Cordova, Ignacio R.; And Others (1970). Evaluation of the Second Year (1968-1969) of the Sustained Primary Program for Bilingual Students in the Las Cruces, New Mexico Public School System. Evaluating the 2nd-year K-3 bilingual program in 4 elementary schools, this document assessed (1) the increase in achievement level of Spanish-speaking pupils through use of a sustained K-3 program; (2) the student achievement level between bilingual and monolingual programs; (3) the involvement of Spanish-speaking parents as advisors and learners; (4) whether a 12-month 200-day school year serves the learner better than a 180-day regular school year; (5) the increase in measurable mental abilities of Spanish-cultural/linguistic-background children; (6) the enhancement of positive feelings of student self-worth; (7) the development of skills for bilingual-bicultural interaction; and (8) a school curriculum which utilized the culture and language of Spanish-background pupils. Two experimental groups and a control group were evaluated via appropriate forms of the California Short-Form Test of Mental Ability and the Metropolitan readiness and achievement tests, and 4 other instruments…. [PDF]

Herbert, Charles H., Jr. (1971). Initial Reading in Spanish for Bilinguals. "Initial Reading in Spanish" is a project designed to produce a detailed, descriptive analysis of procedures used to teach Spanish-speaking children in the United States to read in their native language. This document describes the procedures in developing and evaluating such a reading program. The initial step in the program was to observe Spanish reading instruction in several Mexican schools. Observations of procedures and methods used in Mexico were used to devise a program tested in four locations in the United States. Several forms were developed to standardize the procedures for evaluating the program. Extensive videotaping was done in the four experimental classrooms. The final report on the project shows the results of the observations and evaluations made during the project and describes the teaching methodologies that were used. This report summarizes the teaching methodologies and the general results of the project. (VM)… [PDF]

(1976). I Learn the Vietnamese Syllables. Grade 1. This textbook is the first in the reading series developed by the Ministry of Education in Saigon and was the official Ministry textbook series used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in elementary schools in the United States which have Vietnamese students. This textbook introduces the Vietnamese alphabet which contains many vowels and consonants identical in form but not pronunciation to those of English. Practice is offered with the vowel system, the vowel nucleus, the consonant system, and tones. Also included are three children's songs and a list of letters in both script and cursive writing. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…

Gallerano, Brigitte Heuer (1986). The Effect of Bilingualism on Child Development. An Investigation in South Tyrol. Rassegna Italiana di Linguistica Applicata, v18 n3 p29-62 Sep-Dec. An examination of the influence of early bilingualism (German and Italian) on personality, social behavior, perception, and linguistic competence of four- to six-year-old Italian preschoolers (N=65) found no significant differences in social behavior, but some differences in terms of self-confidence, self-control, memory, and oral skills. (CB)…

Romero, Migdalia (1987). Implementing Two-Way Bilingual Programs. Equity and Choice, v3 n3 p17-21 Spr. Implementing two-way bilingual programs requires the following: (1) planning; (2) clear goals; (3) teamwork between teachers, administrators, and parents; (4) specialized training for teachers; and (5) assessment of students' initial skills. (PS)…

Moll, Luis C. (1988). Some Key Issues in Teaching Latino Students. Language Arts, v65 n5 p465-72 Sep. Reports a recent classroom analysis of Latino students who were doing well academically (as reflected both in teachers' assessments and in achievement tests). Finds that teachers were theoretically equipped, able to make curriculum judgments, and received support from colleagues. (MS)…

San Francisco, Andrea Rolla (2003). Cross-Language Interference in the Phonological Awareness of Spanish-English Bilingual Children. This study examines whether Spanish-English bilingual children's phonological awareness (PA) performance reflects specific contrasts between English and Spanish by focusing on children's segmentation of vowels treated as single units in English but as two units in Spanish (/eI/ and /aI/). The role of oral language proficiency, specifically vocabulary, in the phonological awareness of bilingual children is also explored. Bilingual kindergartners and first graders in English or Spanish literacy instruction and a comparison group of monolingual English-speaking peers were administered tests of expressive vocabulary in English and Spanish and a phonemic segmentation task in English. Bilingual children, particularly those with higher Spanish language proficiencies, tended to hypersegment long diphthongized vowels. English language proficiency predicted correct performance on English phonemic segmentation more powerfully for children with low Spanish language proficiency and for children… [PDF]

(2002). Building outside the Box. Public-Private Partnership: A Strategy for Improved Public School Buildings. This publication describes the creation of a new school building for James F. Oyster Bilingual Elementary School in Washington, DC. Despite the success of its academic program, the school's 70-year-old building had become unsafe and unsuitable for teaching and learning and was threatened with closure in 1993 because of the district's fiscal crisis. This publication discusses how the 21st Century School Fund, working with the Oyster Community Council (the school's PTA), the local school restructuring team, the principal, and neighborhood residents, formed a public-private partnership that saved the school and increased city revenue. The District of Columbia agreed to divide the school property in half to make room for a new school and a new residential development. They also agreed to dedicate property taxes and revenue from the sale of the land to repay a revenue bond. In exchange, LCOR, the private developer of the new 211-unit apartment building, agreed to design and build a new… [PDF]

