Schilling, Dianne (1993). Getting Along: Activities for Teaching Cooperation–Responsibility–Respect. This book provides activities to introduce or reintroduce students to conflict resolution skills in a deliberate, enjoyable fashion and to elevate their awareness of each person's responsibility to create a cooperative environment wherever they may be. Interdependence is a central theme as is the awareness that dissent and conflict are natural and productive elements in society. Activities are grouped into seven topic areas with accompanying handouts. The topic areas include: (1) \Appreciating Differences\; (2) \Communicating Effectively\; (3) \Developing Friendship Skills\; (4) \Helping and Being Helped\; (5) \Including Others\; (6) \Resolving Conflict\; and (7) \Working Together.\ (EH)…

Adelman, Howard S.; Taylor, Linda (1993). Learning Problems & Learning Disabilities: Moving Forward. This book offers an overview and a context for understanding learning disabilities in a regular education setting. An initial section offers perspectives for understanding the nature and scope of learning problems and learning disabilities. An overview of intervention is then presented, exploring each phase of the process, the types of programs offered from preschool through adulthood, approaches to assessment, and ideas for improving upon current practices. The third section focuses on specific ideas and procedures for personalizing instruction and providing remediation, emphasizing the importance of matching motivation and development, providing a comprehensive curriculum, and using a sequential and hierarchical approach to learning. Processes and problems involved in moving toward comprehensive practice and research are then discussed. The last section includes a specially prepared set of 20 readings providing a detailed look at learning disabilities, assessment, teaching, and…

Helbig, Alethea K.; Perkins, Agnes Regan (1994). This Land Is Our Land: A Guide to Multicultural Literature for Children and Young Adults. This annotated bibliography of recent works of fiction, oral tradition, and poetry about the experiences and traditions of African-Americans, Asian-Americans, Hispanic-Americans and Native-Americans provides a one-stop selection tool. Only those works mainly about minority characters are presented, and inclusion decisions were made based on literary values such as plotting, style and characterization. Only current works are included, and publication dates range from 1985 through 1993, with 60% published since 1990. Insightful critical appraisals are provided of 559 books, as well as information about an additional 188 recent books, and 90 works of earlier importance are cited to help identify the writer and amplify the information about the book. Each entry suggests a possible consumer group of the literature range from 3-15 and over, and grade levels kindergarten through 12th grade. The book is divided into ethnic group sections, with their respective categories of fiction, oral…

Kim, Hyung-chan; Patterson, Wayne (1992). Koreans in America. In America Series. The immigration of Koreans to the United States is traced from 1903, and the contributions Korean Americans have made to the United States are identified in this book which is part of a series for children. The number of Korean immigrants, small for many years, increased dramatically with the easing of government restrictions in the 1960s, until, by 1990, there were nearly 800,000 Korean Americans, most of whom live in urban areas. Korean Americans have faced discriminatory laws and social prejudice, but they have persevered to make valuable contributions to America's culture and landscape. Korean Americans, many of whom have chosen to operate small businesses, have contributed extensively to the revitalization of urban areas. Important aspects of Korean American life have been their high regard for education and the high educational level achieved by many Korean Americans. (SLD)…

Norton, Donna E.; Norton, Saundra E. (1999). Language Arts Activities for Children. Fourth Edition. This activities book illustrates how teachers can use teaching methods and strategies to build children's language arts skills as well as create a stimulating, enriched environment. The activities in the book include many opportunities for the integration of the language arts across the curriculum. Because of the growing demand for literature-based instruction, most of the activities include selections of children's literature that may be used to focus the lesson and to expand interest in and knowledge of children's literature. All activities in the book are developed in a lesson plan format and all have been tested in school environments. A new section in this edition develops literacy activities around technology and computers. Sections of the book are: Creative Language Activities; Oral Language and Cognitive Development Activities; Listening Activities; Writing Activities; Activities for the Mechanics of Language; Activities for Literature; Media Activities; Multicultural…

Freeman, Stanley L., Jr. (1981). Consider Canada: A Handbook for Teachers. If awareness and understanding of Canada, its people, and its culture are to be achieved, the study of this country must be made an appropriate part of the social studies and humanities curricula. This document provides teachers with resource materials on 13 topics about Canada: (1) topics and themes for Canadian Studies; (2) reasons why U.S. students should be studying Canada; (3) the status of the field of Canadian Studies; (4) suggestions for selling Canadian Studies to school authorities; (5) a philosophy of curriculum; (6) examples of goals and objectives for infusing Canada into existing courses; (7) procedures for evaluating an instructional activity; (8) guidelines for planning a tour to Canada; (9) opportunities for exchanges between schools; (10) plans for an exchange between two schools; (11) entry points for teaching adults about Canada; (12) principles of adult learning; and (13) suggestions for creating a course. Teaching plans outlined in the document include: (1)… [PDF]

