Chattergy, Virgie (1992). Bridging Two Worlds: The Teacher and the Immigrant Filipino Student. Kamehameha Journal of Education, v3 n2 p23-28 Fall. Discusses the impact of culture and sociocultural characteristics on student behavior and attitudes, focusing on Filipino students in Hawaiian public schools. The article makes recommendations for teachers who work in multicultural classrooms, explaining the teacher's role and discussing how teachers and students can be partners in learning. (SM)…

Siann, Gerda; And Others (1993). Bullying: Teacher's Views and School Effects. Educational Studies, v19 n3 p307-21. Reports on a study of 71 British secondary teachers about bullying in their schools. Finds that, in schools where students report high rates of bullying, teachers were more likely to perceive behavior as bullying and observe bullying. Also finds that most believe that there were typical victim personalities. (CFR)…

Barr, Robert D.; Ovando, Carlos J. (1989). Multicultural Literacy: A Jewel in the Crown of the Social Studies. Louisiana Social Studies Journal, v16 n1 p10-14 Fall. Recommends social studies instruction that challenges students to identify, analyze, and confront their ideas and develop a set of tested beliefs. Suggests teachers help students replace prejudicial beliefs with accurate information. Argues teachers must understand power relationship among schools, ethnic communities, and society, where dominant values are given preference. (NL)…

Dowd, Frances A. (1992). An Annotated Bibliography: Recent Realistic Fiction and Informational Books for Young Children Portraying Asian-American and Native American Cultures. Multicultural Review, v1 n2 p36-38,40-42 Apr. Presents an annotated bibliography of recent realistic fiction and informational books for young children portraying Asian American and Native American cultures. Lists 23 fiction and 8 informational books on Asian Americans and 19 fiction and 15 informational books on Native Americans. Lists nine books for adults. (SLD)…

Betz-Zall, Jonathan (1993). Balancing Quality and Relevance: Selecting Series Biographies for Children about Women and People of Color. MultiCultural Review, v2 n3 p34,36-42 Sep. Discusses how to choose series biographies for children about women and people of color. Guidelines help balance standards for quality with collection demands and available resources. An annotated list reviews 17 different series containing 54 titles. Other sources of reviews are presented. (SLD)…

Handley, Leslie Mills, Ed. (1993). Here's Something for Everyone! Teacher's Roundtable. Social Studies and the Young Learner, v6 n1 p22-24 Sep-Oct. Presents two classroom ideas for elementary social studies: (1) a job description and responsibility program and (2) a cross-cultural, folktale-based activity using an award-winning children's book. Includes instructions for implementing the activities, a list of job descriptions, and a chart of African terms and their English meanings. (CFR)…

Shaw, Carla Cooper (1993). Taking Multicultural Math Seriously. Perspectives. Social Studies and the Young Learner, v6 n1 p31-32 Sep-Oct. Asserts that social mathematics, taught with a multicultural focus, provides opportunities to help children learn about cultural pluralism. Includes three class activities that require students to analyze and interpret numerical data about immigration and the ethnic composition of the United States. (CFR)…

Cheoros, Peter (1993). California to American: A Study in Cultural Change. Teaching with Historic Places. Social Education, v57 n6 ps1-12 Oct. Presents a lesson plan on the early settlement of California by Spanish and Mexican colonists. Discusses the physical and cultural changes in the region from Spanish colonial days to modern times. Includes two primary source readings, two maps, and diagrams of a colonial ranch site, now on the National Register of Historic Places. (CFR)…

Cochran, Effie Papatzikou (1994). Giving Voice to Women in the Basic Writing and Language Minority Classroom. Journal of Basic Writing, v13 n1 p78-90 Spr. Considers how sex discrimination and sexist language have affected educational environments, particularly basic writing and English-as-a-Second-Language instruction. Provides four practical suggestions for college teachers of bilingual and/or bidialectical students to alleviate such attitudes and behaviors. (HB)…

Sugnet, Charlie; And Others (1993). Fourteen Ninety-Two in the Textbooks: A Critique. Point of View. Social Education, v57 n5 p224-27 Sep. Reports on a study of how the three-way encounter among Europeans, the indigenous Americans, and Africans is presented in six secondary U.S. history textbooks. Describes the evaluation instrument and process used to review the textbook content. Concludes that teachers should use supplementary materials to ensure balance. (CFR)…

Ahmed, Ali Jimale; Markovitz, Irving Leonard (1993). African Literature and Social Science in the Teaching of World Studies. Social Studies, v84 n2 p78-81 Mar-Apr. Contends that teaching world studies requires breaking down cultural barriers. Describes a world studies course in which African literature is used to provide a pluralistic view of encounters between African and European civilizations. Includes descriptions and interpretations of the books used in the course. (CFR)…

