de Mejia, Anne-Marie (1998). Bilingual Storytelling: Code Switching, Discourse Control, and Learning Opportunities. TESOL Journal, v7 n6 p4-10 Win. Alternating between languages in the construction of stories offers students creative opportunities for bilingual learning. Describes how a storyteller can code switch to tell stories to children who are becoming bilingual and presents an example from early-immersion classrooms in Colombia, discussing code switching and discourse control, and noting implications for classroom practice. (SM)…

Bowker, Ardy (1993). Sisters in the Blood: The Education of Women in Native America. This book seeks to identify factors contributing to the educational success or lack of success of American Indian female students, and to offer a theoretical framework for understanding American Indian female students and their unique position within tribe and school. Part 1 covers: (1) America's dropout problem, particularly for minority groups; (2) the unique history and development of American Indian education; (3) racism and stereotyping directed at American Indians, and how research has reinforced stereotyping in the schools; (4) statistics on American Indian dropouts; and (5) Indian dropout theories focusing on personal problems, family background, and school factors. Part 2 details the results of extensive interviews with 991 women living on American Indian reservations. Subjects were 17 to 36 years old and included high school dropouts, high school graduates, and college graduates. Chapters outline findings related to poverty, cultural discontinuity, self-concept and… [PDF]

(1973). Annual Report of the U. S. Commissioner of Education–Fiscal Year 1972. A need exists for the assessment of all Federal education programs–to modify, discard, and enlarge present programs and to create new ones where needed. Two new approaches mentioned are the consolidation of 30 Federal programs in elementary-secondary education (Better Schools Act of 1973) and increased emphasis on the Federal role in higher education through student assistance (Basic Educational Opportunity Grants). The most complicated and difficult challenge facing American education is the provision of equal educational opportunity. Other striking currents are the national movement in career education, the growing discontent with the way schools are financed, the reform and renewal at the postsecondary education level, and parental concern with reading achievement. Additional areas explored are the international dimension, veterans education, disadvantaged and handicapped children, teacher supply and demand, school desegregation, migrant children, multicultural classroom,… [PDF]

Stobbe, Judy (1994). Profile of Effective Bilingual Teaching, First Grade. Video Facilitator's Guide. Meeting the Challenge of Teaching Linguistically Diverse Students, Video Series. The guide, intended to accompany a 26-minute videotape recording, gives background information to assist in discussion of effective classroom practices appropriate to linguistically and culturally diverse students in first grade. The first part reviews briefly the basic principles of effective instruction in multicultural/bilingual classrooms. The second part outlines some effective strategies for a bilingual classroom, using quotations from the video and focus questions as a basis for discussion. The strategies examined include thematic instruction, the language development approach, collaborative/cooperative learning, classroom organization, and a number of literacy development strategies and activities. A brief list of resources is included. Appended materials include suggested activities to be incorporated into 2-hour, half-day, and 1-day workshops based on the videotape. (MSE)… [PDF]

Mock, Karen R., Comp. (1984). Multicultural Early Childhood Education Bibliography and Resource List. Compiled for early childhood educators, this list of resources for multicultural education provides a total of 153 entries in the categories of readings for teachers, curriculum materials, nonprint media, children's books, resource bibliographies and catalogues, Canadian periodicals, and resource agencies. Brief annotations accompany most entries. Some references are specific to Canada, but most are of general interest. Texts and collected readings (39 entries) cover recommended background reading for educators at all levels. Articles (29 entries) cover topics such as model programs and school practices that improve race relations. Curriculum materials (14 entries) include guides for teachers, pamphlets, coloring books, activity books, and a guide to Canadian holidays. Nonprint media (13 entries) list films and records for use with students of all ages, teachers, and parents. Children's books (25 entries) include stories from many cultures as well as immigration and newcomer…

(1987). Which Way to the Future? San Diego and Its Schools at a Crossroads. The Report of the San Diego City Schools' Schools of The Future Commission. The city schools and communities of San Diego must join together to meet the needs of one of the world's most technologically advanced and culturally diverse states in America. Educational planning must account for the particular needs of disadvantaged students. Recommendations are the following: (1) build a new school-community coalition to support the long-term excellence of the educational system, based on mutual responsibility and measurable goals; (2) initiate pilot schools to experiment with new approaches and organizations that help all students attain productive futures; (3) integrate technology into every classroom and school administrative office to enhance teaching, learning, and managing; (4) take advantage of the city's unique location as an international gateway to Latin America and the Pacific Rim by encouraging all students, beginning in the primary grades, to learn a second language in addition to English and to better understand world cultures; and (5) aggressively… [PDF]

