Bastenier, A.; And Others (1986). Vocational Training of Young Migrants in Belgium. This study looked at the overall situation of the immigrant population, and young immigrants in particular, and analyzed such problem areas as the transition from school to working life and the inadequacies of initial training with relation to the situation in Belgium. The study identified the following problem areas: (1) problems relating to the education of children of migrant workers and (2) problems concerning access to vocational training and the links between success at school, success in vocational training, success in employment, and access to the labor market. Analysis of the data suggested some conclusions, among them: (1) migrants have stayed on the fringes of the job market in Belgium, according to the theory that the first generation of them were going back to their home countries; (2) no vocational training was provided for these workers; (3) the children of these migrants are highly at risk for unemployment because they lack job training and the work ethic of their… [PDF]

(1988). CERI's 20th Anniversary: A Special Supplement. Innovation in Education: News from the OECD-Paris, No. 51. This newsletter briefly discusses three topics generated from the continuing work in the field of education of the international Organisation for Economic Cooperation and Development (OECD) and the Centre for Educational Research and Innovation (CERI). The topics are titled: (1) The Contribution of Research, Innovation and Development to Effective Learning and Schooling; (2) The Contribution of Research, Innovation, and Development to the Understanding of New Education and Work Relationships; and (3) The Contribution of Research, Innovation, and Development to the Understanding of New Education and Socio-Cultural Relationships. In addition, it evaluates the interface between social policies and education policies of several CERI projects as to program commitment to equality of opportunity, early childhood care and education, teaching handicapped adolescents, and integration of diverse minorities. The newsletter concludes by arguing that the rate of improvement in these areas must…

Rey, Micheline (1985). The School Re-Integration of the Children of Greek Emigrants in Their Parents' Country of Origin. The CDCC's Project No.7: "The Education and Cultural Development of Migrants.". Based on the visit of an international team studying the education and cultural development of migrants, this report describes school re-integration for children of Greek migrants returning to their home country. Part 1 outlines the purpose and itinerary of the three-day visit. Part 2 characterizes Greece as having a long and complex tradition of migration and gives numbers of Greeks emigrating abroad and returning since 1968. Brief descriptions are provided for state programs that deal with employment needs, encourage research on the impact of migration, and sponsor summer camps for Greek children living abroad. Part 3 covers the visit to an experimental project serving 53 children of migrants in nine back-up classes–small groups meeting four to five hours weekly after regular school hours. The goals of the three-year project are described–a study to identify problems encountered by migrant students, development of teaching materials, and in-service training for back-up class…

Amiotte, Arthur (1978). Art & Indian Children of the Dakotas: An Introduction to Art. Series Number 4. The fourth volume of a bicultural educational series designed and produced especially for use in Aberdeen area schools with predominantly western Sioux populations has educational import for children and teachers everywhere who have an interest in the art and culture of the western Sioux. The volume focuses on creativity and the changing and re-arranging of media into a work of art. It begins with the Lakota story of creation, illustrated with Lakota drawings. The next section contains photographs depicting the many uses of art on garments, eating utensils, blankets, pouches, tipis, and for personal adornment, pictures and drawings, and prayer aids. The next section describes and illustrates with photographs the different painting styles of Lakota men and women. The volume then describes with text and photographs the preparation of hides for painting and the natural materials used in painting. Next is a description of the type of drawing and painting done by the Lakotas after the… [PDF]

(1978). Ethnic Heritage Studies Program: Final Performance Report. The document describes development, objectives, and activities of an ethnic heritage studies project entitled Preserving Ethnic Traditions (PET). Undertaken to aid high school teachers and students understand ethnic traditions in Delaware, the project focused on development of skills in areas of interviewing, photography, graphics, public speaking, and researching. Ethnic communities involved in the project included Pakistanis, Ukrainians, Hispanics, Blacks, American Indians, Amish, French, Germans, Africans, Chinese, Greeks, and Swedes. Project developers believe that the information presented in the document can be used as a model for other schools initiating an ethnic heritage studies program. The document is presented in 10 sections. Section I presents a directory of advisory council members and includes council correspondence. Section II outlines project objectives. Sections III and IV summarize project orientation, procedures, participant selection processes, interview…

