Lambert, Wallace E.; Taylor, Donald M. (1996). The Meaning of Multiculturalism in a Culturally Diverse Urban American Area. Journal of Social Psychology, v136 n6 p727-40 Dec. Examines the significance that female ethnic groups in Miami, Florida (Cuban, Nicaraguan, and Haitian) attach to heritage culture and language maintenance. Considers also the views of key majority groups (black women and white women). Reveals a consensus regarding cultural and language maintenance in the home while accepting English in the public domain. (MJP)…

McGowan, Tom, Ed.; And Others (1994). Promoting a Global Perspective. Children's Literature. Social Studies and the Young Learner, v6 n4 p19-22,29 Mar-Apr. Asserts that citizens are aware of growing global diversity and interdependence. Maintains that simply providing children with information about other cultures is not enough. Provides a bibliographic essay divided into eight themes related to cultural diversity. (CFR)…

Bangs, John (1994). Funding for Race Equality in Education: Looking to the Future. Multicultural Teaching, v13 n1 p7-9,13 Fall. The present system of funding for race equality in education in England and Wales is inconsistent and discretionary. Issues in securing permanent funding for minorities and those for whom English is a second language are discussed for national, local-education-agency, and school levels. (SLD)…

Volk, Terese M. (1994). Folk Musics and Increasing Diversity in American Music Education, 1900-1916. Journal of Research in Music Education, v42 n4 p285-305 Win. States that, from 1900-1916, U.S. demographic make-up changed dramatically due to the influx of people from southern and eastern Europe. Also asserts that some of the musics of African Americans and Native Americans were introduced into the music curriculum. (CFR)…

Campbell, Patricia Shehan (1994). David P. McAllester on Navajo Music. Music Educators Journal, v81 n1 p17-23 Jul. Asserts that music teachers increasingly are interested in music that originates outside the Western European tradition. Presents an interview with David P. McAllester on world music, the musical culture of the Navajo people, and how it should be taught in music classrooms. (CFR)…

Schmitz, Betty (1992). Cultural Pluralism and Core Curricula. New Directions for Teaching and Learning, n52 p61-69 Win. Across the country, college faculty are redefining core knowledge and skills to include learning about pluralism in the United States and about world cultures. They are experimenting with new pedagogical approaches that engage cultural diversity in effective ways. Interdisciplinary collaboration, thematic curricula, and cooperative learning activities are examples. (Author/MSE)…

Punske, Lori (1992). Museum Showcase: Museums Offer Classrooms the Treasures of Many Cultures. Teaching Tolerance, v1 n2 p16-19 Fall. Describes resources that museums make available to classrooms nationwide, particularly multicultural exhibits and educational programs. Describes specific offerings at 14 museums that include inservice teacher training, educational tours, and curriculum materials in Chicano culture, African diversity, Western stereotypes, art, the Holocaust, slavery, Jewish traditions, American Indian topics, and multiculturalism. (JB)…

Mathison, Carla; Pohan, Cathy (1998). WebQuests: The Potential of Internet-Based Instruction for Global Education. Social Studies Review, v37 n2 p91-93 Spr-Sum. Defines a \WebQuest\ as an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. Outlines six critical attributes of a WebQuest and provides a sample lesson. The lesson outlines the connections between democratic principles and pluralistic education. (MJP)…

Patrick, John J. (1998). "E Pluribus Unum": What Does it Mean? How Should We Respond?. Michigan Social Studies Journal, v10 n1 p5-14 Spr. Charts the intellectual history of competing conceptions of national unity, diversity, and ethnic identity. Explicates three models: monolithic integration (monocultural assimilation of diversity), pluralistic preservation (diversity and unity as equal values), and pluralistic integration (stressing consensus about core civic values while acknowledging the compatibilities and tensions regarding unity and diversity). (MJP)…

Merryfield, Merry M.; Tlou, Josiah (1995). The Process of Africanizing the Social Studies. Social Studies, v86 n6 p260-69 Nov-Dec. Investigates social studies curriculum reform in Botswana, Kenya, Malawi, Nigeria, and Zimbabwe. Reports on each country contain a brief overview of the historical situation and current syllabus, and a discussion of the ongoing "Africanization" process. Concludes with a definition of "Africanization," its purpose, and implications. (MJP)…

