Johnson, Gene; And Others (1981). Developing Culture Curriculum for Native American Children: The Rough Rock Experience. The booklet uses both narrative and line drawings to outline Rough Rock Demonstration School's process of developing a K-12 Navajo language and culture curriculum for Navajo children at Rough Rock and other schools on and off the reservation. There are suggestions for writing the proposal, getting community support, and recruiting staff. The next sections discuss finding out what the community perceives to be its needs and problems (including a sample needs assessment survey), and assessing available native-based curriculum materials. The booklet next discusses developing a philosophy of education, setting up a curriculum model, and translating the needs assessment survey into ideas for curriculum. The sections on developing curriculum content, scope and sequence, and writing teacher objectives are followed by a sample fourth grade social studies program. The booklet ends with suggestions for implementation of the curriculum, evaluation, and working with others. A summary of the…

Oakey, Betty (1980). American Samoan Families in Transition. A Report. A study of the adjustment of migrant American Samoan families in five gateway cities (Honolulu, San Diego, Los Angeles, San Francisco and Seattle) was done with the objectives of learning about the transition experiences of the families, gaining information about the human services provided in these cities, and providing background cultural information about American Samoans. Two out of three Samoans migrated because of overcrowding, lack of economic and educational opportunities, and changing life styles in American Samoa, and it was estimated that 115,000 Samoans would reside in the U.S. by 1980. Informal interviews of 85 families revealed basic adjustment problems in employment, education, interaction with the new community, heavy reliance on public assistance, and display of antisocial behavior. The families themselves identified their major problems as economics, education, health care, family issues, and legal matters. Recommendations were made that Samoans take more…

(1980). Barbering/Cosmetology, Module 6-10: Bilingual Vocational Language Development Workbook. This vocabulary language development workbook accompanies modules 6-10 in the barbering/cosmetology course of the Bilingual Skills Training Program (CE 028 314-318). For each module the trade-related vocabulary to be learned and practiced is first presented in both English and Spanish. Various types of activities and exercises using both the English and Spanish vocabulary are then provided, including alphabetizing, unscrambling letters, translation, finding words in puzzles, and matching Spanish to English terms. Directions are generally given in both English and Spanish. (YLB)…

(1977). Final Evaluation Report. 1976-1977. Title I Migrant Program. Publication Number: 76.59. The final evaluation of the Elementary and Secondary Education Act Title I Migrant Program in the Austin, Texas Independent School District is reported. The program consisted of instructional, student recruitment, parental involvement, health services, and clothing components. The instructional component included programs for pre-kindergarten children, secondary level (sixth grade and above) reading classes and secondary oral language development classes. The purpose of the recruitment and involvement component was to identify and register migrant children and to establish local Parental Advisory Councils. Health service activities included medical and dental treatment for students referred by a pediatric nurse practitioner. Funds to purchase clothing for needy migrant children comprised the clothing component. Evaluation of the program served three purposes: (1) to define the population served and to identity its needs; (2) to determine how the program was being implemented; and… [PDF]

Fox, Robert A.; Hurwitz, Ted (1978). An Evaluation of the 1977-1978 Title I ESEA Program for Community School District No. 4. This evaluation focuses on Title I programs implemented in 26 public and private schools in Community School District 4, a predominantly Hispanic and black district located on Manhattan's upper east side. The various programs examined include: (1) the High Intensity Learning System Reading Program for elementary and junior high grades; (2) the THINK program (comprising reading instruction and language analysis) in junior high schools; and (3) reading, English as a Second Language, and mathematics programs implemented in the six private schools receiving funds. Each program is described in terms of objectives, target population, staffing and strategies. Evaluation procedures are discussed. Findings from observations, interviews, and questionnaires and data on student achievement gains under the different programs are also presented. Appended to the report are copies of observation checklists used in the evaluation, questionnaires administered to teachers and paraprofessionals, and an…

Fahrer, Kimberly, Comp.; Vivolo, Robert, Comp. (1976). Doctoral Dissertations on Urban and Minority Education. Equal Opportunity Review, August 1976. Two hundred and forty-five entries comprise this bibliography on doctoral dissertations on urban and minority education. This document is a guide to the literature on urban and minority education which is not easily accessible to educational researchers, decision makers, and practitioners. It brings together significant works in this area which appear in the January 1975 through May 1976 issues of Dissertation Abstracts International (the abstract journal of the University Microfilms doctoral dissertation data base). University Microfilms order numbers are included at the end of the citations, where appropriate. A subject index by citation number and a statement on the availability of the cited materials are included on a separate page. (Author/AM)… [PDF]