Muir, Jeff (1993). Civil Disorder: Restoring Peace, Hope, and Prosperity to America's College Campuses. Diversity & Division, v2 n4 p8-11 Sum. Campus events of recent years teach that we need to reaffirm ideas of decency, charity, and respect rather than academically fashionable notions of diversity advocated without regard for the rights and feelings of others. Speech and behavior codes are enforcing a hierarchy of campus groups that favors the politically left. (SLD)…

St. Pierre, Elizabeth A. (1999). A Historical Perspective on Gender. English Journal, v88 n3 p29-34 Jan. Traces perspectives on gender and gender discrimination over the last several decades, as they affect schools and English classrooms. Discusses feminism/feminisms, \add women and stir,\ sex differences, resistance and backlash, intersections of identity categories, and multiculturalism. Argues that English teachers can be powerful agents in the continuing struggle for social justice. (SR)…

Onyekwuluje, Anne B. (2000). Adult Role Models: Needed Voices for Adolescents, Multiculturalism, Diversity, and Race Relations. Urban Review, v32 n1 p67-85 Mar. Examines parents', teachers', and administrators' beliefs about positive race relations and multiculturalism. Interview data indicate that parents and school role models are working to model acceptance of all cultures, and they understand that contacts and interactions with people of all races are necessary to make children better persons, lessening prejudice and biases not suitable in a diversified society. (SM)…

Jannowitz, Karl; Sanday, Peggy Reeves (2004). Public Interest Anthropology: A Boasian Service-Learning Initiative. Michigan Journal of Community Service Learning, v10 n3 p64-75 Sum. This article describes the theoretical rationale and practice related to two connected anthropology courses at the University of Pennsylvania and University City High School, a predominantly African-American school on Penn's border. The courses are part of Penn's ABCS (academically-based community service) program. Grounded in the Boasian legacy of cultural anthropology, the courses share much in common with the principle of service-learning to "link community service and academic study so that each strengthens the other." It is suggested that anthropology is uniquely relevant to the educative function of community service learning because of the role the concept of culture plays in the development of multiculturally-sensitive citizens…. [PDF] [Direct]

Parsons-Yazzie, Evangeline (1997). Niha'alchini Dayistl'o Nahalin. Journal of Navajo Education, v14 n1-2 p60-67 Fall-Win 1996-1997. In 10 families in which parents spoke Navajo and children did not, factors that inhibited the transmittal of Navajo to children were the use of English at home, shame toward the Navajo language and culture, the perception that a "glass ceiling" hindered the job advancement of Navajo speakers, and influence of the media. Suggests ways to preserve Navajo. (TD)…

Chamot, Anna Uhl (1995). Implementing the Cognitive Academic Language Learning Approach: CALLA in Arlington, Virginia. Bilingual Research Journal, v19 n3-4 p379-94 Sum-Fall. Describes the implementation in Arlington (Virginia) schools of Cognitive Academic Language Learning Approach (CALLA) science and mathematics programs for secondary students learning English as a Second Language. Discusses program goals, curriculum and materials development, teacher education, instruction, native-language support, parent involvement, and student evaluation. Includes a critical assessment of the success of CALLA's implementation. (Author/SV)…

Cordero-Martinez, Francisco (1995). A Visual-Spatial Approach to ESL in a Bilingual Program with Deaf International Students. Bilingual Research Journal, v19 n3-4 p469-82 Sum-Fall. The English Language Institute at Gallaudet University (District of Columbia) prepares foreign deaf students to attend college in the United States through a year-long intensive literacy program in American English and immersion in American Sign Language and deaf culture. The Institute's educational philosophies and teaching strategies focus on visual-spatial approaches to second-language learning. (SV)…

Dodwell, Eithne (1996). Nahim and the New Trainers: Language Learning in a Bilingual Reception Class–Who Is Learning What from Whom?. Multicultural Teaching, v15 n1 p18-22 Aut. Describes the efforts of a teacher in a British class for limited English speakers to learn the home language of her language-minority students and the students' reactions to her approach. Attempts to use the children's language provide a context for discussions of language differences and English structure. (SLD)…

Glasgow, Jacqueline N. (1997). Keep Up the Good Work! Part III: Using Multimedia To Build Reading Fluency and Enjoyment. Learning & Leading with Technology, v24 n5 p22-25 Feb. Discusses building fluency in reading and writing and teaching students to read and write for pleasure. Highlights include multimedia storyboards; bilingual instruction; writing programs for building fluency; CD-ROM storyboards; student-created storyboards; and an annotated bibliography of CD-ROM storyboards, poetry collections, and composing programs. (Author/LRW)…

