ROBINETT, RALPH F.; And Others (1965). BIFF AND TIFF. MIAMI LINGUISTIC READERS, INTRODUCTORY UNIT AND LEVEL ONE-A. TEACHERS MANUAL. THIS TWO-YEAR BEGINNING READING SERIES WAS PREPARED BY A GROUP OF LINGUISTS WHICH INCLUDED RALPH F. ROBINETT, PAULINE M. ROJAS, AND PAUL W. BELL, IN COOPERATION WITH THE DADE COUNTY PUBLIC SCHOOLS, FLORIDA. (SEE RELATED DOCUMENTS ED 001 693, ED 001 694, ED 001 695, AND ED 001 696.) THIS REVISED EXPERIMENTAL EDITION COMPRISES 10 PRE-PRIMERS, PRIMERS, AND READERS FOR THE FIRST YEAR LEVEL, AND 11 TEXTS FOR THE SECOND YEAR LEVEL. EACH OF THE 22 TEXTS IS ACCOMPANIED BY A SEATWORK BOOKLET AND A TEACHER'S MANUAL. THE SERIES ALSO INCLUDES SUPPLEMENTARY CHARTS, "BIG BOOKS" 1 AND 2, FOR LANGUAGE PRACTICE AND SPECIAL WORK ON READING PROBLEMS. THIS MATERIAL WHICH WAS PREPARED SPECIFICALLY FOR THE SPANISH-SPEAKING CHILDREN IN THE DADE COUNTY PUBLIC SCHOOL SYSTEM, HAS ALSO BEEN USED WITH OTHER NON-ENGLISH SPEAKING GROUPS OF CHILDREN. THE SERIES IS PUBLISHED BY D.C. HEATH, 265 COLUMBUS AVENUE, BOSTON, MASS. 02116. (AMM)…

Blankmeyer, Harrison C.; Williams, Jerome (1977). From Correction to Self-Evaluation in College-Level Spanish for Bilingual-Bicultural Students. The marked increase in the number of Hispanic bicultural students entering American colleges and universities has created new dilemmas for teachers of beginning and intermediate Spanish. In addition to the difficulties occasioned by new cultural perspectives, both student and teacher are faced with the problem of remodeling the classroom program to fit the needs of the student whose initial approach to spoken Spanish cannot be considered tabula rasa in the traditional sense, and whose previous contact with the language (and with language-learning in general) is non-normative. Preliminary testing and evaluation can be directed to complement one important aspect of the college-level bilingual classroom: the process that leads from correction to self-correction and self-evaluation. The nature of corrective work for the bilingual student will differ from that of the English-speaking student, as the bilingual has already broken the language barrier and already possesses a working…

Waggoner, Dorothy (1976). Language and Demographic Characteristics of the U.S. Population with Potential Need for Bilingual and Other Special Educational Programs, July 1975. This report summarizes the language background information and certain demographic characteristics of language minorities in the United States. The data were derived from the Survey of Languages, a pilot study of the non-English-language background population aged four and older sponsored by the National Center for Education Statistics as part of the July 1975 Current Population Survey of the Bureau of the Census. Thirteen percent of the population of the U.S. aged 4 and older in July 1975 lived in households in which languages other than English are spoken. There are over 25 million persons in these households. Spanish speakers constitute more than two-fifths of all speakers of other languages. Excluding speakers of Spanish, speakers of other languages are estimated to be 10 million: 1.8 million speak Italian, 1.5 million speak French, and another 1.4 million speak German. Speakers of Chinese, Greek, Japanese, Filipino languages, Portuguese, and Korean number between 100,000 and… [PDF]

