(1985). 12 Secrets of Smart Food Buying. Keep Foods Safe. Guide to Refrigerator Storage. This package consists of various bilingual instructional materials for use in helping Indochinese refugees learn basic food purchasing and food storage skills. Included in the package are a Vietnamese/English bilingual booklet explaining 12 secrets of wise food buying and translations of guidelines for keeping foods safe (English, Vietnamese, Lao) and storing foods in a refrigerator (English, Lao, Cambodian). (MN)…

Baenen, Nancy R.; Yonan, Barbara (1988). Title VII Evaluation, 1987-88. Title VII federal funds have been used in the Austin (Texas) Independent School District (AISD) since 1985-86 to enhance the regular secondary bilingual and English-as-a-second-language programs for Hispanic limited English proficient (LEP) students. The four secondary campuses involved were those with the highest concentrations of Hispanic LEP students–Martin Junior High and Travis, Anderson, and Johnston High Schools. Title VII provided staff training, student tutoring, curriculum development, and parent/family training. In 1987-1988, a total of 233 LEP students were enrolled in these schools, while over the 3 years of the project, 33 Title VII teachers took one or more courses leading to ESL-endorsement certification. In addition, between 1986 and 1988, 16 workshops were held for parents/families of LEP students. Title VII in combination with other AISD programs appeared to have a positive impact over 3 years as English proficiency improved steadily across time and students… [PDF]

Edwards, Henry P.; Fu, Lewis (1983). Mathematics Achievement: Interactive Effects of Language of Instruction and Teacher Use of New Curriculum Materials. This study examined the mathematics achievement of grade three English-speaking pupils enrolled in French immersion or in an English program as a function of language of instruction and the extent to which their teachers used a locally developed mathematics curriculum document. The sample consisted of eight English program classes and four French immersion classes. French and English versions of an objectives-based mathematics test were administered in October, 1981, and equivalent forms plus a nonverbal aptitude test were given to the same pupils in May, 1982. All participating teachers completed a teacher survey. The English program pupils made significantly greater mathematics gains than their French immersion peers, although the latter had higher initial average scores. Regardless of program, pupils whose teachers reported greater use of the new curriculum document made more mathematics progress than did pupils whose teachers reported less use of the document. The combined…

Gandara, Patricia C.; Samulon, Marta (1983). Factors Influencing the Implementation of Language Assistance Programs. A study of the existing local needs, resources, and services for limited English speaking residents of the United States was undertaken to clarify local, state, and federal responsibility for the provision of services. For a small but representative sample consisting of eight school districts serving minority language students, the study provides answers to five questions: (1) What services are being delivered? (2) How do the patterns of service vary by district type? (3) What specific deficiencies in language assistance services are perceived by beneficiary groups and educators? (4) What is the apparent cause of these deficiencies? and (5) Do local beneficiary groups and educators see any need for federal regulation, and if so, what should the rules encompass? Key findings include these: (1) services to language minority students vary enormously among school districts; (2) language assistance services are seldom available in secondary schools despite the growing need; (3) few… [PDF]

Lamberg, Walter J.; And Others (1978). Training in Identifying Oral Reading Departures from Text Which Can Be Explained As Spanish-English Phonological Differences. Two studies were undertaken to investigate the effect of a tutoring practicum module. This module was designed to improve the performance of education undergraduates using the informal inventory (IRI) in making auditory discriminations during oral reading between departures from text that either could or could not be explained as phonological between Spanish and English. In the first study, 31 IRI-trained undergraduates in elementary reading instruction were divided into experimental and control groups with module-trained students in each. In the second study, 35 IRI-inexperienced undergraduate students in an introductory class in elementary reading methods were divided into experimental and control groups. A pretest-treatment-posttestdesign was used with control groups, and intergroup-intragroup mean scores of pretests and posttests were compared by t-test. Subjects with IRI and module training had a significant increase in correct responses and a nonsignificant decrease in…

