(2003). Contemporary Bilingual Life at a Canadian High School: Choices, Risks, Tensions, and Dilemmas. Sociology of Education, v76 n3 p247-64 Jul. Reports on a ethnographic study that investigated how immigrant high school students used Cantonese and English to achieve academic and social success in a Canadian high school where English was the language of instruction. Argues that immigrant students found meaningful ways to acquire the cultural capital of the dominant society. (CAJ)…
(1977). The Filipino Family, Teacher's Guide. A Unit of the Bay Area Filipino Culture Education Project, Revised Edition 1977 [And] Student Booklet [And] Teenagers in the Philippines and the Filipino Teenager: USA, Teacher's Guide. [And] Appendix: Final Report. Three units of one to three weeks duration each comprise this Filipino Culture Education Project package developed for students in grades 6-8. Objectives are to help students recognize the cultural heritage of Filipino Americans, to develop bicultural identities, and to help non-Filipino students develop appreciation for the cultural diversity within the United States. The units are titled "The Filipino Family,""Teenagers in the Philippines," and "The Filipino Teenager: USA." Through a task approach to the study of culture, students collect and analyze data about similarities and differences between ethnic populations. Each unit contains several tasks for one or more students to be accomplished in varying lengths of time. Activities are student-centered, with the teacher acting as facilitator of learning. Instructions for students are in both Tagalog and English. Activities include compiling a family album or family tree, and studying music and native…
(2002). Schooling for Self-Determination: Research on the Effects of Including Native Language and Culture in the Schools. ERIC Digest. This digest briefly reviews the impacts of assimilationist education for American Indians and Alaska Natives (AI/AN) and describes recent examples of successful AI/AN schools that incorporate students' native language and traditional culture into the curriculum. Beginning in the 1870s, federal policy emphasized assimilation as the goal of AI/AN education. Assimilationist policies had the effects of separating AI/AN students from their communities, weakening Native languages and cultures, driving students toward a marginalized identity, alienating students from schooling, and producing subtractive bilingualism. The past 3 decades have seen many efforts to restore and revitalize Native languages and cultures through the schools and to use Indigenous knowledge and language to meet both local and Western educational goals. Concurrently, the notion of appropriate academic knowledge has been reevaluated, and some teachers and elders have found ways to connect local practical and cultural… [PDF]
(1994). Service Delivery to Culturally and Linguistically Diverse Exceptional Students in Rural School Districts. Rural Special Education Quarterly, v13 n4 p37-45 Fall. Survey responses of 60 rural New Mexico special education directors address availability of programs that simultaneously meet cultural, communication, and disability needs of diverse student populations; training of personnel in these programs; and whether educational diagnosticians and speech language pathologists accommodate language and cultural factors. Recommends cross-training of rural special educators and English-as-a-Second-Language teachers. (RAH)…
(2006). When \Other People's Children\ Are Your Own: A Multicultural Teacher Educator Learns about Difference from the inside out. Multicultural Perspectives, v8 n4 p49-54 Nov. As a multicultural teacher educator, the author has committed her professional life to helping future teachers understand their roles and responsibilities in working with the populations that Delpit (1995) referred to as \other people's children.\ Since the author is a former bilingual instructional assistant and English as a second language teacher, she takes a particular interest in understanding the experiences of linguistic \others\–children who come from homes and communities where their cognitive and socioaffective lives have been shaped through a language other than, or in addition to, English. Teaching about \otherness\ or \difference\ in a demographic context has its particular challenges. There are the frequently cited attributes of the \typical preservice teacher\ to contend with–ignorance of the history and cultural practices of nondominant racial/ethnic groups, disinterest in working with nonmajority students, negative perceptions of these students' abilities and low… [Direct]
