Cohen, Myrna D.; Tellez, Kip (1994). Variables Affecting the Teacher Implementation of Cooperative Learning Methods in ESL and Bilingual Classrooms. This study investigated the relationships between variables affecting the degree to which cooperative learning (CL) was implemented by English as a Second Language (ESL) and bilingual teachers. A total of 227 ESL and bilingual public school teachers (K-12) of Spanish speaking language minority students responded to a mailed survey questionnaire that was constructed to examine: (1) teacher beliefs about the acquisition of knowledge, teacher role, and second language instruction; (2) teacher attitudes about various aspects of CL; and (3) teacher perceptions of constraints and opportunities in their school environment. The study found that ESL and bilingual teachers with high interpretive beliefs tended to implement CL more frequently than teachers with low interpretive beliefs. The teachers that most frequently implemented CL were those who perceived the teacher's role to be of a more inclusive nature. (Contains 24 references.) (MDM)… [PDF]

Trute, Joy W. (1991). Improving Collaboration among Primary Teachers To Facilitate Mainstreaming of Limited English Proficient Children. A practicum is reported that was designed to organize collaborative efforts among primary, English for Speakers of Other Languages (ESOL), and bilingual teachers at an elementary school with a 1,200-student enrollment. The school had seen a transition from a white, middle-class to a racially mixed and transient community, with large segments from the Caribbean Basin and Latin America. Full-time immersion English programs had been established to meet the needs of the limited English proficient (LEP) students, resulting in isolated instruction with little interaction between mainstream and ESOL/bilingual teachers and causing efforts to mainstream LEP students to be hampered. Planning meetings were held to develop a cohesive 8-month curricular plan to integrate language arts and content area studies, and to coordinate bilingual instruction with ESOL plans reflective of mainstream class instruction. Student progress was determined by assessment instruments and individual student…

Berney, Tomi D.; Rosenberg, Jan (1989). Summer Bilingual Program, 1988. OREA Report. The 1988 Summer Bilingual Program served 1,171 ninth- through twelfth-graders with limited English proficiency (LEP) at 10 New York City sites. Designed especially for the substantial number of LEP students who were overage for their grade, the program offered 14 English as a Second Language (ESL) and 17 bilingual content area classes in science, math, history, and social studies needed for graduation. Its objectives were to allow students to remain on or get back to their grade level, enable enrichment through additional school courses, and provide sufficiently mature and able students the opportunity to complete their high school programs in less than the normally required time. The program operated in conjunction with regularly-scheduled summer school sessions at each site. Program evaluation was accomplished by staff interviews and observation. Recommendations for program improvement include recruitment of licensed and/or experienced teachers, inclusion of staff development as… [PDF]

Neufeld, Barbara; And Others (1985). Hartford Effective Schools Initiative: Implementation Year Evaluation Report, 1984-1985 and Executive Summary. This evaluation report summarizes the impact of the Hartford Effective Schools Initiative (HESI) during the 1984-85 implementation year and is based on: (1) interview and observation data gathered during two day visits to each of the three schools in April and May and compared with similar data collected from the same teachers, facilitators, administrators and paraprofessionals in October and November 1984; (2) responses to the teacher survey developed by the evaluation team; (3) responses to the second administration of the Connecticut School Effectiveness Questionnaire compared with those generated by the first administration (May 1984); and (4) an analysis of the standardized test scores of students in participating schools. Section One describes components of the HESI model in use in classrooms based on interviews and observations and the confidential survey returned by 130 teachers. Section Two, HESI in schools, is based on interview and observation data and describes the role… [PDF]

Oner, Necla (1986). Development of the Turkish Form of the Test Anxiety Inventory. The Turkish edition of the Test Anxiety Inventory (TAI-T) was accomplished in three stages, each stage constituting an independent study with new samples. In the first study, using bilingual Turkish high school and college students, the transliteral equivalence between the Turkish and English TAI items were achieved. The second study, using a larger sample of monolingual Turkish students, tested the stability, item homogeneity and internal consistency of this form. In the third study, where heterogeneous monolingual Turkish student samples were utilized, the criterion and construct validities of the TAI-T were assessed. Moderate significant correlations between the TAI-T and various personality measures as well as academic achievement were obtained and provided support for the concurrent, predictive and construct validity of the instrument. Factor analysis yielded more than two factors for this form. Data were interpreted to suggest a three factor (worry, emotionality and…

