Elias-Olivares, Lucia; Valdes-Fallis, Guadalupe (1979). Language Diversity in Chicano Speech Communities: Implications for Language Teaching. Working Papers in Sociolinguistics, No. 54. This paper focuses on language diversity in Chicano speech communities in the United States and its relation to the teaching of Spanish to Chicano bilinguals. Attempts to teach standard Spanish to Spanish-speakers in the United States have been unsuccessful for the most part, because the schools recognize only a single standard of \correctness\ that is not always the same as that used in the communities. Attempts to teach Spanish as a mother tongue to Chicano students are reviewed, and the need to establish guidelines for the evaluation of current positions and programs is addressed. The sociopolitical, socioeconomic, and educational experiences of Chicanos are reviewed based on an assessment of the present sociolinguistic situation of Chicanos. This situation consists of a language repertoire with various codes that depart from the Mexican Spanish linguistic tradition, an asymmetrical type of bilingualism, and the use of Spanish viewed as transitional and not valued in the broader… [PDF]

McConnell, Beverly (1977). Bilingual Mini Schools Tutoring Project. A Bilingual Program (Urban, Rural, Racial Disadvantaged Program Funds). Final Evaluation 1976-77 Program Year. Sixth in a Series of Reports on this Program. Project objectives included: the children would increase their grade equivalent (GE) score in reading and math by one or more months GE for each 20 days of attendance; children dominant in Spanish would have a higher mean score in Spanish than norm group children of comparable age after 100 or more days of attendance; the children's bilingual capability would increase by advancing one or more steps on the project bilingual classification scale after 100 or more days of attendance; children who had attended the program for 100 or more days since February 1975 would show superiority over those of comparable age in the norm group; parents and advisory board members would be active in program management decisions; family members would participate in their children's educational program by acting as teacher or assistant, assisting with cultural heritage activities, or providing support services. During the year, 203 children were served; of these, 199 were Mexican Americans. The reading…

Coombs, L. Madison (1970). The Educational Disadvantage of the Indian American Student. The main body of this research synthesis serves to point out research findings regarding the educationally disadvantaged Indian American school children. The decade of the 1960's is noted to be the significant period in bringing to the attention of educators and the American public the educational problems facing the Indian American. Some of the factors reported to be the underlying causes for the educational retardation of the Indian children include (1) the Federal Government's policy of coercive assimilation which has resulted in disorganization of the Indian communities, (2) a lack of self-fulfillment of Indian students at every age level, (3) the negative self-images of the Indian students, and (4) a lack of understanding of cultural differences on the part of many schools. The study cites the efforts of some schools to combat this problem through implementation of programs that are bicultural and bilingual in nature. The bibliography lists 153 relevant documents, the contents… [PDF]

Gandara, Patricia; Maxwell-Jolly, Julie (2000). Preparing Teachers for Diversity: A Dilemma of Quality and Quantity. Teaching and California's Future. This report explores the absence in educational reform of attention to preparing teachers to work with culturally and linguistically diverse students, focusing on: characteristics of California's existing student and teacher populations; teacher supply and demand and its consequences; the effects of teachers on student performance; preparing mainstream teachers to meet the challenges of diversity; attributes of effective teachers in multicultural settings; practices of effective teachers for diverse learners; unique skills and attributes of effective teachers of English language learners; preparation for teachers of culturally and linguistically diverse students; teacher preparation programs and teacher quality; the role of professional development; bilingual teacher preparation and professional development; and efforts to increase the quality and quantity of California teachers. The report notes the lack of minority group teachers in California schools and concludes that…

Heath, Inez A. (1996). The Social Studies Video Project: A Holistic Approach for Teaching Linguistically and Culturally Diverse Students. Social Studies, v87 n3 p106-12 May-Jun. Describes a class project conducted by multiethnic, limited English speaking, fifth-grade students. The students produced their own videos as part of lessons they developed about their countries of origin. Maintains that this process increases language and social skills while it develops social studies content. (MJP)…

