Ford, Bridgie Alexis, Ed. (1997). Multiple Voices for Ethnically Diverse Exceptional Learners. 1997. Multiple Voices for Ethnically Diverse Exceptional Learners, v2 n1 Jun. This collection of articles focuses on the paradigms, research, policies, and daily school practices that tend either to reduce or perpetuate inequities in educational opportunities for culturally and linguistically diverse individuals with disabilities and/or gifts and talents. Articles in this issue include: (1) \Developing a Multicultural and Student-Centered Educational Environment for Students with Serious Emotional Disturbances\ (Brian Kai Yung Tam and Ralph Gardner), which focuses on the use of a multicultural and student-centered pedagogy and curriculum for students with serious emotional disturbances, including strategies such as cooperative learning, peer tutoring, and \low-tech\ strategies; (2) \Ethnic Minority Scholars Writing for Professional Publication: From Myths to Reality\ (Fred Spooner, Bob Algozzine, Martha Thurlow, Festus E. Obiakor, and Bill Heller), which explores misconceptions about professional writing that detract from productivity, offers suggestions on… [Direct]

Tomic, Alice D. F. (1996). Challenges and Rewards in the Mixed Culture Classroom. College Teaching, v44 n2 p69-73 Spr. Suggestions for teaching in a multicultural college classroom, based on experiences at American International University (England), include acknowledge and respect individual students' uniqueness; encourage and facilitate self-reflection; clarify institutional goals and objectives without implying that they are "right"; choose materials appropriate to maturity and acculturation level; develop social skills within cultural norms; and support first-culture identity development. (MSE)…

Washington, Ernest D. (1989). A Componential Theory of Culture and Its Implications for African-American Identity. Equity and Excellence, v24 n2 p24-30 Win. African-American students may experience cultural disequilibrium in American schools due to conflict between components of school culture and student racial identity. The therapeutic instructional process of cultural clarification is proposed to encourage positive self-image among Black students through peer learning, television, memorizing, imagining and pretending, art, and music. (AF)…

Balderrama, Maria V. (1996). Mexican Immigrants in Middle Schools: Diversity, Organizational Structure and Effectiveness. The Spanish speaking Mexican immigrant population accounts for the fastest growing population in California, where one in six students is an immigrant. This study utilized organizational theory to relate school characteristics such as interdependence, coordination, and information processing to working with immigrant students. The sample consisted of 38 California junior high and middle schools with the unit of analysis being at the school level. Questionnaires administered to school representatives, school records, and interviews with students about their experiences in their new schools were the data sources. The immigrant population in this study was not characterized by problems; they attended school regularly, were well-behaved, and performed reasonably well academically. Schools were dominated by information processes leaving little opportunity for professionals to collaborate. Staff isolation characterized these schools with little teaming, interdependence, collective… [PDF]

Kennedy, Theresa; And Others (1996). World Saver Center. Conservation is a concern for all cultures, and children are familiar with this concept because of recycling in their homes and home towns. The World Saver Center, an example of the thematic approach to learning, is designed to allow children to experiment with concepts of conservation in a familiar setting. The center, designed to resemble an early childhood classroom, is composed of five thematic areas: (1) art; (2) housekeeping; (3) blocks; (4) craft; and (5) garden (science). The World Saver Center focuses on conservation activities which can be done in a typical classroom, incorporating a multicultural theme into units. For each area, activity plans are given, including purpose, materials needed, teachers' involvement, and reflection statements. (BGC)… [PDF]

Mergendoller, John R.; Pardo, Elly B. (1991). An Evaluation of the MacMagic Program at Davidson Middle School. This report evaluates the second year of the MacMagic program at Davidson Middle School in San Rafael, California. The program uses Macintosh computers, video cameras, tape recorders, and other related technology in a team teaching environment to enhance thinking and learning in an integrated English, history, and multimedia course. Children from different cultural backgrounds, and with differing abilities and perspectives, work together toward shared goals and rely on each other for instructional support as each tries to master new technological hurdles. Observations of an eighth grade class that was taught through this method indicated that the MacMagic program was different from other English and history classes because it was built on: (1) a definite approach to teaching; (2) the use of complementary staff expertise through team teaching; (3) the opportunity to use additional time for instruction and student work; (4) a constant attempt to tailor class assignments and… [PDF]

