Paulston, Christina Bratt; Paulston, Rolland G. (1976). Language and Ethnic Boundaries. The paper examines the phenomenon of group bilingualism, the origin of the contact situations which lead to it, and the role of language in maintaining ethnic boundaries, especially in revitalization movements. Language shift and language maintenance are seen as indicators of the degree to which ethnic boundaries are being maintained. Many ethnic groups are discussed and the case of the Swedish Lapps examined at length. (Author)… [PDF]

Machida, Sandra (1986). Teacher Accuracy in Decoding Nonverbal Indicants of Comprehension and Noncomprehension in Anglo- and Mexican-American Children. Journal of Educational Psychology, v78 n6 p454-64 Dec. The degree to which Anglo- and Mexican-American first-grade teachers can accurately decode nonverbal indicants of comprehension and noncomprehension was examined. Teachers perceived boys as understanding more than girls. Slight cultural differences were found in children's behavior, but it did not affect teachers' interpretation. (JAZ)…

Bornheimer, Deane G. (1984). Predicting Success in Graduate School Using GRE and PAEG Aptitude Test Scores. College and University, v60 n1 p54-62 Fall. Performance of limited-English speaking graduate school applicants on the Prueba de Admision para Estudios Graduados aptitude test is compared with Graduate Record Examination results, and the validity of the two tests as predictors of academic success for bilingual doctoral students in the New York University Puerto Rico program is examined. (MSE)…

(2002). Program Participation and Academic Progress of Second Language Learners: Texas Middle School Update. Policy Research Report. This study examined program participation and academic progress of second language learners, following a cohort of Texas public school students from the school years, 1992-93 to 1999-00 as they progressed through the elementary and middle grades. Researchers examined the following: changes in Texas policy related to students with limited English proficiency (LEP) that occurred during this time; demographic characteristics of middle school students once identified as LEP and their non-LEP classmates; special language program participation patterns over time; participation in the assessment program; and progress of cohort students toward passing the grade 10 exit-level test required for graduation. By the time they reached middle school, most Texas LEP students were receiving all of their instruction in the regular, all-English instructional program. Many factors influenced the patterns of special language services students received and the number of years they received those… [PDF]

Pennebaker, James W.; Vano, Anne M. (1997). Emotion Vocabulary in Bilingual Hispanic Children: Adjustment and Behavioral Effects. Journal of Language and Social Psychology, v16 n2 p191-200 Jun. Examined linkage between emotion vocabulary and behavior problems among elementary-age students enrolled in a schoolwide bilingual program. Results from 99 Spanish-speaking children reveal behavior problems are more common among students with large disparity in emotion word vocabularies between English and Spanish. Findings support the hypothesis that knowledge of emotion language is adaptive for bilingual students within an educational setting. (GR)…

Siu, Sau-Fong (1994). Taking No Chances: A Profile of a Chinese-American Family's Support for School Success. Equity and Choice, v10 n2 p23-32 Win. Shows how a working class Chinese-American family prepares its only child for school success. This bilingual child of immigrants is successful academically and socially. The importance of high family expectations and the goal directedness of the parents is emphasized, as is the ambivalence the parents feel toward school. (SLD)…

Johnson, Janice (1991). Developmental versus Language-Based Factors in Metaphor Interpretation. Journal of Educational Psychology, v83 n4 p470-83 Dec. Roles of language proficiency and general developmental factors on metaphor interpretation were examined for 60 Spanish- and English-speaking and 60 monolingual English-speaking children aged 7-8, 9-10, and 11-12 years. Language proficiency in English and socioeconomic status were considered, but both were less important in metaphor interpretation than in age. (SLD)…

Guillory, Barbara L. (2000). Project Access: A Program To Improve Service Delivery for Culturally and Linguistically Diverse Populations with Speech, Language and Hearing Disorders. Teacher Education and Special Education, v23 n4 p271-80 Fall. This article describes Project Access, a program at Southern University (Louisiana) designed to recruit, retain, and train speech-language/pathology students from diverse cultural and linguistic backgrounds. Seminars that explore speech and language disorders of diverse populations were added to the required curriculum. Students receive support in the forms of financial aid, mentoring, and specialized academic support. (Contains references.) (Author/DB)…

Chavez, Eliverio (1993). Gender Differentiation in Minority Language Loss Among Hispanic Children in Northern New Mexico. Southwest Journal of Linguistics, v12 n1-2 p39-53. This two-stage study measured the bilingual proficiency of Hispanic students using a language dominance/proficiency test to determine rural/urban residence, active language use, socioeconomic stratification, and language attitudes. Results indicated that rural males were more proficient in the minority language, whereas females were the precursors in language shift to English. (SM)…

