Jarrett, Denise (1999). The Inclusive Classroom: Teaching Mathematics and Science to English-Language Learners. It's Just Good Teaching. This publication aims to help teachers to more effectively teach math and science to English language learners (ELLs). It argues that the learner's home language can play an important role in his or her science and math learning, whether or not the teacher speaks that language. When students are allowed to use their home language in the classroom, their academic performance improves, which can help them to build a solid foundation in math and science concepts before entering the higher grades where language becomes more decontextualized and cognitively more demanding. Skills in content areas like math and science, once learned in the first language, are retained when instruction shifts to the second language. The book is divided into several sections including the following:"Understanding the Specialized Languages of Mathematics and Science"; "Linking Second Language Strategies with Content Instruction"; "Thematic Instruction"; Cooperative… [PDF]

Seaman, Alan A. (2000). Evaluating an Innovative Elementary ESL Program. This 1999 observational study provided a school district with clear information about the experience of immigrant students in two elementary English-as-a-Second-Language (ESL) models, giving administrators, teachers, and school board members a window into the daily classroom life of ESL students. This program evaluation involving observational research design was implemented in a Wheaton, Illinois, school district. An innovative, self-contained elementary ESL program located at two of the district's elementary schools was evaluated through a matched-pairs research design that compared the experience of students in this program with the experience of similar students in the district's ESL pull-out programs. This report describes the observational research methodology and the results. A statistical analysis found significant differences between the level of engagement and teacher student interaction in the two program models, with the results favoring the experimental pod of the ESL… [PDF]

Freeman, Rebecca D. (1995). Equal Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual School. Issues in Applied Linguistics, v6 n1 p39-63 Jun. Based on a two-year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what educational opportunity means for the linguistically, culturally, and economically diverse student population participating in a successful two-way Spanish-English bilingual program. Presents micro-level classroom analysis demonstrating how team-teachers work together to help students develop academic skills in both languages. (31 references) (Author/CK)…

Dodson, C. J.; Thomas, Sara E. (1988). The Effect of Total L2 Immersion Education on Concept Development. Journal of Multilingual and Multicultural Development, v9 n6 p467-85. Presents a longitudinal examination of the effects of certain types of schooling (bilingual, immersion, mixed-language) on the concept development of monolingual, developing bilingual, or competent bilingual children in Wales. Results indicated that immersion programs temporarily retarded concept development of second language beginners. (Author/CB)…

Clifton, Susan; Geva, Esther (1994). The Development of First and Second Language Reading Skills in Early French Immersion. Canadian Modern Language Review, v50 n4 p646-67 Jun. Compared 20 good and poor readers in a second-grade French immersion program to 20 good and poor readers in regular English second-grade classes on various indexes of reading accuracy and speed. Found that English-only students achieved independent reading in greater numbers than French immersion students did in either French or English. (MDM)…

Gelfand, M. David (1995). Minority Inclusion Programs. Update on Law-Related Education, v19 n1 p25-27 Win. Asserts that the United States has a long, sad history of discrimination against minority rights. Discusses the origins and history of minority inclusion or affirmative action programs. Includes a special report on the "English Only" movement. (CFR)…

McLaughlin, Daniel (1989). Power and the Politics of Knowledge: Transformative Leadership and Curriculum Development for Minority Language Learners. Peabody Journal of Education, v66 n3 p41-60 Spr. Examines the meanings of power in relation to questions about leadership, language, curriculum, school knowledge, and program development in a community-controlled Navajo school; describes in first-person-singular detail how power was used as a prescriptive notion to create English and Navajo literacy programs that specify conditions for student and teacher empowerment. (SM)…

Merino, Barbara J.; And Others (1993). Language Minority Native Spanish Speakers at the Secondary Level and the Role of the Foreign Language Teacher. Peabody Journal of Education, v69 n1 p152-71 Fall. Examines secondary-level Spanish speakers' linguistic needs, highlighting foreign-language teachers' roles. The article outlines a model of acquisition that integrates student development in Spanish with acquisition of English, reviews theories of instruction, describes exemplary programs, discusses unique assessment needs, and analyzes the challenges for teacher educators. (SM)…

