Giannetti, George, Ed.; Sirdenis, Wisam Kazaleh, Ed. (1985). Global Lessons for Second Language Students, Grades 9-12. Student Edition and Teacher's Edition. An Oak Park, Michigan student workbook prepared as part of the Oak Park Title VII Project for limited English proficient students or students whose first or second language is other than English. contains fifteen multicultural lessons presented in four units. The first unit focuses on the nature of human global interdependence and takes a geographic look at the world through languages and their distribution. It stresses the need for mutual understanding and cooperation for survival and for the humane use of world resources. The second unit, entitled "Why Study a Second Language?" looks at ethnocentrism and its many manifestations as an obstacle to understanding other peoples and their ways. It underscores the usefulness of second language skills for making new cultural experiences, travel, and a broader range of occupations more available. This unit examines four of the major languages of the world (English, Arabic, French, and Spanish) and two cultures in Oak Park (Hebrew… [PDF]

Charleston, G. Mike (1987). Longitudinal Evaluation of the Indian Youth Leadership Conferences for the Years 1983-1987. This report presented results of longitudinal evaluation of Indian Youth Leadership Conference summer camps which provide 8- to 10-day sessions of physical activities and action-oriented problem-solving situations for male and female junior high aged Indian students aimed at developing skills and motivation. The evaluation provided information about the nature of participants, their overall impressions of the camps, and a series of pre-test and post-test measures relating to perceptions about academic and vocational opportunities and self-esteem. Data from 1983-1987 indicated participants entered camp with relatively high levels of academic self-concept and above average participation in school/community activities. The selection process was biased toward Indian students with strong academic/leadership records and positive teacher/counselor recommendations. Overall, participants responded with very favorable ratings of the camp experience and were willing to recommend the experience…

McFarlane, Juretta Creighton (1978). An Orientation Manual for Non-Indian Teachers of Papago Students. This extensive manual introduces non-Indian teachers to the cultural history and contemporary life style of the Papago, emphasizing information with immediate usefulness to the classroom teacher. Discussion of traditional and modern Papago life includes a brief history of the tribe, delineation of tribal values, and information on the customs of mate selection and marriage, child rearing, puberty rites of adolescence, social roles of adults, and family relationships. A separate chapter relates specific child rearing practices to classroom behavior. Chapters on Papago and Anglo values supply teacher strategies for resolving cultural conflict and fostering constructive communication between cultures. Four chapters provide information on the Papago language and describe in detail the types of linguistic interference that occur as the Papago speaker learns English. Examination of bilingual bicultural education and its possible applications for Papago students includes a description of…

Goodman, Kenneth; And Others (1979). Reading in the Bilingual Classroom: Literacy and Biliteracy. The issues of reading in bilingual education are examined with a primary focus on the contemporary classroom in the United States. Within bilinqual education, concern for reading has seldom reflected current research and theory, and little research has focused on reading within bilingual programs. In addition to focusing on the specifics of the classroom, issues are discussed in the context of human language and language use now and in the past. The development of literacy in multilingual countries must be based on understanding of linguistic realities in specific locations and must be in tune with political, economic, and cultural realities. The range of possibilities in the school's responses to bilingual or multilingual realities and the kind of literacy program each alternative requires are presented. The series of alternatives focus on maintenance, transitional, and English as a second language programs. Three common assumptions that have dominated curricular suggestions in…

Kunkel, R. C.; Tucker, S. A. (1978). VALE: Value Assessment Latino Education, a Needs Assessment Model for Latino Children. Over 2,000 interviews, questionnaires, and observations obtained needs assessment information from students, teachers, school administrators, and community members with the 4 major objectives being to help Latino children and parents articulate their educational needs, to help South Bend Community School Corporation interpret these needs in deliverable terms, to demonstrate to Latino people that their perceptions are valued, and to inform service providers of Latino needs. The assessment led to six general recommendations for meeting Latino needs: (1) improve language skills and school achievement, (2) decrease student dropout rate, (3) address educational problems related to family mobility, (4) increase compatibility between home culture and school experience, (5) alleviate stress generated by personal and family economics, and (6) coordinate state and local resources to meet student needs. The delivery strategy task force translated these general recommendations into specific…