Gonzalez, Irma Viscarra (1996). Third Grade: Planning Lessons for Change and Continuity. Social Studies Review, v36 n1 p28-34 Fall. Outlines the instructional strategies that overcame the language difficulties of a Hispanic/Anglo third grade social studies class. The class focused on local history in Pasadena, California which required competence in both Spanish and English. Includes instructional materials, graphic organizers, and guidelines for further units. (MJP)…

Zepeda, Ofelia (1995). The Continuum of Literacy in American Indian Communities. Bilingual Research Journal, v19 n1 p5-15 Win. Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy. (10 references) (MDM)…

Escamilla, Kathy; Medina, Marcello, Jr. (1992). Evaluation of Transitional and Maintenance Bilingual Programs. Urban Education, v27 n3 p263-90 Oct. Studies the long-term effects of transitional (TBE) and maintenance (MBE) bilingual instructional programs on development of native and English oral language proficiency for 125 TBE-instructed Vietnamese and 298 MBE-instructed Hispanic American children from kindergarten through second grade. Discusses significant findings on positive and negative effects of TBE and MBE. (SLD)…

Corsetti, Maria (1993). Language Learning Down Under: Community Language Programs in the Primary School. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p25-28 Sum. Describes the second-language and native language maintenance programs of Brunswick North Primary School (Australia), a school that offers its students opportunities to learn Turkish, Italian, Greek, or Arabic. An integrated curriculum ensures that students acquire or maintain a language other than English. (SLD)…

Scribner, Alicia Paredes (1995). Advocating for Hispanic High School Students: Research-Based Educational Practices. High School Journal, v78 n4 p206-14 Apr-May. High schools can have a positive effect on Hispanic students' academic success by cultivating an advocacy-oriented school environment that implements effective practices in four areas: dropout prevention, effective instruction, psychoeducational assessment, and understanding and easing the acculturation process. Contains 47 references. (TD)…

Ames, Margery E.; Marcus, Susanne D. (1998). Reaching Linguistically and Culturally Diverse Young Learners with Disabilities. TESOL Journal, v7 n4 p10-17 Sum. Describes how cross-over training and a whole-school approach help preschool educators assist disabled students who have not yet acquired their native language, examining New York's English-as-a Second-Language/Linguistically and Culturally Diverse Training Program for Pre-K Special Education Personnel, which trains preschool personnel to meet culturally and linguistically diverse students' social, emotional, and academic needs. (SM)…

Funkhouser, Janie; Leighton, Mary; Weiner, Lisa (2000). Helping Hispanic Students Reach High Academic Standards: An Idea Book. This report is part of a series of Idea Books designed to help schools and communities work together to strengthen education so all students can achieve high academic standards. It is specifically designed to help administrators and teachers seeking to understand how Title I, Title VII, and other programs assist educators in helping Hispanic students and Spanish-speaking English language learners achieve high standards. It describes promising practices that have been proven effective, illustrating how they can operate in schools and other community settings with Hispanic students. The book describes how effective schools serve Hispanic students in four ways: implementing effective, aligned, standards-based programs; building teacher and organizational capacity to serve Hispanic students; using family and community resources; and building firm foundations for postsecondary education. Each section of the book ends with a checklist that educators can use to see how well their schools… [PDF]

(1974). Departments of Labor and Health, Education, and Welfare Appropriations for 1975. Hearings Before a Subcommittee of the Committee on Appropriations, House of Representatives, Ninety-third Congress, Second Session. Part 5, Office of Education. In this volume, the Commissioner of Education, Dr. John Ottina, and the Director of the National Institute of Education (NIE), Dr. Thomas K. Glennan, Jr., present their budget proposals for fiscal year 1975 and discuss the numerous programs under their direction. The material in this volume consists of formal, prepared material concerning the programs and dialogue between members of the committee and staff members of OE and NIE. (JF)… [PDF]

