Rudaitis, Cheryl, Comp. (1995). Finding a Path to History and Culture. Teaching Music, v2 n4 p40-41 Feb. Maintains that music technology growth can assist teachers in implementing interdisciplinary approaches involving history, culture, and music. Presents suggested classroom strategies utilizing CD-ROMs and other interactive media technology. Discusses downloading music education resources from the Internet. (CFR)…

Ghuman, Paul A. S. (1994). Asian Teachers in British Schools: A Qualitative Study. European Journal of Teacher Education, v17 n3 p171-86. Describes the findings of a research project on the personal and professional experiences of first and second generation Asian teachers in British schools. Interviews regarding background, opinions, attitudes, and perceptions indicated that first generation teachers had great difficulty obtaining first jobs, promotions, class control, and collegiality with white colleagues. Second generation teachers did not encounter such problems. (SM)…

Escamilla, Kathy; Medina, Marcello, Jr. (1992). Evaluation of Transitional and Maintenance Bilingual Programs. Urban Education, v27 n3 p263-90 Oct. Studies the long-term effects of transitional (TBE) and maintenance (MBE) bilingual instructional programs on development of native and English oral language proficiency for 125 TBE-instructed Vietnamese and 298 MBE-instructed Hispanic American children from kindergarten through second grade. Discusses significant findings on positive and negative effects of TBE and MBE. (SLD)…

Kame'eleihiwa, Lilikala (1992). Kula Kaiapuni: Hawaiian Immersion Schools. Kamehameha Journal of Education, v3 n2 p109-18 Fall. The Hawaii State Department of Education offers a growing number of Hawaiian language immersion schools for its students. The article presents the history of immersion schools in Hawaii, examining criticisms of immersion schools, discussing their benefits, and explaining necessary components for success. (SM)…

Brophy, Jere; And Others (1991). Elementary Social Studies Series: Critique of a Representative Example by Six Experts. Social Education, v55 n3 p155-60 Mar. Summarizes consensus points reached by three university professors and three elementary school teachers who examined the Silver Burdett Ginn elementary textbook series. Explains the study's methodology. Finds textbooks constrained by the expanding environments framework, limited in multicultural coverage, and inadequate in developing themes around key ideas. (NL)…

Corsetti, Maria (1993). Language Learning Down Under: Community Language Programs in the Primary School. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p25-28 Sum. Describes the second-language and native language maintenance programs of Brunswick North Primary School (Australia), a school that offers its students opportunities to learn Turkish, Italian, Greek, or Arabic. An integrated curriculum ensures that students acquire or maintain a language other than English. (SLD)…

Hopton-Jones, Pamela (1995). Introducing the Music of East Africa. Music Educators Journal, v82 n3 p26-30 Nov. Explains and characterizes some of the basic concepts of East African music. Fundamentally an enhanced way of storytelling, East African music techniques are rooted in the play and rhythm of spoken language. Compares and contrasts East African and Western musical conventions. Includes a list of East African music resources. (MJP)…

Scribner, Alicia Paredes (1995). Advocating for Hispanic High School Students: Research-Based Educational Practices. High School Journal, v78 n4 p206-14 Apr-May. High schools can have a positive effect on Hispanic students' academic success by cultivating an advocacy-oriented school environment that implements effective practices in four areas: dropout prevention, effective instruction, psychoeducational assessment, and understanding and easing the acculturation process. Contains 47 references. (TD)…

Andrews, Lanna (1997). Diversity: Changing Perspectives Using Case-Based Methods. The case method is a popular teaching tool that can be applied to training for diversity and particularly the preparation of general education teachers for the inclusion of diverse learners in their classrooms. Case-based methodology teacher training activities focus on actual classroom experiences and prompt reflection and personal involvement. A study was done to validate these techniques with 56 student teachers in 2 groups. One group used a problem-solving strategy to analyze differing case features. This strategy group did 40 percent better on case problem-solving than those solving case problems without the strategy. A comparison was made of the identification of features with problem-solving scores to determine if the strategy was the determining factor, and a high positive correlation was found. The case method of teaching was found to promote classroom problem-solving when cases are systematically varied and when student teachers are given a strategy that guides transfer of… [PDF]

Ramirez, Bruce A. (1990). Preparing Special Education and Related Services Personnel To Serve Culturally and Linguistically Diverse Children with Handicaps: Needs and Future Directions. This paper outlines the need to diversify the education profession at practitioner, administrative, and personnel preparation levels in order to better serve culturally and linguistically diverse children with disabilities. Needs identified include developing effective recruitment and retention programs for members of ethnic minority groups; ensuring that competencies related to culturally and linguistically diverse children with handicaps are an integral component of special education and related services preparation programs; strengthening training and leadership programs preparing ethnic minority special education and related services personnel as well as personnel serving culturally and linguistically diverse children with handicaps; and initiating research and demonstration projects to improve curriculum, competencies, and training. (JDD)…

