Caliver, Ambrose (1944). Education of Teachers for Improving Majority-Minority Relationships: Course Offerings for Teachers to Learn about Racial and National Minority Groups. Bulletin, 1944, No. 2. US Office of Education, Federal Security Agency The improvement of human relations is generally recognized today as an essential prerequisite to national unity and world peace. Bringing about better human relations, however, presents many important problems, among those of: (1) Providing accurate knowledge about different races and groups; (2) Developing understanding and appreciation of these groups; and (3) Improving the attitudes of different individuals, races, and groups toward one another. The world crisis has accentuated these problems, and has emphasized the need of efforts to preserve unity in the Nation, and to establish peace in the world. Because, from the long-range point of view, improving human relations is primarily an educational job, the U.S. Office of Education has for some time been concerned with studies and projects having as their objective the solution of these problems and the meeting of this need. The present investigation is one of a series of such studies and projects, the specific purpose of which is…

Creaser, Barbara; Dau, Elizabeth (1995). The Anti-Bias Approach in Early Childhood. This book on an anti-bias approach to early childhood education addresses aspects of diversity such as gender, race, and language within Australian society and provides strategies for working with families and staff to challenge existing attitudes and practices. Key features of the book include case studies showing anti-bias principles in action, questions for discussion and references at the end of each chapter, and a glossary of key terms. The chapters are: (1) "Children and Bias" (Anne Glover); (2) "Creating an Anti-Bias Environment" (Rosemary Green); (3) "Cultural Diversity" (Mary Vajda); (4) "The Gender Factor" (Glenda MacNaughton); (5) "Responding to Special Needs" (Anne Palmer); (6) "Linguistic Diversity" (Leonie Arthur); (7) "Exploring Families; The Diversity and the Issues" (Elizabeth Dau); (8) "Cross-Cultural Challenges in Early Childhood Education" (Emione [Emmy] Kiriakou); (9) "'Men…

Broadbent, John; Geach, June (1989). Coherence in Diversity: Britain's Multilingual Classroom. A collection of essays focus on multilingualism and cultural diversity in United Kingdom schools, with emphasis on secondary education in some articles. The papers are: "Towards a Policy of Multilingual Secondary Schools" (Christopher Brumfit); "Curriculum Development" (Keith Kirby); "English, Whose English?" (Peter Traves); "An ESL Perspective for Community Languages in the Curriculum" (Mona Gabb); "Modern Languages and the Language Curriculum" (Alan Hornsey); "British Languages" (Bryden Keenan); "Bilingual Pupils" (Laurie Kershook); "Educational Problems of Chinese Children in British Schools" (Lornita Yuen-Fan Wong); "Language Maintenance Among Children of Italian Parentage in Mainstream Secondary Schools in Bedford and London" (Bruno Cervi); "Urdu Provision in Secondary Schools" (Stella Lewis); "Bengali in the Mainstream School" (Diana Kent); "Towards Effective…

Hammer, Judith McGowan; O'Bar, Angelina Merenda (1989). Growing Up Strong: A Mental Wellness and Life Skills Development Program. American Indian Supplement–Preschool through Third Grade. The Growing Up Strong (GUS) program, a mental wellness and substance abuse prevention program, is based on the assumption that all children need a sense of belonging, heightened self-esteem, life skills development, and a positive self-concept. The American Indian Supplement was designed for use in conjunction with preschool, kindergarten and first grade, or second and third grade GUS program materials in predominantly American Indian classrooms or mixed classrooms of Indian and non-Indian students. The teacher's guide, designed for both Indian and non-Indian teachers, begins by explaining GUS's multicultural approach to prevention and by presenting research findings on the effectiveness of GUS with American Indian preschoolers. The next sections present guidelines for implementing GUS, involving the family, and integrating culturally sensitive learning experiences in the curriculum. Nine learning experiences, including running message relays, visual journals, traditional foods,…

