Coleman, Joyce H. (1978). Helping Young Children Develop Self-Help Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module IX. This Child Development Associate (CDA) training module, the ninth in a series of 16, provides a guide to developing self-help skills in children in a bilingual, multicultural environment. Designed for bilingual/bicultural preschool trainees, the module discusses four principles of self-help development, lists factors to consider in planning self-help classroom exercises, and suggests facilitative changes teachers can make in the classroom setting. Teacher behaviors which can positively influence the development of children's self-help skills are emphasized. A chart indicates a sequence of self-help skill development from birth to 6 years of age. A self-help skills check list and check list guide are included. This module focuses on specific behaviors that directly relate to CDA Competency 3. (RH)…

Smith, Teresa R. (1978). Teaching Concepts to Young Children Through Cultural Cooking Experiences. Bilingual/Bicultural Child Development Associate Pilot Project: Module XIV. This Child Development Associate (CDA) module, the fourteenth in a series of 16, suggests ways concepts can be taught by involving preschool children in carefully planned classroom cooking activities. Designed for bilingual/bicultural preschool teacher trainees, the module provides tips on food preparation as a learning experience. Required materials, equipment and safety rules are indicated and a guide to planning and presenting cooking activities, including four sample lessons, is provided. The module includes 28 recipes (ranging from gorditas de manteca to marshmallow popcorn balls), techniques and activities for following up and reinforcing cooking experiences and several Spanish songs, rhymes and riddles. This module focuses on specific behaviors that directly relate to CDA Competencies 1 and 2. (RH)…

(1977). Bilingual/Bicultural Preschool Projects Conference (San Antonio, Texas, November 15-18, 1977). Conference Proceedings. This volume presents a number of articles on different aspects of the Head Start Strategy for Spanish-Speaking Children written by participants in that effort. The first section describes Bilingual-Bicultural Curriculum Development and Evaluation projects and includes descriptions of four curriculum development projects and an evaluation of the initial phase of the Head Start curriculum development project. The second section focuses on the Bilingual-Bicultural Child Development Associate (CDA) Training Program. This section begins with an overview of the CDA program and contains (1) descriptions of CDA staff training projects, (2) an outline of the CDA competency-based curriculum to assist in curriculum revision and evaluation and (3) tips about program implementation. The third section briefly reports the operation of a network of human and material resources for Head Start programs in six Western states. Section 4 presents some recent research on bilingual-bicultural preschool…

McConnell, Beverly (1975). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Final Evaluation, 1974-75 Program Year. Progress Report No. 7. Initiated in 1971, this early education program for children of migrant farm workers uses the adult members of the child's extended family as paraprofessional teachers who have full responsibility for teaching the child. Professional teachers, employed to "back up" the parent teacher, help with training, curriculum planning, securing teaching materials, and performing other services which will help the parent teacher do a more effective teaching job. The program design as 2 components: the "mobile" and the "stationary" components. In the mobile component, the teaching adult brings the children together as they move from La Grulla (Texas) to various work stops in Washington, Oregon, Idaho, and Illinois and continues to teach them. In the stationary program, year-round centers are operated in Connell and Moses Lake (Washington) to serve the settled-out migrant who is still a seasonal farm worker and the migrants who come in temporarily during the peak… [PDF]

(1975). The Bias of Culture: An Issue Paper on Multiculturalism. Revised. The two purposes of this issues paper are to provide a brief description of the educational programs the Toronto Board of Education offers for both the children and the adults of the entire multiethnic community and to set out the general, but critical, relationship of the school system with the city's ethnic communities. The paper outlines various categories, or types, of issues into which personal and direct concerns resulting from personal experiences of the individual ethnic student or family may be placed. Ten issues, seen as dimensions of the problem as it exists in its pragmatic and contemporary form, rather than as fundamental causes of the problem as a whole, are (1) cultural identity, (2) streaming, (3) reception and placement, (4) ascription, (5) teachers' and school principals' perceptions, (6) extra Anglo-Canadian ethnic groups' perceptions, (7) schools' contacts with extra Anglo-Canadian ethnic communities, (8) school system's support services, (9) extra Anglo-Canadian…

