Berney, Tomi D.; Cantalupo, Denise (1990). Staff Development Workshops for High School Science Teachers of Limited English Proficient Students 1988-89. The staff development workshops for high school science teachers of Limited English Proficient (LEP) Students program are described. The project provided services which involved: creating a resource library, collecting videotaped records of the staff development workshops for future training sessions, disseminating information and materials, and consulting field practitioners to identify appropriate materials to be used for science instruction. Staff development was provided at five workshops. The workshop presenters were familiar with current science education research and had experience in conducting workshops for applying research to practice. The program served to increase the solidarity of the participants, identified the unique problems of LEP students in science achievement, and offered alternative instructional approaches. One inhibiting variable was the limited number of materials on science instruction for LEP students in the newly formed resource library. Two… [PDF]

Ascher, Carol (1990). Assessing Bilingual Students for Placement and Instruction. ERIC/CUE Digest No. 65. Standardized achievement and aptitude tests may be of very limited value in making placement or instructional decisions about bilingual students. The practice of categorizing standardized test scores by ethnic groups obscures the difficulties of administering and interpreting tests taken by bilinguals. Individuals who are bilingual have two language systems that overlap and are distinct; both are relied upon in a variety of ways, depending on the linguistic and communicative demands of everyday settings. It is not yet known how to measure the extent to which one of the languages of a bilingual student influences the other, or even how to describe bilingual competence. In test-taking situations, the switching and other linguistic adaptations of bilinguals create notable differences from the way that monolingual students perform. Because standardized tests in any language are biased in favor of native speakers, low test scores received by bilinguals are often interpreted as evidence… [PDF]

Park, Wook; And Others (1984). Critical Issues in the Use and Teaching of the Native Language to Asian Limited English Proficient Students. A discussion of the use of native languages in the instruction of limited English proficient Asian students addresses three questions: (1) whether the students' native language should be used as a means of instruction; (2) whether there is a transfer of skills from the native language to the second language; and (3) how the language and culture of the language minority children can effectively assist in the learning of English language skills. The discussion draws on information gathered from a survey of teachers of Asian language minority children, observations presented by teaching personnel representing bilingual, English as a second language, and immersion programs serving these populations throughout Illinois, and a dialogue between practitioners and theorists. It is concluded that teaching in the native language is highly recognized and most recommended for concept development and that the transfer of cognitive and academic proficiency is easier than the transfer of basic…

Cochran, Effie Papatzikou; Schulman, Robert (1984). Morris High School, New Directions for Bilingualism. O.E.E. Evaluation Report, 1982-1983. New Directions for Bilingualism, at Morris High School (Bronx, New York) completed the first year of a three year cycle in June 1983. The program, which served 300 newly-arrived, foreign-born, low income students, had as its major goals the improvement of participants' English language proficiency, development of their native language (Spanish) skills, and enhancement of their self-image. Program students were not isolated from the high school, but shared two periods per day with mainstream students. Instructional and noninstructinal support services were provided to program students; these were funded from a variety of sources. Supportive services included personal and academic counseling as well as home visits. Analysis of student achievement indicated that participants in New Directions met or surpassed program objectives in most areas. In addition, their attendance rate was considerably higher than that of non-program students in the same school. (GC)… [PDF]

Schulman, Robert; Sjostrom, Barbara R. (1984). Theodore Roosevelt High School, Project C.H.A.S.P. O.E.E. Evaluation Report, 1982-1983. In 1982-83, Project CHASP offered bilingual instruction and support services to 100 Cambodian and 75 Hispanic limited-English-speaking students in the 9th and 10th grades at Theodore Roosevelt High School, Bronx, New York. The goal of the program was to develop student proficiency in the English language skills necessary for full mainstreaming while reinforcing native language ability. Quantitative analysis of student achievement indicates that: (1) overall, students met the program's English language development objectives; (2) in Spanish reading, 9th graders showed statistically significant improvement; (3) almost all objectives in the content areas of math, science, and social studies were met; (4) the passing rate for Hispanic students in native language studies was over 90% (Cambodian data were not available); and (5) the program's attendance rate was significantly higher than the general school attendance rate. In addition, curriculum objectives were partly met, supportive… [PDF]

