Cook, Patricia (1970). A Study in Child Care (Case Study from Volume II-B): "Will You Marry Me?" Day Care Program Reprint Series. The Springfield Day Nursery System in Springfield, Massachusetts is one of a system of four day care centers. It is in an urban area, and over one-half of the families served are Puerto Rican, many of whom have unemployment and language barrier problems. A bilingual program (English-Spanish) is one of the outstanding features of the day care center. The program strongly emphasizes the development of English language skills, in an atmosphere which accepts the child's difficulty with English and reinforces his attempts to learn. Each age-grouped classroom has both English- and Spanish-speaking teachers who work for the development of positive self-images in the children and for the acquiring of language skills through a flexible curriculum. Development Learning materials are used extensively for seriation and sensorimotor development. Counseling is available to parents at the center, with referrals to community social services if further help is needed. The history and organization of… [PDF]

Mullen, Dana (1972). LEREC: Learning English as a Second Language through Recreation. LEREC (Learning English as a Second Language through Recreation) is a plan to make use of summer recreation projects in northern Canadian communities for developing children's fluency in English, the language of instruction in schools. This report explains the LEREC concept, defines the linguistic objectives, suggests a balanced program of recreational activities for children of all ages, states the English structural patterns and vocabulary that are necessary for those activities, proposes methodology for recreation leaders to use in implementing the program, and outlines the training needed by recreation leaders. (Author/VM)… [PDF]

Padron, Yolanda N.; And Others (1986). Analyzing Bilingual and Monolingual Students' Perceptions of Their Reading Strategies. Reading Teacher, v39 n5 p430-33 Jan. A study of third- and fifth-grade students found that monolingual students use different reading strategies than do bilingual students reading in their second language. (FL)…

Su, Ya-Chen (2003). How the Whole Language Approach Using Predictable Strategies Motivates Bilingual Children Learning To Read and Write Chinese as a Second Language. In recent years, the rate of Chinese immigrants to the United States has been increasing. Chinese parents desire that their Chinese-American children learn Chinese as a second language. The purpose of this study is to examine the effects on four American-born Chinese children when the researcher, as an instructor, employed whole language instruction with predictable materials in teaching Chinese as a second language. The teaching tenets and strategies were based on the principles of the whole language approach: child-centered curriculum; the integrity of listening, reading, writing, and speaking; a whole-to-part process; and the interaction of language activities both socially and personally. Three types of data were collected: (1) classroom observation by means of the observer's field notes and after-class notes of children's behaviors; (2) interviews with the children; and (3) content analysis of children's written work during the study period. Results show that predictable… [PDF]

Rousseau, Marilyn K.; Tam, Brian Kai Yung (1991). The Efficacy of Previewing and Discussion of Key Words on the Oral Reading Proficiency of Bilingual Learners with Speech and Language Impairments. Education and Treatment of Children, v14 n3 p199-209 Aug. This study, involving 8 Hispanic males (ages 7-10) with speech/language impairments, found that having the teacher discuss a story's key words and read aloud while students read the story silently was more effective than just having students read orally and more effective than discussing key words and having students read silently. (Author/JDD)…

Hornberger, Nancy H. (1988). Misbehaviour, Punishment, and Put-Down: Stress for Quechua Children in School. Language and Education: An International Journal, v2 n4 p239-53. Explores language and interaction behaviors of Quechua children that point to the possibility of a stress reaction on their part. Behaviors of Quechua children in two schools, one with and one without a bilingual program, are discussed. Interaction is discussed in terms of underparticipation, overparticipation, and hostile participation. (15 references) (GLR)…

Sarsar, Nasreddine (2007). Low-Level Educational Achievements in the UAE Model Schools. Online Submission This research paper explores in depth the real causes behind underachievement among students at UAE Model Schools. The researcher suggests practical solutions to turn Model Schools into high-performance schools. He also sets out to discuss the issue of NESTs Vs NNESTs and the implications of such a distinction for the education profession. The aim of the research is to address educational leaders in the UAE to initiate change that yields beneficial results that would enhance student learning. (Contains 3 figures.)… [PDF]