Montague, Nicole S.; Ratliff, Joanne L. (2002). Book Choices for Culturally and Linguistically Diverse (CLD) Parents: Strategies for Sharing Books in Bilingual Homes. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter details a study, involving parents and grandparents of children at the ECDC and another district school (Zavala Elementary), which examined the effect of parent literature choices on the second-language literacy learning of children involved in dual-language and immersion programs. Findings showed that parents at both the more Spanish-dominant Zavala school and the ECDC selected English-language books to read to their children, although their reasons differed. Zavala parents valued the academic and economic role of English, while ECDC parents… [PDF]

Jackson, Shelley A.; Nelson, Kaye W. (2002). Use of Children's Literature in a Comprehensive School Guidance Program for Young Children. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. Asserting that bibliotherapy, the therapeutic use of books, can play an instrumental role in comprehensive school guidance programs, this chapter describes how ECDC school counselors promoted health care literacy using children's literature as part of a comprehensive developmental guidance program for very young children. Children's stories were used to promote a more positive sense of self, to help children learn about the world, and to help children cope with stress, as well as to provide insight into problems, affirm thoughts and feelings, stimulate… [PDF]

D'Amico, Joseph J. (2000). How on Earth Did You Hear About Us? A Study of Exemplary Rural School Practices in the Upper Midwest. As part of ongoing research into rural school improvement, the North Central Regional Educational Laboratory (NCREL) at the request of its Rural Advisory Council set out to find, examine, and profile exemplary, successful school improvement programs in rural schools and districts in the upper Midwest. This paper is a summary of the first year results of a study that came from this initiative. In it are profiled four rural schools and the exemplary educational initiatives they have successfully installed and carried out. Federal Hocking High School (Ohio) adopted the "Coalition of Essential Schools" (CES) and "Expeditionary Learning-Outward Bound" programs and implemented block scheduling, multifunctional lunch periods, daily advisory meetings, team teaching, graduation portfolios, senior projects, and community internships. Dawson-Bryant Elementary school, a K-5 school in southeastern Ohio, adopted the "Success for All" model, which focuses on reading… [PDF]

Cohen, Andrew D. (1982). Researching the Linguistic Outcomes of Bilingual Programs. Bilingual Review, v9 n2 p97-108 May-Aug. Reviews three linguistic studies from 1970s in light of approaches used in 1980s: (1) pretest-posttest analysis of spoken Spanish and English of Mexican American bilingual children; (2) assessment of Spanish grammar among Culver City Spanish Immersion pupils, and (3) effect of summer vacation on Spanish language retention among English speakers from the Culver City program. (EKN)…

Masemann, V. (1978). Ethnography of the Bilingual Classroom. International Review of Education, v24 n3 p295-307. Four primary classrooms, three bilingual and one monolingual, were studied. Final observations showed that "language climate" and the extent to which the two languages developed were influenced by the teacher's style, the organization of the school day, and by the ethnic balance of the class and the neighborhood. (SJL)…

Quintero, Elizabeth; Velarde, M. Christina (1990). Intergenerational Literacy: A Developmental, Bilingual Approach. Young Children, v45 n4 p10-15 May. Describes the development and implementation of EL Paso Community College's model Intergenerational Literacy Project, which brings Spanish-speaking parents and their children together in the classroom in an effort to improve the two groups' literacy skills in English and Spanish. (BB)…

Hazareesingh, Sandip (1994). \When I Was Two in Pakistan . . .\ Discovering the Past with Bilingual 5 and 6 Year-Olds. Multicultural Teaching, v12 n2 p6-11 Spr. Demonstrates how much young children learn when they are engaged with their subject. The project described (Speaking about the Past) involves parents, affirms the home languages of bilingual children, develops their language skills in these and in English, and meets National Curriculum requirements in many subjects. (GLR)…

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Elementary Curriculum Guide. This curriculum guide, designed by elementary school teachers from the Minnesota school districts of Roseville and St. Paul, helps students to understand the status, needs, and contributions of minority group women: American Indian; Asian American; black; and Hispanic. The guide is intended for use by elementary grade teachers to integrate relevant aspects of the history, culture, and contributions of minority group women into existing classroom curricula. Lessons in this curriculum guide are divided according to key concepts: similarities and differences between people, stereotyping, and discrimination. Each lesson plan is structured to emphasize one or more of the key concepts. Subject area, grade level, and names of teachers who developed the lessons are listed. The minority female group taught about in the lesson is indicated, and major ideas and organizational themes are provided. A summary of each lesson provides teachers with a statement of content emphasis. Specific… [PDF]

