Bamford, Kathryn W.; Mizokawa, Donald T. (1990). Cognitive Development of Children in an Additive-Bilingual Program: The Third Report. The enhanced metalinguistic abilities demonstrated by additive-bilingual children, including superior control of cognitive processing, may promote the development of symbolic reasoning. Children educated in additive-bilingual (immersion) settings may maintain normal native-language development, while acquiring a second language. This study compared 15 children in a Spanish immersion class with 15 children from a standard classroom over the course of three observations during second and third grades. Program type (immersion verses standard) was the independent variable in two comparisons, with nonverbal problem-solving as measured by the appropriate form of Raven's Matrices as the first dependant variable and native-language development as labeled by the Peabody Picture Vocabulary Test-R (PPVT-R) as the second dependent variable. For nonverbal problem-solving, an independent samples t-test on the mean gain in rank revealed significant differences in favor of the immersion children at…

(1974). Ideas for Teachers of Non-English-Speaking Children. A Handbook. A series of lesson ideas for school teachers with both monolingual English-speaking and bilingual students in the same class includes 18 cultural and cross-cultural topics. They include: the island of Cuba, the flag of Cuba, the flag of Mexico, the development of Mexican music, Benito Juarez, the flag of Puerto Rico, the seal of Puerto Rico, a history lesson about Italy, the Italian flag and coat of arms, a geography lesson about Italy and Sicily, rhythm instruments, presentation of the song "El Coqui," presentation of a biography, use of an acrostic, use of a cultural capsule, teaching culture through the film "Felipa, North of the Border," and ethnic foods. For each lesson idea, the targeted level, goal, specific behavioral objectives, materials, teacher information, facts and figures, procedural outline, suggested student activities, and other resources are presented. A list of publishers and distributors of educational materials in Spanish and a form for…

Yates, Joanne M. (1987). Research Implications for Writing in the Content Areas. What Research Says to the Teacher. Second Edition. The ideas of John Dewey and his fellow progressives have resurfaced in a movement called \writing across the curriculum.\ Interdisciplinary studies are now being seen as a way to break down the artificial boundaries between subject areas. Research has confirmed that language learning and experience are at the heart of education. The implications are that instruction should be based on the personal and linguistic growth of the child rather than on the mastery of facts or concepts in particular disciplines, and subject areas should be used to provide students with the new experiences they need to broaden their knowledge. Researchers and educators propose a teaching philosophy and approach based on the concept of \learning by doing,\ which would mean much more talking, writing, and reading in the classroom. A number of ways for teachers to promote more language activities to help students learn include (1) organizing course content around central ideas or themes to give language… [PDF]

Short, Deborah J.; And Others (1989). How To Integrate Language and Content Instruction: A Training Manual. CLEAR Educational Report Series. The manual is designed to help educators effectively integrate language and content instruction in teaching students who are learning through a language other than their native tongue. The manual is targeted at teachers, administrators, and teacher trainers involved in English-as-a-Second-Language or bilingual instruction and content-area instruction for limited-English-proficient students. The manual presents a whole educational approach to be used in elementary and secondary classrooms by both content-area and language teachers, and emphasizes collaboration between those two disciplines. In this approach, curriculum integration takes two general forms: (1) content material is incorporated into language classes, and (2) accommodation is made for students' limited English proficiency in content classes. The guide provides information on the approach and its rationale, on specific strategies for integrating language and content instruction, and on specific techniques for adapting… [PDF]

(1985). Annual Report 1984-1985. Yukon Department of Education. The Public Schools Branch of the Yukon Department of Education provides elementary and secondary education to 4,638 students in 10 urban and 16 rural schools, and provides loans and grants to postsecondary students. In the 1983-84 academic year, major initiatives included development of gifted programs and alternate programing for secondary students with special needs, expansion of the early French Immersion program, and continued development of native language curricula. This paper notes internal reorganization plans and major changes to facilities, and outlines the major accomplishments of curriculum services and projects for teaching French, Tutchone, Tlingit, Han, Loucheux, and Kaska. A statistical appendix covers: (1) enrollment by school in March, 1983 and March, 1984; (2) kindergarten enrollment by school and year from 1979/80 to 1984/84; (3) enrollment by grade and school in March, 1983 and March, 1984; (4) enrollment by grade and percentage of enrollment by grade for five…