Garcia, Ricardo L. (1978). Fostering a Pluralistic Society through Multi-Ethnic Education. Fastback 107. The purpose of multiethnic education is to prepare all students to live harmoniously in a multiethnic society. Multiethnic education pursues these goals by reflecting ethnic diversity in the curriculum, dealing directly with ethnic group similarities and differences, and helping students understand their uniqueness in a pluralistic milieu. Although most teachers do not intentionally discriminate against minority students, they generally reflect majority attitudes as a result of having been reared in middle- or lower-middle-class homes and communities away from concentrations of minority and lower-socioeconomic groups. Also, teachers are generally not prepared professionally to recognize and deal positively with ethnic differences as educational tools. Although great impetus to equal education was given by the 1954 Supreme Court decision in Brown v. Topeka Board of Education and by the Civil Rights Act of 1964, progress toward school desegregation has been slow. Teaching and… [PDF]

Bernhard, Judith K.; Chud, Gyda; Lange, Rika; Lefebvre, Marie Louise (1995). Paths to Equity: Cultural, Linguistic and Racial Diversity in Canadian Early Childhood Education. Childcare centers in Canada's largest cities frequently have children with family languages other than English or French and who are of diverse racial and cultural backgrounds. This three-part study focused on cultural diversity in early childhood education (ECE) settings in Toronto (Ontario), Vancouver (British Columbia), and Montreal (Quebec). The Center Study examined teachers' and supervisors' attitudes about benefits and challenges associated with diversity. The Family Study assessed the child care experiences of parents and minority group children. The Faculty Study interviewed college faculty preparing early childhood education teachers. Among the major findings are the following: (1) early childhood teachers often felt unprepared for working with children of diverse backgrounds, with language barriers identified as their largest challenge; (2) teachers reported minimal contact with minority families more frequently than for majority families; (3) a majority of teachers…

(2004). Integrating Immigrant Children into Schools in Europe: Finland–National Description 2003-04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Finland. Country of origin for immigrants in Finland 1990-2002 is appended. (Contains 2 figures and 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

Barnhardt, Ray, Ed. (1982). Cross-Cultural Issues in Alaskan Education. Vol. II. A collection of 15 articles on cross-cultural issues in Alaskan education addresses educational policy issues, educational development issues, community/school issues, and teaching/learning issues. The one theme that permeates all of the articles is the value of participation by community members in all levels of the education of their children. Under educational policy issues are: "A Native Philosophy of Education" (Pavilla); "Cultural Definitions and Educational Programs" (Dubbs); "Cultural Considerations in Technological Innovations" (Orvik); and "The Log School: A Case for Appropriate Design" (Dubbs/Barnhardt). Educational development issues covered are: "Psychology of Culture Change and Education for Economic Development" (Tamas); "Nonformal Educational Strategies for Rural Development in Native Alaska" (Gaffney); and "A Cross-Cultural Training and Development Program for Rural Alaskan Teachers" (Grubis)….

Bjerstedt, Ake, Ed.; Gustafsson, Evy, Ed. (1978). Towards Intergroup and Global Solidarity Via Teacher Training. Teacher Training as a Vehicle in Fostering Intercultural Awareness, Intergroup Understanding, and Global Solidarity: A Collection of Abstracts. No. 60. This annotated bibliography identifies over 100 resources available through the ERIC system. It focuses on the improvement of inservice or preservice teacher training for the purpose of fostering intercultural awareness, intergroup understanding, and global solidarity. Topics listed include international understanding via student teaching abroad, developing creative materials for teaching the culturally different child, evaluation of curriculum materials, and reviews of literature related to segregation and racism. Some descriptions of training institutes for teachers and school administrators are also included. Entries for the bibliography were located in the ERIC system from 1966-1976. Information is included on author, title, institutional source, publication date, number of pages, ERIC accession number, and availability from the ERIC Document Reproduction Service. A 200-word abstract and ERIC descriptors are included. (KC)…

(1999). Minorities and Adult Learning: Communication among Majorities and Minorities. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines communication among minorities and nonminorities in adult education programs. The booklet begins with a sketch of the situation of minority group members around the world and a list of 10 ways education policy and legislation can advance minority rights. Discussed next is the importance of allocating resources for education so that the different levels of need and different barriers in areas are taken into account. The importance of recognizing minorities' learning systems is underscored. The following are among the eight recommendations for adult learning by and for minority communities: (1) include minority knowledge, culture, language, religion, lifestyle, and history in curricula in a manner promoting mutual respect and understanding between communities; (2) recognize the role and value of minorities' traditional out-of-school learning processes; (3) link… [PDF]

