(1998). No Habla Ingles: Exploring a Bilingual Child's Literacy Learning Opportunities in a Predominantly English-Speaking Classroom. Bilingual Research Journal, v22 n2-4 p175-200 Spr-Fall. A monolingual English-speaking teacher and bilingual researchers analyzed the discursive practices in a third-grade classroom that affected the literacy learning opportunities available to a monolingual Spanish-speaking migrant student. Literacy learning opportunities were shaped and influenced by the specific contexts in which the student acted and interacted. (Contains 48 references.) (Author/SV)…
(1997). Raising Achievement for Asian Pupils. Multicultural Teaching, v16 n1 p21-25,30 Win. Analyzes why ethnic minority groups, such as Asians, are achieving marginal academic success. Analysis of the management, pedagogic, curriculum, resource, and community issues indicates what political guidance might be effective to help improve academic achievement. (GR)…
(2003). Science in Any Language. Science and Children, v41 n3 p35-39 Nov-Dec. This article describes how Guided Language Acquisition Design (GLAD) teaching strategies can help English language learners (ELL) with science. GLAD is a model for planning science, social studies, and literature-based units. It includes a collection of innovative strategies designed to help all levels of ELL students' access core curriculum while acquiring English skills and vocabulary. A teacher educator and her preservice students practiced applying the following four GLAD techniques that are described in this article: Pictorial input, picture file cards, poster boards, and ear-to-ear reading. (Contains 1 figure and 4 resources.)… [Direct]
(2006). Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners. Bilingual Research Journal, v30 n2 p521-546 Sum. In the wake of the federal No Child Left Behind legislation, standardized tests have become increasingly high-stakes. Yet English language learners (ELLs) typically score far below native English speakers, creating pressure to "teach to the test." This article shares findings from an intensive year long study in 10 New York City high schools, detailing how high-stakes tests become "de facto" language policy in schools. Most schools and individual educators have increased the amount of English instruction ELLs receive; however, some have instead increased native language instruction as a test preparation strategy. Curriculum and instruction focuses on test content and strategies, and English as a second language classes have become more like English language arts classes for native English speakers. In bilingual classes, tests are found to promote monolingual instruction with test translations guiding decisions about language allocation. (Contains 2 endnotes.)… [Direct]
(1994). My Fulbright Experience in Mexico. This packet shares general impressions and interpretations of Mexico offered by a participant in a 5-week Fulbright-Hays Seminar. Included are suggestions on how to use this information to open up communication between the school and Mexican students and their parents. In addition to the background information and statistics, the material also has included personal interpretations and observations. The packet includes the following sections: (1) "Geography of Mexico"; (2) "The North and the South"; (3) "The Mexican Education System"; (4) "Parent Involvement"; and (5) "Children's Literature." Curriculum guides from Mexico written in Spanish are provided. (EH)… [PDF]
(1992). Native Americans: Leaders in the 21st Century. A Comprehensive Statewide Plan for Indian Education. This publication outlines Oklahoma statewide standards and strategies for meeting the educational needs of American Indian students and assuring meaningful participation by Indian parents and communities. The Oklahoma State Department of Education believes that all students must be educated in school environments that fully include them. In an introductory section, cross-cultural curriculum is proposed as a key strategy for achieving a fully inclusive school and an educational environment conducive to learning. The full inclusion of Indian students requires that educators recognize the importance of cultural differences, particularly with regard to belief systems. Native American studies are valuable for both Indian and non-Indian students and instruction in American Indian languages facilitates the learning of the Native culture. Other sections discuss state strategies to encourage parent involvement, provide a challenging and culturally appropriate curriculum, ensure… [PDF]
(1990). Navajo Culture: A Bridge to the Rest of the World. This document describes a Navajo Indian program for making Navajo education more responsive to Native American cultural and educational needs. A survey of existing literature examines American Indian students' historical struggle between cultural identity and Anglo-American assimilation. As Navajo children may lack the schema for traditionally defined educational success and competition, schools might reexamine their customary teaching methods. The Greasewood Toyei Consolidated School began emphasizing bicultural education by weaving Navajo culture into the regular curriculum. Teachers were empowered to create their own culturally relevant study programs as part of a schoolwide curriculum reassessment. Student-testing and discipline policies were reevaluated. Teachers and assistants attended language workshops that exposed them to the Whole Language approach, a holistic learning method. An evaluation committee determined that the Comprehensive Tests of Basic Skills (CTBS) were…
(1985). Navajo Student Enrollment & Basic Educational Data: Navajo Area School Systems SY-1984-85. During school year 1984-85, 61,586 Navajo preschool-grade 12 students were enrolled in 241 schools serving the Navajo Nation in Arizona, New Mexico, and Utah. Approximately 62.8% of the Navajo students attended 157 public schools, while 25.4% attended 53 Bureau of Indian Affairs (BIA) operated schools, 6% attended 9 community-controlled and 22 mission schools, and 5.8% attended preschools under the Division of Navajo Child Development. Navajo student enrollment appeared to be increasing at a rate of 01.4% per year. BIA schools showed the lowest rate of increase (00.7%), with public school enrollments increasing at 01.9% per year and contract school increasing at 3.4% per year. Only two of the 26 public school district superintendents were Navajos. Of the 423 administrators in Navajo area schools, 110 were Navajos, with 64% administering the contract schools. While only 739 of the 4,839 teachers were Navajos, 1,160 of the 1,638 teacher aides were Navajos. A total of 38 schools were…