Sadek, Carmen Sanchez (1975). Theoretical Basis for the Development of the Language Arts Curriculum in Bilingual Programs. The curricular question of educational purposes is generally answered by Language Arts Specialists in terms of the traditional language skills. Two ideas to better answer this question are proposed: Professor William E. Bull's model of the communication process and his adaptation of the mathematical Theory of Sets to language study. Bull's model of communication is described as including four phases: precoding, encoding, transmission and decoding. The importance of Set Theory in language study is explained. The language skills of listening comprehension, speaking, reading and writing are identified in terms of the phases in the proposed communication model and Set Theory. The precoding phase of the model is found to have no curricular equivalent in any skill. The same is true for Set Theory. Specific goals or educational purposes for the language arts curriculum in bilingual programs and instructional objectives derived from Bull's model and Set Theory are provided. (Author/KM)… [PDF]

Chan, Mimi; Kwok, Helen (1975). Creative Writing in English: Problems Faced by Undergraduates in the English Department, University of Hong Kong. Topics in Culture Learning, Vol. 3. This article describes an undergraduate course in creative writing offered by the Department of English at the University of Hong Kong. Most students in the course have Chinese as a native language and have received their secondary education in English. They have had extensive practice in writing English in connection with their studies. The course is offered during the last two years of a three-year degree program, and the actual writing instruction is preceded by exposure to various literary styles and by analysis of contemporary English writings. The student is allowed to concentrate on one genre or experiment with several. This paper specifically deals with prose works, and focuses on the special problems faced by the students as a result of having to write in a second language. Many of these problems are directly related to the setting, the characters and the themes that the students choose, which can be grouped into the western-oriented, the traditional Chinese-oriented, and… [PDF]

Briere, Eugene J. (1974). TOPESL Interpretive Manual. This is an interpretive manual designed to accompany the Test of Proficiency in English as a Second Language, a comprehensive test assessing production and perception skills in written and spoken English and intended for use in Grades 4-6 in Bureau of Indian Affairs schools. The manual is divided into three sections. Section one discusses English proficiency and the ways in which information from test results is best incorporated into decisions affecting individuals and Groups. Section two contains the information about TOPESL, TOPESL scores, and the norms population necessary for interpretation of scores and differences between scores. Section three contains detailed information about the development of TOPESL, and about the development of statistical information for TOPESL. Statistical data are presented in tables, and appendices list participating schools. (Author/AM)… [PDF]

(1969). English [Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands]. Books I-II. These first two books prepared by the Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands provide detailed instructions for teaching aural and oral skills in English as a second language to Ponapean children in Grade 1. Each book consists of ten lesson units; each lesson unit consists of five lessons. A statement of the aims for the lesson, the visual aids needed, and an outline of the steps for teaching the given structures precede each lesson. An achievement test follows each five-lesson unit. Instructions for computing class percentages are given in the prefatory section of each volume. See related documents AL 002 134 for a description of the Program and AL 002 141 for the line-drawing picture books which accompany these two volumes. (AMM)… [PDF]

(1969). English [Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands]. Books III-IV. These two volumes comprise Books III and IV in the Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands materials. See related documents AL 002 134 for a description of the Program, AL 002 135 for Books I-II, AL 002 141 for picture books for the first two volumes, and AL 002 142 for picture books to accompany these two volumes. (AMM)… [PDF]

(1969). English [Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands]. Books V-VI. These two volumes comprise Books V and VI in the Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands materials. See related documents AL 002 134 for a description of the Program, AL 002 135-6 for Books I-IV, AL 002 141-2 for picture books for the first four volumes, and AL 002 143 for picture books to accompany these two volumes. (AMM)… [PDF]

Martinez, Emiliano; And Others (1972). Mira y lee: Libro de lectura 1, nivel 1 (Look and Read: Reader 1, Level 1). This reading textbook contains a series of stories designed to relate to the natural interest of the school child. Students learn about a Puerto Rican family living in New York. New vocabulary is introduced gradually for the student to memorize. Included are exercises in oral expression and comprehension, auditory discrimination, intonation, pronunciation, and visual discrimination. The book contains many color illustrations. (Author/SK)…

