Trueba, Henry T.; And Others (1984). Improving the Functional Writing of Bilingual Secondary School Students. Final Report. A study of language and literacy activities and attitudes in a southern California bilingual community and the resulting development of more culturally relevant writing instruction for junior and senior high school students of that community is reported. The initial task was an ethnographic survey of the community, focusing on its language activities and values. Four families were studied and compared, and the parents' perspectives examined. Based on these findings, appropriate writing activities were developed for this group and formulated into instructional modules, for which seminars were held to familiarize teachers with the materials and techniques. Modules were designed with content and activities relevant to students' everyday concerns and communication needs. The writing modules were then used in 3 junior high schools with 293 students. Evaluations of over 1,000 pre- and post-course writing samples showed a significant achievement gain during the period of the study. It is… [PDF]

Bennett, Ruth (1987). Cooperative Learning with a Computer in a Native Language Class. In a cooperative task, American Indian elementary students produced bilingual natural history dictionaries using a Macintosh computer. Students in grades 3 through 8 attended weekly, multi-graded bilingual classes in Hupa/English or Yurok/English, held at two public school field sites for training elementary teaching-credential candidates. Teams of three students worked together at the computer to complete a dictionary page, a task involving selection of a natural item, formulation of its definition, transcription in the Unifon alphabet, translation to English, and page layout. The project focused on written sentence construction and oral communication skills. The goal of producing a dictionary dealing with plants and animals known to local tribes allowed students to use knowledge obtained from family and other tribal members. The computer provided concrete realization of abstract concepts and a self-directed interactive learning environment. Classroom observation showed that (1)… [PDF]

Rogers, David (1977). An Inventory of Educational Improvement Efforts in the New York City Public Schools. In this inventory of the main efforts at improvement in the New York City public schools since 1970, there is particular emphasis on activities from 1974 to 1976. Various kinds of programs are discussed including: educational programs; programs within traditional classroom settings and within alternative schools outside; public sector programs; private sector initiated programs; vocational and prevocational programs; bilingual programs; programs for the handicapped; drug prevention programs; early childhood programs directed toward low income students; high school and college collaboration programs; and others. These program descriptions include information on date started, funding, location, emphasis, target population, staffing and changes. Three main techniques of data collection were used: (1) mail questionnaires, (2) personal interviews, and (3) analysis of existing documents. The inventory is organized in terms of four categories of innovation: (1) educational programs for…

(1980). New York City Russian Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-1980. The New York City Russian Bilingual Program operated in three public and eight private secondary schools and served 740 students from families that immigrated from the Soviet Union. The program offered instruction in English as a Second Language, native language arts, and bilingual instruction in academic subjects. Program participants were mainstreamed for some areas of instruction. Additional program components included curriculum development, supportive services, staff development, parent and community involvement, and extracurricular activities. The program was evaluated through criterion referenced tests of student achievement, interviews with staff members, and evaluator observation. The program was found to be operating effectively. Tables of data are included. Translated competency examinations and program correspondence are appended. (MK)… [PDF]

Stewart, Julieta (1978). Graciela Camina a la Escuela (Graciela Walks to School). Rules of traffic safety constitute the theme of this booklet, intended as reading material for Spanish speaking elementary school children. The document was developed by students in the Bilingual Teacher Aide Program at Mesa Community College. Both the Spanish language and content have been controlled to provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. In the story a little girl, Graciela, walks with her older brother Hector so that he can show her the safest way to go to school. On the way Hector explains traffic light colors, walk and no walk signs, and the buttons that pedestrians can use to activate traffic light signals. Hector cautions Graciela to never cross in the middle of the street, wait on the sidewalk until the light changes, and always look both ways before crossing. He also instructs her on the \correct\ side of the street to walk on when there are no sidewalks. Simple black and white…

Carter, Herman (1980). Follow Through Title I Expansion Program 1978-1979. Report Number 8043. The report of the 1978-1979 performance of the Project Follow Through Expansion Program for the primary grades focused on the educational component, parent involvement, staff development, and special supportive services. Classroom observations indicated that while aides and parents worked with groups consisting of 2 to 10 children, in two instructional models, teachers engaged in whole class instruction at least 40% of the time across all options. Cross sectional achievement data indicated that the Total Follow Through Expansion Program (TEXP) performed only as well as its Total Non-Follow Through (TNF) Title I eligible comparison group in reading, but outperformed TNF in mathematics. The specific third grade achievement objective was not attained. Parent involvement showed that most spent their time planning fund raising events. Parents who participated in program-specific activities spent their time assisting in program classrooms. Staff development activities involved 98% of the…