Willig, Ann C. (1988). A Case of Blaming the Victim: The Dunn Monograph on Bilingual Hispanic Children on the U.S. Mainland. Hispanic Journal of Behavioral Sciences, v10 n3 p219-36 Sep. Responds to Dunn's paper on Hispanic-Anglo differences in IQ scores. Argues that vocabulary use influences ethnic group IQ scores, that mainland Hispanic-American vocabulary scores decline after school entrance, and that native language proficiency achieved in a true bilingual program facilitates acquisition of English language skills. Contains 34 references. (Author/SV)…

Gonzalez, Norma; Moll, Luis C. (1994). Lessons from Research with Language-Minority Children. Journal of Reading Behavior, v26 n4 p439-56 Dec. Summarizes four projects that attempt to use cultural resources for instruction, each in a unique way. Suggests that these projects serve as catalysts to challenge the status quo by creating conditions and activities for novel uses of literacy. Highlights the important mediating functions of literacy, especially in two languages, in helping learners establish connections between texts and social worlds. (BS)…

Roberts, Alasdair (1991). Parental Attitudes to Gaelic-Medium Education in the Western Isles of Scotland. Journal of Multilingual and Multicultural Development, v12 n4 p253-69. A questionnaire and interview survey shows that Gaelic is no longer the language of the home for a majority of parents of preschool children, who are nevertheless very positive that their children should be bilingual by the end of primary school. About half seemed prepared to enroll their children in Gaelic-medium units if provided. (22 references) (Author/LB)…

Hadaway, Nancy L. (1992). Letters to Literacy: Spurring Second Language Development across the Curriculum. Childhood Education, v69 n1 p24-28 Fall. The results of a letter exchange project involving bilingual and English-as-a-Second Language students in grades one through nine are reported. Classroom activities that can be generated from letter writing are described. These activities relate to language arts, social studies, math, science, art, music, cooking, and dramatics. (LB)…

Blackledge, Adrian (1993). "We Can't Tell Our Stories in English": Language, Story and Culture in the Primary School. Language, Culture and Curriculum, v6 n2 p129-41. Based on the author's experience teaching in a multicultural classroom in England, this paper suggests that children's home languages are valuable not only in terms of linguistic and cognitive increment but also as part of a broad provision of multicultural and antiracist education. (10 references) (Author/LB)…

Pucci, Sandra L.; Ulanoff, Sharon H. (1999). Learning Words from Books: The Effects of Read-Aloud on Second Language Vocabulary Acquisition. Bilingual Research Journal, v23 n4 p409-22 Fall. Sixty third-grade English learners received one of three treatments: listening to a story in English with no intervention or explanation, listening to the story with concurrent Spanish translation, or listening to the story with preview of background and review of important points in Spanish. Vocabulary development scores were highest among the last group. (Contains 29 references.) (Author/SV)…

Perera, Natsuko Shibata (2001). The Role of Prefabricated Language in Young Children's Second Language Acquisition. Bilingual Research Journal, v25 n3 p327-56 Sum. A study investigated how young learners of English as a second language become both linguistically creative and capable of socializing in English through the use of prefabricated language (PL) (memorized chunks of sentences). Observations of four Japanese preschool children in two-way immersion programs suggested that PL acts as a scaffold for linguistic creativity. (Contains 65 references.) (Author/TD)…

Lee, Okhee (2004). Teacher Change in Beliefs and Practices in Science and Literacy Instruction with English Language Learners. Journal of Research in Science Teaching, v41 n1 p65-93 Jan. This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed…. [Direct]

Trueba, Henry T.; And Others (1993). Healing Multicultural America: Mexican Immigrants Rise to Power in Rural California. This book is an ethnohistorical and ethnographic account of how several generations of Mexican immigrants became an integral part of the city of Woodland, California. These immigrants came to rural northern California as underclass agricultural workers, but, in the last 2 decades, have risen rapidly to political power through participation in the school board and various political, economic, and social institutions. A central tenet of the book is that the adjustment of immigrants depends largely upon their recognition of their own worth and potential contributions to American society. In this context, schools have special responsibilities: transmitting American cultural values that hold society together, and at the same time helping culturally diverse students pursue their own genuine ethnohistories. The success of Mexican Americans in Woodland is viewed as proof that the maintenance of the home language and culture produces strong Americans committed to a common good, the education… [PDF]

(1975). Draft Report of the Work Group on Multicultural Programs. This report investigates the educational philosophy programs related to the multicultural population of Toronto. Two fundamental goals for the Toronto Board of Education are to provide equal educational opportunities to all children, and to do so without loss of the child's personal identity and cultural integrity. The work force provides recommendations on eight issues related to multicultural, multiracial education including (1) English as a second language, (2) educational opportunity differences, (3) maintenance of original cultures and languages; (4) instruction in a third language, (5) multiculturalism and the general curriculum, (6) system sensitivity, (7) community-school relations and the multicultural society, and (8) the responsibilities and role of national government in funding multicultural programs. Included in the appendices are reports and research by the work force that led to the specific recommendations. (Author/DE)… [PDF]