Penalosa, Fernando Chicano Multilingualism and Multiglossia. The linguistic situation of the Mexican-American community is complex, involving multiglossia and multilingualism. Various language codes and different blendings of English and Spanish are in use within the community. Educators should decide which code they will use in their planning. Research is needed to consider the various codes and their roles and relationships to improve the educational system for the Mexican American. (VM)…

(1970). Teacher-Aide Guide for Navajo Area. Results of a 1970 teacher and Navajo aide workshop, sponsored by the Navajo Area Division of Education, are compiled in this guide developed particularly for use by those who work with Indian students. Workshop curriculum content and objectives are provided, as well as a section on role identification for teacher/aide teams; checklists concerning self-evaluation for teachers and aides; discussion on effectiveness of teacher and aide in terms of such factors as rapport, liaison, and culture; information on development of a constructive self-image in children; fingerplays, songs, and games for teaching English as a second language (ESL); use and development of arts and crafts; recommended games and activities; 4 original stories rewritten to teach reading using ESL structures without context; and a child's cookbook for vegetables, fruits, and sweet foods. In addition, participant evaluation of workshop activities is presented in tabular form. (AN)… [PDF]

(1971). An Evaluation of the St. John Valley Title VII Bilingual Program, 1970-1971. The St. John Valley Bilingual Program for 1970-71 was instituted to help overcome the educational problems of French-speaking children in schools where lessons are conducted in English. Basically the program conducts instruction in the student's first language with an increasing use of the second language. This report focuses on the assessment of each objective within each project component: instruction, staff development, community involvement, materials development, and program management. The first part of the report summarizes the status of accomplishment of the first-year program goals for each component. Part 2 discusses the evaluation of each specific program objective and its status at the end of the program. Part 2 also presents the results of additional data gathered on the particular project components and commendations and recommendations for each component. Details on evaluation procedures are included. (Author/VM)… [PDF]

Zernovoj, Alexander (2005). Telling, Writing and Reading Number Tales in ASL and English Academic Languages: Acquisition and Maintenance of Mathematical Word Problem Solving Skills. Online Submission One of the major goals in deaf education is to teach deaf and hard of hearing students the tools and strategies to solve mathematical word problems. A mathematical word problem curriculum was designed and implemented based on telling, reading and writing number tales in American Sign Language (ASL) and English. The learning experiences helped develop ASL and English academic language in deaf students across two domains: Literacy and Mathematics. The results suggested that the deaf students (1) acquired and maintained word problem solving strategies and tools that are critical for reading and solving math word problems, (2) used prior knowledge and daily experiences to connect with number tales, (3) increased their metalinguistic awareness of ASL and English, (4) developed mathematical academic language (or \math talk\) in both ASL and English, and (5) gained confidence in their ability to read and solve mathematical word problems. The following are appended: (1) Curriculum Lesson… [PDF]

Nicol, Janet L., Ed. (2001). One Mind, Two Languages: Bilingual Language Processing. Explaining Linguistics. This collection of papers presents research on language processing among second language learners and bilinguals. The nine papers include the following: (1) "The Bilingual's Language Modes" (Francois Grosjean); (2) "The Voicing Contrast in English and Spanish: The Relationship between Perception and Production" (Mary L. Zampini and Kerry P. Green); (3) "The Development of Conceptual Representation for Words in a Second Language" (Judith F. Kroll and Natasha Tokowicz); (4) "The Nature of the Bilingual Lexicon: Experiments with the Masked Priming Paradigm" (Kenneth I. Forster and Nan Jiang); (5) "Explaining Aspects of Code-Switching and Their Implications" (Carol Myers-Scotton and Janice L. Jake); (6) "Production of Verb Agreement in Monolingual, Bilingual and Second-Language Speakers" (Janet L. Nicol, Matthew Teller, and Delia Greth); (7) "A Theory of Syntactic Interference in the Bilingual" (Montserrat Sanz and…

