Paulston, Christina Bratt, Ed.; Peckham, Donald, Ed. (1998). Linguistic Minorities in Central and Eastern Europe. Multilingual Matters 109. This collection aims to provide an introductory study of linguistic minorities in Central and Eastern Europe, taking into account historical development, present situation, language maintenance and shifts, as well as language and educational policies of the different countries in the area. The introduction (by Christina Bratt Paulston) discusses a theoretical framework of the contextual situations of language maintenance and shift in which linguistic minorities and bilingualism are found. Each chapter stands alone, but trends and generalizations emerge throughout the book with possibilities for model building and theory testing. Chapters include: "Linguistic Minorities in Austria" (Rudolf de Cillia, Florian Menz, Wolfgang U. Dressler, and Petra Cech); "Linguistic Minorities in the Balkans (Albania, Greece, and the Successor States of the former Yugoslavia)" (Hugh Poulton); "Ethnicity and the Nation: The Bulgarian Dilemma" (Bonka Boneva);…

Baron, Wendy; Miller, Janette; Moir, Ellen; Moran, Carrol; Stobbe, Judy (2000). Keys to the Classroom: A Teacher's Guide to the First Month of School. Second Edition. This workbook for elementary school teachers is designed to help make their first few weeks of school successful. It provides lesson plans, classroom management strategies, student assessments, and special aids for teaching bilingual students. After an \Introduction\ that discusses the ups and downs of a first-year teacher, there are nine chapters: (1) \A Guide to Planning\ (long range, mid-range, daily, and weekly planning); (2) \Creating the Environment\ (room arrangement, environment checklist, preparation before the first day, and essential knowledge); (3) \Daily Routines and Procedures\ (e.g., classroom management rules, freeze and listen, cleanup, behavior strategies, and daily ongoing activities); (4) \The First Two Weeks of School…A Detailed Account\; (5) \Activities for the First Month\ (e.g., appreciation words, bingo, group definition of cooperation, shared writing, problem solving skits, names games, partner drawings, math challenges, people measuring, and homework…

Jimerson, Shane R., Ed.; Wilson, Marilyn, Ed. (2000). The California School Psychologist, 2000. California School Psychologist, v5. This publication of the California Association of School Psychologists reflects a broad array of topics for those who serve a diverse group of students with a range of needs. The articles in this volume address several current topics, including cognitive assessment with bilingual students; cultural considerations when working with parents; strategies to enhance critical thinking skills; home/school collaborative behavioral interventions; preparing a school district's crisis intervention policy; and research from the field of developmental psychopathology on eating disorders. The titles include: \The California School Psychologist in the 21st Century\ (Shane R. Jimerson; Marilyn Wilson); \Using the WPPSI-R with Bilingual Children: Implications for Practice\ (Mary diSibio; Thomas Whalen); \Micronesian Cultural Influences on Parent Attitudes Concerning Their Young Child with a Disability: Considerations for Fostering Cross-Cultural Parent/Professional Relationships\ (Kathleen Sadao);… [PDF]

Diaz, Carol (1999). Authentic Assessment: Strategies for Maximizing Performance in the Dual-Language Classroom. A study investigated whether teaching techniques and the use of self-evaluation tended to increase student motivation and second language proficiency. Subjects were 59 high school Honors Spanish 4 students with varying levels of academic ability, motivation, and proficiency, and included both non-native and English-dominant Spanish speakers. The foreign language program dropout rate reflected the low priority given to foreign language study. Analysis of probable causes and solutions suggested that treatment involving positive attitudes, cooperative learning, and use of multiple intelligence pedagogy would improve performance. Real-life application and self-evaluation helped to improve individual student's motivation. Results tended to support current research. Most of the subjects demonstrated significant growth in both oral and written proficiency in the target language. Their organizational skills and acceptance of personal responsibility improved. However, students with excessive… [PDF]

Legarreta, Dorothy (1979). The Effects of Program Models on Language Acquisition by Spanish Speaking Children. TESOL Quarterly, v13 n4 p521-34 Dec. Discusses the results of a study designed to investigate the effects of five different program models on both acquisition and maintenance of Spanish by native Spanish-speaking kindergarten children. (Author/CFM)…