(1986). Theodore Roosevelt High School Project CHASP 1983-1984. In 1984-85, the final year of a two-year funding cycle, Project CHASP (Cambodian and Hispanic Achievement for Students and Parents) at Theodore Roosevelt High School in the Bronx, New York, served 75 Hispanic and 71 Cambodian students in Grades 9 and 10. Instruction was provided in English as a second language (E.S.L.) and native language development, in addition to bilingual instruction in mathematics, science, and social studies. For the most part, both the Hispanic and Cambodian student groups came from rural settings and demonstrated low educational skills. Native language arts classes were offered only to Hispanic students because the program did not have a Khmer-speaking teacher. Cambodian students were taught content-area courses by monolingual English-speaking teachers using an E.S.L. approach with the assistance of bilingual Cambodian paraprofessionals. Title VII funds supported administrative and support service positions, guidance services, home visits, extracurricular…

Nava-Hamaker, Mary Lou (1981). Academic Achievement of LEP Students After Reclassification: A Southern California Study. Gains and grade level achievement in Total Reading and Language of four groups of fifth grade students, including LEP (Limited English Proficient) students, in SES (socioeconomic status) 1 and SES 2 schools were compared to determine whether the students were achieving at grade level in reading and at an equivalent level in language. Groups from SES 1 schools consisted of 44 reclassified Spanish FEP (Fluent English Proficient) students in an English-only program and 108 non-minority monolingual students in the English program. Groups from SES 2 schools consisted of 40 Spanish surnamed FEP students in an English-only program and 50 non-minority monolingual English students. SES 1 and SES 2 schools were formed by matching all elementary schools on three variables (socioeconomic status, Aid to Families of Dependent Children, and percent of limited English proficient/non-English proficient students). Findings indicated that: reclassified Spanish FEP students receiving bilingual…

Brown, Dennis; And Others (1982). ESL: Integration of English, Reading and Speech. The English as a second language (ESL) programs at El Paso Community College, Texas, are described. The ESL curriculum focuses on speaking, listening, reading, and writing; and attempts to integrate ESL English, reading, and speech into comprehensive language development programs. The basic competence program of the ESL curriculum consists of four levels, with three tracks. The levels reflect a progression in language acquisition according to difficulty and complexity. The first track emphasizes an analytical focus on the structure of English. The second track emphasizes listening, speaking, reading, and writing through repetition, dialogues, and other techniques. The third track concentrates on reading. A second program is the bilingual equivalency option, which consists of English composition, reading, and speech. This option is designed for bilingual students who have basic language competence but require further development in English rhetoric, vocabulary acquisition at the… [PDF]

DeCano, Pio, II. (1981). Our Government. Three bilingual booklets are combined in this document–one is written in English and Chinese, one in English and Pilipino, and one in English and Korean. The text is the same in all three booklets. The illustrated booklets are designed to help elementary students learn about the formation of the U.S. government. Topics covered include the Constitution and the executive, legislative, and judicial branches of the government. Emphasis is on how the U.S. government must be responsible to all people in a multicultural society. (RM)…

Sunday, Betty R. (1982). Cohesive Characteristics of Sample Texts Produced by Secondary Bilingual Students. The Halliday and Hasan (1976) method of categorizing semantic units was used to analyze the cohesive strategies used by secondary students learning English as a second language. The method involves classifying and charting the network of semantic relationships, the types of cohesive devices, and the number of breaks in the flow of a text or discourse. The major types of cohesive devices include reference, substitution, ellipsis, conjunction, and lexical items. Samples of text and discourse from ninth graders and the application of the method to these texts are provided. Analysis of student texts yields information on students' ability to produce explanations in terms of number of cohesive relations, distances between cohesive items, deviant cohesive forms, and problem areas. Although this method is too time consuming to be used as a classroom tool, it can provide researchers with information on both errors and mastery of cohesive devices. (RW)…

Schulman, Robert; Velazquez, Clara (1984). Seward Park High School Project Superemos, 1982-1983. O.E.E. Evaluation Report. Project Superemos, in its final year of a two-year funding cycle, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in mathematics, science, and social studies, to approximately 125 Spanish speaking students of limited English proficiency (LEP) in grades 9 and 10. The project's overall goal was to enable LEP students to progress in both academic subjects and in English proficiency through specialized academic training and special attention to the affective domain. Based on this goal, students studied their native language while learning English; they were mainstreamed gradually by increasing their exposure to English and decreasing the use of Spanish. Program activities also included the development of curriculum materials for mathematics and for the employability skills course; development of a new bilingual social studies course; staff development; academic, personal, and group guidance and tutorial services;… [PDF]