Maxwell-Jolly, Julie (2000). Factors Influencing Implementation of Mandated Policy Change: Proposition 227 in Seven Northern California School Districts. Bilingual Research Journal, v24 n1-2 p37-56 Win-Spr. Personnel at seven Northern California school districts were interviewed concerning implementation of Proposition 227. The disposition of district staff toward primary-language instruction and community attitudes influenced district policy; district decisions largely determined school policy; change occurred at all sites and was most evident in classrooms; and Proposition 227 contributed to varied policy implementation and program inconsistency. (Author/TD)…

Wallace, Cyril (1994). Project Progreso. Evaluation Report, 1993-94. OER Report. This report describes Project Progreso, a federally funded project that served 240 Spanish-speaking students of limited English proficiency in special education Modified Instructional Service classes in kindergarten through sixth grade in the Bronx, New York. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects. The main project goal was to promote the acquisition of native and English language skills, which were assessed by standardized tests. Six paraprofessionals and 22 teachers of participating students were offered monthly staff development activities consisting of inservice programs and classroom consultations. Additional project activities included referral to ESL and General Education Diploma classes for parents and parent advisory committees. A Likert-type questionnaires were used to evaluate staff development and parent education activities. Students met objectives for content area… [PDF]

Burnaby, Barbara (1996). Aboriginal Language Maintenance, Development, and Enhancement: A Review of Literature. This paper offers a general review of literature relating to the maintenance, development, and enhancement of Aboriginal languages in North America, particularly Canada. Drawing primarily on sociolinguistics, several concepts about language usage and change are outlined that are useful for the purposes of thinking about language maintenance. Next, the current status of Aboriginal languages in Canada is considered through census figures and other broad data, national surveys of factors that influence language change and maintenance, scales of language vitality, and comparisons with recent immigrant language groups in North America. Finally, sources are examined that outline strategies for Aboriginal language maintenance. These include sources covering language values and support for endangered languages, general guidance on language retention and renewal, general policies and program provisions in schools, descriptions of specific bilingual and native language programs, teachers and… [PDF]

Bermudez, Andrea B.; And Others (1993). Meeting the Needs of the Gifted and Talented Limited English Proficient Student: The UHCL Prototype. The needs of gifted and talented limited English proficient (G/T LEP) students are being poorly met. A University of Houston-Clear Lake (UHCL), Texas, teacher education curriculum designed to train teachers in the identification, placement, and instruction of gifted and talented limited English proficient students (GT/LEPs) is discussed. As background material, information in four related areas is presented, including: (1) a review of research on these topics; (2) survey results concerning common GT/LEP assessment and instructional practices in states with high Hispanic-American populations; (3) characteristics of Hispanic GT/LEPs as perceived by the community, based on a survey; and (4) results of a study to establish national consensus about instructional objectives of an exemplary GT/LEP program. Finally, a set of five 3-hour instructional modules and additional coursework developed for GT/LEP teacher training are described briefly. The course description, prerequisites, and… [PDF]

Tonigan, Richard F. (1979). Educational Program Status Report. Ganado Public Schools. Prepared as background information for a future long-range comprehensive plan, this status study was done to determine the scope and nature of the current educational program and facilities in the four schools operated by the Ganado Public School District. To accomplish the project, the staff of consultants followed a 5-part procedure: (1) examined faculty and administrative prepared North Central Association documents (1978); (2) examined North Central Association review team's re-evaluation report (1978); (3) observed district school plants; (4) interviewed and questioned selected school personnel; and (5) researched documents from interviewed personnel. Observers concentrated on gaining overall impressions of the settings in which teaching and learning take place in the four schools. The combination of high rates of personnel turnover, inadequate facilities, and widely scattered facilities was determined to be contributing significantly to communication difficulties, thereby…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 3.0: The Automotive Fuel System. This module on the automotive fuel system is the third of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name and explain the function of the four main parts of an automotive fuel system, and to name the most common problems of a fuel system. Contents include list of module objectives; pretest; five sections on (1) parts of the fuel system, (2) fuel pump, (3) carburetor, (4) circuits of a carburetor, and (5) common problems of the fuel system; 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 comprehension of the…