Helmar-Salasoo, Ester (1995). A National Study of States' Roles in Choosing Reading and Literature for Second Language Learning. Report Series 2.25. A national survey was undertaken in 1993 to discover what approaches and materials state agencies recommend in the teaching of reading and literature to students in elementary and secondary school bilingual and English-as-a-Second-Language (ESL) programs. The report summarizes the study methodology and findings in these areas: existence and content of a state curriculum guide of framework for bilingual/ESL programs; enrollments of limited-English-proficient (LEP) students; instructional support offered by the state in the form of teacher handbooks, materials addressing specific LEP populations; adherence to local control in bilingual/ESL instruction; alignment of bilingual/ESL programs with English language arts programs; use of multifunctional resource centers; workshop and conference offerings for bilingual/ESL teachers; use of core instructional materials lists; and common issues encountered by state ESL/bilingual program directors, including reorganization and reduced resources,… [PDF]

(1991). Children of the Rainbow: First Grade. This manual for first grade teachers provides suggestions and teaching materials that reflect the multicultural composition of New York City's (New York) public schools. An introduction describes the philosophy that supports a high-quality, developmentally appropriate program through a multicultural perspective. The manual is organized into the following eight sections: (1) "Planning for the First Grade," which provides strategies to assist teachers in beginning the school year successfully; (2) "The Multicultural Learning Environment," which offers guidance in organizing and implementing a variety of instructional approaches; (3) "Instructional Approaches and Strategies," which suggests approaches for implementing multicultural education as well as basic skills; (4) "Developing Themes of Study," which illustrates the thematic approach through five themes appropriate for first grade; (5) "Working Together," which describes shared…

Wilkinson, David; And Others (1993). What Works, and Can We Afford It? Program Effectiveness in AISD, 1991-92. Publication Number 91.43. This report presents information on the effectiveness, including cost effectiveness, of many programs of the Austin (Texas) Independent School District (AISD). In 1991-92, the AISD Office of Research and Evaluation (ORE) reviewed 85 programs or program components. Cost effectiveness was calculated for 18 programs using an achievement effect measure and for 16 programs using a dropout prevention effect measure. Most evaluated programs were rated as effective. In general, the programs showing the highest achievement gains for students tend to be programs that offer students enriching experiences in addition to the regular curriculum. Most have a relatively high initial cost, but once in place, their per-pupil costs are relatively low. A common feature for successful dropout programs is that they provide students with individual attention or the possibility of flexibility in class schedules and enrichment. These findings are in keeping with other conclusions that the ORE has drawn over… [PDF]

Fernandez, Carmen M.; Schulman, Robert (1984). Bilingual Pupil Services E.C.I.A. Chapter 1. O.E.E. Evaluation Report, 1982-1983. The primary goal of New York City's Bilingual Pupil Services project was to improve the academic performance and linguistic proficiency of Spanish-speaking limited English proficient students in grades 1-6. The project was designed to achieve this goal through a program which trained and supervised bilingual paraprofessionals who provided direct instruction to students in designated classrooms in 14 districts throughout Manhattan, the Bronx, and Brooklyn. Through a rigorous selection and retention process, structured inservice training sessions, and close ongoing supervision, paraprofessionals were guided by field instructional specialists toward becoming more knowledgeable, conscientious, and effective teachers. In 1982-83, 55 paraprofessionals worked with 1,210 students in 24 schools. Analysis of student achievement indicates that in all areas of the curriculum–English reading, Spanish reading, and math–and at all grade levels, students demonstrated statistically significant… [PDF]

(1989). Connections: A Journal of Adult Literacy. Spring 1989. Volume 3. Connections: A Journal of Adult Literacy, v3 Spr. The 10 articles (and introduction by Stephen Reuys) in this journal discuss issues of adult literacy/adult basic education from a variety of perspectives. Titles and authors are as follows: \The Boston Adult Literacy Initiative: Moving beyond Initiative\ (Silja Kallenbach); \Project FOCUS: Writing through Pictures\ (Beatriz M. Strohmeyer); \The Massachusetts Workplace Education Program\ (Judy Hikes); \Use of the Language Experience Approach with Non-English Speaking Refugees and Immigrants\ (Anthony D'Annunzio, Paige E. Payne); \Pioneering Effective Educational Services for Dyslexic Illiterate Adults\ (Carolyn Buell Kidder); \Two Views of Language Minority Issues\ (Tomas Kalmar, Fulano de Tal); \The Pittsburgh Literacy Initiative: A Community-Based Model for Meeting Urban Literacy Needs\ (Frances Wright); \A Storybook Ending\ (Lisa Santagate); \Meeting the Needs of Unprepared Students in Higher Education\ (Emilie Steele); and \Between Paulo Freire and Tom Sticht: Adult Education and… [PDF]

