Adelman, Deborah; Berney, Tomi D. (1990). Learning E.S.L. with Los Cumbancheros 1988-89. OREA Evaluation Section Report. The Learning English as a Second Language (ESL) with Los Cumbancheros project was developed through the collaborative efforts of several New York State Government offices, community school districts in the Bronx, and the private corporate sector. Its objective was to provide supplemental services to at-risk students of limited English proficiency to keep them in school. The project's vehicle of instruction was a bilingual chorus that rehearsed several times per week and performed regularly. Los Cumbancheros taught students music theory through ESL and Native Language Arts (NLA). Students gained knowledge of music theory and met both the project's ESL and NLA objectives. Attendance records indicated that students participated actively in the program. Additionally, parents expressed enthusiasm for the program and were appreciative of the concomitant parental activities; the Los Cumbancheros parental involvement objectives were also met. (GLR)… [PDF]

McInnes, Marguerite M. (1987). A Cognitive Approach to Teaching Reading to Spanish-Speaking Adolescents. A study investigated the use of horizontal instruction to teach Spanish-speaking secondary students an inferential English reading skill. It looked at (1) the relationship between the students' class-inclusion skills and their ability to identify the implied main idea, (2) the effect of sequentially-developed classification lessons on the students' ability to identify the implied main idea, and (3) the effect of the language of instruction (monolingual or bilingual) on the students' ability to learn a comprehension skill. The results suggest that the students used schemata, including classification in part-whole relationships, during the process of learning English reading skills, implying that the ability to classify is necessary to many learning activities. However, this study does not clarify how such skills should be taught. (MSE)…

Stedje, Astrid (1983). Deception and Dissociation Markers as Indicators of Communication Strategies. Communication strategies used by German-Swedish bilinguals when they have lexical difficulty are discussed. Findings indicate that in a language test situation, when attention is focused on words rather than topic, face-saving over a lexical gap seems to be of great importance to the speaker. When a communication strategy has led to a noticeable failure, the speaker has three principal options: to proceed as before, admit the failure but dissociate himself from it, or conceal the failure and deceive the listener. For dissociation and deception there are certain markers that can help identify the two strategies. These markers can also help in determining whether or not the speaker has used a communication strategy, since they are strongly linked with conscious errors and other products that the speaker considers to be failed communication strategies for his lexical difficulties. (MSE)…

Anderson, Johnny R. (1987). Dialect Reduction and Accent Restructuring: Some Methods for the Bilingual Classroom. A guide to English pronunciation instruction for native Spanish speakers uses eight basic steps to find and use appropriate techniques to address a specific phonological problem. The steps are (1) calling the student's attention to the learning point; (2) focusing attention on the problem area; (3) sharpening student recognition of the sound in different consonant environments; (4) generalizing the significant features to be mastered; (5) producing new sounds by mimicry or by production of opposite sounds; (6) checking student perception of sounds within minimal sentences; (7) substitution and pattern drilling; and (8) reinforcing and stabilizing the sounds taught in the laboratory and/or at home. An actual lesson plan to teach a specific minimal contrast is outlined, with accompanying teacher notes. (MSE)…

Cotayo, Armando; Sica, Michael (1984). Part West High School "At Your Service," 1982-1983. O.E.E. Evaluation Report. In the third year in its three-year funding cycle, Project "At Your Service" offered bilingual instruction and supportive services to 200 Hispanic students at Park West High School in New York City. The ultimate goal of the program was to develop students' English proficiency and to prepare them to meet the requirements for high school graduation. Among the activities conducted under the program were curriculum materials development and adaptation; student supportive services in the form of guidance and academic counseling, home visits, and career orientation and planning; staff development workshops, lectures, conferences and courses; and outreach to parents. Quantitative analysis of student achievement indicates that, with few exceptions, program students performed well in English language, mathematics, social studies, science, and native language arts, and that their attendance rate was significantly higher than that of the total school population. (GC)… [PDF]