(1980). Bilingual Skills Training Program. Auto Body Repair. Module 3.0: Basic Metal Repair. This module on basic metal repair is the third of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify procedure for preparing exterior, interior, and under surfaces and for analyzing damage; to identify metal capabilities; and to identify these processes: metal roughout, metal shrinking, soldering, plastic filler, metal finishing. Contents include list of module objectives; pretest; five sections on (1) surface preparation, (2) damage analysis and metal roughout, (3) metal shrinking, (4) body solder and plastic filler, and (5) metal finishing; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts…

Norris, Carol A.; Wheeler, Linda (1981). Title IV-A/Johnson O'Malley Indian Education Program. Final Evaluation Report, 1980-81. Research Services Report 33-07-81/82-003. During 1980-81, over 500 students from 43 single tribes and 63 combinations of tribes were identified and served by the Indian Education Program in the Phoenix Union High School District in Arizona. Services provided were: remedial assistance in basic skills; Indian Youth Advisors serving as para-counselors, referral sources, and school/community liaisons; field trips to Indian and non-Indian cultural events; and selected student attendance at Project "Close-Up" in Washington, D.C. A total of 36 objectives were related to program goals of: providing supplemental education programs and opportunities for Indian students district-wide; planning, developing, and implementing home/school liaison services emphasizing preventive maintenance para-counselors; planning, developing, and implementing a complete Indian studies supplemental curriculum; providing opportunities for cross-cultural experiences and communication; providing awareness of career and post-secondary alternatives…

(1979). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ July through December 1979 (Vol. 40 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. Among the topics covered in the 31 titles are the following: the oral English syntax of bilingual Indian children in Manitoba, Canada; linguistic style shifting in black English; oral language assessment by sentence repetition; environmental influences on patterns of communication in a black community; second language acquisition among Hispanic children in a bilingual program; language dominance and bilingual education; reading and dialect; dialect speaking children's use of contextual and graphic information in learning to read; oral English proficiency of Mexican-American migrant students; the acquisition of four black English morphological rules by black preschool children; Afro-American culture/cognition relations; techniques for teaching English to non-English speaking elementary school children; black American children's signing games; expressed reading… [PDF]

Matute-Bianchi, Maria Eugenia (1979). The Federal Mandate for Bilingual Education: Some Implications for Parent and Community Participation. Despite the rhetoric as to its importance, this analysis concludes that there is no federal interest in promoting meaningful, substantive parent-community involvement in bilingual education. The absence of policy, data, theory, specifically worded governing rules and regulations, established models of involvement, training programs, or technical assistance to parent-community councils all support this position. An overview of the original Bilingual Education Act of 1968, dealing specifically with the ambiguity of the legislation, the influences of the War on Poverty and Civil Rights Movement on the concept of equal educational opportunity and bilingual education, the implications of the transition vs. maintenance controversy, and the effect of key court decisions favoring bilingual education as an effective remedy for limited-English-speaking children provide background for understanding the federal position. In addition to the objective factors that comprise a federal position and…

Washburn, David E. (1978). Ethnic Studies in Pennsylvania. To provide information to educators and curriculum developers on strengths, weaknesses, and needs of ethnic studies programs in Pennsylvania, the report offers an overview of the nature and extent of ethnic studies programs operated by Pennsylvania's postsecondary institutions, public school systems, and nonpublic schools. Information is based on data gathered in a survey of treatment by Pennsylvania's schools of racial, religious, and ethnic groups in courses, curricula, or programs. Data were analyzed from the perspective of democratic pluralism and were based upon the 294 Pennsylvania schools which reported having ethnic studies. The book is presented in five chapters. Chapter I introduces the study. Chapters II, III, and IV offer data for postsecondary schools, public schools (K-12) and nonpublic schools (K-12). The final chapter offers conclusions including that ethnic studies is a relatively new enterprise within the educational system and is increasing in importance in…