(2004). Integrating Immigrant Children into Schools in Europe: Romania–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Romania. (Contains 2 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Portugal–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Portugal. Cultural groups/nationalities are appended. A bibliography is included. (Contains 6 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Latvia–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Latvia. A bibliography is included. (Contains 5 tables and 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

McCobb, James L. (1994). Serving Students Learning English as a Second Language: A Guide for Vermont Educators. This guide provides Vermont school districts with resources for offering equal education to limited-English-proficient students. It is organized according to a series of legal obligations to this population. The first four sections outline education-related rights and obligations, provide background information on second language acquisition and cultural diversity, discuss program planning and development for this population, and outline recommended steps for the school district to follow in serving students of English as a Second Language (ESL). Support and administrative materials are appended to each of these sections. The five subsequent sections detail those steps: (1) identification of non-English-language-background (NELB) students, both enrollees and previously-enrolled students; (2) screening of NELB students; (3) Initial assessment of NELB students for placement; (4) placement and provision of appropriate services; and (5) monitoring and guiding student progress and… [PDF]

(1985). Children, Families, and Public Schools: Building Community Alliances for Learning. The National Education Association's Annual Conference on Human and Civil Rights in Education (23rd, February 22-24, 1985). NEA Report. This conference addressed the problems of children whose circumstances limit their ability to learn, their access to equal educational opportunity, and their basic civil rights, and the role of National Education Association (NEA) members and their communities in solving these problems. The keynote address by Blandina Cardenas Ramirez, excerpted here, considered how education employees can address the needs of children whose education has been hampered by discrimination. Summaries of the following seminar sessions are provided: (1) the effects of hunger on children's learning; (2) child abuse and neglect; (3) overcoming racial, cultural, and economic alienation; (4) missing children, runaways, teenage suicides, and pregnant students; (5) children left alone: latchkey problems; (6) drug and alcohol abuse; (7) special needs of children; (8) overcoming the school obstacle course: testing, screening, and tracking; (9) maintaining cultural identity in school integration; (10) bringing… [PDF]

Paulston, Christina Bratt; Paulston, Rolland G. (1976). Language and Ethnic Boundaries. The paper examines the phenomenon of group bilingualism, the origin of the contact situations which lead to it, and the role of language in maintaining ethnic boundaries, especially in revitalization movements. Language shift and language maintenance are seen as indicators of the degree to which ethnic boundaries are being maintained. Many ethnic groups are discussed and the case of the Swedish Lapps examined at length. (Author)… [PDF]

Machida, Sandra (1986). Teacher Accuracy in Decoding Nonverbal Indicants of Comprehension and Noncomprehension in Anglo- and Mexican-American Children. Journal of Educational Psychology, v78 n6 p454-64 Dec. The degree to which Anglo- and Mexican-American first-grade teachers can accurately decode nonverbal indicants of comprehension and noncomprehension was examined. Teachers perceived boys as understanding more than girls. Slight cultural differences were found in children's behavior, but it did not affect teachers' interpretation. (JAZ)…

Bornheimer, Deane G. (1984). Predicting Success in Graduate School Using GRE and PAEG Aptitude Test Scores. College and University, v60 n1 p54-62 Fall. Performance of limited-English speaking graduate school applicants on the Prueba de Admision para Estudios Graduados aptitude test is compared with Graduate Record Examination results, and the validity of the two tests as predictors of academic success for bilingual doctoral students in the New York University Puerto Rico program is examined. (MSE)…

(2002). Program Participation and Academic Progress of Second Language Learners: Texas Middle School Update. Policy Research Report. This study examined program participation and academic progress of second language learners, following a cohort of Texas public school students from the school years, 1992-93 to 1999-00 as they progressed through the elementary and middle grades. Researchers examined the following: changes in Texas policy related to students with limited English proficiency (LEP) that occurred during this time; demographic characteristics of middle school students once identified as LEP and their non-LEP classmates; special language program participation patterns over time; participation in the assessment program; and progress of cohort students toward passing the grade 10 exit-level test required for graduation. By the time they reached middle school, most Texas LEP students were receiving all of their instruction in the regular, all-English instructional program. Many factors influenced the patterns of special language services students received and the number of years they received those… [PDF]

