(1976). Multicultural Education: An Annotated Bibliography. This classified, annotated bibliography of recent works on multicultural education was compiled from an ERIC computer search and from manual searches at various university libraries. Each reference is listed in one of eight topical areas. These include: bibliographies on multicultural education; rationale and theory; program strategies; models; curriculum development; teacher education and training; community involvement; and evaluation and testing. Citations are accompanied by brief (usually under 100 words) annotations. (GC)…
(1981). English As a Second Language and the Salad Bowl Concept. World Education Monograph Series, Number Four. The salad bowl concept is discussed and the increasing importance of teaching English as a second language (ESL) is examined in this paper. When melting pot theory failed to preserve the values of cultural creativity and diversity of America's many immigrant groups, a new and better idea was born–the notion of the salad bowl. This concept implies that each individual from a different cultural background is encouraged to retain his or her own uniqueness while adding special flavors to enhance the whole. The salad is made richer by the number and variety of its ingredients. The ingredients in the vast salad bowl must have the \dressing.\ All U.S. citizens must be able to communicate in English as well as their mother tongues. English as a second language cannot simply be poured over the top of the salad. American English is a difficult language and requires time to learn. The dilemma is how to obtain the expertise needed to instruct the many new people who continue to come here and… [PDF]
(1975). State Compensatory Education Programs. Nineteen states are covered in this report on state compensatory education programs, examining the status of state financed compensatory education programs established during the last decade through the passage of Title I of the Elementary and Secondary Education Act. Programs discussed are stated to be limited to those designed for elementary and secondary level children with educational disadvantages caused by economic, cultural, and/or linguistic problems; programs for mentally, physically, or emotionally handicapped children are not included. The discussion is stated not to follow a standard format, due to the differences in state guidelines requirements as to the type of data to be submitted. Among the states included in the ongoing programs section are California, Connecticut, Massachusetts, Michigan, Pennsylvania, and New York. Two other chapters examine expired programs and anticipated programs, with a final chapter providing a directory of persons responsible for each of… [PDF]
(1976). Spanish-Hispanic Culture from A to V (Actualidades to Venezuela): 72 Spanish-Language Interdisciplinary Cultural Themes with Suggested Resource Materials and Activities. This guidebook is intended for use by teachers of Spanish (FLES through college level) and by teachers in Spanish bilingual programs. It lists all of the Spanish-speaking countries and 72 Spanish-language cultural themes, such as \Actualidades\ (Current Events), \Carreras y espanol comercial\ (Careers and Commercial Spanish), \Deportes\ (Sports), \el Gaucho\ (the Gaucho), \Humorismo\ (Humor) and \los Vascos\ (the Basques). Specific resource materials and suggestions for their use in classroom activities and other projects are listed under each of the 72 themes. Also included are the names and addresses of 64 publishers of Spanish-language materials, and suppliers of free or inexpensive materials. (Author/CLK)…
(1975). Kaleidoscope 13. A Special Issue: What to Do About 622. This document is devoted to helping teachers and administrators develop programs that creatively interpret Chapter 622, the Massachusetts State law that prohibits discrimination in the schools on the basis of sex, race, religion, color, or national origin. The majority of the programs identified focus on ways of expanding opportunities for students in areas that were either formerly closed to them or limited for them because of their sex. School systems scattered throughout the state have responded to the demands of the equal educational opportunity law by designing new coed programs which concentrate on developing practical skills for working in the home as well as on the job. "Kaleidoscope 13" has been distributed to superintendents and principals of all Massachusetts public and nonpublic schools (preschool through grade 12), education schools of all colleges and universities in the Commonwealth, local presidents of the Massachusetts Teachers Association and the… [PDF]
(1986). Schools and the Language Minority Parents: An Optimum Solution. Catalyst for Change, v16 n1 p14-17 Fall. To encourage more active participation of language minority parents, Oakland Unified School District (California) initiated a parent leadership institute called OPTIMUM. This project helps parents establish cooperative school relationships, understand school organization, upgrade their own education while helping their children, and capitalize on their linguistic and cultural resources. Includes seven references. (MLH)…
(1997). KinderApache Song and Dance Project. This paper describes activities and evaluation of the KinderApache Song and Dance Project, piloted in a kindergarten class in Cedar Creek (Arizona) on the White Mountain Apache Reservation. Introducing Native-language song and dance in kindergarten could help foster a sense of community and cultural pride and greater awareness of traditional values, as well as serve as a handy language-learning device. A parent survey indicated strong community support for the project, and the songs and dances were chosen with careful preparation. Project evaluation was planned in terms of enthusiasm generated and skill mastery. The children were expected to coordinate three skills simultaneously: singing, dancing, and beating a rhythm. A videotape documented 3 hours of song and dance instruction and parts of a field trip in which a community elder introduced Apache words to teach about cultural practices and plants used in traditional healing. Parents and grandparents attended a final performance… [PDF]