Kari, James, Comp. (1977). Dena'ina (Tanaina) Noun Dictionary. This noun dictionary of the Athapascan language covers all dialects of the Tanaina language of the Cook Inlet region. It has been prepared for the Dena'ina people to help maintain their language and culture. The introduction explains the Dena'ina dialects and the phonological system of the Dena'ina alphabet. The dictionary is organized into semantic categories and most words can be located by thinking about the subject area a word most naturally belongs to. A Dena'ina-English index is appended listing all the Dena'ina entries alphabetically along with the page number on which each word appears in the subject chapters. The dictionary contains 30 chapters and about 5,500 Dena'ina entries. (NCR)…

Williams, Emma; Williams, Frank (1978). Tongass Texts. This bilingual volume in the Tongass dialect of the Tlingit language and in English contains stories about the cultural heritage of the Tlingits. The introduction in English describes the phonology of the dialect. The five stories include free English translations, and are entitled: (1) Concerning Our Heritage; (2) The War at Goochlaakanoow; (3) Concerning Tlingit Medicine; (4) Concerning Food; and (5) The Lazy Woman. Explanatory notes on the text in English are appended. (NCR)…

Mazzarella, Jo Ann (1978). Improving Self-Image of Students. ACSA School Management Digest, Series 1, Number 14. ERIC/CEM Research Analysis Series, Number 41. Research over the last ten years provides overwhelming evidence that the most successful students have strong positive self-concepts. This booklet reviews literature on self-concept and describes many programs designed to improve student self-esteem. The paper begins by noting that although no one understands the order of the cause and effect relationship, there is a strong correlation between self-concept and achievement. Then ways to improve self-concept are discussed, with a warning that techniques for measuring self-concept have problems. Methods for improving self-concept include classroom techniques, counseling and discussion groups, and teacher inservice programs. One chapter is devoted to programs for dropouts, delinquents, and the disadvantaged. A final chapter documents the effects of teacher attitudes and beliefs and suggests ways to improve teacher self-concept. The overall conclusion is that one reason for the success of self-concept improvement programs may be that… [PDF]

Pierce-Jones, John; And Others (1967). Proceedings of a Meeting of the Head Start Planning Committee with the Staff of the Child Development Evaluation-Research Center (Southwest) (University of Texas, Austin, March 29, 1967). This document is a transcript of the proceedings of a one-day meeting held in Austin, Texas on March 29, 1967. Participants included representatives of the national Head Start Planning Committee, the Head Start Research and Evaluation Division in Washington, D. C., and the staff and study directors of the regional Child Development Evaluation and Research Center at the University of Texas at Austin. Discussions concerned the initiation of Project Head Start research in the Southwest, the scope of Head Start evaluation, evaluation study samples and statistical strategies, and research reports on: (1) the effect of neural conductivity efficiency on cognitive development, (2) the relationship between dialect and socialization, (3) the effect of response style on perceptual skills, (4) the oral language development of Head Start graduates, (5) the development of tests for bilingual children, (6) cognitive style and conceptual conflict in culturally deprived children, (7) predicting…

Edgerton, William B. (1962). The Teaching of Russian in America: A Modest Proposal. America's lag behind many countries in foreign language training, particularly the Soviet Union, is examined from the viewpoint of her ever-increasing need for foreign language proficiency in many areas. Differences between domestic and foreign curriculums are considered and a proposal is made, based on the specific assumption that what is needed is a required foreign language program beginning in the elementary school. In addition, the author argues that the program must be continuous through graduation from high school in order to guarantee mastery of the target language. (GK)… [PDF]

(1969). Mission: Possible. The following exceptionalities are described: emotional disturbance, social maladjustment, mental retardation, learning disabilities, bilingualism, physical handicaps, visual impairment, disadvantagement, and giftedness. For each exceptionality, a bibliography is given and teaching methods are suggested; further information is included for some exceptionalities. Sources of materials and Arizona agencies and referral services for the handicapped child are listed; professional expressions and terminology are defined; bibliographies are included of general materials, films, and periodicals. In addition, information is provided on the workshop itself. (JD)… [PDF]

Martinez, Emiliano; And Others (1972). Lee y trabaja: Libro de lectura 2, nivel 1 (Read and Work: Reader 2, Level 1). This reading textbook, the second of a series, is an anthology of stories designed to relate to the natural interest of the elementary school child. On this level the number of words to memorize is increased (on the average, four per unit) while at the same time, the study of word variants is introduced to begin analysis exercises based on the configuration of each. The exercises of auditory discrimination are completed with the visual recognition of normal endings–diminutives, verbs, etc. Stress is paid to the intonation and writing of the letters. The tests which students must read increase in complexity–from the phrase to the sentence. The book contains many color illustrations. (SK)…