MacGregor, Molly Murphy; And Others (1985). History Revisited: National Women's History Week: A Multi-Cultural Infusion Model. Demonstrating the need for reintegrating women from U.S. history into the curriculum and the ease with which National Women's History Week observances can fill this need, this inservice workshop package provides a facilitator's guide and accompanying audiovisual materials for two different audiences–one for school administratiors (1 hour); another for curriculum designers, library and media personnel, and classroom teachers at the elementary and secondary level, and another for curriculum designers, library and media personnel, and classroom teachers at the elementary and secondary level (2 1/2 hours). Focusing on three critical time periods in U.S. history–1776, 1849, and 1920–this multicultural infusion model (1) demonstrates approaches for focusing on women's history in various subject areas, (2) provides guidance for introducing the multicultural history of women in the United States, (3) illustrates possibilities for curriculum expansion, (4) increases awareness of the many… [PDF]

Frame, Laurence (1980). SOCMATICAS Teacher's Guide. Instructions for use of Socmaticas, a bilingual (Spanish-English), multicultural, multidisciplinary sports learning program are given in this teacher's guide. The program is based on the use of World Soccer team rosters (which include lists of players' names, ages, heights, weights, etc.) to teach English as a second language or Spanish. Students select favorite teams and use team roster data to complete over 300 learning activities in the subject areas of English/Spanish, mathematics, reading, social studies, history, and geography. The activities range from elementary to secondary levels and can be used in group or individual settings to develop cultural awareness and a positive self image. With complete Spanish and English texts, the teacher guide includes: teacher, teacher aide, and student objectives; North American Soccer League team addresses; sample letters that can be used to solicit free soccer team materials; directions for use of the learning activities; student and…

Baptiste, H. Prentice, Jr.; Rodriguez, Ana Maria (1974). Me, You, and Us–Affective Education Module. Designed to foster affective growth in elementary school students, this learning module has two purposes: to provide structured small group activities which will allow children to become more aware of who they are, what they value, and how they relate with their peers and others; and to provide an opportunity for children to develop self-acceptance and a respectful acceptance of those who are different from them, culturally and otherwise. Although this module is designed for implementation with fourth, fifth, and sixth grade students, the same activities are adaptable to any grade level. Each session requires approximately 45-60 minutes for completion and features activities designed for small groups of 8 to 12 members. The module contains 10 sessions which can be implemented once a week, 2 or 3 times a week, or every day, depending upon the needs of the students and teacher. Each session consists of a statement of purpose, objectives, materials and resources needed, teaching…

Friesen, John W. (1985). Establishing Objectives for a Multicultural Program. History and Social Science Teacher, v21 n1 p32-38 Fall. The following objectives for a k-12 multicultural program are discussed: (1) celebrations, (2) curiosity quest, (3) ethnic group contributions, (4) similarities among groups (case study approach), (5) consciousness raising, (6) communication, and (7) caring. Also examined are additional factors to consider in developing such a program, e.g., resources, teacher role. (RM)…

Chen, Ching Fang; Lee, Amy (1996). From an Ancient Tradition to the Present. Chinese Cultural Heritage Resource Guide. This cultural heritage resource guide has been prepared as a tool for teachers to help promote better understanding of Chinese students in the New York City public schools. China has an ancient history and a rich cultural tradition, and people all over the world have recognized China as one of the world's greatest civilizations. The earliest Chinese immigrants to the United States can be dated in 1784, but substantial immigration began with the 1848 Gold Rush in California and subsequent railroad building. A timeline traces Chinese immigration patterns and sketches their contributions to U.S. society. The guide is divided into three sections. The first, "Celebrating Our Diversity–A Thematic Unit" contains six literature-based whole language, mini-thematic units. It contains a variety of lesson plans and reproducible pages designed for use with primary-grade children but adaptable for others. Six selections from Chinese literature are included. Each unit begins with a… [PDF]

