Begay, Sally; And Others (1995). Change from the Inside Out: A Story of Transformation in a Navajo Community School. Bilingual Research Journal, v19 n1 p121-39 Win. Examines the perspectives of bilingual teachers, teacher assistants, school administrators, and an outside researcher on the 10-year development of a Navajo-English bilingual/bicultural program at Rough Rock Elementary School in Arizona. The transformation in curriculum and pedagogy, as well as the social and political processes by which institutional changes occurred are discussed. (16 references) (MDM)…

Orellana, Marjorie Faulstich (1995). Good Guys and \Bad\ Girls: Gendered Identity Construction in a Writing Workshop. As part of a larger ethnographic project addressing the construction of gender through literacy, this study focused on understanding how the children in one writing process classroom expressed their social selves in their written compositions, as well as how those compositions were engineered within the social dynamics of the classroom. The study considered written narratives, their nature, content, and the processes of their creation, in order to illuminate gendered patterns and the relationship among gender, ethnicity, culture, and social class. A participant observer conducted the study by spending 2.5-hour reading/writing blocks on one to three mornings each week during two consecutive school years in a school located in a poor, Latino, working-class neighborhood. Most of the children were immigrants, the classroom was Spanish-English bilingual, and all students were limited in their English proficiency. Data were gathered from 301 student-created books and analysis of their… [PDF]

de Jong, Ester J.; Glenn, Charles L. (1996). Educating Immigrant Children: Schools and Language Minorities in Twelve Nations. Reference Books in International Education, Volume 58. Garland Reference Library of Social Science, Volume 921. This book examines the solutions that various members of the Organisation for Economic Cooperation and Development (OECD) nations have attempted to the question of whether schooling of immigrant and language minority children should be organized with the intention of assimilating them into the dominant culture, or whether their cultural and linguistic distinctiveness should be maintained. The study uses a comparative perspective, but does not move country-by-country. The countries considered, in western Europe, the United Kingdom, and the United States, share characteristics of a highly developed economy, a democratic political system, and the continuing presence of immigrant minority groups. Among the immigrant groups considered are those from Turkey, Africa, the former Yugoslavia, and Asia. The first chapter reviews the controversies surrounding the education of immigrant children, and the second chapter discusses immigration in OECD nations. Chapters 3 and 4 focus on the…

Schwartz, Wendy (1996). Como Promover el Exito de las Ninas y las Minorias en las Ciencias y en las Matematicas. Para Padres/sobre Padres (How To Promote the Science and Mathematics Achievement of Females and Minorities. For Parents/about Parents). Some minority and female students traditionally have not been given the help they need to enroll and succeed in mathematics and science classes. Now, however, various approaches are available to give these students the extra attention they need. Parents can help children develop an interest in science and mathematics by: (1) identifying role models; (2) stressing the importance of high academic goals and insisting that students not put limits on themselves; (3) encouraging students to interact with teachers and participate actively in class; (4) demonstrating the usefulness of science and mathematics in daily living; (5) urging children to enroll in extracurricular science and mathematics programs; (6) helping children locate question-answering services for homework help; (7) finding tutors and programs to meet the child's needs; and (8) participating in science and mathematics learning activities. Parents should work with the school to make sure children learn advanced science,… [PDF]

(1998). Gifted and Talented Students. IDRA Focus. IDRA Newsletter, v25 n6 Jun-Jul. This theme issue includes five articles that focus on issues surrounding gifted and talented students, especially as they relate to poor, minority, or limited-English-proficient children. "Traditional Methods of Identifying Gifted Students Overlooks Many" (Linda Cantu) presents findings from the National Educational Longitudinal Study that minority and economically disadvantaged students are underrepresented in gifted and talented programs. Reasons for the disparities and recommendations for improving the identification process are presented. "Raising 'Will Hunting'–10 Tips for Parenting Gifted and Talented Children" (Hilaria Bauer) suggests that programs that overlook cultural differences in learning may be responsible for the fact that gifted minority learners do not perform to their full potential and may have problems in school. Ten recommendations are presented in Spanish and English for parents of gifted students struggling with school. "Coca-Cola… [PDF]