Martinez, Emiliano; And Others (1972). Trabaja y aprende: Libro de lectura 3, nivel 1 (Work and Learn: Reader 3, Level 1). This reading textbook, the third of a series, is an anthology of stories designed to relate to the natural interest of the elementary school child. In the book, students learn about a Puerto Rican family living in New York. Attention is paid to visual and auditory discrimination of consonant groups and normal endings. Included are exercises which are intended to perfect pronunciation and intonation. Work is begun on the reading of symbols such as dashes, accents, and numbers. New vocabulary words are introduced with greater frequency. The book contains many color illustrations. (Author/SK)…

Rivers, Wilga M. (1971). Motivating through Classroom Techniques. Motivation is the normal state of the individual, and the language teacher is responsible for identifying the individual nature of the student's motivation and directing it through his design of learning activities. The personal goals of the students should be kept in mind; the subject matter should be what interests the student, and the characteristics of the students must be considered. The teacher should use imagination in curriculum planning and should adapt and adjust the curriculum to his own students. The language teacher must know how to use the motivation which already exists to increase the student's knowledge of the new language. (VM)… [PDF]

Corcoran, Bert W. (1970). The Pros and Cons of Individualized Programmed Instruction for Indian Students. A Position Paper…. Based on observations and experiences in a Title III (Elementary and Secondary Education Act) project to individualize instruction in the ungraded Rocky Boy Elementary School (grades 1-6, Rocky Boy Indian Reservation, Box Elder, Montana), this position paper considers the problem of finding a suitable or workable curriculum and classroom climate for teaching reading, writing, and arithmetic in a traditionally designed school. In the paper, the pros of individualized programmed instruction are discussed considering boy vs. girl, development of the self-learner in relation to his culture, peer-tutor relationships, achievement, characteristics of the self-learner in relation to programmed instruction, and contingency management. Cons of individualized programmed instruction are discussed in terms of the non-English-speaking child, the poor teacher, and behavioral objectivity vs. group interaction. It is suggested that individualized programmed instruction for Indian children has merit… [PDF]

Caliver, Ambrose (1944). Education of Teachers for Improving Majority-Minority Relationships: Course Offerings for Teachers to Learn about Racial and National Minority Groups. Bulletin, 1944, No. 2. US Office of Education, Federal Security Agency The improvement of human relations is generally recognized today as an essential prerequisite to national unity and world peace. Bringing about better human relations, however, presents many important problems, among those of: (1) Providing accurate knowledge about different races and groups; (2) Developing understanding and appreciation of these groups; and (3) Improving the attitudes of different individuals, races, and groups toward one another. The world crisis has accentuated these problems, and has emphasized the need of efforts to preserve unity in the Nation, and to establish peace in the world. Because, from the long-range point of view, improving human relations is primarily an educational job, the U.S. Office of Education has for some time been concerned with studies and projects having as their objective the solution of these problems and the meeting of this need. The present investigation is one of a series of such studies and projects, the specific purpose of which is…

Creaser, Barbara; Dau, Elizabeth (1995). The Anti-Bias Approach in Early Childhood. This book on an anti-bias approach to early childhood education addresses aspects of diversity such as gender, race, and language within Australian society and provides strategies for working with families and staff to challenge existing attitudes and practices. Key features of the book include case studies showing anti-bias principles in action, questions for discussion and references at the end of each chapter, and a glossary of key terms. The chapters are: (1) "Children and Bias" (Anne Glover); (2) "Creating an Anti-Bias Environment" (Rosemary Green); (3) "Cultural Diversity" (Mary Vajda); (4) "The Gender Factor" (Glenda MacNaughton); (5) "Responding to Special Needs" (Anne Palmer); (6) "Linguistic Diversity" (Leonie Arthur); (7) "Exploring Families; The Diversity and the Issues" (Elizabeth Dau); (8) "Cross-Cultural Challenges in Early Childhood Education" (Emione [Emmy] Kiriakou); (9) "'Men…