Carter, Thomas P.; Segura, Roberto D. (1979). Mexican Americans in School: A Decade of Change. Various explanations and possible solutions for the low social status and poor school achievement of the Mexican American are the subject of this book, which examines ethnic characteristics of the Mexican American, socioeconomic conditions in the five southwestern states, and practices and policies of the schools in the Southwest. This book grew out of an earlier work ("Mexicans in School: A History of Educational Neglect") based on the Mexican American Study Project; to supplement the background provided by that extensive investigation, the authors conducted 100 interviews and examined research studies of the past decade, as well as reports of special programs for Mexican Americans that resulted from federal funding for minority group education projects. Chapter headings include"A History of Educational Neglect,""The Outcome of Schooling,""The Failure of the Chicano,""The Default of the School,""Efforts to Adjust the…

Mahan, James M.; Smith, Mary F. (1979). Major Questions about Preservice Teachers to Indian Communities. Journal of American Indian Education, v18 n2 p1-5 Jan. Discusses the issue of the effectiveness of non-Indian preservice teachers in an Indian school. Recommends research to determine the changes in professional performance of reservation student teachers, and to study the frequency, duration, nature, and outcome of cultural immersion field experiences. (SB)…

Ladson-Billings, Gloria (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, v34 n3 p159-65 Sum. Describes the centrality of culturally relevant pedagogy to academic success for minority students who are poorly served in public schools, discussing linkages between school and culture, examining the theoretical grounding of culturally relevant teaching in the context of a study of successful teachers of black students. Provides examples of culturally relevant teaching practices. (SM)…

Faulkner, Joy (1990). White Children in a Multi-cultural School Setting: A Valid Cause for Concern?. Educational Studies, v16 n2 p109-16. Compares social, emotional, and scholastic adjustment of two groups of White elementary students, one group attending a multicultural school and another attending a monocultural school in England. Finds no significant difference between the two groups. Also investigates interethnic differences among the three cultural groups represented. Finds sex differences have more impact on attitudes. (NL)…

Lucking, Robert; Manning, M. Lee (1991). The What, Why, and How of Cooperative Learning. Social Studies, v82 n3 p120-24 May-Jun. Reviews research literature that defines cooperative learning and substantiates many educational benefits to be derived from it. Outlines eight selected cooperative learning methods. Reports that research shows cooperative learning methods improve students' academic achievement, self-esteem, and social skills. Also suggests that cooperative learning fosters better social relations among students from different ethnic backgrounds. (CH)…

Bardwell, Genevieve; Kincaid, Eric (2005). A Rationale for Cultural Awareness in the Science Classroom. Science Teacher, v72 n3 p32-35 Mar. Across the United States, only 10% of all teachers are members of minority groups, indicating that teachers are far less diverse than the current population of students they teach. The West Virginia Health Sciences and Technology Academy, a math and science afterschool program and summer institute, was created specifically to reach out to underrepresented students in order to improve student opportunities for completing college and becoming healthcare professionals. To teach science with a multicultural focus, it is imperative for teachers to identify culturally relevant pedagogical content knowledge to pique student interest. Through the infusion of culturally relevant content in the summer institute, teachers gain an inside view of their students' culture and identifiable learning styles of cultural groups, which helps to expand teachers' comfort zone so they are then able to transfer this awareness of different cultural perspectives into their regular school classes. The infusion… [Direct]