Connolly, Laura H.; Tucker, Suzanne M. (1982). Motivating the Mexican American Student. Fact Sheet. To understand how to best motivate the Mexican American student, one must look not only to the factors considered relevant to achievement in mainstream Anglo American society, but also to specific problems faced by this minority group. Language barriers, cultural differences, economic background, and family attitudes combine to affect the educational and occupational aspirations of Mexican American students. Increased cross-cultural awareness by teachers is probably the key to motivating the Mexican American student. To begin with, since language is the most important manifestation of one's self, to deny the Mexican Americans' mother tongue is to deny their identity and thus eliminate motivation. Therefore, teachers of Mexican American students should be proficient in Spanish, to enable communication in the students' mother tongue, which would provide shared experiences between teacher and students and establish a link between the students' highly valued family and home and their… [PDF]

Bernal, Helen Hazuda; Cervantes, Robert A. (1977). Psychosocial Growth and Academic Achievement in Mexican American Students. A bilingual, bicultural program in the Edgewood Independent School District in San Antonio, Texas, part of the Experimental Schools Program, was designed to reverse "negative self concept, motivation, and attitudes" of its Mexican American students, and by so doing, improve their academic achievement. Efforts were employed to: (1) acquire more Mexican American teachers; (2) use Spanish as a language of instruction and classroom management; (3) develop/adapt Mexican American and local content materials; and (4) increase individualized instruction. Evaluation of the program was conducted during a four-year period, and included both cross sectional analyses within each of the years and longitudinal analyses across the four for experimental and comparison students. No major differences were revealed between the groups at the beginning of the testing period. Mexican American students were found to be at or above the norm in self concept and attitudes, somewhat below the norm in…

(1980). Trabajamos! (We Work!) A Bilingual/Multicultural Career Awareness Language Enrichment Program for Beginning Primary Hispanic Students – K-1. Teachers Program Guide. The Spanish and English versions of a 3-part, 3-week program designed to help portray non-sex-stereotyped, non-traditional occupational roles for Hispanic females introduce 12 community and school workers employed in non-traditional positions (bus driver, nurse, secretary, principal, fire fighter, letter carrier, police officer, sanitation worker, doctor, grocer/storekeeper, dentist, construction worker). The program is intended to promote a wider range of occupational choices based on the child's interests and abilities, to present positive role models from the Hispanic female's culture, and to enhance developmental skills while maintaining and cultivating the child's own language and culture. The material is multicultural and sensitive to the cultural, linguistic, and regional differences among Spanish speakers in the United States, and can be used by large or small groups or by individual students. The material is appropriate for use in social studies or language classrooms. Each…

Aquila, Frank, Ed.; Stoehr, Jane, Ed. (1978). School Desegregation: A Model at Work. This volume presents a series of papers by educators involved with the issues of race, sex, and national origin desegregation. The focus is on provision of equal educational opportunities and the development of quality integrated education. The papers included are: (1) "Advocating Change in the White Male Club" by Bruce Gibb and Robert Terry; (2) "Education: Integration, Welfare and Achievement" by Barbara A. Sizemore; (3) "Cultural and Academic Stress Imposed on Afro Americans: Implications for Educational Change" by William C. Parker; (4) "Toward the Development of Minimal Specifications for Lau-Related Language Assessments" by Josue M. Gonzalez and Ricardo Fernandez; (5) "Impact of Desegregation: A Historical and Legal Analysis" by J. John Harris, III; (6) "Warmest Personal Regards" (anonymous); (7) "New Directions in Desegregation Litigation" by Martha M. McCarthy; (8) "The Burger Court and School… [PDF]

