Holm, Wayne; Spolsky, Bernard (1971). Bilingualism in the Six-Year-Old Navajo Child. The amount of English spoken by six-year-old Navaho children as they enter first grade is increasing and will probably continue to increase. Contacts outside the reservation contribute to this increase as do the almost completely monolingual (English) schools. Location of residence is also a factor. Linguistic borrowing of English words is another indication of the increased influence of English. Although the Navaho people remain the largest group of non-English-speaking Indians in the United States, there are signs of a growing diglossia. (VM)… [PDF]

Stapleton, Lilia; And Others (1976). Alianza Bilingue Cultural Progress Inventory. Revised September 1976. The continuum was developed to provide: (1) a uniform measure of student progress and (2) a progress inventory of the ABC Unified School District's Bilingual Multicultural Program. Six components of the Bilingual Multicultural Curriculum are considered in this management system: Spanish Oral Language Development Objectives, Spanish Reading Readiness Objectives, Spanish Reading Objectives, English Oral Language Development Objectives (ESL), Spanish as a Second Language Objectives, and Multicultural Objectives. A non-graded approach is used in order to provide for individual differences. However, grade levels, K-6, are identified in the multicultural component. In utilizing the management system, the teacher should be aware that objectives and subobjectives are identified within each component. A check-off sheet for each is also provided. (NQ)… [PDF]

Kleifgen, Jo Anne (1988). Learning From Student Teachers' Cross-Cultural Communicative Failures. Anthropology and Education Quarterly, v19 n3 p218-34 Sep. Studies interaction between classroom teachers and limited English proficient international students. Concludes that student teachers were less successful communicators than their cooperating teachers because the student teachers lacked sociocultural and experiential elements. (FMW)…

Cassidy, Jack; Sanders, Jana (2002). A University Lab School for the 21st Century: The Early Childhood Development Center. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the university with an enrollment representative of Corpus Christi's population. The chapter delineates the rise and fall of university laboratory schools in the United States and then describes the ECDC, including its facility, school population, faculty, principal/director, dual-language curriculum, health center, counseling center, training mission, and positive student results on the Texas Assessment of Academic Skills (TAAS). The chapter suggests that the ECDC addresses some of the problems of older campus laboratory schools, and at the same time, grapples with some of the major concerns of educators and legislators in the 21st century. (Contains… [PDF]

(2000). Aboriginal Language Standardisation Project: Progress Report, 2000. Literacy Ontario. The Aboriginal Language Standardisation (ALS) Project's task is to develop quality literacy materials in order to help preserve aboriginal languages of Canada. The Canadian Assembly of First Nations, a group of tribal leaders, recently called for the establishment of standards for written and oral languages by approving terminology, developing dictionaries, and approving standard orthographies. This report explains why this task of language preservation through standardization was undertaken, previous examples and precedents in this field, and why it is important that this task be undertaken. Thirty-eight of 45 pages are devoted to 11 appendices with the following titles: "Aboriginal Language Standardisation Co-Sponsorship Agreements"; "Aboriginal Language Standardisation Tasks";"Aboriginal Language Standardisation Project Task Timeline"; "The Algonkian Language Family"; "The Iroquoian Language Family"; "Aboriginal Languages and… [PDF]

Avalos, Mary A. (2003). Effective Second-Language Reading Transition: From Learner-Specific to Generic Instructional Models. Bilingual Research Journal, v27 n2 p171-205 Sum. Analysis of reading comprehension errors made by 22 Spanish-speaking fourth-graders in decoding English text found that comprehension \errors\ began at the word level and advanced to larger misinterpretations at the sentence level. The cognitive processes of English language learners when comprehending English texts showed individual differences, influenced by background and prior experiences. Transitional bilingual instruction should focus on individual learning needs. (Contains 64 references.) (TD)…

