(2000). Case Study. Bilingual Literacy Development: D. K.'s Story. Kappa Delta Pi Record, v36 n4 p181-83 Sum. Describes one student teacher's experiences developing the literacy skills of a 13-year-old boy from the former Soviet Union who had poorly-developed first-language literacy skills and difficulty with English. After defining and describing linguistic development in general, the paper explains how the student teacher made tutoring effective and fun and notes what she learned from the experience. (SM)…
(1995). Language and Literacy Issues Related to Mexican-American Secondary Students. High School Journal, v78 n4 p236-43 Apr-May. Reviews the limited research on language and literacy instruction of Mexican-American secondary students. Emerging themes indicate that secondary bilingual programs are few; English-as-a-Second-Language is the most widely used approach for developing language skills; schools that are effective with limited-English-speaking students use more integrated, holistic approaches. Contains 35 references. (TD)…
(1995). Preparation for Urban Teaching: Post-B.A. Paraprofessionals. The student population of urban schools reflects widely diverse socioeconomic, linguistic, and ethnic backgrounds, yet few teacher training programs are currently addressing the need to recruit and train teachers reflecting this diversity. The Seattle Public Schools/Western Washington University (SPS/WWU) post-baccalaureate paraprofessional teacher preparation program for K-8 certification was designed to increase the number of teachers of color and bilingual teachers in the Seattle public schools. Prior research revealed that the Seattle School District's Instructional Assistants were highly qualified. Many were students of color with bachelors degrees who had hoped to become teachers but did not pursue teaching credentials because of financial constraints, workloads, or lack of confidence to return to school. The SPS/WWU program consisted of 4 quarters of coursework, with the third quarter dedicated to student teaching. Instructors came from the public schools, the university, and… [PDF]
(1983). Multicultural Education: A Challenge for Teachers. This book presents 20 papers delivered at the Conference on Multicultural Education and Teacher Training held in Amersfoort, The Netherlands, in September 1982. An introduction (not read at the conference) covering ethnic minorities and educational systems in both the United States and the Netherlands is included. The authors and their papers presented follow: (1) W.J. Deetman, "Education Policy and Minorities: A Dutch View"; (2) Elam K. Hertzler, "Education Policy in a Pluralistic Society: An American View"; (3) Jo E. Ellemers, "The Study of Ethnicity: The Need for a Differential Approach"; (4) Nathan Glazer, "Political Significance of Education in a Multicultural Society"; (5) James A. Banks, "Language, Ethnicity, Ideology and Education"; (6) Isaura Santiago Santiago,"Political and Legal Issues in Maintaining the Vernacular in the Curriculum: The U.S. Experience"; (7) James M. Anderson, "Contextual Approach to…
(1979). Monograph for Bilingual Training. This monograph addresses the task of designing, operating, and evaluating bilingual vocational instruction programs. It is intended to help administrators, program planners, evaluators, and staff responsible for providing an efficient, effective, and relevant program for adults and youth who are unemployed or underemployed having insufficient job skills and who lack sufficient English to permit them to function in an English-speaking work environment. Chapter 1 addresses organizing a bilingual vocational training program. Specific topics include six prerequisites to program planning and effective program implementation. Chapter 2 focuses on adapting English to vocational instruction by discussing making ESL (English as a Second Language) relevant to vocation, task of mastering English, oral approach to mastery of English, and strategies in adapting ESL to vocational Skills. Chapter 3 is designed as a guide to the evaluation of bilingual vocational training programs. It provides a…
(1995). Reflections on Teaching in Multicultural Settings. Social Studies, v86 n1 p39-42 Jan-Feb. Discusses 15 years of experiences and lessons learned teaching in multicultural settings in the United States, Puerto Rico, and 2 foreign nations. Argues that schooling should be based on a diversity model of education. Asserts that it is difference that engages student minds. (CFR)…
(2000). "I Used To Know That": What Happens When Reform Gets through the Classroom Door. Bilingual Research Journal, v24 n1-2 p113-26 Win-Spr. An ethnographic study in two California school districts examines how court cases, federal and state legislation, local and state school board decisions, election results, and national reports interacted to constrain students' confidence to function at a particular level in English and the learning opportunities that a bilingual teacher could provide to linguistically diverse students. (Contains 23 references.) (TD)…
(1973). Bilingual Audiovisual Materials. This booklet contains an annotated list of bilingual audiovisual materials. It discusses films, records, cassettes, and tapes. Other information includes periodicals, a list of distributors, and bibliographies. (SK)…