(1975). Spanish Language Arts. A Handbook for the Primary Teachers = Las artes del lenguaje espanol. Un manual para maestros de nivel primario. A teaching guide for teachers of language arts for native Spanish-speaking primary school students in the Chicago public schools consists of four sections and appendices. Part I introduces the concepts of the language arts program, its behavioral objectives, suggestions for teachers, and notes on the characteristics of students of this age group. Part II outlines the development of listening and speaking skills and five examples of related student activities. Part III discusses aspects of reading instruction: an eclectic approach, teaching the association of sound with letters, word-referent correspondence, a suggested plan to make reading automatic, and orthography. Five sample activities are also presented. Part IV addresses writing instruction and the development of an understanding of grammar, and suggests two activities. An alphabet with letter names, a vocabulary list, notes on language irregularities, and a bibliography are appended. The text is entirely in Spanish. (MSE)…

(1981). Community Consumer Newsletter Program, 1980-1981. Final Evaluation Report. The Community Consumer Newsletter Program (CCN), carried out in Bushwick High School (Brooklyn, New York), was designed to develop consumer skills among students and to pass on such skills to the community through bilingual (English/Spanish) newsletters. The 30 student participants, who were given stipends for their voluntary participation in CCN's after school activities, came from two groups: (1) low income Spanish speaking students with limited English proficiency, and (2) English/journalism students who were among the school's academic leaders. An evaluation was conducted to assess the program's success in each of the following categories: (1) student enrollment and attendance; (2) student learning and skill development; and (3) the production and distribution of consumer information materials. Because of cuts in funding, the program was not able to meet all of its objectives. Data collection problems also prevented the assessment of student achievement. Nonetheless, CCN staff… [PDF]

Lofgren, Horst; Ouvinen-Birgerstam, Pirjo (1980). A Bilingual Model for the Teaching of Immigrant Children. This report presents results of research conducted in conjunction with a Swedish project focused on the bilingual instruction of immigrant children. The main aim of the project was to construct a model for teaching children with a mother-tongue other than Swedish (in this case, Finnish) in a way that would provide them the same educational and developmental opportunities as Swedish children. The report discusses the teaching model used by the project for the first three years of comprehensive schooling and the effects the model had on the progress of the children. The teaching model used in the project combined in one class a group of Finnish pupils and a group of Swedish pupils. The immigrant pupils were taught by both a teacher speaking their mother-tongue and a Swedish teacher who also instructed the Swedish-speaking pupils. Four cohorts of Finnish immigrant children born in successive years between 1966 and 1969 participated in the project and the research. Cohorts were formed…

Teschner, Richard V., Ed.; Valdes-Fallis, Guadalupe, Ed. (1978). Teaching Spanish to Native Speakers of Spanish: A Collection of Model Syllabi. Eighteen model syllabi are presented for teaching Spanish to native speakers of Spanish. The syllabi were produced during a summer institute, entitled \Teaching Spanish to Native Speakers of Spanish,\ in order to meet the unique language situation of U.S. hispanophone students. Traditional lower division Spanish-as-a-foreiqn-language courses are totally inappropriate for the fluent or almost fluent native speaker. At the same time these U.S. hispanophone students have had little exposure to written Spanish since they have been educated from the early grades in English. The need for specially-designed sequences of one to four semesters of language instruction to develop the natively-acquired language resources the students bring to the classroom led to the summer institute program. The institute brought together individuals already involved in teaching Spanish to native speakers. The central objective of the institute was the improvement of curriculum not only at participants'…