Clarkson, Philip C. (1992). Language and Mathematics: A Comparison of Bilingual and Monolingual Students of Mathematics. Educational Studies in Mathematics, v23 n4 p417-30 Aug. Results of a comparison of Papua New Guinea bilingual and monolingual students' (n=232) mathematics achievement indicated that bilingual students competent in both languages scored significantly higher on two different types of mathematical tests than both low-competent bilingual students and monolingual students. (32 references)…

Laliberty, Eloise Andrade; Reyes, Maria de la Luz (1992). A Teacher's "Pied Piper" Effect on Young Authors. Education and Urban Society, v24 n2 p263-78 Feb. Common instructional practices in the teaching of language minority students are described. The case study of a fourth grade classroom in Longmont (Colorado) illustrates how a teacher's enthusiasm for literacy instruction creates an environment where all students, including the Hispanic language minority, can be active participants. (SLD)…

Fenelon, James; And Others (1993). Counseling Culturally and Linguistically Diverse Students. Illinois Schools Journal, v72 n2 p15-32. Provides insights into issues facing educators and counselors who are working with language minority students in public school settings. Explores cultural themes common to many Hispanic American groups, looks at approaches to urban and other current Native American settings, and describes the Minority Identity Development Model for Asian Americans. (JB)…

Cartagena, Juan (1989). English Only JAMAS. Centro de Estudios Puertorriquenos Bulletin, v2 n5 p64-76 Spr. Puerto Ricans have been largely ignored in the current debate over English as a national language. Once the rhetoric of language restrictionists is discarded, the real issue becomes that of the political empowerment of Puerto Ricans. The history of language policy in relation to Puerto Ricans is also reviewed. (SLD)…

(1997). The New Teacher's Guide to the U.S. Department of Education. This guide provides information about the U.S. Department of Education's latest initiatives, updates specific programs for schools and teachers, and lists services and resources. The introductory section provides information on the Department's seven priorities as outlined in President Clinton's fifth State of the Union Address, on President Clinton's Voluntary National Testing initiative, and on the national standards being developed by various professional education associations and societies. Section 2 contains information about the Department's grant programs and other programs that may interest teachers. Section 3 offers information on services and resources provided by the Department and on how to contact the various offices responsible for them. This section also lists federal Internet resources on education. Section 4 includes information on various regional and field-based resources that the Department funds through grants and contracts. (SM)… [PDF]

Sadock, Geoffrey J. (1995). Defending Literacy: With Particular Consideration of the Community College. The broad and highly politicized debate about the causes of rising illiteracy in the nation fall into three categories: nurture, or inadequate elementary/secondary educational institutions; nature, or arguments about genetics and the unteachability of Blacks and other minority groups; and social science, or the idea that standard literacy tests merely represent the injustice of the system. While each idea offers its own rationale, what is clear is that measures to reduce illiteracy must be more than cosmetic. Such measures, while controversial, include: reintroducing grammar instruction; scrapping bilingualism; constitutionally declaring English as the nation's only official language; reinterpreting affirmative action so that it fosters colorblind equal opportunity based on merit; re-establishing a canon of texts selected on literary excellence alone; returning remediation, \foundation\ learning, and differentiated degree programs to high schools; eliminating grade inflation;… [PDF]

Kenner, Charmian (1994). Crocodile Dundee Meets His Match in Urdu: Brixton Primary School Children Shape a Multilingual Culture. CLE Working Papers, n3 p71-78. This paper reports on an investigation into the communication activities in a multicultural elementary school classroom in England. In the first exercise, the whole class worked in groups of three, each group led by a bilingual child, to devise a doctor-patient dialogue in that child's foreign language. When the dialogue was presented to the class, it was the task of the class to discover what was being said based on the context and gestures in the six foreign languages of the students. In the role playing, the foreign language children appeared to exploit the interplay between the different languages to first disrupt the power relations of doctor-patient discourse and then to take over the powerful role for themselves as doctor, although the patient always won in the end. In a second project, three children developed versions of a popular comic book in their native languages. As with the role playing, the comic book encouraged new forms of social interaction as well as becoming a… [PDF]