Leiter, Samuel; Leiter, William M. (2002). Affirmative Action in Antidiscrimination Law and Policy: An Overview and Synthesis. SUNY Series in American Constitutionalism. This book focuses on the legal and ideological controversy over the application of affirmative action policy to combat discrimination based on race, national origin/ethnicity, and gender. After the introduction, seven chapters discuss (2) "The Roots of Affirmative Action, the Women's Movement, and the Groups Covered by Affirmative Action" (e.g., reconstruction and the origins of affirmative action and white supremacy and the origins of disparate impact); (3) "The Career of Affirmative Action in Employment" (e.g., Title VII and employment discrimination and the unresolved issues of affirmative action in employment); (4) "Affirmative Action and the Primary and Secondary Schools" (e.g., the epochal Brown ruling and recent scholarship on school integration); (5) "Affirmative Action in Higher Education" (e.g., affirmative action and student admissions and the unresolved controversy over nonremedial affirmative action); (6) "Affirmative Action…

Bearth, Thomas, Ed. (1997). Langues et education en Afrique noire (Language and Education in Black Africa). Travaux Neuchatelois de Linguistique (TRANEL), n26 Apr. Papers on language and education in Black Africa include: "L'enseignement des et en langues nationales au Zaire. Bilan d'une experience" ("The Teaching of and in National Languages in Zaire. Results of an Experiment") (Andre Mbula Paluku); "Langues et education au Rwanda" ("Languages and Education in Rwanda") (Melchior Kanyamibwa); "Un modele africain d'education multilingue: le trilinguisme extensif" ("An African Model of Multilingual Education: Extensive Trilingualism") (Elisabeth Gfeller); "L'utilisation des langues nationales dans l'education au Cameroun: les lecons d'une experience" ("The Use of National Languages in Cameroon: Lessons from an Experiment") (Maurice Tadadjeu, Gabriel Mba); "Pour un modele d'enseignement de concepts de base en vue d'une meilleur structuration de la pensee du jeune apprenant: le cas du projet d'education prescolaire en langue maternelle dans le cadre d'un projet de… [PDF]

Current, Randall (1980). Chronicle of Race, Sex, and Schools: September-December 1980. Integrated Education, v18 n5-6 p72-95 Sep-Dec. Provides a comprehensive view of legislation, policies, programs, existing situations, and cases concerning race and sex equality, particularly as these relate to schools and education in the nation as a whole and in the individual States. (MJL)…

Curtis, Mary G. (1995). The Semi, Self-Contained Classroom: An Island of Innovations. Bilingual Research Journal, v19 n3-4 p537-50 Sum-Fall. In a financially pressed elementary school, 1 bilingual teacher meets the varying needs of over 60 children through collaboration with homeroom teachers and innovative delivery. Children with no English receive most instruction from the bilingual teacher in a "semi-self-contained classroom," while limited-English-proficient students receive adjusted amounts of time in a resource pull-out model. (SV)…

Farren, Sean (1994). A Divided and Divisive Legacy: Education in Ireland 1900-20. History of Education, v23 n2 p207-24 Jun. Examines tensions and divisions that formed the educational legacy of the two states in Ireland that emerged from the political settlements of 1920-21. Concludes that, on the eve of partition in 1921, deep divisions in education were reminders that education would continue to expose ideological differences between Ireland and Britain. (CFR)…

Miletta, Maureen; Raywid, Mary Anne (1992). Paradise Elementary School. Urban Review, v24 n1 p73-82 Mar. Offers a fictionalized account of the development, within an elementary school, of four distinctive schools-within-schools. Questions and issues arising in developing such programs are discussed; the theme of each of these four is described, and advantages that staff find in the arrangement are presented. (Author/JB)…

Poedjosoedarmo, Gloria (2004). English in Brunei Darussalam: Portrait of a Vital Language with an Elusive Role. RELC Journal: A Journal of Language Teaching and Research, v35 n3 p359-370. English has been an important language of education in Brunei since the inception of public education there but, as is often the case when a language becomes a second language within a country, it is taking on some unique local characteristics, despite official condemnation of such developments. Can the desired balance of roles between English and Malay be maintained without either language unduly influencing the other? And what of the roles of the local versus international varieties of English? These and other questions about English in Brunei will be explored in this article. (Lists 10 online resources.)… [Direct]

