(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 9.0: Respiratory System. This module on the respiratory system is the ninth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experiences. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the function of the respiratory system, to define the process of inhaling and exhaling, and to describe types of breathing and the breathing process. Contents include list of module objectives; pretest; four sections on (1) respiratory system, (2) inhaling and exhaling, (3) different types of breathing, and (4) the breathing process; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate…

(1975). UNESCO-FIPLV Symposium on \Teaching the Children of Immigrants,\ January 27-31, 1975, Report. The conclusions of the UNESCO-FIPLV symposium on the education of the children of migrant workers are reported here. It is felt that the scope and nature of migration creates many different and complex interrelated problems that call for interdisciplinary approaches, both on a national and an international level. The objectives of the education of migrant children are to: (1) integrate them into a multicultural society; (2) make it possible for them to enjoy equal opportunities both in educational and sociocultural development; (3) foster their native language and culture; (4) involve the migrant parents in the education of their children; (5) involve the various countries in a cooperative educational effort; and (6) make all members of society aware of the role that everyone can play in the education and social integration of migrant children. The recommendations of the symposium to the various countries involved deal with: (1) the reception of migrant families into the host…

(1973). Texas Migrant Labor. 1973 Annual Report. The Good Neighbor Commission of Texas, organized under a 1943 Federal grant and later constituted as a State agency, coordinates the work of the Federal, State, and local governments in improving travel and working conditions of migrant farm workers. The basic responsibilities presented in its 1973 annual report are: (1) surveying conditions and determining problem areas for migrants and (2) developing, in coordination with State agencies, specific programs to meet the needs of agricultural workers and their families. An overview of Texas migrant labor describes the emergence and final domination of the seasonal agricultural labor force by Spanish speaking people (primarily Mexican American). The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and vocational programs for migrants. Current developments in education, housing, health, jobs, and economics are also presented. Brief recommendations which would result in direct and immediate benefit… [PDF]

James, Charles J., Comp. (1972). A Selective Bibliography of Doctoral Dissertations in Modern Language Education. This bibliography of doctoral dissertations completed from July 1961 through June 1971 in modern language education is a study of trends which suggest new directions for further research in foreign language learning and teaching. Some 841 dissertations are listed under these categories: (1) general, (2) linguistics, (3) culture, (4) teaching the foreign literature, (5) curriculum in foreign languages, (6) physiology and psychology of language learning, (7) bilingualism, (8) teacher education in foreign languages, (9) methods in foreign language teaching, (10) teaching English to speakers of other languages, (11) equipment, and (12) testing the foreign language. Dissertations of a strictly literary or linguistic nature are not included in the bibliography. Most of the items pertain to the commonly taught foreign languages; abstracts are not included. (RL)… [PDF]

Demmert, William G., Jr.; Towner, John C. (2003). A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American Students. Final Paper. There is a widespread, firm belief among Native American communities (American Indians, Alaska Natives, Native Hawaiians) and among professional Native educators that meaningful educational experiences require an appropriate language and cultural context. From their perspective, such context supports the traditions, knowledge, and language(s) of the community as a starting place for learning new knowledge. This review collects, reports on, and critically analyzes the research literature to determine whether a culturally based education (CBE) curriculum improves the school performance of American Indian, Alaska Native, and Native Hawaiian students. Introductory sections discuss events of the past three decades supporting development of CBE, three theories underlying CBE interventions, an operational definition of the elements of CBE, definitions of experimental and quasi-experimental research, and the difficulties in conducting such research. The review found only four studies that… [PDF]

Kelly, Cynthia; Oberg, Mary; Shade, Barbara J. (1997). Creating Culturally Responsive Classrooms. This action guide helps teachers understand student differences from an environmental and contextual perspective, explaining how to better engage students in the learning process so they can increase their academic performance. The guide focuses on students who are African American, American Indian, Mexican American, and Hmong. Section 1, "Introduction: A Vision of the Future," presents underlying assumptions and explains the guide's goals. Section 2, "Understanding Cultural Backgrounds," discusses culture as the backdrop for learning, focusing on African American, American Indian, Mexican American, and Asian American cultural styles and cultural style in the schools. Section 3, "Understanding How Culture Influences Motivation," explains how to create a culturally compatible classroom and offers an example of a culturally responsible learning community. Section 4, "Identifying Ways to Structure a Culturally Compatible Classroom," discusses…