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Secondary Curriculum Guide. This curriculum guide, designed by secondary school teachers from the Minnesota school districts of Roseville and St. Paul, helps students to understand the status, needs, and contributions of minority group women: American Indians; Asian Americans; blacks; and Hispanics. The guide is intended for use by secondary grade teachers to integrate relevant aspects of the history, culture, and contributions of minority group women into existing classroom curricula. Lessons in this curriculum guide are divided according to key concepts: similarities and differences among people, stereotyping, and discrimination. Each lesson plan is structured to emphasize one or more of the key concepts. Subject area, grade level, and names of teachers who developed the lessons are listed. The minority female group taught about in the lesson is indicated, and major ideas and organizational themes are provided. A summary of each lesson provides teachers with a statement of the content emphasis. Specific… [PDF]

Martinez, Jimmie; Watters, Arlene (1977). US: A Cultural Mosaic. Teacher Handbook for a Primary-Grade Multidiscipline, Multicultural Program. Activities and objectives for helping elementary school pupils develop a multiethnic and multicultural orientation toward American history and culture are presented in this teacher's guide. The major objective was to develop an interdisciplinary educational program which would influence young children in a positive way as they developed life-long attitudes. The document is presented in two major chapters, each of which represents one of the major goals of the project. Chapter I describes 85 activities which aim toward helping students recognize similarities and differences among families as major transmitters of cultural heritage. Chapter II outlines 154 activities directed toward helping children recognize that the nature and quality of American life is the result of contributions of his/her own and other cultural groups. More specific objectives are included in each chapter. For example, in chapter I, specific objectives are that children be able to describe values and traditions…

Agbayani, Amefil (1979). Political Definitions in Research and Educational Programs That Affect Immigrant Children in Hawaii. In this review of studies and programs relating to immigrant children enrolled in public schools in Hawaii, it is suggested that ways in which immigrant children are described has political significance and evaluative implications. Four problems facing immigrant youth were identified by the Hawaii Department of Education. The major problem was described as "English language deficiencies." It is noted that if this description were rephrased, very different programs and explanations would emerge. For example, the problem might be described as "lack of appreciation of the language of immigrant children." The studies reported suggest that the way problems are identified by the Hawaii Department of Education, and the kinds of programs made available, imply that immigrant children should adjust to the existing school setting. The author argues that alternative values or goals such as cultural and language pluralism, role diversity, sociability, equal opportunity and…

Magnuson, Paul, Ed.; Peacoraro, Diane, Ed. (2001). LEP Parent Involvement Project: A Guide for Connecting Immigrant Parents and Schools. This guide is a set of materials developed for use in adult education settings such as English-as-a-Second-Language (ESL) classes, community-based organizations, and parent groups for the purpose of helping immigrant parents see themselves as active participants in their children's learning. These materials are intended to meet the following goals: (1) to build on what people already know from their experience as parents and caretakers in their own countries; (2) to help parents restore their vision of themselves as first and primary teachers (something often lost in the immigration process); (3) to create opportunities for parents to explore similarities and differences between their new and native countries and to build bridges to link the two experiences; and (4) to encourage parents to define and keep values and traditions which are meaningful parts of their culture. This guide is divided into the following six modules: \Bridging Cultures\; \Schools Are Part of the Culture\;… [PDF]

Shaw, Glenis, Ed. (2000). Aiming High 2: Straight A's. This book explores the key themes of raising achievement and the various strategies in both teaching and learning which will lead to students achieving their potential. Experienced A-level teachers reflect on issues including: the link between cultural awareness and developing linguistic skills; teaching study skills and learning strategies as an integral part of all aspects of teaching and learning a modern foreign language. The book is divided into six chapters, including the following: "Study Skills for A-Level Language Learners" (Tony Lonsdale); "Building Up Oral Skills" (Anneli McLachlan); "Developing Advanced Reading Skills" (Ann Barnes); "Discovering Literature through the Target Language" (Sheila Barbour); "Teaching History and Culture through the Modern Foreign Language" (Hilary Barker); and "Why Do They Do It?" (Keith Marshall). (KFT)…

Romano, Richard M., Ed. (2002). Internationalizing the Community College. Global competency is defined as a continuum of behavior that begins with personal awareness of cultural differences and culminates in a person successfully functioning in another culture or country. The importance of increasing the numbers of community college students who will live, study, or work abroad is stressed. The workforce in the United States is becoming increasingly international, and community college students who have a higher level of global competency will certainly become more effective and valuable employees in this environment. In addition, student involvement in international activities provides opportunities for personal diplomacy and adventure. The economic benefits of having international students on college campuses and in the local community is outlined. Foreign students typically spend $20,000 per year for tuition, fees, and living expenses. Curriculum in initiatives, study-abroad programs, global fairs, and college partnerships are ways in which community…