(1977). The Report to the United States Office of Education of the National Task Forces on Instructional Strategies in Schools with High Concentrations of Low-Income Pupils. This paper presents the reports of the National Task Forces on Urban, Rural, Migrant, Native American and Bilingual/Bicultural Education. The Task Forces were asked to pinpoint strategies for instructional and programmatic improvement in these areas. The focus of inquiry was on reading and mathematics instruction. Attention was also paid to elements that are seldom examined such as pupils' needs, the concerns of parents and communities, and the problems of administration and the frustration of teachers. Although each task force was considered separately, several issues which were similar enough to be considered common to each group are treated together. The five areas that reflected mutual concern were: curriculum development, performance evaluation, personnel training, parent and community participation, and funding. Among the findings were the following: (1) each of the task forces indicated a need for a utilitarian-based education, reflecting the particular needs of pupils from… [PDF]

Frey, Joanne M. (2000). Teaching Preservice Teachers To Incorporate the World Wide Web To Promote Respect of Cultural Diversity. This paper describes how preservice teachers at one university are introduced to computer technology in a nonthreatening manner and how they learn to use the World Wide Web to promote cultural pluralism. Students are introduced to computer technology (e.g., word processing, e-mail, and database searching); then they learn how to harness the power of the World Wide Web (WWW) in order to gather information about any topic and actively engage their students with current resources. Students learn to use the WWW to gather information globally to develop an integrated or interdisciplinary thematic unit. Development of the unit will help students learn about the contributions of other cultures, understand other cultures while developing Internet skills, and develop cooperative groups. The unit is also meant to foster pride in ethnicity. It is hoped that the preservice teachers' newly acquired cultural awareness and knowledge will help increase their respect for the diverse student… [PDF]

Allexsaht-Snider, Martha (1996). Windows into Diverse Worlds: The Telling and Sharing of Teachers' Life Histories. Education and Urban Society, v29 n1 p103-19 Nov. Describes a professional development research project concerned with equity in mathematics education. Project goals include teacher collaboration to learn about equity, racism, and schooling. Also, through the sharing of personal experiences, teachers learn how gender and cultural bias affect mathematics learning and their interactions with their students. Narratives of Latina teachers who participated are highlighted. (GR)…

Clair, Nancy (1995). Mainstream Classroom Teachers and ESL Students. TESOL Quarterly, v29 n1 p189-96 Spr. This case study argues that teachers are ill-prepared to give English-as-a-Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)…

Gonzalez, George; Picciano, Anthony G. (1993). QUEST: Developing Competence, Commitment, and an Understanding of Community in a Field-Based, Urban Teacher Education Program. Equity and Choice, v9 n2 p38-43 Win. Describes experiences of the first year of the Quality Urban Elementary School Teachers (QUEST) program, a field-based program of teacher preparation for working in urban schools. The focus through three case studies is on how the undergraduates in the program begin to develop into competent and community-conscious teachers. (SLD)…

Jones, Alan H. (1998). Ten Points of Debate in Teacher Education: Looking for Answers to Guide Our Future. Teacher Education Quarterly, v25 n4 p9-15 Fall. Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public, information versus myth, and long-range versus short-range. (SM)…

(1984). Australian Education Council. First Annual Report for 1983. This report presents the accomplishments and activities of the Australian Education Council in 1983. The council held two meetings in 1983. One, in Canberra, addressed conditions regarding Commonwealth funding for capital purposes, criteria for registration of nongovernment schools, participation of young people in tertiary education, and a national youth policy. The second meeting, held in Adelaide, set up a Task Force on Education and Technology, as well as considering youth policy, aboriginal education, equity and access to tertiary education, Commonwealth schools and commission guidelines, and new arrangements for recurrent funding of schools. The report gives an overview of major developments in education in New South Wales, Victoria, Queensland, Western Australia, South Australia, Tasmania, the Northern Territory, and the Commonwealth as a whole. Included in the report are four appendixes. (MD)…

Santiago, Karen A.; Stewart, Julia Aguilar (2006). Using the Literary Text to Engage Language Learners in a Multilingual Community. Foreign Language Annals, v39 n4 p683-696 Win. This article discusses the use of Esmeralda Santiago's autobiography "When I Was Puerto Rican" (1994b) as the foundation for an experiential learning project that brought two language communities: suburban college students studying intermediate Spanish and urban Puerto Rican students in an English-as-a-second-language (ESL) class. The researchers relate how the respective classes analyzed the text and its cultural framework in preparation for a cross-cultural encounter when both groups of students discussed their reaction to Santiago's story. This case study is offered as an example of how to use a literary text to achieve the objectives outlined in the "Standards for Foreign Language Learning," standard 5: communities…. [Direct]