Kelly, Michael G.; And Others (1981). A Plan to Develop and Compare Two Vocational Education Models for Limited English Proficiency Students. Final Report FY81, August 1, 1980-June 30, 1981. A bilingual instructional model to teach limited English proficency (LEP) students vocational skills was developed and implemented at Waubonsee Community College (Illinois). Bilingual vocational and vocational English as a second language (VESL) courses were developed and conducted in the areas of machine tools and secretarial science. A total of five one-semester vocational Machine Tool courses were offered, with 60 LEP students enrolled; and two one-semester vocational Secretarial Science courses were offered, enrolling 22 students. Related VESL courses were offered along with both subjects. In order to conduct the courses, instructional materials were developed by rewriting and adapting regular course materials, in the Machine Tool course; and finding texts and materials at the appropriate levels for the Secretarial Science course. Materials were field tested in two semesters of the courses and revised as needed. Translated materials for the bilingual model were developed as… [PDF]

(1994). English to Speakers of Other Languages. Resource Guide. Second Edition. The resource guide is designed for administrators, teachers of English as a Second Language (ESL), counselors, grade-level teachers, content-area teachers, and other school personnel who work with or make decisions regarding ESL students. Sections synthesize information on and suggest techniques for a variety of topics related to ESL. A section on student rights under federal law addresses legal responsibilities regarding language-minority students and includes relevant federal laws, litigation summaries, and legal interpretations. Another section offers suggestions for addressing first-day issues of enrollment, placement, and scheduling. A third section outlines 13 specific strategies for both ESL and grade-level teachers working with this population, and another offers specific approaches to cultural issues affecting teachers and students in a diverse classroom. Georgia Department of Education policy regarding ESL students and the state-funded program is also detailed, including… [PDF]

Allexsaht-Snider, Martha (1995). Teachers' Perspectives on Their Work with Families in a Bilingual Community. Journal of Research in Childhood Education, v9 n2 p85-95 Spr-Sum. Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting. Discusses resources to support teachers' work with families. (AA)…

Danielson, Kathy Everts; Lickteig, Mary J. (1995). Using Storybooks to Acquaint Children with the Continent of Africa. Social Studies, v86 n6 p248-52 Nov-Dec. Describes a third-grade instructional unit that begins with a basic introduction to African geography and culture. Children's books, from sources as diverse as current politics and Masai folk tales, are used to illustrate key concepts and places. Includes a list of children's books used in the lessons. (MJP)…

Doherty, Gillian (1994). Child Care Policy in Canada: An Annotated Bibliography. This bibliography annotates research reports, key informed opinion, and survey articles from Canada, the United States, and other countries which are relevant to child care policy in Canada. Rather than a comprehensive list of materials, the bibliography is intended to provide information about the most recent and/or key materials on the topic. The annotations from research studies only identify findings that were statistically significant, and different findings from the same study may be described in different sections, as appropriate. The bibliography is arranged by subject in reverse chronological order. The following topics are covered: (1) family policy and child care in Canada; (2) family policy and child care in the provinces and territories; (3) child care and the broader social context; (4) the economics of child care; (5) family policy and child care in other countries; (6) the effects of child care; (7) parental child care needs and preferences; (8) quality; (9) health… [PDF]

Bachner, David J.; Malone, Laurence J.; Snider, Mary C. (2001). Learning Interdependence: A Case Study of the International/intercultural Education of First-Year College Students. National Resource Center for the First-Year Experience and Students in Transition This volume argues that international/intercultural experiences are powerful vehicles for first-year college students to learn the perspectives and skills necessary to function interdependently in a rapidly changing, increasingly complicated world. The authors develop this thesis through an in-depth case study of efforts to provide such learning opportunities within a project called the "First-Year Intercultural Experience at Hartwick College," a four-year liberal arts and sciences institution of 1,400 students in Oneonta, New York. Examined in detail are both the promise and problems of this approach, and, in the end, the authors conclude that, on balance, the effort to implement the First-Year Intercultural Experience was well worth the investment of resources. The book begins with acknowledgements, and an introduction. After the introduction, the book contains six chapters: (1) The Context of Undergraduate Intercultural Education in the 21st Century; (2) An Overview of… [PDF]

