Hardy, Lyda Mary (1997). Who's New in Multicultural Literature Part Two (Rainbow Teachers/Rainbow Students). English Journal, v86 n8 p70-72 Dec. Describes the Multicultural Project at a high school in Colorado that uses literature by people of color in the 11th-grade curriculum. Presents brief descriptions of four Latino/a and five Native American writers and their works. Discusses the many ways the Multicultural Project has added to that school's American literature curriculum. (SR)…

Veltze, Linda (2004). Multicultural Reading. School Library Media Activities Monthly, v20 n9 p24-26, 41 May. Multicultural reading advocates believe in the power of literature to transform and to change people's lives. They take seriously the arguments that racism and prejudice can be lessened through multicultural reading, and also that children from undervalued societal groups who read books that depict people like themselves in a positive light will be more likely to develop a positive self-image. As the world in which we live increasingly requires cross-cultural interactions, it is also important that they be exposed to multiple perspectives on many subjects, that we \develop more democratic racial and ethnic attitudes and understand the cultural assumptions that underlie knowledge claims\. Library media specialists have long been involved in the selection of multicultural materials for their collections. Selection policies often mention exactly how and why such materials are collected. And there is good reason for their inclusion. Multicultural materials often balance the scale between… [Direct]

Arnow, Jan (1995). Teaching Peace: How To Raise Children To Live in Harmony–Without Fear, Without Prejudice, Without Violence. This guide presents a hands-on approach to teaching children the values that will help them live in today's changing world. Parents and teachers are given practical ways to combat prejudice and discourage hatred and violence. Part 1 discusses the roles of the home and family, focusing on conditioning for hatred and violence as it occurs through war toys, video games, and the mass media. A second chapter contains suggestions for evaluating the literature a child reads. Part 2 focuses on the school, with the section's first chapter devoted to the school climate and the need for a supportive setting. Growing up equal is the focus of the section's second chapter, with emphasis on gender fairness and equality. The third chapter of part 2 describes parent participation with teachers. Part 3 moves to encompass home, school, and the community, beginning with a discussion of multiculturalism in the community and the school, and an exploration of communicating across cultures. Many of the…

Phillips, Brenda (1994). Women, Islam, and Pakistan: A Selected Annotated Bibliography. Fulbright-Hays Summer Seminar Abroad Project. This bibliography features selected books, book chapters, research projects, and journal articles, published between 1953 and 1994, about the social, legal, economic, educational political, and professional position of Muslim Pakistani women. Sixteen of the references are annotated. An additional 41 bibliographic references to other materials, not annotated, are included. (LAP)… [PDF]

Ruddell, Martha Rapp (1997). Teaching Content Reading and Writing. Second Edition. Detailing the many ways that reading and writing interact with and support learning, this book is about the role of literacy in subject area learning. Three features of the book are designed to guide teachers' reflective thought and assist them in transferring ideas from the book to their teaching repertoire and classroom: "double entry journal" activities occur at the beginning and end of each chapter; the "How To Do" feature gives a step-by-step list of things to make a specific instructional strategy work; and "Building Tables" summarize critical information about how to apply and combine the instructional approaches in the book. Chapters in the book are (1) Literacy in Middle and Secondary Schools; (2) Literacy Processes: Thinking, Reading, and Writing; (3) Comprehension Instruction in Content Areas; (4) Vocabulary Learning in Content Areas; (5) Reading across the Curriculum; (6) Writing across the Curriculum; (7) Assessment of Student Progress in…

Brown, David W., Ed. (1994). Higher Education Exchange 1994. Seven articles explore ways in which students, administrators, and faculty can initiate and sustain conversation about the public life they share, and about dealing with the multiculturalism of today's campuses. The articles are: (1) "Backing into the Future: Columbus, Cleopatra, Custer, & the Diversity Revolution" by Carlos E. Cortes, which examines issues of political correctness in the history curriculum; (2) "Moderating Excess: Monocultural Roots of Multiculturalism" by Benjamin R. Barber, which suggests that "honest multiculturalism" will acknowledge and explore its "monocultural roots"; (3) "Shredding the Race Card" by Eric Liu, who urges young people to extricate themselves from the 1960s agenda and create a new one for themselves; (4) "Political Correctness: On How To Begin the Discussion" by Manfred Stanley, who identifies a new "politics of empathy"; (5) "Community and Group Identity: Fostering… [PDF]

