Lipton, Gladys C., Ed. (1969). FLES: Projections into the Future. A Report by the FLES Committee of the American Association of Teachers of French. Twelve articles on current and projected trends in the teaching of foreign language in elementary schools (FLES) focus on four major areas of concern. A look at the present state of FLES instruction includes articles on programs in various parts of the world, the potential of FLES, and teacher preparation. Two articles on innovations and school facilities and programed instruction focus on the impact of technological advances. A section on bilingualism includes an article on ethnic groups and language maintenance. The last group of articles predicts directions which sequential programs are likely to take and the potential use of media for purposes of instruction. (RL)…

(1973). Description of Bilingual Programs Funded by Title I, ESEA. This booklet presents a description of 16 bilingual programs funded by Title I, ESEA in New York City. Information includes a description and list of objectives for each program. (SK)… [PDF]

Stone, Lynda (1994). Issues in Problem Solving Discourse: A Preliminary Study of the Socialization of Planning Skills during Science Lessons in a Kindergarten Classroom. This case study explored how social interaction during science lessons leads to the development of planning skills in students. An analysis of group discussions was conducted. Questions addressed were: (1) What is the nature of planning discourse during science problem-solving activities with young children?; and (2) How is collaborative planning during science problem-solving encouraged by the teacher to help a student structure problem-solving attempts? An urban elementary school located in a transient, low-income, predominately Latino neighborhood was selected. The class tended to be bilingual, but the analysis focused on activities where English was used primarily. The classroom population was 30 children, and one-third were fluent English speakers. Participant observation notes and unstructured interviews were conducted. Classroom documents and video and audio tapes of 1-2 hour durations were analyzed. Discourse and conversation analytic methods were used to complete both macro… [PDF]

(1994). The Forum, Volume 19. Numbers 1-4. Forum, v19 n1-4 Spr 1993-Win. Four issues of "The Forum," a publication of the New York State Federation of Chapters of the Council for Exceptional Children (CEC), contain the following major articles: "Integration, Mainstreaming or Inclusion…Who's On First?" (Tim Knoster); "Links to the Community: Why Inclusion?" (John B. Kish and Leslie A. Kish); "Integration of Preschool Children with Disabilities in Capital District Day Care Centers" (Jeanne Kozloski and others); "Children Who Are Ventilator Dependent" (Andrew W. Rothstein); "An Interview with Rosemary Crossley" (Heidi Reichel); "Facilitated Communication: Employing Research Results To Develop Ethical Practice Guidelines" (Michael Eberlin and Gene McConnachie); "Teaching Strategies for the Believer and the Skeptic" (Claude Call and others); "Facilitated Communication: Practice to Research" (John W. Jacobson); "Bilingualism and Special Education" (James…

Jaramillo, James A.; Solano, Angele (1996). Common Geometry Shapes/Formas Geometricas: An Introductory-English Lesson & Introductory Spanish Lesson. A lesson plan for first-grade children beginning to learn English describes an activity using manipulatives and visual aids to develop recognition of three geometric shapes (circle, square, rectangle), their names, and a few additional words in English (e.g., \bag,\\table,\\door\). Students are grouped at tables of four to six and provided with name-marked items of the appropriate shape. When directed by the teacher, students match the shape indicated with the corresponding item on the table, then practice pronunciation of the English word. Subsequently, students are instructed to bring the items to a central location, and are encouraged to find other similar shapes within the classroom. (MSE)… [PDF]

Barnett, Tami (1996). Developing a Program for Elementary ESL Students. A study investigating the design of elementary school programs for limited-English-speaking children is reported and the resulting recommendations for a program designed for Hispanic migrant children in a Washington school are presented. The three major issues addressed include: the appropriate amount of instruction in native language arts; how to provide an environment conducive to learning English; and applying ideas concerning the ideal learning environment to a particular school setting. Background information was gathered through observation at schools in the surrounding area and in a major metropolitan area with a wide variety of student language backgrounds, to determine the kinds of programs already implemented. Findings at each of these schools are detailed here. Research on effective program design is also reviewed. Recommendations made for the school in question include: implementation of native language instruction in reading for the Hispanic students; preview-review… [PDF]