(1967). THE ENGLISH PROGRAM OF THE USOE CURRICULUM STUDY AND DEMONSTRATION CENTER MATERIALS CURRENTLY AVAILABLE. AFTER FIVE YEARS OF FEDERALLY-SUPPORTED CURRICULUM RESEARCH IN ENGLISH, 14 STUDY CENTERS AND FIVE DEMONSTRATION CENTERS ARE NOW MAKING THE RESULTS OF THEIR WORK AVAILABLE TO THE PUBLIC. THIS PAMPHLET LISTS TITLES OF REPORTS AND INSTRUCTIONAL MATERIALS PREPARED BY THE FOLLOWING CENTERS–(1) CARNEGIE-MELLON UNIVERSITY, (2) TEACHERS COLLEGE, COLUMBIA UNIVERSITY, (3) GALLAUDET COLLEGE, (4) WESTERN RESERVE–EUCLID CENTRAL JUNIOR HIGH SCHOOL, (5) HUNTER COLLEGE–GATEWAY ENGLISH, (6) HUNTER COLLEGE–BILINGUAL READINESS PROJECTS, (7) ILLINOIS STATE-WIDE CURRICULUM STUDY CENTER FOR PREPARATION OF SECONDARY SCHOOL TEACHERS OF ENGLISH, (8) INDIANA UNIVERSITY, (9) UNIVERSITY OF MICHIGAN, (10) WESTERN MICHIGAN UNIVERSITY, (11) UNIVERSITY OF MINNESOTA, (12) UNIVERSITY OF NEBRASKA, (13) NEW YORK UNIVERSITY, (14) NORTHWESTERN UNIVERSITY, (15) OHIO STATE UNIVERSITY, (16) UNIVERSITY OF OREGON, (17) PURDUE UNIVERSITY, (18) SYRACUSE UNIVERSITY, (19) UNIVERSITY OF WISCONSIN. BRIEF DESCRIPTIONS OF…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 1.0: Bacteriology. This module on bacteriology is the first of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary; to classify and define bacteria as to types; to name and illustrate members of the cocci, spirilla, and bacilli families and name diseases caused by each; and to define and give examples of parasites and saprophytes. Contents include list of module objectives; pretest; five sections on (1) definition of bacteria, (2) classification of bacteria, (3) cocci and spirilla bacteria, (4) bacilli bacteria, and (5) saprophytes and parasites; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading)…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 4.0: Skeletal System. This module on the skeletal system is the fourth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skill training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name the nine systems found in the human body, to identify the three basic parts of the skeletal system and the function of each, to identify the types and structure of a bone, and to identify the eight bones of the cranium and the fourteen bones of the face. Contents include list of module objectives; pretest; five sections on (1) systems, (2) skeletal system, (3) types and structure of a bone, (4) eight bones of the cranium, and (5) fourteen bones of the face; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 5.0: Nervous System. This module on the nervous system is the fifth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe components and function of the nerve cell, to name types of nerves, to identify the main parts of the nervous system; to locate the cranial and cervical nerves, and to name methods for stimulating the nerves. Contents include list of module objectives; pretest; five sections on (1) nerve cell, (2) types of nerves, (3) division of the nervous system, (4) cranial nerves, and (5) nerve fatigue and relaxation; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 6.0: Muscular System. This module on the muscular system is the sixth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe function of and differentiate among the three types of muscles, to define basic characteristics of muscles, and to locate and identify the function of the basic muscles of the head, face, and neck. Contents include list of module objectives; pretest; three sections on (1) muscles and tissues, (2) characteristics of muscles, and (3) muscles of the head, face, and neck; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 9.0: Respiratory System. This module on the respiratory system is the ninth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experiences. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the function of the respiratory system, to define the process of inhaling and exhaling, and to describe types of breathing and the breathing process. Contents include list of module objectives; pretest; four sections on (1) respiratory system, (2) inhaling and exhaling, (3) different types of breathing, and (4) the breathing process; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate…

(1975). UNESCO-FIPLV Symposium on \Teaching the Children of Immigrants,\ January 27-31, 1975, Report. The conclusions of the UNESCO-FIPLV symposium on the education of the children of migrant workers are reported here. It is felt that the scope and nature of migration creates many different and complex interrelated problems that call for interdisciplinary approaches, both on a national and an international level. The objectives of the education of migrant children are to: (1) integrate them into a multicultural society; (2) make it possible for them to enjoy equal opportunities both in educational and sociocultural development; (3) foster their native language and culture; (4) involve the migrant parents in the education of their children; (5) involve the various countries in a cooperative educational effort; and (6) make all members of society aware of the role that everyone can play in the education and social integration of migrant children. The recommendations of the symposium to the various countries involved deal with: (1) the reception of migrant families into the host…

(1973). Texas Migrant Labor. 1973 Annual Report. The Good Neighbor Commission of Texas, organized under a 1943 Federal grant and later constituted as a State agency, coordinates the work of the Federal, State, and local governments in improving travel and working conditions of migrant farm workers. The basic responsibilities presented in its 1973 annual report are: (1) surveying conditions and determining problem areas for migrants and (2) developing, in coordination with State agencies, specific programs to meet the needs of agricultural workers and their families. An overview of Texas migrant labor describes the emergence and final domination of the seasonal agricultural labor force by Spanish speaking people (primarily Mexican American). The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and vocational programs for migrants. Current developments in education, housing, health, jobs, and economics are also presented. Brief recommendations which would result in direct and immediate benefit… [PDF]