Schwartz, Wendy (1995). A Guide to Communicating with Asian American Families. For Parents/about Parents. The enrollment of Asian and Pacific Islander (API) students is increasing rapidly, so it is important for school personnel and community members to learn to communicate with API families. This guide describes how the backgrounds and cultures of the various API groups affect their attitudes and behavior. The three general ethnicities within the API community are Pacific Islanders, Southeast Asians, and East Asians. It is important not to generalize an understanding of one group to another. In general, however, APIs see teachers as professionals with authority over their children's schooling. They believe that parents should not interfere and may regard teachers who seek parent participation as incompetent. East Asians in particular value formal education and may place high expectations on their children. Language may be a barrier to many API children, and cultures pose many opportunities for misunderstanding. Good communication depends on respect for API cultural beliefs,… [PDF]

Gibbs, Jeanne; And Others (1994). TRIBES: A New Way of Learning Together. Blending the fields of group process and cooperative learning; prevention and resiliency; learning theory; and school change into a comprehensive guide, this book describes the on-going development of the Tribes group process, whereby small learning groups are used to promote human growth and learning. A tribe consists of three to six students who work together each day throughout the school year. Through the process, students learn to use specific collaborative skills, and to reflect on both the interaction and the learning that is taking place. Tribes are formed on the basis of sociometrics to evenly distribute boys and girls, students of high and low peer acceptance, and ability levels. The book is divided in 12 chapters. The first chapter gives a brief description of the project and its implementation. Chapters 2 and 3 analyze the goals of the project and the principles and theories behind them. Chapters 4 through 6 describe ways of forming Tribe groups and making them work in a…

Follman, Joseph; Ploumis-Devick, Evelyn (1993). Appreciating Differences: Teaching and Learning in a Culturally Diverse Classroom. Hot Topics: Usable Research. Revised Edition. This publication presents information on and examples of how teachers and students can better communicate and learn in today's culturally diverse classrooms. The document begins with a quiz designed to help one examine one's beliefs about culture and foundations for those beliefs. The remainder of the document is divided into four sections. Section 1 provides an overview of cultural diversity and its impact on the nation's schools and addresses the critical role teachers play in facilitating effective learning in culturally diverse classrooms. Suggestions are offered for becoming more sensitive to culturally diverse student and community populations. Section 2 features programs and projects used successfully by teachers in addressing the needs of culturally diverse populations. Section 3 presents a compilation of structured strategies for developing cross-cultural awareness and sensitivity, and thematic activities and related resources. Section 4 provides selections of useful… [PDF]

Ready, Timothy (1991). Latino Immigrant Youth: Passages from Adolescence to Adulthood. Studies in Education and Culture, Volume 5. The passage from adolescence to adulthood of a group of young Latino immigrants, all of whom attended a Washington (District of Columbia) high school called the Multicultural Career Intern Program (MCIP) in the 1980s, is traced. Background and circumstances suggested that these youths were at-risk, but most made good use of their MCIP-related opportunities to rise from the poverty in which they lived when they arrived in the United States from war-torn Central America. The history of Hispanic populations in the District of Columbia is reviewed, and the effects of educational and career development programs on this population are explored. School ethnography and the role of schooling in acculturation are examined. The implications of public policy for advancement are considered, and the differing opportunities for women and men are considered. The chronological narrative brings these young adults from resettlement through schooling, work, and cultural and social integration in a…