Aid, Frances M.; Pino, Octavio (1976). Studies in Bilingualism: Methods for Teaching Spanish-S. This course guide for a teacher education program takes a modular approach to the training of teachers for Spanish-S programs in bilingual elementary schools. Each of the four modules presents a number of tasks for the student to accomplish, and provides a list of resources to assist the student. The modules cover the following topics: (1) language acquisition theories (with emphasis on linguistic interference in second language learning), (2) audio-lingual methodology, (3) developing native language (i.e., Spanish) skills, and (4) measurement of linguistic competence. (JB)…

Calderon, Margarita; Carreon, Argelia (2000). A Two-Way Bilingual Program: Promise, Practice, and Precautions. In spite of political pressure, bilingualism is emerging as a strategy for improving the academic achievement of all students. Two-way bilingual or dual-language programs integrate language-minority and language-majority students for instruction in two languages. Site-based decision making has enabled schools in cities that border with Mexico to implement two-way bilingual programs in which minority and majority students can become bilingual, biliterate, and bicultural. Complex instruction for the binational context requires that teachers combine a profound knowledge of subject matter with a wide repertoire of teaching strategies, states of the art knowledge about learning theory, cognition, pedagogy, curriculum, technology, and assessment. The education of language minority students is dependent on the degree to which these children have access to instruction that is challenging yet comprehensible. This report focuses on one effort to implement comprehensive, two-way bilingual… [PDF]

Jacobson, Tamar (2003). Confronting Our Discomfort: Clearing the Way for Anti-Bias in Early Childhood. Despite having a genuine concern about racism and oppression, many early childhood teachers encounter significant feelings of discomfort as they try to implement antibias values in their classrooms. Based on the view that it is not possible to authentically teach children about acceptance without engaging in reflection upon one's own values and experiences, this book is primarily intended to help early childhood teachers learn how to examine what stands in their own way as they try to implement antibias values and practices. The book's focus is on teachers and teacher educators discomfort as they become aware of their own biases, and uses the author's self-reflection to illustrate the value of working through personal issues to strengthen one's work. Following the introductory chapter discussing teachers responsibilities and opportunities for consciousness raising, Chapter 2 discusses the nature of bias, patriarchy, and white privilege. Chapter 3 explores ways to confront the…

Darling, Linda; Ward, Angela (1995). Understanding the School Community: A Field-Based Experience in Teacher Education. Teaching Education, v7 n1 p85-93 Win-Spr. Canadian preservice teachers were sent to volunteer in an inner-city Native American elementary school in order to gain some understanding of other cultures and thus examine their own attitudes toward race and culture. The program helped students understand the role of communication in communities and in teaching. (SM)…

(1982). Initiatives in Technical and Further Education. Numbers 3 and 4. These two issues contain abstracts of 127 and 118 documents, respectively, related to the field of technical and further education that are available through the Australian Technical and Further Education (TAFE) Clearinghouse system. These types of materials are included: research reports/technical reports, evaluation studies, curriculum materials of an innovative nature (syllabus documents; student materials, including textbooks; teachers' guides; audiovisual materials; materials for TAFE teacher education; tests), questionnaires, feasibility studies, catalogs of instructional materials, and bibliographies. Each document entry provides this information: TAFE document accession number; state of origin of document; state clearinghouse accession number; author(s); title; publisher, date of publication, and pagination; format; availability (source); price; descriptors; identifiers; and abstract. Subject and author indexes are appended. Representative topics in number 3 are: access to…