Larrick, Nancy (1975). Ten Years Later. The past decade has given us an encouraging number of well-written and appealing children's books which give an authentic picture of the black people in the United States in dramatic text and brilliant illustrations. Indeed, in this period, a whole new sense of realism has come into children's literature which portrays urgent social issues and attacks racial and sexual stereotypes. It is impossible, however, to gauge the exact extent of these trends, since no complete study of children's book publishing has been conducted since 1965. Despite the efforts of many groups, it may be that this flow of newly published interracial books is slowing down. This is one problem, but a more serious one is the apathy with which teachers and, in some cases, librarians treat this whole issue. Many seem to feel that interracial books are only for black children, and they often display an almost total lack of critical sense in recognizing gross stereotypes. Even those teachers who wish to use these… [PDF]

Odo, Franklin (1996). Asian Americans in Hawai'i. OAH Magazine of History, v10 n4 p46-47 Sum. Presents a lesson plan that utilizes the study of Asian Americans in Hawaii to help students to develop the critical faculties needed to detect stereotyping and bias. Students create presentations on popular images of Hawaii. Later, they produce more critical and better researched presentations on the island and its inhabitants. (MJP)…

DeVore, Alline (1990). Cultural Literacy and the CUNY Student. Community Review, v10 n1-2 p32-34 Fall-Spr 1989-90. Describes a Kingsborough Community College program that pairs an experimental sociology course with a speech and English class to help ethnically diverse students develop needed reading and writing skills, while improving their self-concept by noting parallels between their cultures and the dominant culture. Reviews course content and goals. (DMM)…

Jackson, Jane (2005). Assessing Intercultural Learning through Introspective Accounts. Frontiers: The Interdisciplinary Journal of Study Abroad, v11 p165-186 Aug. If intercultural awareness is a key area in which sojourners are expected to make progress while abroad, then appropriate methods of assessment should be used to measure the gains they have made. While much attention has focused on the preparation, format, and content of study abroad programs, relatively little has been published about modes of assessment. This is changing, however, as a growing number of sojourns are becoming credit-bearing. A variety of standardized measures and instruments are used to gauge the language learning and intercultural adjustment of student sojourners such as surveys, inventories, proficiency exams and multiple-choice tests. Whereas these traditional forms of assessment try to quantify student learning, many interculturalists recognize that "the experience abroad cannot be fully quantified: the outcome has to be measured in terms of the quality of the experience and of the skills acquired, particularly of transferable skills." Consequently,… [PDF] [Direct]

Schaeffer, Brett (2004). The Lord of Discipline. Teacher Magazine, v16 n2 p34-39 Oct. In this article, the author features Multi-Cultural Academy Charter School in Philadelphia, the only Philadelphia's charter high school that meets the adequate yearly progress testing benchmarks in 2003 as established by No Child Left Behind, and describes how the academy's headmaster and founder, Vuong Thuy, confronted criticisms from the district's CEO, Paul Vallas, for enforcing strict rules and discipline in the school. Despite its name, however, Multi-Cultural does not adhere to a painstakingly politically correct curriculum but to the academy's guiding principle, that is, discipline. However, the 51-year-old Vallas, like some of the Multi-Cultural parents, feels that Thuy has gone too far in imposing the school policies at his school and their execution has caused controversy, that ultimately prompts district officials to get involved. Thuy explains that their discipline is not stricter than other schools. The difference is, they enforce the rules strictly, while public schools… [Direct]

Kiernan, Henry, Ed. (1995). English Leadership Quarterly, 1995. English Leadership Quarterly, v17 n1-4 Feb-Dec. These 4 issues of the English Leadership Quarterly comprise volume 17, published during 1995. Articles in number 1 deal with multicultural and multiethnic literature, and are, as follows: "Guidelines for Selecting European Ethnic Literature for Interdisciplinary Courses" (Sandra Stotsky); "Striving for Kinship within Diverse Communities" (Peter Smagorinsky); "Pitfalls in Using Multicultural/Multiethnic Anthologies" (Susan H. Chin); and "Stereotypes Are Stereotypes" (Pamela B. Farrell-Childers). Articles in number 2 deal with technology and the teaching of English language arts, and are, as follows: "Teachers and Technology: A Story about Changes in Literacy" (Janet Beyersdorfer); "A Network Environment and Curriculum Integration" (Rachel L. Pinson); "Writing Instruction with Computers: Developing Student Writers Who Care and Share" (Tim Courtney); and "A Few Recommended Books for Young Adults Interested in… [PDF]

