(1985). Language and Ideology in the United States. Social Education, v49 n2 p97-100 Feb. More than 22 million persons in the United States speak a non-English language at home. There is an ideology that associates non-English languages with foreignness, and often with poverty and inferiority. The background for this ideology, how it developed, and whether it is warranted are discussed. (RM)…
(1985). English Fluency via Computers at Yakima Tribal School. Journal of American Indian Education, v25 n1 p17-24 Oct. A project using Apple IIe processing stations and Apple Writer II software increased written English fluency for Native American students in grades 7-12 at the Yakima Tribal School. Thematic maturity did not increase, and students became reluctant to do handwritten work. (LFL)…
(1981). Cultural Pluralism and Educational Policy: In Search of Stable Multiculturalism. Australian Journal of Education, v25 n2 p121-45 Aug. The significance of culture and the need to distinguish between cultures that can be transmitted by future generations and cultures that have been reduced through the loss of their core values is emphasized. This concept of ethnic cultures is discussed within the framework of values shared by Australian society. (Author/MLW)…
(1982). Community Relations and Multicultural Education in Australia. Comparative Education, v18 n1 p15-24. It was only in the late 1970s that Australian educationists began to devote particular attention to the development of multicultural education in Australian society. Nonetheless, Australia has made very substantial academic and practical contributions to a field which is of increasing worldwide interest. (BRR)…
(1979). Implementing Your Bilingual Program–Who Can Help?. Curriculum Review, v18 n2 p99-103 May. Provides a comprehensive list of bilingual centers across the country that offer aid in curriculum development, materials selection, teacher training, assessment and dissemination, and antidiscrimination guidelines for linguistic minorities. (Editor)…
(1998). Two Languages Are Better Than One. Educational Leadership, v55 n4 p23-26 Dec-Jan 1997-1998. Instead of viewing English learners as a problem needing remediation, educators should build an enriched bilingual program for all students. In successful two-way programs, both language groups stay together throughout the school day, serving as peer tutors for each other. After five or six years, English learners can demonstrate English and native-language proficiency and outperform monolingual students on academic tests. (13 references) (MLH)…
(2003). Literacy on Three Planes: Infusing Social Justice and Culture into Classroom Instruction. Bilingual Research Journal, v27 n2 p245-58 Sum. Interviews with an urban Los Angeles first-grade teacher and observations of her class illustrate how social and cultural issues are brought into the classroom, creating an environment in which students learn to "read the world," acquiring social and cultural literacy as well as the more commonly perceived personal literacy. When learning is made relevant in this way, student motivation is enhanced. (TD)…
(1993). Sign Talk Development Project, Winnipeg, Manitoba. ACEHI Journal, v19 p62-70. This article describes the program of the Sign Talk Children's Centre (Winnipeg, Manitoba, Canada), a bilingual/bicultural day-care program for deaf and hearing children (ages two to five) of deaf and hearing parents. It also describes the program's systematic assessment of children's language delays in both English and American Sign Language. (DB)…
(1995). Educational Planning in Vanuatu: An Alternative Analysis. Comparative Education, v31 n3 p327-37 Nov. Although formal western-oriented educational planning is the basis of the search for educational direction in South Pacific countries, the planning process has often been subverted by tensions based in local cultural contexts. In Vanuatu, planning has been hindered by political instability and a colonial inheritance of two languages of instruction (English, French) and corresponding educational philosophies. (SV)…
(1995). School Reform and Student Diversity. Phi Delta Kappan, v77 n1 p77-80 Sep. Case studies of eight exemplary schools demonstrate that language-minority students can learn the same academic curriculum as native English speakers while pursuing English literacy. Common school characteristics include a schoolwide vision of excellence, creation of a community of learners engaged in active discovery, and well-designed, carefully executed language-development programs. (MLH)…
(1993). Education in Aboriginal Communities: Dilemmas around Empowerment. Canadian Journal of Native Education, v20 n1 p176-83. Sudden empowerment of Canadian Aboriginal communities has raised many dilemmas concerning community controlled education, including issues related to educational planning and decision making by inexperienced administrators, focusing educational goals on the community versus mainstream society, discontinuities between community and school culture, language of instruction, creating effective culturally relevant instructional materials, Aboriginal teacher education, and student evaluation. (SV)…
(1998). Creating Montessori Bilingual Programs. Spotlight: Montessori–Multilingual, Multicultural. Montessori Life, v10 n2 p22-25 Spr. Discusses presentation given by Rigoberta Menchu, 1992 Nobel Peace Prize Laureate, at a meeting with Hispanic child caregivers in California. Discusses family life and childrearing among Guatemala's Mayan people, traditional ceremonies and symbols, becoming a leader, and the Mayan experience of resisting oppression. Discusses implications for Montessori education, educational policy, and obstacles to academic achievement by Hispanic students. (KB)…
(2001). Childhood Memories. Anthropology & Education Quarterly, v32 n1 p104-12 Mar. Describes how artwork can be a valuable catalyst for discussions in preservice education classes, allowing students to explore how their work as educators relates to their childhood memories and can be shaped by childhood experiences. Examines an art exhibition in which diverse artists depicted autobiographical text in their paintings. Discusses what transpired among college students through their narratives and artwork. (SM)…
(2006). Assessing Preservice Teacher Readiness to Teach Urban Students: An Interdisciplinary Endeavor. Online Yearbook of Urban Learning, Teaching, and Research, p27-36. Novice teachers who begin their careers in urban settings abandon teaching at dismal rates. Although teacher education programs make varying efforts to incorporate awareness about the diverse contexts of urban schooling into the preservice teacher curriculum–from the \one course approach\ to whole curriculum imbedded–little is known about the effects of such curricular efforts on teacher retention in urban settings. An interdisciplinary curriculum and assessment model of preservice teacher knowledge, skills, and dispositions to work in urban settings is discussed. (Contains 1 table.)… [PDF] [PDF]
(2006). Language-Minority Students' Cognitive School Readiness and Success in Elementary School. CSE Technical Report 683. National Center for Research on Evaluation, Standards, and Student Testing (CRESST) A significant amount of research treats students who speak a language other than English at home, or language-minority students, as a single demographic group and compares them to students who speak only English at home. If important disparities in early school experiences among language-minority students have been overlooked, then policies aimed at helping them as they begin formal schooling may fall short, as they will not attend to the needs of specific subpopulations. This paper uses data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to address this gap in the literature by exploring language-minority students' experiences with grade retention and special education placement and specifically examining variation among language-minority students based on race, immigrant status and socioeconomic status. Findings indicate that language-minority students are no more likely to be retained than their English-only counterparts, while they are less likely than… [PDF]