Spitzberg, Irving J., Jr.; Thorndike, Virginia V. (1992). Creating Community on College Campuses. SUNY Frontiers in Education Series. This book addresses the critical and difficult issues facing higher education in the 1990s including the need to improve the quality of teaching and learning, raise academic standards, protect freedom of expression, and enhance both the community of the whole and the individual and small groups that make up that community. The book also examines undergraduates' experience of community in both the academic and nonacademic realms while structuring the broad topic around three foci: (1) student diversity, particularly racial and ethnic diversity and women students; (2) individual and small-group rights and responsibilities in relation to institutional authority; and (3) student-faculty relations and the learning community. The book offers an understanding of community as a complex concept, one that incorporates the values of a democratic society and encourages learning and participation by all citizens of the community. Specific topics discussed include race and ethnicity, the climate…

Bartz, David E.; Miller, Laura K. (1991). 12 Teaching Methods To Enhance Student Learning. What Research Says to the Teacher. This monograph discusses 12 teaching methods that have a sound theoretical basis, have demonstrated a positive impact on student learning, and have a substantial research base. In many situations, the methods can be combined in such a way that the potential for student learning is greater than if used independently. Since no method will work in every situation for every student, teachers must use professional judgment in matching methods with other variables including students' previous skills and socio-psychological make-up, as well as available resources. In addition to an introduction, a note on multicultural educational suggests that all teaching methods should be implemented in order to complement and support a culturally diverse society. The publication describes the following methods: (1) whole-group instruction; (2) teaching by objectives; (3) adaptive or individualized instruction; (4) mastery learning; (5) cooperative learning; (6) learning styles; (7) direct instruction;… [PDF]

Hurst, Darrell, Ed.; Jobin, Robert, Ed. (1990). VCCA Journal: Journal of the Virginia Community Colleges Association, 1990. VCCA Journal, v5 n1 Sum. Volume 5 of the "VCCA Journal" contains the following articles: (1) "Outcomes Assessment Weather Forecast: A Cold Wind Blowing from the North," by David C. Hanson; (2) "The National Endowment for the Humanities Grant at Piedmont Virginia Community College," by Evelyn Edson, Jane Kingston, William Owen, and Samuel Westbrook; (3) "Spring Break in Toronto: Exposing Students to a Global Society," by Quintin S. Doromol, Jr. and Cindy N. Miller; (4) "Toward Shared Values in the Community College Humanities Curriculum," by Samuel B. Olorounto; (5) "Perspectives on Part-Time Teaching in Community Colleges: Pressures, Politics, and Prospects," by Larry Roderer and Betty Weissbecker; (6) "How the Need To Give an International/Intercultural Focus Affects the Curriculum," by Nancy Sandberg and Rita Krasnow; (7) "Putting Vision into Reality: A Model for Employee Participation and Empowerment," by Tom Wilkinson, Peggy…

Meyers, Mary (1993). Teaching to Diversity: Teaching and Learning in the Multi-Ethnic Classroom. This book introduces the latest theories about second-language acquisition and tested teaching approaches and practices for use in elementary schools. It is intended for all educators interested in adapting their skills to help recently-arrived immigrants, students born in Canada, and students for whom a lack of English skills may be delaying learning in regular classrooms. The early chapters provide background information on key aspects of second language acquisition. These include factors affecting the rate and amount of English language skills that non-native-speaking immigrants learn, the role of the first language in second language learning, the characteristics of specific language teaching methods, and the relationship between talking and learning. Later chapters discuss classroom techniques and procedures in programming for diversity, including active learning, integration of language and content learning, publishing student-created materials, and cooperative learning. One…