(1978). Questions and Answers about Writing a Lau Compliance Plan. The Lau v. Nichols decision and its implications for school districts are explained in this question and answer format paper. Lau compliance plans are described in full. The number of students necessary for development of a plan or program, what a Lau plan should include, and appropriate program types are detailed. (MK)…

Cole, Glory; And Others (1978). ML-PAT. Mohawk Language Picture Association Test. This picture association test booklet for the Mohawk language has two parts. Part One contains 10 questions and Part Two contains 40 questions. Each item consists of a word in Mohawk and a number of drawing from which the learner is to choose the correct one that represents the word. (AMH)…

Hutasoit, Marnixius; Prator, Clifford H. (1965). A Study of The "New Primary Approach" in The Schools of Kenya. This two-part study is an outgrowth of the explosive expansion in English-medium instruction which has taken place in the primary schools of Kenya since 1957. "Part I: The Prator Statement," which concentrates on the linguistic, methodological, and teacher-training aspects of the overall problem, presents first a description of the linguistic background of Kenya, the rationale underlying the use of English as a medium of instruction, and the role of Swahili and the vernaculars. Also described are the present language policy, its implementation and future, and the development of the NPA ("New Primary Approach" — referred to formerly as the "English-Medium Scheme"). The author evaluates the "New Peak Course" and the teacher training colleges. "Part II: The Hutasoit Statement" focuses attention on the administrative and financial aspects of education in Kenya and implementation of the NPA. A few of the joint recommendations appended to… [PDF]

McConnell, Beverly (1976). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Mid-Year Evaluation, 1975-76 Program Year. Evaluation of Progress No. 8. An early education program for children of migrant and seasonal farm workers, the program is designed around three problems which uniquely affect these children's education–lack of continuity, lack of professional staff, and irregularity of attendance. Serving primarily Mexican American migrant children, the program consists of two year-round sites located in Washington State and a third site called the "mobile component." The mobile program operates in La Grulla (Texas) during the winter; then the teachers, recruited from the families of the children served, move north when the children do and set up centers wherever the children move, continuing their education at each stop. The Washington sites provide year-round services for interstate, intrastate, and settled-out migrants. This evaluation report discusses the program's mid-year progress during the 1975-76 program year. The outcome and process objectives are given along with a summary of findings for the following…

(1974). Noorvik Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader contains a number of brief stories or essays about life in Noorvik, Alaska, and is illustrated with black-and-white drawings. (CLK)…

(1975). Kivalina Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader describes, in the form of a story about a little boy, the life of Alaska natives near Kivalina. The text is illustrated with black-and-white drawings. (CLK)…

Thomas, Beryl (1986). Schools in Ethnic Minorities: Wales. Journal of Multilingual and Multicultural Development, v7 n2-3 p169-86. Describes the history of the status of the Welsh language from the Acts of Union in 1536 and 1543 to the present day. The teaching of Welsh in the country's primary and secondary schools and career and employment opportunities in the the Welsh language are also discussed. (SED)…

Okonkwo, Chuka Eze (1983). Bilingualism in Education: The Nigerian Experience Re-examined. Prospects: Quarterly Review of Education, v13 n3 p373-79. Because most Nigerian children receive only limited schooling, it is important to use this time as effectively as possible. One way to improve Nigerian schools is by teaching children in their native language, so that they will not be hindered by the need to master two languages and cultures. (IS)…

Colker, Laura J., Ed. (1997). Beyond Reading, Writing, and Arithmetic: A Retrospective Look at How Schools Have Responded to Changing Societal Needs. Second Edition. Founded by the federal government in 1966 as an educational research documentation network, the Educational Resources Information Center (ERIC) has evolved in both scope and philosophy over the past years. This publication is a tribute to the ERIC program as it enters its fourth decade. The contents, which were chosen to chronicle the progress of educational development, focus on how the public schools, as agents of change, have adapted over time to selected societal trends. The volume presents documents dealing with four social trends that have occupied much of professional literature during the past 30 years: the increase in children and families living in poverty; the influx of children and families whose home language is not English; the "epidemic" rise in teen pregnancy and parenthood; and the widespread use of tobacco, alcohol, and other drugs by children at younger ages. The volume is divided into five sections. Each of the first four sections deals with one of the… [PDF]