El-Khawas, Elaine (1992). Campus Trends, 1992. Higher Education Panel Report No. 82. This report focuses on changes affecting all colleges and universities, as well as changes affecting the following institutional types: two- and four-year public institutions and four-year independent institutions. Tables show the results of a survey of 411 colleges and universities concerning academic and administrative practices. Special emphasis is on financial circumstances facing American higher education. Campus administrators describe the short-term impact of recent financial constraints and also identify some potential long-term consequences. Other changes discussed are enrollment, curriculum, faculty hiring, and assessment activities. New information is also given on the use of mechanisms for reviewing academic programs and ensuring their quality. Among the findings are the following: (1) serious and widespread funding problems are present in higher education while enrollment is increasing, especially in response to changing workforce needs; (2) community colleges are… [PDF]

Villegas, Ana Maria (1991). Culturally Responsive Pedagogy for the 1990s and Beyond. Trends and Issues Paper No. 6. The purpose of this trends and issues paper is to advance the search for creative solutions to the difficulties experienced by minority students and to draw attention to what teachers need to know and do in order to work effectively with a culturally heterogeneous population. Attention is given to the schooling of minority students in general, with an emphasis on the experiences of African Americans, Hispanics, and American Indians. The paper is divided into three major sections: (1) a review of themes that emerged from the literature (explanations for the differential achievement of minority students and culturally responsive pedagogy); (2) implications from the research for the assessment of beginning teachers; and (3) concluding remarks. The empirical and theoretical literature examined is highly critical of the educational system with regard to the teaching of minority children. This element is balanced by an equally strong commitment to instructional practices that will afford… [PDF]

Locke, Don C. (1992). Increasing Multicultural Understanding: A Comprehensive Model. Multiculltural Aspects of Counseling Series 1. This book sets forth a process for implementing effective education and counseling strategies for culturally diverse populations. In particular, it helps to identify characteristics of cultures, to make comparisons between the dominant culture and culturally different groups, and to develop strategies or interventions for students or clients. Key to this work is a model presented in the first chapter for understanding the role of culture in the life of the individual and for exploring ethnic differences. This model finds the individual at the center of concentric half circles surrounded first by family, community, culture, and global influences. In this model, self-awareness is fundamental as a first step toward understanding culture's role. The cultural influence circle contains concepts of acculturation, poverty, history of oppression, language and the arts, racism and prejudice, socio-political factors, child rearing practices, religious practices, family structure, and cultural…

Ditmars, Jane W. (1993). A Field Guide for Literacy: Life Skills and Literacy for Adult Beginning Readers and ESL Students. Manual for Teachers and Tutors. This manual provides specific lesson plans for teaching life skills and literacy to adult beginning readers and English-as-a-Second-Language (ESL) students. It includes four curricular sections: Focus on Language Arts, Focus on Life Skills and Literacy, Focus on Holidays and Observances and Focus on Survival Math. A total of 95 topics are presented. Each topic includes the following elements: an introductory lesson for individual tutoring or classroom instruction, a follow up lesson specifically for individual tutoring and a follow up lesson appropriate for the literacy or ESL class. A total of 285 concrete lesson plans on topics relevant to the adult new reader or ESL student are contained in this guide. (Adjunct ERIC Clearinghouse on Literacy Education) (LET)… [PDF]

Sandhu, Daya Singh (1994). Cultural Diversity in Classrooms: What Teachers Need To Know. This paper emphasizes the significance of cultural diversity in American schools and its implications for the teaching and learning processes. Also highlighted is the importance of the realization that diversity is what makes the United States unique. The paper discusses the cultural dynamics of clashes and conflicts as well as of cooperation and cohesiveness in a school setting where different ethnic groups meet. A framework is provided for examining differences in world views; clashes in cultural values; culture-based preferences for learning environments; barriers due to cultural differences; learning style differences in cultures predicated on the philosophy that all students can learn, that students learn differently, and that students learn better when they are taught in their specific learning styles; historical hostilities and prejudice problems; cultural differences and alienation; and cultural taboos. The document concludes with a three-step model for culturally responsive… [PDF]