Pennebaker, James W.; Vano, Anne M. (1997). Emotion Vocabulary in Bilingual Hispanic Children: Adjustment and Behavioral Effects. Journal of Language and Social Psychology, v16 n2 p191-200 Jun. Examined linkage between emotion vocabulary and behavior problems among elementary-age students enrolled in a schoolwide bilingual program. Results from 99 Spanish-speaking children reveal behavior problems are more common among students with large disparity in emotion word vocabularies between English and Spanish. Findings support the hypothesis that knowledge of emotion language is adaptive for bilingual students within an educational setting. (GR)…

Siu, Sau-Fong (1994). Taking No Chances: A Profile of a Chinese-American Family's Support for School Success. Equity and Choice, v10 n2 p23-32 Win. Shows how a working class Chinese-American family prepares its only child for school success. This bilingual child of immigrants is successful academically and socially. The importance of high family expectations and the goal directedness of the parents is emphasized, as is the ambivalence the parents feel toward school. (SLD)…

Johnson, Janice (1991). Developmental versus Language-Based Factors in Metaphor Interpretation. Journal of Educational Psychology, v83 n4 p470-83 Dec. Roles of language proficiency and general developmental factors on metaphor interpretation were examined for 60 Spanish- and English-speaking and 60 monolingual English-speaking children aged 7-8, 9-10, and 11-12 years. Language proficiency in English and socioeconomic status were considered, but both were less important in metaphor interpretation than in age. (SLD)…

Guillory, Barbara L. (2000). Project Access: A Program To Improve Service Delivery for Culturally and Linguistically Diverse Populations with Speech, Language and Hearing Disorders. Teacher Education and Special Education, v23 n4 p271-80 Fall. This article describes Project Access, a program at Southern University (Louisiana) designed to recruit, retain, and train speech-language/pathology students from diverse cultural and linguistic backgrounds. Seminars that explore speech and language disorders of diverse populations were added to the required curriculum. Students receive support in the forms of financial aid, mentoring, and specialized academic support. (Contains references.) (Author/DB)…

Chavez, Eliverio (1993). Gender Differentiation in Minority Language Loss Among Hispanic Children in Northern New Mexico. Southwest Journal of Linguistics, v12 n1-2 p39-53. This two-stage study measured the bilingual proficiency of Hispanic students using a language dominance/proficiency test to determine rural/urban residence, active language use, socioeconomic stratification, and language attitudes. Results indicated that rural males were more proficient in the minority language, whereas females were the precursors in language shift to English. (SM)…

Helmar-Salasoo, Ester (1995). A National Study of States' Roles in Choosing Reading and Literature for Second Language Learning. Report Series 2.25. A national survey was undertaken in 1993 to discover what approaches and materials state agencies recommend in the teaching of reading and literature to students in elementary and secondary school bilingual and English-as-a-Second-Language (ESL) programs. The report summarizes the study methodology and findings in these areas: existence and content of a state curriculum guide of framework for bilingual/ESL programs; enrollments of limited-English-proficient (LEP) students; instructional support offered by the state in the form of teacher handbooks, materials addressing specific LEP populations; adherence to local control in bilingual/ESL instruction; alignment of bilingual/ESL programs with English language arts programs; use of multifunctional resource centers; workshop and conference offerings for bilingual/ESL teachers; use of core instructional materials lists; and common issues encountered by state ESL/bilingual program directors, including reorganization and reduced resources,… [PDF]

(1991). Children of the Rainbow: First Grade. This manual for first grade teachers provides suggestions and teaching materials that reflect the multicultural composition of New York City's (New York) public schools. An introduction describes the philosophy that supports a high-quality, developmentally appropriate program through a multicultural perspective. The manual is organized into the following eight sections: (1) "Planning for the First Grade," which provides strategies to assist teachers in beginning the school year successfully; (2) "The Multicultural Learning Environment," which offers guidance in organizing and implementing a variety of instructional approaches; (3) "Instructional Approaches and Strategies," which suggests approaches for implementing multicultural education as well as basic skills; (4) "Developing Themes of Study," which illustrates the thematic approach through five themes appropriate for first grade; (5) "Working Together," which describes shared…