(1991). Blackfoot Language and Culture Program. A Curricular Program and Guide (Early Childhood Services-Grade 9). This curriculum guide outlines a program designed for Blackfoot students to study their Native language and culture. The curriculum is also appropriate for non-Native students. The guide outlines general learner expectations, including: (1) acquiring basic communication skills in the Blackfoot language; (2) developing cultural sensitivity and enhancing personal development; (3) developing originality and creativity in the Blackfoot language; (4) acquiring additional concepts and generalizations about language and language learning; and (5) developing a desire to extend or improve proficiency in the Blackfoot language through further language study. Following this, specific learner expectations expand on the general learner objectives and are divided into three levels of proficiency. The linguistic program component provides examples of Blackfoot language functions (language uses and language concepts) and the English translations. The cultural component presents Blackfoot culture in… [PDF]

Marsh, David; Rasanen, Anne (1994). Framework and Implementation of the Jyvaskyla TCE/TCFL Programmes. The first teacher in-service development program in foreign language content instruction was run by the Continuing Education Centre of the University of Jyvaskyla in 1991-1992 as a contract program for the City of Kokkola. The success of that program led to the development of the present Teaching Content in a Foreign Language (TCFL) Program, which offers the opportunity to specialize in the teaching of non-language subjects through English or German. The aim of the program is to provide the teacher and the institute in which he operates an opportunity to develop his expertise to teach in either English or German to an optimum level. Before initiating a TCFL program, various issues to be considered include clarification of aims, cooperation and collaboration, methodological approaches, teaching materials, assessment of results, follow-up, sharing of information, and public relations. The range of subjects covered in the current program include general and vocational subjects. The… [PDF]

Moore, Rock; Suleiman, Mahmoud F. (1995). Figures of Speech, Symbolism and the Communicative Process in the Multilingual Classrooms. The increasing linguistic and cultural diversity of U.S. public schools requires teachers to be more sensitive to how symbols and figures of speech are used to maintain an effective cross-cultural communication. The purpose of this paper is to address and discuss the role of sociocultural factors that shape the insights and perspectives of diverse students in the process of interacting with others. Diverse students come to the classroom with a limited view of the use of English figures of speech and language symbols; they also employ culturally-bound symbols and figures of speech that cause miscommunication in the target language. Teachers need to foster a classroom environment where these symbolic differences are taken into consideration. They also need to create conditions that promote effective use of symbols and figures of speech. These conditions involve valuing linguistic and cultural diversity, contextualizing learning tasks and activities, and utilizing language functions to… [PDF]

(1995). The Search for Success: Effective Programs for Limited English Proficient Students in Fifteen California Secondary Schools. This report examines several aspects of secondary education programs for students of limited English proficiency (LEP) in 15 California schools and identifies educational practices and policies that are successfully meeting the needs of LEP students in these schools. Most sites used a similar program design, with one or two periods daily of English language development, content classes taught through the primary language for beginning English learners, sheltered instruction for intermediate students, and elective courses through the mainstream program. The range of access to curriculum and teacher expertise differed among these schools. Overall findings indicate that schools in many different types of communities are able to implement and sustain good quality LEP programs, in spite of differing access to the full curriculum. Access to all courses and programs was a problem to some degree for every school, but those that offered the fullest access found ways to train adequate numbers…

Ramos, Arnoldo, Ed.; And Others (1992). Redescubriendo America. Guia Pedagogica: Des-Cubriendo la Historia y Legado de la Conquista (Rediscovering America. Teaching Guide: Uncovering the History and Legacy of the Conquest). This document makes the argument that since the European conquest of the Western Hemisphere, society has had a policy of "covering" the history of the indigenous people. The systems of religion, farming, government, education, and the economy of native peoples from the Arctic to Tierra del Fuego were outlawed and repressed. Textbooks today either distort or have nothing to say about the history of indigenous resistance to conquest and African resistance to slavery. Covering goes beyond the lines of race and ethnicity to all subordinate groups. The world is in desperate need of rethinking. In this process children may begin to lose Columbus and other explorers and leaders as heroes. In exchange they may gain a much richer sense of their own history. Divided into five chronological, thematic sections, the book, through essays, poems, and stories: (1) seeks to encourage a comparative study of political and economic systems of Europe and pre-conquest America; (2) describes how…

