(1992). Literacy, Cultural Diversity, and Instruction. Education and Urban Society, v24 n2 p279-91 Feb. Scaffolding is a conceptual framework through which educators rethink the in-school learning experience. The following three models of culturally sensitive scaffolding offer important lessons for literacy education: (1) signifying and interpreting "speakerly texts"; (2) talk story, turn taking, and classroom discussion; and (3) community funds of knowledge and practice of literacy. (SLD)…
(1991). Immigration and Schooling: An Ethnohistorical Account of Policy and Family Perspectives in an Urban Community. Anthropology and Education Quarterly, v22 n4 p300-25 Dec. The historical realities of a northeastern urban community in two periods of high immigration (1890 to 1920 and 1970 to 1990) for European and Latin Americans point out the fallacies of stories of earlier times when newcomers supposedly learned English effortlessly and without special programs for linguistic minority children. (SLD)…
(1996). Diverse Teacher Candidates' Critiques of Multicultural/Bilingual Teacher Preparation: Insights and Implications. This study examined California's new system of bilingual and cross cultural teacher preparation, its implementation, and teacher candidates' reception of it. The new system, referred to as (B)CLAD, consists of two credentials for preservice teachers and two certificates for inservice teachers: the Cross Cultural Language and Academic Development, and the Bilingual Crosscultural Language and Academic Development. The study focused on the introduction of these new standards for teachers of diverse students at a large research university in Southern California; the implementation process; and teacher candidates' and teacher educators' narrative practices, perceptions, and interpretations, using ethnographic case study methods. In-depth interviews with eight preservice teachers in the program indicated that the teacher candidates demonstrated awareness of the program's main focus as articulated by the teacher educators and that potential tension existed between this focus and the… [PDF]
(1999). An Enduring Voice in American Indian Education: The Arizona State University Center for Indian Education, 1959-1999. Journal of American Indian Education, v38 n3 p19-33 Spr. Arizona State University's Center for Indian Education has pursued its goals of research, teacher training, community outreach, policy advisement, leadership development, and student recruitment through such efforts as founding the Journal of American Indian Education, tribally controlled schools, and community-focused college programs; administering federal programs; and hosting national conferences, while adapting to shifting political attitudes towards Indian education. (TD)…
(1987). Meeting the Challenge of Basic Education and Literacy in Latin America and the Caribbean. Highlights of a Unesco/UNICEF Regional Seminar on the Universalization of Primary Education and Literacy (Sucre, Bolivia, May 4-10, 1987). UNESCO-UNICEF Co-operative Programme Digest No. 24. This digest presents the main elements of a regional seminar held in Sucre, Bolivia, to analyze and assess basic education and literacy programs that have been implemented in Latin America and the Caribbean. In addition to UNICEF and UNESCO officials, some 36 experts from 11 countries participated in the meeting. Although the initial aim of the seminar was to analyze the progress of the projects which, with the cooperation of UNICEF and UNESCO, were operating in Peru, Bolivia, and Nicaragua, the seminar extended its focus to include basic planning problems related to programing for small children, women, and indigenous populations. Recommendations reaffirmed the need for a dynamic approach from a perspective of ongoing education within the framework of authentic sociocultural contents. The text of the digest provides an analysis of educational problems and strategies to use in addressing the problems, lessons from the experience of projects in the program for Universal Primary…
(1971). . The State of Louisiana has instituted a number of educational programs to meet the needs of a large French- and Spanish-speaking population. For the French-speaking population, the program is designed to improve and expand the teaching of French at all educational levels and to preserve and protect the French cultural heritage. Contact and exchanges with the governments of France and Quebec are a key part of the program. For the Spanish-speaking population, there are English as a second language programs. An extensive bilingual program for teaching Spanish and English at all educational levels has been proposed. Exchange programs with Costa Rica play an important role in preparing teachers for teaching Spanish and English to Spanish speakers. (VM)… [PDF]
(1979). No One Model American. The University of Toledo College of Education 1979/Educational Comment. Endorsing the principle that there is no one model American, the 10 essays in this monograph demonstrate cultural pluralism and illustrate the need for multicultural education in American schools. A general statement, adopted by the American Association of Colleges for Teacher Education, emphasizes that multicultural education affirms that schools should be oriented toward the cultural enrichment of all children through programs rooted to the preservation and extension of cultural alternatives. The following authors and articles examine cultural, ethnic, religious, racial, regional, and sexual differences in America and present suggestions for incorporating multicultural education in the schools: "The Case of Afro-Americans" by Herbert Douglas; "The Case of Appalachians" by Julia Damron Porter; "The Case of Evangelicals" by Harold W. Berk; "The Case of Jews, Italians, Irish and Chinese" by Martin L. Berman and Albert W. Vogel; "The Case…