Ellis, Joseph R., Ed.; Triplett, DeWayne R., Ed. (1978). Education of Native Americans Today. Thresholds in Education, v4 n2 May. Various aspects of Indian education are treated in the two poems and 12 articles that constitute this issue of "Thresholds in Education." An article entitled "Indian Self-Determination and Indian Education" charts the growth of the self-determination movement, the influence of cultural pluralism, and the increasing involvement of Indians in their educational processes. "Rough Rock Demonstration School: The First Indian Contract School" tells of program design, administration, and funding difficulties encountered in a school totally controlled by its Navajo community. "Little Big Horn High School and Preschool" describes the development and implementation of urban Native American education programs in Chicago. Also included is Lyman Pierce's "Trends in Indian Education: The Views of an Urban Native American Community Leader". Three articles deal with cross cultural education in Alaska; one cites factors accounting for the success of…

(1977). An Urban-Oriented Fieldwork and In-Circuit Television Based Teacher Training Program for Bilingual Bicultural Education Focusing on Teachers of Limited English Speaking Ability School Age Students: A Model Program for the Urban Middlewest Schools (Milwaukee, Wisconsin), 1976-1977. Year 1. Final Report. A detailed program description and evaluation are contained in the final report of a demonstration project designed to prepare certified teachers of limited English speaking ability students for bilingual bicultural education programs. The introductory section summarizes the purpose of the program, which offered traineeships to individuals intending to acquire a major or minor in bilingual education and to become proficient in both Spanish and English. The second section, the bulk of the report, presents objectives and courses for the four-year degree program leading to Wisconsin certification. Required and elective courses are listed by age levels (early childhood through secondary) and by program components (language, culture, professional preparation, and fieldwork in urban classrooms). Subsequent sections discuss selection of trainees, coordination between the university and local education agencies, and collaboration with the Center for Latin America. The final section contains… [PDF]

Acevedo, Mary Ann (2001). Delivery of Speech Services to Minorities, 1997-2001. Final Performance Report. Executive Summary. This final report discusses the activities and outcomes of a project designed to prepare speech-language pathologists (SLPs) to work with culturally and linguistically diverse infant/toddlers, preschoolers, children, and youth, specifically those of Mexican-American heritage. The project supported graduate students earning a master's degree in communication disorders at Our Lady of the Lake University in San Antonio, Texas, who were enrolled in the CDIS Program, an American Speech Hearing Language Association accredited program in speech-language pathology. The CDIS Program provided three bilingual courses for a total of 5 additional hours to students supported by this grant. These courses, which increased the students' knowledge of bilingual language development and disorders, were open to all students as well as to professionals in the area. The project resulted in the graduation of 32 students with master's degrees in communication disorders. Twenty-eight of the 32 graduates were… [PDF]

Reyhner, Jon (1991). The Challenge of Teaching Minority Students: An American Indian Example. Teaching Education, v4 n1 p103-11 Sum-Fall. Current teacher education programs do not provide appropriate knowledge for teaching minority students. The article focuses on American Indian students as an example. It discusses the value of using students' home language and culture at school, particularly in the early years, and stresses the value of responsive teaching methods. (SM)…

Hyun, Eunsook (1997). Self-Examination of One's Own Ethnicity in the Context of Teacher Preparation for a Pluralistic Society. This study explored how prospective teachers develop multiple or multiethnic perspective-taking abilities through autobiographical self-examination of their own ethnicity and how such self-examination helps them utilize developmentally and culturally appropriate teaching practices. The participants were prospective teachers enrolled in early childhood/elementary education course at Pennsylvania State University (University Park Campus) or Clarion University of Pennsylvania. Participants completed an autobiographical self-examination based on a formatted list of questions designed to elicit reflective writing. Participants also participated in small group and general group discussion. The major data analysis consisted of ongoing readings of collected data with open, axial, and selective coding, scanning for significant units, reflective note-taking, and cross-case analysis. Autobiographical self-assessment was found to help prospective teachers to develop a conceptual sense of… [PDF]

Espinoza, Delia; Lopez, Santiago, III (1973). El Dia de los Muertos — Libreto. (The Day of the Dead — Notebook.). On November 2, all Mexican Americans remember their dead as Mexico does on that same day. Called "El Dia de los Muertos" (Day of the Dead), the dead are remembered posthumously with flowers, candles, music, prayers, chants, and wreaths. The people go to cemeteries to clean tombs, lay fresh or artificial flowers on them, and pray for peace for each soul. Some persons take a priest who says masses to help the dead rest in peace. Dia de los Muertos also has some amusing features such as "claveras" which are satirical and mocking verses addressed to well-known persons or groups in public life, dancing skeletons on sticks with clay faces and limbs, and sugar skulls. Examples of several "claveras" are given. (NQ)… [PDF]

Gill, George A., Ed. (1974). Index to the "Journal of American Indian Education", Vol. 1, No. 1, 1961 – Vol. 13, No. 2, 1974. Articles that appear in the "Journal of American Indian Education", Vol. 1, No. 1 (June 1961) through Vol. 13, No. 2 (January 1974), inclusive, are annotated in this index. Each of the approximately 190 citations gives: (1) title of article/manuscript, (2) author(s), (3) volume, number, pages, and date, and (4) subject annotation. Although most of the articles focus on education, such subjects as cultural background, discrimination, needs, values, and art are presented for American Indian tribes and Eskimos. (KM)… [PDF]