Sutherland, Kenton (1974). Canada College's English Institute: A Community College Program for Spanish-Speaking Students. This paper describes the history and development of a program of college preparation and language study for Spanish speakers at Canada College in Redwood City, California. The first step was to draw the local Spanish-speaking population to the college; this was done through a Latin festival. The second step, an assessment of educational needs, resulted in an ESL program designed specifically for Spanish speakers. Following the success of this program, courses were established which could be taught bilingually or in Spanish. Further curriculum innovations included secretarial courses and Spanish for Spanish speakers. Plans for the future include bilingual/bicultural teacher training and vocational training. (AM)… [PDF]

Gorman, T. P., Ed. (1974). Workpapers in Teaching English as a Second Language. Vol. 8. This is the eighth volume in a continuing series of papers on the teaching of English as a second language. The 14 papers included here represent work in progress and cover a wide range of topics. In the first paper, E. Hatch summarizes recent studies in language switching and mixing. Specific ESL teaching techniques are suggested in articles by M. Celce-Murcia, J. Povey, L. McIntosh, and J. Heaton. J. D. Bowen discusses ways of measuring language dominance in bilinguals. The first three years of the Culver City, California, Spanish Immersion Program are described by A. D. Cohen and S. M. Lebach, and R. D. Wilson writes about teacher attitudes toward minority students. Some evidence for the predictive validity of the UCLA English as a Second Language Placement Examination is provided by E. Rand. Training programs for ESL teachers are described in papers by R. N. Campbell and Y. A. El-Ezabi. T. P. Gorman uses the UCLA English Language Policy Survey of Jordan as a basis for discussing… [PDF]

(1972). The Learning Society. Report of the Commission on Post-Secondary Education in Ontario. The Commission on Post-Secondary Education in Ontario was appointed in 1969 to advise the Ministers of Education and of University Affairs. The Commission was asked to consider, in the light of then-current provisions, the pattern necessary to ensure the further effective development of post-secondary education in the Province to 1980, and in general terms to 1990, and to make recommendations. It was charged with nine specific areas of study, including the determination of student needs, student preferences, numbers of students, types of institutions and facilities required and the interrelations among them, and the costs and methods of financing universally attainable post-secondary education. The Commission was further required to generate public comment and discussion, providing full opportunity for the expression of opinions. The results of hearings, briefs, and a wide range of research studies are reported in the study, organized around three themes: a history of post-secondary…

Abrego, Jesus; Abrego, Michelle H.; Perez, Elva Cerda; Ramirez, Reynaldo, Jr. (2001). Futures in Quality Education: An Alternative Career Pathway from Paraprofessional to Teacher. The Futures in Quality Education Workforce (FQEW) program provides current teacher aides and school secretaries an alternative pathway to becoming credentialed teachers. Offered by the University of Texas at Brownsville and Texas Southmost College in conjunction with 12 local school districts, the program offers alternative coursework and alternative scheduling of courses. Paraprofessionals currently working in the classroom may count their current work experience as observation hours, and student teaching is waived for them, thereby accelerating program completion. Interviews with 26 primarily Mexican American paraprofessionals participating in the program and two focus groups indicate that the FQEW project must continue to ensure that an adequate number of courses are available at times convenient to students (evening and summer). Students must receive appropriate counseling so they do not feel lost or discouraged and they clearly understand the steps needed to complete the… [PDF]

Robust, Te Tuhi (2002). Ko te reo te mauri o te mana Maori: The Language Is the Life Essence of Maori Existence. This paper discusses the impact that recent educational reforms by the New Zealand government had on Maori individuals involved in community decision-making processes, focusing on one predominantly Maori rural community. Three strands of recent educational change in New Zealand are the move to self-managing institutions; ongoing debate over student and parental choice of school; and development of Maori initiatives, such as Maori language nests, Maori total-immersion schools, and tribal universities. A study of the rural community of Motatau and its school in the late 1980s shows how the community took responsibility for its school and established goals of a high-quality education and fluency in both English and Maori. Discussion focuses on the role and challenges of the school's new board of trustees, the creation of computer-based information networks linked to traditional family networks, school-community communication issues, issues of teacher workload and financial problems,… [PDF]

