Coleman, Joyce H. (1978). Learning to Observe Young Children in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module I. This Child Development Associate (CDA) training module, the first in a series of 16, provides a course in child behavior observation and systematic recordkeeping skills for bilingual/bicultural preschool teacher trainees. Exercises in observation are designed to lead the trainee from biased ways of looking at children to the use of techniques of empirical observation of children's behavior. Five purposes of behavioral observation in instructional settings (including planning for individualization of instruction and evaluating achievement) are listed and briefly discussed. Also presented is a series of checklists for assessing children's learning styles and social, gross and fine motor, language, perceptual, cognitive, and self-help skills. Guidelines for using the checklists and examples of correctly completed checklists are included. Child observation, diary record and case study forms are also provided. Training activities which utilize selected checklists and forms are suggested….

Do, Dinh Tuan; And Others (1976). Biology: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in biology is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. (Author/AMH)…

(1974). Upper Kobuk Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader contains several brief stories that deal with traditional Eskimo life and the first contacts of residents of the Kobuk valley with "modern" customs and conveniences. The text is illustrated with black-and-white drawings. (CLK)…

Bartley, Diana E.; James, Carl (1971). Institute in Adult Basic Education: 1971. Final Report. The immediate purpose of the 1971 Adult Basic Education Institute was the training or retraining of teachers in English as a second dialect or English as a foreign language to inner-city adults with an educational equivalency of eighth grade or less. The institute involved 96 participants (72 teachers and 24 supervisors) in a program sensitizing them to the linguistic factors as well as the social conditions which make up their teaching environments. Teachers and supervisors were grouped according to one of three interrelated areas: English as a second dialect (black), English as second dialect (Spanish), or English as a foreign language. The program was the first attempt to bring together a group of nationally known linguistics and TESOL specialists and experts in teacher training through microteaching procedures. Work in lecture-practicum sessions provided background in linguistic, cultural, and historical areas while workshops centered on discussion of curricular problems and the…

Bartley, Diana E. (1972). Institute in Adult Basic Education: A Model Program 1972. Final Report. The immediate purpose of the 1972 Adult Basic Education Institute, a Teachers of English to Speakers of Other Language project, at the University of Wisconsin-Milwaukee was the training or retraining of teachers in English as a second dialect or English as a foreign language to inner-city adults with an educational equivalency of eighth grade or less. The institute involved 48 participants in a program of teacher training and supervision to sensitize them to the linguistic factors as well as the social conditions which make up their teaching environments. Teachers and supervisors were grouped according to one of three interrelated areas: English as second dialect (black), English as a second dialect (Spanish), or English as a foreign language. The instructional program included microteaching experiences devoted to refinement of technical skills, lecture-practicum sessions providing linguistic/cultural/historical background, and workshops to expand curriculum materials and projects…. [PDF]

Womack, Thurston (1971). Preparing Teachers for TESOL–Where We've Been, Where We Are, and Maybe Where We Should Be Going. The number of M. A. programs for preparing TESOL teachers has grown greatly in the past decade. The profession generally has grown and matured during this period. The M. A. program at San Francisco State College was established in 1963 and has graduated over a hundred teachers. A number of developments, particularly in general linguistic theory, in language acquisition and bilingualism, and in social dialects, have affected the profession significantly. The program at San Francisco State, so far as its array of course work and requirements is concerned, appears to have changed little since its beginning. Yet adjustments have been made because of the accumulated experience of the staff, changes in the local population of non-English speakers, and developments in the profession generally. This paper attempts to describe and evaluate the San Francisco program by considering where it has been, where it is, and where it might be going. (Author)… [PDF]

Hughes, Michael A.; Mirel, Jeffrey E.; Strickland, W. Jay (1998). Evaluation Report: SALSA Educational Programming. SALSA is a 30-episode video series for early elementary school children produced by Georgia Public Broadcasting. It is intended to do three things: (1) introduce non-Spanish speaking children to the Spanish language and Hispanic cultures; (2) promote appreciation for the Spanish language and Hispanic cultures; and (3) promote cultural pride and self-esteem among Hispanic children. Each 15-minute episode is introduced in English, and the remainder is presented in Spanish. The show uses puppets in each episode who present traditional children's stories as humorous three-act plays. This report aims to evaluate, using quantitative and qualitative data, how effective SALSA has been in regards to its three goals and in generating viewer interest, promoting cultural appreciation, and facilitating Spanish language acquisition. It was found that viewers very much enjoyed SALSA videos, and educators rated it superior to other educational videos aimed for early elementary students. Voluntary… [PDF]

