Spitzberg, Irving J., Jr.; Thorndike, Virginia V. (1992). Creating Community on College Campuses. SUNY Frontiers in Education Series. This book addresses the critical and difficult issues facing higher education in the 1990s including the need to improve the quality of teaching and learning, raise academic standards, protect freedom of expression, and enhance both the community of the whole and the individual and small groups that make up that community. The book also examines undergraduates' experience of community in both the academic and nonacademic realms while structuring the broad topic around three foci: (1) student diversity, particularly racial and ethnic diversity and women students; (2) individual and small-group rights and responsibilities in relation to institutional authority; and (3) student-faculty relations and the learning community. The book offers an understanding of community as a complex concept, one that incorporates the values of a democratic society and encourages learning and participation by all citizens of the community. Specific topics discussed include race and ethnicity, the climate…

Bartz, David E.; Miller, Laura K. (1991). 12 Teaching Methods To Enhance Student Learning. What Research Says to the Teacher. This monograph discusses 12 teaching methods that have a sound theoretical basis, have demonstrated a positive impact on student learning, and have a substantial research base. In many situations, the methods can be combined in such a way that the potential for student learning is greater than if used independently. Since no method will work in every situation for every student, teachers must use professional judgment in matching methods with other variables including students' previous skills and socio-psychological make-up, as well as available resources. In addition to an introduction, a note on multicultural educational suggests that all teaching methods should be implemented in order to complement and support a culturally diverse society. The publication describes the following methods: (1) whole-group instruction; (2) teaching by objectives; (3) adaptive or individualized instruction; (4) mastery learning; (5) cooperative learning; (6) learning styles; (7) direct instruction;… [PDF]

Hurst, Darrell, Ed.; Jobin, Robert, Ed. (1990). VCCA Journal: Journal of the Virginia Community Colleges Association, 1990. VCCA Journal, v5 n1 Sum. Volume 5 of the "VCCA Journal" contains the following articles: (1) "Outcomes Assessment Weather Forecast: A Cold Wind Blowing from the North," by David C. Hanson; (2) "The National Endowment for the Humanities Grant at Piedmont Virginia Community College," by Evelyn Edson, Jane Kingston, William Owen, and Samuel Westbrook; (3) "Spring Break in Toronto: Exposing Students to a Global Society," by Quintin S. Doromol, Jr. and Cindy N. Miller; (4) "Toward Shared Values in the Community College Humanities Curriculum," by Samuel B. Olorounto; (5) "Perspectives on Part-Time Teaching in Community Colleges: Pressures, Politics, and Prospects," by Larry Roderer and Betty Weissbecker; (6) "How the Need To Give an International/Intercultural Focus Affects the Curriculum," by Nancy Sandberg and Rita Krasnow; (7) "Putting Vision into Reality: A Model for Employee Participation and Empowerment," by Tom Wilkinson, Peggy…

Meyers, Mary (1993). Teaching to Diversity: Teaching and Learning in the Multi-Ethnic Classroom. This book introduces the latest theories about second-language acquisition and tested teaching approaches and practices for use in elementary schools. It is intended for all educators interested in adapting their skills to help recently-arrived immigrants, students born in Canada, and students for whom a lack of English skills may be delaying learning in regular classrooms. The early chapters provide background information on key aspects of second language acquisition. These include factors affecting the rate and amount of English language skills that non-native-speaking immigrants learn, the role of the first language in second language learning, the characteristics of specific language teaching methods, and the relationship between talking and learning. Later chapters discuss classroom techniques and procedures in programming for diversity, including active learning, integration of language and content learning, publishing student-created materials, and cooperative learning. One…

Zaremba, Mary Ann; And Others (1984). AFS Orientation Handbook. Volume IV. This handbook is intended for use by all who design, plan, and lead orientation and cross-cultural training sessions for American Field Service students, natural and host families, and volunteers. It features orientation and training resources originating in Venezuela, France, Italy, Denmark, Canada, Argentina, Japan, Portugal, Germany, and the United States. In addition to an annotated bibliography of narrative descriptions of cross-cultural contact and teaching suggestions, there are resources for pre-departure orientations, orientations during the sojourn, and post-return orientations. (BZ)…