Broadbent, John; Geach, June (1989). Coherence in Diversity: Britain's Multilingual Classroom. A collection of essays focus on multilingualism and cultural diversity in United Kingdom schools, with emphasis on secondary education in some articles. The papers are: "Towards a Policy of Multilingual Secondary Schools" (Christopher Brumfit); "Curriculum Development" (Keith Kirby); "English, Whose English?" (Peter Traves); "An ESL Perspective for Community Languages in the Curriculum" (Mona Gabb); "Modern Languages and the Language Curriculum" (Alan Hornsey); "British Languages" (Bryden Keenan); "Bilingual Pupils" (Laurie Kershook); "Educational Problems of Chinese Children in British Schools" (Lornita Yuen-Fan Wong); "Language Maintenance Among Children of Italian Parentage in Mainstream Secondary Schools in Bedford and London" (Bruno Cervi); "Urdu Provision in Secondary Schools" (Stella Lewis); "Bengali in the Mainstream School" (Diana Kent); "Towards Effective…

Hammer, Judith McGowan; O'Bar, Angelina Merenda (1989). Growing Up Strong: A Mental Wellness and Life Skills Development Program. American Indian Supplement–Preschool through Third Grade. The Growing Up Strong (GUS) program, a mental wellness and substance abuse prevention program, is based on the assumption that all children need a sense of belonging, heightened self-esteem, life skills development, and a positive self-concept. The American Indian Supplement was designed for use in conjunction with preschool, kindergarten and first grade, or second and third grade GUS program materials in predominantly American Indian classrooms or mixed classrooms of Indian and non-Indian students. The teacher's guide, designed for both Indian and non-Indian teachers, begins by explaining GUS's multicultural approach to prevention and by presenting research findings on the effectiveness of GUS with American Indian preschoolers. The next sections present guidelines for implementing GUS, involving the family, and integrating culturally sensitive learning experiences in the curriculum. Nine learning experiences, including running message relays, visual journals, traditional foods,…

Garcia, Ricardo L. (1978). Fostering a Pluralistic Society through Multi-Ethnic Education. Fastback 107. The purpose of multiethnic education is to prepare all students to live harmoniously in a multiethnic society. Multiethnic education pursues these goals by reflecting ethnic diversity in the curriculum, dealing directly with ethnic group similarities and differences, and helping students understand their uniqueness in a pluralistic milieu. Although most teachers do not intentionally discriminate against minority students, they generally reflect majority attitudes as a result of having been reared in middle- or lower-middle-class homes and communities away from concentrations of minority and lower-socioeconomic groups. Also, teachers are generally not prepared professionally to recognize and deal positively with ethnic differences as educational tools. Although great impetus to equal education was given by the 1954 Supreme Court decision in Brown v. Topeka Board of Education and by the Civil Rights Act of 1964, progress toward school desegregation has been slow. Teaching and… [PDF]

Bernhard, Judith K.; Chud, Gyda; Lange, Rika; Lefebvre, Marie Louise (1995). Paths to Equity: Cultural, Linguistic and Racial Diversity in Canadian Early Childhood Education. Childcare centers in Canada's largest cities frequently have children with family languages other than English or French and who are of diverse racial and cultural backgrounds. This three-part study focused on cultural diversity in early childhood education (ECE) settings in Toronto (Ontario), Vancouver (British Columbia), and Montreal (Quebec). The Center Study examined teachers' and supervisors' attitudes about benefits and challenges associated with diversity. The Family Study assessed the child care experiences of parents and minority group children. The Faculty Study interviewed college faculty preparing early childhood education teachers. Among the major findings are the following: (1) early childhood teachers often felt unprepared for working with children of diverse backgrounds, with language barriers identified as their largest challenge; (2) teachers reported minimal contact with minority families more frequently than for majority families; (3) a majority of teachers…

(2004). Integrating Immigrant Children into Schools in Europe: Finland–National Description 2003-04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Finland. Country of origin for immigrants in Finland 1990-2002 is appended. (Contains 2 figures and 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

Barnhardt, Ray, Ed. (1982). Cross-Cultural Issues in Alaskan Education. Vol. II. A collection of 15 articles on cross-cultural issues in Alaskan education addresses educational policy issues, educational development issues, community/school issues, and teaching/learning issues. The one theme that permeates all of the articles is the value of participation by community members in all levels of the education of their children. Under educational policy issues are: "A Native Philosophy of Education" (Pavilla); "Cultural Definitions and Educational Programs" (Dubbs); "Cultural Considerations in Technological Innovations" (Orvik); and "The Log School: A Case for Appropriate Design" (Dubbs/Barnhardt). Educational development issues covered are: "Psychology of Culture Change and Education for Economic Development" (Tamas); "Nonformal Educational Strategies for Rural Development in Native Alaska" (Gaffney); and "A Cross-Cultural Training and Development Program for Rural Alaskan Teachers" (Grubis)….