Abramson, Theodore (1978). Evaluation of the Flexible Laboratory Instruction Program II. An evaluation was made of the Flexible Laboratory Instruction Program II, a New York State project for the development and utilization of audiovisual modules to assist Spanish-speaking students in their basic accounting courses at Bronx Community College of the City University of New York. A description of the program and evaluation activities and data concerning student reaction and student usage of the modules is presented. Student reactions to the English versions of the sample modules were positive; responses of most of the 23 students indicated that they felt the materials were easily understood and would be helpful. The two Spanish modules were not well received by the Hispanic students. Sixty-three modules were completed and available for student use during the fall 1977 semester. Of the 114 students who borrowed these modules from the college library, 51 were Spanish-surnamed. Synchronization of the modules with regular course work is suggested. (SW)…

Stark, Greg; And Others (1980). Annotated Bibliography of Recent Research on Chicanos and Latinos in Minnesota. The partially annotated bibliography provides an overview of recent literature (1971-79) and data sources regarding the needs and conditions of Chicanos and Latinos living in Minnesota. The research cited generally appears to be directed either to state and local decision makers or to service providers and focuses on socio-economic conditions, housing, employment, accessibility of education and social services, problems of migrant workers, and the language barrier. The bibliography is divided into five sections. Section 1 includes 12 citations for general studies that make policy recommendations or discuss issues. Section 2 includes five studies specifically related to migrant workers. The third section, Data Sources and Descriptive Studies, contains 21 citations for studies of demographics; socio-cultural, pyschological, economic, and historical research; and community resource listings. Section 4 contains 11 listings of specific program studies, such as social service evaluations… [PDF]

MacLean, Edna Ahgeak (1977). Suvali Una? (And What Is This One Doing?). This bilingual reader in the Barrow Inupiaq language and in English is intended for beginning readers on the elementary school level. Pen-and-ink drawings illustrate the text and a free English translation is appended. (NCR)…

Teeluk, Martha (1973). Qanuq Kayuqtuq Kaviqsiruaq (How the Fox Turned Red). This children's story in the Kobuk Inupiaq language is a traditional tale told in the Alaskan Yupik-speaking areas. It is intended for elementary school children who have a good grasp of the language. Pen-and-ink drawings illustrate the story and a short introduction in English is included. (NCR)…

MacLean, Edna A. (1974). Avilaitqatigiik (The Two Friends). This children's story in the Barrow Inupiaq language is intended for beginning readers of the Alaskan language. Pen-and-ink drawings illustrate the story of two animals. The text contains programmed vocabulary. (NCR)…

Peter, Katherine (1974). Vak'aandaii (Touch It). This booklet in the Gwich'in Athapascan language is for beginning readers and is written only in the Alaskan language. (NCR)…

Robinson-Lewis, G. (1991). Full Day Kindergarten Program: 1988-1989, 1989-1990, 1990-1991. Summative Evaluation. This summative evaluation of the district-wide Full Day Kindergarten Program presents a longitudinal view of the program's progress and outcomes from 1988 through 1991, including enrollment and achievement trends, the extent of program implementation, and the status of previous recommendations. Data were collected through site visits and interviews with teachers and program administrators. Surveys were given to teachers, principals, and instructional assistants, and district records were examined. While overall enrollment increased from 1990 to 1991, nonminority enrollment declined slightly. There was consistency among schools in the implementation of the proposed kindergarten daily schedule. This consistency applied to an emphasis on cognitive, social-emotional, and motor skills development. Teachers made significant progress towards the infusion of a multicultural awareness program into the basic curriculum, but had limited success in increasing parental participation in…

King, Karen (1992). Developing Positive Parent Involvement in Indian Pre-School Programs through Appropriate Program Orientation. The goal of this practicum was to design an effective program orientation session for teachers and parents that would enhance parent involvement in an American Indian Head Start preschool program. Objectives were that: (1) a total of 90% of families and 100% of staff would attend a program orientation session; (2) a parent involvement activity idea book would be generated during the orientation session; and (3) half the families would volunteer twice a month for participation in the classrooms. Implications for continuation and duplication of the practicum are included. Results revealed that even though the objectives were not met, the program orientation session effectively enhanced parent involvement, particularly in terms of classroom activities, policy, and decision making. Factors that contributed to the failure to attain practicum objectives are discussed. Appended are 20 references and related materials. (GLR)… [PDF]

