Bradley, Curtis H.; And Others (1990). Employment Training for Limited English Proficient Individuals: A Manual for Program Development. This manual describes procedures commonly used to plan and implement bilingual vocational training (BVT) programs for individuals who are limited English proficient (LEP). An introductory section examines the purposes of BVT and outlines a general model consisting of seven components: targeted recruitment, diagnostic rather than exclusive intake and assessment, adapted vocational instruction, vocational English as a Second Language (ESL), counseling and support services, job development and placement geared to the special needs of the LEP population, and coordination of these six elements in order that each element supports the others. An additional bilingual and academic basic skills component is suggested for secondary school programs. The first of two sections presents specific procedures and makes suggestions for planning a BVT program in the areas of need assessment of the local LEP population and the local job market; developing support and assessing resources; staffing; staff… [PDF]

Bennett, Ruth, Ed.; And Others (1986). Yurok Vocabulary. An illustrated vocabulary presents approximately 275 Yurok words organized topically from the Indian perspective to demonstrate the relationship between Yurok Indians and their social and natural worlds. English terms arranged alphabetically within each topic have two accompanying Yurok entries–one a Unifon spelling, the other having syllable breaks and marked accents. Topics include people, cultural things, baskets, acorns, plants, animals, birds, fish, and food. An introduction explains the role of language in Indian culture and points out differences in styles of thought between Indians and whites. A Yurok Unifon single sound chart is included. (LFL)…

Meade, Phil (1983). The Educational Experience of Sydney High School Students. Report No. 3: A Comparative Study of Migrant Students of Non-English-Speaking Origin and Students Whose Parents were Born in an English-Speaking Country. The findings of a longitudinal survey of the educational experiences of 3043 immigrant secondary school students in Sydney, Australia, are provided in this book. The general aim of the study was to compare the experiences of students of non-English speaking (NES) origin and students born in English speaking countries (ES) in terms of the influences of significant others, students' perceptions, aspirations, and school performance, and equality of educational opportunity. There are seven chapters, the first of which briefly describes the background of the research. Chapter 2 discusses theoretical issues. In Chapter 3, students' family and social experiences are analyzed, and particular attention is paid to the language of communication networks within NES-origin families. The attitudes of students and teachers toward NES-origin children learning their parents' language are also discussed. Chapter 4 focuses on the educational and occupational aspirations of children and their parents…. [PDF]

Lindholm, Kathryn J. (1988). The Edison Elementary School Bilingual Immersion Program: Student Progress after One Year of Implementation. CLEAR Technical Report Series TR9. A study of progress in the Edison Elementary School (California) bilingual immersion program after its first year of implementation looked at: (1) student levels and gains in first and second language proficiency; (2) levels of math and reading achievement and their possible relationship to student language background; (3) levels of students' perceived academic, peer, physical, and mother-child relationship competencies; and (4) attitudes toward the program among parents and staff. A total of 58 kindergarten and 54 first-grade students participated. Pre- and post-test comparisons of achievement showed that all students made gains in both Spanish and English, with more Spanish-dominant than English-dominant students fluent in both languages. Overall, both Spanish- and English-dominant students scored above average in content area achievement. Students' perceived interpersonal competence was high in each domain examined, and attitudes toward the program were generally positive…. [PDF]

Lufler, Henry S., Jr. (1988). Pupils. The sharp increase in the number of cases that involve school antidrug policies continued in 1987. Courts continued to support school policies that contain an automatic suspension or expulsion penalty for school drug possession. First Amendment religious cases also continued to increase in number. A new grouping of cases under the heading "home instruction" contains cases raising a medley of First Amendment and other issues. The issue of substantive due process violations in corporal punishment cases was heard in two cases. Cases are discussed under the following sections: (1) public school assignment, tuition, transportation, home instruction, and compulsory attendance; (2) bilingual and bicultural programs; (3) private and parochial schools; (4) substantive rights of students, including search and seizure, and First Amendment religious and freedom of expression rights; (5) sanctions for student misconduct including suspensions, expulsions, and corporal punishment; and…

