(1978). Helping Young Children Develop Self-Help Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module IX. This Child Development Associate (CDA) training module, the ninth in a series of 16, provides a guide to developing self-help skills in children in a bilingual, multicultural environment. Designed for bilingual/bicultural preschool trainees, the module discusses four principles of self-help development, lists factors to consider in planning self-help classroom exercises, and suggests facilitative changes teachers can make in the classroom setting. Teacher behaviors which can positively influence the development of children's self-help skills are emphasized. A chart indicates a sequence of self-help skill development from birth to 6 years of age. A self-help skills check list and check list guide are included. This module focuses on specific behaviors that directly relate to CDA Competency 3. (RH)…
(1978). Teaching Concepts to Young Children Through Cultural Cooking Experiences. Bilingual/Bicultural Child Development Associate Pilot Project: Module XIV. This Child Development Associate (CDA) module, the fourteenth in a series of 16, suggests ways concepts can be taught by involving preschool children in carefully planned classroom cooking activities. Designed for bilingual/bicultural preschool teacher trainees, the module provides tips on food preparation as a learning experience. Required materials, equipment and safety rules are indicated and a guide to planning and presenting cooking activities, including four sample lessons, is provided. The module includes 28 recipes (ranging from gorditas de manteca to marshmallow popcorn balls), techniques and activities for following up and reinforcing cooking experiences and several Spanish songs, rhymes and riddles. This module focuses on specific behaviors that directly relate to CDA Competencies 1 and 2. (RH)…
(1977). Bilingual/Bicultural Preschool Projects Conference (San Antonio, Texas, November 15-18, 1977). Conference Proceedings. This volume presents a number of articles on different aspects of the Head Start Strategy for Spanish-Speaking Children written by participants in that effort. The first section describes Bilingual-Bicultural Curriculum Development and Evaluation projects and includes descriptions of four curriculum development projects and an evaluation of the initial phase of the Head Start curriculum development project. The second section focuses on the Bilingual-Bicultural Child Development Associate (CDA) Training Program. This section begins with an overview of the CDA program and contains (1) descriptions of CDA staff training projects, (2) an outline of the CDA competency-based curriculum to assist in curriculum revision and evaluation and (3) tips about program implementation. The third section briefly reports the operation of a network of human and material resources for Head Start programs in six Western states. Section 4 presents some recent research on bilingual-bicultural preschool…
(1975). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Final Evaluation, 1974-75 Program Year. Progress Report No. 7. Initiated in 1971, this early education program for children of migrant farm workers uses the adult members of the child's extended family as paraprofessional teachers who have full responsibility for teaching the child. Professional teachers, employed to "back up" the parent teacher, help with training, curriculum planning, securing teaching materials, and performing other services which will help the parent teacher do a more effective teaching job. The program design as 2 components: the "mobile" and the "stationary" components. In the mobile component, the teaching adult brings the children together as they move from La Grulla (Texas) to various work stops in Washington, Oregon, Idaho, and Illinois and continues to teach them. In the stationary program, year-round centers are operated in Connell and Moses Lake (Washington) to serve the settled-out migrant who is still a seasonal farm worker and the migrants who come in temporarily during the peak… [PDF]
(1975). The Bias of Culture: An Issue Paper on Multiculturalism. Revised. The two purposes of this issues paper are to provide a brief description of the educational programs the Toronto Board of Education offers for both the children and the adults of the entire multiethnic community and to set out the general, but critical, relationship of the school system with the city's ethnic communities. The paper outlines various categories, or types, of issues into which personal and direct concerns resulting from personal experiences of the individual ethnic student or family may be placed. Ten issues, seen as dimensions of the problem as it exists in its pragmatic and contemporary form, rather than as fundamental causes of the problem as a whole, are (1) cultural identity, (2) streaming, (3) reception and placement, (4) ascription, (5) teachers' and school principals' perceptions, (6) extra Anglo-Canadian ethnic groups' perceptions, (7) schools' contacts with extra Anglo-Canadian ethnic communities, (8) school system's support services, (9) extra Anglo-Canadian…
(1974). Canada College's English Institute: A Community College Program for Spanish-Speaking Students. This paper describes the history and development of a program of college preparation and language study for Spanish speakers at Canada College in Redwood City, California. The first step was to draw the local Spanish-speaking population to the college; this was done through a Latin festival. The second step, an assessment of educational needs, resulted in an ESL program designed specifically for Spanish speakers. Following the success of this program, courses were established which could be taught bilingually or in Spanish. Further curriculum innovations included secretarial courses and Spanish for Spanish speakers. Plans for the future include bilingual/bicultural teacher training and vocational training. (AM)… [PDF]
(1974). Workpapers in Teaching English as a Second Language. Vol. 8. This is the eighth volume in a continuing series of papers on the teaching of English as a second language. The 14 papers included here represent work in progress and cover a wide range of topics. In the first paper, E. Hatch summarizes recent studies in language switching and mixing. Specific ESL teaching techniques are suggested in articles by M. Celce-Murcia, J. Povey, L. McIntosh, and J. Heaton. J. D. Bowen discusses ways of measuring language dominance in bilinguals. The first three years of the Culver City, California, Spanish Immersion Program are described by A. D. Cohen and S. M. Lebach, and R. D. Wilson writes about teacher attitudes toward minority students. Some evidence for the predictive validity of the UCLA English as a Second Language Placement Examination is provided by E. Rand. Training programs for ESL teachers are described in papers by R. N. Campbell and Y. A. El-Ezabi. T. P. Gorman uses the UCLA English Language Policy Survey of Jordan as a basis for discussing… [PDF]