Schwartz, Wendy (1995). How To Promote the Science and Mathematics Achievement of Females and Minorities. For Parents/about Parents. Some minority and female students traditionally have not been given the help they need to enroll and succeed in mathematics and science classes. Now, however, a variety of approaches are available to give these students the extra attention they need. Parents can help children develop an interest in science and mathematics by: (1) identifying role models; (2) stressing the importance of high academic goals and insisting that students not put limits on themselves; (3) encouraging students to interact with teachers and participate actively in class; (4) demonstrating the usefulness of science and mathematics in daily living; (5) urging children to enroll in extracurricular science and mathematics programs; (6) helping children locate question-answering services for homework help; (7) finding tutors and programs to meet the child's needs; and (8) participating in science and mathematics learning activities. Parents should work with the school to make sure children learn advanced… [PDF]

(1980). Pilipino Kindergarten Language Arts–Identity. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Pagkakakilanlan. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The \Identity Kit\ includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self- discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. (LB)…

(1980). Pilipino Kindergarten Language Arts–Needs. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Mga Pangangailangan. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The \Needs Kit\ includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self- discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. (LB)…

Ada, Alma Flor (1993). A Critical Pedagogy Approach to Fostering the Home-School Connection. Many of the institutions that have helped children deal with the challenge of growing up, such as small towns and extended families, are disappearing or changing, and as a consequence schools are faced with greater responsibilities. Educators must reexamine what they do to acknowledge and validate the home and family, and must extend the educational process beyond the classroom. This is especially important for language minority and economically disadvantaged students. Educators can foster the student's first language as the vehicle for healthy home interaction, validate the informal education of language minority parents, and encourage children to communicate daily school experiences with their parents. The ultimate goal of these practices is for students and parents to recognize themselves as the authors of their own lives. (JP)… [PDF]

Madden, Nancy A.; Slavin, Robert E. (1998). Success for All/Exito Para Todos. Effects on the Reading Achievement of Students Acquiring English. Report No. 19. While it is important to improve the outcomes of bilingual and English-only reading instruction for English language learners at all grade levels, there is a particular need to see that students are successful in beginning to read in the early elementary grades. One program that has achieved a great deal of success in meeting this goal is called Success for All, a comprehensive reform program for elementary schools, especially those serving many students at risk. This report presents data on the achievement of English language learners in schools in Philadelphia (Pennsylvania), Southern California, Houston (Texas), and Arizona that are implementing Success for All or Exito Para Todos (the Spanish bilingual adaptation of Success for All). The effects of Success for All on the achievement of English language learners are not entirely consistent, but in general they are substantially positive. In all schools implementing Exito Para Todos, effect sizes for first graders on Spanish… [PDF] [Direct]

Kaminsky, Debra E. (1993). Helping Elementary English as a Second Language Students To Become Independent Learners by Improving Their Reading Strategies. This practicum was designed to address the need for the intermediate and upper grade level English as a Second Language (ESL) students to become independent learners in the literacy process. The subjects, 13 boys and 3 girls from Pakistan, Philippines, Jordan, Israel, Korea, Turkey, and Thailand were dependent on the teacher when they had difficulty with words and had poor self-confidence in their learning strategies. The author met with the subjects' parents to discuss ways to encourage the children to become independent learners in the literacy process. Students wrote reactions in literature logs to books they read and used a self-monitoring approach to reading and thinking. A group list of new vocabulary words from a basal reading selection was designed by the students to define meaning using the context of the material. By keeping a portfolio, students were involved in the assessment of their own writing. Results of the study showed that students learned to use the context of… [PDF]