Adelman, Nancy E., Ed.; Hargreaves, Andy, Ed.; Walking Eagle, Karen Panton, Ed. (1997). Racing with the Clock. Making Time for Teaching and Learning in School Reform. Ten teachers write about time-related frustrations growing out of school reform efforts, noting how problems were or were not resolved. There are specific examples of what it is like to experience school reform and how reform affects teachers' already full days. These cases are preceded by contextual descriptions. Each case study includes one or more commentaries prepared by representatives (e.g., principals, department chairpersons, or other teachers) from schools and districts discussed. After an introduction by Karen Panton Walking Eagle, chapter 1, \Framing the Cases: Time for Change\ (Nancy E. Adelman), discusses the planning, implementation, and improvement stages of reform. Chapter 2, \The Planning Stage: The Need for Time to Explore and Learn,\ discusses how to make change work, problems with portfolio assessment, and moving from dedication to despair. Chapter 3, \The Implementation Stage: Expanding and Testing New Ideas,\ discusses teachers juggling student needs,…

Butzkamm, Wolfgang (1997). Communicative Shifts in the Regular FL-Classroom and in the Bilingual Content Classroom. IRAL, v35 n3 p167-86 Aug. Discusses the methodological concepts of medium- and message-oriented communication and applies these concepts to conventional foreign language and bilingual content classrooms, with specific reference to English as a Second Language. Argues that the interplay between message- and medium-orientation is an important feature of both these classrooms. (28 references) (Author/CK)…

Porter, Rosalie Pedalino (1995). A Review of the U.S. General Accounting Office Study on Limited English Students. READ Perspectives, v2 n1 p9-23 Spr. Reviews a 1994 U.S. General Accounting Office study entitled "Limited-English Proficiency: A Growing and Costly Educational Challenge Facing Many School Districts." The article argues that the report is biased in favor of full bilingual instruction over other methods of teaching English to limited English proficient students. (Contains 13 references.) (MDM)…

Henze, Rosemary C.; Vanett, Lauren (1993). To Walk in Two Worlds–Or More? Challenging a Common Metaphor of Native Education. Anthropology and Education Quarterly, v24 n2 p116-34 Jun. The metaphor of walking in two worlds is frequently used to describe goals of education for indigenous groups in the United States. Five assumptions that lie behind this metaphor are examined critically. It is argued that this metaphor reduces the options available to Native Alaskans and American Indian students. (SLD)…

Armendariz, Gloria J.; Valverde, Leonard A. (1999). Important Administrative Tasks Resulting from Understanding Bilingual Program Designs. Bilingual Research Journal, v23 n1 p1-10 Win. A review of five types of bilingual programs finds that maintenance and dual-language programs best foster bilingualism, academic achievement, and cultural pluralism, but program implementation and organization also determine effectiveness. Input from bilingual teachers indicates that building administrators must develop and communicate a clear vision of program expectations to teachers, parents, and district administrators. (Contains 22 references.) (TD)…

Schilling, Dianne (1993). Getting Along: Activities for Teaching Cooperation–Responsibility–Respect. This book provides activities to introduce or reintroduce students to conflict resolution skills in a deliberate, enjoyable fashion and to elevate their awareness of each person's responsibility to create a cooperative environment wherever they may be. Interdependence is a central theme as is the awareness that dissent and conflict are natural and productive elements in society. Activities are grouped into seven topic areas with accompanying handouts. The topic areas include: (1) \Appreciating Differences\; (2) \Communicating Effectively\; (3) \Developing Friendship Skills\; (4) \Helping and Being Helped\; (5) \Including Others\; (6) \Resolving Conflict\; and (7) \Working Together.\ (EH)…