Guzman, Ana; Sutman, Francis X. (1992). Teaching and Learning Science with Understanding to Limited English Proficient Students: Excellence through Reform. This paper, which considers effective science teaching and learning for limited English proficient (LEP) students in U.S. schools, is based on the assumption that science and English language can be effectively learned together without excessive emphasis on students' native language, although teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Science and language instructional goals for LEP minorities; pedagogical practices that either enhance or inhibit the attainment of these goals of enhanced learning; publications that support the proposed pedagogical practices; and science/curriculum and instruction for LEP students, are all discu ssed or provided. Central to the pedagogy described n this monograph is the use of related or thematic lessons in which sciences serves as the driving force though the materials integrate both science and language (English). Each related lesson series is referred to as an IALS or… [PDF]

(1980). Social Studies: Level One–Identity. Teacher's Guide and Resource Book=Araling Panlipunan: Unang Antas–Pagkakakilanlan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. Level One is designed for children in grades one and two. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Self-Worth,\ develops concepts concerning how people…

LaSasso, Carol J.; Metzger, Melanie A. (1997). Parents as Partners for Preparing Deaf Students for Bi-Bi Educational Programs. This paper describes Bilingual-Bicultural (BiBi) instructional programs for students with hearing impairments and proposes a model for BiBi instruction which uses parents as partners with instructors to develop the linguistic abilities of hearing-impaired students. In the model, traditionally spoken languages are conveyed via cued speech instead of manually coded English (MCE) systems on the basis of three advantages of cued speech over MCE systems: (1) task differences in learning to cue or sign English; (2) how completely signs and cues convey English; and (3) the energy needed by fluent signers or cuers to convey English to children with hearing impairments. Because of their proximity to the child during the optimum language learning period (ages birth to 6), parents are described as being in the best position to serve as linguistic role models and interact naturally with the child in developing a first language. The importance of utilizing the strengths of parents to develop…

Bakall, Liz; And Others (1991). Evaluation of the 1989 and 1990 Reading Improvement Program. Illinois Initiatives for Educational Reform. Research, Evaluation, & Planning Report. This document evaluates the 1989 and 1990 Reading Improvement Program, which aimed to enhance and support 330 local schools in the implementation of Chicago (Illinois) Public Schools' goals for reading and language arts in kindergarten through grade 6. The program focused on improving instruction and reading achievement. Program features included reading resource teachers, bilingual classroom teachers, reduced class size, after-school tutoring, staff development, parent involvement, attendance incentive, and enrichment reading. The evaluation used student pretest and posttest data, observations, and eight behavioral outcomes to assess the program's success. With the exception of seventh and eight grade tutors in an after-school component, achievement goals were not met. The reading resource teachers did not spend the expected time on individual instruction but rather focused on group instruction and on coordinating materials and students. Despite overcrowding and time constraints,… [PDF]

(1987). Intimidad (Privacidad Personal) = Privacy. Level II. Student Book and Teacher's Edition. This curriculum unit presents an overview of privacy as a concept intrinsic to the functioning of a democratic society. The unit requires students to examine the concept of privacy, some differences among individuals and cultures in relation to it, its benefits and costs, and its proper scope and limits. The curriculum is organized around topical questions that provide a systematic approach to the analysis and evaluation of privacy. This edition of the curriculum, for students in grades 2 and 3, contains four units, each of which concerns a topical question. Unit 1 asks, \Que es la intimidad o privacidad personal?\ (What is privacy?). Unit 2 asks, \Como se explicaran las diferencias de conducta para conseguir la intimidad?\ (What factors might explain differences in privacy behavior?). Unit 3 asks, \Cuales son los beneficios y los costos que causa la intimidad?\ (What might be some benefits and costs of privacy?). Unit 4 asks, \Que abarca y hasta donde se limita la intimidad?\ Each…

(1989). Justicia = Justice. Level II. Student Book and Teacher's Edition. This curriculum is designed to help students understand and apply basic principles and considerations useful in examining issues of justice so they can determine for themselves what would be just in a particular situation. From such activities, students should gain an increased awareness of the importance of justice in their own lives and its place in contemporary society, and an increased capacity and inclination to deal with issues of justice effectively and wisely. In order to deal with the broad range of issues of justice, this curriculum is organized according to a common classification scheme that breaks down such issues into questions of distributive justice, corrective justice, and procedural justice. This edition of the curriculum, for students in grades 2 and 3, contains four units, each of which concerns a topical question. Unit 1 asks, \Que es la justicia?\ (What is justice?) Unit 2 asks, \Como resolver problemas de justicia acerca de lo que le toca a cada uno?\ (How can…

