Ballesteros, David (1973). Meeting Instructional Needs of Chicano Students. NCRIEEO Newsletter, Volume 3, Number 3, February 1972. The black and brown minorities which constitute about 16 percent of the total U.S. population today are demanding equal opportunities and quality education. The fact that more and more of these students are attending high schools and colleges will accelerate these demands. The demands are not only to reinforce their own ethnic heritage, but also to educate the dominant majority in the realities of a true history; that is, through economic development and land expansion, the United States inherited a diverse citizenry whose potentials and contributions still require recognition. All institutions, particularly institutions of higher education, can either re-examine traditional white elitist beliefs and create real and equal opportunity, or risk that violence which increasingly has become the dominant instrument of social change. In meeting the instructional needs of Chicanos, both in the public schools and institutions of higher learning, standards must be reassessed regarding… [PDF]

Devlin, Brian C., Ed. (1991). Education for All. South East Asia and South Pacific Sub-Regional Conference Report (Darwin, Northern Territory, Australia, October 14-19, 1990). In October 1990, 223 delegates from 22 nations of Southeast Asia and the South Pacific met in Australia to discuss plans and strategies for achieving universal education in the region. To inform planning and action, the conference defined five groups of people for whom universal education is a priority: indigenous people and minorities, people in poverty, people in remote areas, people with disabilities, and women and girls. This report contains summaries of 25 workshops and 25 round table discussions that examined education for each of these groups from the standpoint of access and equity, curriculum and professional development, literacy, elementary education, and the school/work interface and continuing education. These sessions included descriptions of how various countries are addressing each of these issues, and recommendations for further action. Appendices contain background information on the region; proposed areas for cooperative action; conference organization; highlights… [PDF]

(1971). A Compilation of Federal Education Laws. 92d Congress, 1st Session. This report presents a comprehensive compilation of federal laws affecting education and reflects the latest changes in the laws related to elementary, secondary, higher, and vocational education. The compilation includes the School Lunch and the Child Nutrition Acts. (Author/JF)… [PDF]

Sireci, Stephen G. (1996). Technical Issues in Linking Assessments across Languages. Test developers continue to struggle with the technical and logistical problems inherent in assessing achievement across different languages. Many testing programs offer separate language versions of a test to evaluate the achievement of examinees in different language groups. However, comparison of individuals who took different language versions of a test are not valid unless the score scales for the different versions are linked or equated. This paper discusses the psychometric problems involved in cross-lingual assessment, reviews linking models that have been proposed to enhance score comparability, and provides suggestions for developing and evaluating a model for linking different language versions of a test. Attempts to link different language versions of a test onto a common scale are classified into three general research design categories: (1) separate monolingual group designs, usually linked through item response theory; (2) bilingual group designs; and (3) matched… [PDF]

Quay, Suzanne (1993). Bilingual Evidence against the Principle of Contrast. Prior research on early lexical acquisition in bilingual infants has been used by Clark (1987) to support the Principle of Contrast, which states that every two forms contrast in meaning. In this study of an English-Spanish bilingual child, it is argued that the Principle of Contrast is not applicable to bilingual acquisition in general. Daily diary records were supplemented by weekly video recordings from age 1;3 to 1;10. The adults involved spoke either only English with the child or only Spanish. The child's lexicon up to age 1;10 showed that one-third of the child's first 150 words was made up of translation equivalents that were synonymous in reference. Contrast, therefore, cannot be generalized to include bilingual acquisition if there is even one case that refutes its condition that children will give priority to known words and reject apparent synonyms in the earliest stages of acquisition, (Contains nine references.) (Author/JP)… [PDF]

McInnes, Marguerite M. (1991). Using Bilingual Classification Exercises To Teach Inference to Spanish-Speaking High School Students. Examples are given of how schema and classification skills, presented bilingually, can be used by classroom teachers to teach Spanish-speaking high school students how to infer the main idea of paragraphs in English. The instructional model is one in which the student learns to identify the main idea of a selection in a series of exercises that progress from simple categorization tasks to the complex task of identifying and then writing the implied main idea of a 70-word selection. The alternative bilingual approach is used, with more exercises gradually presented in English than in Spanish. Components include the following: classification of concrete objects; classification using pictures; and abstract classification (word, sentences, and paragraphs). Sample lessons are included. Contains 11 references. (Author/LB)…