Zhang, Zemin (1993). Asian-American Communications: In-School Staff Workshops. Evaluation Report 1992-93. OREA Report. Asian-American Communications: In-School Staff Workshops was in its fifth year of funding by New York State Bilingual Categorical Funds. The project provided workshops for staff, parents, and students in schools with large Asian-American populations. During the year under review, the project conducted 26 workshops citywide. Phase I workshops focused on information garnered from a school needs assessment; Phase II workshops focused on teaching strategies; Phase III workshops introduced Asian-American history and culture. Participants rated all workshops very favorably. The project was fully implemented and met all of its objectives. The objectives were conducting a preworkshop survey, presenting Phase I, II, and III workshops, and providing parent and student workshops on request. The findings led to the following recommendations: (1) allocate more time for the workshops, (2) develop written materials to reinforce workshop presentations, (3) provide more opportunities for small-group… [PDF]

Lewelling, Vickie W. (1991). Academic Achievement in a Second Language. ERIC Digest. The academic achievement of limited-English-speaking (LEP) students has long been a major national educational concern. This digest focuses on: (1) factors that promote or inhibit academic achievement in a second language; (2) the length of time needed for LEP students to achieve at comparable levels in school with their native English-speaking peers; (3) the transfer of skills in the first language to English; (4) program models that promote academic achievement in a second language; and (5) the assessment of academic achievement. (VWL)… [PDF]

Gerace, William J.; Mestre, Jose P. (1983). Identifying Learning Handicaps of College Age Spanish-Speaking Bilingual Students Majoring in Technical Subjects. Bilingual Research Project. Studies were conducted to identify critical barriers which could impede the progress of Hispanic undergraduates enrolled in science and engineering programs. The underlying theme in most studies was the interplay of language in various problem-solving tasks. Studies examined: (1) predictors of academic achievement (as measured by grade point average); (2) ability of students to translate word problems into appropriate mathematical equations, with an emphasis on identifying errors caused by misinterpretations of the problem statement as opposed to errors caused by mathematical deficiencies; (3) extent to which students' academic, motivational, and socioeconomic characteristics mediated their performance in various cognitive measures; and (4) the ability of students to solve logical reasoning problems containing multiple negations. Findings indicate that Hispanic students are underprepared in comparison to Anglo students. Areas in which Hispanics displayed underpreparation are… [PDF]

Allen, Mary; Blackwell, Deborah (1993). Cultural Differences Taught through a Regional Holiday. Social Studies and the Young Learner, v6 n2 p9-12 Nov-Dec. Asserts that studying regional holidays provides an opportunity to teach about the multicultural nature of the United States. Describes the background and history of the Mardi Gras holiday in New Orleans (Louisiana). Provides individual and group activities for teaching about Mardi Gras and includes suggested resources. (CFR)…

Allen, Calvin H., Jr. (1996). A Critical Assessment of Textbooks for Middle Eastern History. Teaching History: A Journal of Methods, v21 n1 p22-25 Spr. Discusses the strengths and weaknesses of Middle Eastern history textbooks appropriate for college instruction. Reviews the textbooks in terms of coverage, how current is the information, and style and content. Provides a wealth of background information. (MJP)…

Crabb, Ruth (1996). Working with Hassan. Multicultural Teaching, v14 n2 p22-25 Spr. The action research case study of the introduction of a Somali refugee child to a London (England) primary school illustrates the importance of finding ways to communicate with the child, who spoke no English, and preparing the other students to accept cultural and linguistic difference. (SLD)…

Ladson-Billings, Gloria (1996). Silences as Weapons: Challenges of a Black Professor Teaching White Students. Theory into Practice, v35 n2 p79-85 Spr. Discusses ways to interpret student silence, highlighting a black professor's experiences teaching white students. Student silence is likened to political situations in which people who feel disenfranchised by the process do not vote, which is a political statement in itself. The importance of not ignoring student silence is emphasized. (SM)…

Leicester, Mal (1993). Race for a Change in Continuing and Higher Education. The Cutting Edge Series. Race and ethnicity can be forces for change. Increased attention to ethnicity issues in continuing and higher education in Great Britain would lead to changes in the structure and content of continuing education. Continuing education itself would then serve as a change agent across the university system by providing an antiracist model for other university departments. The beginnings of this trend toward continuing education departments serving as catalysts for change throughout the entire university system are evident in an analysis of the antiracist developments that have taken place since the 1988 University Council for Adult and Continuing Education (UCACE) survey of existing provisions for minority ethnic communities by university continuing education departments. The following issues must be taken into consideration in attempts to transform continuing and higher education into antiracist institutions: provision of better access for mature students, including blacks; improved…