(1984). Improving Student Achievement in Small Schools. Proceedings of the Annual Alaska Small Schools Conference (4th, Anchorage, Alaska, December 3-5, 1984). Key points of presentations are captured in this report of a conference which addressed issues of concern to educators in Alaska's small schools and provided an opportunity for educators to share classroom approaches that work for them. A total of 77 presentations are briefly summarized. Contents are organized under the following headings: (1) effective teaching and leadership strategies; (2) curriculum topics; (3) educational technology; (4) bilingual/bicultural education; (5) vocational education; and (6) miscellaneous topics. Subjects include improving student achievement, communicating with parents and community, staffing and scheduling in the small high school, qualities of effective small school teachers, curriculum development techniques in small schools, computer resources, instructional television programming, native culture and language instruction, first language assessment tools, computer assisted career planning activities, child abuse in small communities, and… [PDF]

Kleinfeld, Judith Smilg (1979). Eskimo School on the Andreafsky: A Study of Effective Bicultural Education. Praeger Studies in Ethnographic Perspectives on American Education. Written as part of a series of ethnographic studies, this book is a case study of a Catholic boarding high school for Alaskan Eskimos from remote villages undergoing rapid change. Six chapters appraise the bicultural educational principles employed at St. Mary's: (1) a profile of the students as effective bicultural people; (2) the relationship between students and staff; (3) educational aims and methods used at St. Mary's; (4) values and ideals of the students; (5) student selection policies; and (6) the model used at the school for bilingual and bicultural education. The study concludes that: St. Mary's is highly effective in cross-cultural education and produces graduates with skills and communication style needed for access to the opportunities of majority culture; its graduates succeed in college much more frequently than comparable Eskimo students, but learning skills which enable them to function well in the majority culture does not cut them off from the culture of their…

Michaelson, John (1978). Mexican Americans in School: Implications for the Counselor-Educator. The opportunities and role of the counselor in education are expanding, partially due to the increasing numbers of Mexican American students and their demands for equal education. While many researchers have traced the problem of poor education for Mexican American children to their cultural and family background, both teachers and counselors have contributed to the situation by setting lower expectations for Mexican American students and by using rigid \tracking\ systems which tend to limit student achievement. One much-heralded approach to the problem is bilingual/bicultural education. Another approach is using counselors, preferably bilingual, at all educational levels and expanding the counselor role to include parent orientation, community liaison, and student placement, as well as helping the student with problems. In particular, the counselor can assist with the growing numbers of elementary aged minority students who exhibit high anxiety and low self-concept, and the…

McLaren, Peter (1998). Life in Schools. An Introduction to Critical Pedagogy in the Foundations of Education. This book describes one individual's reinvention as an educator, from a liberal humanist to an advocate of critical pedogogy. It examines relationships between schooling, the wider social relations that inform it, and historically constructed needs and competencies that students bring to schools, focusing on the social conditions of disaffected students living in public housing units under oppressive circumstances and addressing the needs of inner-city teachers. It uses the concepts of critical pedagogy to analyze the failure of inner-city schools and suggest a vision for changing schooling. The story begins with the publication of a journal documenting the individual's teaching experiences at an inner-city elementary school. Part 1, "Broken Dreams, False Promises, and the Decline of Public Schooling," documents the nature of crises in schooling and society. Part 2, "Cries from the Corridor: Teaching in the Suburban Ghetto," presents teachers' and students'…

Sikes, Michael (1995). From Metaphoric Landscapes to Social Reform: A Case for Holistic Curricula. Arts Education Policy Review, v96 n4 p26-31 Mar-Apr. Discusses two related dilemmas: (1) the tension between the Western view of historical progress and the realities of modern society; and (2) the tension between old and new approaches to teaching and learning about the arts. Argues that the end result of implementing the Goals 2000 program might diminish the teaching of the arts as discrete subjects. (CFR)…

Clewell, Beatriz Chu; Villegas, Ana Maria (1998). Increasing Teacher Diversity by Tapping the Paraprofessional Pool. Theory into Practice, v37 n2 p121-30 Spr. To increase the representation of people of color in teaching, the potential candidate pool must expand beyond those who are likely to attend college. Paraprofessional school personnel, who typically are from minority groups, constitute a ready source for increasing the supply of diverse teachers. Five strategies that contribute to the success of career ladder programs for paraprofessionals are discussed. (SM)…