Gumbert, Edgar B., Ed. (1983). Different People: Studies in Ethnicity and Education. Originally presented as lectures at Georgia State University in 1982, these three papers address the themes of multiethnic societies in the United States and Great Britain. In the first paper "Identity, Conflict, and Survival Mechanisms for Asian Americans," the author discusses how the observable patterns of mobility through education and community development are consequences of meaningful action and interaction among millions of Asian Americans over time. Cultural identity and the process of assimilation of Caribbean Americans is the focus of the second paper. The barriers to assimilation faced by many Caribbean migrants have caused many of them to question the viability of this goal and to turn to ethnic bargaining as a way of competing for political strength and survival in the United States. The third paper examines British racial and educational policies in the 1960s and 1970s. The evolution of Britain into a multiracial society has been marked by ambiguity in… [PDF]

Shore, Rima, Ed.; And Others (1981). Eastern District High School Competency Based Bilingual/Bicultural Project. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Competency Based Bilingual/Bicultural Project at Eastern District High School in New York City is an integrated bilingual demonstration project designed to develop English and native language skills as well as instill positive self concepts among high school students with Spanish-speaking backgrounds. In 1980-1981, the program provided instruction in English as a second language, reading, native language arts, bilingual instruction in content areas, and vocational/career guidance. This report describes the program setting; participants; philosophy and organization; student placement; instructional and non-instructional services; program implementation; and program evaluation. Results of evaluation indicate that: (1) significant gains were achieved in English reading, language fluency, native language reading, and mathematics; and (2) program attendance rates were higher than school-wide attendance rates. The report suggests that the program was successful and presents… [PDF]

Dodson, Jualynne; And Others (1975). Black Stylization and Implications for Child Welfare. Final Report. This three year exploratory research study investigated the cultural behaviors of Afro-Americans. Results of the study include: 1) A set of historical data on the continuous existence of cultural behaviors by Afro-Americans in the areas of music, language, food and dance. 2) A set of empirical data which explores contemporary expressions of Afro-American culture among 180 black boys and girls living in the Atlanta, Georgia area. 3) A research instrument which initiates the process of identifying normative expressive behavior for Afro-American sub-culture. 4) A position paper which begins the theoretical exploration for a more valid index of socio-economic influence upon Afro-American behavior. 5) A set of evaluative data on the presence of multi-cultural perspective in 25 selected child welfare programs in the state of Georgia. 6) An evaluative instrument which can begin the process of assessing culturally plural programmatic content in child welfare agencies. 7) Eighty (80) formal…

Beach, Ruth (1995). Multicultural Learning at Home and Abroad. This report describes a three-year project to establish and staff a new office at Colgate University (New York), the Office of Intercultural Resources (OIR), to originate and implement programs to build bridges between Colgate's intercultural and multicultural programs. OIR staff worked with students who studied abroad, international students, minority group students, and faculty and staff in various programs, including pre-departure and re-entry workshops for students studying abroad; had dialogues with faculty members responsible for courses in social, behavioral, and political sciences; developed educational and cross-cultural resources; and supported students, staff, and faculty projects with a multicultural or international focus. In addition to workshops, dialogues, lectures, and outreach, the project produced an annotated bibliography of recent titles on multiculturalism; "The Critical Incidents Workbook," a cross-cultural training guide for students planning to… [PDF]

Gillborn, David (1996). Student Roles and Perspectives in Antiracist Education: A Crisis of White Ethnicity?. British Educational Research Journal, v22 n2 p165-179 Apr. Considers the reaction to anti-racist change among white British secondary school students. Efforts to include the students in this process have included the conceptualization of white ethnicity. Discusses the development of this concept and efforts to keep it free of racist and nationalist sentiments. (MJP)…

Oakes, Paula Bonander (1996). Making Personal Connections: A Poster Project. Social Studies Review, v35 n3 p39-42 Spr-Sum. Discusses a ninth grade, culturally diverse, interdisciplinary social studies class. Students pick a person from the class to study with whom they feel a connection and prepare a presentation about this connection, including a poster. Includes the four major themes of the class and a reading list. (MJP)…