Irvine, David J. (1977). Evaluation Methodology for a French Language Immersion Program. The Plattsburgh French Language Immersion Program (FLIP) is designed to enrich the education of majority-group children. In discussing evaluation methodology for FLIP, the general problems of evaluating a program are discussed, as well as reactions to details of the design developed by the research group for FLIP. Evaluation is distinguished from research as the determination of how well a particular program is working and what processes account for its effectiveness. The research design for FLIP is criticized in terms of the number of measures called for, the small size of the experimental and control groups which possibly influences results, the form in which hypotheses are stated, the way in which academic achievement is measured, and the fact that a number of variables are not controlled for. Questions raised concern which theory of child development will be the basis for research, how FLIP fits into such a scheme and the kinds of questions that need to be answered about FLIP,…

Amandes, Jo; Criscoe, Betty L. (1977). A Descriptive Review of Commercial Bilingual Materials. This review of commercial bilingual materials lists materials produced by sixty-six publishing houses and other educational suppliers. The materials are listed in order of the company that produces them, and are designed to be used with Spanish-speaking children. Materials listed include books, films, records, cassettes, and kits, and are printed in Spanish, English, or in both languages. (CLK)…

Moll, Luis C. (1981). The Microethnographic Study of Bilingual Schooling. This paper discusses several interrelated features of microethnography that are relevant and useful for the study of bilingual schooling. It is argued that an interactional approach provides a powerful way to study systematically the organization of bilingual learning environment, identify areas of difficulty, and suggest concrete interventions for beneficial change. A recent study conducted in a bilingual school is used to illustrate the following key aspects of microethnography: (1) the use of videotape as a data collection tool, (2) the participation of teachers as co-researchers, (3) the study of context as an interactional notion, (4) the use of communicative activities as unit of analysis, and (5) a focus on the role of the adult in the construction of learning environments. It is shown that microethnographic studies provide valuable insights into how learning is mediated by the adults in the classroom and how concrete activities of communication shape the way children cope…

Narvaez, Dabney (1981). Sharing Social Meaning in the Bilingual Classroom: A Study of Requests. This paper describes how two four-year-old children who are becoming bilingual (Spanish and English) make requests in the classroom. Emerging patterns include: (1) a tendency to rely more heavily on requests for action and attention then requests for information and permission, (2) a tendency to make requests of peers more frequently than of teachers, (3) overall competence in making requests of most types in both languages with one language favored depending upon playmates and activities, (4) discourse patterns for the children were different in each language, and (5) a high level of success by both children in making requests in both languages with teachers and peers. Judging from the children's strong reliance on certain request types more than others, it appears that for children becoming bilingual, certain requests may be more useful or needed in carrying on classroom conversation. In addition, the results suggest that very young second language speakers quickly learn to make…

Anderson, R. Bryan (1981). English for Driving–Student Workbook. Intended for use in conjunction with an accompanying teacher's guide and set of visuals, this workbook is in large part a picture dictionary of driving vocabulary with practice exercises to help prepare non-native speakers of English for driver training class. Topics covered in the workbook are automobiles, directions in an automobile, signals, parts of a car, roads, driving maneuvers, giving directions, equipment inside the car, using the controls, checking traffic, starting the car, going forward, backing up, turns, turning around, stopping and parking, following, changing lanes, passing, parking, merging, hazards, traffic controls, safe driving, accidents, breaking the law, service stations, tools for the car, and driver license application forms. Among those types of exercises provided are substitution, spelling, oral practice, matching, writing, paraphrase, and fill-in-the-blank exercises. (The related teacher's guide and visuals are available separately–see note.) (MN)…