(1990). The New "English" Teacher. A Guide to Using Captioned Television with Language Minority Students. Curriculum Guide. Closed-captioned television is a highly motivating instructional medium that encourages reading, assists comprehension, and helps students to acquire new vocabulary. While these skills are important for all students, they are particularly important for bilingual students. This guide begins with information about the equipment needed: a television set, videocassette recorder, and a TeleCaption decoder. The guide then presents a variety of lessons and activities for using closed-captioned television with language minority students. These activities can be adapted for students of different ages, grades, and language proficiency levels, and all can be carried out with ordinary classroom materials. These activities have been found to be useful for helping language minority students develop reading strategies. The appendix provides technical information about the equipment as well as a copy of the copyright laws. (JL)…

(1981). Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 2-3 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, segundo y tercer grados. Field Test. A contrastive analysis approach is used in this supplementary math curriculum guide for Spanish-speaking second and third grade students in Chicago public schools. Lessons are presented for those objectives for which the instructional strategies used in the United States differ from those used in Spanish-speaking countries. (Objectives for which the methodology is the same are taught from the standard math curriculum.) Every lesson has four parts: (1) an explanation of the differences in instructional strategies used in Spanish-speaking countries and the U.S.; (2) a student activity, in Spanish, to reinforce students' skills in using their native language and methodologies; (3) suggestions for facilitating students' transition from their native methodology to the U.S. methodology; and (4) a transitional activity which provides students with practice in solving problems using both methodologies and languages. Major topics covered are place value, operations with whole numbers, and… [PDF]

(1983). Development Communication Report. No. 44. Development Communication Report, n44 Dec. Varied development projects in several countries are described in this newsletter, which also provides current reviews of development books, and publications available from the Non-Formal Education Information Center at Michigan State University and ERIC. The following articles are included: (1) "From Oral Traditions to Elementary Textbooks: A Description of the Maternal Languages Project in Niger," Connie L. Stephens; (2) "Formative Evaluation in Educational Radio and Television: A Fundamental Need in Developing Countries," Gale R. Adkins; (3) "Community Radio in Ecuador: Playing Local Music, Strengthening Cultural Ties," Kurt Hein; (4) "IEC (Information, Education, and Communication) Planning: Eight State-of-the-Art Principles," John Middleton; (5) "Two Thoughts on the Use of Microcomputers in Developing Countries," Kurt Moses; (6) "Numeracy Project Makes New Use of Pocket Calculators," Mary Dickie; and (7)… [PDF]

(1979). English-Vietnamese Scientific Terminology (for High School Students). Book 2: Mathematics = Danh Tu Khoa Hoc Anh-Viet (Danh Cho Cac Hoc Sinh Bac Trung Hoc). Quyen 2: Toan Hoc. This document is one in a series of books on terminology designed to help Vietnamese students overcome language obstacles. The English word is given, followed by the explanation in Vietnamese. Some illustrations are included. (MNS)…

Hanson, Ralph A.; Siegel, Donna Farrell (1990). Bilingual Background and Early Reading Instruction as Factors Related to the Reading Achievement of High School Seniors. Using extensive data gathered from a follow-up study on an early reading program which tested the reading competence of high school seniors who had received formal beginning reading instruction in kindergarten, an ancillary study investigated the effects of early formal reading instruction on bilingual students. Three of the dependent variables (reading comprehension, vocabulary, and remediation) from the full study were evaluated for 496 students identified as speakers of English as a second language. For each of these variables an analysis of variance was computed for three reading experience categories: (1) those receiving no kindergarten reading instruction; (2) those receiving some kindergarten reading instruction; and (3) those completing much/all of the kindergarten reading instruction provided. Consistent with the findings for other population groups of the parent study, results revealed that those bilingual students who began receiving their formal reading instruction in…