Beard, John D., Ed.; McNabb, Scott E., Ed. (1985). Testing in the English Language Arts: Uses and Abuses. A Collection of Articles. Intended for teachers, this collection of articles on testing in the English language arts contains the following titles: \What Do Test Scores 'Really' Mean in Educational Policy?\ by George F. Madaus; \Testing and Literacy: A Contradiction in Terms?\ by Marilyn Wilson; \Throwing in the TOWL,\ by Mary Jane Curry; \Taking the Authority Figure Out of the Language of Testing,\ by Petey Young; \Implications of Parent, Teacher, and Student Perspectives on the Value of School Tests,\ by Sheila Fitzgerald; \Sergeant Friday Meets the Taxonomy: We Need More than Just the Facts Ma'am,\ by James M. Brewbaker; \Large Scale Writing Assessment: An Instructional Message,\ by Charles R. Chew; \Self-Assessment and the Mastery of Writing,\ by Edgar H. Thompson; and \Trends and Issues in the Use and Misuse of Oral Language Proficiency Testing for Bilingual Program Planning,\ by Josefina V. Tinajero. The appendix contains a literacy statement on testing and assessment by the Michigan Association of…

Donoghue, E. E.; McInnis, C. E. (1976). Research and Evaluation of Second Language Programs. This report consists of an evaluation of four experimental French programs (1973-74) and the federally-funded extensions of these programs (1974-75) in the schools of the Carleton, Ontario, Roman Catholic Separate School Board. Part 1 provides a review of literature relevant to immersion, intensive and enriched language programs, and the attitudinal and motivational aspects of second language acquisition. The various second language programs, which cover grades K-8, are also described. Intensive French programs consist of 90 minutes of French instruction per day, while enriched programs consist of 40 minutes per day. In immersion programs, native English-speaking children receive curriculum instruction in French. Part 1 presents the results of comparisons of grade 1 and 2 immersion programs with intensive programs. Part II provides a summary of the 1973-74 results, a description of 1974-75 programs, and results of comparisons of grade 1, 2, and 3 immersion programs with intensive…

Cronnell, Bruce (1982). A Preliminary Study of Language Influences in the English Writing of Third- and Sixth-Grade Chicano Students. A study investigated the extent to which oral language forms influence the written products of Mexican-American students attending an inner city school in a low income neighborhood. For the study, writing samples from 78 third grade and 92 sixth grade students were analyzed for Spanish, interlanguage, and Chicano English features. (Interlanguage forms, produced by learners of English from a variety of language backgrounds, occur as English is being learned.) In the writing samples of the third grade students, 773 errors were identified; of these, 33% were considered to have possible influences from Spanish, interlanguage, or Chicano English. In the writing samples of the sixth grade students, 677 errors were identified; of these, 36% were considered to have possible oral language influences. (Prompts for the writing samples and lists of errors are appended.) (FL)… [PDF]

Price, M. A.; Trites, R. L. (1976). Learning Disabilities Found in Association with French Immersion Programming. Thirty-two children who experienced difficulty in primary French immersion were compared to seven other groups of children matched for age and sex on a wide variety of language, perceptual, academic achievement, memory, motor, sensory and other tests to determine if there was anything unique in the profile of this group. The comparison groups included three groups in which language is a factor: English-speaking children in French language schools, French-speaking children in French language schools and children from other ethnic and language backgrounds in English language schools. The four "non-language" groups included standard diagnostic groups: hyperactive, minimal brain dysfunction, social and emotional maladjustment and primary reading disability. A group of eight children who were doing well in French immersion was included. To monitor their progress on academic achievement and language tests over time, follow-up testing was obtained on twenty-four children who had…

Nicolie, Katherine (1976). Ndal Tsukdu Gheldzay Tsukdu (Crane Story and Moon Story). These traditional stories in the Tanaina Athapaskan language (Talkeetna dialect) are intended for competent speakers of the Alaskan language who have knowledge of the writing system. An interlinear English translation is included as well as a free English translation. (NCR)…

Pete, Shem (1977). Digelas Tukda (The Story of a Tanaina Chief). This story in the Tanaina Athapascan language (Susitna dialect) is about a Tanaina Chief and tells about Tanaina life in the nineteenth century. It is intended for competent speakers of the Alaskan language who have knowledge of the writing system. An interlinear English translation is included as well as a free English translation. (NCR)…

Nageak, Vincent (1975). Ataatalugiik (Grandchild with Grandfather). This traditional story in the Barrow Inupiaq language is intended for competent speakers of the language with knowledge of the writing system. Pen-and-ink drawings illustrate the text. (NCR)…