James, Charles J., Comp. (1972). A Selective Bibliography of Doctoral Dissertations in Modern Language Education. This bibliography of doctoral dissertations completed from July 1961 through June 1971 in modern language education is a study of trends which suggest new directions for further research in foreign language learning and teaching. Some 841 dissertations are listed under these categories: (1) general, (2) linguistics, (3) culture, (4) teaching the foreign literature, (5) curriculum in foreign languages, (6) physiology and psychology of language learning, (7) bilingualism, (8) teacher education in foreign languages, (9) methods in foreign language teaching, (10) teaching English to speakers of other languages, (11) equipment, and (12) testing the foreign language. Dissertations of a strictly literary or linguistic nature are not included in the bibliography. Most of the items pertain to the commonly taught foreign languages; abstracts are not included. (RL)… [PDF]

Demmert, William G., Jr.; Towner, John C. (2003). A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American Students. Final Paper. There is a widespread, firm belief among Native American communities (American Indians, Alaska Natives, Native Hawaiians) and among professional Native educators that meaningful educational experiences require an appropriate language and cultural context. From their perspective, such context supports the traditions, knowledge, and language(s) of the community as a starting place for learning new knowledge. This review collects, reports on, and critically analyzes the research literature to determine whether a culturally based education (CBE) curriculum improves the school performance of American Indian, Alaska Native, and Native Hawaiian students. Introductory sections discuss events of the past three decades supporting development of CBE, three theories underlying CBE interventions, an operational definition of the elements of CBE, definitions of experimental and quasi-experimental research, and the difficulties in conducting such research. The review found only four studies that… [PDF]

Kelly, Cynthia; Oberg, Mary; Shade, Barbara J. (1997). Creating Culturally Responsive Classrooms. This action guide helps teachers understand student differences from an environmental and contextual perspective, explaining how to better engage students in the learning process so they can increase their academic performance. The guide focuses on students who are African American, American Indian, Mexican American, and Hmong. Section 1, "Introduction: A Vision of the Future," presents underlying assumptions and explains the guide's goals. Section 2, "Understanding Cultural Backgrounds," discusses culture as the backdrop for learning, focusing on African American, American Indian, Mexican American, and Asian American cultural styles and cultural style in the schools. Section 3, "Understanding How Culture Influences Motivation," explains how to create a culturally compatible classroom and offers an example of a culturally responsible learning community. Section 4, "Identifying Ways to Structure a Culturally Compatible Classroom," discusses…

Ortiz, Alba A.; Yates, James R. (1991). Professional Development Needs of Teachers Who Serve Exceptional Language Minorities in Today's Schools. Teacher Education and Special Education, v14 n1 p11-18 Win. This article discusses educational reform and personnel preparation in relation to dramatic changes in student demography. Professional development needs of teachers serving exceptional language minorities are delineated, including competencies such as understanding first- and second-language acquisition, using appropriate instructional approaches, and effective organization and management of instruction. (Author/PB)…

Cline, Zulmara; Necochea, Juan (2001). Basta Ya! Latino Parents Fighting Entrenched Racism. Bilingual Research Journal, v25 n1-2 p89-114 Win-Spr. In response to their children being turned away from the bilingual school, a group of Latino parents organized to pressure the Lompoc (California) Unified School District to guarantee educational equity. A systemic analysis of components leading to parental activism focuses on leadership, knowledge as power, cultural conflicts, anti-immigrant sentiments, planned strategies, and lack of trust. (Contains 24 references.) (TD)…

Lynn, James J.; Woltz, Dan (1979). Parlier High School. P.A.S.S. Program (Portable Assisted Study Sequence) 1978-79 Year-End Report. An Appraisal of the First Year and Recommended Activities and Strategies of the P.A.S.S. Program Advisory and Review Committee. The Portable Assisted Study Sequence (P.A.S.S.) Program, a pilot high school program designed to support California migrant student graduation through the use of competency based credits and portable learning packets, more than met its goals and objectives in 1978-79. Evaluation was by questionnaire, to which 16% of the surveyed P.A.S.S. students and parents, contact persons, administrators, and Migrant Regional Directors responded. As of June, 1979, 803 students had been served by P.A.S.S.; 60 P.A.S.S. students, earning a mean of 8.38 P.A.S.S. credits, had completed graduation requirements. The most utilized courses included general math, American government, U.S. history, reading, and English. Content and procedures of all Learning Activity Packets had been revised and their translation into a Spanish/English format had begun. Two new courses, instead of the projected ten, had been added. Existing office procedures had been revised. Respondents' attitudes towards P.A.S.S. were…