Hayes, Mabel; Horgan, Noriko Saito (1994). A Comparison of Performance on Piagetian Tasks among Japanese and Anglo-American Children Six Years of Age Who Were Exposed to One Language and Two Languages. This study explored the extent of measurable differences in performance on Piagetian tasks among six year olds who are exposed to one or two languages. Subjects (N=120) were divided into four groups: (1) native English-speaking Anglo-Americans who live in the United States; (2) native Japanese-speaking Japanese who live in Japan; (3) native English-speaking Anglo-Americans who are exposed to Japanese and live in Japan; and (4) native Japanese speaking Japanese who are exposed to English and live in the United States. Nine null hypotheses were formulated to test for significant differences among the groups on the performance of three different Piagetian tasks which were individually administered. The F-test (p<.01), Q-test (p<.05), and t-test (p<.01) were used for underlying distribution of the test statistics. All subjects (Japanese and American) exposed to two languages performed significantly better on the three Piagetian tasks as compared to subjects exposed to one… [PDF]

(1983). New York City Russian Bilingual Program, 1981-1982. O.E.E. Final Evaluation Report. The New York City Russian Bilingual Program, evaluated here, serves students in grades 9-12 in three public and eight private schools. Three groups of subjects are included in the program: English as a second language, native language arts, and content-area subjects. All students take some mainstream classes from the beginning of the program. In addition, bilingual teachers prepare students for mainstreaming by gradually increasing the extent of English usage in content-area classes, and by moving toward greater sophistication in remedial English courses. Three community resource centers provide services for project students from all school sites and act as focal points in relations between the school, the students, their parents, and the local community. In the school year 1981-82, when it served approximately 700 students, the program met most of its instructional objectives. Problems of testing and/or data reporting made assessment of students' development of English syntax… [PDF]

Gay, Geneva (1994). Coming of Age Ethnically: Teaching Young Adolescents of Color. Theory into Practice, v33 n3 p149-55 Sum. Examines the current status of cultural diversity in middle school education theory, suggests some developmental characteristics of young adolescents of color that are often overlooked, and proposes some ways that middle school education could be modified to be more responsive to the ethnic and cultural diversity of early adolescents. (SM)…

Raba, Sarah; Wade, Rahima (2003). The Chicago Experience: Border Crossing for Social Studies Preservice Teachers. Theory and Research in Social Education, v31 n2 p153-173 Spr. Research on a week-long internship in inner city Chicago schools and community agencies revealed that "border crossing" can assist social studies preservice teachers in learning about the inner city, but critical reflection and long term program commitment to unlearning racism and developing multicultural teaching competencies are necessary for white teachers to develop the knowledge, skills, and attitudes for teaching in diverse settings. The potential and limitations of short-term inner city experiences as well as ideas for more comprehensive efforts at creating culturally competent white teachers are discussed…. [Direct]

Sacks, David O.; Thiel, Peter A. (1995). The Diversity Myth. "Multiculturalism" and the Politics of Intolerance at Stanford. This book chronicles, from the point of view of students who are unwilling participants in the process, the transformation of Stanford University from an institution committed to preserving the values of Western civilization to one intent on engineering social change on campus to promote the dogmas of multiculturalism. The book is an insider's tour of the world of speech codes, the dumbing down of admissions standards and curricula, the campus witch hunts, and the anti-Western zealotry that masquerades as "multiculturalism." Part 1, "The New Academy", discusses the rejection of Western values; multiculturalism from the vantage points of student diversity, moral relativism, political and social ideology, and enforcement of conformity in behavior and attitudes; the education of Generation X, with details about grade inflation, curriculum content, courses characterizing Westerners as oppressors, and courses inculcating radicalism. Part 2, "The New…