(1972). The Learning Society. Report of the Commission on Post-Secondary Education in Ontario. The Commission on Post-Secondary Education in Ontario was appointed in 1969 to advise the Ministers of Education and of University Affairs. The Commission was asked to consider, in the light of then-current provisions, the pattern necessary to ensure the further effective development of post-secondary education in the Province to 1980, and in general terms to 1990, and to make recommendations. It was charged with nine specific areas of study, including the determination of student needs, student preferences, numbers of students, types of institutions and facilities required and the interrelations among them, and the costs and methods of financing universally attainable post-secondary education. The Commission was further required to generate public comment and discussion, providing full opportunity for the expression of opinions. The results of hearings, briefs, and a wide range of research studies are reported in the study, organized around three themes: a history of post-secondary…
(2001). Futures in Quality Education: An Alternative Career Pathway from Paraprofessional to Teacher. The Futures in Quality Education Workforce (FQEW) program provides current teacher aides and school secretaries an alternative pathway to becoming credentialed teachers. Offered by the University of Texas at Brownsville and Texas Southmost College in conjunction with 12 local school districts, the program offers alternative coursework and alternative scheduling of courses. Paraprofessionals currently working in the classroom may count their current work experience as observation hours, and student teaching is waived for them, thereby accelerating program completion. Interviews with 26 primarily Mexican American paraprofessionals participating in the program and two focus groups indicate that the FQEW project must continue to ensure that an adequate number of courses are available at times convenient to students (evening and summer). Students must receive appropriate counseling so they do not feel lost or discouraged and they clearly understand the steps needed to complete the… [PDF]
(2002). Ko te reo te mauri o te mana Maori: The Language Is the Life Essence of Maori Existence. This paper discusses the impact that recent educational reforms by the New Zealand government had on Maori individuals involved in community decision-making processes, focusing on one predominantly Maori rural community. Three strands of recent educational change in New Zealand are the move to self-managing institutions; ongoing debate over student and parental choice of school; and development of Maori initiatives, such as Maori language nests, Maori total-immersion schools, and tribal universities. A study of the rural community of Motatau and its school in the late 1980s shows how the community took responsibility for its school and established goals of a high-quality education and fluency in both English and Maori. Discussion focuses on the role and challenges of the school's new board of trustees, the creation of computer-based information networks linked to traditional family networks, school-community communication issues, issues of teacher workload and financial problems,… [PDF]
(1997). Racing with the Clock. Making Time for Teaching and Learning in School Reform. Ten teachers write about time-related frustrations growing out of school reform efforts, noting how problems were or were not resolved. There are specific examples of what it is like to experience school reform and how reform affects teachers' already full days. These cases are preceded by contextual descriptions. Each case study includes one or more commentaries prepared by representatives (e.g., principals, department chairpersons, or other teachers) from schools and districts discussed. After an introduction by Karen Panton Walking Eagle, chapter 1, \Framing the Cases: Time for Change\ (Nancy E. Adelman), discusses the planning, implementation, and improvement stages of reform. Chapter 2, \The Planning Stage: The Need for Time to Explore and Learn,\ discusses how to make change work, problems with portfolio assessment, and moving from dedication to despair. Chapter 3, \The Implementation Stage: Expanding and Testing New Ideas,\ discusses teachers juggling student needs,…
(1997). Communicative Shifts in the Regular FL-Classroom and in the Bilingual Content Classroom. IRAL, v35 n3 p167-86 Aug. Discusses the methodological concepts of medium- and message-oriented communication and applies these concepts to conventional foreign language and bilingual content classrooms, with specific reference to English as a Second Language. Argues that the interplay between message- and medium-orientation is an important feature of both these classrooms. (28 references) (Author/CK)…
(1995). A Review of the U.S. General Accounting Office Study on Limited English Students. READ Perspectives, v2 n1 p9-23 Spr. Reviews a 1994 U.S. General Accounting Office study entitled "Limited-English Proficiency: A Growing and Costly Educational Challenge Facing Many School Districts." The article argues that the report is biased in favor of full bilingual instruction over other methods of teaching English to limited English proficient students. (Contains 13 references.) (MDM)…
(1993). To Walk in Two Worlds–Or More? Challenging a Common Metaphor of Native Education. Anthropology and Education Quarterly, v24 n2 p116-34 Jun. The metaphor of walking in two worlds is frequently used to describe goals of education for indigenous groups in the United States. Five assumptions that lie behind this metaphor are examined critically. It is argued that this metaphor reduces the options available to Native Alaskans and American Indian students. (SLD)…
(1999). Important Administrative Tasks Resulting from Understanding Bilingual Program Designs. Bilingual Research Journal, v23 n1 p1-10 Win. A review of five types of bilingual programs finds that maintenance and dual-language programs best foster bilingualism, academic achievement, and cultural pluralism, but program implementation and organization also determine effectiveness. Input from bilingual teachers indicates that building administrators must develop and communicate a clear vision of program expectations to teachers, parents, and district administrators. (Contains 22 references.) (TD)…