Cummings, Tom (1984). The Report of Engineering Special Programs July 1, 1983-June 30, 1984. In an effort to achieve ethnic parity for underrepresented minorities at the University of New Mexico College of Engineering, precollege and undergraduate programs were developed to recruit and retain Hispanic and American Indian students. The Math, Engineering, and Science Achievement (MESA) program is a coherent, longitudinal program organized to increase awareness and motivation in bright minority Algebra I students and to support their interest through high school graduation and university matriculation. It provides such student services and activities as short on-campus college/engineering orientation programs; tutoring; academic, university, and career counseling; field trips; summer enrichment and employment programs; and scholarship incentive awards. The undergraduate program supports minority students through the Hispanic Engineering Professional Advisory Committee and the Hispanic Engineering Organization, the Native American Program/College of Engineering, and the College…

Berman, Judith (1980). Preparing to Teach in Low-Income Area Schools. A Case Study Users' Manual. The four case studies presented in this manual were designed to illustrate different approaches to the preparation of interns for low-income area schools offered by Teacher Corps programs around the country. The introduction presents the objectives of the manual and possibilities for its use. The research background for the case studies is given, and some lessons learned from the studies are discussed. The four case studies, based on interviews with Teacher Corps staff members, are presented in the second section. Each of the studies was organized according to the following topics: (1) the intern's family, socioeconomic, and educational background; (2) the initial orientation period before the Corps Member Training Institute (CMTI), with particular emphasis on any activities aimed at introducing the intern to low-income communities or schools; (3) the intern's experiences at CMTI; (4) post-CMTI activities and courses designed to further acquaint the intern with the low-income…

Garcia, Ricardo L. (1976). Ensenanza Bilingue (Bilingual Education). The purpose of bilingual education is to increase the academic ability and success of the student through the use of the native language as the principal instrument of instruction. The aim is for the student to develop appropriate academic attitudes towards, practical aptitudes in, and a knowledge of the target language. The pamphlet explores bilingual education as it traces: (1) the principles, rights, and responsibilities of bilingual and bicultural education; (2) methods of bilingual instruction; (3) bicultural education; (4) the history of bilingualism in the United States; (5) the social implications of bilingual eduation; (6) goals and objectives of bicultural programs; (7) administrative planning for bilingual and bicultural programs; (8) the future of bilingual education; and (9) sources of information on bilingual and bicultural education. (JK)… [PDF]

O'Keefe, Dennis (1994). Multiculturalism and Cultural Literacy. International Journal of Social Education, v9 n1 p66-80 Spr-Sum. Discusses multiculturalism in its context as a form of intellectual and historical atonement and points out its internal contradictions. Argues that the Western culture is becoming global, or universal; and, therefore, there should be no school-enforced multiculturalism. (CFR)…

Rodriguez, Alfredo; Winchester, Lucy (1996). Cities, Democracy, and Governance in Latin America. International Social Science Journal, n147 p73-83 Mar. Examines the economic troubles and social turmoil experienced by Latin American cities in the last 10 years. Identifies a global economy, moving from the production of raw materials to information-related jobs and services, as the main culprit. Discusses the growing importance of city councils in municipal governance. (MJP)…

(1978). Grade 4: Maryland–Geography. Maryland–History of the Colonial Period. The curriculum guide presents a working draft of the fourth 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 fourth grade unit is presented in two sections. Section I pertains to the geography of Maryland, studying how land forms, bodies of water, natural resources, and climatic conditions affect people in the state. Activities…

Liegeois, Jean-Pierre (1994). Roma, Gypsies, Travellers. Revised Edition. Collection Education. In Europe, prejudice and stereotyping of Gypsies and Travellers often result in the failure of measures aimed at helping this group. This book resulted from a request of the Conference of Local and Regional Authorities of Europe to the Council of Europe to prepare teacher information packs on the history, culture, and family life of nomadic populations as part of work in intercultural education. There are two sections. The first, on sociocultural data, examines Gypsy origins in northwest India and their dispersal throughout Europe in several waves of migration from the 12th century to the present; populations; language; social organization; travel; the family; religion; economic organization; art; and lifestyle and identity. The history of Gypsy interactions with outsiders and the treatment to which they have been subjected is examined in the second part, on sociopolitical data. Rejection remains a dominant factor in relations between Gypsies and the surrounding population, and the…