Shewcraft, Dianne F.; Witkop, Eileen L. (1998). Do My ESOL Students Have Learning Disabilities? A Practical Manual for ESOL Instructors Concerned about Learning Disabilities and the ESOL Learner. This booklet, conceived, researched, and produced by teachers of English to speakers of other languages (ESOL) practitioners, is designed to help ESOL teachers identify and assess students who may have learning disabilities. Two groups of ESOL learners are the subject of this study: those ESOL adult learners who already have some formal education and are attempting further formal education and knowledge in English, who may also have a learning disability; and the ESOL adult learner seeking the same but has no or very little previous formal education. The book is divided into several sections covering the following topics: the definition of a learning disability, suspecting a learning disability in ESOL learners, approaching the learner, and classroom strategies. Extensive lists of resources are provided, as well as four appendices including a sample hands-on screening kit, a list of common acronyms pertinent to learning disabilities, a copy of the Americans With Disabilities Act,… [PDF]

(2000). Reading Aloud to Children in Ilocano. [Audiotape]. This series of audiotapes (cassettes) uses a legend from different island communities in the Pacific to model ways parents can read with their children. English is on one side, and Ilocano–the indigenous language of the inhabitants of northwestern Luzon, Mindoro, Mindanao, Philippines–is on the other. (Author/KFT)…

Gerner de Garcia, Barbara A. (1995). ESL Applications for Hispanic Deaf Students. Bilingual Research Journal, v19 n3-4 p453-67 Sum-Fall. Immigrant deaf students face multiple challenges in school as they frequently learn two new languages simultaneously: English and American Sign Language. Some have limited or no formal schooling experience. Describes units of study–one for Spanish-literate middle school students and one for elementary students with limited literacy skills–that use whole language strategies and thematic teaching. (Author/SV)…

Green, Judith; Kyratzis, Amy (1997). Jointly Constructed Narratives in Classrooms: Co-Construction of Friendship and Community through Language. Teaching and Teacher Education, v13 n1 p17-37. Examines joint construction of narratives in the classroom, presenting narratives from two ethnographic studies. The preschool narratives illustrate how peer culture, friendship patterns, and identity are socially constituted through discourse. Fifth grade narratives illustrate ways in which students view their bilingual class community as jointly constructed through everyday patterns of interaction and activity. (SM)…

Taylor, Solange G. (2002). Multilingual Societies and Planned Linguistic Change: New Language-in-Education Programs in Estonia and South Africa. Comparative Education Review, v46 n3 p313-38 Aug. The cases of Estonia and South Africa illustrate how a lack of coherence between a language policy and that policy's implementation plan can reduce both the policy and the implementation plan to symbolic acts of no benefit to students or communities. Comparison of these countries' language-in-education plans highlights the need to examine theoretical foundations of such planning and critically analyze the symbolic/functional tension. (SV)…

(1989). Fact File: Higher Education Funds Requested in Fiscal 1990 Budget. Chronicle of Higher Education, v35 n19 pA23 Jan 18. Requests for federal aid from the Department of Education and other agencies are tabulated by category and are compared with actual fiscal 1988 budgets and estimated fiscal 1989 figures. (MSE)…

Lynch, Anne (1995). Learning to Look: Art and the National Curriculum. Multicultural Teaching, v13 n3 p31-34 Sum. Argues that art teachers, particularly nonspecialists in primary schools, have an outdated understanding of art, that is, one that relies heavily on an elitist model composed of historical markers made by white men. The author illustrates how good education is also antiracist education and provides a list of resources that represent women and black artists. (GR)…

Baca, Leonard; And Others (1994). Training, Development, and Improvement (TDI): A New Approach for Reforming Bilingual Teacher Preparation. Journal of Educational Issues of Language Minority Students, v14 p1-22 Win. Highlights the need for better prepared bilingual/English-as-a-Second-Language teachers in the United States and presents preliminary data and participant feedback from the University of Colorado BUENO TDI Project. Three teacher training models are critiqued. The BUENO Project is presented as an innovative approach to moving beyond the limitations of these models. (23 references) (Author/CK)…