Almendares, Simon; Pulido, Josefina (1978). Metric System Resource Units = Unidades de Trabajo del Sistema Metrico Decimal. K-12. Project C.A.M.B.I.O., Changing Attitudes towards Metrics for Bilingual Instruction & Operations. Four resource units are included in this document. For each, general objectives on knowledge and concepts, skills, and attitudes are given; content is outlined; and some suggestions for initiating the unit are listed. The first unit, on measuring length, provides six lesson plans, to teach about the meter, the smaller units of the meter, units larger than the meter, and converting within the metric system. Over 25 activity worksheets follow; each uses both English and Spanish (on reverse sides). The second unit focuses on measuring weight/mass, with three lesson plans on the gram, smaller and larger measures, and converting. Over 20 activity worksheets in English and Spanish follow. The focus of the third unit is on measuring capacity/volume, with three lesson plans on liters, smaller and larger measures, and converting. About 20 activity worksheets follow. In the fourth unit, the focus is on temperature, with four lesson plans on developing the concept of temperature, learning…

Gleason, Thomas P.; Rankine, Fred C. (1977). Reviving a Culture: Kindergarten and French Immersion. An experimental bilingual bicultural French language program for kindergarten students in a former French-speaking area of Western Newfoundland was initiated in an integrated primary school in September 1975. The experimental class of thirty students was taught entirely in French while the control group received twenty minutes of French per day during the year. Research controls and continuous evaluation were provided by a joint school district and university team. Intra-school district class comparisons of achievement indicated minor lags in cognitive skills for the experimental group. Evaluation results were positive and the program will be continued and expanded next year. (Author)… [PDF]

Anderson, R. Bryan (1981). English for Driving–Teacher's Guide. Intended for use in conjunction with an accompanying student workbook and visuals, this handbook is designed to assist school administrators and teachers in organizing and instructing an English for driving course to help non-native speakers of English, particularly refugees, in comprehending driver training classes and in being better drivers. Objectives of the course are set forth. In a section on requirements for implementing the course various factors are discussed, including the instructor, students, the classroom, time, attendance, and instructional materials. Described next are the contents of and methodology followed in the volumes of materials used in the course. Evaluative criteria employed in the course are explained. Provided after a brief bibliography, are a list of supplemental materials available in Vietnamese and questions and answers from the 1980 Utah Drivers Test. (The related student workbook and visuals are available separately–see note.) (MN)…

Whiteman, Marcia Farr, Ed. (1981). Writing: The Nature, Development, and Teaching of Written Communication. Volume 1, Variation in Writing: Functional and Linguistic-Cultural Differences. Exploring writing in its many social and cultural variations, the seven articles in the first part of this book show different genres of writing serving various purposes in diverse contexts, while the six articles in the second part examine the effects of oral language differences on the learning and teaching of writing. Topics covered in the articles include: (1) the ethnography of literacy, (2) writing in different cultures in the United States throughout history, (3) the status of writing in American society, (4) the status and politics of writing instruction, (5) literacy among the Vai people of Liberia, (6) the transition from oral to written culture, (7) the voice of varied linguistic and cultural groups in fiction, (8) teaching teachers about teaching writing to students from varied social and cultural groups, (9) dialect influence in writing, (10) Hispanic students and writing, (11) the written English of deaf adolescents, (12) the practical aspects of teaching composition…

Olais, Niltza M. (1978). Las Tres Comidas del Dia (The Three Meals of the Day). A sixteen line poem in Spanish provides the text of this short booklet on the three meals of the day. Designed for use as supplementary reading materials for the elementary grade Spanish speaking child, the booklet was developed by students in the Bilingual Teacher Aide Program at Mesa Community College. Content and language have been controlled to provide linguistically and culturally sensitive material relevant to the experience of the Chicano child of the Southwest. Large, black and white illustrations accompany the text, which centers around Panchito and the three meals he eats one day. For breakfast he may have orange and apple juice, eggs with sausage, grapes, bananas, and toast with butter and jam. Lunch time brings various salads, tacos and enchiladas. At dinner Pancho has fruit, cantaloupe, watermelon, tortillas, beans, tostadas, and taquitos. (DS)…