Wakefield, Patricia, Comp. (1984). Demonstration Preschool/ESL Project Report, Sexsmith Community School, Phases I & II. Vancouver, British Columbia, Sept. 1982-June 1984. This report describes the background, organization, design, evaluation, and recommendations of a demonstration project involving a model preschool for 3- to 4-year-old children learning English as a second language (ESL). The impetus for the project was the increase in the number of immigrant children in British Columbia. Objectives were to develop and implement a preschool program specifically designed to meet the needs of ESL children and to assess the program's value as a prototype for serving ESL preschool children. In the program developed, one teacher met with morning and afternoon classes of 15 children. Curriculum is discussed in terms of goals, orientation of children and parents, daily schedule, physical setting, monthly planning, concepts taught, and strategies used to expand children's ESL skills and awareness of their own and other cultures. The research component of the project included a study comparing children's effectiveness in peer interaction with their…

Baker, Houston A., Jr., Ed. (1982). Three American Literatures: Essays in Chicano, Native American, and Asian-American Literature for Teachers of American Literature. Intended for use by American literature teachers who wish to use a single-volume work offering overviews of the literary traditions of selected minority groups, this book contains not only broad overviews, but also detailed analyses of specific works that constitute significant aspects of the Chicano, Native American, and Asian American traditions. The eight articles provide (1) an overview of minority literature in the United States, (2) an overview of Chicano literature, (3) a discussion of the evolution of Chicano literature, (4) an overview of Native American literature, (5) an examination of characteristic images and incidents in Native American imaginative literature, (6) an overview of Chinese-American and Japanese American literatures, (7) a discussion of Frank Chin's"The Chickencoop Chinaman" and "The Year of the Dragon," and (8) a discussion of the range of Japanese-American literature. (FL)…

Banks, James A. (1982). Reducing Prejudice in Students: Theory, Research, and Strategies. This paper reviews theories and research studies concerning prejudice and suggests strategies for reducing prejudice in students. The first half of the paper describes theories and research studies. A summary of Arnold M. Rose's critical analysis of the older, simpler theories of prejudice and of the more complex modern psychological explanations is presented. Simpson's and Yinger's comprehensive theory of prejudice is examined. Personality theories of prejudice which consider personality as the most important variable in the formation of bigotry are discussed and flaws are pointed out. Personality studies are described and social structure theories of prejudice are reviewed. The last half of the paper uses research results to suggest strategies for reducing prejudice in the schools. For example, research indicates that visual materials such as pictures and films greatly enhance the effectiveness of attempts to change racial attitudes. Therefore, the author suggests that for a… [PDF]

Murray, Jan, Ed.; And Others (1981). The Migrations Project Resource Handbook. Folk Arts to Enhance the Curriculum. \Migrations\ is a multi-ethnic, interdisciplinary approach to the exploration of ethnic heritage. Designed by the Teacher Center, Inc. (New Haven, Connecticut), the project is conceived on the principle that ethnic heritage can be a source of pride and unity for all members of a community. It provides an active link between the ethnicity of the community and that of its schools. A primary focus of \Migrations\ is on celebrating, through folk arts and oral history, those attitudes and experiences which are basic and vital to the lives of all people. All aspects of the project revolve around a museum housing a collection of folk art objects and photographs and reflecting the major ethnic composition of the community. A traveling mini-museum is an active teaching tool that is taken into classrooms and occasionally on road trips. This handbook contains photographs of the contents of the museum as well as descriptions of the activities of the center in which the project is based. These… [PDF]

