Cenoz, Jasone, Ed.; Genesee, Fred, Ed. (1998). Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters Series. This collection of essays on multilingual education includes the following: "A Global Perspective on Multilingualism and Multilingual Education" (G. Richard Tucker); "Psycholinguistic Perspectives on Multilingualism and Multilingual Education" (Jasone Cenoz, Fred Genesee); "Curriculum Decision-Making in Content-Based Language Teaching" (Myriam Met); "Immersion Pedagogy and Implications for Language Teaching" (Roy Lister); "Cultural Identities in Multilingual Classrooms" (Michael Byram); "Teacher Education for Multilingual Contexts: Models and Issues" (David Nunan, Agnes Lam); "Luxembourg and the European Schools" (Charlotte Hoffmann); "Multilingual Education in the Basque Country" (Jasone Cenoz); Teaching in Two or More Languages in the Philippine Context" (Andrew Gonzalez);"Policy, Possibility and Paradox: Indigenous Multilingualism and Education in Peru and Bolivia" (Nancy H. Hornberger,…

Dilworth, Mary E., Ed. (1992). Diversity in Teacher Education: New Expectations. The increasing racial and ethnic diversity of classrooms in the United States presents a significant challenge to the next generation of teachers and to those responsible for their training. This book explains the steps teacher educators and policymakers must take in order to prepare a teaching force that is both culturally diverse and culturally aware. Following a preface by the editor, the volume is organized into 12 chapters: (1) "Restructuring for a New America" (Carlton E. Brown); (2) "Preparing Teachers for Culturally Diverse Classrooms" (Antoine M. Garibaldi); (3) "Countering Parochialism in Teacher Candidates" (Nancy L. Zimpher, Elizabeth A. Ashburn); (4) "Understanding the Dynamics of Race, Class, and Gender" (Donna M. Gollnick); (5) "Making Teacher Education Culturally Responsive" (Jacqueline Jordan Irvine); (6) "Learning To Teach Hispanic Students" (Ana Maria Schuhmann); (7) "Recruiting and Retaining…

(1993). ESL Staff Development. Assist LEP Students to Access Training for Tomorrow's Jobs. Inservice Manual. This manual was developed for use in conducting inservice staff development workshops to provide staff working in English as a Second Language (ESL) programs at community colleges and other institutions with the skills necessary to provide effective vocational training and career counseling to limited English proficient (LEP) persons. The manual, which is designed for use by persons with inservice experience and with basic knowledge of cross-cultural education, language acquisition, and vocational training for special populations, is organized into six sections. Section 1 contains funding information, a foreword, and sample planning materials (agenda, needs assessment, and module evaluation forms). Presented in Sections 2-5 are learning modules on the following topics: overview of successful vocational training programs for LEP persons, career interest testing, language testing, and career counseling strategies for LEP persons. Each module includes some or all of the following:… [PDF]

Scollon, Ron (1981). Teachers' Questions About Alaska Native Education. The paper presents 45 questions teachers have about education of Alaska Native students, and answers to those questions. Teachers are cautioned to avoid assuming that White, middle-class society and Standard English are the only acceptable standards, to be aware of differences in culture and values between Native groups and between Natives and Whites, and to avoid stereotyping of Native students. A question on emphasizing the importance of literacy to students' future lives evokes a response that it might be better to bring literacy instruction into line with actual out-of-school needs so it would make more sense to students. Other questions address communication with Native parents, student motivation and expectations, effects of the Alaska Native Claims Settlement Act, and orientation of new teachers from outside Alaska. Improving teacher effectiveness, fostering students' leadership abilities, helping students with career plans and long-range planning, and learning about…

(1986). Three, Four, Open the Door. Aid to teachers planning and implementing a child-centered prekindergarten program is offered in this comprehensive guide. After a brief introduction, sections of the guide (1) address the topics of separation and adjustment; (2) present sample room arrangements and suggest ideas for management routines, scheduling, planning, and ordering of materials; (3) explore the role of the educator in guiding children's growth and development through verbal and non-verbal interactions; (4) focus on the prekindergarten team, offering suggestions for promoting professional development as well as a guide to classroom assessment for administrators; (5) discuss the structure of a stimulating, supportive learning environment, highlighting early language experiences and including discussions of children with limited English proficiency, special needs, the multicultural/nonsexist classroom, and over a dozen individual interest areas; (6) discuss ways of increasing parent participation; (7) discuss…