Bennett, Ruth, Ed.; Exline, Jesse (1983). Downriver Indians' Legends. Yurok Indian legends in Yurok Unifon text include English translations of the entire texts in order to produce fluent reading for English speakers and a continuous text for Yurok readers. Although corresponding sentences are numbered, translation is not word-for-word or sentence-for-sentence. The five stories refer to a time when animals could talk and people and animals could communicate. Story themes include romance, disputes, and family activities; stories typically end with an account of how something in nature came to be. Animals featured are fox, raccoon, sea gull, owl, and salmon. Pen and ink drawings by a Yurok illustrator supplement the handlettered text. (LFL)…

(1986). Project CLIMB, 1985-1986. OEA Evaluation Report. In 1985-86, Project CLIMB was in its first year of funding at two high schools in the Bronx, New York. The program provided instructional and supportive services to 188 students of limited English proficiency (LEP) in grades 9-12. The students were recent immigrants from Cambodia and Vietnam, and all spoke their native language at home. The goal of Project CLIMB is to increase students' proficiency in English through English as a second language (ESL) instruction and instruction in mathematics, science, and social studies in an ESL format. The project provided four Apple personal computers to facilitate individualized instruction, but for security reasons the computers remained unused. Supportive services for program students consisted of academic, personal, and vocational counseling; contact with families; and referrals to outside services. Staff and curriculum development activities were also conducted. Program students at one school did much better on end-of-year achievement… [PDF]

(1986). Project COPE, 1983-1984: OEA Evaluation Report. Project COPE provides supportive services, basic skills, career development, and occupational training to limited English proficient (LEP) students at three New York City high schools. Many COPE students are also limited in their ability to read and write in their native languages. Program participants in 1983-84 included: 173 Spanish-dominant students at John F. Kennedy High School; 82 Haitians at Prospect Heights High School; and 45 Italian-dominant students at Christopher Columbus High School. At each site, students received instruction in English as a second language, and some native language arts and content-area classes were offered. Title VII funds supported administrative and supportive services, and paraprofessional staff positions. In 1983-84, the first year of a three-year funding cycle, curriculum materials were developed by resource teachers at each site. Counseling services helped students deal with problems at home, in job-seeking, and in coping with an unfamiliar…

(1986). Project BETA, 1983-1984: OEA Evaluation Report. Project BETA is a Title VII program serving recent immigrant students in three New York City high schools: Koreans at William C. Bryant, Haitians at Springfield Gardens, and Vietnamese at Theodore Roosevelt. Project students receive instruction in English as a second language (ESL) at each site, and Vietnamese students at Theodore Roosevelt receive content-area subjects in their native language. Although initially designed for gifted and telented students, project BETA is open to all limited English proficient (LEP) students in the targeted language groups. In part, the program's objective is to facilitate the mainstreaming of students by instilling in them a sense of pride in their native culture through exposure to their histories and arts, and through formal study of their native languages. Assessment of achievement data in 1983-84, the first year of a three-year funding cycle, found that: (1) the ESL objective was met in the fall at Bryant, and in the spring at Roosevelt; (2)…

Guzman, Ana; Sutman, Francis X. (1995). Improving Learning in Science and Basic Skills among Diverse Student Populations. This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in this book are based upon the understanding that science and the English language can be effectively learned together, and that teachers of LEP students need not place excessive emphasis upon the first language; although the availability of teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Chapters include: (1) "Science and Language Instructional Goals for Limited English Proficient (LEP) Minorities"; (2) "Grades N-6; Science and Language Instruction for LEP Students: The Integrated Activity Learning Sequence (IALS)"; (3) "The Nature of Science… [PDF]