Skinner, Linda (1999). Teaching through Traditions: Incorporating Languages and Culture into Curricula. This chapter discusses challenges to the perpetuation of American Indian languages and cultures, as well as successful strategies and practices for developing culturally relevant curriculum. A review of the history of U.S. assimilative educational policies towards American Indians leads into a discussion of the importance of language in maintaining cultural continuity and Native identity; the five stages of language preservation; and the recognition by the federal government, embodied in the Native American Languages Act of 1990, of the rights of American Indian tribes to determine their own linguistic destinies. The general population's lack of knowledge about American Indians is discussed. Seven values common to traditional Native education are identified that could form the basis of a tribal code of education or curriculum, and six recommendations are offered to move public schools toward equality and equity. An overview of successful models of culturally relevant curriculum in… [PDF]

Crum, Martha J., Ed. (1981). The Global Yellow Pages: A Resource Directory. Revised Edition. Designed to assist elementary and secondary educators in improving international and global education, this catalog cites 182 organizations and agencies providing international education curriculum materials, teacher training, and consultation. Arranged alphabetically, each entry includes the organization's address, phone, contact person, focus, services, area served, and publications. All entries are cross-indexed by geographic location, subject area, college affiliation, and receipt of 1980-81 NDEA title VI funds. (LP)… [PDF]

Shoemaker, Connie L. (1983). English Needs of Community College Students: A Faculty Survey. To determine the special English language needs of foreign students enrolled in a Colorado community college, a needs assessment questionnaire was designed and administered to professors and lecturers and, in a variety of subject areas, to students enrolled in English as a second language classes at the school. Analysis of the responses given by the 49 teachers and 46 students indicates that curricula in the ESL classes should focus on the reading and vocabulary necessary for the beginning college students and on the brief writing tasks required in community college courses. Skills necessary to absorb material from a lecture were also stressed, such as notetaking, listening for main ideas, and asking questions. The results indicated that the ESL program in existence at the college had attempted to include instruction in too many skills and that it did not differentiate between students needing beginning language instruction and those wanting to concentrate on the skills necessary…

Newcomb, Thomas L. (1990). The Amish, A Bilingual-Multicultural Phenomenon. The Amish people are Christian separatists who speak a non-standard German dialect (Pennsylvania German) and practice a set of religious beliefs that separate them from wider society. There are approximately 100,000 Amish living in over 30 states, with the largest single settlement located in Ohio. Amish children are often educated in public schools and, although very bright, face language and cultural barriers and should be recognized as \at risk ESL students. Educators can take several steps that will decrease the effects of these barriers. First, the Amish child's background and self concept must be appreciated and respected in the school. Second, when testing or evaluating Amish children, cultural and language differences should be considered. Third, schools with Amish enrollments should accumulate extensive readings and resources on the Amish and their culture. Fourth, communication with the Amish community should be fostered via parents, community leaders and Amish school…

(1985). Fort Hamilton High School Project SPEED: Special Education to Eliminate Dropouts, 1983-1984. O.E.A. Evaluation Section Report. Project SPEED, which is housed at Fort Hamilton High School in Brooklyn, New York, provides instruction in English as a second language (ESL) and in the student's native language, as well as bilingual instruction in social studies, computers, and typing to 366 students of limited English proficiency (LEP) in Grades 9-12. In 1983-84, all of the program's students were born outside the United States. Almost half of them were Hispanics, and the remainder were Asian and Middle Eastern in origin. To achieve the program's central goal of dropout prevention, its bilingual instructional approach was transitional in nature. Individualized programs were planned for each student and classes were taught by both mainstream and resource teachers to heterogeneous groupings. In addition to instructional services, the program activities included student support services, curriculum development, staff development, parent involvement, and an advisory committee which addressed areas of program… [PDF]

(1986). John Jay High School Project TRIUNFE 1984-1985. OEA Evaluation Report. Project TRIUNFE provides instruction in English as a second language, native language development, and bilingual instruction in mathematics, science and social studies to limited English proficient Hispanic, Asian, and Haitian students. The program is a transitional program whose major goal is to mainstream students in less than two years. Mainstreamed students maintain contact with project staff through tutoring and career advising. Evaluation findings for the second year of a three-year funding cycle are presented by program objectives. They include the results of student performance in courses and tests, reviews of program materials and records, interviews with relevant personnel, and classroom observations. Overall, program objectives were met for English as a second language, content-area instruction in mathematics, science, and social studies and native language arts instruction, and student attendance. The project did not provide data to assess the objective for student…