Adelman, Howard S.; Taylor, Linda (1993). Learning Problems & Learning Disabilities: Moving Forward. This book offers an overview and a context for understanding learning disabilities in a regular education setting. An initial section offers perspectives for understanding the nature and scope of learning problems and learning disabilities. An overview of intervention is then presented, exploring each phase of the process, the types of programs offered from preschool through adulthood, approaches to assessment, and ideas for improving upon current practices. The third section focuses on specific ideas and procedures for personalizing instruction and providing remediation, emphasizing the importance of matching motivation and development, providing a comprehensive curriculum, and using a sequential and hierarchical approach to learning. Processes and problems involved in moving toward comprehensive practice and research are then discussed. The last section includes a specially prepared set of 20 readings providing a detailed look at learning disabilities, assessment, teaching, and…

Helbig, Alethea K.; Perkins, Agnes Regan (1994). This Land Is Our Land: A Guide to Multicultural Literature for Children and Young Adults. This annotated bibliography of recent works of fiction, oral tradition, and poetry about the experiences and traditions of African-Americans, Asian-Americans, Hispanic-Americans and Native-Americans provides a one-stop selection tool. Only those works mainly about minority characters are presented, and inclusion decisions were made based on literary values such as plotting, style and characterization. Only current works are included, and publication dates range from 1985 through 1993, with 60% published since 1990. Insightful critical appraisals are provided of 559 books, as well as information about an additional 188 recent books, and 90 works of earlier importance are cited to help identify the writer and amplify the information about the book. Each entry suggests a possible consumer group of the literature range from 3-15 and over, and grade levels kindergarten through 12th grade. The book is divided into ethnic group sections, with their respective categories of fiction, oral…

Kim, Hyung-chan; Patterson, Wayne (1992). Koreans in America. In America Series. The immigration of Koreans to the United States is traced from 1903, and the contributions Korean Americans have made to the United States are identified in this book which is part of a series for children. The number of Korean immigrants, small for many years, increased dramatically with the easing of government restrictions in the 1960s, until, by 1990, there were nearly 800,000 Korean Americans, most of whom live in urban areas. Korean Americans have faced discriminatory laws and social prejudice, but they have persevered to make valuable contributions to America's culture and landscape. Korean Americans, many of whom have chosen to operate small businesses, have contributed extensively to the revitalization of urban areas. Important aspects of Korean American life have been their high regard for education and the high educational level achieved by many Korean Americans. (SLD)…

Norton, Donna E.; Norton, Saundra E. (1999). Language Arts Activities for Children. Fourth Edition. This activities book illustrates how teachers can use teaching methods and strategies to build children's language arts skills as well as create a stimulating, enriched environment. The activities in the book include many opportunities for the integration of the language arts across the curriculum. Because of the growing demand for literature-based instruction, most of the activities include selections of children's literature that may be used to focus the lesson and to expand interest in and knowledge of children's literature. All activities in the book are developed in a lesson plan format and all have been tested in school environments. A new section in this edition develops literacy activities around technology and computers. Sections of the book are: Creative Language Activities; Oral Language and Cognitive Development Activities; Listening Activities; Writing Activities; Activities for the Mechanics of Language; Activities for Literature; Media Activities; Multicultural…

Freeman, Stanley L., Jr. (1981). Consider Canada: A Handbook for Teachers. If awareness and understanding of Canada, its people, and its culture are to be achieved, the study of this country must be made an appropriate part of the social studies and humanities curricula. This document provides teachers with resource materials on 13 topics about Canada: (1) topics and themes for Canadian Studies; (2) reasons why U.S. students should be studying Canada; (3) the status of the field of Canadian Studies; (4) suggestions for selling Canadian Studies to school authorities; (5) a philosophy of curriculum; (6) examples of goals and objectives for infusing Canada into existing courses; (7) procedures for evaluating an instructional activity; (8) guidelines for planning a tour to Canada; (9) opportunities for exchanges between schools; (10) plans for an exchange between two schools; (11) entry points for teaching adults about Canada; (12) principles of adult learning; and (13) suggestions for creating a course. Teaching plans outlined in the document include: (1)… [PDF]