(1981). Publications Supported by the Multiculturalism Directorate, Government of Canada = Publications Subventionnees par la Direction du Multiculturalisme, Gouvernement du Canada. Revised. This revised and updated bibliography of multicultural publications supported by the Canadian government includes annotations in both French and English. Historical, literary, ethnographic, linguistic, and research documents and teaching guides representing or targeted to a variety of different ethnic groups are presented. The bibliography also contains an index of authors, editors and translators; an index of associations and publishers; and a subject index by ethnic group classification. (JCD)…

de Lorenzo, Kathryn Brue (1980). Cerebral Language Arrangement for Mexican Americans. This study investigates whether Mexican Americans have a different cerebral specialization for native language than for second language as measured by visual shift. The possibility of a different cerebral arrangement for each language has implications for educators. The relation between cerebral arrangement and cognitive style entails considerations concerning methods of instruction, grouping, reward systems, and assessment. The research sample consisted of thirty-two bilingual English-Spanish right-handed males and females between the ages of twelve and sixteen. Visual shift, looking away from the examiner upon being asked a question, represents a switch from external to internal processing. It has been found to be a function of eye movement contralateral to cerebral activity. The results indicate that students sampled in this study tended to shift to the right when answering questions in English and to the left when answering questions asked in Spanish. For this sample, the left…

Hurwitz, Suzanne, Ed.; And Others (1980). In Search of Our Past: Units in Women's History. U.S. History Teacher Guide. A teacher's guide for three junior high school units on women in United States history is presented. Designed to supplement what is customarily taught in United States history courses, the units focus on Native American women in Pre-Columbian America, Southern women from 1820 to 1860, and women as immigrants and workers from 1820 to 1940. The guide incorporates the student workbook and provides objectives, background material, teaching procedures, suggested activities, and bibliographies. Each unit also contains an oral history assignment. In the first unit, students examine matrilineal societies, write myths similar to ones in their readings, and report on the life of a creative woman. The oral history assignment is to interview an older woman about home remedies. The second unit focuses on the roles of the black slave woman and the Southern plantation woman. Through interviews, students determine expectations and realities of three generations of mothers and daughters to discover… [PDF]

Cardozo-Freeman, Inez (1978). Ethnic Heritage Studies Program Performance Report: Institute on the Folklore and Traditions of Mexican-American, Black, and Appalachian People. Two of the major objectives of the six week institute were "to provide teacher training in the folklore and traditions of the Mexican American, Black and Appalachian people to teachers who are either members of these cultures, or who work with students of these cultures; and to present teachers with subject matter, curriculum and background information in the folklore and traditions of these three cultures which can be incorporated into school curriculum." The courses offered closely followed these objectives with a folklore component introducing methods and approaches to the study of folklore along with information on gathering resource materials, and the three other courses focusing specifically on Mexican American, Appalachian and African American folklore. The 30 participants in the Institute were primarily teachers and represented the 3 cultures under study, as well as the mainstream culture. Comraderie and cordiality grew quickly as these participants from four… [PDF]

(1979). Fair Textbooks: A Resource Guide. This guide was compiled in response to the need for a centralized system to catalogue resources designed to promote greater fairness in public school education. Part I, Materials Resources, includes sections on research, special issues, textbook evaluation instruments, nonprint materials, resource lists, and bibliographies. Part II, Procedural Resources, consists of sections on textbook guidelines; curriculum guidelines; administrative guidelines and recommendations; and State statutes, procedures, and guidelines. Part III, Directories, lists publishers of books and educational materials that, in the estimation of the publishers, contribute favorably to or are sensitive to the treatment of minorities and/or females. Included are titles of resources publishers have provided. Part IV, Organizational Resources, lists organizations that can be contacted for additional or specialized information and resources and conferences that have been concerned with biases in educational materials… [PDF]

Valverde, Leonard A., Ed.; And Others (1980). Educating English-Speaking Hispanics. In both diagnostic procedures and in program prescriptions, this book attempts to deal with the problem of the Hispanic child who speaks no Spanish and who, in fact, may be discouraged from learning Spanish by parents who mistakenly feel they are helping the child make a quicker transition to the dominant culture. The first three chapters present some curriculum and instructional methods that can and should be used with groups of Hispanic children who speak English. In the first chapter, three fundamental premises are given: (1) curricula designed for middle-class native English-speaking children are not conducive to teaching Hispanic children; (2) English-speaking Hispanic students may not be proficient enough to succeed in the standard curriculum; and (3) instructional personnel need to develop a curriculum appropriate for English-speaking Hispanic children. In chapter two, current research is used to expose and discredit myths and stereotypes about Hispanic children and in…