Botha, Petro; Haasbroek, J. B. (1989). The Medium of Instruction in Developing Countries. Report 0-317. In this investigation of education, conducted in South West Africa/Namibia, it was found that the medium of instruction was one of the basic causes of the teaching and educational problems experienced at schools. In South West Africa/Namibia, several languages, including English and Afrikaans as official languages, are involved in the medium-of-instruction issue and children are exposed to several languages in the first few years of school. Other findings include these: (1) the child's native language appears to be the appropriate medium of instruction during the first 3 to 5 years; (2) the changeover to a foreign language as the medium of instruction should occur over a period of time and according to academic subject; and (3) when deciding on a policy regarding the medium of instruction, several factors should be determined, including which language makes communication in the occupational world possible, the foreign language used most in a specific region, and the foreign language…

Friedenberg, Joan; Pankratz, David (1987). Project BEST Final Report. Project BEST (Building Energy Systems Technology), a bilingual vocational training program, operated at Oakton Community College between March 1986 and September 1987. The purpose of the project was to provide 60 limited English proficient (LEP) Hispanic and Polish adults with sufficient vocational skills, English language skills, and appropriate support services to enter the heating and air conditioning service field. Adults who qualified for the 15-week, tuition-free program received hands-on instruction in the vocational area, bilingual tutoring, instruction in Vocational English as a Second Language (VESL), instruction in job-seeking and job-retaining skills, job placement assistance, and both personal and career counseling. In the course of 18 months, Project BEST delivered three 15-week training cycles. Of 250 potential students recruited, 61 were selected for training, 55 actually started training, and 42 trainees completed the program, and as of July 6, 1987, 64% of… [PDF]

Ford, Bridgie Alexis, Ed. (1997). Multiple Voices for Ethnically Diverse Exceptional Learners. 1997. Multiple Voices for Ethnically Diverse Exceptional Learners, v2 n1 Jun. This collection of articles focuses on the paradigms, research, policies, and daily school practices that tend either to reduce or perpetuate inequities in educational opportunities for culturally and linguistically diverse individuals with disabilities and/or gifts and talents. Articles in this issue include: (1) \Developing a Multicultural and Student-Centered Educational Environment for Students with Serious Emotional Disturbances\ (Brian Kai Yung Tam and Ralph Gardner), which focuses on the use of a multicultural and student-centered pedagogy and curriculum for students with serious emotional disturbances, including strategies such as cooperative learning, peer tutoring, and \low-tech\ strategies; (2) \Ethnic Minority Scholars Writing for Professional Publication: From Myths to Reality\ (Fred Spooner, Bob Algozzine, Martha Thurlow, Festus E. Obiakor, and Bill Heller), which explores misconceptions about professional writing that detract from productivity, offers suggestions on… [Direct]

Tomic, Alice D. F. (1996). Challenges and Rewards in the Mixed Culture Classroom. College Teaching, v44 n2 p69-73 Spr. Suggestions for teaching in a multicultural college classroom, based on experiences at American International University (England), include acknowledge and respect individual students' uniqueness; encourage and facilitate self-reflection; clarify institutional goals and objectives without implying that they are "right"; choose materials appropriate to maturity and acculturation level; develop social skills within cultural norms; and support first-culture identity development. (MSE)…

Washington, Ernest D. (1989). A Componential Theory of Culture and Its Implications for African-American Identity. Equity and Excellence, v24 n2 p24-30 Win. African-American students may experience cultural disequilibrium in American schools due to conflict between components of school culture and student racial identity. The therapeutic instructional process of cultural clarification is proposed to encourage positive self-image among Black students through peer learning, television, memorizing, imagining and pretending, art, and music. (AF)…

Balderrama, Maria V. (1996). Mexican Immigrants in Middle Schools: Diversity, Organizational Structure and Effectiveness. The Spanish speaking Mexican immigrant population accounts for the fastest growing population in California, where one in six students is an immigrant. This study utilized organizational theory to relate school characteristics such as interdependence, coordination, and information processing to working with immigrant students. The sample consisted of 38 California junior high and middle schools with the unit of analysis being at the school level. Questionnaires administered to school representatives, school records, and interviews with students about their experiences in their new schools were the data sources. The immigrant population in this study was not characterized by problems; they attended school regularly, were well-behaved, and performed reasonably well academically. Schools were dominated by information processes leaving little opportunity for professionals to collaborate. Staff isolation characterized these schools with little teaming, interdependence, collective… [PDF]