Griffin, Gary A. (1994). Proceedings from Seminar on Teacher Development and Linguistic Diversity. This occasional paper reflects on issues raised during a seminar called "Teachers for the 1990s and Beyond," and deals with teaching and learning in schools where multiple languages are spoken by students. Central to the seminar was the recognition of the growing numbers of language minority English learners (LMELs) in schools where English is the sole language of instruction. The paper underscores the importance of recreating schooling in ways that will benefit these students intellectually, socially, and personally and takes the position that professional educators must be mindful of students' home cultures as a prerequisite to making meaningful changes in schools and classrooms. The paper urges a transformation of teaching toward the ends of English language competence as well as subject matter competence, linking the two through reconsideration of appropriate pedagogy; encourages reconceptualization of teacher education as an important foundation for altering teaching… [PDF]

Smallwood, Betty Ansin (1998). Staff Training for Alexandria Head Start in ESL Methodology. The project described here evaluated the extent to which the Alexandria (Virginia) Head Start program addresses the needs of preschool English-as-a-Second-Language (ESL) and provided teachers with training to enhance their students' language development. While over 40 percent of the children spoke a language other than English as their first language, none of the teachers had any formal training in ESL methodology or second language development. The training involved classroom observation, informal classroom participation of the trainer, consultation with individual staff, demonstration teaching, and classroom videotaping. Site-based training took place during the children's nap periods, and full staff inservice programs were provided. Observation and training focused on four areas: orientation to the sites and classrooms; ESL methodology, instructional practices, and second language development; additional effective classroom strategies, with extension to the home-school connection… [PDF]

Lee, Teresa Gonzalez (1992). Teaching Models and Language Materials in Spanish for the Education of Health Care Providers. Two programs at the University of California, San Diego, (UCSD) in Spanish and Cultural Sensitivity are reported, one at the UCSD Medical Center and the other at the School of Medicine. These programs illustrate the power of culturally sensitive medical care versus a medical practice with non cross-cultural awareness that could result in patient non-compliance and hopelessness. The two programs, one undergraduate and one graduate level, were founded in 1979 and 1984, respectively. The approaches at each are similar: to bridge the linguistic and cultural differences existing between the predominant culture and the Latino patients. Objectives, concepts, skills, and methodologies are outlined, including the goal for oral proficiency in medical Spanish. Each program includes a cultural immersion component. It is concluded that with the changing American demography, Medical Spanish is one of the Languages for Specific Purposes that is in great need. Contains 13 references. (LB)… [PDF]

Bamford, Kathryn W.; Mizokawa, Donald T. (1990). Cognitive Development of Children in an Additive-Bilingual Program: The Third Report. The enhanced metalinguistic abilities demonstrated by additive-bilingual children, including superior control of cognitive processing, may promote the development of symbolic reasoning. Children educated in additive-bilingual (immersion) settings may maintain normal native-language development, while acquiring a second language. This study compared 15 children in a Spanish immersion class with 15 children from a standard classroom over the course of three observations during second and third grades. Program type (immersion verses standard) was the independent variable in two comparisons, with nonverbal problem-solving as measured by the appropriate form of Raven's Matrices as the first dependant variable and native-language development as labeled by the Peabody Picture Vocabulary Test-R (PPVT-R) as the second dependent variable. For nonverbal problem-solving, an independent samples t-test on the mean gain in rank revealed significant differences in favor of the immersion children at…

(1974). Ideas for Teachers of Non-English-Speaking Children. A Handbook. A series of lesson ideas for school teachers with both monolingual English-speaking and bilingual students in the same class includes 18 cultural and cross-cultural topics. They include: the island of Cuba, the flag of Cuba, the flag of Mexico, the development of Mexican music, Benito Juarez, the flag of Puerto Rico, the seal of Puerto Rico, a history lesson about Italy, the Italian flag and coat of arms, a geography lesson about Italy and Sicily, rhythm instruments, presentation of the song "El Coqui," presentation of a biography, use of an acrostic, use of a cultural capsule, teaching culture through the film "Felipa, North of the Border," and ethnic foods. For each lesson idea, the targeted level, goal, specific behavioral objectives, materials, teacher information, facts and figures, procedural outline, suggested student activities, and other resources are presented. A list of publishers and distributors of educational materials in Spanish and a form for…