Ovando, Carlos J. (1988). English Only Movement: Confrontation with Language Diversity. A discussion of the movement to make English the only official language in the United States' multilingual society examines the nature and scope of the movement and draws instructional and language policy implications for teaching situations involving language-minority populations. It draws a relationship between the politics of language diversity and the cognitive, linguistic, and cultural factors associated with the academic movement of language-minority students. The English-only movement and its media coverage are analyzed, and research literature on the effectiveness of use of the home language for instruction is reviewed. It is concluded that the English language, as any other, is capable of coexisting with other languages and cultures, and that such coexistence has greatly enriched the English language and the human experience. It is noted that in countries where bilingualism has become associated with a problem, the countries have deep and complex sociocultural, political,…

Allen, Jerry L.; And Others (1985). The Relationship of Communication Anxiety, Avoidance and Competence of Non-Native English Speakers in the U.S. A study was conducted to determine the levels of communication apprehension (CA) experienced by individuals living in the United States whose native language is not English and to measure the extent to which CA varies with the interaction contexts, number of years speaking English, time living in the United States, and the speaker's sex. Subjects were 242 international students from 45 countries who completed two versions of a communication apprehension instrument, one to assess feelings of apprehension associated with speaking in the subject's native language, the other for apprehension about speaking in English. Data were also collected on subjects' sex, number of years speaking English, number of years in the mainland United States, and place of ethnic origin. The results indicated that Middle Eastern and European subjects reported levels of apprehension well below norms previously established by U.S. subjects, while Asian and Latin American subjects reported levels just slightly… [PDF]

(1977). Commissioner of Official Languages, Sixth Annual Report, 1976. In assessing the Canadian government's performance in 1976 in carrying out the spirit of the Official Languages Act, at least 80% of Ottawa's initiatives seem to have been successful, but many problems remain. This report surveys the progress made in varying sectors of government structure. The report is divided into two chapters. Chapter one, "Back on the Rails?", discusses encouraging trends which seem likely to emerge as policy, and stresses areas where bold initiatives seem in order: (1) French speakers outside Quebec; (2) amendments to the Official Languages Act; (3) long-term priority of youth; and (4) the government information inadequacy. Chapter two, "The Performance: Encouraging, But Still Uneven," is a technical section presenting certain stubborn problems, and an assessment of various government institutions' performance with regard to the language reform policy, including complaints against these agencies and departments. Appendices contain the…

(1978). Toward an Inventory of Federal Programs with Direct Impact on Families: Staff Report – Family Impact Seminar, February 1978. This report presents an inventory of 268 federal programs which have direct impact on families, selected from the 1,044 programs listed in the Catalog of Federal Domestic Assistance for fiscal year 1976. Introductory sections describe the background of the inventory and explain the definitions and concepts (family, impact, direct impact, and indirect impact) used. Also dicussed is the context in which this report must be understood; the fact that both the inventory and Catalog of Federal Domestic Assistance represent only a portion of the wide range of policies which affect families is underscored. Subsequent sections of the report describe the inventory, briefly summarize and analyze the findings, and recommend selected programs for family impact analysis. Inventory tables pertaining to specific programs comprise the final and largest section of the report. Programs are categorized according to the 17 federal agencies responsible for them. The title, objective, target group,…

Hoover, Wesley A. (1981). A Longitudinal Study of the Oral Language Development of Texas Bilingual Children (Spanish-English): Findings From the Second Year. Analysis Procedures and Summary Statistics of the Language Data. The Bilingual Reading Study employs several measures of oral language proficiency: (1) a standardized oral language proficiency test, the Language Assessment Scales (LAS); (2) teacher ratings on the Student Operational Language Assessment Scale (SOLA); (3) teacher ratings on the Southwest Educational Development Laboratory (SEDL) Oral Language Proficiency Scale (OLPS); and (4) an ethnographic verification of each child's linguistic capability based on audio tapes of the child in the classroom, on the playground, and at home. In this paper, the reliability and distribution of responses for each measure is presented, followed by a discussion of the relations among the various measures. (BW)… [PDF]

Ortiz-Franco, Luis (1979). Mathematical Skills and Performance of the Elementary School Student in LAUSD: Fractional Numbers. Presented is a detailed discussion of the performance pattern of third- and sixth-grade pupils in the Los Angeles Unified School District (LAUSD) for the skill area of fractional numbers. The report begins with a brief and general introduction regarding minimum competencies and continues with tables showing the performance levels of non-English speaking/limited English speaking (NES/LES) and English/Bilingual students. The results discussed are those of a feasibility study conducted in fall 1978, which involved 3,835 students. Among the findings, the data revealed that all students in third grade have difficulty in differentiating between the concept of fraction and the concept of ratio when in a parts to whole context. It was also found that students at the sixth-grade level have difficulty adding and subtracting fractions or multiplying a whole or mixed number by a fraction. Performance patterns are identified for both groups in fractional number skills and suggestions for… [PDF]