Burke, Eleanor; And Others (1967). Curriculum Guide for Child Development Centers, Five Year Old Program. The Gallup-McKinley County Schools developed this curriculum guide in an attempt to aid teachers involved in teaching English as a second language to Spanish speaking students and students of Indian descent. The guide provides a brief description of the value systems of the three ethnic groups–Spanish American, Zuni, and Navajo. A phonetic analysis of the likenesses and differences between English and languages of the three groups is also presented. Objectives and activities designed for the five year old student are given in the areas of language development, social studies, numbers, physical education, health, science, music, and art. A bibliography of related materials consisting of 35 books and 18 pamphlets is also provided. (DK)… [PDF]

Gunther, Phyllis E. (1976). Basic Skills After School Pre-Kindergarten Program, 1975-1976. This report describes an after school pre-kindergarten program which sought to upgrade the reading and math readiness, and develop English-as-a-second-language skills for 45 pre-kindergarten neighborhood children. Pupils were selected for the program on the basis of family background information and pupils' inability to speak English because of recent arrival to the U.S. The program activities were based upon the cognitive/affective approach. Pupil growth in social skills, physical abilities, intellectual ability, English fluency, self image, and parent involvement were assessed. A screening test for learning disabilities, an intelligence test, teacher rating scale of pupils' attitudes, and interviews with school personnel and parents were used to evaluate the program. The report concluded that the program was successful in increasing the social skills, physical abilities, and intellectual ability of the 45 pupils. The program was also successful in developing more positive self… [PDF]

Fontes, Manuel da Costa, Ed.; Fontes, Maria Joao, Ed. (1975). Christmas, Natal, Navidad in Cuba, Mexico, and Portugal. This material is a compilation of junior high school student-developed stories and games about the way Christmas is celebrated in Portugal, Mexico, and Cuba. The material was developed in the classroom by Portuguese, Mexican, and Cuban immigrant students and by American students who do not have a recent immigrant background, all of whom were participants in the Trilingual Program of the ABC Unified School District in California. The booklet has three main sections: (1) Memories of Christmas in the Azores and Angloa; (2) Memories of Christmas in Mexico and California; and (3) Memories of Christmas in Cuba. The student-developed materials, some written in English and others in Portuguese and Spanish, include maps, poems, short stories, words to unscramble, a spelling baseball game, seek-and-find word games, word matching games, crossword puzzles, and drawings. (Author/RM)…

de Filippis, Daisy Cocco; Hartman, Joan E.; Kruger, Steven F.; Ling, Amy; O'Driscoll, Sally; Webb, Barbara J. (1997). Literature. CUNY Panel: Rethinking the Disciplines. Women in the Curriculum Series. This collection of six essays examines the ways in which literature, as a discipline, reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "Rethinking the Discipline of Literature: Gender," Joan E. Hartman presents the results of a Modern Language Association survey that highlights the prominence of feminist approaches to literature. In "Latin American Literature," Daisy Cocco de Filippis addresses the marginalized place of Latin American women writers in the curriculum. In "Medieval Studies," Steven F. Kruger notes that the new scholarship enriches and broadens contemporary views of medieval culture. In "Eighteenth-Century Studies," Sally O'Driscoll discusses the effects of queer theory on the field, while in "The Impact of Asian-American Literature," Amy Ling reviews the growing but limited impact of Asian-American literature on English departments. In "Caribbean Literature,"… [PDF]

Day-Vines, Norma L.; And Others (1996). Conflict Resolution: The Value of Diversity in the Recruitment, Selection, and Training of Peer Mediators. School Counselor, v43 n5 p392-410 May. Discusses issues of diversity as program objectives in recruiting, selecting, and training peer mediators. Asserts that coordinators of peer mediation programs should select mediators that represent a cross section of the student body that reflects sensitivity to the school's demographic composition. (KW)…

Crain, Cheryl J. (1995). The Chula/Fish Creek Connection. Canadian Social Studies, v29 n4 p16-18,23 Sum. Describes a social studies cultural exchange program between a public school and a Canadian native school in Calgary, Alberta, Canada. Outlines how the students became mutual inquirers into one another's cultures. Explores the activities and reports on the interactions among students, teachers, and parents. (CFR)…

Redmond, Sonjia Parker (1990). Mentoring and Cultural Diversity in Academic Settings. American Behavioral Scientist, v34 n2 p188-200 Nov-Dec. Examines the role of planned mentoring and claims that it can increase retention and graduation rates of culturally diverse students. Addresses causes of minority students' attrition rates and delayed graduation. Argues greater student/faculty contact can solve academic and nonacademic problems. Discusses development and administration of mentoring programs. (NL)…