(1978). Grade 3: Indians–Past and Present. Allegany County–Past and Present. The curriculum guide presents a working draft of the third grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing content and implications. The third grade unit is presented in two sections. Section I studies the Shawnee Indians, covering the way they lived and their contributions to the culture and life style of the settlers of Allegany County. Activities deal with the…

(1978). Grade 5: United States–Our Expanding Nation. United States–Interdependence of Regions. The curriculum guide presents a working draft of the fifth grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals (development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing its content and implications. The fifth grade unit is presented in two sections. Section I covers the expansion period in U.S. history, studying biographies of people who contributed to the development of the country. Activities focus on the reasons for the…

Rosebery, Ann S.; Warren, Beth (1993). Equity in the Future Tense: Redefining Relationships among Teachers, Students, and Science in Linguistic Minority Classrooms. Working Paper 1-93. This paper discusses teaching science to language minority students and describes work with linguistic minority children and their teachers. A key goal of this work is to create scientific sense-making communities in the classroom that parallel science as it is practiced in the world. Following a critique of current practice in science education, the paper explores what conditions are necessary to create classroom communities of scientific sense-making. This is followed by a look at a new approach to teacher development based on the belief that the teacher, whether bilingual, English-As-A-Second-Language, or science specialist, is critical to creating communities of scientific sense-making. Also discussed is the role of discourse appropriation in teacher development, with an example of teachers and students reviewing a homework assignment on acids and bases. A case study of one teacher's experience of learning science in order to teach science illustrates the nature and complexity… [PDF]

Greene, Judy (1995). Students Upgrading through Computer and Career Education System Services (Project SUCCESS). Final Evaluation Report 1993-94. OER Report. Students Upgrading through Computer and Career Education System Services (Project SUCCESS) was an Elementary and Secondary Education Act Title VII-funded project in its fourth year of operation. The project operated at two high schools in Brooklyn and one in Manhattan (New York). In the 1993-94 school year, the project served 393 students of limited English proficiency who had Spanish or Chinese as their native language. They received instruction in English as a Second Language (ESL), native language arts (NLA), and the content areas of mathematics, science, and social studies. Staff development and parent participation components were included. Project SUCCESS met its objectives for Chinese NLA content area, American culture and citizenship, cultural pride, attitude toward school, career development, attendance, dropout rate, staff development, and curriculum development. While the ESL objective was partially met, Spanish NLA and staff enrollment objectives were not. Administering… [PDF]

Brooks, Elizabeth (1995). Guide to Teaching Materials on Japan. Revised Edition of the 1994 Database of Teaching Materials on Japan. This booklet is the printed version of an on-line database of teaching materials on Japan. The book is divided into four parts. Each part contains bibliographic information on resources for teaching about Japan at specific grade levels or subject areas. Part 1, "Elementary School Materials," includes: (1) "Art Education"; (2) "Geography"; (3) "Global Education"; (4) "Japanese Language"; (5) "Language Arts"; and (6) "Social Studies." Part 2, "Secondary School Materials," contains: (1) "Art Education"; (2) "Economics"; (3) "Geography"; (4) "Global Education"; (5) "Japanese Language"; (6) "Language Arts"; (7) "Social Studies"; and (8) "World History." Part 3, "K-12 School Materials," includes: (1) "Art Education"; (2) "Economics"; (3) "Geography"; (4) "Global Education";… [PDF]

Carrasquillo, Angela (1996). Preparing All Classroom Teachers To Educate a Linguistically and Culturally Diverse School Population. As the United States school population becomes more linguistically and culturally diverse, teachers are challenged to provide full access, equality of instruction, and appropriate learning environments to all students. It is estimated that more than 20 percent of the 45 million school-age children live in households in which languages other than English are spoken; 6 million are from Spanish speaking households. At the same time, only 12 percent of public school teachers and administrators are minorities and that number is expected to decrease; only 18 percent of elementary and 13 percent of secondary teachers have training to work with minority students with limited English proficiency. One key approach to improving the low achievement of linguistically and culturally diverse students is to emphasize training new teachers in strategies that focus on improving cognitive processes used in critical thinking, problem solving, and decision making. Also, teachers need to integrate… [PDF]