May, Stephen A. (1993). Beyond Basket Weaving: Multicultural Education and Whole-School Reform. This paper outlines the various limitations of several multicultural education initiatives and explores the conditions necessary for making multicultural education actually work. The conditions examined include the centrality of first language maintenance and the reconstituting of curriculum, pedagogy, evaluation, and organization at the school level. In addition, the paper discusses the controversy of multiculturalism versus antiracist education and assimilation. The multicultural educational program initiated at the Richmond Road School in Auckland, New Zealand is offered as an example of what can be achieved when multicultural education is combined with a critically conceived approach to whole-school reform. Reasons for its success are examined, focusing on the facts that: (1) the various school structures necessary to establishing an effective approach to multicultural education have been developed over many years; (2) the change process has involved staff cooperatively and… [PDF]

Gramly, Charles F.; Paul, Peter V. (1986). Is Reading Proficiency in L1 Really Necessary for Reading Proficiency in L2, Especially When L1 Has No Written Form? A Perspective on American Sign Language and English. Despite the fact that American Sign Language (ASL) has no written component, it still may be possible for deaf students to develop English literacy skills. To assess the effects of ASL on the development of English, it is proposed that native, and possibly non-native, signers be educated in a bilingual minority-language immersion program which emphasizes developing and maintaining communicative competence in ASL and, eventually, developing English literacy and educational and cultural concepts. From preschool to approximately grade 3, all instruction would be delivered through immersion in the minority language (ASL). During grade 3, certain signing modifications can be made to help facilitate the transition to written English. Eventually both ASL and written English could be used more or less equally throughout the school day. Within this proposed model, the article describes several reading-related activities using ASL. A six-page reference list concludes the document. (JW)… [PDF]

Swedo, Jana J.; Willig, Ann C. (1987). Improving Teaching Strategies for Exceptional Hispanic Limited English Proficient Students: An Exploratory Study of Task Engagement and Teaching Strategies. An exploratory and descriptive study of instruction for Hispanic Limited-English-Proficient (LEP) students is presented. The study was based on data collected during part of a 4-year project to develop teacher training modules for teachers of learning disabled and mildly mentally retarded Hispanic LEP children. As a result of the second year of the project, which involved classroom observation and videotaping of actual classes, a secondary study was developed to identify major types of instructional practices employed with LEP children in special education. The descriptive information contained in this report is anchored with data on task engagement in order to evaluate the effectiveness of various instructional techniques. Observations indicated that direct instruction enhanced task engagement, and that this relationship was mediated by the nature of instruction–the most engaging activities drew heavily upon the experience, language background, and interests of the students. It…

Bennett, Ruth, Ed.; And Others (1986). Karuk Numbers. A manual and workbook for students of the Karuk Indian language features practice exercises and answers for numbers 1-100. Exercises include writing the Karuk numbers, addition, arranging smallest to largest, and counting by 10s. A chart of the Karuk Unifon alphabet and pronunciation guide is included. (LFL)…

(1988). Hearing to Review Issues Relating to Immigration and Education. Hearing before the Committee on Education and Labor, House of Representatives. One Hundredth Congress, First Session (Los Angeles, California, September 28, 1987). This document comprises the testimony, prepared statements, letters, and supplementary materials presented at a hearing before the House Committee on Education and Labor on the implementation of the Immigration Reform and Control Act of 1986 and its impact on the ability of the states to provide basic services to the newly legalized alien population. Among the issues addressed are the following: (1) what is the ability of the educational system to meet the needs of not only the newly legalized children, but of the adult population as well; and (2) how can regulations for administering grants to reimburse the states for the costs of providing additional resources to legalized aliens be improved to ensure a fair and equitable distribution of the billion dollars of federal funds appropriated for this purpose? Most of the individuals who testified are education professionals working in locations with a high proportion of immigrant and non-English speaking students. (BJV)… [PDF]