Chu, Harold S. (1981). Testing Instruments for Reading Skills: English and Korean (Grades One to Three). MORE (Minimal Objectives for Reading Essentials) in English and Korean is organized by levels for the purpose of diagnostic testing and instruction for limited English proficient Korean students in bilingual and/or English as a second language classrooms. This program suggests that the development of English reading skills by limited English proficient students should be based on children's first language in terms of transferability of reading skills in the areas of auditory/visual discimination, phoneme/grapheme correspondence, structural analysis, vocabulary, and literal and interpretive comprehension. The Inventory at each level has 15 objectives (17 for grade 1 and 16 for grade 2 in Korean). Each objective has five test items. Administration and scoring of the Inventory is the responsibility of the classroom teachers. It is also the teacher's responsibility to maintain the individual and class Profile Sheets. The results of this diagnostic Inventory should be used for… [PDF]

Met, Myriam (1978). Spanish Bilingual Program Curriculum Guide (Elementary Schools). Level I. Second Revision. This volume of the curriculum guide provides the content of the curriculum, the performance objectives for each unit, and suggests learning experiences to achieve the desired outcomes for Level I. The first section on scope and sequence of the program is arranged in a chart format and outlines the content for each unit in the following categories: (1) culture and cross-cultural contrasts; (2) vocabulary; (3) pronunciation and listening skills; and (4) morphology, syntax and usage. Another series of charts presents the lexical content of each unit. The final section of the book provides detailed weekly lesson plans for each of the ten units. (AMH)…

Met, Myriam (1978). Spanish Bilingual Program Curriculum Guide (Elementary Schools). Level II. Second Revision. This volume of the curriculum guide provides the content of the curriculum, the performance objectives for each unit, and suggests learning experiences to achieve the desired outcomes for Level 2. The first section on scope and sequence of the program is arranged in a chart format and outlines the content for each unit in the following categories: (1) culture and cross-cultural contrasts; (2) vocabulary; (3) pronunciation and listening skills; and (4) morphology, syntax, and usage. Another series of charts presents the lexical content of each unit. The final section of the book provides detailed weekly lesson plans for each of the ten units. (AMH)…

Lombardo, Maria (1981). An Analysis of the Reading and Cognitive Development of Italian-American Bilingual and Monolingual Students. This is a comparative study of the cognitive, reading, and achievement levels of Italian Americans in bilingual programs and of their monolingual Italian and American peers. Three groups of students age 10 to 13 were matched within and across groups, according to schools, grade level, dialect, and socioeconomic status. Group I was subdivided into Italian Americans born in the United States and in southern Italy. Group II consisted of Italian students who emigrated from southern to northern Italy. Group III was composed of American students. Factors including number of years in the United States, sex, age, grade, environment, teacher estimate, and report card grades were analyzed. To examine cognitive and reading levels, a nonverbal intelligence measure and reading tests were administered. Achievement was determined by combining teacher estimates and report card grades. The data were then analyzed in order to: (1) indicate which of the variables (cognitive, reading, and achievement…

Aguilar, Rosalie M. (1978). Dos Amigos… (Two Friends…). Intended for supplementary reading material for Spanish speaking children in elementary grades, this illustrated Spanish text was developed by students in the Bilingual Teacher Aide Program at Mesa Community College. Both language and content have been controlled to provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. The story centers around Teresita Tortilla who one day encounters a strange newcomer on the kitchen table. He is square and white with corners the color of coffee and he calls himself Pablo Pan. Teresita and Pablo become better acquainted and learn all about each other. They discuss the grain families they come from and find they are related. They discover what each is used for and compare their similarities. Once strangers, Teresita Tortilla and Pablo Pan become good friends. (DS)…

Shelley, Janine (2005). Minneapolis and Brittany: A Cultural Exchange Revisted. Learning Languages, v11 n1 p19-21 Fall. In 1996, Learning Languages published an article describing a cultural exchange that occurred from 1991 to 1993 between Breck School, a private school in Minneapolis, and Paul Dukas School, a high-needs school in Brest, France. Much of that exchange was carried out through online telecommunications using the Minitel. The result of a two-year communication exchange was the production and presentation of a student written multicultural play. Students from Paul Dukas School in France visited Minneapolis to present the play with American Breck students. The article concluded: "it should be stressed that Bardy and Malgorn (the teachers involved) spent an extraordinary amount of personal time and energy from their first debate about whether to begin an exchange between students of such diverse backgrounds to the final production of the bilingual multicultural play. They created an international classroom that encouraged student communication in the target language. They nurtured in… [PDF]