McBeath, Gerald A.; And Others (1982). Achievement and School Effectiveness: Three Case Studies. A Report to the Alaska Department of Education. Case studies of high student achievement levels and school effectiveness from three rural Alaska Native schools, all offering some bilingual or bicultural classes, examine curriculum and school instructional practices, school social systems, student outcomes, aspects of school governance, and school-community relations. Chaputnguak High School, in the Yupik Eskimo village of Chefornak, enrolls 29 students in individualized, self-paced mastery programs and has the region's highest graduation requirements; school-community relations are excellent, students have positive attitudes and a sense of "ownership," and one-third to one-half of seniors enter college. Metlakatla elementary/secondary school, in a Tsimshian Indian village, has a history of local control and emphasizes teaching basics; student academic achievement, measured on standardized tests, is very good compared to other rural small schools in Alaska, but some questions exist about school effectiveness in meeting…

Sperber, Robert I.; And Others (1981). Metropolitan Planning Project: Revisited with a 1980's Perspective. The Metropolitan Planning Project of Greater Boston (Massachusetts) was established in 1974 to promote voluntary collaboration between urban and suburban elementary and secondary school systems for the elimination of racial and ethnic student isolation. This report examines programs that have emerged under the plan, describes the demographic and educational context of the programs, investigates program impact, reports results of collaborative efforts, and explores directions for future collaborative activities. The Project focused on basic skills improvement, curriculum development for future careers, multicultural experiences, racial integration, community participation in governance, and the elimination of racial/ethnic isolation. Recommendations for the 1974 plan were divided into three parts: Metropathways was designed for secondary school students and emphasized innovative alternative programs; Metropairways was conceived for elementary schools as a pairing or triad of schools…

Beauchamp, Laura; Butler, David L. (1979). [Bilingual-Bicultural Curriculum for Language Arts: Grade 5.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this language arts curriculum guide for fifth grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. Skills appropriate to the grade level are presented in eight units, with reading selections thematically linked to the corresponding social studies guide: environmental adaptation, migration, cultural contact, production, trade, stability and change, ideals, building a lifestyle. For example, the skills in the unit on trade are: interpreting proverbs and sayings, identifying the gender of irregular nouns, and making adjectives and nouns agree in gender and number. Key vocabulary words are listed…

Philbrick, Roger B.; And Others (1980). Educational Offerings and Areas of Need for Public Instructional Services to American Indian Students in Wisconsin as Reported by Local School District Administrators and Parents of Indian Students: Final Report of the Wisconsin Indian Education Needs Assessment. An Indian education needs assessment conducted in Wisconsin had two components, the first a survey of school district administrators (or their assistants) via a four-part questionnaire, and the second a survey of parents or guardians in 20 Indian communities via questionnaires orally administered by trained personnel. Out of a total of 438 questionnaires sent to 436 public school and 2 private Indian school administrators, 305 (70%) were returned and represented a total of 5,533 Indian students. Findings are discussed in terms of four objectives: (1) to create a statewide awareness of the need for American Indian language and culture programs, (2) to stimulate local school districts to develop educational programs, (3) to show how school districts have responded to perceived needs, and (4) to involve the Indian community in the development of programs. Two case studies compare the perceptions of school authorities and of Indian parents in an urban and in a non-reservation rural…

Forbes, Norma (1975). An Assessment of the Educational Needs of the Haines Borough School District. Information obtained from parents, students, school personnel, and community members was the basis for determining the special educational needs of Indian students in the context of the Haines School District as a whole. Assessment methods included standardized tests, observations, interviews, and an educational priorities questionnaire administered to all teachers and a sample of parents. Career education and reading were highest priority for all parents and teachers combined; Tlingit culture and local history programs were supported by Alaska Native groups and, to a lesser degree, by non-Native groups. Standardized measures revealed a high percentage of problems with self-concept and attitude toward school for both Native and non-Native students. Significant differences between Native and non-Native students occurred in reading achievement and, for boys only, in locus-of-power measures. A master plan for educational improvement, based on study findings, gave highest priority to…

Law, Wing-Wah (2002). Education Reform in Taiwan: A Search for a "National" Identity through Democratisation and Taiwanisation. Compare, v32 n1 p61-81 Mar. Argues that democratisation, localization, and national identity are indivisible in Taiwan. Explains that social pressure groups, teachers, and parents are empowered in policy making processes, while the power of school officials to respond to these groups is limited. Discusses the role of school curriculum in promoting ethnic cultures and identities. (CAJ)…

Greenleaf, Cynthia; And Others (1994). Learning from Our Diverse Students: Helping Teachers Rethink Problematic Teaching and Learning Situations. Teaching and Teacher Education, v10 n5 p521-41 Sep. Many disadvantaged students show incipient excellence underlying perceived errors in literacy performance. The paper examines research on helping teachers think more generatively about increasingly diverse student populations. Preservice teachers can be taught to handle multicultural classrooms by interpreting problematic student performance in the form of open-ended case data. (SM)…