Cohen, Myrna D.; Tellez, Kip (1994). Variables Affecting the Teacher Implementation of Cooperative Learning Methods in ESL and Bilingual Classrooms. This study investigated the relationships between variables affecting the degree to which cooperative learning (CL) was implemented by English as a Second Language (ESL) and bilingual teachers. A total of 227 ESL and bilingual public school teachers (K-12) of Spanish speaking language minority students responded to a mailed survey questionnaire that was constructed to examine: (1) teacher beliefs about the acquisition of knowledge, teacher role, and second language instruction; (2) teacher attitudes about various aspects of CL; and (3) teacher perceptions of constraints and opportunities in their school environment. The study found that ESL and bilingual teachers with high interpretive beliefs tended to implement CL more frequently than teachers with low interpretive beliefs. The teachers that most frequently implemented CL were those who perceived the teacher's role to be of a more inclusive nature. (Contains 24 references.) (MDM)… [PDF]

Trute, Joy W. (1991). Improving Collaboration among Primary Teachers To Facilitate Mainstreaming of Limited English Proficient Children. A practicum is reported that was designed to organize collaborative efforts among primary, English for Speakers of Other Languages (ESOL), and bilingual teachers at an elementary school with a 1,200-student enrollment. The school had seen a transition from a white, middle-class to a racially mixed and transient community, with large segments from the Caribbean Basin and Latin America. Full-time immersion English programs had been established to meet the needs of the limited English proficient (LEP) students, resulting in isolated instruction with little interaction between mainstream and ESOL/bilingual teachers and causing efforts to mainstream LEP students to be hampered. Planning meetings were held to develop a cohesive 8-month curricular plan to integrate language arts and content area studies, and to coordinate bilingual instruction with ESOL plans reflective of mainstream class instruction. Student progress was determined by assessment instruments and individual student…

Berney, Tomi D.; Rosenberg, Jan (1989). Summer Bilingual Program, 1988. OREA Report. The 1988 Summer Bilingual Program served 1,171 ninth- through twelfth-graders with limited English proficiency (LEP) at 10 New York City sites. Designed especially for the substantial number of LEP students who were overage for their grade, the program offered 14 English as a Second Language (ESL) and 17 bilingual content area classes in science, math, history, and social studies needed for graduation. Its objectives were to allow students to remain on or get back to their grade level, enable enrichment through additional school courses, and provide sufficiently mature and able students the opportunity to complete their high school programs in less than the normally required time. The program operated in conjunction with regularly-scheduled summer school sessions at each site. Program evaluation was accomplished by staff interviews and observation. Recommendations for program improvement include recruitment of licensed and/or experienced teachers, inclusion of staff development as… [PDF]

Neufeld, Barbara; And Others (1985). Hartford Effective Schools Initiative: Implementation Year Evaluation Report, 1984-1985 and Executive Summary. This evaluation report summarizes the impact of the Hartford Effective Schools Initiative (HESI) during the 1984-85 implementation year and is based on: (1) interview and observation data gathered during two day visits to each of the three schools in April and May and compared with similar data collected from the same teachers, facilitators, administrators and paraprofessionals in October and November 1984; (2) responses to the teacher survey developed by the evaluation team; (3) responses to the second administration of the Connecticut School Effectiveness Questionnaire compared with those generated by the first administration (May 1984); and (4) an analysis of the standardized test scores of students in participating schools. Section One describes components of the HESI model in use in classrooms based on interviews and observations and the confidential survey returned by 130 teachers. Section Two, HESI in schools, is based on interview and observation data and describes the role… [PDF]

Oner, Necla (1986). Development of the Turkish Form of the Test Anxiety Inventory. The Turkish edition of the Test Anxiety Inventory (TAI-T) was accomplished in three stages, each stage constituting an independent study with new samples. In the first study, using bilingual Turkish high school and college students, the transliteral equivalence between the Turkish and English TAI items were achieved. The second study, using a larger sample of monolingual Turkish students, tested the stability, item homogeneity and internal consistency of this form. In the third study, where heterogeneous monolingual Turkish student samples were utilized, the criterion and construct validities of the TAI-T were assessed. Moderate significant correlations between the TAI-T and various personality measures as well as academic achievement were obtained and provided support for the concurrent, predictive and construct validity of the instrument. Factor analysis yielded more than two factors for this form. Data were interpreted to suggest a three factor (worry, emotionality and…