Novak, Cynthia Cornell; Smith, Julie (1994). An Immersion Literacy Program for At-Risk ESL Students. An intensive immersion program in English-as-a-Second-Language instruction developed at Pepperdine University (California), a small liberal arts college, is described. The program was designed for limited-English-speaking foreign students who are at risk for academic failure without additional English language skills. Focus of this discussion is the importance of informal learning situations outside the classroom, in addition to classroom interaction, in the effectiveness of language learning. The program was initiated by the college's writing center and a task force that considered academic, social, and philosophical and pedagogical issues related to international students' progress. A comparison is made between the problem-solving process of the task force and the process of coping with the nearby firestorms of November 1993. The pilot program in summer 1989 is described, highlighting lessons learned about the value of informal learning situations. Efforts to enhance this aspect… [PDF]

Johnson, Amy Suzanne (2004). Recruiting and Recognizing Multiple Socially Situated Identities: Consonance and Contradiction in the Pedagogy of a Male Pre-Service Early Educator. Contemporary Issues in Early Childhood, v5 n1 p19-34. In this article the author uses a socially situated view of identity to take a close look at how one male pre-service early educator shapes his professional identities during a fieldwork experience in a kindergarten classroom. In organizing his pedagogy and relationships this pre-service teacher simultaneously draws from his personal experiences and the discourses of his university teacher education program to perform his teacher identity. The synergy created from this crafting of selves brings a multiplicity to the identities this teacher enacts and recognizes, at times causing dissonance between his plans and his practices. This article suggests that taking a socially situated view of identity is necessary for teacher education, as it provides a theoretical framework for pre-service teachers to consider the multiplicity of identities they draw from when shaping their "teacher" identity…. [Direct]

Leipzig, Gloria (1980). Boston: City and Cities. A Study of Bunker Hill Community College's Primary Service Area. Drawing from 1970 census data and other sources of information, this report provides a socio-economic profile of the service area of Bunker Hill Community College (BHCC). Following an introduction, Part I analyzes the total service area in terms of population growth and density; racial composition; ethnicity; age and sex distribution; female-headed households; educational, occupational, and income levels; housing; and residential mobility. Inner belt communities (i.e., Boston, Cambridge, Chelsea, Everett, Somerville, and Winthrop) and outer belt communities (i.e., Malden, Medford, Melrose, Revere, and Stoneham) are then compared in terms of these demographic variables. Part II offers profiles of each of these communities with respect to the same characteristics. Part III presents a series of reflections on community characteristics and suggests: (1) joint programming among public institutions in the Boston area to meet the needs of the significant and increasing minority population;…

(1976). Minneapolis Multi-Ethnic Curriculum Project, Final Report. A report is presented of the objectives, planning, and development of the Minneapolis public schools' multi-ethnic curriculum project. The document is presented in four sections. Section I examines the change in attitudes toward ethnic diversity and explores the responsibility of educators to transmit respect for and encouragement of cultural pluralism. Section II reviews literature related to the impact of the melting pot ideology on people of various ethnic groups and traces the increasing demand that school programs reflect the entire school community. Section III explains the process of identifying the major conceptual themes which became the basis of the multi-ethnic units. The process included surveying teachers as to their priorities for incorporating ethnic content into their courses, identifying objectives and skills, and selecting concepts and themes appropriate for various grade levels. Section IV offers a brief summary of the report. The document concludes with…

Bonney, Rachel (1979). An Ethnic Studies Guide and Resource Manual for the Carolinas. An ethnic heritage studies program project was federally funded for the year 1977-78 for the purpose of developing a model curriculum unit (based on the Native Americans of the Carolinas) aimed at the intermediate grades. For purposes of this project, an ethnic group was defined as a social group whose membership may be based on race, religion, national origin, or a combination thereof. A curriculum model on the Indians of the Carolinas was developed because Indians experience discrimination and have problems of adjustment to an urban setting leading to identity crises and a loss of pride in their heritage. The curriculum materials were developed around basic social science concepts of culture, cultural relativism, ethnicity, and ethnic persistence. The result was an integrated study unit that would enable teachers to present Indian Studies materials in connection with all the subjects required by the state curriculum for the particular grade level and would provide teachers with…