Martinez, Emiliano; And Others (1972). La ciudad: Libro de lectura 1, nivel 2 (The City: Reader 1, Level 2). This reading textbook was designed for the elementary school Spanish-speaking student. It presents short selections pertaining to city life, with special emphasis on streets, transportation, public services, personal relations, and the urban environment. The presentation includes color illustrations. See FL 004 070 for the accompanying workbook. (Author/SK)…

Gonzalez-Mena, Janet (1971). A Developmental Program for Teaching English as a Second Language to Preschool Children. The Cuauhtemoc Bilingual Preschool Project, Redwood City, California, is designed to teach Spanish-speaking preschoolers English in classes conducted in their homes. The lesson plans (called "English Experiences") are based on a set of principles: (1) establishment of a language relationship is an important means of motivating the child to learn the target language, (2) young children need a total development program, and (3) children learn by doing. Emphasis is placed on the child's need to learn language in real situations with concrete experiences, while retaining his original language and self-esteem. Teaching methods are discussed, and nine specific performance objectives of the Cuauhtemoc Project are outlined. A list of suggested activities, materials, books, and songs are included. A child's picture-word matching workbook is also included. (ST)…

Medina, Edward; Pope, Francis H. (1972). English Reading Workbook 1: Spanish Phonetic Reading Program. This manual, designed to follow \English Alphabet Book 1,\ presents an English phonetic reading program for children beginning to learn how to read. It contains an alphabet chart with pictures which symbolize words using the sounds of the respective letters. Other pages are devoted completely to the sounds of the vowels, reinforced with common words and pictures. Exercises which emphasize handwriting and phonetics are included. Later lessons concentrate on the blending of a consonant with each of the five vowels. The letter for emphasis on any given page appears at the beginning of a line just beneath the series of vowels; other letters used to form words follow this first consonant. Some facts about the dictionary are presented at the end. For related documents, see FL 003 749, FL 003 751, and FL 003 752. (Author/SK)…

Rich, Gene (1973). Teaching Reading to the American Indian. The problems of Indian children as students in the educational system, and particularly the problems associated with learning to read, are discussed in this paper. The Indian child is not basically a competitive individual; hence, he cannot understand the traditional classroom's emphasis upon individual achievement. In general, the Indian student is involved in being, not in becoming. Therefore, education as preparation for the future is not a realistic motive for him. Research shows that many Indian children rely heavily on nonverbal means of expression. They must first be taught to speak and read their own language before English language instruction can be successful. The following guidelines are offered as recommendations for those involved with teaching reading to American Indian youth: (1) Identify the basic premises of Indian culture, or any culture, which require an adjustment in the learning setting. (2) Review and apply the teaching strategies which are applicable to the… [PDF]

(1971). Materials Acquisition Project: Volume 1, Number 1. The first in a series of publications developed by the Materials Acquisition Project, this booklet contains annotations of potentially useful educational materials from prekindergarten through grade 12 that have been acquired from Spanish- and Portuguese-speaking countries. Annotated listings include reference to source, availability, cost, and age-level. Categories include: (1) picture books, (2) fiction, (3) general works, (4) philosophy, (5) social science, (6) language arts, (7) pure science, (8) technology, (9) the arts, (10) literature, and (11) history. For related documents, see FL 002 969-FL 002 977. (RL)…

(1971). Materials Acquisition Project: Volume 1, Number 3. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968, FL 002 969, and FL 002 971-FL 002 977. (RL)… [PDF]

(1971). Materials Acquisition Project: Volume 1, Number 4. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish and Puerto Rican instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 970 and FL 002 972-FL 002 977. (RL)…

(1971). Materials Acquisition Project: Volume 1, Number 5. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 971 and FL 002 973-FL 002 977. (RL)… [PDF]

(1971). Materials Acquisition Project: Volume 2, Number 1. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 972 and FL 002 974-FL 002 977. (RL)…

(1971). Materials Acquisition Project: Volume 2, Number 2. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal systems by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 973 and FL 002 975-FL 002 977. (RL)… [PDF]

(1971). Materials Acquisition Project: Volume 2, Number 5. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 976. (RL)…

Hunt, J. A. (1987). Education and Bilingualism on the French-Dutch Language Boundary in Belgium. Journal of Multilingual and Multicultural Development, v8 n3 p261-82. Surveys the linguistic and social situation along the French-Dutch language boundary in Belgium. Based on a series of interviews and a questionnaire used with senior secondary school students in seven towns in or near the language boundary, the statistical analysis shows the limited extent of bilingualism in this area. (Author/LMO)…

Dias, Stephen; Moll, Luis C. (1987). Change as the Goal of Educational Research. Anthropology and Education Quarterly, v18 n4 p300-11 Dec. In two case studies instructional conditions constrained what working class Hispanic students and their teachers accomplished. Certain instructional arrangements ensnare linguistic minority students by not capitalizing fully on their social, linguistic, and intellectual resources. Community based research sites can help to develop the appropriate instructional changes for this population. (VM)…