Raposo, Lucilia (1981). Ciencias 2. Manual do Professor (Science Teacher's Manual). This is the teacher's manual for Ciencias 2, the second in a series of elementary science textbooks for Portuguese-speaking students. The student textbook contains 10 chapters and 57 activities. The teacher's manual presents an explanation of the educational goals and the organization of the content, Topics included are environment, the human, air, nutrition, astronomy, soil, magnetism, and measurement. Also provided are the objectives for each lesson and multiple suggestions for lesson presentation, classroom activities, and evaluation. (RH)… [PDF]

Dulay, Heidi, Ed.; And Others (1980). Testing and Teaching Communicatively Handicapped Hispanic Children: The State of the Art in 1980, September 1, 1979 through June 30, 1980. The state of the art in testing and teaching communicatively handicapped Hispanic children is examined in eight chapters organized into sections concerned with insights from research, a view of the present, and recommendations for the future. The three chapters of the first section summarize research related to the acquisition of English as a second language, the acquisition of Spanish as a first language, and the dialect/sociolinguistic features of Spanish spoken in California and the Southwest. The second section reviews 12 commonly used tests relevant to the assessment of limited English speaking/non-English speaking (LES/NES) children who may be eligible for language and speech special education services. It includes a descriptive review of each test's psychometric and psycholinguistic properties as well as its applications. The last section summarizes information gathered from the field regarding current practices in the treatment of communicatively handicapped LES/NES students…

Kwok, Irene, Comp. (1977). Chinese Children's Songs. Singing can be an enjoyable and effective way to motivate children to learn a second language. This booklet consists of contemporary and folk songs that are related to Chinese festivals, transportation, the family, seasons, Christmas and other topics. Each page gives the music to a song with the words in Chinese and in English. The songs are illustrated with black-and-white drawings. A cassette of the songs was developed to accompany this booklet. (CFM)…

Segan, Frances (1981). The Effectiveness of Two Strategies to Develop Selected Skills in Bilingual/Bicultural Teachers. A training experiment was made with 40 bilingual/bicultural preservice teachers that compared the effectiveness of two teaching strategies. The students were taught using a self-instructional (field-independent) approach or a cooperative (field-sensitive) approach. At the same time, both groups were learning to combine field-sensitive and field independent activities within their own lesson planning. Participants were undergraduate Spanish-English, Puerto Rican, bilingual teacher trainees. They were required to write lesson plans that incorporated behavioral objectives, Puerto Rican cultural elements, a variety of instructional strategies, and field-sensitive/field-independent elements in English and Spanish. During the training sessions, the self-instructional treatment group used a self-teaching package. The cooperative treatment group was presented with the same training material through the use of scripts and materials that encouraged teacher-student interaction. In comparing… [PDF]

Botzler, Sally, Ed. (1980). The Cultural Exchange, A Cross-Cultural and Interdisciplinary Multicultural Education Curriculum for Grades 4-8. A Bibliography of Student and Teacher Materials for Primary Through High School Levels Dealing with Multicultural Concepts. This bibliography lists over 1300 books for both students and teachers, learning kits, and curriculum materials which focus on multicultural/ethnic studies in grades 4-8. Topics covered include fine arts, language and literature, and social sciences. All materials are located in the Humboldt (California) Educational Resource Center. Entries are listed according to ten subject areas: values and self-concept; multicultural concepts in general; Native American, black American, Asian American, Mexican American, Portuguese American and Euro-American cultures; bilingual/English second language; and recommended films. The amount of information provided for each entry varies from author and title only to author, title, publisher, date, page numbers, and appropriate grade level. Appendices list sources for the evaluation of ethnic materials, a directory of publishers, and a directory of film producers. (KC)…

Coleman, Joyce H. (1978). Learning to Observe Young Children in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module I. This Child Development Associate (CDA) training module, the first in a series of 16, provides a course in child behavior observation and systematic recordkeeping skills for bilingual/bicultural preschool teacher trainees. Exercises in observation are designed to lead the trainee from biased ways of looking at children to the use of techniques of empirical observation of children's behavior. Five purposes of behavioral observation in instructional settings (including planning for individualization of instruction and evaluating achievement) are listed and briefly discussed. Also presented is a series of checklists for assessing children's learning styles and social, gross and fine motor, language, perceptual, cognitive, and self-help skills. Guidelines for using the checklists and examples of correctly completed checklists are included. Child observation, diary record and case study forms are also provided. Training activities which utilize selected checklists and forms are suggested….