Colon-Vila, Lillian (1997). Storytelling in an ESL Classroom. Teaching Pre K-8, v27 n5 p58-59 Feb. Discusses efforts of an ESL teacher to use storytelling in a multiage classroom to bridge language barriers. Suggests that storytelling can be used to teach not only English, but also history and science, since storytelling develops imagination as well as oral and written communication skills, encourages the art of listening, and helps expand knowledge of story schema. (AA)…

Holobow, Naomi E.; And Others (1991). The Effectiveness of a Foreign Language Immersion Program for Children from Different Ethnic and Social Class Backgrounds: Report 2. Applied Psycholinguistics, v12 n2 p179-98 Jun. Presents the results of the second year of a four-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio, that includes children from lower socioeconomic group and ethnic minority group (Black) backgrounds in addition to majority (White) and middle-class students. (17 references) (GLR)…

Paredes, Sara Micaela (2000). How Proposition 227 Influences the Language Dynamics of a First- and Second-Grade Mathematics Lesson. Bilingual Research Journal, v24 n1-2 p179-99 Win-Spr. Interviews and observations of a first-grade mathematics class to determine the influence of Proposition 227 on limited-English-speaking students found that many initial fears about Proposition 227 were unfounded; student ability to cope was underestimated; teacher knowledge of Spanish and Latino culture was critical; and students' limited English proficiency impeded comprehension of mathematical concepts. (Contains 37 references.) (TD)…

Cheung, Alan; Slavin, Robert E. (2005). A Synthesis of Research on Language of Reading Instruction for English Language Learners. Review of Educational Research, v75 n2 p247-284 Sum. This article reviews experimental studies comparing bilingual and English-only reading programs for English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. A total of 17 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-dominant students, 9 favored bilingual approaches on English reading measures, and 4 found no differences, for a median effect size of +0.45. Weighted by sample size, an effect size of +0.33 was computed, which is significantly different from zero (p less than 0.05). One of two studies of heritage languages (French and Choctaw) and two secondary studies favored bilingual approaches. The review concludes that although the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual… [Direct] [Direct] [Direct]

Pray, Lisa (2005). How Well Do Commonly Used Language Instruments Measure English Oral-Language Proficiency?. Bilingual Research Journal, v29 n2 p387-409 Sum. This research examines three tests commonly used to assess the English oral-language proficiency of students who are English language learners (ELLs): the Language Assessment Scales–Oral, the Woodcock-Munoz Language Survey, and the IDEA Proficiency Test. These tests were given to native English-speaking non-Hispanic White and Hispanic students from varied socioeconomic levels. Since these tests use native-language proficiency as the standard by which responses are evaluated, it is reasonable to expect native English speakers to perform extremely well on these instruments. The extent to which the native speakers of the language do not perform well on these instruments calls their validity into question. Findings indicated that none of the native English-speaking children who took the Woodcock-Munoz Language Survey scored in the \fluent\ or \advanced fluent\ English ability. One hundred percent of the students scored in the \fluent English speaking\ range of the Language Assessment… [Direct]

Han, Annie; Kleyn, Tatyana; Morales-Rodriguez, Stella; Torres-Guzman, Maria E. (2005). Self-Designated Dual-Language Programs: Is There a Gap between Labeling and Implementation?. Bilingual Research Journal, v29 n2 p453-474 Sum. The United States has seen a tremendous growth in dual-language programs over the last decade. This rapid growth brings up questions about the congruency between labels and implementation. Our experiences observing some of the programs and listening to teachers talk about the programs in New York City led us to propose that many of the self-designated dual-language programs stray from even the minimal guidelines for such programs. Our study investigated this, and within this paper we will juxtapose those programs that are congruent with the minimal standards with those that are less faithful to the model in order to gain a better understanding of how schools and districts can work to create dual-language programs that foster an authentic transformation of the instructional environment. (Contains 9 tables and 3 endnotes.)… [Direct]

Evans, C. J. (2004). Literacy Development in Deaf Students: Case Studies in Bilingual Teaching and Learning. American Annals of the Deaf, v149 n1 p17-27. A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students…. [Direct]