Wong, Vivian Wu (1996). Somewhere between White and Black: The Chinese in Mississippi. OAH Magazine of History, v10 n4 p33-36 Sum. Explains that the marginal position of Chinese in Mississippi, neither white nor black, played a vital role in the development of their identity. Discusses the social, economic, and cultural influences that produced a Chinese American community in the south markedly different from the one in California. (MJP)…

Winton, Pamela J., Ed.; And Others (1997). Reforming Personnel Preparation in Early Intervention: Issues, Models, and Practical Strategies. The 21 papers in this collection address changes and reforms in the preparation of teachers and other personnel concerned with early intervention with children having or at risk for disabilities. The papers are: (1) "Ecological Perspectives on Personnel Preparation: Rationale, Framework, and Guidelines for Change" (Pamela J. Winton, Jeanette A. McCollum); (2) "State Perspectives on Meeting Personnel Challenges: Closing the Gap Between Vision and Reality" (Tweety Yates, Ann Higgins Hains); (3) "Community-Based Approaches to Personnel Preparation" (Patricia W. Wesley, Virginia Buysse); (4) "Creating New Visions in Institutions of Higher Education: Interdisciplinary Approaches to Personnel Preparation in Early Intervention" (Jennifer L. Kilgo, Mary Beth Bruder); (5) "Designing Effective Personnel Preparation for Early Intervention: Theoretical Frameworks" (Jeannette McCollum, Camille Catlett); (6) "Needs Assessment and Evaluation… [PDF]

Israel, William I., Ed. (1978). Political Issues in Education. A Report of the 1978 Chief State School Officers Summer Institute. Collected in this volume are the papers presented at the 1978 Chief State School Officers Summer Institute. The program was devoted to political issues in education and focused on a number of current educational problems. Political issues were discussed in relation to a number of areas, including federal education priorities, federal-state relations, the education-state government relationship, local control of education, school finance reform, competency testing, vocational and career education, bilingual and bicultural education, teacher education and certification, past and future trends, and curriculum reform. Each issue was examined in the light of four interrelated questions: What actors are involved in the decisions? What ends do they seek and how? What reallocations of power, financial support, or other resources will have to be made to satisfy varied interests? and What action-alternatives are open to state school officers? Presentations were made by noted scholars and… [PDF]

Graves-Desai, Kelly, Ed.; Maloney, Karen, Ed.; Miller, Edward Ed. (1996). The Harvard Education Letter, 1996. Harvard Education Letter, v12 n1-6 Jan-Dec. This document is comprised of volume 12 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary-secondary education. Articles in this volume include the following: (1) January-February–"Early Reports From Kentucky on Cash Rewards for 'Successful' Schools Reveal Many Problems" (Miller), "New Ideas Like Collective Incentives and Skill-Based Pay Raise the Same Old Questions" (Sadowski, Miller); "Recognizing Signs of Stress Is the First Step in Keeping Kids from Living in the Streets" (Posner), (2) March-April–"Whole Language or Phonics? Teachers and Researchers Find the Middle Ground Most Fertile" (Matson), "The Case of Invented Spelling: How Theory Becomes Target Practice" (Miller), "Creating Family Stories Leads Students to a Richer Understanding of U.S. History" (Gow, Davino); (3) May-June–"Perception Versus Reality: School Uniforms and the 'Halo Effect'" (Posner),… [PDF]

(1985). Women at Work, Home and School. First Grade Social Studies: Susan LaFlesche, M.D., Mary McLeod Bethune, Dorothea Lange, Rachel Carson, Chien-Shiung Wu, [and] Nancy Lopez. Part of the National Women's History Project funded to promote the study of women in history, this unit will help first grade students learn about women's contributions to U.S. society. Equity cannot be achieved until equality is expected and until the contributions of all women are understood and accepted as a simple matter of fact. The unit contains six lessons based on biographies of women, past and present. The women were selected to represent the many ways women work outside the home. Their occupations range from medicine to athletics to photography. The women are Susan LaFlesche, Mary McLeod Bethune, Rachel Carson, Chien-Shiung Wu, and Nancy Lopez, representing major ethnic groups, and Dorothea Lange, representing disabled Americans. The lessons also help students explore the concept of work. Each unit begins with a biography that teachers are to read to students. Discussion questions. suggestions for classroom activities, and a student worksheet follow each biography…. [PDF]