(2000). Training Speech-Language Pathologists To Serve Culturally Diverse Populations: A Model for the 21st Century. Final Progress Report. This final report discusses the activities and outcomes of a project designed to train specialized professionals in speech-language pathology to provide diagnostic, management, and preventative services to culturally diverse populations including African Americans, Hispanics, American Indians, and Asian Americans whose needs are often neglected or inadequately met. A secondary goal of the project was to increase the number of minority professionals in the field of speech-language pathology, particularly those who will provide services to infants, toddlers, and youth within public schools. Throughout the project period of July 1, 1996 through June 30, 2000, a total of 16 master's degree students participated in the project. Of the 16 students, 14 were African American, one was Hispanic, and one was Caucasian. Students completed a required course in applied sociolinguistics and an additional course in language and culture to impart knowledge and clinical applications regarding… [PDF]

Garcia, Ricardo L. (1998). Teaching for Diversity. This book focuses on how to teach students from diverse cultures and how to teach students to live in a diverse society. Chapter 1, "Democracy, Diversity, and Universal Education," discusses "The Nature of a Free Society,""The Role of Universal Education," and "Schools as Communities." Chapter 2, "Identifying and Understanding Diversity Issues," includes "Labels and Describing Diversity,""Cultures as Frameworks for Understanding,""Language Development,""Socioeconomic Status,""Stigma and Resistance,""Learning Style Preferences,""Gender Identity and Sexual Orientation,""Race and Ethnicity," and "Religion." Chapter 3, "Instructional Strategies That Accommodate Diversity," includes "Safety and Equality,""Theoretical Bases for Integration Strategies,""Facilitative Teaching in Action,""Behavior…

Bahruth, Robert E., Ed.; Krank, H. Mark, Ed.; McLaren, Peter, Ed.; Steiner, Stanley F., Ed. (2000). Freirean Pedagogy, Praxis, and Possibilities: Projects for the New Millennium. Volume 19, Critical Education Practice. Volume 1417, Garland Reference Library of Social Science. This book contains 15 chapters, each by different authors, commenting and expanding on the educational philosophy and work of Paulo Freire. The following are included: "Paulo Freire's Pedagogy of Possibility" (Peter McLaren); "Studying the Media: What Makes Mainstream Media Mainstream" (Noam Chomsky); "Scientism as a Form of Racism" (Paulo Freire and Donaldo Macedo); "Liberating the Critical in Critical Theory: Marcuse, Marx, and a Pedagogy of the Oppressed. Alienation, Art, and the Humanities" (Charles Reitz); "Multiculturalism and the Politics of Nationalism in the Global Age" (Henry Giroux); "On 'Having Differences' and 'Being Different': From a Dialogue of Difference to the Private Language of Indifference" (George David Miller, Mark Roelof Eleveld); "Politics of Explanation: Ethical Questions in the Production of Knowledge" (Thomas Heaney); "Upstream in the Mainstream: Pedagogy against the Current"…

MacNaughton, Glenda (1999). Saris & Skirts: Gender Equity and Multiculturalism. AECA Research in Practice Series, v6 n4. Staff members working in early childhood services have enormous potential to influence young children's developing attitudes toward cultural diversity and gender equity. This issue of the Australian Early Childhood Association Research in Practice Series focuses on how early childhood staff can work productively through the challenges of achieving gender equity in a culturally and ethnically diverse country such as Australia. The booklet presents three common equity dilemmas and, through guiding questions, invites reflections upon the gender equity and multicultural issues involved. The booklet discusses the reasons these dilemmas occur, including assumptions of consensus that homogenize the culture and the problem of cultural entrapment. The booklet presents suggestions for overcoming the assumptions that gender issues are a problem only for non-Anglo-Australian cultures, including seeking gender/culture connections, examining how these connections are presented to children,…

Segarra, Carol (2000). Case Study. Bilingual Literacy Development: D. K.'s Story. Kappa Delta Pi Record, v36 n4 p181-83 Sum. Describes one student teacher's experiences developing the literacy skills of a 13-year-old boy from the former Soviet Union who had poorly-developed first-language literacy skills and difficulty with English. After defining and describing linguistic development in general, the paper explains how the student teacher made tutoring effective and fun and notes what she learned from the experience. (SM)…

Perez, Bertha (1995). Language and Literacy Issues Related to Mexican-American Secondary Students. High School Journal, v78 n4 p236-43 Apr-May. Reviews the limited research on language and literacy instruction of Mexican-American secondary students. Emerging themes indicate that secondary bilingual programs are few; English-as-a-Second-Language is the most widely used approach for developing language skills; schools that are effective with limited-English-speaking students use more integrated, holistic approaches. Contains 35 references. (TD)…