Cummins, Jim (1999). Reforzando a los Alumnos Diversos Culturalmente y Linguisticamente con Aprendizaje. Traduccion de ERIC EC Digest #E500. (Empowering Culturally and Linguistically Diverse Students with Learning Problems). Translation of ERIC EC Digest #E500. This digest describes ways in which professionals who work with students from culturally and linguistically diverse backgrounds can create an educational climate that accepts and respects the language and culture of its students and empowers them to feel confident enough to risk getting involved in the learning process. Methods of creating such an educational climate include: (1) incorporating minority students' language and culture into the school program; (2) encouraging minority community participation as an integral component of children's education; (3) allowing students to become active generators of their own knowledge; and (4) using an advocacy orientation in the assessment process. (CR)… [PDF]

Ginorio, Angela B.; Romer, Nancy; Unger, Rhoda K.; Wyche, Karen Fraser (1997). Psychology. CUNY Panel: Rethinking the Disciplines. Women in the Curriculum Series. This collection of four essays examines the ways in which psychology, as a discipline, reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In \Rethinking the Discipline: Psychology,\ Angela B. Ginorio focuses on the inadequacies of many existing courses and textbooks. She also explores specific psychological issues as they affect Latinas. In \The Impact of the New Scholarship on Gender, Race, Ethnicity, Social Class, and Sexual Orientation on Psychology,\ Nancy Romer addresses the significant positive changes that have occurred in the field over the last several years. In \A Just Noticeable Difference: The Impact of Gender, Race, Ethnicity, and Social Class on Psychology,\ Rhoda K. Unger notes that introductory psychology textbooks remain ethnocentric and androcentric and discusses the effects of feminist scholarship on the field. In \Scholarship and the Discipline: The Study of Gender, Race, Ethnicity, Social Class, and Sexual… [PDF]

Linik, Joyce Riha (2002). Nothing but the Best: At Grant Elementary, Teachers Expect Their Multiethnic Students To Strive for the Top. Northwest Education, v8 n1 p40-45 Fall. At a Spokane (Washington) elementary school, ethnically diverse students perform well even though most come from difficult, low-income family environments. High expectations, student behavioral "self-management," a supportive environment, and teacher collaboration are key to this success. Multiple approaches to teaching cater to different learning styles. Frequent assessments monitor student progress. Learning is further supported by tutors, mentors, and special programs. (TD)…

Brown, Charles L. (1993). Multicultural Programs: A Campus Assessment by Employees and Students. CUPA Journal, v44 n4 p1-7 Win. A survey of staff, faculty, students, and administrators at one southern university investigated attitudes concerning introduction of an intercultural awareness program in student affairs. Widespread support for the program was found, with most pointing to the college president as having a primary leadership role. (MSE)…

Alleman, Janet; Brophy, Jere (1994). Taking Advantage of Out-of-School Opportunities for Meaningful Social Studies Learning. Social Studies, v85 n6 p262-67 Nov-Dec. Contends that barriers to effective education can be overcome by using the community as a living laboratory for social studies learning. Discusses out-of-school learning opportunities that meet four criteria: (1) goal relevance; (2) appropriate level of difficulty; (3) feasibility; and (4) cost effectiveness. (CFR)…

Sheets, Rosa Hernandez (1995). From Remedial to Gifted: Effects of Culturally Centered Pedagogy. Theory into Practice, v34 n3 p186-93 Sum. Describes a culturally relevant Spanish program in a high school that helped native speakers avoid failure due to culturally inappropriate teaching. The class maintained Latino students' native language and increased language fluency by developing thinking, oral, and written Spanish skills. Eventually, students previously labeled "at risk" performed at levels expected of gifted students. (SM)…

Scott, Robert A. (1994). Campus Developments in Response to the Challenges of Internationalization: The Case of Ramapo College of New Jersey (USA). Higher Education Management, v6 n1 p71-89. Strategies used by Ramapo College of New Jersey for internationalizing its campus and programs are described in 6 broad areas: faculty development; curriculum development, including about 70 new courses or major revisions of existing courses; enhancement of language, computing, and telecommunications skills; experiential learning; multicultural outreach; and student recruitment and retention. (MSE)…

Henry, Annette (1992). African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance. Journal of Negro Education, v61 n3 p392-404 Sum. Explores the relationships among family, community, and classroom teaching as they inform the perspectives of African-Canadian women teachers on teaching African-Canadian children. Interviews and observations of five teachers demonstrate how they fight for social justice and the academic achievement of their students. (SLD)…