Berliner, David C.; Casanova, Ursula (1996). Putting Research To Work in Your School. [Revised.]. This book contains abridged and edited versions of research reports with original commentary that were previously published elsewhere. The articles reflect J. Dewey's notion that schools must prepare children to be effective members of a democracy and that life in a heterogeneous society requires cultural flexibility and cooperation that must be nurtured in school. The aim is to present recent research that can be immediately applied by the teacher in the classroom. The themes presented in six sections are: (1) teaching; (2) instructional strategies; (3) learning; (4) motivation; (5) school and society; and (6) testing. Research showing the importance of teacher expectations and academic achievement in culturally diverse populations is used to illustrate innovations for increasing student motivation and participation. The contents show that peer-tutoring and cross-age tutoring are found to improve student achievement and participation. Along with nontraditional teaching methods,…

Maulhardt, Mary (1994). Michoacan People, Customs, and the Day of the Dead. This curriculum guide is intended: (1) to expose students to the people and customs of Michoacan, Mexico; (2) to explore the meaning of traditional Day of the Dead customs through hands-on experiences; and (3) to build the self-esteem of second language learners of Mexican descent. During the study, students whose primary language is Spanish read and respond to Purepecha Indian myths of Michoacan; research and prepare a presentation on the language and customs of the Purepecha Indians; and participate in Day of the Dead activities including art, theater, and cooking. Activities include a literature study, research project, and holiday celebration of the Day of the Dead. There are background notes on the Purepecha Indians and the Day of the Dead, along with a list of resources. Since much of this unit is activity-based, the evaluation of students is performance-based with students judged on their participation in and completion of the activities introduced. (EH)… [PDF]

Mason, Paul, Ed. (1994). Threatened Cultures: Kalahari, Bushmen, Kurds, Maori, Native Americans, Saami of Lapland, Tibetans. Threatened Cultures Series. Each of the 6 separate books in this series for juveniles introduces students to an ancient culture still in existence today. The illustrated guides examine the challenges facing each cultural group from contemporary social, political, and technological influences. The books in the series include: (1) Kurds (John King); (2) Native Americans (James Wilson); (3) Maori (Robert Macdonald); (4) Tibetans (Judith Kendra); (5) Saami of Lapland (Piers Vitebsky); and (6) Kalahari Bushmen (Alan Bernard). The stories of these people explain the history, politics of their homelands, traditional beliefs and values, and difficulties of maintaining their unique culture. Each book contains a glossary, suggestions for further reading, addresses for information and social action, and an index. (MM)…

Menkart, Deborah, Ed.; Sunshine, Catherine A., Ed. (1991). Caribbean Connections: Overview of Regional History. Classroom Resources for Secondary Schools. This book was prepared to enable schools to incorporate material on the Caribbean into existing curricula. Four aims guided the editors in their selection and presentation of materials: (1) to show Caribbean history and contemporary realities through the eyes of ordinary people, both real and fictional; (2) to promote critical thinking rather than simply the memorization of information; (3) to stimulate students' interest by creatively combining different types of learning materials; and (4) to ensure the authenticity and relevance of the material. The book spans the 450 years from colonization of the Caribbean to the mid-twentieth century when most Caribbean territories gained their independence. Each unit includes a teacher guide, an introduction providing background information, and one or more readings. The book is divided into four parts with several readings in each section. Parts include: (1) "The First Caribbean Peoples"; (2) "Conquest and Colonial Rule";… [PDF]

Bidell, Thomas R.; And Others (1994). Developing Conceptions of Racism among Young White Adults in the Context of Cultural Diversity Coursework. An exploratory study was conducted to evaluate a model that predicts a five-step developmental sequence from dualistic to systematic conceptions of racism among young white adults. The model predicts developmental changes for white middle-class young adults within the context of a college cultural-diversity course. The following steps in understanding are predicted: (1) individual prejudice; (2) individual prejudice conflicted; (3) recognition of a multiplicity of inequalities; (4) coordination of a partial system of inequality; and (5) understanding of social and systemic racism. Subjects were 55 white college students (45 female and 10 male) in a cultural-diversity course required of education majors. The majority did respond at step 1 at the beginning of the course and saw racism as simply a matter of individual prejudice. None of the students reached a step-5 conceptualization, but the average student did gain one step, and more than a quarter made two- or three-step gains. The… [PDF]