Dixon, Joan; And Others (1982). O'otham Nioki Haichu A:ga (Pima Dictionary). Developed for students in grades 3-5, this picture dictionary is one in a series designed to instill pride in Pima students by presenting their language in print and to increase their vocabularies in both Pima and English. The dictionary begins with a comparison of English and Pima orthographies and an explanation of sounds and pronunciation symbols used in Pima and not in English. Following the introduction, each set of facing pages shows an upper and lower case letter, four Pima words beginning with the letter, an illustration for each word, and a short sentence–written in Pima–containing the word. Illustrations depict familiar objects and actions with many references to Pima culture and the southwest desert environment. The appendix, also illustrated, explains (in English) the function of pronunciation symbols used with Pima vowels, gives examples for pronouncing five vowel digraphs in Pima orthography, and provides charts for naming (in Pima and English) parts of the body and…

Dixon, Joan; And Others (1982). Pikchul Nioki Chulda (Picture Dictionary). Developed for students in kindergarten through second grade, this alphabet book is one in a series of picture dictionaries in the Pima language developed to instill pride in Pima students by presenting their language in print and to increase their vocabularies in both Pima and English. Introductory sections provide a brief history of the project and explain that the book uses spelling and symbols based on an orthography adopted by the Gila River Indian Community Tribal Council in 1979. The book begins with a display of the Pima alphabet, which uses English orthograpy plus diacritical marks for its 25 characters. Each subsequent page shows an upper and lower case letter of the Pima alphabet, a Pima word beginning with that letter, and a large and easily interpreted illustration of the word. The illustrations, while reflecting Pima culture and southwest influences, show foods, animals, and other items generally familiar to young children, e.g., chair, corn, orange, saddle, sun, skunk,… [PDF]

Felice, Lawrence G. (1978). Mexican American Achievement Performance: Linking the Effects of School and Family Expectations to Benefit the Bi-lingual Child. Attempts to explain poor academic performance of Mexican American bilingual students have relied primarily on two causative models: home and school. Both models were evaluated with data from a matched sample of public school bilingual Mexican American children from grades 1-8, in a medium sized South-Central Texas community. The control group students, identified as low achievers, were participants in a compensatory educational program which consisted of a modified behavioral modification schedule and strategy designed to stimulate academic achievement through: the usual token economy reward structure; the use of bilingual tutors and various cultural activities designed to strengthen the self-concept of the Mexican American child; an effort to enlist the family's interest and cooperation in the educational process. These students were matched by age, grade, sex and social class with other Mexican American students not identified as poor achievers. Students in both groups were… [PDF]

James, Sybil L. (1981). Multilingualism and Educational Development: (The Fate of the Child in a Developing Country). Noting that reading development is a crucial factor in breaking down social, intellectual, and political barriers, this paper uses Nigeria as an example of a developing multilingual country in order to examine the problems and challenges that learners and educators in multilingual societies face. The discussion is focused on children at the primary school level who use one or two languages at home and in the community and have to learn and use another at school. Information is provided on (1) multilingualism in Sub-Sahara Africa, (2) reading development and multilingualism, (3) practice and problems in reading development in Nigeria, and (4) implications for global development. The paper notes the need for more printed material in all languages of the region–the indigenous languages as well as the official language. (MKM)…

Cheng, Amy; Fairbrother, Greg; Moore, Carey; Mukai, Gary; Young, Jocelyn (1995). Understanding China in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part I, U.S. and Japanese Relations with China: Case Studies of Cooperation and Competition. This curriculum unit is part one of a three-part series. The unit introduces students to policy options for U.S. and Japanese relations with China at the beginning of the 21st century. By identifying and examining these options, students gain an awareness of U.S., Japanese, and Chinese perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. Lessons included in the unit are: (1) "Historical Legacies"; (2) "China's Political Situation"; (3) "China's Economy in Transition"; (4) "U.S.-Sino Relations: With a Focus on Human Rights"; (5) "SINO-Japanese Relations: With a Focus on Security Issues in the South China Sea"; and (6) "Asia-Pacific Economic Cooperation." Handouts and primary source documents have been…