MacGregor, Molly Murphy; And Others (1985). History Revisited: National Women's History Week: A Multi-Cultural Infusion Model. Demonstrating the need for reintegrating women from U.S. history into the curriculum and the ease with which National Women's History Week observances can fill this need, this inservice workshop package provides a facilitator's guide and accompanying audiovisual materials for two different audiences–one for school administratiors (1 hour); another for curriculum designers, library and media personnel, and classroom teachers at the elementary and secondary level, and another for curriculum designers, library and media personnel, and classroom teachers at the elementary and secondary level (2 1/2 hours). Focusing on three critical time periods in U.S. history–1776, 1849, and 1920–this multicultural infusion model (1) demonstrates approaches for focusing on women's history in various subject areas, (2) provides guidance for introducing the multicultural history of women in the United States, (3) illustrates possibilities for curriculum expansion, (4) increases awareness of the many… [PDF]

Frame, Laurence (1980). SOCMATICAS Teacher's Guide. Instructions for use of Socmaticas, a bilingual (Spanish-English), multicultural, multidisciplinary sports learning program are given in this teacher's guide. The program is based on the use of World Soccer team rosters (which include lists of players' names, ages, heights, weights, etc.) to teach English as a second language or Spanish. Students select favorite teams and use team roster data to complete over 300 learning activities in the subject areas of English/Spanish, mathematics, reading, social studies, history, and geography. The activities range from elementary to secondary levels and can be used in group or individual settings to develop cultural awareness and a positive self image. With complete Spanish and English texts, the teacher guide includes: teacher, teacher aide, and student objectives; North American Soccer League team addresses; sample letters that can be used to solicit free soccer team materials; directions for use of the learning activities; student and…

Baptiste, H. Prentice, Jr.; Rodriguez, Ana Maria (1974). Me, You, and Us–Affective Education Module. Designed to foster affective growth in elementary school students, this learning module has two purposes: to provide structured small group activities which will allow children to become more aware of who they are, what they value, and how they relate with their peers and others; and to provide an opportunity for children to develop self-acceptance and a respectful acceptance of those who are different from them, culturally and otherwise. Although this module is designed for implementation with fourth, fifth, and sixth grade students, the same activities are adaptable to any grade level. Each session requires approximately 45-60 minutes for completion and features activities designed for small groups of 8 to 12 members. The module contains 10 sessions which can be implemented once a week, 2 or 3 times a week, or every day, depending upon the needs of the students and teacher. Each session consists of a statement of purpose, objectives, materials and resources needed, teaching…

Friesen, John W. (1985). Establishing Objectives for a Multicultural Program. History and Social Science Teacher, v21 n1 p32-38 Fall. The following objectives for a k-12 multicultural program are discussed: (1) celebrations, (2) curiosity quest, (3) ethnic group contributions, (4) similarities among groups (case study approach), (5) consciousness raising, (6) communication, and (7) caring. Also examined are additional factors to consider in developing such a program, e.g., resources, teacher role. (RM)…

Chen, Ching Fang; Lee, Amy (1996). From an Ancient Tradition to the Present. Chinese Cultural Heritage Resource Guide. This cultural heritage resource guide has been prepared as a tool for teachers to help promote better understanding of Chinese students in the New York City public schools. China has an ancient history and a rich cultural tradition, and people all over the world have recognized China as one of the world's greatest civilizations. The earliest Chinese immigrants to the United States can be dated in 1784, but substantial immigration began with the 1848 Gold Rush in California and subsequent railroad building. A timeline traces Chinese immigration patterns and sketches their contributions to U.S. society. The guide is divided into three sections. The first, "Celebrating Our Diversity–A Thematic Unit" contains six literature-based whole language, mini-thematic units. It contains a variety of lesson plans and reproducible pages designed for use with primary-grade children but adaptable for others. Six selections from Chinese literature are included. Each unit begins with a… [PDF]