Kennedy, Theresa; And Others (1996). World Saver Center. Conservation is a concern for all cultures, and children are familiar with this concept because of recycling in their homes and home towns. The World Saver Center, an example of the thematic approach to learning, is designed to allow children to experiment with concepts of conservation in a familiar setting. The center, designed to resemble an early childhood classroom, is composed of five thematic areas: (1) art; (2) housekeeping; (3) blocks; (4) craft; and (5) garden (science). The World Saver Center focuses on conservation activities which can be done in a typical classroom, incorporating a multicultural theme into units. For each area, activity plans are given, including purpose, materials needed, teachers' involvement, and reflection statements. (BGC)… [PDF]

Mergendoller, John R.; Pardo, Elly B. (1991). An Evaluation of the MacMagic Program at Davidson Middle School. This report evaluates the second year of the MacMagic program at Davidson Middle School in San Rafael, California. The program uses Macintosh computers, video cameras, tape recorders, and other related technology in a team teaching environment to enhance thinking and learning in an integrated English, history, and multimedia course. Children from different cultural backgrounds, and with differing abilities and perspectives, work together toward shared goals and rely on each other for instructional support as each tries to master new technological hurdles. Observations of an eighth grade class that was taught through this method indicated that the MacMagic program was different from other English and history classes because it was built on: (1) a definite approach to teaching; (2) the use of complementary staff expertise through team teaching; (3) the opportunity to use additional time for instruction and student work; (4) a constant attempt to tailor class assignments and… [PDF]

Larrick, Nancy (1975). Ten Years Later. The past decade has given us an encouraging number of well-written and appealing children's books which give an authentic picture of the black people in the United States in dramatic text and brilliant illustrations. Indeed, in this period, a whole new sense of realism has come into children's literature which portrays urgent social issues and attacks racial and sexual stereotypes. It is impossible, however, to gauge the exact extent of these trends, since no complete study of children's book publishing has been conducted since 1965. Despite the efforts of many groups, it may be that this flow of newly published interracial books is slowing down. This is one problem, but a more serious one is the apathy with which teachers and, in some cases, librarians treat this whole issue. Many seem to feel that interracial books are only for black children, and they often display an almost total lack of critical sense in recognizing gross stereotypes. Even those teachers who wish to use these… [PDF]

Odo, Franklin (1996). Asian Americans in Hawai'i. OAH Magazine of History, v10 n4 p46-47 Sum. Presents a lesson plan that utilizes the study of Asian Americans in Hawaii to help students to develop the critical faculties needed to detect stereotyping and bias. Students create presentations on popular images of Hawaii. Later, they produce more critical and better researched presentations on the island and its inhabitants. (MJP)…

DeVore, Alline (1990). Cultural Literacy and the CUNY Student. Community Review, v10 n1-2 p32-34 Fall-Spr 1989-90. Describes a Kingsborough Community College program that pairs an experimental sociology course with a speech and English class to help ethnically diverse students develop needed reading and writing skills, while improving their self-concept by noting parallels between their cultures and the dominant culture. Reviews course content and goals. (DMM)…

Jackson, Jane (2005). Assessing Intercultural Learning through Introspective Accounts. Frontiers: The Interdisciplinary Journal of Study Abroad, v11 p165-186 Aug. If intercultural awareness is a key area in which sojourners are expected to make progress while abroad, then appropriate methods of assessment should be used to measure the gains they have made. While much attention has focused on the preparation, format, and content of study abroad programs, relatively little has been published about modes of assessment. This is changing, however, as a growing number of sojourns are becoming credit-bearing. A variety of standardized measures and instruments are used to gauge the language learning and intercultural adjustment of student sojourners such as surveys, inventories, proficiency exams and multiple-choice tests. Whereas these traditional forms of assessment try to quantify student learning, many interculturalists recognize that "the experience abroad cannot be fully quantified: the outcome has to be measured in terms of the quality of the experience and of the skills acquired, particularly of transferable skills." Consequently,… [PDF] [Direct]