Coca, Benjamin (1980). Actividades Para Padres: A Parent Handbook (Activities for Parents: A Parent Handbook). Thirty Mora, New Mexico parents attended a 13-session parent involvement workshop (The Mora Adventure) designed to help parents foster successful school experiences through non-school activities with their children. A parent involvement model was used as the basis of the workshop in which the parents developed more effective communication skills; learned more about Mexican American culture and New Mexico history; discovered, developed, and learned to use educational activities and materials in the home; gained a better comprehension of educational jargon; and learned to evaluate educational materials. The handbook contains a lesson plan outline for each of the 13 sessions which includes goals, necessary materials, and the organization of activities for the session. An additional section contains information for parents about reading, reading readiness, and reading skills such as word attack skills, dictionary use, determining sequence, and drawing inferences. Brief activities and…

Kehoe, Jack (1983). Enhancing the Multicultural Climate of the School. History and Social Science Teacher, v19 n2 p65-75 Dec. If students are to respect minority values, a multicultural philosophy must pervade every aspect of school life. Discussed are indicators which will show that minorities are not receiving equality of opportunity and the behavior patterns and learning styles of six ethnic groups–South Asian, Greek, Italian, Chinese, Vietnamese, and Portuguese. (RM)…

Foucher, Michel (1994). Minorities in Central and Eastern Europe. A Secondary Education for Europe Series. This monograph, published as part of the project "A Secondary Education for Europe," makes no claim to deal with all the questions relating to minorities, from either the legal point of view of that of international action. The paper does not aim to suggest recommendations on a theme which has concerned the Council of Europe for years. The approach adopted here is a descriptive overview of the reality of minorities as they appear in 1993 in their territorial dimension. It is an inventory, as up to date as possible, with emphasis on the changes that have taken place since 1989-90. Chapters include: (1) "Problems of Minorities, Old and New"; (2) "Minorities in the Northern Part of Central and Eastern Europe [including] Poland, the Czech Republic and Slovakia, and Hungary"; (3)"Minorities in the Southern Part of Central and Eastern Europe [including] Albania, Bulgaria, Romania, Moldova, and the Gypsies (Rom): A Special Case"; (4) "Case Study:…

Harrison, Jo-Ann (1997). Implementing a Multicultural Experiential Sociology Curriculum: Mutual Adaptation and Reframing Theories of Action. This study examines the nature of the initial implementation of a new multicultural sociology curriculum by eight teachers in the 11th- and 12th-grades of seven Israeli high schools. The study examined: (1) the extent and ways in which teachers reframe their theories of action as they learn to implement the new curriculum; (2) the factors that fostered and hindered reframing; and (3) the way teachers' constructs shaped the new curriculum. A variety of qualitative methods were used to gather data about the teachers' theories of action including focus group discussions, individual interviews, and classroom observation. Findings indicate that during the course of the implementation process half of the teachers made considerable modification of their theories of action. Teachers changed core assumptions about learning, teaching strategies, and role relations; however, they reframed their theories in very different ways. Factors found to foster reframing were staff development meetings,… [PDF]

Blankenship, Glen; Hutcheson, Gwen (1995). Images of Germany: Past and Present. A Film Collection, Series II Instructional Activities. This booklet offers classroom activities for use with 15 social studies-related films for teaching about Germany. The series of 25-minute films are made available by Deutsche Welle Television and Goethe House New York. Lessons in the booklet include: (1) "Germany Since 1945: A Focus on Berlin"; (2) "'I'll Get You All Out of Here!' A Portrait of Oscar Schindler"; (3) "Did You Come Out of Faith or Germany? The First German Jews in Palestine"; (4) "Caught Between Hope and Fear: Political Refugees in Germany Today"; (5) "At Home Away From Home: Foreigners in Germany"; (6) "Stalin's Personal Photographer: Yevgeny Khaldiey"; (7) "Heinrich Nordhoff: Mr. Volkswagen"; (8) "Walking a Tightrope: The German Alpine Society"; (9) "Rainbow Warriors: The Greenpeace Organization"; (10) "Fields Without a Farmer: Family Farms in Germany"; (11) "Can You Have Your Trade and Learn it Too? The… [PDF]