Sahaf, Ali Reza (1994). Language Identity and Social Behaviour: A Sociocultural Approach to the Study of the Concept "Will" on the Effectiveness of the "How's" and "Why's" of Bilingualism. Linkoping Studies in Education and Psychology No. 42. This study examined the problems of bilingualism among 28 Iranian students in Swedish schools, focusing on sociocultural influences of the majority culture on the minority group and their effects on the students' perceptions and educational outcomes. The students and 35 native-language teachers were observed and interviewed in their work contexts for three years. Toward the end of the study, essay tests were administered to 20 of the students in upper secondary school. Results are presented in the form of major findings from the literature survey; findings concerning the study's methodology and the model used for analysis; and findings from the data gathered, presented separately for observations; discussions with teachers; and student essays. Issues discussed in these summaries include: influences of the majority and minority language cultures on Iranian students' behaviors; values and belief systems; family role; cultural isolation; levels of home language activity and… [PDF]

(1995). De Par en Par (Wide Open), 1995. De Par en Par, n8-9. This document consists of two issues (1995) of a Spanish-Embassy publication to aid teachers of the Spanish language in elementary and middle schools, with classroom activities and lesson plans. Each issue is illustrated with photographs, maps, and drawings, and each concentrates on a particular topic. Issue number 8 concerns art; issue number 9 concerns folklore tales and legends. These issues include articles to read and activities such as drawing, playing, investigating, and thinking, to do. The back cover of each issue contains information on scholarships and courses for teachers of Spanish. (NAV)… [PDF]

(1979). Social Studies Level One–Interaction. Teacher's Guide and Resource Book=Araling Panlipunan Unang Antas–Pakikisalamuha. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next. Level One is designed for children in grades one and two. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Behavior,\ develops the conceptual statement \people's actions are based on thinking or feeling.\ Unit 2,…

Cenoz, Jasone, Ed.; Genesee, Fred, Ed. (1998). Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters Series. This collection of essays on multilingual education includes the following: "A Global Perspective on Multilingualism and Multilingual Education" (G. Richard Tucker); "Psycholinguistic Perspectives on Multilingualism and Multilingual Education" (Jasone Cenoz, Fred Genesee); "Curriculum Decision-Making in Content-Based Language Teaching" (Myriam Met); "Immersion Pedagogy and Implications for Language Teaching" (Roy Lister); "Cultural Identities in Multilingual Classrooms" (Michael Byram); "Teacher Education for Multilingual Contexts: Models and Issues" (David Nunan, Agnes Lam); "Luxembourg and the European Schools" (Charlotte Hoffmann); "Multilingual Education in the Basque Country" (Jasone Cenoz); Teaching in Two or More Languages in the Philippine Context" (Andrew Gonzalez);"Policy, Possibility and Paradox: Indigenous Multilingualism and Education in Peru and Bolivia" (Nancy H. Hornberger,…

Dilworth, Mary E., Ed. (1992). Diversity in Teacher Education: New Expectations. The increasing racial and ethnic diversity of classrooms in the United States presents a significant challenge to the next generation of teachers and to those responsible for their training. This book explains the steps teacher educators and policymakers must take in order to prepare a teaching force that is both culturally diverse and culturally aware. Following a preface by the editor, the volume is organized into 12 chapters: (1) "Restructuring for a New America" (Carlton E. Brown); (2) "Preparing Teachers for Culturally Diverse Classrooms" (Antoine M. Garibaldi); (3) "Countering Parochialism in Teacher Candidates" (Nancy L. Zimpher, Elizabeth A. Ashburn); (4) "Understanding the Dynamics of Race, Class, and Gender" (Donna M. Gollnick); (5) "Making Teacher Education Culturally Responsive" (Jacqueline Jordan Irvine); (6) "Learning To Teach Hispanic Students" (Ana Maria Schuhmann); (7) "Recruiting and Retaining…

(1993). ESL Staff Development. Assist LEP Students to Access Training for Tomorrow's Jobs. Inservice Manual. This manual was developed for use in conducting inservice staff development workshops to provide staff working in English as a Second Language (ESL) programs at community colleges and other institutions with the skills necessary to provide effective vocational training and career counseling to limited English proficient (LEP) persons. The manual, which is designed for use by persons with inservice experience and with basic knowledge of cross-cultural education, language acquisition, and vocational training for special populations, is organized into six sections. Section 1 contains funding information, a foreword, and sample planning materials (agenda, needs assessment, and module evaluation forms). Presented in Sections 2-5 are learning modules on the following topics: overview of successful vocational training programs for LEP persons, career interest testing, language testing, and career counseling strategies for LEP persons. Each module includes some or all of the following:… [PDF]