Wilkinson, David; And Others (1993). What Works, and Can We Afford It? Program Effectiveness in AISD, 1991-92. Publication Number 91.43. This report presents information on the effectiveness, including cost effectiveness, of many programs of the Austin (Texas) Independent School District (AISD). In 1991-92, the AISD Office of Research and Evaluation (ORE) reviewed 85 programs or program components. Cost effectiveness was calculated for 18 programs using an achievement effect measure and for 16 programs using a dropout prevention effect measure. Most evaluated programs were rated as effective. In general, the programs showing the highest achievement gains for students tend to be programs that offer students enriching experiences in addition to the regular curriculum. Most have a relatively high initial cost, but once in place, their per-pupil costs are relatively low. A common feature for successful dropout programs is that they provide students with individual attention or the possibility of flexibility in class schedules and enrichment. These findings are in keeping with other conclusions that the ORE has drawn over… [PDF]

Fernandez, Carmen M.; Schulman, Robert (1984). Bilingual Pupil Services E.C.I.A. Chapter 1. O.E.E. Evaluation Report, 1982-1983. The primary goal of New York City's Bilingual Pupil Services project was to improve the academic performance and linguistic proficiency of Spanish-speaking limited English proficient students in grades 1-6. The project was designed to achieve this goal through a program which trained and supervised bilingual paraprofessionals who provided direct instruction to students in designated classrooms in 14 districts throughout Manhattan, the Bronx, and Brooklyn. Through a rigorous selection and retention process, structured inservice training sessions, and close ongoing supervision, paraprofessionals were guided by field instructional specialists toward becoming more knowledgeable, conscientious, and effective teachers. In 1982-83, 55 paraprofessionals worked with 1,210 students in 24 schools. Analysis of student achievement indicates that in all areas of the curriculum–English reading, Spanish reading, and math–and at all grade levels, students demonstrated statistically significant… [PDF]

(1989). Connections: A Journal of Adult Literacy. Spring 1989. Volume 3. Connections: A Journal of Adult Literacy, v3 Spr. The 10 articles (and introduction by Stephen Reuys) in this journal discuss issues of adult literacy/adult basic education from a variety of perspectives. Titles and authors are as follows: \The Boston Adult Literacy Initiative: Moving beyond Initiative\ (Silja Kallenbach); \Project FOCUS: Writing through Pictures\ (Beatriz M. Strohmeyer); \The Massachusetts Workplace Education Program\ (Judy Hikes); \Use of the Language Experience Approach with Non-English Speaking Refugees and Immigrants\ (Anthony D'Annunzio, Paige E. Payne); \Pioneering Effective Educational Services for Dyslexic Illiterate Adults\ (Carolyn Buell Kidder); \Two Views of Language Minority Issues\ (Tomas Kalmar, Fulano de Tal); \The Pittsburgh Literacy Initiative: A Community-Based Model for Meeting Urban Literacy Needs\ (Frances Wright); \A Storybook Ending\ (Lisa Santagate); \Meeting the Needs of Unprepared Students in Higher Education\ (Emilie Steele); and \Between Paulo Freire and Tom Sticht: Adult Education and… [PDF]

Kelly, Michael G.; And Others (1981). A Plan to Develop and Compare Two Vocational Education Models for Limited English Proficiency Students. Final Report FY81, August 1, 1980-June 30, 1981. A bilingual instructional model to teach limited English proficency (LEP) students vocational skills was developed and implemented at Waubonsee Community College (Illinois). Bilingual vocational and vocational English as a second language (VESL) courses were developed and conducted in the areas of machine tools and secretarial science. A total of five one-semester vocational Machine Tool courses were offered, with 60 LEP students enrolled; and two one-semester vocational Secretarial Science courses were offered, enrolling 22 students. Related VESL courses were offered along with both subjects. In order to conduct the courses, instructional materials were developed by rewriting and adapting regular course materials, in the Machine Tool course; and finding texts and materials at the appropriate levels for the Secretarial Science course. Materials were field tested in two semesters of the courses and revised as needed. Translated materials for the bilingual model were developed as… [PDF]