Farstrup, Alan E., Ed.; Samuels, S. Jay, Ed. (2002). What Research Has To Say about Reading Instruction. Third Edition. Maintaining a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored, the 17 chapters in this book capture the best evidence-based thinking of experienced researchers and teacher educators. Chapter topics in this third edition have been updated and added to reflect current thinking. After an introduction entitled, \There Is More to Effective Reading Instruction Than Research\ (Alan E. Farstrup), chapters in the book are (1) \What Reading Research Says: The Promises and Limitations of Applying Research to Reading Education\ (Timothy Shanahan); (2) \Holistic, Integrated Approaches to Reading and Language Arts Instruction: The Constructivist Framework of an Instructional Theory\ (Brian Cambourne); (3) \Home and School Together: Helping Beginning Readers Succeed\ (Jeanne R. Paratore); (4) \The Importance of…

Tijus, Charles Albert; And Others (1997). The Impact of Parental Involvement on the Quality of Day-Care Centres. International Journal of Early Years Education, v5 n1 p7-20 Mar. Interactions of children, parents, and staff of four multicultural, parent-run day-care centers were analyzed for methods of task analysis, communication symbols, and structures of pedagogical assistance. Results showed the presence of parents created rich cognitive interactions, suggesting the cognitive effects of a socially disadvantaged milieu may be attenuated by increasing parent participation (effects of impoverished home life may be diminished or weakened by parent participation). (SD)…

Evans, Ronald W.; Pang, Valerie Ooka (1995). Caring for Asian Pacific American Students in the Social Studies Classroom. Social Studies and the Young Learner, v7 n4 p11-14 Mar-Apr. Maintains that social studies teachers need to know that Asian Pacific American students are a diverse and increasing population. Discusses characteristics of Asian Pacific students and relevant self-concept research, and presents recommendations for learning activities and teacher-student interaction. (CFR)…

James, Joy (1991). Reflections on Teaching: \Gender, Race, and Class.\. Feminist Teacher, v5 n3 p9-15 Spr. Presents a course on gender, race, and class developed at a White, midwestern university. Describes critical theory objectives through which students learn to analyze racism, sexism, and classism, and construct a model based on their analysis. Includes class assignments, projects, and activities. (NL)…

Dunn, Phillip C. (1995). Integrating the Arts: Renaissance and Reformation in Arts Education. Arts Education Policy Review, v96 n4 p32-37 Mar-Apr. Asserts that the general educational curriculum tends to be fragmented and compartmentalized and that this situation would be improved by curriculum integration. Argues that an interdisciplinary arts approach would require new teacher attitudes and instructional strategies. (CFR)…

(2004). Integrating Immigrant Children into Schools in Europe: Liechtenstein–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Liechtenstein. [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

Crawford, James, Ed.; Sosa, Alicia, Ed. (2005). NABE News, 2004-2005. National Association for Bilingual Education, v28 n1-6 Sep/Oct 2004-Jul/Aug. This document contains the 2004-2005 issues of the National Association for Bilingual Education (NABE) newsletter, which covers the topic of bilingual education. Six issues are contained in this document. Each issue is centered around a theme: (1) Models for Teacher Preparation: Deciding Which Ones Meet Our Needs; (2) Applications for Classroom Instruction; (3) No Child Left Behind: Assessing the Impact; (4) Funding Programs for English Language Learners; (5) Promoting Biliteracy through Content Themes; and (6) Reducing Dropout Rates for Hispanic Students. Along with feature articles, each issue also contains book reviews, announcements of upcoming conferences and calls for papers, noteworthy events and news in the bilingual education field, and membership information. (Individual articles contain references. For the 2000-2001 collection of "NABE News" issues, see ED455684.)… [Direct]