Ortiz, Alba A.; Yates, James R. (1991). Professional Development Needs of Teachers Who Serve Exceptional Language Minorities in Today's Schools. Teacher Education and Special Education, v14 n1 p11-18 Win. This article discusses educational reform and personnel preparation in relation to dramatic changes in student demography. Professional development needs of teachers serving exceptional language minorities are delineated, including competencies such as understanding first- and second-language acquisition, using appropriate instructional approaches, and effective organization and management of instruction. (Author/PB)…

Cline, Zulmara; Necochea, Juan (2001). Basta Ya! Latino Parents Fighting Entrenched Racism. Bilingual Research Journal, v25 n1-2 p89-114 Win-Spr. In response to their children being turned away from the bilingual school, a group of Latino parents organized to pressure the Lompoc (California) Unified School District to guarantee educational equity. A systemic analysis of components leading to parental activism focuses on leadership, knowledge as power, cultural conflicts, anti-immigrant sentiments, planned strategies, and lack of trust. (Contains 24 references.) (TD)…

Lynn, James J.; Woltz, Dan (1979). Parlier High School. P.A.S.S. Program (Portable Assisted Study Sequence) 1978-79 Year-End Report. An Appraisal of the First Year and Recommended Activities and Strategies of the P.A.S.S. Program Advisory and Review Committee. The Portable Assisted Study Sequence (P.A.S.S.) Program, a pilot high school program designed to support California migrant student graduation through the use of competency based credits and portable learning packets, more than met its goals and objectives in 1978-79. Evaluation was by questionnaire, to which 16% of the surveyed P.A.S.S. students and parents, contact persons, administrators, and Migrant Regional Directors responded. As of June, 1979, 803 students had been served by P.A.S.S.; 60 P.A.S.S. students, earning a mean of 8.38 P.A.S.S. credits, had completed graduation requirements. The most utilized courses included general math, American government, U.S. history, reading, and English. Content and procedures of all Learning Activity Packets had been revised and their translation into a Spanish/English format had begun. Two new courses, instead of the projected ten, had been added. Existing office procedures had been revised. Respondents' attitudes towards P.A.S.S. were…

(1977). Minnesota Bilingual Vocational Training Project. Final Report. Organized in September, 1975, to facilitate the vocational training of limited English-speaking Latinos, the Minnesota Bilingual Vocational Training Project (MBVTP) was centered at St. Paul Technical-Vocational Institute. Staff included director, job specialists in charge of recruitment, programming, counseling retention, and job placement, and vocational teachers who developed a program of preparatory studies. Activities included (1) increasing Latino awareness of all possible occupational areas, (2) facilitating their admission into the training program of their choice, (3) remaining cognizant of the special characteristics that have previously prevented them from succeeding in vocational institutes and providing them with counseling and special support services to enable them to utilize existing training facilities and resources, thus insuring not only their recruitment, but also their successful completion of the program and subsequent job placement, and (4) mainstreaming the…

Shepack, Robert E. (1977). A Model for the Implementation of Bilingual Vocational Training. Final Report. Objectives of this second-year program conducted at a community college skill center were to recruit individuals of limited English background and provide them with academic and vocational training to prepare them to enter and advance in occupations, using parallel courses in Spanish (e.g., English-as-a-Second-Language) to achieve this goal. Students recruited were offered career and placement counseling, language instruction as needed, basic job-related communication and computation skills, and training in the following programs: industrial sewing machine repair mechanic, industrial sewing machine operator, radio and television repair technician, opthalmic dispensing technician, building trades, cash register management, clerical business office procedures, general education diploma (G.E.D.), and English-as-a-Second Language/Job-Related-English (ESL/JRE). The skills center staff developed much of the curriculum and used an individualized approach to instruction. Negotiations were…

(1977). Curriculum Design for Native Americans: A Selected Topics Bibliography of ERIC Documents. Drawn from issues of "Resources in Education" (RIE) and "Current Index to Journals in Education" (CIJE), this bibliography provides a comprehensive guide to resource materials, research findings, and developments related to curriculum design or development for Native Americans. Each citation is headed by an ERIC accession number. Both RIE and CIJE citations appear in numerical order according to accession number. RIE abstracts contain subject, author(s), and institution indexes, along with document resumes which include the ERIC accession number, author(s), title, source(s), date of publication, ERIC Document Reproduction Service prices or an alternate availability. CIJE abstracts have brief notations rather than the lengthier RIE abstracts and are provided when it is thought the article cannot be adequately described by a combination of major and minor descriptors, identifiers, and by information in the title. Each journal citation includes the publication date,… [PDF]