Watkinson, Ailsa (1996). Honouring Diversity in the Classroom: Challenges and Reflections. Diversity in the Classroom Series, Number One. This document provides the framework for six other related documents in a series that focuses on diversity in the classroom. Section 1, "Introduction," explains that children in any Canadian classroom are not homogeneous, and such diversity presents teachers with challenges and obligations. The chapter reviews the subjects addressed in the series' other six documents. It explains that teachers who work with diverse students must be capable of analysis, visioning, and advocacy–elements associated with reflection. Section 2, "Diversity as the Norm," defines diversity and explains that teachers must be able to understand the shifting, evolving paradigms in education in order to be able to serve the needs of all students. Section 3, "The Reflective Educator," explains essential elements of the reflective process (open mindedness, responsibility, and whole heartedness) and discusses the importance of reflective teaching. Section 4, "Equality and…

(2000). Gathering Strength: Canada's Aboriginal Action Plan. A Progress Report = Rassembler nos forces: Le plan d'action du Canada pour les questions autochtones. Rapport d'etape. Gathering Strength is an integrated government-wide plan to address the key challenges facing Canada's Aboriginal people. Following an initial section on reconciliation of historic grievances, this report describes initiatives in the four areas addressed by the action plan: (1) partnerships (all schools received public awareness materials; students and teachers participated in cross-cultural programs; Aboriginal language and culture programs were funded and conducted; federal, provincial, and territorial ministers of Aboriginal affairs and five national Aboriginal organizations met for the first time in 2 years; and national and regional partnership think tanks were conducted); (2) governance (legislation for the Nisga'a Final Agreement was passed; 86 land claims were settled or negotiated; and over 100 professional development projects were completed for Aboriginal administrators); (3) new fiscal relationships (93 percent of First Nations communities completed community… [PDF]

Durkin, Lisa Lyons, Ed. (1997). First Teacher, 1997. First Teacher, v18 n1-6 Jan-Dec. These six theme-oriented newsletter issues present specific curriculum planning ideas and activities for teachers of young children. The theme of the January-February 1997 issue is "The Arts of Winter." Topics in this issue include celebrating with music and movement, learning songs, classroom visitors and the arts, art in picture books, big indoor art projects, and the art of winter cooking. The theme of the March-April 1997 issue is "Global Adventures." Topics in this issue include developmentally appropriate multicultural activities, creating a global village, multicultural prop boxes, an animal safari with books, and St. Patrick's Day fun. The theme of the May-June 1997 issue is "A Happy, Healthy Spring." Topics in this issue include basic health and safety skills, changes in spring, children's gardens, healthy spring cooking, and dealing with picky eaters. The theme of the July-August 1997 issue is "Messy Learning." Topics in this issue…

Rios, Francisco A.; And Others (1996). Making the Path by Walking It. Teacher Education Quarterly, v23 n3 p23-36 Sum. Describes preservice teacher education reform efforts at California State University San Marcos via program development and curricular design innovation. Beginning faculty worked on creating a middle level teacher education program informed by critiques of teacher education, visions for restructured middle schooling, and institutional realities. (SM)…

Forbes, H. D.; Orwin, Clifford (1994). Cultural Literacy: A Canadian Perspective. International Journal of Social Education, v9 n1 p15-30 Spr-Sum. Summarizes E. D. Hirsch's book, "Cultural Literacy," focusing on four separate arguments. Compares U.S. and Canadian education and society, particularly in relationship to multiculturalism and bilingualism. Concludes that Hirsch trivializes culture by presenting as no more than a common convention of effective national communication. (CFR)…

McCarty, Teresa L.; Watahomigie, Lucille J. (1994). Bilingual/Bicultural Education at Peach Springs: A Hualapai Way of Schooling. Peabody Journal of Education, v69 n2 p26-42 Win. The Hualapai (Arizona) Bilingual/Bicultural Program is nationally recognized for its achievements in native language literacy and bilingual/bicultural curriculum development. The article presents information on how the program evolved, the role of indigenous educators, community involvement, and biliteracy education in a community with a previously unwritten language. (SM)…

Cheng, Maisy; Soudack, Avi (1994). Education to Promote Racial and Ethnocultural Equity: A Literature Review. ERS Spectrum, v12 n4 p28-40 Fall. Reviews the literature on education to reduce prejudice, and advocates a whole-school approach to countering racism and promoting equity. Urges comprehensive reforms in curriculum; classroom practices and teaching methods; teacher attitudes, behaviors, and expectations; hiring and promotion practices; racial harassment policies; student-assessment and program-placement policies; linkages with parents and community; language issues; and staff development. (70 references) (MLH)…

