

Holley, Freda M. (1977). Evaluation Design 1977-78. ESEA Title I Migrant Program November 15, 1977. Publication No. 77-10. Evaluation of the Austin Independent School District Elementary and Secondary Education Act (ESEA) Title I Migrant Program involves collecting and disseminating information relevant to eleven decision questions addressing both the system and program levels. At the system level are questions of whether the district should have a migrant program and how coordination with other programs should be improved. Nine program level questions are concerned with such subjects as changes in academic areas and expansion or modification of ancillary services, recruitment procedures, parental involvement programs, and staff development. Three basic types of data are required: needs assessment, process, and outcome data. This document summarizes the information sources for each area covered by the evaluation. An overview of each decision question includes evaluative questions and objectives, information sources for the data needed, and the date the information is due. Another portion of the document… [PDF]

Khemmani, Tisana; And Others (1995). Principles and Models of Early Childhood Development in Thai Cultural Ways: Selected Research Findings Relating to Social Context and Child's Transition from Home to School. To develop innovative, developmentally appropriate models of child rearing in Thailand, several studies examined Thai child-rearing practices, principles which should be used in early child rearing, and models and strategies which could be used in child rearing in this cultural setting. Six different studies were conducted, using a variety of methods, including documentation, surveys, ethnography, and continuing education. These studies indicated the following patterns of child rearing: (1) freedom with some restrictions; (2) control with some negligence; (3) implicit acceptance; (4) parental modeling; (5) natural learning through interaction and participation; (6) inconsistent parenting behavior which is dependent on mood; (7) verbal behavior without explanation of reasons; and (8) shared responsibility in child rearing. These patterns were found to be inconsistent between home and school. Patterns which were consistent between home and school were: (1) authoritative practices; and… [PDF]

Amselle, Jorge, Ed. (1996). The Failure of Bilingual Education. This monograph is based on a conference on bilingual education held by the Center for Equal Opportunity (CEO) in September, 1995 in Washington, D.C. CEO made repeated attempts to secure speakers representing the pro-bilingual education viewpoint; the paper by Portes and Schauffler represents this view. Papers presented include: "Introduction: One Nation, One Common Language" (Linda Chavez); "Bilingual Education and the Role of Government in Preserving Our Common Language" (Toby Roth); "Is Bilingual Education an Effective Educational Tool? (Christine Rossell); "What Bilingual Education Research Tells Us" (Keith Baker); "The Politics of Bilingual Education Revisited" (Rosalie Pedalino Porter); "Realizing Democratic Ideals with Bilingual Education" (Irma N. Guadarrama); "Language and the Second Generation: Bilingualism Yesterday and Today" (Alejandro Portes and Richard Schauffler); "Educating California's Immigrant… [PDF]

Tikunoff, William J.; Ward, Beatrice A. (1995). Design Elements for Teacher Professional Development Workstation: Application of Technology To Develop Expert Teachers of Diverse Student Populations. The multimedia workstation described here serves as an information resource center for teachers and others who are responsible for the education of children from ethnically and linguistically diverse backgrounds. The changing nature of student populations requires that all teachers become knowledgeable about the diverse cultural backgrounds of their students and develop the necessary instructional skills and knowledge that promote students' continuing academic progress at the same time they are acquiring English as a new language. Using a technology-based workstation to accomplish this goal is promising because it allows individual teachers to structure their inquiries and training to fit their existing levels of instructional expertness. In addition, information and training about linguistically and culturally diverse student populations can be made accessible throughout wide geographic areas. The purpose of this paper is to delineate potential professional development areas that… [PDF]

McKenna, Erin (1996). A Student's Guide to Irish American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in the United States and Ireland for Irish Americans. The book also contains information on the history of Ireland and Irish immigration. Chapters include: (1) "Your Irish American Heritage"; (2) "Your Irish Immigrant Ancestors"; (3) "Getting Started"; (4) "Researching in Ireland"; (5) "Interviewing Your Relatives"; and (6) "Putting It All Together." Contains a 32-term glossary and an index. (EH)…