Brawer, Florence M. (1979). Trends in Ethnic Enrollments. Junior College Resource Review. Some of the issues relating to ethnic enrollments in community and junior colleges are discussed in terms of the recent literature on recruitment, access, finances, effects, and, to a lesser extent, in terms of the development of special programs and curriculums for special students. Brief summaries are provided of reports focusing on practical and financial aspects of recruiting students, program evaluations, and of descriptions of bilingual programs. Allusions are made to general reports providing information on program development, questions of bias, the assessment of student populations in terms of ethnicity, descriptions of methods of recruiting and retaining minority faculty, and reviews of court cases relating to Title IV of the Civil Rights Act of 1964. A bibliography listing the ERIC documents cited in this review is included. (Author/MB)… [PDF]

Pryor, Guy C. (1968). Evaluation of the Bilingual Project of Harlandale Independent School District, San Antonio, Texas, in the First and Second Grades of Four Elementary Schools during 1967-68 School Year. An evaluation is provided of a project designed to create a bilingual environment and a program of bilingual instruction for first and second grade Spanish speaking children. A comparison is included of the language development and reading ability of the students taught in Spanish and English with those taught in English only. A pre- and post-testing program and teacher observations, comments, evaluations, and recommendations are utilized in the evaluation. Conclusions reveal that teachers feel bilingual instruction should be continued; pupils have a better self-concept, feel more accepted, have more pride in their own culture, and derive pleasure from materials portraying their culture after completing the program; pupils who have exhibited the most language development are bilingual and have increased cognition and intellectual development; and there is no significant difference in the reading abilities of the 2 groups. It is recommended that: (1) a structured core program in… [PDF]

Gonzalez, Andrew (1976). Content in English Language Materials in the Philippines: A Case Study of Cultural and Linguistic Emancipation. Developments in the linguistic and non-linguistic scenes in the Philippines indicate the emergence of a dialect of English that should appropriately be labelled Philippine English. Filipinos paradoxically have emancipated themselves from American English by taking over the code for their own creative uses. Philippine English has become and will continue to be distinctively different from American, British, Canadian and Australian English. In terms of classroom teaching, language education programming, and materials preparation, this will mean the end of American cultural content and the emergence of Philippine cultural content. (Author/CFM)…

Swadesh, Frances Leon; And Others (1976). The Lands of New Mexico. New Mexico, the fifth largest state, measures 390 miles from north to south and 350 miles from east to west. Six of the 7 life zones found in the U.S. are represented within the State's 77,866,240 acres. Its population has tended to congregate at altitudes of 7,000 feet and below, especially in areas where water is available. This booklet, prepared for use by schools with bilingual programs, presents information on New Mexico's past and present. The information covers: New Mexico's many environments, life zones, first inhabitants, and prehistoric agricultural communities; the Eve of the Spanish Conquest; the Apachean nomads; the State as a 17th century Spanish colony; New Mexico in the 18th and early 19th centuries; New Mexico on the Eve of Conquest by the U.S.; New Mexico as a U.S. territory (1846-1912); and New Mexico in the 20th century. A listing of 124 references is provided. The listing of New Mexico land grant claims includes such information as the: type (i.e., pueblo,… [PDF]

Swadesh, Frances Leon; And Others (1975). Las Tierras de Nuevo Mexico. [The Lands of New Mexico.]. New Mexico was inhabited thousands of years ago. Each group of settlers saw the land in distinct ways. For some, its beauty consisted of its quality, the abundance of water, and the hope of a good harvest. For others, its beautiful sites were of more importance. Thus, each group established its own manner of living on the land and of using it. Some influenced others as to their way of using the land. Archaeologists and historians can teach us much about the human experiences in New Mexico. This booklet, written in Spanish, presents the history of the various people who inhabited New Mexico and their relationship with the lands. Covering from prehistoric times to the present, the booklet presents information on: New Mexico's diverse environment, life zones, first inhabitants, and prehistoric agricultural communities; the Eve of the Spanish Conquest; the Apachean nomads; the State as a 17th century Spanish colony; New Mexico in the 18th and 19th centuries; the Eve of the Conquest by… [PDF]