(1977). A Report of the Canadian Consultative Council on Multiculturalism 1977. Rapport du Conseil Consultatif Canadien du Multiculturalisme 1977. In its capacity as an advisory body to the Canadian Minister of State for Multiculturalism, the Canadian Consultative Council on Multiculturalism prepared this report, written in English and French, in order to compare the government's policy of multiculturalism with its realization in practice. The work was conducted through five standing committees: Language and Cultural Development, Immigration Policy, Media, Human Rights and Humanitarian Concerns, and Grants. Part I summarizes findings and recommendations derived from a series of hearings and consultations held by the committees concerning the areas of language, education, immigration, communications, legal rights, and the government's role in fostering cultural pluralism. Part II presents evaluations of progress toward meeting recommendations made in a previous report. The following topics are addressed: retention of language and culture, human rights, cultural and multicultural community centers, the ethnic press and mass…

Gonzalez, Andrew (1979). Becoming Bilingual in English in a Philippine Setting: A Partial Report of a Manila Sample. Philippine students in grades K-6, representing different socioeconomic classes, participated in individual elicitation sessions. Using Pilipino (Tagalog) as the language of elicitation, experimenters used pictorial stimuli to elicit specific structures of English grammar, in order to discover if the subjects had mastered these structures. Only the results for middle-income students are disclosed in this preliminary report. Findings cover the acquisition of the following features: noun subsystem (plurals and pronominal system), verbal subsystem questions, relative clauses, and complements (gerund and infinitive). Age of acquisition of certain features was found to vary according to sex. Time lags between year of entry into the syllabus and year of feature acquisition are specified. Coping strategies of the Filipino English-learner at the morphological, lexical, and syntactic levels are detailed. It is concluded that, in general, the Filipino child learning English through a school…

Amodeo, Luiza B. (1977). One Perspective on Multicultural Education. An Opinion Paper. An examination of the linguistic behavior of monolingual and bilingual Spanish-speaking children in an environment where there is opportunity to develop proficiency in two languages is examined. A review of the literature concerned with the relationship of learning processes to psycholinguistic and sociolinguistic contexts precedes an examination of the influence that language conflict may exert on minority students' academic achievement levels. Several intervention programs designed to equalize the social and language skills of minority children with those of a larger society are discussed. Criticisms and suggestions regarding the effectiveness of such programs are presented. A reference list of 43 sources is appended. (LH)…

Anahonak, Carl (1977). Joney-m Qawartaryaucilrra. This children's story in the Chugach Sugcestun Aleut language is for elementary school children with a good grasp of the language. The story is about the activities of an Alaskan boy. Pen-and-ink sketches illustrate the text and an English translation is appended. (NCR)…

Ligon, Glynn; And Others (1974). Objectives by Level, Scope and Sequence: Spanish Criterion Referenced Test. An outline is presented of the instructional objectives for Spanish reading measured by the Austin Independent School District's Spanish Criterion Referenced Test (SpCRT). Available in six levels from kindergarten through fifth grade, the test is referenced to the Spanish materials available and the instructional activities for Spanish reading conducted in this bilingual program. The test yields a student profile identifying which objectives the student has already met and which objectives are to be pursued during the current school year. It also yields a classroom profile identifying which students may be grouped for instruction related to a specific objective. Two tables are included: (1) an outline of 31 major instructional objectives according to level, scope and sequence; and (2) for each level, a detailed listing of each objective under three major headings: phonetic analysis, structural analysis and comprehension. (Author/AMH)… [PDF]

Richardson, Richard C. (1989). Institutional Climate and Minority Achievement. This paper discusses ways that institutions can change the higher education system and environment to accommodate more minority students. The first section, \Institutional Climate and Minority Achievement,\ presents an overview of the problems facing colleges and universities with respect to recruiting and retaining minority students. In the second section, \Interventions: the Visible Evidence of Organizational Culture,\ three stages of intervention strategies for increasing diversity are discussed. The following types of interventions characterize stage 1: (1) student recruitment; (2) financial aid; and (3) admissions and scheduling. The following types of interventions characterize stage 2: (1) outreach programs; (2) transition programs; (3) mentoring and advising; (4) environment; and (5) residence halls. The following types of interventions characterize stage 3: (1) student assessment; (2) learning assistance; and (3) curriculum content. In the third section, \Managing… [PDF]