Lynch, James (1987). Prejudice Reduction and the Schools. This book sets prejudice reduction at the center of democratic school responses to cultural diversity. It provides information which will help teachers achieve a greater awareness of their own values and extend their professional objectives to eliminating prejudice. The book begins by discussing the tenacity and complexity of racial and other prejudices, taking into account four major influences: personality, social structure, culture, and environment. The book identifies a flexible model for systematizing the process of prejudice reduction, elaborating the case for both whole-school and whole-curricular policies. The curricular rationale proposed comprises seven major elements. Based on a scan of the literature, these elements are translated into a discussion of 12 key exemplary teaching approaches, setting forth their strengths, weaknesses, and proven potential in achieving attitude change. The book also attempts to identify the dynamic factors found in schools effective in…

Clark, Katherine W. (1987). Using Multi-Ethnic Literature in the Composition Classroom: Overcoming the Obstacles. A comprehensive composition course for the college level should include the strengthening of cognitive skills, language skills, social organization, and language patterns. The subjects which students are asked to read and write about should be multi-cultural in nature so that students learn more about other cultures while they analyze their own cultural experiences. Many constraints limit the professor's ability to have such a well rounded curriculum. In a composition course at the University of California at Irvine the constraints are the following: (1) the large number of students in the class; (2) the commitment to finish the course in a ten-week quarter; (3) the placement of the course in the English Department, where the faculty has narrow views about what constitutes a good composition course; (4) staff members who are mostly Anglo and have little knowledge of multi-ethnic literature; (5) the bias of publishers against including some ethnic groups but not others, like Asian… [PDF]

(1980). Detroit Objective Referenced Tests (DORT): Ethnic Literacy Handbook. A Guide for Teacher Planning. This teacher's guide on ethnic literacy was developed by the Ethnic Literacy Project for the Detroit, Michigan public schools. It consists of lessons, materials and activities intended to supplement reading activities under the DORT (Detroit Objective Referenced Tests) Reading System being implemented in those urban classrooms from kindergarten to eighth grade which are affected by a desegregation order. Included in the guide are instructional materials, lessons and activities on ethnicity, stereotypes, prejudice, immigration, the Holocaust, family life, folk tales, nutrition, and ethnic heritage, intended for inclusion at the teacher's discretion into Social Studies, English, Music Appreciation, and Art. An annotated bibliography of children's books using ethnic characters and a list of books, records, films and other resources related to the subject matter of the guide are appended. (MJL)…

Genova, William J.; Walberg, Herbert J. (1980). A Practitioners' Guide for Achieving Student Integration in City High Schools. The purpose of this report is to review school practices and school environment characteristics that can be promoted in order to achieve student integration in desegregated urban high schools. A research project conducted to study alterable characteristics related to student outcomes is described. School practices that were identified as sources of school integration are discussed including: (1) racial mixing; (2) faculty integration; (3) school safety; (4) staff support for integration; (5) multicultural exposure; and (6) student perception of equal treatment of all groups. School climate characteristics that were identified as facilitating student integration are also reviewed, including: (1) school members' involvement in school activities; (2) staff receptivity to student concerns; (3) an emphasis on learning; (4) friendship; (5) ability to solve problems; (6) uniformity of treatment and opportunity; (7) positive group membership; (8) open expression of ideas and feelings; (9)… [PDF]