Scollon, Ron (1981). Teachers' Questions About Alaska Native Education. The paper presents 45 questions teachers have about education of Alaska Native students, and answers to those questions. Teachers are cautioned to avoid assuming that White, middle-class society and Standard English are the only acceptable standards, to be aware of differences in culture and values between Native groups and between Natives and Whites, and to avoid stereotyping of Native students. A question on emphasizing the importance of literacy to students' future lives evokes a response that it might be better to bring literacy instruction into line with actual out-of-school needs so it would make more sense to students. Other questions address communication with Native parents, student motivation and expectations, effects of the Alaska Native Claims Settlement Act, and orientation of new teachers from outside Alaska. Improving teacher effectiveness, fostering students' leadership abilities, helping students with career plans and long-range planning, and learning about…

(1986). Three, Four, Open the Door. Aid to teachers planning and implementing a child-centered prekindergarten program is offered in this comprehensive guide. After a brief introduction, sections of the guide (1) address the topics of separation and adjustment; (2) present sample room arrangements and suggest ideas for management routines, scheduling, planning, and ordering of materials; (3) explore the role of the educator in guiding children's growth and development through verbal and non-verbal interactions; (4) focus on the prekindergarten team, offering suggestions for promoting professional development as well as a guide to classroom assessment for administrators; (5) discuss the structure of a stimulating, supportive learning environment, highlighting early language experiences and including discussions of children with limited English proficiency, special needs, the multicultural/nonsexist classroom, and over a dozen individual interest areas; (6) discuss ways of increasing parent participation; (7) discuss…

McBeath, Gerald A.; And Others (1982). Achievement and School Effectiveness: Three Case Studies. A Report to the Alaska Department of Education. Case studies of high student achievement levels and school effectiveness from three rural Alaska Native schools, all offering some bilingual or bicultural classes, examine curriculum and school instructional practices, school social systems, student outcomes, aspects of school governance, and school-community relations. Chaputnguak High School, in the Yupik Eskimo village of Chefornak, enrolls 29 students in individualized, self-paced mastery programs and has the region's highest graduation requirements; school-community relations are excellent, students have positive attitudes and a sense of "ownership," and one-third to one-half of seniors enter college. Metlakatla elementary/secondary school, in a Tsimshian Indian village, has a history of local control and emphasizes teaching basics; student academic achievement, measured on standardized tests, is very good compared to other rural small schools in Alaska, but some questions exist about school effectiveness in meeting…

Sperber, Robert I.; And Others (1981). Metropolitan Planning Project: Revisited with a 1980's Perspective. The Metropolitan Planning Project of Greater Boston (Massachusetts) was established in 1974 to promote voluntary collaboration between urban and suburban elementary and secondary school systems for the elimination of racial and ethnic student isolation. This report examines programs that have emerged under the plan, describes the demographic and educational context of the programs, investigates program impact, reports results of collaborative efforts, and explores directions for future collaborative activities. The Project focused on basic skills improvement, curriculum development for future careers, multicultural experiences, racial integration, community participation in governance, and the elimination of racial/ethnic isolation. Recommendations for the 1974 plan were divided into three parts: Metropathways was designed for secondary school students and emphasized innovative alternative programs; Metropairways was conceived for elementary schools as a pairing or triad of schools…

Beauchamp, Laura; Butler, David L. (1979). [Bilingual-Bicultural Curriculum for Language Arts: Grade 5.]. 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 language arts curriculum guide for fifth 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. Skills appropriate to the grade level are presented in eight units, with reading selections thematically linked to the corresponding social studies guide: environmental adaptation, migration, cultural contact, production, trade, stability and change, ideals, building a lifestyle. For example, the skills in the unit on trade are: interpreting proverbs and sayings, identifying the gender of irregular nouns, and making adjectives and nouns agree in gender and number. Key vocabulary words are listed…