Do, Dinh Tuan; And Others (1976). Biology: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in biology is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. (Author/AMH)…

(1974). Upper Kobuk Reader. This elementary reader is written in both English and Inupiat. To avoid interference in reading, it is designed so that the Inupiat text is never directly opposite the English equivalent. The reader contains several brief stories that deal with traditional Eskimo life and the first contacts of residents of the Kobuk valley with "modern" customs and conveniences. The text is illustrated with black-and-white drawings. (CLK)…

Bartley, Diana E.; James, Carl (1971). Institute in Adult Basic Education: 1971. Final Report. The immediate purpose of the 1971 Adult Basic Education Institute was the training or retraining of teachers in English as a second dialect or English as a foreign language to inner-city adults with an educational equivalency of eighth grade or less. The institute involved 96 participants (72 teachers and 24 supervisors) in a program sensitizing them to the linguistic factors as well as the social conditions which make up their teaching environments. Teachers and supervisors were grouped according to one of three interrelated areas: English as a second dialect (black), English as second dialect (Spanish), or English as a foreign language. The program was the first attempt to bring together a group of nationally known linguistics and TESOL specialists and experts in teacher training through microteaching procedures. Work in lecture-practicum sessions provided background in linguistic, cultural, and historical areas while workshops centered on discussion of curricular problems and the…

Bartley, Diana E. (1972). Institute in Adult Basic Education: A Model Program 1972. Final Report. The immediate purpose of the 1972 Adult Basic Education Institute, a Teachers of English to Speakers of Other Language project, at the University of Wisconsin-Milwaukee was the training or retraining of teachers in English as a second dialect or English as a foreign language to inner-city adults with an educational equivalency of eighth grade or less. The institute involved 48 participants in a program of teacher training and supervision to sensitize them to the linguistic factors as well as the social conditions which make up their teaching environments. Teachers and supervisors were grouped according to one of three interrelated areas: English as second dialect (black), English as a second dialect (Spanish), or English as a foreign language. The instructional program included microteaching experiences devoted to refinement of technical skills, lecture-practicum sessions providing linguistic/cultural/historical background, and workshops to expand curriculum materials and projects…. [PDF]

Womack, Thurston (1971). Preparing Teachers for TESOL–Where We've Been, Where We Are, and Maybe Where We Should Be Going. The number of M. A. programs for preparing TESOL teachers has grown greatly in the past decade. The profession generally has grown and matured during this period. The M. A. program at San Francisco State College was established in 1963 and has graduated over a hundred teachers. A number of developments, particularly in general linguistic theory, in language acquisition and bilingualism, and in social dialects, have affected the profession significantly. The program at San Francisco State, so far as its array of course work and requirements is concerned, appears to have changed little since its beginning. Yet adjustments have been made because of the accumulated experience of the staff, changes in the local population of non-English speakers, and developments in the profession generally. This paper attempts to describe and evaluate the San Francisco program by considering where it has been, where it is, and where it might be going. (Author)… [PDF]

Hughes, Michael A.; Mirel, Jeffrey E.; Strickland, W. Jay (1998). Evaluation Report: SALSA Educational Programming. SALSA is a 30-episode video series for early elementary school children produced by Georgia Public Broadcasting. It is intended to do three things: (1) introduce non-Spanish speaking children to the Spanish language and Hispanic cultures; (2) promote appreciation for the Spanish language and Hispanic cultures; and (3) promote cultural pride and self-esteem among Hispanic children. Each 15-minute episode is introduced in English, and the remainder is presented in Spanish. The show uses puppets in each episode who present traditional children's stories as humorous three-act plays. This report aims to evaluate, using quantitative and qualitative data, how effective SALSA has been in regards to its three goals and in generating viewer interest, promoting cultural appreciation, and facilitating Spanish language acquisition. It was found that viewers very much enjoyed SALSA videos, and educators rated it superior to other educational videos aimed for early elementary students. Voluntary… [PDF]