(1977). Minnesota Bilingual Vocational Training Project. Final Report. Organized in September, 1975, to facilitate the vocational training of limited English-speaking Latinos, the Minnesota Bilingual Vocational Training Project (MBVTP) was centered at St. Paul Technical-Vocational Institute. Staff included director, job specialists in charge of recruitment, programming, counseling retention, and job placement, and vocational teachers who developed a program of preparatory studies. Activities included (1) increasing Latino awareness of all possible occupational areas, (2) facilitating their admission into the training program of their choice, (3) remaining cognizant of the special characteristics that have previously prevented them from succeeding in vocational institutes and providing them with counseling and special support services to enable them to utilize existing training facilities and resources, thus insuring not only their recruitment, but also their successful completion of the program and subsequent job placement, and (4) mainstreaming the…

Shepack, Robert E. (1977). A Model for the Implementation of Bilingual Vocational Training. Final Report. Objectives of this second-year program conducted at a community college skill center were to recruit individuals of limited English background and provide them with academic and vocational training to prepare them to enter and advance in occupations, using parallel courses in Spanish (e.g., English-as-a-Second-Language) to achieve this goal. Students recruited were offered career and placement counseling, language instruction as needed, basic job-related communication and computation skills, and training in the following programs: industrial sewing machine repair mechanic, industrial sewing machine operator, radio and television repair technician, opthalmic dispensing technician, building trades, cash register management, clerical business office procedures, general education diploma (G.E.D.), and English-as-a-Second Language/Job-Related-English (ESL/JRE). The skills center staff developed much of the curriculum and used an individualized approach to instruction. Negotiations were…

(1977). Curriculum Design for Native Americans: A Selected Topics Bibliography of ERIC Documents. Drawn from issues of "Resources in Education" (RIE) and "Current Index to Journals in Education" (CIJE), this bibliography provides a comprehensive guide to resource materials, research findings, and developments related to curriculum design or development for Native Americans. Each citation is headed by an ERIC accession number. Both RIE and CIJE citations appear in numerical order according to accession number. RIE abstracts contain subject, author(s), and institution indexes, along with document resumes which include the ERIC accession number, author(s), title, source(s), date of publication, ERIC Document Reproduction Service prices or an alternate availability. CIJE abstracts have brief notations rather than the lengthier RIE abstracts and are provided when it is thought the article cannot be adequately described by a combination of major and minor descriptors, identifiers, and by information in the title. Each journal citation includes the publication date,… [PDF]

House, Deborah (2002). Language Shift among the Navajos: Identity Politics and Cultural Continuity. Despite public discourse affirming the importance of maintaining the Navajo language and despite extensive language maintenance efforts by Navajo schools, the Navajo people are experiencing a rapid shift from Navajo to English. This book draws on fieldwork conducted in the small community of Tsaile, on the Navajo Reservation in northeastern Arizona, and focuses on an ideological component in this language shift. Diverse and contradictory ideologies held by Navajo people about their subordination to the dominant American society have led to language and cultural choices and behaviors that contribute to this language situation and that will continue to erode the language. Language and cultural attitudes are organized around a dichotomy that represents the Navajos and the United States as essentialized opposites. The pervasive existence and consequences of the friction between the ideological positions represented by this dichotomy are substantiated through analysis of the contexts of…

Bliesener, Ulrich; Blochmann, Georg M., Ed.; Tapia, Ivan, Ed. (1998). Foreign Language Teaching in Germany. Bildung und Wissenschaft, p2-32 Apr. This theme issue of "Bildung und Wissenschaft" explains the importance of multilingualism in today's world, focusing on foreign language instruction in Germany. It examines the following issues: "Multilingualism in a Changing World"; "The Significance of Foreign Languages for Germany"; "Foreign Languages in Schools: The System–A Few Basic Facts"; "The Hamburg Agreement"; "Exchanges and Encounters"; "Foreign Languages and 'Bildung'"; "Guidelines: The Official and Secret Curriculum"; "New Approaches to Foreign Language Teaching"; "The Expectations of the Customers"; "Foreign Language Teaching in Vocational Schools"; "Bilingual Curricula and Bilingual Lessons"; "An Early Start"; "Teacher Training"; "Further Training for Teachers"; "Multilingualism and the Position of English"; "EU Programmes: Their Impact on Foreign… [PDF]

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)…