Brown, Gerald L. (1991). Reading and Language Arts Curricula in Elementary and Secondary Education for American Indians and Alaska Natives. Native students rank far below norms in reading, language arts, and language arts related subjects. This paper reviews the literature to address strategic plans for reading and language arts curricula for Native students. An overview is presented of theories of first and second language acquisition and learning, stages of language development, and the influence of the learning environment. Second language instruction framed in current theory includes the comprehension, communicative, holistic or integrated, and natural approaches. Instruction and student evaluation are described for the total physical response method. Content-based instructional approaches and the relationship between academic competency and second language (English) competency are discussed, including: the academic needs of Native students; the importance of the nature of the text, the nature of the reader, and the interaction between text and reader in reading instruction for Native students; major impediments… [PDF]

Paul, Peter V. (1990). Use of ASL To Teach Reading and Writing to Deaf Students: An Interactive Theoretical Perspective. This paper discusses the use of American Sign Language (ASL) in an English-as-a-Second-Language approach to teaching reading and writing skills to deaf students. The paper poses and answers the following theoretical and practical questions: (1) What is the nature of first language reading? (2) What is the nature of second language reading? (3) What is the relationship between reading and writing? (4) Is inner speech (i.e., phonological coding) important for reading comprehension? (5) What role can ASL play in the teaching of literacy skills? (6) Is the use of only ASL sufficient for the development of reading and writing? Three models of the reading process, namely, the text-based, reader-based, and interactive approaches, are described. Interactive social-cognitive theories are then applied to second language reading. The interrelatedness of reading and writing is noted, and evidence of the importance of speech coding for reading comprehension is cited. The paper recommends that… [PDF]

Lufler, Henry S., Jr. (1982). Pupils. This chapter focuses on 1981 cases involving students. The author notes that litigation involving pupils occurred with greater frequency in the areas of handicapped students, student testing, and church-state separation. The most important cases involving students concerned circuit courts of appeal decisions in the handicapped and testing areas. Fewer cases addressed issues concerning student transportation and discipline. Desegregation litigation continued. Cases in this chapter are organized under the headings of handicapped and exceptional children, public school assignment, tuition and transportation, bilingual-bicultural programs, private and parochial schools, school sports, substantive rights of students, sanctions for student misconduct, testing and placement, and desegregation. (Author/MLF)…

Parsons, Tom, Ed.; And Others (1974). Hupa Language: Literature and Culture. Third Edition. One in a series of materials developed to revive the Hupa language and renew knowledge of Hupa culture, this lexicon includes vocabulary, phrases, and stories in Hupa and English. The major portion of the document is an English-Hupa lexicon of basic vocabulary listed alphabetically by the English words. In addition to the Hupa and English terms, notes in English offer further explanation such as the information that angelica root is used for medicine in ceremonial dances and that the literal translation of the Hupa word for blue jay would be "up jumps limb to limb." Following the basic lexicon are seven lists of terms specific to Hupa culture in the categories of geography (ceremonial sites, villages, town and place names), number system, money system, calendar, baskets and tools, flora, and wildlife (birds, marine life, land animals). Following the vocabulary lists are six pages of frequently used expressions and phrases. The documents is completed by five stories in Hupa…

Bennett, Ruth, Ed.; And Others (1983). Karuk Vocabulary. A vocabulary list provides commonly-used words in the language of the Karuk Indians of northwestern California. Illustrations, handlettered Karuk terms, and English equivalents comprise entries for each of the 156 terms; space is also provided to practice writing each Karuk word. Topics covered include numbers, parts of the body, animals and birds, clothing, food, family members, utensils and baskets, leaves, etc. (LFL)…

Toro, Leonor (1985). The Guyanas = Las Guayanas. America = Las Americas [Series]. Written for teachers to use with migrant children in elementary grades and to highlight the many Americas, this bilingual English/Spanish social studies resource booklet provides historical and cultural background information on the Guyanas–French Guyana, Surinam, and Guyana. A table of contents indicates the language–Spanish or English–in which the topics are written. The quarterly provides an encyclopedia-style overview of the history, geography, government, economy, culture, and society of each of the three Guyanas. The chapter on Surinam pays special attention to that country's successful multi-ethnic society and describes the history and culture of the Hindus, Bush Negroes, Amerindians, and Creoles who live there. Consisting mainly of narrative text, the booklet includes maps, illustrations, word searches, vocabulary games, and other activities in English and Spanish. (LFL)…