Miller, Carole S., Ed.; Sakari, Mary D., Ed. (1995). Connections '95. Proceedings of a Faculty Conference (Victoria, British Columbia, Canada, May 1995). "Connections '95" focused on educational collaboration and change and the process of becoming a professional. Following the introduction, "Creating the Context: Connections '95" (C. Miller and M. Sakari), the 16 conference papers are presented. The papers are: (1) "Taiga and Tundra: Art and Culture in a Changing Circumpolar World" (B. Zuk and R. Dalton); (2) "The Perspective of the Other: Differences and Equality" (D. W. Stanley); (3) "Curiouser and Curiouser" (S. Taylor, A. Oberg, H. Coey, B. Levis, and T. Main); (4) "Reading a Tango: Multiple Interpretations of Text" (A. Oberg, S. Taylor, C. M. Harvey, and P. Murray); (5) "Establishing Collaborative Research within a University of Victoria Partnership Program at Okanagan University College" (V. A. Green); (6) "The Processes of Researcher-Teacher Collaboration: Reflections of a Researcher and Two Teachers in a Project for Promoting Social Integration of… [PDF]

(1978). 1978 Annual Report to the President and Congress. The National Advisory Council on the Education of Disadvantaged Children. This is a report of the Council's site visits, assessment activities, and recommendations concerning programs for the educationally disadvantaged. Although most of the programs examined are funded under Title I, other types of compensatory programs are also considered. Particular attention is given in the report to the areas of: funds allocation and distribution; program planning, administration and evaluation; parent involvement; State operated programs; individualized education; alternative schools and programs; bilingual/bicultural education; American Indian and migrant education; community support services; peer tutoring; and the participation of children in nonpublic schools. Site visit reports from schools in Alabama, Arizona, Arkansas, California, Florida, Georgia, Kentucky, Mississippi, Rhode Island, New York, Tennessee, and Puerto Rico are presented. Particularly noted is the effectiveness Title I programs have demonstrated in meeting the needs of rural and small school… [PDF]

Takaki, Ronald (1993). A Different Mirror: A History of Multicultural America. First Edition. The history of the United States is recounted from the viewpoint of the many peoples previously left out of the historical canon. The traditional Eurocentric viewpoint is turned inside out, beginning with the arrival of English strangers as seen by Native Americans. Also examined are the perspectives of African Americans, the Irish, Asians who came from China and Japan, European Jews, and Latinos. How racism has divided U.S. society is explored, considering how the conflict of the inner cities has developed. Issues of access to education and equal education are explored for several ethnic groups, including African Americans, faced with school segregation and racial prejudice. The consideration of education for Chicanos centers on political influences and the roles for which Chicanos were being educated, with education linked to questions of equal employment. For the Japanese immigrants to Hawaii, education provided a way of recognizing new opportunities and clarifying…

(1990). Crossing the Bridge to Equality and Excellence: A Vision of Quality and Integrated Education for Connecticut. This report is the product of 17 months of research, consultation, and discussions; and it presents the views of the Connecticut Governor's Commission on Quality and Integrated Education. Connecticut has long acknowledged an affirmative responsibility to desegregate the public schools and guarantee educational quality for all students. The Commission found that the goal of "quality and intergrated education" currently is blocked by increasing racial isolation (i.e., the majority of Connecticut's students remain isolated from daily educational contact with students of other races and ethnic groups). Following its research into the dimensions of racial isolation in education in Connecticut and nationally, the Commission developed the following six findings: (1) educational opportunity cannot be addressed in isolation and public policy should be linked in the cooperative enterprise of removing barriers to achievement and of promoting the common ground that strengthens all in…

Mesa-Bains, Amalia; Shulman, Judith H. (1991). Teaching Diverse Students: Cases and Commentaries. Instructor's Guide. This instructor's guide has been developed to help teacher educators and staff developers use the cases in "Teaching Diverse Students: Cases and Commentaries" in preservice and inservice seminars. It promotes the use of discussion methods as a vehicle for engaging teachers and students in analysis of real-life situations. These teacher-written cases describe problems that all inner-city teachers face and bring to the surface many of the challenges of multiculturalism in the classroom. Often the narratives deal with culturally sensitive issues that are taboo to discuss in public. This volume provides an analysis of these issues and offers a structure for groups to discuss them in a safe and constructive environment. The guide is organized to help instructors facilitate case discussions. It begins with an introduction that offers general suggestions for preparing case analysis and examines effective group processes. The main section, "Teaching Notes," provides an… [PDF]