Choonoo, John (1994). To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE). Final Evaluation Report, 1993-94. OER Report. To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE) was an Elementary and Secondary Education Act Title VII-funded program in its fifth and final year at Long Island City and Aviation High Schools in Queens (New York). Project EXPLORE served 510 mainly Spanish-, Korean-, Vietnamese-, Mandarin-, and Cantonese-speaking students of limited English proficiency with fewer than 2 years in English-speaking schools. Students received instruction in English as a second language (ESL) and native language arts, as well as support services including curriculum development, staff development, and parent involvement activities. The project met its ESL objectives and almost all others, although one parent involvement objective could not be evaluated. The development of curriculum materials was a particularly effective component, highlighted by a Chinese science review. Nine tables present evaluation findings. Two appendixes describe instructional materials and class… [PDF]

Rivera, Manuel G. (1993). Hispanic Participation at Educational Institutions. This report provides an overview of Hispanic participation in education at the national level, in the state of Wisconsin, and in the Wisconsin Technical Colleges (WTCs). The first section provides national statistics, indicating that in 1990 Hispanics had a high school completion rate of 54.9%, more than 20 points below Black and 30 points below White completion rates, and that Hispanics aged 18 through 24 had an educational participation rate of 18%. Next, 1990 data for Wisconsin reveal that 42% of the state's Hispanics are age 17 and younger. The next section discusses the status of Hispanics in Milwaukee County, reviewing declining high school completion rates and an increase in dropouts and suspensions. The following sections examine the lack of English proficiency among minority groups; the status of limited-English-proficient students at Milwaukee Area Technical College; characteristics of Hispanics in Milwaukee County, reviewing issues related to poverty, employment, and… [PDF]

Danielson, Kathy Everts; Lickteig, Mary J. (1995). Use Children's Books to Link the Cultures of the World. Social Studies, v86 n2 p69-73 Mar-Apr. Discusses the goals of global education and presents a rationale for providing global education experiences at the age children are the most responsive to instruction. Discusses how children's trade books can provide links among cultures and teach geographic knowledge and skills. Includes teaching activities and a list of teacher resources. (CFR)…

Diaz-Gemmati, Griselle M. (1995). …And Justice for All. Occasional Paper No. 41. A Puerto Rican teacher of an eighth grade consisting of 33 students (19 girls and 14 boys) at a racially-mixed public middle school found that teaching students about race and gender is a risky venture. The median age of the students was 13.8. The racial demographics were as follows: 45% African-American, 31% Euro-American, 18% Latino, 3% Asian-American, and 3% of East Indian heritage. The class started by reading \To Kill a Mocking Bird\ together, a text that explicitly engages issues of race. In reading the book, members of the class began to engage one another on issues of race, leading to very heated debates, arguments, conflicts and, in one case, physical violence. Later, a discussion in which students were asked to share their own personal experiences of prejudice and discrimination, racial and otherwise, led to some healing of the wounds opened during earlier discussions. The class also read \Roll of Thunder Hear My Cry,\ a novel that takes place in the south at about the… [PDF]

Thomas-Vallens, Mary (1996). A Literature Unit for "Dragon's Gate" by Laurence Yep. Intended as a an aid to classroom teachers, this 52-page handbook presents a literature unit based on the children and young people's book, "Dragon's Gate" by Laurence Yep. It begins with sample lesson plans, pre-reading activities, author information, a book summary, vocabulary lists and suggested vocabulary activities. Next, chapters of "Dragon's Gate" are grouped for study into 5 sections. Each section includes quizzes, hands-on projects, cooperative learning activities, cross-curricular connections, and extensions into the reader's own life. Finally, the handbook offers culminating activities, unit test options, a bibliography of related reading, and an answer key. (SR)…

Short, Deborah J. (1993). Integrating Language and Culture in Middle School American History Classes. Educational Practice Report 8. The report presents preliminary findings from a study of middle school American history classes with English language learners. The study investigated the construction of social studies knowledge in these classes and the development and implementation of lessons that address the cultural and educational backgrounds of the learners while integrating language, content, and culture objectives. After briefly describing some features of social studies language, revealed through analyses of classroom discourse and textbooks, the report focuses on the implementation of several lessons from a unit on \protest and the American Revolution.\ Attention is given to the strategies teachers used to meet their students' needs and capabilities, aspects of student oral and written participation, and the infusion of multicultural issues and perspectives. Some transcripts of classroom interaction are included. (MSE)… [PDF]