Descamps, Jorge; Hernandez, Norma G. (1986). Involving Mexican Americans in Higher Education: An Untapped Potential. A review of over 500 research studies identified 3 factors influencing the ability of Mexican American students to profit from the instruction currently available in United States colleges and universities: (1) a different language; (2) a different economic situation; and (3) a different response to social and personal interactions. Based on these factors, recommendations can be made for changing universities into pluralistic institutions. Institutions must implement an affirmative plan of action that insures equal education. Every effort must be made to provide financial assistance to capable Mexican American students. Cultural and linguistic values held by Mexican Americans should be positively reflected in the educational environment. A climate characterized by warm, personalized interactions with special attention given to the learning style of Mexican Americans must permeate the institution. A strong assistance program must help the districts decrease the underachievement of…

Clinchy, Evans (1984). The Pursuit of Excellence: Improving the Quality of Our Urban Schools through Desegregation, Equity and Choice. A Final Report from the Program Committee of The Worcester Conference on Equity and Choice (Worcester, Massachusetts, April 9-10, 1984). In April 1984, more than 350 parents, teachers, principals and administrators from major urban school systems in Massachusetts met to define what an "excellent" desegregated urban public school system should be. This conference report, following excerpts from a keynote address by John E. Durkin, documents seven workshops which focused on the following strategies for excellence: (1) the role of magnet schools; (2) systems of parental and teacher choice; (3) greater parent, student and public involvement; (4) superior staff development and parent involvement programs; (5) outstanding programs for bilingual and special needs students; (6) the development of district-wide systems of evaluation and accountability; and (7) new uses for high technology. A summary list of recommendations that workshop participants drew up for State education officials and State legislators also is included. In addition, the formation of a Superintendent's consortium of urban school students, which… [PDF]

Pineault, Barbara; Stayrook, Nicholas (1993). Integrating Special Services: Seeking a Balance in Meeting Student Needs. A 5-year plan to improve the delivery of services to special needs students was evaluated in Fairbanks, Alaska. The plan focused on developing a model for integrated services and reducing the number of pull-out programs by having special services staff work directly with classroom teachers. Information sources included interviews with 62 staff members and 71 parents at 6 schools. Background information is provided on types of existing services in the school district, as well as the perceptions of principals regarding integration of special services. Attention is also directed to survey results from special program staff regarding integration of services for students who are learning disabled, communication disordered, gifted/talented, emotionally impaired, mentally retarded, and deaf. Also considered are integration of services in the following programs: Chapter I reading, Chapter I migrant, Alaska Native education, and bilingual/bicultural. Findings indicated that principals are… [PDF]

Holleman, Joan, Ed.; Mahmud, Cathy, Ed. (1994). Smithsonian Resource Guide for Teachers. 1993/94 Edition. This annotated catalog of materials available from the Smithsonian Institution and its affiliate organizations, lists over 400 cross-indexed resources for classroom use. The contents are arranged as follows: An overview of the guide; catalogs and visitor guides; periodicals; resources for the arts, language arts, science, and social studies/history. Many items are free or available on loan. Appropriate grade level is indicated for materials to be used for instruction in the aforementioned subject areas. Included are a title index, a subject index, and a media index. The catalog concludes with a directory for where to order materials and order forms. (MM)… [PDF]

Paulston, Christina Bratt, Ed.; Peckham, Donald, Ed. (1998). Linguistic Minorities in Central and Eastern Europe. Multilingual Matters 109. This collection aims to provide an introductory study of linguistic minorities in Central and Eastern Europe, taking into account historical development, present situation, language maintenance and shifts, as well as language and educational policies of the different countries in the area. The introduction (by Christina Bratt Paulston) discusses a theoretical framework of the contextual situations of language maintenance and shift in which linguistic minorities and bilingualism are found. Each chapter stands alone, but trends and generalizations emerge throughout the book with possibilities for model building and theory testing. Chapters include: "Linguistic Minorities in Austria" (Rudolf de Cillia, Florian Menz, Wolfgang U. Dressler, and Petra Cech); "Linguistic Minorities in the Balkans (Albania, Greece, and the Successor States of the former Yugoslavia)" (Hugh Poulton); "Ethnicity and the Nation: The Bulgarian Dilemma" (Bonka Boneva);…