Mock, Karen (1995). Combating Racism and Hate in Canada Today: Lessons of the Holocaust. Canadian Social Studies, v29 n4 p143-46 Sum. Maintains that the Holocaust was the catalyst for Canadian antihate legislation. Maintains that, to combat racism and bigotry, it is necessary to use three important tools: (1) the law; (2) community action; and (3) education. Describes some contemporary realities and remedies in the struggle against racism and hate in Canada. (CFR)…

Johnson, Judith; Kean, Elizabeth (1992). Improving Science Teaching in Multicultural Settings: A Qualitative Study. Journal of Science Education and Technology, v1 n4 p275-87 Dec. Collaborative summer workshops between the Omaha (Nebraska) Public Schools and the University of Nebraska-Lincoln were held to improve the learning environment in multicultural science classrooms. Workshop themes included multicultural understanding, cooperative learning, and problem solving. Discusses attitude changes in student/teacher interactions, instructional strategies, community relationships, classroom climate, and science content. (MDH)…

Hurst, Darrell, Ed. (1988). VCCA Journal: Journal of the Virginia Community Colleges Association; Volume 3, Numbers 1 and 2, Spring/Summer 1988 and Fall/Winter 1988. VCCA Journal, v3 n1-2. The "VCCA Journal" presents feature articles, abstracts, teaching strategies, book reviews and announcements. The first issue of Volume 3 includes the following articles: (1) "The Alliance for Excellence: A Model for Articulation between the Community College and the Black Church," by Ervin Griffin; (2) "Traditional and New Opportunities for Faculty Development: A View toward the Twenty-first Century," by W. Robert Sullins; (3) "The Piedmont Expansion Program: Community Colleges in International Trade," by Eduardo A. Peniche; (4) "Reading and Writing to Learn at Blue Ridge Community College," by Douglas A. Petcher; (5) "Using Video in the Foreign Language Classroom," by Carroll Yoder; and (6) "Support Staff as Professionals," by W. Robert Sullins. In addition, abstracts of presentations at the fifth annual convention of the Virginia Community Colleges Association are provided. Articles in the second issue focus on…

(1991). Project Aprendizaje. 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Project Aprendizaje, which served disadvantaged, immigrant, Spanish-speaking high school students at Seward Park High School in Manhattan. The Project enrolled 290 students in grades 9 through 12, 93.1 percent of whom were eligible for the Free Lunch Program. The Project provided students of limited English proficiency with instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects taught bilingually or in English with an ESL methodology. The project arranged activities for staff development and parental involvement and provided tutoring and informal counseling in the project office. Staff reported that the Project was integrated with activities at the school. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. Project Aprendizaje met its objectives for career education, attendance,… [PDF]

Macdonald, C. A. (1990). Reasoning Skills and the Curriculum. (A Final Report of the Threshold Project). Soling 18. The Threshold Project focuses on the language and learning difficulties that children in Southern African schools experience when they change from their mother tongue to English as a medium of instruction in their fifth year of schooling. This report discusses Threshold Project research relating to the nature of pupils' cognitive capacities and the ways in which pupils approach certain types of problem-solving tasks. Chapter 1 provides background on the Threshold Project and discussion of reasoning as an explanatory construct, social interest in reasoning skills, and the relation between culture and the curriculum. Chapter 2 provides an overview of theories of intellectual competence and their implications for curriculum development, focusing on: (1) Piagetian genetic epistemology; (2) information process systems approaches; (3) metacognition as a theoretical construct; (4) Pascual-Leone's theory of constructive operators; (5) cross-cultural cognitive psychology; (6) the…

Wanyoike, E. N. (1982). A Teacher Training Reading Methodology Manual in Kiswahili for Lower Primary Classes in Kenya. African Studies in Curriculum Development & Evaluation. No. 62. Kiswahili was declared the national language of Kenya in 1968 and since then has also been established as the language of parliamentary debate. There are, however, inadequate instructional materials in this language, particularly at the primary level of schooling. Since there are almost 20 different languages, or dialects, in Kenya, Kiswahili must be taught as a second language to a number of children in the early grades. This teacher's manual provides a methodology for instructing children in reading, speaking, and writing Kiswahili. Chapter 1 presents an overview of the language situation in Kenya and the language learning needs of the Kenyan child, who may speak a different mother tongue and must learn not only Kiswahili but also, in later years, English. Chapter 2 discusses the basic language skills of listening, speaking, reading, and writing. Methods of teaching reading are addressed in the third chapter. Chapters 4 and 5 are devoted to reading Kiswahili as a first and as a…