Bowser, Benjamin P.; And Others (1993). Confronting Diversity Issues on Campus. Survival Skills for Scholars. Volume 6. This book addresses issues of racism, diversity, and intercultural communication in the college or university work place. Chapter 1 exposes several unwritten and informal rules that can become traps and pitfalls for the unknowing, especially people of color. It views the informal structure of the university through the eyes of minority faculty members and students and offers some suggestions for survival. Chapter 2 is a discussion of racial identity and the myths and realities of racism as it is known in the United States. Chapter 3 highlights the importance of daily communication about diversity. Chapter 4 unpacks four major and inevitable conflicts that arise when cultures collide in college environments: the purpose of education, affirmative action, freedom of speech, and the role of ethnic studies. In addition the chapter suggests possible resolution strategies and their consequences. Chapter 5 discusses \communities of interest\ and the necessity of redefining them: how the…

Baker, Susan; And Others (1993). I Am Connected to the World. Unit of Study for Grades K-2: Spanish Partial Immersion Program. These materials consist of a series of lessons comprising an interdisciplinary, multicultural instructional unit. They were designed for use in an elementary school Spanish partial immersion program, to address a variety of needs and learning styles of children from diverse backgrounds, and are intended to foster a sense of community and responsibility, both local and global. The unit is organized according to the model of multiple intelligences: verbal/linguistic; logical/mathematical; visual/kinesthetic/ musical/rhythmical, interpersonal, and intrapersonal. Lesson topics include: the connection between individuals and the human and natural worlds; the individual self; family; home; school; the local community; communities in general; seasons; the earth; and endangered animals. Included are excerpts from other publications and a number of reproducible student worksheets. A brief list of related materials is also appended. All instructions are in English, and some worksheets are all…

Hirabayashi, Lane Ryo, Ed. (1998). Teaching Asian America: Diversity and the Problem of Community. This collection of essays examines the wide range of approaches and emphases within the teaching of Asian American Studies (AAS), offering constructive insights into the tensions between diversity and community and into the different dimensions of AAS. After an introduction by L. R. Hirabayashi, the anthology is divided into two parts. Part 1, "Embracing Diversities," includes the following essays: (1) "Queer/Asian American/Canons" (D.L. Eng); (2) "Teaching Asian American History" (G.Y. Okihiro); (3) "'Just What Do I Think I'm Doing?' Enactments of Identity and Authority in the Asian American Literature Classroom" (P.A. Sakurai); (4) "The Case for Class: Introduction to the Political Economy of Asian American Communities in the San Francisco Bay Area" (B. Kobashigawa); (5)"Critical Pedagogy in Asian American Studies: Reflections on an Experiment in Teaching" (K. Osajima); (6) "Unity of Theory and Practice: Integrating…

Hoge, John Douglas, Ed.; Rosch, Richard, Ed. (1997). Teaching More about Korea: Lessons for Students in Grades K-12. The lessons in this book may be used as a unit of study on Korea or as supplemental lessons to ongoing social studies programs. The book is divided into seven parts with lesson plans in each area. Part 1, "Language," contains: (1) "The Korean Alphabet" (John Hoge); and (2) "Korean Expressions" (Harold Christensen). Part 2, "Geography," includes: (1) "Korea's Climate" (Harold Christensen); (2) "Parallel Peninsulas" (Theron L. Trimble); and (3) "Learning About Korea" (Charles Holt). Part 3, "History," focuses on: (1) "Kyongju – Capital of Ancient Korea" (Sharon Goralewski); (2) "Teaching About the Korean War With Documents" (Beth Haverkamp); (3) "Two Koreas" (Theron L. Trimble); and (4) "Together Again?" (Theron L. Trimble). Part 4, "Culture," emphasizes: (1) "Korean Cultural Artifact" (John Hoge); (2) "South Korea and Its Culture"… [PDF]