Gordon, June A. (1995). Preparation for Urban Teaching: Post-B.A. Paraprofessionals. The student population of urban schools reflects widely diverse socioeconomic, linguistic, and ethnic backgrounds, yet few teacher training programs are currently addressing the need to recruit and train teachers reflecting this diversity. The Seattle Public Schools/Western Washington University (SPS/WWU) post-baccalaureate paraprofessional teacher preparation program for K-8 certification was designed to increase the number of teachers of color and bilingual teachers in the Seattle public schools. Prior research revealed that the Seattle School District's Instructional Assistants were highly qualified. Many were students of color with bachelors degrees who had hoped to become teachers but did not pursue teaching credentials because of financial constraints, workloads, or lack of confidence to return to school. The SPS/WWU program consisted of 4 quarters of coursework, with the third quarter dedicated to student teaching. Instructors came from the public schools, the university, and… [PDF]

van den Berg-Eldering, Lotty, Ed.; And Others (1983). Multicultural Education: A Challenge for Teachers. This book presents 20 papers delivered at the Conference on Multicultural Education and Teacher Training held in Amersfoort, The Netherlands, in September 1982. An introduction (not read at the conference) covering ethnic minorities and educational systems in both the United States and the Netherlands is included. The authors and their papers presented follow: (1) W.J. Deetman, "Education Policy and Minorities: A Dutch View"; (2) Elam K. Hertzler, "Education Policy in a Pluralistic Society: An American View"; (3) Jo E. Ellemers, "The Study of Ethnicity: The Need for a Differential Approach"; (4) Nathan Glazer, "Political Significance of Education in a Multicultural Society"; (5) James A. Banks, "Language, Ethnicity, Ideology and Education"; (6) Isaura Santiago Santiago,"Political and Legal Issues in Maintaining the Vernacular in the Curriculum: The U.S. Experience"; (7) James M. Anderson, "Contextual Approach to…

(1979). Monograph for Bilingual Training. This monograph addresses the task of designing, operating, and evaluating bilingual vocational instruction programs. It is intended to help administrators, program planners, evaluators, and staff responsible for providing an efficient, effective, and relevant program for adults and youth who are unemployed or underemployed having insufficient job skills and who lack sufficient English to permit them to function in an English-speaking work environment. Chapter 1 addresses organizing a bilingual vocational training program. Specific topics include six prerequisites to program planning and effective program implementation. Chapter 2 focuses on adapting English to vocational instruction by discussing making ESL (English as a Second Language) relevant to vocation, task of mastering English, oral approach to mastery of English, and strategies in adapting ESL to vocational Skills. Chapter 3 is designed as a guide to the evaluation of bilingual vocational training programs. It provides a…

Bintz, William P. (1995). Reflections on Teaching in Multicultural Settings. Social Studies, v86 n1 p39-42 Jan-Feb. Discusses 15 years of experiences and lessons learned teaching in multicultural settings in the United States, Puerto Rico, and 2 foreign nations. Argues that schooling should be based on a diversity model of education. Asserts that it is difference that engages student minds. (CFR)…

Baker, Doug; Dixon, Carol; Franquiz, Maria; Green, Judith; Yeager, Beth (2000). "I Used To Know That": What Happens When Reform Gets through the Classroom Door. Bilingual Research Journal, v24 n1-2 p113-26 Win-Spr. An ethnographic study in two California school districts examines how court cases, federal and state legislation, local and state school board decisions, election results, and national reports interacted to constrain students' confidence to function at a particular level in English and the learning opportunities that a bilingual teacher could provide to linguistically diverse students. (Contains 23 references.) (TD)…

(1973). Bilingual Audiovisual Materials. This booklet contains an annotated list of bilingual audiovisual materials. It discusses films, records, cassettes, and tapes. Other information includes periodicals, a list of distributors, and bibliographies. (SK)…

Blase, Philip; And Others (1995). Kwakiutl Native Americans of the American Northwest. The theme of this unit is "Kwakiutl Native Americans of the American Northwest." The content is based on the third grade text of the Houghton Mifflin Social Studies curriculum entitled "From Sea to Shining Sea," and includes learning experiences in social studies, math, science, language arts, music, drama, art, and physical education. The text's objectives include: (1) identity who the Kwakiutl were and where they lived; (2) describe their way of life; (3) identify natural resources used by the Kwakiutl; (4) describe their beliefs about nature; (5) identify the importance of woodcarving; (6) describe Kwakiutl canoes and totem poles; and (7) explain how the Kwakiutl used wood carvings in ceremonies. The primary language lessons are the same regardless of which language the students speak, but the fluent English speakers are taught in English, and the other students are taught the lesson in their own language. The main concepts of all eight subjects are covered by… [PDF]