Schaeffer, Brett (2004). The Lord of Discipline. Teacher Magazine, v16 n2 p34-39 Oct. In this article, the author features Multi-Cultural Academy Charter School in Philadelphia, the only Philadelphia's charter high school that meets the adequate yearly progress testing benchmarks in 2003 as established by No Child Left Behind, and describes how the academy's headmaster and founder, Vuong Thuy, confronted criticisms from the district's CEO, Paul Vallas, for enforcing strict rules and discipline in the school. Despite its name, however, Multi-Cultural does not adhere to a painstakingly politically correct curriculum but to the academy's guiding principle, that is, discipline. However, the 51-year-old Vallas, like some of the Multi-Cultural parents, feels that Thuy has gone too far in imposing the school policies at his school and their execution has caused controversy, that ultimately prompts district officials to get involved. Thuy explains that their discipline is not stricter than other schools. The difference is, they enforce the rules strictly, while public schools… [Direct]

Kiernan, Henry, Ed. (1995). English Leadership Quarterly, 1995. English Leadership Quarterly, v17 n1-4 Feb-Dec. These 4 issues of the English Leadership Quarterly comprise volume 17, published during 1995. Articles in number 1 deal with multicultural and multiethnic literature, and are, as follows: "Guidelines for Selecting European Ethnic Literature for Interdisciplinary Courses" (Sandra Stotsky); "Striving for Kinship within Diverse Communities" (Peter Smagorinsky); "Pitfalls in Using Multicultural/Multiethnic Anthologies" (Susan H. Chin); and "Stereotypes Are Stereotypes" (Pamela B. Farrell-Childers). Articles in number 2 deal with technology and the teaching of English language arts, and are, as follows: "Teachers and Technology: A Story about Changes in Literacy" (Janet Beyersdorfer); "A Network Environment and Curriculum Integration" (Rachel L. Pinson); "Writing Instruction with Computers: Developing Student Writers Who Care and Share" (Tim Courtney); and "A Few Recommended Books for Young Adults Interested in… [PDF]

Griffin, Gary A. (1994). Proceedings from Seminar on Teacher Development and Linguistic Diversity. This occasional paper reflects on issues raised during a seminar called "Teachers for the 1990s and Beyond," and deals with teaching and learning in schools where multiple languages are spoken by students. Central to the seminar was the recognition of the growing numbers of language minority English learners (LMELs) in schools where English is the sole language of instruction. The paper underscores the importance of recreating schooling in ways that will benefit these students intellectually, socially, and personally and takes the position that professional educators must be mindful of students' home cultures as a prerequisite to making meaningful changes in schools and classrooms. The paper urges a transformation of teaching toward the ends of English language competence as well as subject matter competence, linking the two through reconsideration of appropriate pedagogy; encourages reconceptualization of teacher education as an important foundation for altering teaching… [PDF]

Smallwood, Betty Ansin (1998). Staff Training for Alexandria Head Start in ESL Methodology. The project described here evaluated the extent to which the Alexandria (Virginia) Head Start program addresses the needs of preschool English-as-a-Second-Language (ESL) and provided teachers with training to enhance their students' language development. While over 40 percent of the children spoke a language other than English as their first language, none of the teachers had any formal training in ESL methodology or second language development. The training involved classroom observation, informal classroom participation of the trainer, consultation with individual staff, demonstration teaching, and classroom videotaping. Site-based training took place during the children's nap periods, and full staff inservice programs were provided. Observation and training focused on four areas: orientation to the sites and classrooms; ESL methodology, instructional practices, and second language development; additional effective classroom strategies, with extension to the home-school connection… [PDF]

Lee, Teresa Gonzalez (1992). Teaching Models and Language Materials in Spanish for the Education of Health Care Providers. Two programs at the University of California, San Diego, (UCSD) in Spanish and Cultural Sensitivity are reported, one at the UCSD Medical Center and the other at the School of Medicine. These programs illustrate the power of culturally sensitive medical care versus a medical practice with non cross-cultural awareness that could result in patient non-compliance and hopelessness. The two programs, one undergraduate and one graduate level, were founded in 1979 and 1984, respectively. The approaches at each are similar: to bridge the linguistic and cultural differences existing between the predominant culture and the Latino patients. Objectives, concepts, skills, and methodologies are outlined, including the goal for oral proficiency in medical Spanish. Each program includes a cultural immersion component. It is concluded that with the changing American demography, Medical Spanish is one of the Languages for Specific Purposes that is in great need. Contains 13 references. (LB)… [PDF]