Zaremba, Mary Ann; And Others (1984). AFS Orientation Handbook. Volume IV. This handbook is intended for use by all who design, plan, and lead orientation and cross-cultural training sessions for American Field Service students, natural and host families, and volunteers. It features orientation and training resources originating in Venezuela, France, Italy, Denmark, Canada, Argentina, Japan, Portugal, Germany, and the United States. In addition to an annotated bibliography of narrative descriptions of cross-cultural contact and teaching suggestions, there are resources for pre-departure orientations, orientations during the sojourn, and post-return orientations. (BZ)…

Gumbert, Edgar B., Ed. (1983). Different People: Studies in Ethnicity and Education. Originally presented as lectures at Georgia State University in 1982, these three papers address the themes of multiethnic societies in the United States and Great Britain. In the first paper "Identity, Conflict, and Survival Mechanisms for Asian Americans," the author discusses how the observable patterns of mobility through education and community development are consequences of meaningful action and interaction among millions of Asian Americans over time. Cultural identity and the process of assimilation of Caribbean Americans is the focus of the second paper. The barriers to assimilation faced by many Caribbean migrants have caused many of them to question the viability of this goal and to turn to ethnic bargaining as a way of competing for political strength and survival in the United States. The third paper examines British racial and educational policies in the 1960s and 1970s. The evolution of Britain into a multiracial society has been marked by ambiguity in… [PDF]

Shore, Rima, Ed.; And Others (1981). Eastern District High School Competency Based Bilingual/Bicultural Project. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Competency Based Bilingual/Bicultural Project at Eastern District High School in New York City is an integrated bilingual demonstration project designed to develop English and native language skills as well as instill positive self concepts among high school students with Spanish-speaking backgrounds. In 1980-1981, the program provided instruction in English as a second language, reading, native language arts, bilingual instruction in content areas, and vocational/career guidance. This report describes the program setting; participants; philosophy and organization; student placement; instructional and non-instructional services; program implementation; and program evaluation. Results of evaluation indicate that: (1) significant gains were achieved in English reading, language fluency, native language reading, and mathematics; and (2) program attendance rates were higher than school-wide attendance rates. The report suggests that the program was successful and presents… [PDF]

Dodson, Jualynne; And Others (1975). Black Stylization and Implications for Child Welfare. Final Report. This three year exploratory research study investigated the cultural behaviors of Afro-Americans. Results of the study include: 1) A set of historical data on the continuous existence of cultural behaviors by Afro-Americans in the areas of music, language, food and dance. 2) A set of empirical data which explores contemporary expressions of Afro-American culture among 180 black boys and girls living in the Atlanta, Georgia area. 3) A research instrument which initiates the process of identifying normative expressive behavior for Afro-American sub-culture. 4) A position paper which begins the theoretical exploration for a more valid index of socio-economic influence upon Afro-American behavior. 5) A set of evaluative data on the presence of multi-cultural perspective in 25 selected child welfare programs in the state of Georgia. 6) An evaluative instrument which can begin the process of assessing culturally plural programmatic content in child welfare agencies. 7) Eighty (80) formal…

Beach, Ruth (1995). Multicultural Learning at Home and Abroad. This report describes a three-year project to establish and staff a new office at Colgate University (New York), the Office of Intercultural Resources (OIR), to originate and implement programs to build bridges between Colgate's intercultural and multicultural programs. OIR staff worked with students who studied abroad, international students, minority group students, and faculty and staff in various programs, including pre-departure and re-entry workshops for students studying abroad; had dialogues with faculty members responsible for courses in social, behavioral, and political sciences; developed educational and cross-cultural resources; and supported students, staff, and faculty projects with a multicultural or international focus. In addition to workshops, dialogues, lectures, and outreach, the project produced an annotated bibliography of recent titles on multiculturalism; "The Critical Incidents Workbook," a cross-cultural training guide for students planning to… [PDF]