Almendares, Simon; Pulido, Josefina (1978). Metric System Resource Units = Unidades de Trabajo del Sistema Metrico Decimal. K-12. Project C.A.M.B.I.O., Changing Attitudes towards Metrics for Bilingual Instruction & Operations. Four resource units are included in this document. For each, general objectives on knowledge and concepts, skills, and attitudes are given; content is outlined; and some suggestions for initiating the unit are listed. The first unit, on measuring length, provides six lesson plans, to teach about the meter, the smaller units of the meter, units larger than the meter, and converting within the metric system. Over 25 activity worksheets follow; each uses both English and Spanish (on reverse sides). The second unit focuses on measuring weight/mass, with three lesson plans on the gram, smaller and larger measures, and converting. Over 20 activity worksheets in English and Spanish follow. The focus of the third unit is on measuring capacity/volume, with three lesson plans on liters, smaller and larger measures, and converting. About 20 activity worksheets follow. In the fourth unit, the focus is on temperature, with four lesson plans on developing the concept of temperature, learning…

Gleason, Thomas P.; Rankine, Fred C. (1977). Reviving a Culture: Kindergarten and French Immersion. An experimental bilingual bicultural French language program for kindergarten students in a former French-speaking area of Western Newfoundland was initiated in an integrated primary school in September 1975. The experimental class of thirty students was taught entirely in French while the control group received twenty minutes of French per day during the year. Research controls and continuous evaluation were provided by a joint school district and university team. Intra-school district class comparisons of achievement indicated minor lags in cognitive skills for the experimental group. Evaluation results were positive and the program will be continued and expanded next year. (Author)… [PDF]

Anderson, R. Bryan (1981). English for Driving–Teacher's Guide. Intended for use in conjunction with an accompanying student workbook and visuals, this handbook is designed to assist school administrators and teachers in organizing and instructing an English for driving course to help non-native speakers of English, particularly refugees, in comprehending driver training classes and in being better drivers. Objectives of the course are set forth. In a section on requirements for implementing the course various factors are discussed, including the instructor, students, the classroom, time, attendance, and instructional materials. Described next are the contents of and methodology followed in the volumes of materials used in the course. Evaluative criteria employed in the course are explained. Provided after a brief bibliography, are a list of supplemental materials available in Vietnamese and questions and answers from the 1980 Utah Drivers Test. (The related student workbook and visuals are available separately–see note.) (MN)…

Whiteman, Marcia Farr, Ed. (1981). Writing: The Nature, Development, and Teaching of Written Communication. Volume 1, Variation in Writing: Functional and Linguistic-Cultural Differences. Exploring writing in its many social and cultural variations, the seven articles in the first part of this book show different genres of writing serving various purposes in diverse contexts, while the six articles in the second part examine the effects of oral language differences on the learning and teaching of writing. Topics covered in the articles include: (1) the ethnography of literacy, (2) writing in different cultures in the United States throughout history, (3) the status of writing in American society, (4) the status and politics of writing instruction, (5) literacy among the Vai people of Liberia, (6) the transition from oral to written culture, (7) the voice of varied linguistic and cultural groups in fiction, (8) teaching teachers about teaching writing to students from varied social and cultural groups, (9) dialect influence in writing, (10) Hispanic students and writing, (11) the written English of deaf adolescents, (12) the practical aspects of teaching composition…