Beaty, Janice J. (1997). Building Bridges with Multicultural Picture Books for Children 3-5. Focusing on the common bonds of all children everywhere while honoring their differences, this book shows teachers how to choose appropriate picture books, how to lead children into book extension activities featuring multicultural characters, and how to develop an entire multicultural curriculum with these books. Each chapter in the book concludes with learning activities, references, additional reading, and (in most chapters) lists of children's books and software programs. Chapters in the book are (1) Discovering Common Bonds; (2) Choosing Appropriate Picture Books; (3) Developing Self-Esteem; (4) Relating to Family Members; (5) Getting Along with Other Children; (6) Engaging in Physical Expression; (7) Speaking Other Language; (8) Eating Fine Foods; (9) Creating Arts and Crafts; (10) Making Music and Dance; (11) Caring about the Earth; and (12) Creating a Multicultural Curriculum. An approximately 750-item topical children's book list is attached. (RS)…

Christian, Donna (1993). Overview: Diversity and Education Reform. As an introduction to a 1992 symposium of educators, administrators, researchers, and legislators concerned with the education of minority students, this paper reviews the overriding issues related to diversity and American education reform in the context of Goal 3 of the National Education Goals. Framed in a context of economic uncertainty, social fragmentation, and political unrest, diversity in society worldwide has emerged as a prime focus for concern. The rapidly changing demography of the U.S. population is described. The number of language minority youth and young adults continues to grow dramatically, but their level of academic achievement lags significantly behind that of their language majority counterparts and appears to be rapidly worsening. It is suggested that although the impetus for educational reform comes at least in part from a response to the conditions created by increasing diversity, the leaders of the movement have largely failed to involve language… [PDF]

Diamond, Barbara J.; Moore, Margaret A. (1995). Multicultural Literacy: Mirroring the Reality of the Classroom. Reflecting four years of work with teachers and students in culturally and linguistically diverse classroom settings, this book discusses theoretical and practical issues surrounding the development of literacy in multicultural K-8 classrooms. Emerging from a longitudinal study implemented in three school districts, the book integrates the research and experience with the multicultural literacy program and its effect on learning. The book includes specific teaching strategies, vignettes that demonstrate how to implement the strategies, samples of students' work, comments and quotations from teachers and students, questions teachers frequently ask, and reviews and summaries that help readers follow the text. Chapters in the book are: (1) Multicultural Literacy for Today's Schools; (2) Sociocultural Issues in Multicultural Literacy; (3) Evaluating and Selecting Multicultural Literature for Children; (4) Creating Meaning through Reading Experiences with Multicultural Literature; (5)…

Cullinan, Bernice E., Ed. (1993). Fact and Fiction: Literature across the Curriculum. Designed to inspire teachers to explore trade books in new ways, this book presents chapters dealing with historical fiction, diversity education, informational books in the social studies, literature in the math class, and supplementary reading materials for the science instruction. Although each chapter in the book focuses on a specific content area, all show how the areas complement and support one another and how literature helps in the process. Chapters in the book are: (1) "Making the Past Come to Life" (Linda S. Levstik); (2) "Diversity Education" (Adela Artola Allen); (3) "Factual History: Nonfiction in the Social Studies Program" (Betty Carter and Richard F. Abrahamson); and (5) "Literature in the Science Program" (Dianne Lapp and James Flood). An author index, a children's book author index, and a children's book title index are attached. (RS)…

Presmeg, Norma C. (1997). A Semiotic Framework for Linking Cultural Practice and Classroom Mathematics. With the increasing recognition that connections are an important component in the pedagogy of school mathematics (National Council of Teachers of Mathematics, 1989), there is a need for a theoretical framework that addresses the ways in which the real experiences and cultural practices of students may be connected with mathematics classroom pedagogy. In this paper, the objective is to construct such a theoretical framework, drawing on literature from semiotics and ethnomathematics. Examples and evidence that suggest the efficacy of this framework in connecting school mathematics and mathematical ideas constructed from cultural practice are drawn from the literature and from data collected in a research project in a multicultural high school mathematics class. Seven high school students from African American, Caucasian, Asian American, and Hispanic American cultural backgrounds described their lives and cultural heritages as bases for the development of culturally responsive… [PDF]

Presmeg, Norma C. (1998). A Semiotic Analysis of Students' Own Cultural Mathematics. An ongoing research project that investigates how mathematics educators can prepare prospective and practicing teachers to cope with cultural diversity is presented. The first component of this project is investigation of the ways that students can use their cultural identities and practices in constructing mathematical ideas that belong uniquely to them through a graduate course called "Ethnomathematics." The second is the investigation of ways teachers can facilitate students' construction of such uniquely personal cultural mathematics ideas in a high school classroom. The third component is the development of a grounded theoretical framework in which to situate the two previous components using semiosic chaining. The semiotic framework developed is being applied to the work from the graduate course and to the high school project, which took place in the 1995-96 school year. Data from the graduate project consisted of student journal entries, field notes, and more than… [PDF]