de la Brosse, Beatrice (1987). Children with Special Needs in Family Day Care Homes: A Handbook for Family Day Care Home Providers. The guide offers information to family day care providers who desire to expand their knowledge of early childhood development in order to work with infants and young children with special needs in their day care settings. The first of four chapters answers common questions and concerns of day care providers, describes children with special needs and the importance of early intervention, lists advantages of having children with special needs in the family day care setting, and explores providers' feelings and reactions to special needs children. Chapter 2 discusses aspects of child development, including sequential learning and developmental milestones, and describes the importance of gathering information, communicating with parents, observing the child carefully, and noting warning signs of developmental delay or other disability. Chapter 3 outlines steps to take in referring a child for assessment, describes participation in the assessment process, and discusses working with… [PDF]

de la Brosse, Beatrice (1988). Cuidado de ninos con necesidades especiales en el hogar: Manual de referencia para las personas que cuidan ninos en sus hogares (Children with Special Needs in Family Day Care Homes: A Handbook for Family Day Care Home Providers). The Spanish translation of this guide offers information to Spanish-speaking family day care providers who desire to expand their knowledge of early childhood development in order to work with infants and young children with special needs in their day care settings. The first of four chapters answers common questions and concerns of day care providers, describes children with special needs and the importance of early intervention, lists advantages of having children with special needs in the family day care setting, and explores providers' feelings and reactions to special needs children. Chapter 2 discusses aspects of child development, including sequential learning and developmental milestones, and describes the importance of gathering information, communicating with parents, observing the child carefully, and noting warning signs of developmental delay or other disability. Chapter 3 outlines steps to take in referring a child for assessment, describes participation in the… [PDF]

Roark-Calnek, Sue, Comp. (1984). Haitian Component Bibliography. Migrant Heritage Studies Kit. This 587-item annotated bibliography, designed as a supplement to the Haitian Component of the Migrant Heritage Studies Kit, provides access to additional information, including audiovisual materials, on resources on Haiti and Haitian immigrants, published between 1877 and 1984. Part I is a "General Bibliography" which includes 313 sources on Haitian history, contemporary life (organized by aspects of culture or society), and immigration. It encompasses such topical divisions as history, culture, language, politics, religion, folklore, migration, arts, social structure, agriculture, and economics. Part II lists "Educational Resources" useful for school, adult education, and community education programs, including bilingual or Creole-only teaching resources, audiovisual resources, and others. Part III, "Social Services," includes topical divisions relating to social welfare, family planning, health and folk medicine, and mental health. Part IV is an…

Duff, Ogle B.; And Others (1981). Comprehensive Affirmative Action for Equal Educational Opportunity in the Racially Isolated and Predominantly White Suburban School District. This manual contains information to help predominantly white suburban school systems achieve racial integration and provide equal education and equal employment opportunities. The manual advocates a comprehensive approach that would direct affirmative action at students, curricular and extracurricular programs, all phases of employment, and public policy affecting housing. One section of the manual discusses the Constitutional and statutory basis of equal education and equal employment opportunity. Two succeeding sections describe the evolution of court litigation concerning discrimination in education and in employment. Another section provides suggestions for planning and implementing an equal education/equal employment opportunity program in racially segregated suburban schools by identifying factors essential to successful desegregation programs and describing how to develop an affirmative action policy and program. A final section discusses how, in a comprehensive approach,… [PDF]

Hunter, Lisa K.; And Others (1979). Sources of Strength: Women and Culture. A Teacher's Guide. The document presents teaching methods, content, and learning activities for units in multicultural women's studies for secondary students. The major objective is to help students answer the question, "How much control can a person exercise over her/his own life?" Students learn about the ways women have lived their lives and perceived their choices, and relate this information to their own lives and choices. The document is presented in five chapters. Chapter I, an introduction to the curriculum, discusses origins of the project, rationale, content, and teacher preparation. Chapter II is a unit on socialization and its impact on personal choice. Chapter III, the major part of the document, consists of four topics as well as an essay entitled "Women's Power." Topics cover the traditional, historical, personal, and changing roles of women in Africa (Nigeria), women in China, African-American women, and Chinese-American women in relation to societal influences and… [PDF]

Kleifgen, Jo Anne (1988). Learning From Student Teachers' Cross-Cultural Communicative Failures. Anthropology and Education Quarterly, v19 n3 p218-34 Sep. Studies interaction between classroom teachers and limited English proficient international students. Concludes that student teachers were less successful communicators than their cooperating teachers because the student teachers lacked sociocultural and experiential elements. (FMW)…