Evans, Ronald W., Ed.; Saxe, David Warren, Ed. (1996). Handbook on Teaching Social Issues. NCSS Bulletin 93. This handbook explores the issues-centered curriculum for social studies teaching and how student performance reflects an intellectual capacity to address public issues. The book is divided into 11 parts with essays to address specific aspects of the approach. The foreword, written by Shirley Engle, establishes a context for issues-based curriculum. Essays include: \Defining Issues-Centered Education\ (Ronald W. Evans; Fred M. Newmann; David Warren Saxe); \Building a Rationale for Issues-Centered Education\ (Anna S. Ochoa-Becker); \The Engle-Ochoa Decision Making Model for Citizenship Education\ (Rodney F. Allen); \Using Issues in the Teaching of American History\ (David Warren Saxe); \World History and Issues-Centered Instruction\ (Richard E. Gross); \Issues-Centered Approaches to Teaching Geography Courses\ (A. David Hill; Salvatore J. Natoli); \Issues-Centered Global Education\ (Merry M. Merryfield; Connie S. White); \An Approach to Issues-Oriented Economic Education\ (Beverly J…. [PDF]

Clarke, John R. (1997). What Should Drive Educational Equity and Student Diversity in Australian Higher Education? Social Responsibility Versus Reporting Obligation. AIR 1997 Annual Forum Paper. The current approach to promoting educational equity in universities in Australia is substantially flawed. Through the "equity framework," the Australian university community sector has been compelled to involvement with educational equity through government pressure that has included financial incentives and legislation. Six groups have been identified as disadvantaged: people from socio-economically disadvantaged backgrounds, Aboriginal and Torres Strait Islander people, women, non-English speakers, people with disabilities, and people from rural or remote areas. To date, the basis for promoting educational equity in Australian universities has been overly reliant on compulsion, as expressed through pressure from government or legislation; and on arguments of social justice which generate more debate than commitment. University planners should promote educational equity based on its importance to the future social and economic development of Australia. Such… [PDF]

Lyle, Sue; Roberts, Maggy (1988). An Arctic Child. An Active Learning Pack for 8-13 Year Olds. This resource packet includes: a teacher's guide; reproducible student worksheets; student activity cards; a simulation game; and a picture book, "The Gifts of 'Kaila.'" The materials are organized in three parts. Part one aims to help students understand something of the beauty and magnificence of the Arctic. Introductory activities include art and craft work, model making, and use of picture books. The second part investigates the historical background of European involvement in the Arctic region. Through the simulation game, "Life in the Barrens," knowledge and understanding of the Arctic ecosystem is reinforced and extended. Through role playing, the influence of whaling ships and industry upon the sea dependent lives of the Inuit is analyzed. A contemporary Sami child living in Samiland in Norway is studied in the third section. Present-day influences and threats upon the indigenous Sami way of life are considered. In addition to background information and…

Person, William A.; And Others (1992). Evaluation of a Program Focusing on Teaching Strategies for Culturally Diverse Students. A critical challenge facing educators today is meeting the needs of culturally diverse school populations. Since 1989, Mississippi State University has provided a summer institute, Strategies for Instructing Culturally Diverse Students, in which selected Mississippi elementary and secondary teachers have identified strategies for addressing the educational needs of culturally diverse students. The study described in this paper was conducted to determine the extent to which institute participants have implemented strategies for working with culturally diverse students in classrooms and school districts. A sample of institute "graduates" (N=57) completed a questionnaire which provided demographic information, primary responsibilities, years of experience in education, gender, level of education, and race. The "graduates" also indicated the extent to which they had implemented strategies identified and studied in the institute. Preliminary results suggest that… [PDF]