Barrera, Rosalinda B. (1992). The Cultural Gap in Literature-Based Literacy Instruction. Education and Urban Society, v24 n2 p227-43 Feb. Literature-based children's literacy programs usually lack cultural foundation on the part of teachers providing the instruction. A framework for a cultural base for educators addresses this cultural gap. A series of professional development activities is presented that reflects the theoretical framework and increases cultural sensitivity. (SLD)…

Goldstein, Susan B. (1995). Cross-cultural Psychology as a Curriculum Transformation Resource. Teaching of Psychology, v22 n4 p228-32 Dec. Recommends ways that cross-cultural content can be effectively presented in general psychology courses. Includes avoiding the marginalization of cross-cultural materials and perspectives, using accurate terminology to make cross-cultural comparisons, and raising awareness about bias within the cross-cultural literature. Offers relevant examples for these and others. (MJP)…

Barreto, Ramona Maile (1996). Diverse Teacher Candidates' Critiques of Multicultural/Bilingual Teacher Preparation: Insights and Implications. This study examined California's new system of bilingual and cross cultural teacher preparation, its implementation, and teacher candidates' reception of it. The new system, referred to as (B)CLAD, consists of two credentials for preservice teachers and two certificates for inservice teachers: the Cross Cultural Language and Academic Development, and the Bilingual Crosscultural Language and Academic Development. The study focused on the introduction of these new standards for teachers of diverse students at a large research university in Southern California; the implementation process; and teacher candidates' and teacher educators' narrative practices, perceptions, and interpretations, using ethnographic case study methods. In-depth interviews with eight preservice teachers in the program indicated that the teacher candidates demonstrated awareness of the program's main focus as articulated by the teacher educators and that potential tension existed between this focus and the… [PDF]

(1987). Meeting the Challenge of Basic Education and Literacy in Latin America and the Caribbean. Highlights of a Unesco/UNICEF Regional Seminar on the Universalization of Primary Education and Literacy (Sucre, Bolivia, May 4-10, 1987). UNESCO-UNICEF Co-operative Programme Digest No. 24. This digest presents the main elements of a regional seminar held in Sucre, Bolivia, to analyze and assess basic education and literacy programs that have been implemented in Latin America and the Caribbean. In addition to UNICEF and UNESCO officials, some 36 experts from 11 countries participated in the meeting. Although the initial aim of the seminar was to analyze the progress of the projects which, with the cooperation of UNICEF and UNESCO, were operating in Peru, Bolivia, and Nicaragua, the seminar extended its focus to include basic planning problems related to programing for small children, women, and indigenous populations. Recommendations reaffirmed the need for a dynamic approach from a perspective of ongoing education within the framework of authentic sociocultural contents. The text of the digest provides an analysis of educational problems and strategies to use in addressing the problems, lessons from the experience of projects in the program for Universal Primary…

(1978). Kindergarten: Home and Family. The curriculum guide presents a working draft of the kindergarten component of a K-6 social studies program developed by the Allegany County Board of Education in Maryland. Goals and activities relating to ethnic heritage studies; family life; and career, consumer, citizenship, and environmental education are included in each of the seven guides. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of living in a complex society. Specific goals are to develop students' knowledge of social science concepts and skills and to acquire democratic social attitudes. The kindergarten unit emphasizes the student's understanding of himself and his immediate environment in terms of the home and family. It is presented in two sections. Section I lists six concepts: basic human needs and how they are met; the form and function of government and citizens' rights and responsibilities; various ethnic, racial, and cultural…

(1978). Grade 1: School Neighborhood. The curriculum guide presents a working draft of the first grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals (development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing its content and implications. The first grade unit is presented in two sections. Section I is designed to aid the student in becoming familiar with his school. Activities focus on enabling the children to become acquainted with teacher, staff members, and…

(1978). Grade 2: Communities–People. Communities–Goods and Services. The curriculum guide presents a working draft of the second grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals (development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing its content and implications. The second grade unit is presented in two sections. Section I is designed to develop the understanding of organized communities with people who share facilities and responsibilities for the common good. Activities focus on the…