(1991). Indigenous Bilingual EC Programmes in Aotearoa, Wales and the U.S. This paper examines bilingual early childhood programs in Aotearoa, New Zealand, in Wales, and among the indigenous people of the United States. The first section of the paper describes bicultural programs as programs that promote an acknowledgement of the ways people of each culture live, communicate with one another, and understand their world. A bilingual program is a bicultural program that involves the learning of a minority language. The advantages of bilingual programs in Aotearoa, New Zealand include fostering the Maori people's access to their language and culture, providing individual and societal enrichment, and promoting enhanced academic achievement. The second section of the document outlines the history of Maori educational initiatives. Research that exposes nonegalitarian practices in New Zealand educational policy is cited and Maori attempts to achieve autonomous control over their educational development are described. The third section contains observations on…
(1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 4, German. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Key areas addressed in this profile include: (1) the place of German in Australian education; (2) issues in the teaching of German including teacher preservice training, language proficiency among teachers of German, and teachers' concerns about the delivery of German language programs; (3) sociolinguistic data on the German-speaking community in Australia; and (4) German as a world language. Findings show that the position of German in Australian education is relatively strong. Numbers of students enrolled in German language courses are on the rise, and availability of German as a Language Other Than English (LOTE) in primary, secondary, and tertiary… [PDF]
(1985). Fairview German Bilingual School: A Successful Model for Elementary-School, Second-Language Learning, Part I. The 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. In 1984-85 the student body numbered 510, from 50 Cincinnati neighborhoods. An active parents' group is a major program element. The teaching staff includes basic classroom teachers for the standard grade-level curriculum and German-language teachers with near-native fluency and extensive exposure to the people, cultures, and institutions of a German-speaking country. The kindergarten German instruction consists of three 20-minute sessions a week. From first grade on, a sequenced and highly structured oral language curriculum is used. German and English-language curricula are integrated to the extent possible. Student academic achievement has been average or above…
(1988). State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report 1987-88. The 1987-88 school year was the ninth year that students in the State Bilingual and Migrant programs were assessed in reading and mathematics using a norm referenced test. This is the second year that the new California Achievement Test (CAT) Form E, normed in the Spring of 1985, has been used for program evaluation purposes. The locally adopted performance standard was that grade level post-test mean percentile scores would evidence improvement over pre-test scores. Overall, results show decreases from the previous year in the percent of grade levels meeting the performance standard in both reading and mathematics. For the State Bilingual Program, the decrease was the same. For the Migrant Program, the decrease was less in reading than in mathematics. The results of this product evaluation were combined with the results of a process evaluation to generate recommendations to improve the implementation of next year's programs. Statistical data are included in 13 tables. The… [PDF]
(1983). Integration Evaluation Reports: Executive Summaries and Evaluation Designs, l982-83. Publication No. 437. This is one part of an evaluation of the Los Angeles Unified School District's Predominantly Hispanic, Black, Asian, and Other Non-Anglo (PHBAO) student integration programs. The analysis is based on data collected from staff, students, and parents during 1982-83 at schools that are at least 70% non-Anglo. This volume, in eight sections, discusses and summarizes evaluation findings. Section A describes the implementation of seven programs: Bilingual Classroom Teacher Program, Urban Classroom Teacher Program, Computer Assistance, Curriculum Alignment, Project Textbook, Student-to-Student Integration Program, and Supplemental Counseling Progam. It then analyzes overall program effectiveness and results of the School Attitude Measure administered in program schools. Throughout, four analytic approaches are employed: a harms analysis, an implementation analysis, an effectiveness analysis, and an analysis of achievement and attitude data. Sections B-D summarize evaluations of these… [PDF]