Nacif, Vannessa (2005). The Food and Restaurant Project. Early Childhood Research & Practice, v7 n1 Spr. This article describes a food and restaurant project undertaken by 6-year-old children in a bilingual school in Mexico City. The teacher who conducted this study illustrates the children's involvement in this investigation through photographs, samples of their work, and explanations…. [PDF]

Campos, James (1985). A Spanish-Language Preschool Program. The Carpinteria school district in California has developed a model preschool program to bring Spanish-dominant preschool children up to a level of readiness for school that compares favorably with that of English-speaking children in the same community. That goal is achieved by developing skills in four major areas: Spanish language, cognition, successful learning strategies, and self-concept. The model emphasizes first-language development and language separation to allow full development of those skills. Evaluation of program outcomes through student achievement measures revealed that the Spanish-dominant children in the program exceeded the academic norms established by the English-language population and scored higher than Spanish-speaking nonparticipants in oral English proficiency. The students' progress in kindergarten and first grade, in which the home-language approach was also adopted, was also found to exceed expectations generally. Statistical data are included. (MSE)…

Avery, Robert S.; Toro, Leonor (1986). Bolivia. America = Las Americas [Series]. Written for teachers to use with migrant children in elementary grades and to highlight the many Americas, this bilingual English/Spanish social studies resource booklet provides historical and cultural information on Bolivia. A table of contents indicates the language–Spanish or English–in which the topics are written. The quarterly provides an encyclopedia-style overview of the history, geography, government, economy, culture, and society of Bolivia. Sections describe the cities of La Paz, Sucre, Oruro, Cochabamba, and Potosi; the llama; the origin of the potato; cultural traditions and costumes; the legend of Viracocha; and Lake Titicaca. Other topics emphasize the importance of mining to the economy, the formation of miners' unions, nationalization of mines after the 1952 revolution, impacts of mining on Bolivian society, and the life of a miner as described by Domitila Barrios de Chungara (a miner's wife). Recipes for traditional Bolivian foods are presented in English and…

Enright, D. Scott (1983). The Organization of Interaction in Elementary Classrooms. Despite the surrounding controversy, second language instruction for America's language minority children is an important educational issue for continued methodological innovation and examination. The most effective and productive classroom interaction processes and dynamics in bilingual and second language instruction are still not appropriately described. Researchers must work to measure the effects of particular instructional approaches on student learning outcomes and to \unpackage\ those approaches and accurately describe what they entail. Using the technological tools of videotaping and the methodological tools of microethnography, researchers are just beginning to construct the detailed, multifaceted description of the processes of classroom interaction, and use it to facilitate second language learning in limited English-speaking children. (MSE)…

(1985). World of Work = The Gioilam Viec. This bilingual booklet is intended to provide Vietnamese refugees with basic information concerning the world of work. Included in the booklet are Vietnamese and English translations of information on the following topics: Americans' attitudes toward employment, the American job market, employment services and other sources of employment information, job search and job application procedures, the importance of developing realistic employment expectations, the nature of work in the United States, wages, taxes, payroll deductions, fringe benefits, Social Security, labor unions, job performance and employee responsibilities, employer-employee relationships, upward mobility, procedures for leaving jobs, and strategies for dealing with occasional employment problems. (MN)…

(1983). Language and Literacy Learning in Bilingual Instruction: Executive Summary. A study of the kinds of educational services provided to limited English speaking students, how schools provide these services, factors shaping and guiding the programs, and instructional practices fostering the development of school-related language of bilingual students is summarized. The report is divided into two parts: (1) a descriptive study of the services offered to three bilingual groups (Asian, Spanish-speaking, and Navajo) in three regions of the country, and (2) a study of the language characteristics, educational histories, and educational achievement of a selected group of 150 native Cantonese-speaking elementary school students at the Asian site. The overall study's major conclusions are that: (1) English instruction is critical for the development of reading and writing skills in English, but those students coming to school with a greater command of natural language in English maintain an advantage in the long-term development of those skills; (2) To the extent that… [PDF]