Harrison, Margaret E. (1995). Images of the Third World: Teaching a Geography of the Third World. Journal of Geography in Higher Education, v19 n3 p285-97 Nov. Profiles an undergraduate college class that critically examines newspaper, map, and poster representations of the developing nations. Beginning exercises reveal how a person's gender, race, and background influence his or her construction and interpretation of cultural images. Includes a 29-item bibliography concerning deconstruction of images and developing nations. (MJP)…

Brown, Dorothy S., Comp. (1994). Books for a Small Planet: A Multicultural-Intercultural Bibliography for Young English Language Learners. This annotated bibliography lists a variety of books and reading materials that may be of interest to teachers of students learning English as a Second Language. They are appropriate for reading outside of class or as a supplement to classroom materials. All are trade books, not language instruction books, reflect a variety of cultures with which immigrant students may identify, and focus on respect for cultural differences. The listing includes books for all school age groups. Entries are presented in four parts: picture books, word books, and stories; legends, fables, folk tales, and fairy tales; fiction; and nonfiction. Appendices provide cross-references by location, ethnic group, and topic. A list of 18 additional useful references is appended. (MSE)…

Hansen, Daryl; And Others (1995). Contact: An Intercollegiate Team Teaching Project. In an effort to present multicultural content in a non-threatening and effective way, an intercollegiate, team-taught General Psychology course was sponsored by Nebraska Indian Community College (NICC), a rural college on a Native American reservation in Northeast Nebraska, and Metropolitan Community College (MCC), an urban college in Omaha. The course provided urban students and faculty with the opportunity to participate in Native American cultural events and classes at the reservation college campus. It also offered an opportunity to determine whether cross-cultural contact facilitated by in-class discussions would result in measurable change in awareness and knowledge of multicultural factors. Student awareness and knowledge regarding multicultural issues in psychology were measured through pre- and post-tests using an established instrument, which was also administered to a control group of students in a traditional General Psychology class at MCC. An analysis of responses… [PDF]

Fersh, Seymour, Ed.; Furlow, Richard H., Ed. (1993). The Community College and International Education: A Report of Progress. Volume III. The third in a series of reports on international education efforts at individual community colleges, this publication highlights the progress made by College of DuPage in Illinois in implementing international education. Part I includes "Integrating the International/Intercultural Dimension," an essay by Maxwell C. King and Seymour H. Fersh which discusses the relationship between international and intercultural education, reviews progress made by colleges and consortia in the international education arena, and identifies basic sources and resources. In addition, part I provides information on the U.S Department of Education's Center for International Education, the ERIC Clearinghouse for Junior Colleges, the American Council on International/Intercultural Education, the College Consortium for International Studies, and Community Colleges for International Development, Inc. Part II discusses the International/Intercultural Education program at College of DuPage, including… [PDF]

French, Laurence; Picthall-French, Nancy (1994). Multi-Facet Multicultural School Assessment: Adapting and Norming the AARS/POSIT. The National Institute on Mental Health attempted to address the issue of providing a reliable baseline on alcohol-related problems among adolescents with the Adolescent Assessment Referral System (AARS). Part of this tool is the Problem Oriented Screening Instrument (POSIT), a 139-item questionnaire printed in English and Spanish. This questionnaire was administered to three cultural groups in New Mexico schools: (1) 80 Navajo youths; (2) 100 Mexican-American adolescents; and (3) 109 Anglo American adolescents. Data from the POSIT for these groups were compared with cutting scores generated by the AARS. Navajo males have the highest scores for substance use and abuse, followed by Navajo females. Female Mexican Americans have the lowest score on this item. Only female Anglo teens approached the prescribed cutting score for physical health status. The mental health status item reflected pathology among all racial and ethnic groups, with Navajo females registering the highest scores…. [PDF]

Anthony, Mary Anne (1991). RSC Classroom Research Consortium Project: 1990-91/Year-Two Report. In 1989, a consortium of four community colleges in Southern California (i.e., Cerritos College, Mt. San Antonio College, Rancho Santiago College, and Rio Hondo College) received a Title III grant of $2.5 million to support the development of innovative teaching and learning programs. The specific goals of the project are to increase the academic success and persistence of diverse students and to develop a model to train, pilot, and assess new classroom teaching and learning strategies. During the second year of the 5-year project, over 200 faculty were trained to pilot test and assess classroom methods; and pilot curricula were developed for computer-assisted instruction, cooperative learning, critical thinking, learning logs across the disciplines, classroom assessment and research, and library research with new technologies. Following a review of second-year project activities, the bulk of this report consists of narratives by faculty describing their application of various…