(1973). Multi Ethnic Handbook, Volume 1. Later Elementary and Middle School. Lesson Plans for Teaching Concepts Dealing with Racism Contributions of Blacks, Latinos, Native Americans. This volume contains lesson plans for grades 4 through 8 on the contributions of Blacks, Latinos, and First Americans and on prejudice and racism. The lesson plans are presented within the framework of main ideas, activities for the ideas, and resources for the activities. The section on racism includes definitions and examples of racism. The section on Blacks, First Americans and Latinos are developed in a chronological manner. The Black section deals with the Pre-Columbian Period, Exploration and Colonization, Developing Another Nation, and Struggle for Identity and Equality. First American topics are Pre-Columbian, Columbian Period, Developing Another Nation 1775, Western Imperialization, and Struggle for Identity and Equality. The Latino materials include General Background Information, Mexican Indian Cultures of the Pre-Columbian Period, It is suggested that the handbook be used as a reference upon which the teacher can build. (Author/AM)… [PDF]

Diaz, Criss Jones; Robinson, Kerry (2005). Diversity and Difference in Early Childhood Education: Issues for Theory and Practice. Open University Press Early childhood professionals are often required to work with children and families from a range of diverse backgrounds. This book goes beyond simplistic definitions of diversity, encouraging a much broader understanding and helping early childhood educators develop a critical disposition towards assumptions about children and childhood in relation to diversity, difference and social justice. As well as drawing on research, the book gives an overview of relevant contemporary social theories, including poststructuralism, cultural studies, postcolonialism, feminist perspectives and queer theory. Each chapter interrogates practice and explores opportunities and strategies for creating a more equitable environment. The book covers a number of issues impacting on children's lives, including globalization, new racisms, immigration, refugees, homophobia, heterosexism and constructions of childhood. Each chapter provides an overview of the area of discussion, a focus on the implications for… [Direct]

Istance, David; And Others (1985). Education in Modern Society. Placed in the context of the issues that inform the contemporary debate as well as the measured trends in student numbers, educational expenditures, and institutional structures, this report examines the major features of education's changing socioeconomic environment. These include structural changes in employment and the labor market and the outstanding problems of unemployment, shorter working time, and rapid technological development. The report begins with a succinct presentation of some of the basic facts of education today, encompassing the socioeconomic as well as the more strictly educational. Part two–\The Socio-Economic Environment of Education\–examines economic, social, and cultural questions and developments and seeks to identify some of the broad implications for education. Particular emphasis is given to the socially disadvantaged, cultural minorities and migrants, and women, as well as the family, the community, and values in education. In part three–\Educational…

Ford, Bridgie Alexis, Ed. (1995). Multiple Voices for Ethnically Diverse Exceptional Learners, 1995. Multiple Voices for Ethnically Diverse Exceptional Learners, v1 n1 Dec. This first serial issue addresses topics and issues impacting educational services for culturally and linguistically diverse (CLD) learners. The issue contains three research-into-practice articles, an interview section called "In the Oral Tradition," and three teacher-generated articles which delineate learner-enhancing practices for special educators. Articles include: "Learning and Cultural Diversities in General and Special Education Classes: Frameworks for Success" (Deborah L. Voltz); "Issues in the Implementation of Innovative Instructional Strategies" (Robert Rueda and others); "Controllable Factors in Recruitment of Minority and Nonminority Individuals for Doctoral Study in Special Education" (Rosalie S. Boone and Kathy L. Ruhl); "Issues Regarding the Education of African American Exceptional Learners" (Helen Bessent Byrd); "Using Bilingual Literature with Students Who Have Severe Disabilities" (Candace Clark and… [PDF] [Direct]