Sobel, Donna M.; Taylor, Sheryl V. (2003). Rich Contexts to Emphasize Social Justice in Teacher Education: Curriculum and Pedagogy in Professional Development Schools. Equity & Excellence in Education, v36 n3 p249-258 Sep. Teacher preparation typically follows one of three paths, including a professional development school (PDS) model developed by university and P-12 school faculty. Regardless of the program model, it is a research interest to determine the extent to which courses and field experience can prompt preservice teachers to advocate for the elimination of societal inequities and deliver effective inclusive instruction that informs and empowers all students. This article reports on a study of the elements of curriculum and pedagogy identified by preservice teachers as affecting their knowledge and ability to provide effective instruction in multicultural, multilingual, and inclusive classrooms. Preservice teachers found value in (a) guided exposure to "real-world" cross-cultural interactions in PDSs, (b) observations of theory-practice applications in course work and PDSs, and (c) observations of and interactions with the clinical teacher. (Contains 5 tables.)… [Direct]

Thomson, Barbara J. (1993). Words Can Hurt You: Beginning a Program of Anti-Bias Education. An anti-bias curriculum focuses not only on the richness of various cultures, but also on seeing cultures as differing responses to common human needs–for food, shelter, fellowship, governance, and other necessities. Thus, cultures and peoples are not superior or inferior, just different. The anti-bias curriculum presented in this book has the following goals: (1) to help each child develop a positive self-concept, based on an understanding of his or her uniqueness and self-worth; (2) to develop in children an acceptance and appreciation of differences in individuals and cultures; (3) to encourage decision making about people based on appropriate information, rather than stereotypes; and (4) to help children develop attitudes and understanding that will allow them to function in a multicultural, multiracial world. The chapters follow: (1) "Why We Need an Anti-Bias Curriculum"; (2) "Creating a Supportive Environment"; (3) "Taking Advantage of How Young…

Hall-Ellis, Sylvia; Lesesne, Teri S. (1994). The Selection, Evaluation and Integration of Culturally Authentic Texts: A Case for Making the On-Line Catalog Reflect Parallel Cultures. This paper examines the process of selecting, evaluating, integrating, and cataloging multicultural texts for school libraries. the first part examines the selection and evaluation of culturally authentic texts. Seven sources for locating multicultural literature and several reviewing sources are listed. The following criteria for evaluating multicultural are identified: accuracy and authenticity; avoidance of stereotypes; and use of language and dialect. Suggestions for integrating culturally diverse literature throughout the curriculum are given: sharing the contributions of other cultures; adding stories from other cultures; and choosing books which transform and mobilize readers. The second part of the paper examines the challenges of cataloging culturally diverse material, especially Spanish language materials. Two areas of cataloging are identified that present problems: (1) routine cataloging and authority control issues; and (2) problems unique to specific physical formats….

Richart, Victoria Munoz (1996). Considerations for the Development of a Higher Education Agenda for the '90s and Beyond. This discussion paper examines major issues that institutions of higher education must face in their long-range planning light of such factors as changes in economic conditions, major demographic shifts, emergence of multimedia/distance education, increased acknowledgement of diversity, and the transition to information age. The key to dealing successfully with lower revenues, while maintaining quality education, lies in rethinking work already being done on current social, technical, political, economic, and educational trends. The challenge for the next decade is addressing the issue of how students learn and their skill development. Higher education must align itself with curriculum reforms already taking place in K-12, such as the California Curriculum Frameworks, and changes in demographics and multiculturalism. By the year 2000, workers will need to devote at least 20 percent of the working day to learning; workers and institutions of higher education must establish… [PDF]

Fase, Willem, Ed.; And Others (1995). The State of Minority Languages. International Perspectives on Survival and Decline. European Studies on Multilingualism. Volume 5. In many respects, the state of minority language reflects the dynamics of the society at large. At this time, many minority languages are threatened by modernization and urbanization, although others find support in new regional autonomy and movements toward cultural preservation. The 17 chapters of this collection describe the status of a number of minority languages. The topical variation on the state of minority languages is well illustrated in the first section of the book, in which three articles focus on national policies, educational issues, and communication styles or attitudes. The second section presents four studies reflecting the long-time academic concerns with multilingualism and the language proficiency of bilingual speakers in Europe. Two articles then report on the state of Native American minority languages in the United States and Mexico, and one considers the relevance of language planning in national policy. These discussions are followed by large-scale surveys…