Baron, Wendy; Miller, Janette; Moir, Ellen; Moran, Carrol; Stobbe, Judy (2000). Keys to the Classroom: A Teacher's Guide to the First Month of School. Second Edition. This workbook for elementary school teachers is designed to help make their first few weeks of school successful. It provides lesson plans, classroom management strategies, student assessments, and special aids for teaching bilingual students. After an \Introduction\ that discusses the ups and downs of a first-year teacher, there are nine chapters: (1) \A Guide to Planning\ (long range, mid-range, daily, and weekly planning); (2) \Creating the Environment\ (room arrangement, environment checklist, preparation before the first day, and essential knowledge); (3) \Daily Routines and Procedures\ (e.g., classroom management rules, freeze and listen, cleanup, behavior strategies, and daily ongoing activities); (4) \The First Two Weeks of School…A Detailed Account\; (5) \Activities for the First Month\ (e.g., appreciation words, bingo, group definition of cooperation, shared writing, problem solving skits, names games, partner drawings, math challenges, people measuring, and homework…

Jimerson, Shane R., Ed.; Wilson, Marilyn, Ed. (2000). The California School Psychologist, 2000. California School Psychologist, v5. This publication of the California Association of School Psychologists reflects a broad array of topics for those who serve a diverse group of students with a range of needs. The articles in this volume address several current topics, including cognitive assessment with bilingual students; cultural considerations when working with parents; strategies to enhance critical thinking skills; home/school collaborative behavioral interventions; preparing a school district's crisis intervention policy; and research from the field of developmental psychopathology on eating disorders. The titles include: \The California School Psychologist in the 21st Century\ (Shane R. Jimerson; Marilyn Wilson); \Using the WPPSI-R with Bilingual Children: Implications for Practice\ (Mary diSibio; Thomas Whalen); \Micronesian Cultural Influences on Parent Attitudes Concerning Their Young Child with a Disability: Considerations for Fostering Cross-Cultural Parent/Professional Relationships\ (Kathleen Sadao);… [PDF]

Diaz, Carol (1999). Authentic Assessment: Strategies for Maximizing Performance in the Dual-Language Classroom. A study investigated whether teaching techniques and the use of self-evaluation tended to increase student motivation and second language proficiency. Subjects were 59 high school Honors Spanish 4 students with varying levels of academic ability, motivation, and proficiency, and included both non-native and English-dominant Spanish speakers. The foreign language program dropout rate reflected the low priority given to foreign language study. Analysis of probable causes and solutions suggested that treatment involving positive attitudes, cooperative learning, and use of multiple intelligence pedagogy would improve performance. Real-life application and self-evaluation helped to improve individual student's motivation. Results tended to support current research. Most of the subjects demonstrated significant growth in both oral and written proficiency in the target language. Their organizational skills and acceptance of personal responsibility improved. However, students with excessive… [PDF]

Legarreta, Dorothy (1979). The Effects of Program Models on Language Acquisition by Spanish Speaking Children. TESOL Quarterly, v13 n4 p521-34 Dec. Discusses the results of a study designed to investigate the effects of five different program models on both acquisition and maintenance of Spanish by native Spanish-speaking kindergarten children. (Author/CFM)…

Colon-Vila, Lillian (1997). Storytelling in an ESL Classroom. Teaching Pre K-8, v27 n5 p58-59 Feb. Discusses efforts of an ESL teacher to use storytelling in a multiage classroom to bridge language barriers. Suggests that storytelling can be used to teach not only English, but also history and science, since storytelling develops imagination as well as oral and written communication skills, encourages the art of listening, and helps expand knowledge of story schema. (AA)…

Holobow, Naomi E.; And Others (1991). The Effectiveness of a Foreign Language Immersion Program for Children from Different Ethnic and Social Class Backgrounds: Report 2. Applied Psycholinguistics, v12 n2 p179-98 Jun. Presents the results of the second year of a four-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio, that includes children from lower socioeconomic group and ethnic minority group (Black) backgrounds in addition to majority (White) and middle-class students. (17 references) (GLR)…

Paredes, Sara Micaela (2000). How Proposition 227 Influences the Language Dynamics of a First- and Second-Grade Mathematics Lesson. Bilingual Research Journal, v24 n1-2 p179-99 Win-Spr. Interviews and observations of a first-grade mathematics class to determine the influence of Proposition 227 on limited-English-speaking students found that many initial fears about Proposition 227 were unfounded; student ability to cope was underestimated; teacher knowledge of Spanish and Latino culture was critical; and students' limited English proficiency impeded comprehension of mathematical concepts. (Contains 37 references.) (TD)…