Gabay, Jerry (1998). Milagros in the Mid-Columbia: An Integrated Lesson Plan. Sixth Grade Social Studies Unit on Mexican Migrant Workers. Since the early 1950s, several programs have enticed thousands of rural Mexicans to migrate to California and the Northwest to be agricultural workers. The resultant demographic and cultural impacts have been immense. Hood River County (Oregon) schools are over 30 percent Hispanic. There is much ignorance and prejudice regarding the Hispanic community. This unit for sixth graders aims to get students into the community, enable them to understand and relate positively to diverse aspects of their community, develop their own sense of place and community, and accept an active role in positive citizenship. Activities expand student thinking skills through analyzing and evaluating prevalent attitudes of and toward immigrant workers; enhance listening skills through interviews of Mexican farmworkers; and increase knowledge of causes and results of Mexican immigration to the Northwest. The unit supports state benchmarks in history, civics, geography, social science analysis, and writing…. [PDF]

Veblen, Kari K. (1996). Truth, Perceptions, and Cultural Constructs in Ethnographic Research: Music Teaching and Learning in Ireland. Bulletin of the Council for Research in Music Education, n129 p37-52 Sum. Presents a personal reflection on an ethnographic study of teaching and learning practices in Irish traditional music. Describes the aims and methods of the study and some of the culture of Ireland. Concludes with a rumination on the nature of truth, applicability, consistency and the role of the ethnographic researcher. (MJP)…

Heath, Inez A. (1996). The Social Studies Video Project: A Holistic Approach for Teaching Linguistically and Culturally Diverse Students. Social Studies, v87 n3 p106-12 May-Jun. Describes a class project conducted by multiethnic, limited English speaking, fifth-grade students. The students produced their own videos as part of lessons they developed about their countries of origin. Maintains that this process increases language and social skills while it develops social studies content. (MJP)…

Ukpokodu, Nelly (1996). Africa in Today's Social Studies Curriculum. Social Studies, v87 n3 p125-32 May-Jun. Presents a thorough and innovative approach to integrating the study of Africa into the social studies curriculum. Profiles a three-part process consisting of preplanning, curriculum planning, and implementation. Utilizes different sources and strategies (literature, global approach, cooperative learning) to create a balanced and accurate portrait. (MJP)…

Grant, S. G. (1997). Appeasing the Right, Missing the Point? Reading the New York State Social Studies Framework. Social Education, v61 n2 p102-06 Feb. Uses the example of New York State to illustrate how the rancorous political debate over education can render national standards irrelevant and contradictory. In appeasing so many factions the standards become inclusive to the point of obfuscation. Provides a brief overview of the controversy concerning national standards. (MJP)…

Stanfield, John H., II (1996). Multiethnic Societies and Regions. American Behavioral Scientist, v40 n1 p8-17 Sep. Maintains that sociology must reconceptualize the meaning of multiethnic societies and regions and also advance theories about how such social organizations came into being and transform themselves through conflicting and peaceful processes. Briefly reviews traditional approaches and outlines new areas of study. (MJP)…

McFerson, Hazel M. (1996). Rethinking Ethnic Conflict: Somalia and Fiji. American Behavioral Scientist, v40 n1 p18-32 Sep. Compares and contrasts the recent years of ethnic conflict in Somali and Fiji. The widely divergent reactions of both populations dispels the belief that ethnic pluralism is both a necessary and sufficient condition for violent conflict in a society. Provides succinct portraits of both societies and their cultures. (MJP)…

Fiordo, Richard (1988). The Great Learning Enterprise of the Four Worlds Development Project. Journal of American Indian Education, v27 n3 p24-34 May. Describes a holistic Native Studies curriculum for ethnically mixed classes, based on a project to eliminate Native substance abuse through traditional Native values. Discusses teaching strategies using Native and non-Native learning styles, teacher as role model, and use of appropriate cultural-symbol graphics to transmit ideas. Contains 24 references. (SV)…

Janzen, Rod (1994). Five Paradigms of Ethnic Relations. Social Education, v58 n6 p349-53 Oct. Contends that a major focus of contemporary U.S. education is the nature and character of interethnic relationships. Discusses five models of ethnic relations: (1) traditional Eurocentric Racism; (2) Melting Pot Assimilationism; (3) Ethnic Nationalism; (4) Globalism; and (5) Centered Pluralism. (CFR)…

Alter, Gloria (1995). Transforming Elementary Social Studies: The Emergence of a Curriculum Focused on Diverse, Caring Communities. Theory and Research in Social Education, v23 n4 p355-74 Fall. Examines six elementary social studies textbook series for the absence or presence of multicultural perspectives. Identifies Houghton Mifflin and Macmillan as opposite ends of the spectrum. Houghton Mifflin displayed a global-humanistic perspective while Macmillan favored a nationalistic, exclusionary approach. Includes examples from both. (MJP)…