Olais, Niltza M. (1978). Las Tres Comidas del Dia (The Three Meals of the Day). A sixteen line poem in Spanish provides the text of this short booklet on the three meals of the day. Designed for use as supplementary reading materials for the elementary grade Spanish speaking child, the booklet was developed by students in the Bilingual Teacher Aide Program at Mesa Community College. Content and language have been controlled to provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. Large, black and white illustrations accompany the text, which centers around Panchito and the three meals he eats one day. For breakfast he may have orange and apple juice, eggs with sausage, grapes, bananas, and toast with butter and jam. Lunch time brings various salads, tacos and enchiladas. At dinner Pancho has fruit, cantaloupe, watermelon, tortillas, beans, tostadas, and taquitos. (DS)…

(1977). A Report of the Canadian Consultative Council on Multiculturalism 1977. Rapport du Conseil Consultatif Canadien du Multiculturalisme 1977. In its capacity as an advisory body to the Canadian Minister of State for Multiculturalism, the Canadian Consultative Council on Multiculturalism prepared this report, written in English and French, in order to compare the government's policy of multiculturalism with its realization in practice. The work was conducted through five standing committees: Language and Cultural Development, Immigration Policy, Media, Human Rights and Humanitarian Concerns, and Grants. Part I summarizes findings and recommendations derived from a series of hearings and consultations held by the committees concerning the areas of language, education, immigration, communications, legal rights, and the government's role in fostering cultural pluralism. Part II presents evaluations of progress toward meeting recommendations made in a previous report. The following topics are addressed: retention of language and culture, human rights, cultural and multicultural community centers, the ethnic press and mass…

Gonzalez, Andrew (1979). Becoming Bilingual in English in a Philippine Setting: A Partial Report of a Manila Sample. Philippine students in grades K-6, representing different socioeconomic classes, participated in individual elicitation sessions. Using Pilipino (Tagalog) as the language of elicitation, experimenters used pictorial stimuli to elicit specific structures of English grammar, in order to discover if the subjects had mastered these structures. Only the results for middle-income students are disclosed in this preliminary report. Findings cover the acquisition of the following features: noun subsystem (plurals and pronominal system), verbal subsystem questions, relative clauses, and complements (gerund and infinitive). Age of acquisition of certain features was found to vary according to sex. Time lags between year of entry into the syllabus and year of feature acquisition are specified. Coping strategies of the Filipino English-learner at the morphological, lexical, and syntactic levels are detailed. It is concluded that, in general, the Filipino child learning English through a school…

Amodeo, Luiza B. (1977). One Perspective on Multicultural Education. An Opinion Paper. An examination of the linguistic behavior of monolingual and bilingual Spanish-speaking children in an environment where there is opportunity to develop proficiency in two languages is examined. A review of the literature concerned with the relationship of learning processes to psycholinguistic and sociolinguistic contexts precedes an examination of the influence that language conflict may exert on minority students' academic achievement levels. Several intervention programs designed to equalize the social and language skills of minority children with those of a larger society are discussed. Criticisms and suggestions regarding the effectiveness of such programs are presented. A reference list of 43 sources is appended. (LH)…

Anahonak, Carl (1977). Joney-m Qawartaryaucilrra. This children's story in the Chugach Sugcestun Aleut language is for elementary school children with a good grasp of the language. The story is about the activities of an Alaskan boy. Pen-and-ink sketches illustrate the text and an English translation is appended. (NCR)…

Ligon, Glynn; And Others (1974). Objectives by Level, Scope and Sequence: Spanish Criterion Referenced Test. An outline is presented of the instructional objectives for Spanish reading measured by the Austin Independent School District's Spanish Criterion Referenced Test (SpCRT). Available in six levels from kindergarten through fifth grade, the test is referenced to the Spanish materials available and the instructional activities for Spanish reading conducted in this bilingual program. The test yields a student profile identifying which objectives the student has already met and which objectives are to be pursued during the current school year. It also yields a classroom profile identifying which students may be grouped for instruction related to a specific objective. Two tables are included: (1) an outline of 31 major instructional objectives according to level, scope and sequence; and (2) for each level, a detailed listing of each objective under three major headings: phonetic analysis, structural analysis and comprehension. (Author/AMH)… [PDF]