(1987). Beyond Policy and Language Choice: An Analysis of Texts in Four Instructional Contexts in East Africa. Special Studies in Comparative Education, Number Eighteen. This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings… [PDF]
(1981). A Program to Provide Vocational Training to Limited English Speaking Adults in a Correctional Setting. Final Report. The Windham School System implemented a pilot project designed to provide bilingual vocational training to limited English-speaking adults in a correctional setting. Inmate students enrolled in Windham bilingual academic classes on the Eastham Unit of the Texas Department of Corrections were interviewed, and procedures for student screening and subsequent placement into existing vocational classes were developed and implemented. A vocational academic teacher was hired to provide 6 hours of language training each week as a supplement to their 30 hours of weekly vocational training. Coordination was effected between the vocational trades instructors and the vocational academic teacher to incorporate vocational terminology into the language training class. Relevant vocational materials in Spanish were provided as supplements to the vocational trades curriculum. Ten limited English-speaking adult inmate students were placed into five vocational trades classes. They reported no…
(1984). A Model for Mathematics Teaching Effectiveness for Mexican-American Students. Guided by the assumption that teaching methods found successful with the majority cultural group can be utilized effectively with Mexican American students, except where there is clear, significant research evidence to the contrary, the model suggests an instructional approach to improve mathematics achievement of elementary Mexican American students. The model follows a format of planning, implementation, and assessment of instruction, and is modified relative to the influence of language development, low-income parents, and classroom climate on the academic achievement of Mexican Americans. Planning encompasses identification of cognitive entry levels of performance in language and mathematics, externalization of objectives, and selection of instructional techniques and materials. Implementing instruction requires effective use of allotted instructional time in a class format providing set induction, presentation of new material, supervised practice with feedback, homework, and…
(1978). Artesanias Mexico – Americanas. Programa Piloto de Entrenamiento Para El Asociado Bilingue y Bicultural En El Desarrollo del Nino: Guia XIII [Arts and Crafts of Mexico and the Americas. Pilot Program for the Training of Bilingual and Bicultural Teachers for the Cognitive Development of the Child: Guide XIII]. This Child Development Associate (CDA) training module, the thirteenth in a series of 16, provides creative experiences with arts and crafts for young children. Designed for preschool teachers and paraprofessional trainees, the Spanish text offers a variety of craft activities. A list of materials necessary, step-by-step directions and illustrations are included for each activity. Many of the projects have their origin in traditional Mexican and Mexican-Indian culture (pinata, cruz huichol) and can be used as supplemental activities to lessons on the culture and history of Mexico. This module focuses on specific behaviors that directly relate to CDA Competency 2. (CW/RH)…
(1974). Evaluation of Title I ESEA Projects, 1973-1974: Technical Reports. Report No. 7523. This document is an annual report issued by the Department of Title I Evaluation Services, evaluating projects funded under Title I of the federal Elementary and Secondary Education Act of 1965. Assistance in evaluation design, instrument development, data analysis, and editorial matters was provided by members of the Division of Instructional Research and Development Services. Over the past nine years, comprehensive evaluations of Philadelphis's Title I program have been undertaken both systemwide and project by project. They reveal that, although relatively new, Title I projects have enabled administrators and teachers to create favorable learning environments, and to reverse some of the historic trends toward drastic pupil underachievement. Our evaluations indicate also that parental participation and positive community attitudes have increased dramatically. This volume contains the technical reports of individual Title I project evaluations. It contains extensive information… [PDF]
(2002). Effective Approaches to Teaching Young Mexican Immigrant Children. ERIC Digest. Of the 22 million children currently enrolled in U.S. schools, more than 2 million have limited English proficiency. Preschoolers and elementary-age children make up the greatest proportion of the immigrant student population, and many teachers need support in educating these young, linguistically diverse students. This digest reviews proven educational strategies for working with Mexican and other immigrant children. Myths about the second-language learner and the complexity and lengthiness of the process of second-language acquisition are briefly discussed. The following teaching strategies for preschool and elementary teachers are described: 1) encourage development of the child's first language; (2) provide visible signs of children's first language, and learn Spanish; (3) learn about Mexican culture, and teach acceptance; (4) be sensitive to children's struggles, and follow a classroom routine; (5) acknowledge children's strengths, and use portfolio-style assessment; (6) plan… [PDF]
(1981). Predicting Academic Achievement among Bilingual Hispanic College Technical Students. Educational and Psychological Measurement, v41 n4 p1255-64 Win. The predictive validity of several mathematics and language variables relative to criteria of grade point average and word problem-solving skills for 60 bilingual Hispanic technical students is investigated. Examination of standardized college admission criteria is urged. Revealed is a disparity in academic performance between bilingual and monolingual students. (Author/AL)…