Yates, Joanne M. (1987). Research Implications for Writing in the Content Areas. What Research Says to the Teacher. Second Edition. The ideas of John Dewey and his fellow progressives have resurfaced in a movement called \writing across the curriculum.\ Interdisciplinary studies are now being seen as a way to break down the artificial boundaries between subject areas. Research has confirmed that language learning and experience are at the heart of education. The implications are that instruction should be based on the personal and linguistic growth of the child rather than on the mastery of facts or concepts in particular disciplines, and subject areas should be used to provide students with the new experiences they need to broaden their knowledge. Researchers and educators propose a teaching philosophy and approach based on the concept of \learning by doing,\ which would mean much more talking, writing, and reading in the classroom. A number of ways for teachers to promote more language activities to help students learn include (1) organizing course content around central ideas or themes to give language… [PDF]

Short, Deborah J.; And Others (1989). How To Integrate Language and Content Instruction: A Training Manual. CLEAR Educational Report Series. The manual is designed to help educators effectively integrate language and content instruction in teaching students who are learning through a language other than their native tongue. The manual is targeted at teachers, administrators, and teacher trainers involved in English-as-a-Second-Language or bilingual instruction and content-area instruction for limited-English-proficient students. The manual presents a whole educational approach to be used in elementary and secondary classrooms by both content-area and language teachers, and emphasizes collaboration between those two disciplines. In this approach, curriculum integration takes two general forms: (1) content material is incorporated into language classes, and (2) accommodation is made for students' limited English proficiency in content classes. The guide provides information on the approach and its rationale, on specific strategies for integrating language and content instruction, and on specific techniques for adapting… [PDF]

(1985). Annual Report 1984-1985. Yukon Department of Education. The Public Schools Branch of the Yukon Department of Education provides elementary and secondary education to 4,638 students in 10 urban and 16 rural schools, and provides loans and grants to postsecondary students. In the 1983-84 academic year, major initiatives included development of gifted programs and alternate programing for secondary students with special needs, expansion of the early French Immersion program, and continued development of native language curricula. This paper notes internal reorganization plans and major changes to facilities, and outlines the major accomplishments of curriculum services and projects for teaching French, Tutchone, Tlingit, Han, Loucheux, and Kaska. A statistical appendix covers: (1) enrollment by school in March, 1983 and March, 1984; (2) kindergarten enrollment by school and year from 1979/80 to 1984/84; (3) enrollment by grade and school in March, 1983 and March, 1984; (4) enrollment by grade and percentage of enrollment by grade for five…

(1975). Spanish Language Arts. A Handbook for the Primary Teachers = Las artes del lenguaje espanol. Un manual para maestros de nivel primario. A teaching guide for teachers of language arts for native Spanish-speaking primary school students in the Chicago public schools consists of four sections and appendices. Part I introduces the concepts of the language arts program, its behavioral objectives, suggestions for teachers, and notes on the characteristics of students of this age group. Part II outlines the development of listening and speaking skills and five examples of related student activities. Part III discusses aspects of reading instruction: an eclectic approach, teaching the association of sound with letters, word-referent correspondence, a suggested plan to make reading automatic, and orthography. Five sample activities are also presented. Part IV addresses writing instruction and the development of an understanding of grammar, and suggests two activities. An alphabet with letter names, a vocabulary list, notes on language irregularities, and a bibliography are appended. The text is entirely in Spanish. (MSE)…

(1981). Community Consumer Newsletter Program, 1980-1981. Final Evaluation Report. The Community Consumer Newsletter Program (CCN), carried out in Bushwick High School (Brooklyn, New York), was designed to develop consumer skills among students and to pass on such skills to the community through bilingual (English/Spanish) newsletters. The 30 student participants, who were given stipends for their voluntary participation in CCN's after school activities, came from two groups: (1) low income Spanish speaking students with limited English proficiency, and (2) English/journalism students who were among the school's academic leaders. An evaluation was conducted to assess the program's success in each of the following categories: (1) student enrollment and attendance; (2) student learning and skill development; and (3) the production and distribution of consumer information materials. Because of cuts in funding, the program was not able to meet all of its objectives. Data collection problems also prevented the assessment of student achievement. Nonetheless, CCN staff… [PDF]