Norton, Kathleen B. (1979). The Effect of Context on the Understanding of Idiomatic Expressions and Multiple-Meaning Vocabulary Words for Monolingual and Bilingual Readers. A study was conducted to determine if context facilitated the understanding of idiomatic expressions and multiple-meaning vocabulary words presented in narrative passages and if the passages containing these linguistic elements were comprehended. Specifically, the study compared the performance of monolingual and bilingual sixth grade and eighth grade students to discover if differences existed in the effectiveness of context as a function of language group membership and grade placement or reading achievement level. The subjects were administered tests of idioms in context and of vocabulary in context. Each test called for the subjects to read three passages, answer comprehension questions, and then read a reprinted passage with target words underlined to insure that they would refer to context as they selected definitions from a list provided. The results showed that comprehension was facilitated more by context than by definition selection tasks. In addition, reading achievement…

Blades, Stephen (1980). Poetry and Linguistic Awareness. As part of an investigation of ways to increase the linguistic awareness and communication skills of community college students from a variety of linguistic and cultural backgrounds, a study was conducted to determine if poetry study would enhance the word comprehension sensitivity of bilingual and bidialectal students. The 38 students involved in the study were enrolled in either a poetry class (experimental group) or a social studies class (control group). All students were administered the McGraw-Hill Basic Skills Vocabulary Test as both a pretest and a posttest. Both classes showed significant improvement in word comprehension sensitivity, a result possibly attributable to vocabulary work in each class. However, the findings suggest that students in the poetry class experienced a significant growth in word comprehension sensitivity and in interpersonal affective language usage due to their exposure to metaphoric language that was free of the cultural-specific limitations of…

Tovey, Hilary (1978). Language Policy and Socioeconomic Development in Ireland. Occasional Paper 4. This report, based on the materials used by the Committee on Irish Language Attitudes Research, describes the relations between language policy and socioeconomic development in the Republic of Ireland. Their contribution to central state planning in the maintenance and extension of Irish since attainment of political independence in 1922 is discussed. Topics discussed include community maintenance of language in Irish speaking areas, generating ability in Irish through the education system, education, and the relationship between Irish and social mobility. (Author/JB)…

Genishi, Celia (1977). Code-Switching in Four Six-Year-Old Spanish-English Speakers. This observational study examined code switching, the alternation of language or dialects to convey social meaning, in 6-year-old Spanish-English bilinguals. Specifically, the study attempted to determine which of the five variables were associated with code switches: physical setting; type of activity; characteristics of the addressee (age, ethnicity, linguistic ability); topic of conversation; linguistic intention (requesting help, arguing, etc.). The study also attempted to investigate any differences between children's and adults' code switching. Subjects were four children attending a bilingual day care center-kindergarten. Children's language production and concurrent behavior were recorded. From the data, seven types of activity settings were isolated. Episodes of interactive speech were analyzed for the five variables studied. Results indicate that the only variable having a clear effect was the addressee's linguistic ability; children were able to choose and maintain the…

Luft, Max; And Others (1977). Development of a Test Instrument to Determine Language Dominance of Primary Students: Test of Language Dominance (TOLD). The objective of this study was to develop a highly reliable instrument for primary grade students which was relatively culture free and could accurately identify each child's dominant language. In addition, it should provide normative data regarding the child's fluency in his two most predominant languages. This test, known as the Test of Language Dominance, was simultaneously developed in English, Navajo, Spanish, Yupik and Zuni. Items which did not indicate satisfactory statistical rigor during the pilot test phase were removed or modified. The test is divided into Part I (receptive verbal ability) and Part II (expressive verbal ability). Part I, which features progressive item difficulty, is group-administered to children who respond by marking one picture out of the four which the administrator describes. Part II is individually administered with each student naming as many things as he can in a given domain in one minute. The test must be administered by a person fluent in… [PDF]