Lucas, Alice (1990). The Magic Crossbow = Chiec No Than. A Traditional Vietnamese Folktale Told in English and Vietnamese and Teacher Discussion Guide. The Vietnamese folk tale "The Magic Crossbow" is presented in English (left page) and Vietnamese (facing right page), with an accompanying teacher's guide. The heroic story is based on true events in Vietnam during the 3rd century B.C. The teacher guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story, including information about Vietnamese names and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including pre-reading activities, motivational exercises, and vocabulary development activities. Finally, a student worksheet provides question-and-answer…

Lucas, Alice; Neak, Touch (1990). The Mountain of the Men & the Mountain of the Women. A Traditional Cambodian Folktale Told in English and Khmer and Teacher Discussion Guide. The Cambodian folk tale \The Mountain of the Men and the Mountain of the Women\ is presented in English (left page) and Khmer (facing right page), with an accompanying teacher's guide. The story, told by a 78-year-old Cambodian Buddhist monk, is part of a longer legend about an unmarried queen who changes marriage customs so she can ask a man to be her husband. The teacher's guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story, including information about ties between schools and home in Cambodia, and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including… [PDF]

Lucas, Alice; Sasorith, Issara Katay (1990). Four Champa Trees. A Traditional Laotian Folktale Told in English and Lao and Teacher Discussion Guide. The Laotian folk tale "Four Champa Trees" is presented in English (left page) and Lao (facing right page), with an accompanying teacher's guide. The story is part of a much longer legend told in the oral tradition of the Lao people. The teacher's guide offers suggestions for classroom use of the folk story. It begins with specific performance objectives for using bilingual folk tales and some general ideas for integrating literature with language in the classroom. The second section of the guide offers background information about the geography, history, and culture of Indochina. The third section provides background information specific to the story and additional readings. The subsequent section outlines ideas for whole-class and small-group teaching with this story, including pre-reading activities, motivational exercises, and vocabulary development activities. Finally, a student worksheet provides question-and-answer retention, comprehension, and discussion exercises…

Moll, Luis C.; And Others (1990). Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction. Technical Report. A study examined simultaneously household and elementary classroom life, and collaborated closely with teachers to develop implications for the teaching of literacy. The study consisted of three main, interrelated activities: an ethnographic analysis of the use and transmission of knowledge and skills within and among households (represented by 24 males and 29 females) in a Latino community in Tucson, Arizona; implementation of an after-school site where researchers and teachers examine classroom practices and use local resources to experiment with literacy instruction; and classroom observations examining existing methods of instruction and exploring how to change instruction by applying what was learned at the after-school site. Results indicated that: (1) the working-class, Hispanic households possessed ample funds of knowledge that become manifest through household activities; (2) in contrast to households, most classroom (and most teachers) function in isolation not only from… [PDF]

Prado-Olmos, Patricia; And Others (1991). Cooperative Learning for Bilingual Students: A Case Study of a CIRC Implementation. A study investigated the effectiveness of a Cooperative Integrated Reading and Composition (CIRC) program in an elementary school bilingual classroom with exclusively Mexican-American students (n=35). Because cooperative learning strategies are based on peer interaction and participants contributing to the common goal, the videotaped interactions of four male students during the daily (four days a week) use of CIRC were analyzed to infer and identify teaching and learning strategies that might explain student skill acquisition during CIRC activities. The teaching strategies included were modeling, contingency management, providing feedback, instructing, questioning, and cognitive structuring. The interactions between the two high-reading ability students changed over time; interaction decreased in quantity, and the students stopped being actively engaged in answering questions and often worked on different questions. Interactions between the lower-reading-ability pair were much more… [PDF]

Torres, Judith A.; And Others (1983). Flushing High School. A Basic Trilingual Program, 1981-1982. O.E.E. Evaluation Report. The Basic Trilingual Program at Flushing High School in Queens, New York City, provides instruction in English as a second language, native language arts instruction, and bilingual instruction in different content areas to Spanish speaking and Korean speaking high school students of limited English proficiency. The program is also involved in curriculum development, staff training, counseling and supportive services, and the provision of opportunities for parent involvement in the program. This report describes the context, participants, organization, instructional and noninstructional components, and evaluation of the program during 1981-82. Evaluation findings indicate that: (1) Spanish speaking students demonstrated statistically significant gains in English reading achievement, but Korean speaking students did not; (2) Spanish speaking students achieved more English syntax objectives than Korean speaking students; (3) participants' passing rates in mathematics, science, and… [PDF]