House, Deborah (2002). Language Shift among the Navajos: Identity Politics and Cultural Continuity. Despite public discourse affirming the importance of maintaining the Navajo language and despite extensive language maintenance efforts by Navajo schools, the Navajo people are experiencing a rapid shift from Navajo to English. This book draws on fieldwork conducted in the small community of Tsaile, on the Navajo Reservation in northeastern Arizona, and focuses on an ideological component in this language shift. Diverse and contradictory ideologies held by Navajo people about their subordination to the dominant American society have led to language and cultural choices and behaviors that contribute to this language situation and that will continue to erode the language. Language and cultural attitudes are organized around a dichotomy that represents the Navajos and the United States as essentialized opposites. The pervasive existence and consequences of the friction between the ideological positions represented by this dichotomy are substantiated through analysis of the contexts of…

Bliesener, Ulrich; Blochmann, Georg M., Ed.; Tapia, Ivan, Ed. (1998). Foreign Language Teaching in Germany. Bildung und Wissenschaft, p2-32 Apr. This theme issue of "Bildung und Wissenschaft" explains the importance of multilingualism in today's world, focusing on foreign language instruction in Germany. It examines the following issues: "Multilingualism in a Changing World"; "The Significance of Foreign Languages for Germany"; "Foreign Languages in Schools: The System–A Few Basic Facts"; "The Hamburg Agreement"; "Exchanges and Encounters"; "Foreign Languages and 'Bildung'"; "Guidelines: The Official and Secret Curriculum"; "New Approaches to Foreign Language Teaching"; "The Expectations of the Customers"; "Foreign Language Teaching in Vocational Schools"; "Bilingual Curricula and Bilingual Lessons"; "An Early Start"; "Teacher Training"; "Further Training for Teachers"; "Multilingualism and the Position of English"; "EU Programmes: Their Impact on Foreign… [PDF]

Clair, Nancy (1995). Mainstream Classroom Teachers and ESL Students. TESOL Quarterly, v29 n1 p189-96 Spr. This case study argues that teachers are ill-prepared to give English-as-a-Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)…

Cecil, Nancy Lee; Roberts, Patricia L. (1993). Developing Multicultural Awareness through Children's Literature: A Guide for Teachers and Librarians, Grades K-8. This book provides some helpful tools that will allow teachers to use children's literature as a vehicle for modifying cultural stereotypes. The sections contain short summaries of 239 carefully selected children's books, each of which features main characters who contribute to an understanding of one's cultural heritage and ways to modify a cultural stereotype. The characters in the books present a point of view to combat stereotyping. Summaries identify characters from different cultural backgrounds, their problems, and the resolutions. The summaries also indicate the grade level(s) (kindergarten through grade 3, and grade 4 through grade 8) for which each book would be most appropriate and are divided into the following subsections: (1) African American Heritage; (2) Asian American Heritage; (3) European American Heritage; (4) Latino American Heritage; and (5) Native American Heritage. The sections of the bibliography contain entries with examples of realistic/contemporary…

Mangan, Michael (1995). Building Cross-Cultural Competence: A Handbook for Teachers. The handbook presents guidelines for cross-cultural understanding and communication to assist teachers in culturally and linguistically diverse classes. The guidelines are presented in the form of suggestions in ten areas: (1) become familiar with basic concepts in anthropology, sociology, and related disciplines, and use the knowledge to build an intellectual framework for organizing and interpreting cultural information; (2) study the culture and history of ethnic groups represented in the school and community; (3) understand differences between the cultures of the school and home and bridge the distance by building on student strengths; (4) learn to recognize and remedy equity problems; (5) realize how one's own perceptions, thoughts, and behavior are conditioned by cultural context, and remain positively but critically identified within one's own cultural group; (6) approach other cultures with interest, respect, and a sense of shared humanity; (7) hold the belief that students… [PDF]

Barker, Sue, Comp.; And Others (1991). Project Family. A Reference Manual. This manual is designed to provide information to those interested in developing family literacy projects. Part I contains information on the design and operations of Project Family, a program to empower parents to be better role models, foster supportive environments, and express positive attitudes about education. Other topics include implementation, recruitment, and community support. Examples of effective materials are provided. Part II focuses on curriculum and instruction. An outline of steps of instruction used to structure classes is presented. These parents' curriculum materials are provided: parents' and adult core curricula on family reading and examples of how parenting and survival skills were integrated with adult basic skills development using children's stories. These children's curriculum materials are included: information on "Reading Rainbow," core curriculum, and examples of the curriculum used to implement the children's class sessions. Other contents… [PDF]

Hatcher, Richard; Troyna, Barry (1992). Racism in Children's Lives: A Study of Mainly-White Primary Schools. This study of how race emerges for young children as a plausible explanatory framework for incidents in their everyday lives is based on a school term of observation in each of 3 British urban elementary schools, with over 150 hours of interviews with students, ages 10 and 11 years, in their last 2 years of primary (elementary) schooling. All three schools have minority populations, largely Asian and Afro-Caribbean, from 12 to 25 percent. Nine case studies illustrate responses of individual children. The study reveals that race and racism are significant features of the cultures of children in predominantly White schools, with the most common expression being racist name calling. Differences in overt racism among the schools seem to be the consequence of the effectiveness of the stance that educators and staff take toward racist incidents. Within children's cultures, it is primarily interactional ideologies that animate racist ideologies and translate them into social practice….