Philbrick, Roger B.; And Others (1980). Educational Offerings and Areas of Need for Public Instructional Services to American Indian Students in Wisconsin as Reported by Local School District Administrators and Parents of Indian Students: Final Report of the Wisconsin Indian Education Needs Assessment. An Indian education needs assessment conducted in Wisconsin had two components, the first a survey of school district administrators (or their assistants) via a four-part questionnaire, and the second a survey of parents or guardians in 20 Indian communities via questionnaires orally administered by trained personnel. Out of a total of 438 questionnaires sent to 436 public school and 2 private Indian school administrators, 305 (70%) were returned and represented a total of 5,533 Indian students. Findings are discussed in terms of four objectives: (1) to create a statewide awareness of the need for American Indian language and culture programs, (2) to stimulate local school districts to develop educational programs, (3) to show how school districts have responded to perceived needs, and (4) to involve the Indian community in the development of programs. Two case studies compare the perceptions of school authorities and of Indian parents in an urban and in a non-reservation rural…

Forbes, Norma (1975). An Assessment of the Educational Needs of the Haines Borough School District. Information obtained from parents, students, school personnel, and community members was the basis for determining the special educational needs of Indian students in the context of the Haines School District as a whole. Assessment methods included standardized tests, observations, interviews, and an educational priorities questionnaire administered to all teachers and a sample of parents. Career education and reading were highest priority for all parents and teachers combined; Tlingit culture and local history programs were supported by Alaska Native groups and, to a lesser degree, by non-Native groups. Standardized measures revealed a high percentage of problems with self-concept and attitude toward school for both Native and non-Native students. Significant differences between Native and non-Native students occurred in reading achievement and, for boys only, in locus-of-power measures. A master plan for educational improvement, based on study findings, gave highest priority to…

Law, Wing-Wah (2002). Education Reform in Taiwan: A Search for a "National" Identity through Democratisation and Taiwanisation. Compare, v32 n1 p61-81 Mar. Argues that democratisation, localization, and national identity are indivisible in Taiwan. Explains that social pressure groups, teachers, and parents are empowered in policy making processes, while the power of school officials to respond to these groups is limited. Discusses the role of school curriculum in promoting ethnic cultures and identities. (CAJ)…

Greenleaf, Cynthia; And Others (1994). Learning from Our Diverse Students: Helping Teachers Rethink Problematic Teaching and Learning Situations. Teaching and Teacher Education, v10 n5 p521-41 Sep. Many disadvantaged students show incipient excellence underlying perceived errors in literacy performance. The paper examines research on helping teachers think more generatively about increasingly diverse student populations. Preservice teachers can be taught to handle multicultural classrooms by interpreting problematic student performance in the form of open-ended case data. (SM)…

Mock, Karen (1995). Combating Racism and Hate in Canada Today: Lessons of the Holocaust. Canadian Social Studies, v29 n4 p143-46 Sum. Maintains that the Holocaust was the catalyst for Canadian antihate legislation. Maintains that, to combat racism and bigotry, it is necessary to use three important tools: (1) the law; (2) community action; and (3) education. Describes some contemporary realities and remedies in the struggle against racism and hate in Canada. (CFR)…

Johnson, Judith; Kean, Elizabeth (1992). Improving Science Teaching in Multicultural Settings: A Qualitative Study. Journal of Science Education and Technology, v1 n4 p275-87 Dec. Collaborative summer workshops between the Omaha (Nebraska) Public Schools and the University of Nebraska-Lincoln were held to improve the learning environment in multicultural science classrooms. Workshop themes included multicultural understanding, cooperative learning, and problem solving. Discusses attitude changes in student/teacher interactions, instructional strategies, community relationships, classroom climate, and science content. (MDH)…

Hurst, Darrell, Ed. (1988). VCCA Journal: Journal of the Virginia Community Colleges Association; Volume 3, Numbers 1 and 2, Spring/Summer 1988 and Fall/Winter 1988. VCCA Journal, v3 n1-2. The "VCCA Journal" presents feature articles, abstracts, teaching strategies, book reviews and announcements. The first issue of Volume 3 includes the following articles: (1) "The Alliance for Excellence: A Model for Articulation between the Community College and the Black Church," by Ervin Griffin; (2) "Traditional and New Opportunities for Faculty Development: A View toward the Twenty-first Century," by W. Robert Sullins; (3) "The Piedmont Expansion Program: Community Colleges in International Trade," by Eduardo A. Peniche; (4) "Reading and Writing to Learn at Blue Ridge Community College," by Douglas A. Petcher; (5) "Using Video in the Foreign Language Classroom," by Carroll Yoder; and (6) "Support Staff as Professionals," by W. Robert Sullins. In addition, abstracts of presentations at the fifth annual convention of the Virginia Community Colleges Association are provided. Articles in the second issue focus on…