Rodrigues, Raymond J. (1974). A Comparison of the Written and Oral English Syntax of Mexican American Bilingual and Anglo American Monolingual Fourth and Ninth Grade Students (Las Vegas, New Mexico). In comparing the written and oral English syntax of Mexican-American bilingual and Anglo-American monolingual students, this study sought to learn specifically whether these two groups of students represent the same speech population in English syntactic use. A total of 70 subjects were randomly selected for the four groups (bilingual and monolingual fourth and ninth graders). Each subject was taped in an interview to acquire a sample of oral language production–free speech–while free writings in class were used for written production. Oral and written samples were divided into T-units, and 20 T-units of each language production were randomly sampled for each student and then analyzed to test for central tendency, dispersion, and skewness. Results showed that the bilingual and monolingual students do represent the same language population in English syntactic usages, except in ninth-grade written average clause length. However, the study raises questions, and the subject warrant's… [PDF]

Askins, Billy E.; Cornett, Joe D. (1976). Multiple Correlation as an Extension of One Group Evaluation Designs. The usefulness of multiple correlation as an extension of one group evaluation designs was investigated. Program participants were measured on the amount of time each spent participating in a specific activity. This information, along with selected personal variables, was used in a correlational analysis to determine the contribution of various program activities and personal variables to the measured changes on the criterion variables. It was found that multiple correlation can provide a wealth of information to decision-makers at a minimum cost. (Author/RC)… [PDF]

Ching, Doris C. (1976). Reading and the Bilingual Child. Reading Aids Series. This book describes the special needs and learning problems of the bilingual child; reviews and summarizes research on teaching English as a second language, showing various teaching approaches; and provides practical ideas for the classroom teacher in the reading instruction of the bilingual child, with suggestions for the development of motivation and self-concept, auditory discrimination, vocabulary and concepts, oral language, and formal reading instruction. A list of references is included. (JM)… [PDF]

Harms, L.S. (1975). Phonetic Science, Intercultural Communication and the Right of Man to Communicate. When phonetic science is extended from an individual to a dyadic system base, it acquires relevance to intercultural communication. A study examining the ability of sixteen Japanese American bilingual communicators to be understood in a situation of stressful audial interference establishes the upper limit for training in pronunciation. An approach designed to modify the dialect of college-age adults living in a multilingual community is also based on the dyadic model. Characterization of the patterns of intercultural communication in terms of dyadic phonetic patterns, such as time-imbalance, switching pause, and mismatch analysis, provides a focus for more detailed analysis of international relationships. As phonetic science becomes important to intercultural communication, it assumes the potential for making contributions to worldwide communication needs. (KS)… [PDF]

Harkins, Arthur, Ed.; Woods, Richard, Ed. (1969). Problems of Cross-Cultural Educational Research and Evaluation: The Rough Rock Demonstration School. This report contends that the preliminary negative evaluation of the Rough Rock Demonstration School (RRDS) was due more to the investigators' culture shock than the actual situation. RRDS, an experimental school, is unusual in that is administered mainly by Navajos. Thus the appearance of this school, which offers a bilingual and bicultural educational program, reflects the attitudes and customs of its native administration. The problems of cross-cultural studies and evaluations are discussed along with specific instances of faulty assessments of the school. The problems encountered in finding a representative sampling of parents and students, translation, imposing Anglo middle class values on the Navajo way of life, payment of poor people for services, community relations, nepotism, teaching English as a second language, the deleterious effects of traditional dormitory life on Navajos, and parental involvement are presented. (KG)… [PDF]

Peniche Leger, Maria Elena (1972). Tecnologia educativa: Lengua nacional 1. Guiones didacticos para el profesor (Educational Technology: National Language 1. Teacher's Guide). This is the first in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…

Peniche Leger, Maria Elena (1972). Tecnologia educativa: Lengua nacional 2. Guiones didacticos para el profesor (Educational Technology: National Language 2. Teacher's Guide). This is the second in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…

Peniche Leger, Maria Elena (1972). Technologia educativa: Lengua nacional 3. Guiones didacticos para el profesor (Educational Technology: National Language 3. Teacher's Guide). This is the third in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…

Peniche Leger, Maria Elena (1972). Tecnologia educativa: Lengua nacional 4. Guiones didacticos para el profesor (Educational Technology: National Language 4. Teacher's Guide). This is the fourth in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…

Peniche Leger, Maria Elena (1972). Tecnologia educativa: Lengua nacional 5. Guiones didacticos para el profesor (Educational Technology: National Language 5. Teacher's Guide). This is the fifth in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…