Sewall, Gilbert T., Ed. (1992). Social Studies Review, Numbers 1-12, 1989-1992. Social Studies Review, n1-12 Spr 1989 – Fall. This documents consists of 12 issues of a journal that seeks to provide information and reviews concerning social studies textbooks; each issue consists of 16 pages. Contents in the 12 issues include: (1) California control over textbook content; (2) "skills" teaching in elementary-level social studies texts; (3) readability formulas; review of "Democracy's Half-Told Story"; (4) review of California's leading social studies textbooks for fourth graders; (5) a review of three leading American history textbooks for less able high school students; (6) review of "Magruder's American Government"; (7) religion in textbooks; (8) a discussion of how textbooks treat Eastern Europe and the Soviet Union; (9) the Holocaust and the textbooks; (10) a review of two social studies series for elementary schools published by Macmillan and Houghton Mifflin; (10) social studies in the primary grades; (11) an article by Arthur Schlesinger, Jr. on multiculturalism; (12)… [PDF]

(1988). The Education and Lifestyle of the Chinese Literati. Lesson Plan. This teaching package describes the education and lifestyle of the Chinese literati, popular from the Ming to the Qing dynasties (1368-1911). It consists of four lesson plans and a teacher's guide to a slide set. The latter illustrates painting formats popular during the late Ming period (1573-1644), hanging scrolls, handscrolls, the album leaf, and the fan. The tools used to create these works are also on slides and their functions are described. The lesson plan section provides background information on Chinese literati education including: who was educated; the importance of education; the curriculum and teaching methods; and the lifestyles of the students when preparing for the civil service examinations. The curriculum consisted of five Chinese classics, four books that provided the moral rationale for an educated elite, and a set of personal values that at the same time justified the political system. One lesson describes the lifestyles of the literati after they passed the… [PDF]

Blain, Mary Jo; Campbell, Elizabeth (1982). Community Education and Multiculturalism. Immigrant/Refugee Needs and Cultural Awareness. Because it is based on the premise that learning is a lifelong process and that citizen participation is essential to neighborhood problem solving, community education is particularly attuned to the current needs of cities and can be an effective means for meeting the resettlement needs of immigrants and refugees, as well as for expanding local cultural awareness. Community education is especially well suited for addressing the following priority issues affecting local immigrants: language training in English as a second language (ESL), job training, acculturation, community tensions, cultural awareness, health services, and housing. Among those cities which are currently offering such programs to deal with refugee concerns are St. Paul, Minnesota; Duluth, Minnesota; Hialeah, Florida; Boston, Massachusetts; Houston, Texas; Elizabeth, New Jersey; Chula Vista, California; and St. Louis Park, Minnesota. (This issue paper contains descriptions of the community education programs in each… [PDF]

Friesen, John W. (1985). Taking the Bad Out of Different: The Case for Cultural Universals. Several central concerns of Canadian multiculturalism: promotion of the principles of equality, individual acceptance, and understanding and respect for diversity are quite common to the social studies area in particular. The paper examines the quest to avoid emphases on human differences and instead to stress commonalities. This rethinking of human relations, social outlook, and ideas of personal self-esteem is probed, as well as classroom activities to foster effective positive self-images. The apparent causes for the lack of appreciation for cultural diversity is outlined from a historical perspective. Both the role of the educator in dealing with these facts and the search for alternative approaches to achieving cultural pluralism present many difficulties, but the renewed campaign of social science for a recognition of the predispositions universal to all forms of society provides a useful focus. Six recommendations to aid teachers in the theme of universalism are presented….