Wong, Ray E. (1994). The Relationship between Interest in Teaching as a Career Choice and Perceptions of School/Classroom Environment of 7th and 8th Grade Students. This study was conducted to ascertain whether future teachers, particularly students of color. can be identified at the 7th and 8th grade levels, and to determine whether their interest or noninterest in teaching is related to how they feel and think about school. Participants were 7th and 8th grade students (N=646) from eight California schools. To measure students' potential interest in teaching, a survey instrument was developed; to determine perceptions of school/classroom environment, the sample was asked to complete a true-false and forced choice instrument, the "Quality of School Life." Findings indicated that it was possible to identify 7th and 8th grade students who were interested in teaching. Additional findings showed: that male students and students with negative perceptions of the school/classroom environment were less inclined to express interest in teaching; that students who felt part of the school were more apt to consider teaching as a career choice;… [PDF]

Jonietz, Patricia L. (1990). Developing Collaboratively an International School Special Needs Plan for Multicultural, Multilingual, and Multinational Secondary Students. The International School of Brussels (Belgium) developed a program of Curriculum-Based Assessment (CBA) to increase support for "at risk" multicultural, multilingual, and multinational students. The at-risk population included three groups: those who passed standardized English as a Foreign Language tests but were not literate enough for regular classes; those with learning problems not identified in previous language or culture; and those who experienced temporary learning disabilities because of a discrepancy between what they brought to the school program and what the school program asked of them. The CBA philosophy was chosen because it supported emphasis on local needs and a school-appropriate standard of performance for students. regardless of culture, language, or nationality. A screening test was developed to identify enabling skills, and remedial instruction was provided if necessary. At the end of the school year, participating staff and students were satisfied… [PDF]

Paggett, Camilla Felicia (1986). Developing an Understanding of Haitian Culture through Select Social Studies Objectives in a Class for Learning Disabled Students. Designed to introduce global perspectives in a sixth-grade class for learning disabled students, this program was designed to help students develop an understanding of Haitian culture and a sense of empathy for persons of Haitian background. The program contained seven strategies: film watching, game playing, food sampling, class discussions, story reading, Gestalt strategies, and societal media involvement. At the conclusion of the 10-week program, all of the students showed a significant gain in understanding Haitian culture and a sense of caring for students of Haitian background. Understanding and empathy are crucial in schools where many Haitian children attend, but the methods and strategies can have broad applicability. Pretests and postests, an attitudinal questionnaire, and a weekly questionnaire were used to monitor student progress; these are contained in the appendices. (DB)…

Sampson, James P., Jr.; And Others (1994). Computer-Assisted Career Guidance: Multicultural Issues Bibliography. This unannotated bibliography is intended to assist practitioners, researchers, policy makers, and system developers in identifying and locating sources of information on the design and use of computer-assisted career guidance (CACG) systems within a multicultural context. The aim of this effort is to improve the quality of theory, research, practice, and public policy associated with computer-assisted career service delivery for diverse multicultural populations. Culture may significantly influence what clients consider to be a problem, how they express it, whom they seek for help, and the treatment strategies they prefer. The design, delivery, and evaluation of career services are all, in direct or indirect ways, influenced by cultural values and traditions. As only a few citations were identified that specifically dealt with the design and use of CACG systems in a multicultural context, selected general citations on the influence of multicultural issues on career development were… [PDF]

Rosenfelt, Deborah S., Ed. (1982). Cross-Cultural Perspectives in the Curriculum. Resources for Change. The manual is designed to help secondary teachers integrate materials and perspectives concerning ethnic groups in the United States and their heritage into traditional classes in English, speech and communication studies, humanities, economics, psychology, and sociology. The manual contains three types of resource materials for implementing cross-cultural perspectives into the curriculum: bibliographies, an essay on cultural diversity as a resource in the classroom, and sample syllabi showing how various faculty participants have expanded cross-cultural materials in their classrooms. Over 1,000 books and articles are presented in the bibliographies. Most of the items are annotated, dated between 1960 and 1981, and focus on Blacks, Latinos (especially Mexican Americans), Asian Americans, and American Indians. The essay is about communication issues between teachers and students in ethnically-diverse classrooms. It addresses issues of both race and gender, acknowledging the…