(1995). Kwakiutl Native Americans of the American Northwest. The theme of this unit is "Kwakiutl Native Americans of the American Northwest." The content is based on the third grade text of the Houghton Mifflin Social Studies curriculum entitled "From Sea to Shining Sea," and includes learning experiences in social studies, math, science, language arts, music, drama, art, and physical education. The text's objectives include: (1) identity who the Kwakiutl were and where they lived; (2) describe their way of life; (3) identify natural resources used by the Kwakiutl; (4) describe their beliefs about nature; (5) identify the importance of woodcarving; (6) describe Kwakiutl canoes and totem poles; and (7) explain how the Kwakiutl used wood carvings in ceremonies. The primary language lessons are the same regardless of which language the students speak, but the fluent English speakers are taught in English, and the other students are taught the lesson in their own language. The main concepts of all eight subjects are covered by… [PDF]
(1990). The Magic Crossbow = Chiec No Than. A Traditional Vietnamese Folktale Told in English and Vietnamese and Teacher Discussion Guide. The Vietnamese folk tale "The Magic Crossbow" is presented in English (left page) and Vietnamese (facing right page), with an accompanying teacher's guide. The heroic story is based on true events in Vietnam during the 3rd century B.C. The teacher guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story, including information about Vietnamese names and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including pre-reading activities, motivational exercises, and vocabulary development activities. Finally, a student worksheet provides question-and-answer…
(1990). The Mountain of the Men & the Mountain of the Women. A Traditional Cambodian Folktale Told in English and Khmer and Teacher Discussion Guide. The Cambodian folk tale \The Mountain of the Men and the Mountain of the Women\ is presented in English (left page) and Khmer (facing right page), with an accompanying teacher's guide. The story, told by a 78-year-old Cambodian Buddhist monk, is part of a longer legend about an unmarried queen who changes marriage customs so she can ask a man to be her husband. The teacher's guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story, including information about ties between schools and home in Cambodia, and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including… [PDF]
(1990). Four Champa Trees. A Traditional Laotian Folktale Told in English and Lao and Teacher Discussion Guide. The Laotian folk tale "Four Champa Trees" is presented in English (left page) and Lao (facing right page), with an accompanying teacher's guide. The story is part of a much longer legend told in the oral tradition of the Lao people. The teacher's guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including pre-reading activities, motivational exercises, and vocabulary development activities. Finally, a student worksheet provides question-and-answer retention, comprehension, and discussion exercises…
(1990). Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction. Technical Report. A study examined simultaneously household and elementary classroom life, and collaborated closely with teachers to develop implications for the teaching of literacy. The study consisted of three main, interrelated activities: an ethnographic analysis of the use and transmission of knowledge and skills within and among households (represented by 24 males and 29 females) in a Latino community in Tucson, Arizona; implementation of an after-school site where researchers and teachers examine classroom practices and use local resources to experiment with literacy instruction; and classroom observations examining existing methods of instruction and exploring how to change instruction by applying what was learned at the after-school site. Results indicated that: (1) the working-class, Hispanic households possessed ample funds of knowledge that become manifest through household activities; (2) in contrast to households, most classroom (and most teachers) function in isolation not only from… [PDF]
(1991). Cooperative Learning for Bilingual Students: A Case Study of a CIRC Implementation. A study investigated the effectiveness of a Cooperative Integrated Reading and Composition (CIRC) program in an elementary school bilingual classroom with exclusively Mexican-American students (n=35). Because cooperative learning strategies are based on peer interaction and participants contributing to the common goal, the videotaped interactions of four male students during the daily (four days a week) use of CIRC were analyzed to infer and identify teaching and learning strategies that might explain student skill acquisition during CIRC activities. The teaching strategies included were modeling, contingency management, providing feedback, instructing, questioning, and cognitive structuring. The interactions between the two high-reading ability students changed over time; interaction decreased in quantity, and the students stopped being actively engaged in answering questions and often worked on different questions. Interactions between the lower-reading-ability pair were much more… [PDF]
(1983). Flushing High School. A Basic Trilingual Program, 1981-1982. O.E.E. Evaluation Report. The Basic Trilingual Program at Flushing High School in Queens, New York City, provides instruction in English as a second language, native language arts instruction, and bilingual instruction in different content areas to Spanish speaking and Korean speaking high school students of limited English proficiency. The program is also involved in curriculum development, staff training, counseling and supportive services, and the provision of opportunities for parent involvement in the program. This report describes the context, participants, organization, instructional and noninstructional components, and evaluation of the program during 1981-82. Evaluation findings indicate that: (1) Spanish speaking students demonstrated statistically significant gains in English reading achievement, but Korean speaking students did not; (2) Spanish speaking students achieved more English syntax objectives than Korean speaking students; (3) participants' passing rates in mathematics, science, and… [PDF]