Mertz, Gayle (1995). Diversity and the Law. Lawyers in the Classroom Series. Providing legal perspectives on multiculturalism, this curriculum guide assists lawyers making classroom presentations and teachers at all levels. This booklet contains lesson plans and ancillary materials on the topic of "Diversity and the Law," for three different levels of students: elementary grades 4-6 (Level A), middle school grades 6-8 (Level B), and high school grades 9-12 (Level C). The level is identified near the page number. Additionally, each grade level contains pages for the lawyer (marked by the scales of justice), the teacher (an apple), and the student (a pencil). At the beginning of each level a chart of materials is provided, along with photocopying instructions. Overhead transparencies can be made of the main activity pages (marked by all three icons). The elementary school curriculum provides students with a working knowledge of the concepts of majority and minority status and the application of this knowledge to legal issues. Students learn that… [PDF]

Ingram, E. J.; McIntosh, R. G. (1983). The Education North Evaluation Project. Final Report. The Education North Evaluation Project monitored operation of the Education North Project (a 1978-82 project aimed at encouraging parents, teachers, and other community members in small, isolated northern Alberta communities to work together in improving the quality of education for school-aged children), assessed project outcomes, and developed policy alternatives based on project experiences and findings. Data were collected from teachers and parents by means of questionnaires, interviews, site visits, and document reviews. Parental involvement increased in educational activities and commitment to education, especially with respect to participation. There was a moderate increase in localized content in most Education North schools and increased parental desire for local content. School-community relations improved in some communities, but not in all. There was a moderate level of improvement in leadership and participation skills over the life of the project, and more parents held…

Koefoed, Else (1986). Vocational Training of Young Migrants in Denmark. A study looked at the overall situation of the immigrant population, and young immigrants in particular, and analyzed such problem areas as the transition from school to working life and the inadequacies of initial training with relation to the situation in Denmark. The study identified the following problem areas: (1) problems relating to the education of children of migrant workers and (2) problems concerning access to vocational training and the links between success at school, success in vocational training, success in employment, and access to the labor market. Analysis of the data suggested some conclusions among them: (1) there have been signs recently of an official readiness to acknowledge that the immigrants are not merely "guest workers" but form a more permanent part of the population in Denmark and that a need exists for more systematic treatment of the problems of immigrants; (2) the official Danish policy is of integration; (3) projects have been started to… [PDF]

Hutchinson, Linda; Wolf-Wasserman, Miriam (1978). Teaching Human Dignity. Social Change Lessons for Everyteacher. The book is a collection of readings designed primarily for teachers, but also intended for others who are interested in teaching about human beings and building human worth. It contains 60 first-hand accounts of teaching experiences at all levels and offers a perspective for noncompetitive, cooperative, and innovative education. To aid in the search for self and social understanding, it provides social change curriculum materials and a viable philosophy of educational/political change. Articles which help students see the relationship between themselves and their culture can be adapted to the traditional curriculum. Topics include labor studies, third world and women's studies, people's history, oral history, white ethnic studies, writing, drama, and the media. Articles on parents, teachers, and students as political activists, on sex, drugs, homosexuality, death, and dying are also included. In addition, strategies for teaching all of the basic skills are outlined. Learning…

Powell, R. (1997). Then the Beauty Emerges: A Longitudinal Case Study of Culturally Relevant Teaching. Teaching and Teacher Education, v13 n5 p467-84 Jul. Explores the classroom curriculum and instructional strategies of a white, second career teacher who created a culturally relevant teaching practice. Longitudinal data chronicled the development of her beliefs, values, and dispositions for meeting diverse student needs. Important themes were acquiring cultural sensitivity, reshaping the classroom curriculum, and inviting students to learn. (SM)…

Corbett, Doris; And Others (1995). Women of Color: Perspectives within the Profession. Journal of Physical Education, Recreation and Dance, v66 n7 p25-56 Sep. To effectively interact with their students, leaders and teachers in sport and physical activity must be familiar with their students' cultural backgrounds. This collection of articles discusses how women of color deal with and have been affected by their racial and ethnic identities in relationship to physical activity and sport. (SM)…

Merryfield, Merry M.; And Others (1995). Reactions. Theory and Research in Social Education, v23 n1 p21-33 Win. Presents three reactions to James A. Banks' article, "Transformative Challenges to the Social Science Disciplines: Implications for Social Studies Teaching and Learning." Calls for more emphasis on global education, agrees that teaching and learning strategies should be changed, and recommends changes in preservice teacher education. (CFR)…