Glock, Nancy Clover (1990). Rethinking the Curriculum To Meet the Needs of Underprepared, Underrepresented, and Economically Disadvantaged Students: Majors and Courses for the 21st Century. Attracting and assuring the success of students of color requires the rethinking of curricula to meet the needs of underrepresented, underprepared, and economically disadvantaged students. General education offerings should be restructured to give students the skills and resources needed to make sense out of their particular gender and ethnicity, while emphasizing not the old world or new world, but the one world shared by students and teachers. The resulting core curriculum would be: (1) socially cohesive, providing common reference points to all members of society; (2) culturally inclusive, drawing upon diverse human cultures and affirming the contributions of all social classes; (3) ethically selective, supporting values necessary to environmental and species survival and human fulfillment; (4) conceptually generative, providing skills and general principles which allow for the synthesis and critical assessment of information; and (5) personally significant, creating options for… [PDF]

Allsup, Carl; Russo, Tom (1989). Teaching Diversity through Pluralism: A Model for Teaching about Racism. Based on 134 undergraduate student responses to two dilemmas, one concerning Affirmative Action programs and the second concerning minority student admission to college, it was discerned that these students largely held viewpoints that were consistent with conceptions of a \uniform\ culture as opposed to conceptions of diversity and pluralism. In addition, there was a note of pessimism throughout many of the responses, suggesting that little could ultimately be done about racial prejudice and discrimination. The problem, then, was to attempt to develop a learning program adaptable in the college classroom that could address issues of diversity and pluralism phrased in the \language of possibility.\ A three-step learning cycle is described that used recent research and writing in narrative and critical thinking processes. The steps involved: (1) narrative development of students' personal \dilemmas;\ (2) facilitating structural connections between individual experience, structures of… [PDF]

Cushner, Kenneth (1987). Evaluating a Culture-General Assimilator through the Orientation of AFS Students to New Zealand. Designed to assess the impact of an approach to aid assimilation of exchange students from a number of different countries into a wide variety of cultures, this study looked at the adjustment of adolescent exchange students who lived in New Zealand for a year. A culture-general assimilator in the form of a programmed textbook was used to introduce concepts relevant to intercultural interaction and adjustment. Unlike other assimilators that have typically been culture-specific, the culture-general format used in this study was designed to introduce individuals to relevant issues in intercultural interaction and adjustment regardless of the cultural groups involved. It was found that students trained with the culture-general assimilator were better able to identify dynamics that mediated cross-cultural interaction and the process of adjustment, and to apply concepts of cross-cultural interaction and adjustment to their own descriptions of intercultural misunderstandings they had…

(1989). Valued Youth Anthology: Articles [from the IDRA Newsletter] on Dropout Prevention. The 33 articles on dropout prevention in this compendium were published in the "IDRA Newsletter"–the newsletter of the Intercultural Development Research Association–between April 1986 and September 1989. They can serve as resources for individuals and organizations addressing the needs of at-risk minority group students and their families and providing the necessary support services for the students to complete their schooling. Each article summarizes dropout research and emphasizes valuing students, parents, and school as the key to dropout prevention. Dropout prevention strategies are analyzed in terms of providing "VSP," valuing students, providing support, and involving parents. Five successful dropout prevention programs are evaluated and a four-part typology of high school dropout prevention programs is reviewed. The importance of forming partnerships among schools, parents, students, and local businesses is stressed. School reform and actively involving…

Ross, Cathy; And Others (1987). Teaching about Thanksgiving. Second Edition. Intended to help teachers for grades K-6 accurately present the events surrounding the first Thanksgiving, this guide features an historically accurate story for children, historical background for teachers, and activities for expanding and enriching instruction. The introduction discusses the need for teachers to be honest and informative about Thanksgiving without passing on historical distortions and racial and cultural stereotypes. A six-page story for children presents the first Thanksgiving story stressing historic and cultural accuracy. Topics include the critical assistance given by the Indians to the Pilgrims and the fact that the Pilgrims and the Wampanoag Indians who celebrated Thanksgiving together did not remain friendly. Resource materials include a map of Plymouth Colony and vicinity, a Thanksgiving prayer translated from the Iroquois (Seneca) People, recipes for succotash and other dishes with corn, instructions for making and clothing Iroquois corn husk dolls, and…