(1995). Teacher Development for Bidialectal Education. A program at Edith Cowan University (Australia) to develop a teacher training curriculum supporting bidialectalism in the schools is described. Underlying principles of this approach to bidialectal education are the acceptance of Aboriginal English, creation of a bridge to standard English, and cultivation of Aboriginal ways of approaching experience and knowledge. Two course modules were developed, to be combined with others to constitute a graduate certificate in Aboriginal language studies or a major in bidialectal education. Focus here is on three aspects of the project: research on the Aboriginal English dialect spoken in the nine participating Western Australia schools; mentoring of the teachers involved, including inservice workshops on bidialectalism and bidialectal education; and modification of the university's teacher education curriculum. Appended materials include a project timeline reflecting the roles of the research team, participating teachers, and Western Australia… [PDF]
(1992). School Finance: Many Questions, Elusive Solutions. ASPIRA Issue Brief, . This brief reviews and analyzes issues surrounding public school financing, particularly for Latino communities and elementary school and secondary school education. A review of the current legal debate notes that there have been legal challenges to school financing since 1967, and that rulings have indicated that government has a responsibility in appropriating funds to education. A section on how schools are funded explains that generally 40 percent of funding comes from local revenue, 54 percent from state revenue, and 7 percent from the Federal Government. The brief goes on to look at school finance equalization, variations among states in funding levels and systems, and disparities between school districts. A further section discusses the significance of funding disparities and then their particular significance for Latinos who are one-tenth of the school population and heavily concentrated in urban areas. Later discussion reviews current school reform strategies and monetary…
(1985). Fairview German Bilingual School: A Successful Model for Elementary-School, Second-Language Learning, Part II. Laying the Foundation: German in the First Grade. The first grade program of the Fairview German Bilingual School, the elementary (K-5) segment of the Cincinnati public school system's German bilingual alternative program, is described. The school provides intensive second-language instruction in German for monolingual English-speaking children with bilingualism as the objective. The school is racially, ethnically, and socioeconomically diverse, a characteristic that is emphasized in the curriculum and in classroom interaction. In first grade, 50 minutes a day are devoted to language instruction. The entire class has 30 minutes of instruction each afternoon, and on alternating mornings, half the class has 40 minutes of immersion. The curriculum is entirely oral and fosters comprehension and speaking skills. The four first grade classes fill the entire teaching schedule of one German teacher, who has a classroom to which the students travel. The school's German specialists, who do not have elementary teaching certificates, use…
(1985). Assistant Chef Program. Vocational Objectives and Sample Menus. Instructor materials are provided for an assistant chef program intended for English as a second language (ESL) or bilingual (Spanish-speaking) students. Vocational objectives are presented for over 20 cooking projects. Components of each include a task analysis; ESL related objectives, vocabulary, and/or structures; and vocational and/or ESL materials and strategies that are required. Other contents include two lesson plans: dry heat cooking methods and moist heat cooking methods. Components of each lesson plan are vocational objectives, language objectives, content/process, materials needed, and evaluation. Over 30 pages of menus conclude this packet of materials. (YLB)…
(1983). Spanish Translation and Feasibility Study of "Ranger Rick's Nature Magazine." Final Report. The study was designed to evaluate the acceptance, appropriateness, and use of an experimental Spanish edition of the April 1980 "Ranger Rick's Nature Magazine"; to identify similarities and differences in the reactions to the translated edition of various groups within the Hispanic population; and to collect the recommendations for the Spanish edition from the field test groups. Researchers used a mail questionnaire to survey 2,734 students in 119 classes in grades 4-8 in 17 sites in 7 states, and conducted observations and on-site interviews with a subsample of students and teachers. The respondents represented three major Hispanic groups (Mexican Americans, Cubans, Puerto Ricans) in various socioeconomic groups, from different types of communities (urban, suburban, and rural), and with varying degrees of Spanish and English proficiency. Acceptability and use of the Spanish edition was generally high among students and staff, although the vocabulary level was difficult… [PDF]
(1981). Know Your Laws. French. This French language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law…
(1981). Know Your Laws. Spanish. This Spanish language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law… [PDF]
(1981). Know Your Laws. Czechoslovakian. This Czechoslovakian language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a…