(1984). Bushwick High School, "A Warm Welcome." O.E.E. Evaluation Report, 1982-1983. Project "A Warm Welcome," in the last of a 3-year funding cycle, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science and social studies, to 250 Hispanic students at Bushwick High School, Brooklyn, New York. The principal goals of the program were to expedite the acquisition of those English language skills necessary for full mainstreaming by the senior year of high school, and to provide career awareness training. Title VII funds provided for administrative and support services staff, while instructional services and paraprofessional assistance were funded from other sources. The project developed an integrated core curriculum for ESL, science, social studies, mathematics, and career awareness. Student supportive services consisted of college and career preparation, individual counseling, and referrals to outside agencies. Staff development and parent participation activities were… [PDF]
(1981). Mathematics Curriculum Guide for Kindergarten through 3rd Grade. ESEA Title VII Bilingual Program. Dysart Unified School District. Bilingual mathematics competencies and competency-coordinated activities are provided in the four sections of this curriculum guide for kindergarten (pre-operational) and grades 1-3 (concrete-operational) children. Topic areas for kindergarten include: classification (logic); comparing/ordering/graphing; quantitative; measurement; geometry; patterning/predicting; and construction. Topic areas for grades 1-3 include: classification (logic), comparing, and ordering; numeration; notation; measurement; basic facts (addition and subtraction of whole numbers); algorithms for operations; graphing; geometry; patterns; and fractions. Each section begins with the list of competencies related to the topic area, followed by activities for learning the competency. Included with the activities are behavioral objectives, instructional strategies, a list of materials needed, and when applicable, references to text materials. Since the curriculum is intended to be a…
(1983). Project A.B.C. (Bronx Academic Bilingual Career Program). O.E.E. Evaluation Report, 1981-1982. Project A.B.C. (Academic Bilingual Career Program) is a multisite project serving new immigrant students at three different high schools in the Bronx, New York: Vietnamese (Chinese ethnics) at Theodore Roosevelt, Italians at Christopher Columbus, and Cubans and Dominicans at John F. Kennedy high schools. Project students are incorporated into the schools' regular bilingual programs, and receive additional special resources. As well as attending ESL and native language arts classes, participants take content-area subjects (mathematics, science, social studies) in their native language. Analysis of the program's first year of operation found that most students met program objectives in English syntax. Performance in other areas was variable. This evaluation report attributes failures to meet objectives to organizational and administrative difficulties and provides a number of recommendations regarding: (1) the development of career resource centers at each site; (2) completion of… [PDF]
(1982). The Why, What, and How of a Bilingual Approach for Young Children [and] El Porque, el Cual y el Como de un Enfoque Bilingue para Ninos Preescolares. This guide, in parallel English and Spanish volumes, provides information necessary for implementing bilingual/multicultural programs. Section 1 defines and describes the bilingual approach, examining instructional goals, rationale, philosophical justification, legal foundations, and practical considerations. Section 2 discusses attitudinal concerns, implementation problems, self-assessment instruments, and general strategies for attitude improvement. Bilingual requirements, the processes of language development and second language learning, language assessment and variation, testing procedures, and language teaching strategies are presented in Section 3. The importance of culture is emphasized in Section 4 through discussions of values, providing choices, and integrating cultures and contributions of all groups. Section 5 introduces curriculum ideas and strategies for implementing the bilingual approach. Parental involvement is outlined in Section 6. The concluding section… [PDF]
(1985). Documenting Evaluation Use: Guided Evaluation Decisionmaking. Evaluation Productivity Project. This paper documents the evaluation use process among districts using the Guide for Evaluation Decision Makers, published by the Center for the Study of Evaluation (CSE) during the 1984-85 school year. Included are the following: (1) a discussion of research that led to conclusions concerning the administrator's role in evaluation use; (2) a characterization of project objectives and how they grew out of research findings; (3) a description of the process of locating and selecting districts to implement the guide; (4) a description of each evaluation context (the use-affecting factors which emerged at each site, the application of the guide by administrators to promote use, success in applying the intended evaluation uses); (5) a discussion of implementation issues; (6) a synthesis of the results across sites; and (7) suggested implications for future practice. Appendices include a factor pattern for evaluation use, worksheets, organizing strategies from the guide, a letter of… [PDF]