Partridge, Chrystal L.; And Others (1992). Careers Going Global. Curriculum Resource Guide. This guide contains 164 suggested learning activities that are designed for use in helping middle and high school students learn to think in global terms rather than in terms of city, state, and national boundaries. The guide's organization and framework are based on 5th- through 12th-grade social studies, geography, language arts, mathematics, foreign language, economics, sociology, history, and career counseling competencies. The learning activities are described on activity sheets that are organized according to the following categories: cultural diversity, customs, geography, global career counseling, import/export, a potpourri of economic issues, and other activities. Each activity sheet contains the following: activity title, purpose, suitable subject area, appropriate grade level, description of the activity, and suggested additional resources. The instructional level of the individual activities varies widely. Some activities are recommended for students in a narrow range of… [PDF]

Clayton, Thomas, Ed. (1990). The Globalization of Higher Education. Cross Currents, v17 n2 Spec Iss Fall. This special issue of a journal on language teaching and cross-cultural communication includes both regular articles and forum essays. Regular feature articles include: "Is Japanese English Education Changing?" (Yoshie Aiga); "Textual Schemata and English Language Learning" (S. Kathleen Kitao); "Visuals and Imagination" (Alan Maley); "Oral Language Taping and Analysis for Teacher Training" (Elizabeth Leone); "Who Does What With Errors?" (Joyce M. Taniguchi); "Expanding the Intercultural Perspective" (William McOmie); and "Rapid-Fire Questions for Better Communication" (Robert Ruud). Forum essays on the topic "The Globalization of Higher Education" include "An American Comprehensive Public University Linked with a Japanese Municipality" (Jared Dorn); "The Internationalization of an American University" (William G. Davey, Lynne A. McNamara); "An American Community College in… [PDF]

Weinberg, Meyer (1981). Assessment of Current Knowledge about the Effectiveness of School Desegregation Strategies. Volume IV: A Practical Guide to Desegregation: Sources, Materials, and Contacts. This volume on desegregation is divided into seven sections that outline and annotate bodies of information available from various sources. These sections include: (1) selected sources of information on various school desegregation issues; (2) \how to\ sources on school desegregation; (3) sources of information on cities that have been desegregated for a comparatively long time; (4) sources of reviews of research on desegregation; (5) sources of information on government agencies and private organizations offering desegregation assistance; (6) persons (names and addresses) with expertise in one or more areas of desegregation implementation; and (7) a glossary of desegregation and equal education terminology. (JCD)… [PDF]

Chang, Sung-Wen; Quinones, Juanita (1977). [Bilingual Bicultural Curriculum for Science: Grade Two.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural science curriculum guide for second grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other second grade guides: myself, my school, family, my home, my community, transportation, communication, animals. Appropriate skills are presented in each; for example the skills in the unit on transportation are: identifying the source of energy which causes objects to move; determining the difference between storing, or accumulating, and using energy; measuring the distance that an object travels using a quantity of…

Chang, Sung-Wen; Quinones, Juanita (1978). [Bilingual Bicultural Curriculum for Grade Three.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and for other students whose native language is Spanish, this science curriculum for third grade is one of a series for pre-school through fifth grade. The overall focus of the guides is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains seven units, related to those in the other third grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, American Indians. Appropriate skills are presented in each unit; for example, the skills in the American Indian unit are: inferring the formation of clouds; identifying the types of clouds and symbols used to represent them; identifying the cause of rain; investigating the regulation of rainfall; making and using a rain gauge. Key…

Keller, Anne; And Others (1978). Bilingual-Bicultural Curriculum for Social Studies: Grade 4. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this social studies curriculum guide for fourth grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains seven units, related to those in the other fourth grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, and American Indians. Appropriate skills are presented in each unit; for example, the skills in the unit on Eskimos are: describing a theory about Eskimo origins; understanding how climate affects social structure by causing migration; comparing different aspects of the Eskimo with the American Indian; describing historical changes affecting Eskimo…