Redford, Dale (1977). Ethnic Heritage Studies: Cultural Pluralism. Experimental Unit. A variety of individual and group activities which require students to examine their ethnic background and their personal values related to cultural pluralism are included in this teaching guide. The unit is part of the Louisville Area Ethnic Heritage Studies Project described in ED 150 043. The project materials are designed to foster communication across intercultural/ethnic lines. The objectives for this unit are to ensure that students understand the positive aspects of our pluralistic society; recognize diversity of culture, ethnicity, and custom as a strength; examine real problems and real people of various cultures; and participate in experiences that will help build positive attitudes and acceptance of their own and other cultural groups. Suggested time allotment is one to two weeks. The guide includes a pretest, posttest, and five behavioral objectives accompanied by instructional activities, facilitating materials, and comments to the teacher. There are eight study guides… [PDF]

Brothers, Lynn (1976). Ethnic Heritage Studies: Family History Project. Experimental Unit. This teaching guide presents a personal approach to America's past by having students prepare their own family's social geneological history. It is part of the Louisville Area Ethnic Heritage Studies Project described in ED 150 043. The project materials are designed to foster communication across intercultural/ethnic lines. The objective for this unit is to develop an understanding of the ways in which an individual's life is affected by his family background. Planned as a supplement for social studies courses, suggested time allotment is one to two weeks. The guide is comprised of a pretest, four behavioral objectives accompanied by instructional strategies, and a listing of facilitating materials. Also included are 10 worksheets for the student: a family history chart; family group sheet; tips and suggested questions for interviewing; a list of geneological sources of information, suggestions on how to organize a report, and tips on how to write and analyze an obituary. A… [PDF]

Ramirez, Bruce A.; And Others (1988). Culturally and Linguistically Diverse Children: Black Children, Hispanic Children, Asian Children, and Young American Indian Children. Teaching Exceptional Children, v20 n4 p45-51 Sum. Appropriate instruction for culturally and linguistically diverse children requires distinguishing among individual needs related to culture, language, poverty, mobility, and exceptionalities. Presented are suggestions regarding prereferral, assessment, curriculum, parental involvement, and program coordination for Black, Hispanic, Asian, and American Indian children who may be at risk for learning difficulties. (JDD)…

Butler, Johnnella E., Ed. (2001). Color-Line to Borderlands: The Matrix of American Ethnic Studies. American Ethnic and Cultural Studies Series. This collection of essays traces the historical development of ethnic studies, its place in U.S. universities and the curriculum, and new directions in contemporary scholarship. Essays include: "Introduction: Color-Line to Borderlands" (Johnnella E. Butler); "Multiculturalism: Battleground or Meeting Ground?" (Ronald Takaki); "Ethnic Studies as a Matrix for the Humanities, the Social Sciences, and the Common Good" (Johnnella E. Butler); "The Problematics of Ethnic Studies" (Manning Marable); "The Influence of African American History on U.S. History Survey Textbooks Since the 1970s" (John. C. Walter); "Ethnic Studies in U.S. Higher Education: The State of the Discipline" (Evelyn Hu-DeHart); "From Ideology to Institution: The Evolution of Africana Studies" (Rhett S. Jones); "The Dialectics of Ethnicity in America: A View from American Indian Studies" (Elizabeth Cook-Lynn and Craig Howe); "Whither the…

Byrne, Sean (1997). Growing Up in a Divided Society: The Influence of Conflict on Belfast Schoolchildren. This book describes the results of a study of the political development of 35 Protestant and Catholic children between 11 and 16 years old, attending integrated and non-integrated secondary schools in Belfast, Northern Ireland. The research maps Belfast schoolchildren's images of political violence, political authority figures, and their views about the possibility for peaceful change. Results show that for the children in the study, the conflict in Northern Ireland is not only a religious one, but one that involves economic, political, historical, and psychological issues. The study also indicated that age, class, gender, and religious differences may be significant for both school populations. Specifically, different patterns of political imagery for both age groups in both types of schools in Belfast indicate important dimensions to the troubles. A key unanswered question is the effect of social diversity on daily experience and how that relates to youth violence and tolerance….