Bjerstedt, Ake, Ed.; Gustafsson, Evy, Ed. (1978). Towards Intergroup and Global Solidarity Via Teacher Training. Teacher Training as a Vehicle in Fostering Intercultural Awareness, Intergroup Understanding, and Global Solidarity: A Collection of Abstracts. No. 60. This annotated bibliography identifies over 100 resources available through the ERIC system. It focuses on the improvement of inservice or preservice teacher training for the purpose of fostering intercultural awareness, intergroup understanding, and global solidarity. Topics listed include international understanding via student teaching abroad, developing creative materials for teaching the culturally different child, evaluation of curriculum materials, and reviews of literature related to segregation and racism. Some descriptions of training institutes for teachers and school administrators are also included. Entries for the bibliography were located in the ERIC system from 1966-1976. Information is included on author, title, institutional source, publication date, number of pages, ERIC accession number, and availability from the ERIC Document Reproduction Service. A 200-word abstract and ERIC descriptors are included. (KC)…

(1999). Minorities and Adult Learning: Communication among Majorities and Minorities. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines communication among minorities and nonminorities in adult education programs. The booklet begins with a sketch of the situation of minority group members around the world and a list of 10 ways education policy and legislation can advance minority rights. Discussed next is the importance of allocating resources for education so that the different levels of need and different barriers in areas are taken into account. The importance of recognizing minorities' learning systems is underscored. The following are among the eight recommendations for adult learning by and for minority communities: (1) include minority knowledge, culture, language, religion, lifestyle, and history in curricula in a manner promoting mutual respect and understanding between communities; (2) recognize the role and value of minorities' traditional out-of-school learning processes; (3) link… [PDF]

(2004). Integrating Immigrant Children into Schools in Europe: Romania–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Romania. (Contains 2 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Portugal–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Portugal. Cultural groups/nationalities are appended. A bibliography is included. (Contains 6 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Latvia–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Latvia. A bibliography is included. (Contains 5 tables and 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

McCobb, James L. (1994). Serving Students Learning English as a Second Language: A Guide for Vermont Educators. This guide provides Vermont school districts with resources for offering equal education to limited-English-proficient students. It is organized according to a series of legal obligations to this population. The first four sections outline education-related rights and obligations, provide background information on second language acquisition and cultural diversity, discuss program planning and development for this population, and outline recommended steps for the school district to follow in serving students of English as a Second Language (ESL). Support and administrative materials are appended to each of these sections. The five subsequent sections detail those steps: (1) identification of non-English-language-background (NELB) students, both enrollees and previously-enrolled students; (2) screening of NELB students; (3) Initial assessment of NELB students for placement; (4) placement and provision of appropriate services; and (5) monitoring and guiding student progress and… [PDF]

(1985). Children, Families, and Public Schools: Building Community Alliances for Learning. The National Education Association's Annual Conference on Human and Civil Rights in Education (23rd, February 22-24, 1985). NEA Report. This conference addressed the problems of children whose circumstances limit their ability to learn, their access to equal educational opportunity, and their basic civil rights, and the role of National Education Association (NEA) members and their communities in solving these problems. The keynote address by Blandina Cardenas Ramirez, excerpted here, considered how education employees can address the needs of children whose education has been hampered by discrimination. Summaries of the following seminar sessions are provided: (1) the effects of hunger on children's learning; (2) child abuse and neglect; (3) overcoming racial, cultural, and economic alienation; (4) missing children, runaways, teenage suicides, and pregnant students; (5) children left alone: latchkey problems; (6) drug and alcohol abuse; (7) special needs of children; (8) overcoming the school obstacle course: testing, screening, and tracking; (9) maintaining cultural identity in school integration; (10) bringing… [PDF]