(1997). Individual Learning Issues. This document contains three papers from a symposium on individual learning issues in human resource development (HRD). \Bringing Cross-Cultural Sensitivity to Human Resource Development: An Example from the Classroom\ (Robert L. Dilworth) reports on a classroom-based case study in curriculum design for global HRD that emphasizes the importance of preparing HRD professionals for the complexities of cross-cultural settings. \The Analysis of the Effects of Experiential Training on Sojourners' Cross-Cultural Adaptability\ (Donna L. Goldstein, Douglas H. Smith) discusses a case-control study in which the hypothesis that cross-cultural training would improve training participants' cross-cultural adaptability was tested in a sample of 42 graduates of a week-long experiential cross-cultural training program and a control group of similar sojourners who received no training. The conceptual and empirical literature that undergirds the use of play in education and training, in particular, the…

Gordon, Edmund W.; Yowell, Constance (1992). Educational Reforms for Students At Risk: Cultural Dissonance as a Risk Factor in the Development of Students. This paper addresses the notion that persons at risk of failure to achieve an adequate education are in that position partly because of their social circumstances, i.e., their ethnicity, culture, language, or economic status. It discusses the impact of culture on what one does and how one does it, addresses the manner in which culture frames as well as enables one's feelings and thoughts concerning what one does, and examines the question of what mechanism of culture serves as the vehicle and context for human activity. Based on this analysis of cultural influences and their relationships regarding academic achievement, several implications for educational reform are examined covering: (1) the limitations of reform in school governance alone; (2) the limitations of the manipulation of standards and accountability based on educational achievement tests data; (3) the applicability of principles of social justice, i.e., the distribution of equity; (4) the pedagogical principles of… [PDF]

(1991). Proceedings of the Annual Conference of the International Association of School LIbrarianship (19th, Umea, Sweden, July 8-12, 1990). This conference report contains 32 presented papers: "Talking Books for Children in Sweden in Libraries and Schools" (L. Bergman); "At-Risk Students: How Do School (Library) Systems Respond?" (G. R. Brown); "Providing School Library Services to Immigrant Populations" (K. W. Craver); "Bibliographic Aids for School Libraries" (K. Darling); "The Literature Based Curriculum Bridges the Difference between Students, Librarians and Teachers Forming a Partnership for Learning" (V. J. Downes); "Cooperative Learning Activities in the Library Media Center" (L. S. J. Farmer); "Catering to the Special Needs of Mature Age Students in a Senior College in Western Australia" (N. A. Greeve); "Communication between Children and Adults, Based on Literature on Topics of Life Together and Problems of Drugs" (S. Hansen); "The Relationship between the Swedish Institute for Children's Books and Building Bridges of… [PDF]

Casterline, Sherri; Hites, Jeanne M. (1986). Adapting Training for Other Cultures. Designing instruction for trainees from abroad is very different from creating similar programs for trainees from the United States. Prescriptions based on these differences should be used with a chosen instructional design model when adapting training designs for other cultures. Instructional design principles apply to instruction for learners from other cultures if the teacher challenges his/her assumptions about the learners. First, a needs analysis should be conducted before training is exported. This includes asking if technology is appropriate to the situation and asking if the objectives are the same. Next, in addition to standard audience analysis, the teacher must give added scrutiny to motivational factors, the level of English comprehension, entry skills and knowledge, and learning style preferences. Based on these analyses, the teacher should examine any existing training materials to determine if delivery methods and instructional strategies are appropriate. Needed… [PDF]

Frame, Laurence (1980). SOCMATICAS Student Workbook. The student workbook for Socmaticas includes 271 activities which require students to utilize data from soccer team rosters to complete this bilingual, multicultural, multidisciplinary, learning program ranging from elementary to secondary levels. Encompassing the subject areas of English/Spanish, mathematics, reading, social studies, history, and geography, the specific tasks enable students to develop a positive self image, record their work progress, learn basic computational skills, make and utilize charts and graphs, integrate data, improve visual perception skills, write and interpret birth dates, read schedules, improve penmanship skills, develop creative writing skills, develop research skills, learn a second language and culture, and appreciate being bilingual/bicultural. Activities include ordering numbers, writing Spanish surnames, linear measurements, writing number words and dates, celebrating fiestas, drawing team emblems and uniforms, values clarification,…