(2000). Training Speech-Language Pathologists To Serve Culturally Diverse Populations: A Model for the 21st Century. Final Progress Report. This final report discusses the activities and outcomes of a project designed to train specialized professionals in speech-language pathology to provide diagnostic, management, and preventative services to culturally diverse populations including African Americans, Hispanics, American Indians, and Asian Americans whose needs are often neglected or inadequately met. A secondary goal of the project was to increase the number of minority professionals in the field of speech-language pathology, particularly those who will provide services to infants, toddlers, and youth within public schools. Throughout the project period of July 1, 1996 through June 30, 2000, a total of 16 master's degree students participated in the project. Of the 16 students, 14 were African American, one was Hispanic, and one was Caucasian. Students completed a required course in applied sociolinguistics and an additional course in language and culture to impart knowledge and clinical applications regarding… [PDF]

Garcia, Ricardo L. (1998). Teaching for Diversity. This book focuses on how to teach students from diverse cultures and how to teach students to live in a diverse society. Chapter 1, "Democracy, Diversity, and Universal Education," discusses "The Nature of a Free Society,""The Role of Universal Education," and "Schools as Communities." Chapter 2, "Identifying and Understanding Diversity Issues," includes "Labels and Describing Diversity,""Cultures as Frameworks for Understanding,""Language Development,""Socioeconomic Status,""Stigma and Resistance,""Learning Style Preferences,""Gender Identity and Sexual Orientation,""Race and Ethnicity," and "Religion." Chapter 3, "Instructional Strategies That Accommodate Diversity," includes "Safety and Equality,""Theoretical Bases for Integration Strategies,""Facilitative Teaching in Action,""Behavior…

Bahruth, Robert E., Ed.; Krank, H. Mark, Ed.; McLaren, Peter, Ed.; Steiner, Stanley F., Ed. (2000). Freirean Pedagogy, Praxis, and Possibilities: Projects for the New Millennium. Volume 19, Critical Education Practice. Volume 1417, Garland Reference Library of Social Science. This book contains 15 chapters, each by different authors, commenting and expanding on the educational philosophy and work of Paulo Freire. The following are included: "Paulo Freire's Pedagogy of Possibility" (Peter McLaren); "Studying the Media: What Makes Mainstream Media Mainstream" (Noam Chomsky); "Scientism as a Form of Racism" (Paulo Freire and Donaldo Macedo); "Liberating the Critical in Critical Theory: Marcuse, Marx, and a Pedagogy of the Oppressed. Alienation, Art, and the Humanities" (Charles Reitz); "Multiculturalism and the Politics of Nationalism in the Global Age" (Henry Giroux); "On 'Having Differences' and 'Being Different': From a Dialogue of Difference to the Private Language of Indifference" (George David Miller, Mark Roelof Eleveld); "Politics of Explanation: Ethical Questions in the Production of Knowledge" (Thomas Heaney); "Upstream in the Mainstream: Pedagogy against the Current"…

MacNaughton, Glenda (1999). Saris & Skirts: Gender Equity and Multiculturalism. AECA Research in Practice Series, v6 n4. Staff members working in early childhood services have enormous potential to influence young children's developing attitudes toward cultural diversity and gender equity. This issue of the Australian Early Childhood Association Research in Practice Series focuses on how early childhood staff can work productively through the challenges of achieving gender equity in a culturally and ethnically diverse country such as Australia. The booklet presents three common equity dilemmas and, through guiding questions, invites reflections upon the gender equity and multicultural issues involved. The booklet discusses the reasons these dilemmas occur, including assumptions of consensus that homogenize the culture and the problem of cultural entrapment. The booklet presents suggestions for overcoming the assumptions that gender issues are a problem only for non-Anglo-Australian cultures, including seeking gender/culture connections, examining how these connections are presented to children,…