Noll, Elizabeth (1993). Teachers' Theoretical Beliefs and Practices: A Case Study of Literacy and Biliteracy in a Bilingual Classroom. A study examined how one sixth-grade teacher's theoretical beliefs about literacy and biliteracy were reflected in her instructional practices. The subject taught in an English-Spanish bilingual classroom in a public school located in a neighborhood of low- to middle-class families in a large, southwestern city. Data included field notes comprising two and a half months of participant observation of reading and writing activities, interviews, and examination of instructional materials and students' written work. Results indicated that: (1) the teacher described herself as a whole language teacher; (2) the teacher made references to the importance of joint decision-making in a whole language classroom and viewed herself as offering choices; (3) however, the choices were limited by her clearly specified guidelines; (4) the teacher believed in the importance of helping her students to become more responsible, but for her, responsibility had more to do with procedure than with content;… [PDF]

Schmidt, Patricia R. (1994). Cultural Conflict and Struggle: Working and Playing in Learning Centers. This ethnographic study examined two bilingual, ethnic-minority children in a developmentally appropriate kindergarten to discover how they worked and played in learning centers. A Vietnamese-Cambodian-American girl and an Indian-American boy were observed two to three times per week throughout the school year. The two children's interactions with other, mainly European-American, students were observed as the children engaged in activities in various learning centers. These centers focused on sand and water play, school readiness, housekeeping, listening to music and stories, discovery learning, block play, writing, art, and math. Additional data were collected through interviews of the two students, their parents, and educators, along with an analysis of student work, report cards, testing information, and classroom materials. The study found that the two children did not have positive social interactions in the learning centers. The Indian-American boy was usually dominated by the… [PDF]

Torres, Judith A.; And Others (1983). Seward Park High School. Project Superemos, 1981-1982. O.E.E. Evaluation Report. Project Superemos, conducted at Seward Park High School in New York City, was implemented in order to supplement the school's instructional services in English as a Second Language, native language arts, and bilingual instruction. The project provided supportive services necessary for mainstreaming into the regular school curriculum approximately 150 Hispanic, limited English proficiency students in grades nine through eleven. These services consisted of personal, academic, and career counseling, as well as peer tutoring, home visits, and referrals to outside agencies. Also conducted through the project were staff development and participation activities. Evaluation of the project's first year results showed: (1) statistically significant improvement in native language reading ability among participants; (2) improved performance on teacher-made mathematics and science tests; and (3) higher attendance rates among participants than among the general school population. However, the… [PDF]

Keane, Demetra Nicolau; And Others (1983). Project L'Ouverture, 1981-1982. O.E.E. Final Evaluation Report. Originally proposed as a supplement to basic bilingual programs for Haitian students in three New York City high schools, Project L'Ouverture changed its focus to the development and reinforcement of basic skills. In response to a need for basic bilingual services not available in participating schools, the project provided tutorial services to limited-English-speaking Haitian students on a voluntary basis. Evaluation of the 1981-82 school year showed that project staff continued to develop a rapport with project students and the Haitian community. Communication with parents and with school administrators was weak. Documentation of project activities in nearly every area was incomplete and thus hampered evaluation efforts, since it was impossible to gauge the extent or substance of tutorial services, or the number of students actually tutored regularly. There was little evidence of parental involvment or curriculum development. Staff development activities apparently took place, but… [PDF]

Austin, Martha, Ed.; Lynch, Regina, Ed. (1983). Dual Language = Saad Ahaah Sinil. A Navajo-English Dictionary. Revised Edition. A dual-language Navajo-English dictionary provides a chart of the Navajo kinship system, a two-page map of the Navajo Nation, and English equivalents for Navajo words in 46 linguistic and cultural categories. Included are words for: races (Indian and other ethnic groups); Navajo clans; age groups; Navajo ceremonies; body parts; sickness; clothing; grooming; jewelry; different types of hogans/houses and their contents; outdoor surrroundings; tools; kitchen utensils; food; domestic and wild animals; birds; insects; plants; heavenly bodies; minerals; sacred mountains; rivers, creeks and washes; weather; geograhical directions and spatial relationships; time; days, months, and seasons; office and school supplies; numbers; shapes, lines, and textures; colors; games and sports; community places and people; equipment and transportation; weaving; riding gear; towns and cities; adjectives; counting money; and mathematical terms. (MH)… [PDF]

