(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,…
(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]
(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…
(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…
(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…
(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…
(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…
(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…
(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)…
(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)…
(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)…
(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)…
(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…