Doran, Sandra; Toro, Leonor (1987). Peru. America = Las Americas [Series]. Intended for elementary teachers to use with migrant students, this bilingual English/Spanish social studies resource booklet provides an encyclopedia-style overview of Peru's history, geography, economy, and culture. Topics included are the people, geographic regions, festivals and celebrations, the economy, natural resources, Lake Titicaca, early civilizations, the Spanish conquest, colonial government, the independent republic, Incas, music and dance, and important cities (Lima, Ayacucho, Cuzco). Biographical sketches introduce Javier Perez de Cuellar, Alan Garcia Perez, Ricardo Palma, and Dona Juana Azurduy de Padilla. Consisting mainly of narrative text, the booklet includes maps, illustrations, fact sheets, word searches and other activity pages, the national anthem, and a 31-item bibliography. (NEC)…

Wallace, Stephen; And Others (1983). Navajo Changes–A History of the Navajo People = Dinetahgi Lahgo Ahoodzaa–Dine Bahane. Fifth-Eighth Grade Navajo Bilingual Bicultural Social Studies Curriculum. The Navajo bilingual-bicultural social studies curriculum for grades 5-8 contains six chapters of Navajo history. The chapters trace Navajo history beginning with legends of the first Navajos and life in Dinetah and continuing through early contact with the Spaniards, conflict and defeat at the hands of the United States government, and the establishment of the reservation, to the changes taking place today. The bilingual chapters are presented with the Navajo text above and the English below, and are illustrated with black and white maps, drawings, and photographs. Following each chapter is a Navajo-English vocabulary list. (SB)…

(1985). Grover Cleveland High School Project CAUSA 1983-1984. O.E.A. Evaluation Report. This document evaluates Project CAUSA (Career Advancement Utilizing Student Abilities), which provides instruction in English as a Second Language (ESL), native language development, and content-area courses, in addition to a career and vocational training program, to 115 students of limited English proficiency (LEP) from Italy and Spanish speaking countries at a high school in Ridgewood, Queens, New York. The project was designed to help recently arrived immigrants in these two language groups in the acculturation process, to provide them with basic skills, and to enhance their appreciation of their native cultures and languages. Program objectives were assessed in English language development, business skills, mastery of the native language, mathematics, science, social studies, and attendance. Student data indicates that : (1) overall, students achieved program objectives for English language achievement; (2) students' overall passing rates in business skills courses were 99% in…

Toro, Leonor; And Others (1984). America – Las Americas. Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, and Panama. These publications were written for teachers to use with migrant children in elementary grades to highlight individual differences between the countries that make up the Americas by providing historical, geographical, and cultural information about them on a quarterly basis. The three issues presented here focus on nations of Central America with attention also to aspects of Black history. The table of contents in each issue indicates language–Spanish and/or English–in which articles are written. Each issue focuses on two or three Central American nations providing historic, geographic, economic, and cultural overviews for each. The Guatemala and Belize issue features interviews with two Guatemalan students and biographies of Pedro de Alvarado and General Justo Rufino Barrios. The El Salvador and Honduras issues include banana and plantain recipes, native songs, and the accomplishments of some Black pioneers in medicine. Features in the Nicaragua, Costa Rica, Panama issue include…

Pulido, J. Alex (1981). ACABA: An Alternative for Underachieving Chicano Youth. Project ACABA attempts to provide choices and alternatives for the students. Through its techniques and processes, students are provided instruments to search for their own identities, learn the skills necessary to rebuild damaged self-concepts, and to allow them the freedom to make their own choices, thereby allowing them to experience competence and improved self-worth. Confluent teaching seeks to integrate the cognitive and affective domains. The study described here was undertaken in Santa Barbara Junior High School (California) to determine if ACABA students would achieve more positive gains than those students who participate in the regular educational program. Two groups of 25 students in the project met daily for one class period for the total year, approximately 40 weeks. As much as possible, classroom learning activities were correlated with the objectives of ACABA. A concerted effort was made to draw learning experiences from the daily living needs of students, to develop…

(1978). Evaluation of Title I ESEA Projects, 1977-1978. Abstracts: Report #7876. Evaluation of 33 Elementary Secondary Education Act Title I projects, together with 14 summer components, in the Philadelphia, Pennsylvania school system are summarized. After the summary, each of the projects are described separately. The project reports include identification and descriptive data followed by comments on observed activities, attainment of objectives, and impact. The summer component reports provide comments on goals set, activities employed to attain the goals, goals attained, goals not attained, and changes suggested by project administrators. The six project categories are: (1) comprehensive reading; (2) comprehensive mathematics; (3) programs for limited English-speaking-ability pupils; (4) social sciences; (5) supportive services; and (6) nonpublic school projects. (Author/CTM)…