Berney, Tomi D.; Carey, Cecilia (1989). The Bilingual Academic Services and Integrated Career Systems Program: Project BASICS, 1987-1988. OREA Report. The Bilingual Academic Services and Integrated Career Systems Program (Project BASICS) is a federally-funded program of instructional and support services provided to 122 students at a Queens high school. The program's aim was to develop English literacy skills and appreciation of cultural diversity, and to prepare students for the psychosocial dimensions of the workplace. The program provided instruction in English as a Second Language (ESL) to all students, computer-assisted tutorials in ESL and mainstream content area, vocational classes, and social studies courses taught with an ESL approach. The program's non-instructional component included career orientation, conferences, and guidance and counseling. Most participants were recent immigrants. The project met its objectives in ESL and content-area learning, partially achieved its objectives in career-oriented activities and curriculum development, but failed to meet the attendance objective. Whether objectives were met in… [PDF]

(1986). Evander Childs High School Computer-Literacy and Word-Processing Skills for Bilingual Students 1985-1986. O.E.A. Evaluation Section Report. A program sought to enhance the educational achievement and employability of 167 Hispanic students of limited English proficiency in grades 9-12 through elective courses in keyboarding, computer literacy, word processing, and automated accounting. The instructional approach was based on students' English proficiency. Students with the least English proficiency were taught primarily in Spanish; students with greater proficiency were taught in English. In addition to English as a second language, native language arts, and bilingual content-area instruction, all students were enrolled in classes in keyboarding conducted in English and Spanish. Supportive services were also offered to program participants. Program objectives were assessed in English language development (Criterion Referenced English Syntax Test–CREST and the Regents Competency Test–RCT in reading), work study/work readiness skills (staff-developed examination), and attendance (school and program records). A… [PDF]

Klinck, Patricia (1987). Corrections in Bilingual Student Talk. A study of self-correction, or repair (the righting of the trouble source) among bilingual secondary students differed from most repair studies in three ways. It: (1) examined results in the form of description rather than in quantifiable analyses; (2) defined errors as trouble sources (hearable errors, breaks in communication such as word searches, and changes made by the speaker when no error was heard) rather than errors in form only; and (3) examined error and repair in peer conversations and in oral tests rather than under experiment conditions. Subjects were grade nine students from late immersion (French study begun in grade seven) and continuing bilingual (French study begun in kindergarten or in grade one) programs. Videotapes of peer interactions among the students were analyzed for evidence of turn-taking and repairs; in addition, the inter-relationship of turn-taking and repairs in different contexts were examined. The analysis, produced a "grammar" of repair… [PDF]

Cukor-Avila, Patricia; Hadaway, Nancy L. (1986). Composing in Two Languages: A Bilingual Child's Response. A study of code-switching in a group of 35 Spanish-English bilingual third-graders is reported. The students' diary journal entries and writing assignments based on previous classwork are examined. Retelling of stories previously told by the teacher and the journal entries helped identify the kind of language used by students, the code-switching differences in oral versus written language, and the relationship of code-switching to the type or purpose of the writing. The study found evidence of language variation in the form of language interference and code-switching. Samples of interference clearly demonstrate the students' occasional need to fall back on first-language competence to communicate a message. Code-switching instances suggest a difference between previously reported language mixing in speech and code-switching in writing. Written code-switching was limited to single lexical items or very short phrases. In addition, the purpose of the writing appeared to affect… [PDF]