Cheung, Alan; Slavin, Robert E. (2005). A Synthesis of Research on Language of Reading Instruction for English Language Learners. Review of Educational Research, v75 n2 p247-284 Sum. This article reviews experimental studies comparing bilingual and English-only reading programs for English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. A total of 17 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-dominant students, 9 favored bilingual approaches on English reading measures, and 4 found no differences, for a median effect size of +0.45. Weighted by sample size, an effect size of +0.33 was computed, which is significantly different from zero (p less than 0.05). One of two studies of heritage languages (French and Choctaw) and two secondary studies favored bilingual approaches. The review concludes that although the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual… [Direct] [Direct] [Direct]

Pray, Lisa (2005). How Well Do Commonly Used Language Instruments Measure English Oral-Language Proficiency?. Bilingual Research Journal, v29 n2 p387-409 Sum. This research examines three tests commonly used to assess the English oral-language proficiency of students who are English language learners (ELLs): the Language Assessment Scales–Oral, the Woodcock-Munoz Language Survey, and the IDEA Proficiency Test. These tests were given to native English-speaking non-Hispanic White and Hispanic students from varied socioeconomic levels. Since these tests use native-language proficiency as the standard by which responses are evaluated, it is reasonable to expect native English speakers to perform extremely well on these instruments. The extent to which the native speakers of the language do not perform well on these instruments calls their validity into question. Findings indicated that none of the native English-speaking children who took the Woodcock-Munoz Language Survey scored in the \fluent\ or \advanced fluent\ English ability. One hundred percent of the students scored in the \fluent English speaking\ range of the Language Assessment… [Direct]

Han, Annie; Kleyn, Tatyana; Morales-Rodriguez, Stella; Torres-Guzman, Maria E. (2005). Self-Designated Dual-Language Programs: Is There a Gap between Labeling and Implementation?. Bilingual Research Journal, v29 n2 p453-474 Sum. The United States has seen a tremendous growth in dual-language programs over the last decade. This rapid growth brings up questions about the congruency between labels and implementation. Our experiences observing some of the programs and listening to teachers talk about the programs in New York City led us to propose that many of the self-designated dual-language programs stray from even the minimal guidelines for such programs. Our study investigated this, and within this paper we will juxtapose those programs that are congruent with the minimal standards with those that are less faithful to the model in order to gain a better understanding of how schools and districts can work to create dual-language programs that foster an authentic transformation of the instructional environment. (Contains 9 tables and 3 endnotes.)… [Direct]

Evans, C. J. (2004). Literacy Development in Deaf Students: Case Studies in Bilingual Teaching and Learning. American Annals of the Deaf, v149 n1 p17-27. A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students…. [Direct]

Sahaf, Ali Reza (1994). Language Identity and Social Behaviour: A Sociocultural Approach to the Study of the Concept "Will" on the Effectiveness of the "How's" and "Why's" of Bilingualism. Linkoping Studies in Education and Psychology No. 42. This study examined the problems of bilingualism among 28 Iranian students in Swedish schools, focusing on sociocultural influences of the majority culture on the minority group and their effects on the students' perceptions and educational outcomes. The students and 35 native-language teachers were observed and interviewed in their work contexts for three years. Toward the end of the study, essay tests were administered to 20 of the students in upper secondary school. Results are presented in the form of major findings from the literature survey; findings concerning the study's methodology and the model used for analysis; and findings from the data gathered, presented separately for observations; discussions with teachers; and student essays. Issues discussed in these summaries include: influences of the majority and minority language cultures on Iranian students' behaviors; values and belief systems; family role; cultural isolation; levels of home language activity and… [PDF]

(1995). De Par en Par (Wide Open), 1995. De Par en Par, n8-9. This document consists of two issues (1995) of a Spanish-Embassy publication to aid teachers of the Spanish language in elementary and middle schools, with classroom activities and lesson plans. Each issue is illustrated with photographs, maps, and drawings, and each concentrates on a particular topic. Issue number 8 concerns art; issue number 9 concerns folklore tales and legends. These issues include articles to read and activities such as drawing, playing, investigating, and thinking, to do. The back cover of each issue contains information on scholarships and courses for teachers of Spanish. (NAV)… [PDF]

(1979). Social Studies Level One–Interaction. Teacher's Guide and Resource Book=Araling Panlipunan Unang Antas–Pakikisalamuha. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next. Level One is designed for children in grades one and two. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Behavior,\ develops the conceptual statement \people's actions are based on thinking or feeling.\ Unit 2,…