Anderson, Jonathan (1981). The Challenges of the Multicultural Classroom. The multicultural pattern in recent Australian immigration poses a pressing issue for reading instruction. Students coming from homes where only English is spoken, or English and a Northern European language are spoken, perform better on reading tests than do students from homes where other languages are spoken. There is also little reflection among the homogeneous teachers of the cultural diversity of their students, and this mismatch between teachers and students is perpetuated by reading curriculum materials. There are, however, several promising developments in the assessment of reading comprehension and linguistic competence of English-as-a-second-language (ESL) and migrant students. The Cloze Reading Comprehension Test uses a modified form of cloze procedure and–rather than compare ESL students with a standardized group of peers–compares them against a high level of reading competence, measuring how far readers have yet to go for reading competence. "Origins" is a… [PDF]

Willems, Arnold L. (1977). Peopling the High Plains: Wyoming's European Heritage. Curriculum Ideas and Guides for Teachers. The teacher's guide contains 25 K-12 lessons which illustrate the activities of all ethnic groups in Wyoming. The Basque, British, Eastern European, German-speaking, Greek, and Italian immigrants are highlighted. Titles include \Costumes by Flannelboard,\\National Basque Week,\\Dolls From Our Heritage,\\Cook-In/Dance-In Ethnic Celebration,\\Graveyard Genealogy,\ and \Nutritional Value of Ethnic Foods and Dietary Food Patterns.\ Other topics include immigrant coal miners, folklore, ethnic child rearing practices, the transcontinental railway, and British and African immigrants. Activities include mapping, field trips, producing plays, drawing family trees, tasting ethnic foods, researching community cemeteries, writing ethnic autobiographies, writing folk tales, interviewing, and producing multi-media programs. Arranged in order of difficulty and sophistication, the activities are accompanied by identification of grade level and lists of objectives, materials needed, background…

Carle, Wayne M. (1977). Desegregation, Social Science Research and The Courts: A Futuristic Perspective. Fifty researchable questions are framed in terms of nine broad problems suggested for social science research. The problems are: How much movement will be needed to attain and maintain integrated schools in the metropolitan centers? What roles should state and federal agencies play in school desegregation? How should the organization, control and administration of urban school districts change to accommodate desegregation? What are the elements which lead to a successful school integration program? What leadership roles are essential to successful integration? How can all schools be staffed multiculturally? Does socioeconomic integration of schools enhance racial integration? What outcomes of integrated education can and should be measured? How can equal educational opportunity be achieved? The contributions of social science research can bring school integration back into sharper focus as a major goal for American society. As part of this report, an extended bibliography and chart…

Dixon, Glen; Fraser, Susan (1986). Social Behaviours of Children in a Multicultural Preschool. TESL Canada Journal, v3 n2 p33-40 Mar. Describes social behaviors of preschool children in relation to second-language development observed in a multicultural preschool program. The discussion includes examples of behaviors observed early in the year and of early stages of cooperative and sociodramatic play, and observations on the children's cultural adjustments and individual differences in learning English. (Author/SED)…

CampbellJones, Franklin; Lindsey, Randall B.; Roberts, Laraine M. (2004). The Culturally Proficient School: An Implementation Guide for School Leaders. Corwin Press Leaders need to be responsive to different ethnic, linguistic, and religious subcultures or they will place many students at risk of being excluded from the benefits of a high-quality education. By valuing diversity and preserving the cultural dignity of students, cultural proficiency enables educators to create an inclusive and instructionally powerful learning environment. \The Culturally Proficient School\ provides the practical strategies, tools, and resources needed to successfully implement cultural proficiency throughout an organization. Providing many opportunities for discussion and contemplation, this book features: (1) Reflective activities for individuals or groups; (2) Sample conversations around issues of diversity, multiculturalism, equity entitlement, and racism; (3) Typical behaviors associated with culturally proficient leadership organized around the responsibilities of school leaders; and (4) Professional development activities. By using diversity as an… [Direct]