(1999). Connections: Adult Learners and the Evolving University. Proceedings of the Annual Alliance/ACE Conference (19th, Saratoga Springs, New York, October 21-23, 1999). This collection of 38 papers has as its focus adult learners, and covers a wide range of topics including: electronic peer networks; workplace training (in Australia); health professional accreditation; students with disabilities; vertically integrated courses; balancing instructional modes through journal writing and student collaboration; on-line communities for distance learning; building technology skills in adult learners; distance learning opportunities and challenges; barriers to adult undergraduate education; "learners" and the learning process; strategies for evaluating on-line materials; educational persistence among nontraditional graduate students; Web-based distance learning graduate programs; graduate education; integrating multidimensional research and multimedia for conventional and nonconventional students; working with virtual students; ethical issues in academic mentoring; academic discourse and culture-centered context; quality citations and imposter… [PDF]

Moles, Oliver C., Ed. (1996). Reaching All Families: Creating Family-Friendly Schools. Recognizing the critical role parents have in developing their children's learning habits, this booklet offers strategies that focus on ways principals and teachers can communicate with diverse families about: (1) school goals, programs, activities, and procedures; (2) the progress of individual students; and (3) home activities which can improve children's school learning. A special emphasis is placed on making all school contacts friendly and welcoming to the diverse families being served, highlighting outreach strategies which encourage two-way communication through personal contacts including: (1) "Early Fall Mailings"; (2) "Home-School Handbooks"; (3) "Open House"; (4) "School-Parent Compacts"; (5) "Parent-Teacher Conferences"; (6) "Parent Liaisons"; (7) "Newsletters"; (8)"Positive Phone Calls"; (9) "Homework and Home Learning"; (10) "Parent Resource Centers"; (11) "Informal… [PDF]

McGinnis, J. Randy; And Others (1993). Science Teacher Decision-Making in Classrooms with Cultural Diversity: A Case Study Analysis. The purpose of this study was to explore science teacher decision-making with students of diverse populations. The research site was a suburban middle school located in the southeast. The student body consisted of African Americans, Caucasians, and international students from 62 different countries. Extensive social contextual research was performed. Case studies of two science teachers, a veteran White female life science teacher and a first-year White male earth science teacher were conducted over an extended time. The teachers, their students, a student teacher, and key informants from the school and the community participated in extensive formal interviews throughout the study period. Participant observation and videotaping data collection strategies were used to collect data in the science teachers' lessons throughout the study period. Analytic induction and the constant comparison technique were used to analyze both textual and videotaped data. Findings focused on an analysis… [PDF]

Freeman, David E.; Freeman, Yvonne S. (1994). Between Worlds: Access to Second Language Acquisition. This book, intended for anyone involved in the education of English-as-a-Second-Language (ESL) students, explores the social and cultural factors in second language learning in the school setting. The first section examines the situation inside the classroom, looking at the characteristics of ESL learners, factors affecting their academic performance, influences on teaching practice, the practice of exploratory learning and teaching, processes occurring in \explorer\ classrooms, what is meant by language acquisition, principal theories of second language acquisition, focusing on learners and their strengths, and celebrating the student's first language and culture. The second section looks at what happens outside the classroom, including the effects of community attitudes and English-only politics on students, influences on teacher and student attitudes, value conflicts, developing an intercultural teaching orientation, and involving parents of ESL students in the language learning…

Hammer, Judith McGowan; O'Bar, Angelina Merenda (1989). Growing Up Strong: A Mental Wellness and Life Skills Development Program for Fifth and Sixth Graders. Growing Up Strong (GUS) is a curriculum designed to develop strong mental and physical health in kindergarten through sixth grade students, with the objective of preventing subsequent substance abuse. This document contains a teacher's guide for using GUS in fifth and sixth grade classrooms (GUS 5-6) and duplication masters of materials that can be sent home with children to promote family involvement in GUS. Part I of the five-part teacher's guide provides background information about the program; the trademark cartoon characters Gus, Gussie, and their friends; GUS's multicultural approach and comprehensive prevention philosophy; and major components of the GUS 5-6 program and accessory materials. Part II includes information on using GUS, evaluating the program, and using the family involvement messages; and a sample message to families. Part III offers suggestions on classroom management and details classroom activities designed to reinforce refusal skills and activities designed…