Wrigley, Pamela (2000). The Challenge of Educating English Language Learners in Rural Areas. Rural school districts are experiencing an influx of language minority students. Rural communities generally have little experience with people from other cultures and have fewer resources and bilingual people. At the district level, leaders who view the influx of immigrants in a positive light are more likely to prepare a well thought out plan for serving their English Language Learners (ELLs). An example shows the steps taken in a rural Virginia district to implement a well-researched program that set the district on the right path for years to come. Although the district provides structure and guidance, it is the school principal who ensures that programs are properly implemented and maintained. Schools that are successfully helping their ELLs have principals with positive attitudes towards their new population. Successful principals arrange training sessions for all staff on cultural awareness, schedule ongoing training sessions for mainstream teachers on… [PDF]

Gray, Jan; Hunter, Janet (2000). Breaking the Cultural Cycle: Reframing Pedagogy and Literacy in a Community Context as Intervention Measures for Aboriginal Alienation. This paper presents an alternative view to the pedagogical needs relating to literacy for Aboriginal students. The question posed is how to utilize this knowledge to lessen the impact of perceived failure in early schooling of entrenched non-attendance patterns for Aboriginal students of compulsory school attending ages. The potential for improving literacy levels within a school community sensitive to cultural and pedagogical diversity is presented as offering the parallel potential to encourage a more lateral view of non-attendance patterns. After laying out the constructions of Aboriginal alienation and literacy and the methodology used for this paper, the factors that affect the achievement and participation of Aboriginal students is examined in depth. Considered sequentially are parenting, health, attendance, literacy, and teacher factors. It is concluded that "reframing" the pedagogy of Aboriginal instruction is necessary for each of these factors. This paper… [PDF]

Huber, Richard A.; Shotsberger, Paul G.; Smith, Robert W. (2000). The Impact of a Standards Guided Equity and Problem Solving Institute on Participating Science Teachers and Their Students. This study examined the effect of a teacher enhancement project combining training on the National Science Education Standards, problem solving and equity education on middle school science teachers' attitudes and practices and, in turn, the attitudes of their students. Participating teachers reported changes in their instructional methods that included increases in the use of cooperative learning, scientific inquiry, creative problem solving and questions directed toward higher order cognitive processes. Participating teachers' students indicated positive changes in attitudes and views toward science, particularly in the responses of female students and students of color. (Contains 25 references.) (Author/WRM)… [PDF]

Cheng, Li-Rong Lilly (1996). Enhancing Communication: Toward Optimal Language Learning for Limited English Proficient Students. Language, Speech, and Hearing Services in Schools, v27 n4 p347-54 Oct. This article discusses \difficult discourse\ or the psychological and sociological difficulties that arise in the conflict of language, ideology, and cultural identity occurring between students/families who are limited English proficient (LEP) and the American mainstream education system. A case example of a fifth-grade Asian student is provided and strategies for reducing difficult discourse are explained. (CR)…

Pierce, Judy; And Others (1996). Telling a Tale of Tales: Using Storytelling to Promote Cultural Awareness. Southern Social Studies Journal, v22 n1 p45-64 Fall. Provides a useful introduction and overview to using storytelling in the elementary social studies classroom. Presents a rationale for using storytelling, tips on getting started, preparation for the story, and follow-up activities. Includes a 61-item bibliography of folktales and stories. (MJP)…

Epstein, Terrie L. (1991). Unlearning the Lie: Integrating the United States History Curriculum. Social Education, v55 n6 p351-52 Oct. Urges that history not focus on world history to the extent that the histories of people of color are ignored or lost in the larger world view. Suggests that contemporary accounts of U.S. history be rewritten to integrate the experiences of diverse groups of people. Argues that such change can help eliminate racism. (DK)…

Ito, Kinko (1993). Teaching the Sociology of Japan. Teaching Sociology, v21 n4 p371-76 Oct. Asserts that the United States and Japan exist in a symbiotic partnership and that sociology courses provide an excellent opportunity to teach about multicultural issues. Describes a college-level course on the sociology of Japan. Discusses teaching methods, instructional materials, and the potential for team-teaching. (CFR)…

Halford, Joan Montgomery (1999). A Different Mirror: A Conversation with Ronald Takaki. Educational Leadership, v56 n7 p8-13 Apr. The multiculturalism sought by Ronald Takaki is not ethnic separatism, but a serious scholarship that includes all United States peoples and challenges traditional master narratives of U.S. history. Class is a "hidden reality" of U.S. history. Multiculturalism affirms what this country stands for: opportunity, equality, and realization of our dream. (MLH)…