Santa Ana, Otto (2004). Tongue-Tied: The Lives of Multilingual Children in Public Education. Rowman & Littlefield Publishers, Inc. Tongue-Tied is an anthology that gives voice to millions of people who, on a daily basis, are denied the opportunity to speak in their own language. First-person accounts by Amy Tan, Sherman Alexie, Bell Hooks, Richard Rodriguez, Maxine Hong Kingston, and many other authors open windows into the lives of linguistic minority students and their experience in coping in school and beyond. Selections from these writers are presented along with accessible, abridged scholarly articles that assess the impact of language policies on the experiences and life opportunities of minority-language students. Vivid and unforgettable, the readings in Tongue-Tied are ideal for teaching and learning about American education and for spurring informed debate about the many factors that affect students and their lives. Following \Foreword\ (Ofelia Zepeda); \Student Preface\ (Erika Villegas), and Introduction: \The Unspoken Issue That Silences Americans\ (Otto Santa Ana), the book is divided into 6 parts….

(2000). Serving Children in Biracial/Bi-Ethnic Families: A Supplementary Diversity Curriculum for the Training of Child Care Providers. Because of increasing numbers of children from biracial/bi-ethnic families attending childcare programs and increasing awareness of cultural diversity, and in recognition of the connection between a child's success and his or her racial/ethnic self-esteem, this curriculum is intended to help childcare providers integrate activities and materials that focus specifically on biracial/bi-ethnic children into existing multicultural or other curricula. Facilitated discussions that promote the sharing of ideas and experiences are core elements of this curriculum. The training guide begins with a glossary of relevant terms, a rationale for creating a curriculum pertaining to biracial/bi-ethnic children, and suggestions for using the curriculum. The subsequent topic areas each include learning objectives, teaching methods or suggested activities, required materials, and additional information. A framework for presenting each topic area includes the use of videotapes, handouts, overhead… [PDF]

(1995). Workers in an Integrating World. World Development Report, 1995. Executive Summary. This executive summary examines the rapid changes occurring in economic markets and employment around the world. The report concludes that problems of low incomes, poor working conditions, and insecurity affecting many of the world's workers can be tackled effectively in ways that reduce poverty and regional inequality. Sound domestic policy and a supportive international environment will be necessary to reach those goals. This summary is divided into an overview and a highlights section. Numerous charts and graphs present the statistical information. (EH)…

Titus, Dale (1998). Teaching Tolerance and Appreciation for Diversity: Applying the Research on Prejudice Reduction. Teaching tolerance and appreciation for diversity becomes more important as changing demographics require schools to prepare students for increasing diversity. Teachers can help students develop more positive racial attitudes through instructional interventions. However, it is important to implement experiences designed to influence educators' perceptions and racial feelings in order for them to successfully modify students' racial attitudes. How teachers present lessons significantly influences how students view content. Teachers must model the positive attitudes they expect in students. Those who prepare teachers have a responsibility to model exemplary practices. A strong belief in the values of the American Creed offers hope for closing the gap between expressed democratic ideals and realities of American society. Teaching democratic values can reduce student prejudice and promote positive attitudes toward tolerance, respect, and cultural appreciation. Students show less… [PDF]

Barnes, Christopher (2002). What Do Teachers Teach? A Survey of America's Fourth and Eighth Grade Teachers. Civic Report. This report contains results from a survey of U.S. fourth and eighth grade teachers that examined their teaching philosophies, classroom teaching methods and practices, academic expectations for students, and opinions on other education policy issues. Overall, a majority of teachers described their teaching philosophies as leaning more toward student-directed learning. Most favored the premise that learning how to learn is extremely important for students. More than half of fourth grade teachers did not expect students to spell correctly at all times. Only about one quarter of all teachers placed the greatest emphasis on whether the student provided the correct answers. While only about one-fifth of fourth grade math teachers allowed students to use calculators in class to solve problems, about three-quarters of eighth grade teachers permitted such calculator use. About one-third of teachers rated student feedback as the most important factor in personal evaluation of their own… [PDF]