Lofgren, Horst; Ouvinen-Birgerstam, Pirjo (1980). A Bilingual Model for the Teaching of Immigrant Children. This report presents results of research conducted in conjunction with a Swedish project focused on the bilingual instruction of immigrant children. The main aim of the project was to construct a model for teaching children with a mother-tongue other than Swedish (in this case, Finnish) in a way that would provide them the same educational and developmental opportunities as Swedish children. The report discusses the teaching model used by the project for the first three years of comprehensive schooling and the effects the model had on the progress of the children. The teaching model used in the project combined in one class a group of Finnish pupils and a group of Swedish pupils. The immigrant pupils were taught by both a teacher speaking their mother-tongue and a Swedish teacher who also instructed the Swedish-speaking pupils. Four cohorts of Finnish immigrant children born in successive years between 1966 and 1969 participated in the project and the research. Cohorts were formed…

Teschner, Richard V., Ed.; Valdes-Fallis, Guadalupe, Ed. (1978). Teaching Spanish to Native Speakers of Spanish: A Collection of Model Syllabi. Eighteen model syllabi are presented for teaching Spanish to native speakers of Spanish. The syllabi were produced during a summer institute, entitled \Teaching Spanish to Native Speakers of Spanish,\ in order to meet the unique language situation of U.S. hispanophone students. Traditional lower division Spanish-as-a-foreiqn-language courses are totally inappropriate for the fluent or almost fluent native speaker. At the same time these U.S. hispanophone students have had little exposure to written Spanish since they have been educated from the early grades in English. The need for specially-designed sequences of one to four semesters of language instruction to develop the natively-acquired language resources the students bring to the classroom led to the summer institute program. The institute brought together individuals already involved in teaching Spanish to native speakers. The central objective of the institute was the improvement of curriculum not only at participants'…

Abramson, Theodore (1978). Evaluation of the Flexible Laboratory Instruction Program II. An evaluation was made of the Flexible Laboratory Instruction Program II, a New York State project for the development and utilization of audiovisual modules to assist Spanish-speaking students in their basic accounting courses at Bronx Community College of the City University of New York. A description of the program and evaluation activities and data concerning student reaction and student usage of the modules is presented. Student reactions to the English versions of the sample modules were positive; responses of most of the 23 students indicated that they felt the materials were easily understood and would be helpful. The two Spanish modules were not well received by the Hispanic students. Sixty-three modules were completed and available for student use during the fall 1977 semester. Of the 114 students who borrowed these modules from the college library, 51 were Spanish-surnamed. Synchronization of the modules with regular course work is suggested. (SW)…

Stark, Greg; And Others (1980). Annotated Bibliography of Recent Research on Chicanos and Latinos in Minnesota. The partially annotated bibliography provides an overview of recent literature (1971-79) and data sources regarding the needs and conditions of Chicanos and Latinos living in Minnesota. The research cited generally appears to be directed either to state and local decision makers or to service providers and focuses on socio-economic conditions, housing, employment, accessibility of education and social services, problems of migrant workers, and the language barrier. The bibliography is divided into five sections. Section 1 includes 12 citations for general studies that make policy recommendations or discuss issues. Section 2 includes five studies specifically related to migrant workers. The third section, Data Sources and Descriptive Studies, contains 21 citations for studies of demographics; socio-cultural, pyschological, economic, and historical research; and community resource listings. Section 4 contains 11 listings of specific program studies, such as social service evaluations… [PDF]

MacLean, Edna Ahgeak (1977). Suvali Una? (And What Is This One Doing?). This bilingual reader in the Barrow Inupiaq language and in English is intended for beginning readers on the elementary school level. Pen-and-ink drawings illustrate the text and a free English translation is appended. (NCR)…

Teeluk, Martha (1973). Qanuq Kayuqtuq Kaviqsiruaq (How the Fox Turned Red). This children's story in the Kobuk Inupiaq language is a traditional tale told in the Alaskan Yupik-speaking areas. It is intended for elementary school children who have a good grasp of the language. Pen-and-ink drawings illustrate the story and a short introduction in English is included. (NCR)…

MacLean, Edna A. (1974). Avilaitqatigiik (The Two Friends). This children's story in the Barrow Inupiaq language is intended for beginning readers of the Alaskan language. Pen-and-ink drawings illustrate the story of two animals. The text contains programmed vocabulary. (NCR)…

Peter, Katherine (1974). Vak'aandaii (Touch It). This booklet in the Gwich'in Athapascan language is for beginning readers and is written only in the Alaskan language. (NCR)…