Hadis, Benjamin F.; And Others (1983). Thomas Jefferson High School Effective Transition of the Bilingual and Bicultural Student to Senior High School. O.E.E. Evaluation Report, 1981-1982. Project Effective Transition of the Bilingual and Bicultural Student to Senior High School (ETBBS) at Thomas Jefferson High School in Brooklyn, New York, provided additional administrative and instructional staff in order to offer instructional services to 165 foreign born students, mostly from Puerto Rico and Haiti. The program was designed to develop English proficiency, and offered instruction in native language arts, social studies, mathematics, and science. This report describes the 1981-82 implementation of the program and discusses the sources of funding, participants, program content, instructional and noninstructional components, parent involvement, and staff development. Analysis of student achievement indicates that: (1) students gained on reading ability of Spanish but failed to achieve the program objective in this area; (2) the program objective for science was met but performance for mathematics and social studies fell short of the goal; and (3) attendance rates of… [PDF]

Elias-Olivares, Lucia; Rodriguez-Brown, Flora V. (1987). Discourse Characteristics and Speech Patterns Used by Spanish-English Bilingual Children According to Proficiency and Context Variables. A study investigated the use of questions and directives by bilingual children of variable relative proficiency in Spanish and English. Patterns in the use of each question and directive type were examined in relation to language proficiency and context of use. Qualitative characteristics of the questions and directives were analyzed. The subjects were six third-graders attending a bilingual maintenance program in a midwestern city. Children were videotaped and audiotaped through a whole day of school, at home, and playing in the park. Results show that the children used the same types of questions and directives as those used by English monolingual adults and children. Questions and directives occurred more frequently in the language in which the children are more proficient. Some types of questions, such as rhetorical questions, were used only by proficient speakers. Personality factors seemed to affect the number and types of directives used by some children. Other factors such… [PDF]

Brisk, Maria Estela (1985). \Michael Jackson y Otros Cuentos\: An Approach to Literacy Development for Bilingual Children. A program in which Spanish-speaking first grade children were encouraged to write stories about subjects of interest to them, using microcomputers and composing a personal storybook, has the advantages of using little-used computers, providing a link between oral and written language, encouraging creativity in students often perceived as learning disabled, and providing a product for students to be proud of. The example used is the creation of the little collection of children's writings called \Michael Jackson y Otros Cuentos\ (i.e., Michael Jackson and other stories). The children were familiarized with the computers and a standard word processing program and were asked to compose a story about a favorite or interesting subject. The stories were printed out and copies given to each child for editing in class. The edited versions were then copied, made into books, and illustrated by the students. Two undergraduate student teachers provided enthusiasm, bilingual skills, lack of fear… [PDF]

Hanson, Ralph A.; Molina, Huberto (1977). Patterns of Program Use: An Examination of Installation Data on the English Language and Concepts Program for Spanish Speaking Pupils (LCS). This paper describes an inquiry which answers two questions regarding the installation of a new instructional program: (1) What are the patterns of implementation displayed when a new program is installed across the country? Implementation in this context is described in terms of the selection and placement of learners, pacing of instruction and pupil proficiency after instruction. (2) In view of departure from recommended placement and program exit criteria, what are the implications concerning the institutionalizing of children in underachievement roles? The vehicle for this research is the installation of the English Language and Concepts Program for Spanish Speaking Pupils (LCS). (Author)…

Schon, Isabel; And Others (1981). The Effects of Books in Spanish and Free Reading Time on Hispanic Students' Reading Abilities and Attitudes. To determine the effect of books in Spanish and free reading time on reading abilities and attitudes of Hispanic students, 114 Hispanic children enrolled in grades 2 (Level I), 3 and 4 (Level II) in Tempe, Arizona, were placed in either experimental groups or control groups. Teachers in the experimental classes (E) were provided with books in Spanish selected for their attractive illustrations, simple texts, and potential interest to readers, and were instructed to provide at least 60 minutes a week of free reading time and to attempt to develop positive attitudes toward reading. Control group (C) teachers were instructed to teach reading as they normally did. Only the 49 E and 44 C subjects present for both pretests and posttests were retained in the analysis. The Level II experimental group excelled in all three Spanish reading tests (speed, comprehension, vocabulary). The Level I experimental group did not excel the control group in comprehension. The experimental groups had…

(1981). Hispanic Vocational Exploration Project. Final Report. During its second year, the Hispanic Vocational Exploration Project recruited eighth and ninth grade Hispanic youth for a four-week cycle, after-school, career exploratory program at Southeastern Regional Vocational Technical School, Groton, Connecticut. A series of career education workshops was the other major project activity. Supportive services offered to participants were counseling (personal, career, and academic), and an after-school tutorial program. Social and recreational activities were also available. Outreach and recruitment strategies emphasizing sex fairness included bulk mailings, use of the Spanish language radio station, parent orientation, and identification through the school system. Instructors assessed each participant's performance for each shop. Evaluation of program goals and objectives revealed that the program (1) developed awareness in vocational education as an educational alternative for Hispanic youth, (2) was successful in increasing the sensitivity…