Grant, Agnes (1987). Culture Specific Materials: Stories My Kokum and Mushoom Tell. The use of folklore in education contributes to children's normal psychological development, but children of minority cultures have difficulty in understanding and relating to European myths and legends. All folklore reflects universal social and psychological conflicts, but Native and European myths differ in the particular symbols or codes used to embody the message. There is an historical lack of respect for Native culture and literature in Canadian education, and the non-Native teacher may be unfamiliar with the content and structure of Native folk material. Such teachers find that Indian children lack the skills to predict events in Western stories, to recognize story scheme, and to compose structurally "good" stories, although these children may be quite competent in the context of their traditional narratives. Indian children are often bewildered by the white man's stories, particularly by the violence in Western fairy tales, and Indian adults, remembering these…

Lufler, Henry S., Jr. (1984). Pupils. This chapter, which reports on decisions made by federal and state courts in 1983 concerning the treatment of pupils, notes that for the first time in five years the number of such cases did not increase. Important decisions were handed down regarding student expression and concerning the payment of fees and damages in litigation affecting the placement and treatment of handicapped students. The number of desegregation cases is declining, though a trend is discernible toward "second generation" discriminatnion cases within formerly dual districts where systemwide desegregation has officially been achieved. Among other topics addressed are tuition, placement, the right to education, and discipline in cases involving handicapped and exceptional children; testing, placement, tuition, attendance, and transportation issues in public schools; bilingual and bicultural programs; state involvement with private and parochial schools; athletic association rules and sex discrimination…

Noboa, Abdin (1980). Hispanics and Desegregation: Analysis and Interpretation of a National Study. An analysis and interpretation of a five-volume study by Aspira, Inc., which examined Hispanic segregation in U.S. schools, presents an overview of the study, general findings, and a summary and conclusions, including recommendations for further study and analysis and general policy recommendations. Segregation trends for Hispanics are discussed in terms of the relationship between segregation and school practices, bilingual education and desegregation, language instruction, special education, discipline, grade retention, staffing, and a comparison of Hispanic and Black segregation trends. The findings of two ethnographic studies are: school desegregation plans should distinguish the needs of Blacks and other minorities from those of Hispanics; desegregation plans should adhere to existing guidelines for bilingual education; desegregation requires a larger Hispanic staff; different socio-economic sectors of the Hispanic community respond in varying ways to desegregation; and many… [PDF]

Alexander-Minter, Rae; Guskin, Judith T. (1980). Los Angeles School Desegregation: Legal, Administrative, Community and Anthropological Perspectives. A Symposium Report. This report presents an anthropological perspective on the legal, demographic and community issues involved in school desegregation in Los Angeles. Views on the desegregation process expressed by lawyers, school administrators, community members, educators, and anthropologists who attended a 1978 symposium are summarized. An historical and legal review of desegregation issues in California from 1963 to 1978 is provided. Several issues pertinent to desegregation efforts in any large city are raised, including: (1) the status of minority multiethnic and multilingual groups other than blacks in desegregation remedies; (2) inclusion or exclusion of racially isolated schools in desegregation plans; (3) the definition of a desegregated school in districts where whites are the minority; and (4) problems of citizen involvement. The benefits of desegregation to different racial and ethnic groups are discussed. Also included are suggestions regarding the contributions anthropologists can make…

(1972). Educacion Bilingue: Una Declaraccion del Plan y Accion que Proponen los Regentes de la Universidad del Estado de Nueva York. Bilingual Education: A Statement of Policy and Proposed Action by the Regents of the University of the State of New York. Position Paper No. 16. Large numbers of Puerto Rican and other non-English-speaking students live in school districts throughout New York State. To enable these students to function in an English-speaking society while retaining their own culture, a policy to promote bilingual program planning was established by the Board of Regents of New York State in 1972. In this statement of that policy, communities are advised regarding strategies for determining local needs and identifying resources, within a framework of flexible program possibilities. The state's commitment to meeting the educational needs of minority citizens is reviewed through a summary of policy statements and programs sponsored by the Board of Regents. Priorities for action to implement the policy emphasize: (1) increased allocation of resources to bilingual education, (2) improvements in teacher training and teaching methods, and (3) state assistance to localities that bear the burden of program development. Appendices present data on: (1)…

Spooner, Michael (1987). ERIC/RCS Report: Foreign Affairs: Contact Literature in English. English Journal, v76 n7 p45-48 Nov. Discusses the use of non-native English literature in the American English classroom. Views the transformation of English by non-English sensibilities as a source of vitality in the language. Concludes that contact literature helps students appreciate language change and stimulates reader response. Provides bibliographies of works by international writers and articles on contact literature. (JG)…

Trueba, Henry T. (1988). Instructional Effectiveness: English-Only for Speakers of Other Languages?. Education and Urban Society, v2 n4 p341-62 Aug. Argues that limited English speaking minority students can succeed in a classroom where only English is spoken. Presents strategies for effective culturally based instruction designed to reduce the effects of culture conflict and improve opportunities for academic success. (FMW)…