Shewcraft, Dianne F.; Witkop, Eileen L. (1998). Do My ESOL Students Have Learning Disabilities? A Practical Manual for ESOL Instructors Concerned about Learning Disabilities and the ESOL Learner. This booklet, conceived, researched, and produced by teachers of English to speakers of other languages (ESOL) practitioners, is designed to help ESOL teachers identify and assess students who may have learning disabilities. Two groups of ESOL learners are the subject of this study: those ESOL adult learners who already have some formal education and are attempting further formal education and knowledge in English, who may also have a learning disability; and the ESOL adult learner seeking the same but has no or very little previous formal education. The book is divided into several sections covering the following topics: the definition of a learning disability, suspecting a learning disability in ESOL learners, approaching the learner, and classroom strategies. Extensive lists of resources are provided, as well as four appendices including a sample hands-on screening kit, a list of common acronyms pertinent to learning disabilities, a copy of the Americans With Disabilities Act,… [PDF]

(2000). Reading Aloud to Children in Ilocano. [Audiotape]. This series of audiotapes (cassettes) uses a legend from different island communities in the Pacific to model ways parents can read with their children. English is on one side, and Ilocano–the indigenous language of the inhabitants of northwestern Luzon, Mindoro, Mindanao, Philippines–is on the other. (Author/KFT)…

Gerner de Garcia, Barbara A. (1995). ESL Applications for Hispanic Deaf Students. Bilingual Research Journal, v19 n3-4 p453-67 Sum-Fall. Immigrant deaf students face multiple challenges in school as they frequently learn two new languages simultaneously: English and American Sign Language. Some have limited or no formal schooling experience. Describes units of study–one for Spanish-literate middle school students and one for elementary students with limited literacy skills–that use whole language strategies and thematic teaching. (Author/SV)…

Green, Judith; Kyratzis, Amy (1997). Jointly Constructed Narratives in Classrooms: Co-Construction of Friendship and Community through Language. Teaching and Teacher Education, v13 n1 p17-37. Examines joint construction of narratives in the classroom, presenting narratives from two ethnographic studies. The preschool narratives illustrate how peer culture, friendship patterns, and identity are socially constituted through discourse. Fifth grade narratives illustrate ways in which students view their bilingual class community as jointly constructed through everyday patterns of interaction and activity. (SM)…

Taylor, Solange G. (2002). Multilingual Societies and Planned Linguistic Change: New Language-in-Education Programs in Estonia and South Africa. Comparative Education Review, v46 n3 p313-38 Aug. The cases of Estonia and South Africa illustrate how a lack of coherence between a language policy and that policy's implementation plan can reduce both the policy and the implementation plan to symbolic acts of no benefit to students or communities. Comparison of these countries' language-in-education plans highlights the need to examine theoretical foundations of such planning and critically analyze the symbolic/functional tension. (SV)…

(1989). Fact File: Higher Education Funds Requested in Fiscal 1990 Budget. Chronicle of Higher Education, v35 n19 pA23 Jan 18. Requests for federal aid from the Department of Education and other agencies are tabulated by category and are compared with actual fiscal 1988 budgets and estimated fiscal 1989 figures. (MSE)…

Lynch, Anne (1995). Learning to Look: Art and the National Curriculum. Multicultural Teaching, v13 n3 p31-34 Sum. Argues that art teachers, particularly nonspecialists in primary schools, have an outdated understanding of art, that is, one that relies heavily on an elitist model composed of historical markers made by white men. The author illustrates how good education is also antiracist education and provides a list of resources that represent women and black artists. (GR)…

Baca, Leonard; And Others (1994). Training, Development, and Improvement (TDI): A New Approach for Reforming Bilingual Teacher Preparation. Journal of Educational Issues of Language Minority Students, v14 p1-22 Win. Highlights the need for better prepared bilingual/English-as-a-Second-Language teachers in the United States and presents preliminary data and participant feedback from the University of Colorado BUENO TDI Project. Three teacher training models are critiqued. The BUENO Project is presented as an innovative approach to moving beyond the limitations of these models. (23 references) (Author/CK)…