(2000). Racing against Time: A Report on the Leupp Navajo Immersion Project. This paper describes a federally funded language preservation program at Leupp Public School, part of Flagstaff (Arizona) Unified School District but located on the Navajo Reservation. Funded in 1997 for 5 years, this schoolwide project is designed to help elementary students become proficient speakers, readers, and writers of Navajo while enhancing their English language skills and preparing them to meet state academic standards. The program combines Navajo immersion with English-as-a-second-language inclusion, literacy initiatives, sheltered English/Navajo, parental involvement, and take-home technologies. Academic content and state standards are initially presented from a Navajo perspective via four global themes with a unifying concept of \hozho\ or \peace, beauty, and harmony.\ By fall 2000, the immersion program had been implemented in grades K-2 and plans for a school-based cultural center had been presented to the school district. This paper examines the need for the program… [PDF]
(2001). Success for All and Comprehensive School Reform: Evidence-Based Policies for Urban Education. This paper discusses comprehensive school reform (CSR), which accepts the importance of standards and accountability but adds to these strategies for introducing innovations in curriculum, instruction, school organization, governance, parent interactions, and other core features of practice. The paper reviews research on the nature and quality of evidence supporting Success for All, the most widely disseminated CSR program. The development of CSR was greatly influenced by the 1997 creation of the Comprehensive School Reform Demonstration Program (CSRD), which provides grants to support adoption of proven CSR models. Many states have aligned state or federal dollars intended to improve professional development or instruction in schools, especially high poverty schools, with CSRD, which increases the number of schools that can adopt CSR programs. Analysis of data evaluating Success for All and comparing it with other reform models indicates that Success for All is effective when fully… [PDF]
(1975). Bilingual-Bicultural Program for Elementary Teachers. Since 1968, Goshen College has been offering a program in international education. Called the Study-Service Trimester (SST), the program provides the geographic setting for direct experience in culture shock by exposing students to first-hand, live experiences and confrontations in unfamiliar environments. As part of their general education, elementary education students participate in SST assignments specially fitted for the future teacher in the classroom. Scheduled during the sophomore or junior year of college, SST combines the general studies component with early field work in the middle college years of professional studies. Students generally locate in Caribbean or Central American countries, where they study, work, and interact as a unit, while living in the homes of nationals. The faculty director coordinates a seven-week study program in language study, field trips, and readings and lectures in history, the arts, government, and education. During the second half of the… [PDF]
(1973). An Evaluation of ESEA Title I Programs, Community School District 15. The programs in District 15 funded under Title I of the 1965 Elementary Secondary Education Act offered a wide variety of educational programs targeted for the educationally deprived child. The major common thread running through all Title I Programs was the emphasis upon improvement of basic academic skills. Primary focus of all programs was directed toward acquisitions of skills which would lead to improved reading. The following elements comprised the funded programs under title I: Services to Early Elementary Children, Distar, Pre-Kindergarten, Parents School Center, Project Read, Project Improve, Cameo, Bi-lingual-Bi-Cultural, Hi-Impact, Saturday and Holiday Bus Trip, Optional Assignment, Non Public Schools, Prescriptive Reading Lab, and Remedial Reading Lab. The various Title I components varied from special programs set in one school to other programs which were in all grade schools. The diversity and comprehensiveness of programs required close monitoring by the District… [PDF]
(1993). Evaluating the Efficacy of Rater Self-Training. This paper examines whether individuals who train themselves to score a performance assessment will rate acceptably when compared to known standards. Research on the efficacy of rater self-training materials developed by the Center for Applied Linguistics for the Texas Oral Proficiency Test (TOPT) is examined. Rater self-materials are described and analysis of data is reported from a study conducted during their development. Eight individuals worked through the materials on their own and submitted qualitative feedback on the materials and on their experience with them. They also participated in a calibration study in which they independently rated recorded segments from a TOPT administration. These ratings were analyzed by traditional approaches and by a multifaceted Rasch approach. Findings indicate that the raters as a group scored the TOPT consistently, although differences in rater severity led to some important disagreements with the rating key. The study illustrates the role… [PDF]
(1991). Observer Agreement on Judgments of Bilingualism in Deaf Children. In order to better evaluate bilingualism in deaf children, this study examined whether observers (N=37) from different backgrounds would agree on deaf children's use of either American Sign Language (ASL) or English signing. Observers represented a range of background experience in a variety of schools and programs; 6 were deaf; 31 were hearing; 10 identified themselves as primarily ASL signers; and 27 as primarily Pidgin Sign English users. Observers viewed a videotape and decided whether the child signer was using ASL or English signing. Judgments were compared to those of a panel of sign language specialists. General results indicated no significant differences among observers at different levels of experience nor between deaf and hearing observers. However, the average score of deaf observers was significantly higher than that of hearing observers in identifying one child using ASL. Observers made their judgments predominantly on the basis of language use rather than structure… [PDF]
(1974). Methods of Second-Language Teaching. Canadian Modern Language Review, 31, 2, 102-107, Nov 74. Four methods of teaching a second language are discussed: (1) traditional approach, involving a limited amount of study each day; (2) second language study followed by study of another subject in that language; (3) early immersion in the language in grades k-2; and (4) late immersion, where exclusive use follows traditional language study. (CK)…
(1974). The Study of Foreign Languages in China. Modern Language Journal, 58, 8, 384-391, Dec 74. Discusses contemporary foreign-language teaching in China. The foreign languages taught, including Chinese dialects, are discussed, and observations of classes are reported. Teaching methods, textbooks used, and university curriculum are discussed. (RM)…