(1986). Project GET SET, 1984-1985. OEA Evaluation Report. This project, in the second year of a three-year funding cycle, serves approximately 100 Hispanic students of limited proficiency in both English and Spanish at two junior high schools. Both schools had high enrollments (over 50 percent) of Hispanic students and were located in economically depressed areas of New York City. Project goals include: (1) to reinforce English language skills, especially reading and writing; (2) to improve language arts skills in the students' native language (Spanish); (3) to offer counseling support services; and (4) to offer career guidance services. In addition, two students from a nearby high school served as peer tutors in English reading, and curriculum materials appropriate to the students' needs were developed. Implementation was delayed due to a reduced level and late receipt of funding, a change in sites, and difficulties finding and hiring appropriate staff. In spite of these problems, student achievement data indicate significant gains in…

Padilla, Amado M.; And Others (1988). Young Children's Oral Language Proficiency and Reading Ability in Spanish and English. CLEAR Technical Report Series. Seventy-one subjects (22 English monolinguals, 23 Spanish monolinguals, and one bilingual group comprised of 19 Spanish-dominant and 7 English-dominant bilinguals) were assessed by means of the Woodcock-Johnson Psycho-Educational Battery and the Woodcock-Johnson Language Proficiency Battery at the beginning of kindergarten and first grade. These instruments were used to measure oral language, reading aptitude, and reading ability. Results helped to establish patterns of language dominance in the bilinguals and to define different aspects of language proficiency in terms of semantic functioning (i.e., defining words and understanding relationships between words) and communicative competence in everyday activities. It was found that when tested in their weaker language, bilingual children fell behind in basic reading ability and, in the case of early reading in English, group differences were more related to differences in language proficiency and lack of formal English instruction… [PDF]

Gray, Vicky A. (1985). Evaluation of the Grade Nine French Immersion Program in Fredericton, N.B. The academic achievement in French of two cohorts of grade 9 students of a public school early immersion program in New Brunswick, which has total French-language instruction through grade 4 and includes all students in the program except transfers was compared to that of a group of native French-speaking students at a nearby French-language school. The students were tested on academic achievement in French language arts (including three reading comprehension tests, a writing skills measure, a general language arts test, and an overall French language proficiency test requiring reading and writing skills) and linguistic competence in French (including test of French morphology and vocabulary and three tests of listening comprehension). Results indicate that the program has met its goal of continued improvement in French skills during grades 7-9, with test score improvement on all of the relevant measures. The immersion students' level of performance on academic measures of French…

Chan, Itty (1981). The Hmong in America–Their Cultural Continuities and Discontinuities. In adjusting to their new environment, Hmong refugees to the United States have attempted to preserve cultural traditions while accommodating the demands of American society and culture. The Hmong refugee background includes a tradition of close family ties and self sufficiency in the Laotian hinterlands; a history of war, hardship, and drastic life changes; and life in Thailand's refugee camps that was characterized by uncertainty, the distress of losing a homeland, and forced dependence on foreign aid. Their arrival in the United States has required new adjustments in culture, housing, language, education, employment, health practices, and family relations. The process of adjustment has resulted in some cultural discontinuities. While the traditional sense of kinship and the characteristics of independence and initiative continue to be reflected in Hmong life, changes have had to be made in family roles, marriage customs, and employment practices. Some culture gaps remain due to…

Campbell-Thrane, Lucille, Comp. (1979). Resources: Materials for Special Needs Learners. "It Isn't Easy Being Special." Bibliography Series No. 50. This bibliography contains publications which provide information that will help meet the needs of special individuals with unique characteristics. The bibliography is divided into thirteen sections. Each section is identified by specific population and contains a listing of both generic resources and those specific to each individual special populaiton. Special populations included are (1) American Indians, (2) Asian Americans, (3) bilinguals and those with limited English proficiency, (4) black Americans, (5) disadvantaged, (6) exceptional children, (7) gifted and talented, (8) handicapped, (9) Hispanics, (10) the incarcerated, (11) migrants, (12) older Americans, and (13) single parents. (LRA)… [PDF]