Gillborn, David (1996). Student Roles and Perspectives in Antiracist Education: A Crisis of White Ethnicity?. British Educational Research Journal, v22 n2 p165-179 Apr. Considers the reaction to anti-racist change among white British secondary school students. Efforts to include the students in this process have included the conceptualization of white ethnicity. Discusses the development of this concept and efforts to keep it free of racist and nationalist sentiments. (MJP)…

Oakes, Paula Bonander (1996). Making Personal Connections: A Poster Project. Social Studies Review, v35 n3 p39-42 Spr-Sum. Discusses a ninth grade, culturally diverse, interdisciplinary social studies class. Students pick a person from the class to study with whom they feel a connection and prepare a presentation about this connection, including a poster. Includes the four major themes of the class and a reading list. (MJP)…

Descamps, Jorge; Hernandez, Norma G. (1986). Involving Mexican Americans in Higher Education: An Untapped Potential. A review of over 500 research studies identified 3 factors influencing the ability of Mexican American students to profit from the instruction currently available in United States colleges and universities: (1) a different language; (2) a different economic situation; and (3) a different response to social and personal interactions. Based on these factors, recommendations can be made for changing universities into pluralistic institutions. Institutions must implement an affirmative plan of action that insures equal education. Every effort must be made to provide financial assistance to capable Mexican American students. Cultural and linguistic values held by Mexican Americans should be positively reflected in the educational environment. A climate characterized by warm, personalized interactions with special attention given to the learning style of Mexican Americans must permeate the institution. A strong assistance program must help the districts decrease the underachievement of…

Clinchy, Evans (1984). The Pursuit of Excellence: Improving the Quality of Our Urban Schools through Desegregation, Equity and Choice. A Final Report from the Program Committee of The Worcester Conference on Equity and Choice (Worcester, Massachusetts, April 9-10, 1984). In April 1984, more than 350 parents, teachers, principals and administrators from major urban school systems in Massachusetts met to define what an "excellent" desegregated urban public school system should be. This conference report, following excerpts from a keynote address by John E. Durkin, documents seven workshops which focused on the following strategies for excellence: (1) the role of magnet schools; (2) systems of parental and teacher choice; (3) greater parent, student and public involvement; (4) superior staff development and parent involvement programs; (5) outstanding programs for bilingual and special needs students; (6) the development of district-wide systems of evaluation and accountability; and (7) new uses for high technology. A summary list of recommendations that workshop participants drew up for State education officials and State legislators also is included. In addition, the formation of a Superintendent's consortium of urban school students, which… [PDF]

Pineault, Barbara; Stayrook, Nicholas (1993). Integrating Special Services: Seeking a Balance in Meeting Student Needs. A 5-year plan to improve the delivery of services to special needs students was evaluated in Fairbanks, Alaska. The plan focused on developing a model for integrated services and reducing the number of pull-out programs by having special services staff work directly with classroom teachers. Information sources included interviews with 62 staff members and 71 parents at 6 schools. Background information is provided on types of existing services in the school district, as well as the perceptions of principals regarding integration of special services. Attention is also directed to survey results from special program staff regarding integration of services for students who are learning disabled, communication disordered, gifted/talented, emotionally impaired, mentally retarded, and deaf. Also considered are integration of services in the following programs: Chapter I reading, Chapter I migrant, Alaska Native education, and bilingual/bicultural. Findings indicated that principals are… [PDF]

Holleman, Joan, Ed.; Mahmud, Cathy, Ed. (1994). Smithsonian Resource Guide for Teachers. 1993/94 Edition. This annotated catalog of materials available from the Smithsonian Institution and its affiliate organizations, lists over 400 cross-indexed resources for classroom use. The contents are arranged as follows: An overview of the guide; catalogs and visitor guides; periodicals; resources for the arts, language arts, science, and social studies/history. Many items are free or available on loan. Appropriate grade level is indicated for materials to be used for instruction in the aforementioned subject areas. Included are a title index, a subject index, and a media index. The catalog concludes with a directory for where to order materials and order forms. (MM)… [PDF]