Folder: Bilingual Education
Bilingual Ed Lit Reviews (1999)
Page Contents
A | B | C | C.1 | CC | D | E | F | G | H | J | K | L | M | N | O | P | Q | R | S | T | V | W | Y | Z
A
_____. (1990). 10 Anos de ensenanza bilingue, 1979-80 - 1989-90, 24 Euskara Zerbitzua Zablkunde-Lanak (Ten Years of Bilingual Education, 1979-80 - 1989-90). This report provides an overview of bilingual education in the Basque area of Spain over the last 10 years. Since 1982, a government decree established that public education was to be conducted following 1 of 3 models of bilingual education: 1) instruction is basically in Spanish, with Basque taught as a separate course; 2) content instruction is 50% in Spanish and 50% in Basque; 3) instruction is basically in Basque, with Spanish taught as a separate course. The models are in clear expansion, which will be reflected at the high school level in the next 5 years. There has been a remarkable increase in the number of bilingual teachers during the last 10 years. Because the Department of Education has taken measures to make it possible for Basque to be used in the workplace, around 38% of administrative staff at public schools, school district, and the central education office are speakers of both Spanish and Basque. The Basque Aptitude Test (EG) is now taken by both younger and older teachers who want to improve their qualifications, and by students in bilingual instructional models one and two who have not yet entered university. Several other standardized tests to measure Basque language proficiency have been developed. A training program for Spanish-speaking teachers offers Basque language seminars at schools during or after working hours. Literacy programs are also offered in Basque. (VWL) ED397623
_____. (1992). Autism: General Information. Fact Sheet Number 1 = Autismo: Informacion General. Fact Sheet Number 22. This fact sheet on autism is offered in both English and Spanish, and is the same in both languages although numbered differently. It provides a definition, information on incidence, typical characteristics, and educational implications. It notes that autism is listed as a separate category under the Individuals with Disabilities Education Act. The fact sheet emphasizes the importance of teaching the child communication skills and structuring the child's environment. Five print resources and three organizations are listed. (DB) ED353710
_____. (23 Aug 1993). Literature Review of Federally Funded Studies Related to LEP Students. Final Analytic Report. Research on limited English proficient (LEP) students that was funded under the federal Bilingual Education Act (Title VII) and conducted from 1980-92 are summarized and reviewed. An introductory section gives an overview of the Department of Education's Office of Bilingual Education and Minority Languages Affairs and background in the Title VII research agenda, describes the goals of the literature review, the nature of the reports included, and the review process, and provides a framework based on themes in educational research in general, used for organizing and comparing the studies. Subsequent chapters summarize findings concerning students, teachers, instruction, program administration, and research methods in bilingual education. A final chapter offers an overall summary and conclusions, including recommendations for specific additional studies. Appended materials include an alphabetical listing, by author, of studies reviewed and references cited, a chronological listing of the studies, with annotations, and an overview of methodologies used in federally-funded research studies. (MSE) ED368215
_____. (Apr 1991). Preparing Children for Schools and Schools for Children. Notes, Comments = Preparer les enfants a l'ecole et adapter l'ecole aux enfants. Notes, CommentsNo. 194. This paper critically examines evaluations of the effects of early childhood development programs in Third World countries. Introductory comments underscoring the importance of preschool interventions for the improvement of primary schools are followed by a section explaining the paper's analytical framework, which posits an interactive relationship between the readiness of children for school and the readiness of schools for children. The readiness of children for school is defined in terms of children's physical capabilities and activity levels, cognitive ability, learning style, knowledge base, and social and psychological competencies, while the readiness of schools for children is considered in terms of availability, accessibility, quality, and adaptation to local needs and circumstances. This section concludes by examining the influence of these factors on school enrollment, progress, and performance. The second section reviews studies of: (1) nutrition intervention programs in Guatemala; Cali and Bogota, Colombia; and Pueblo, Mexico; (2) early childhood education programs in Asia, Latin America, and the Middle East; and (3) the effects of early intervention programs on enrollment, promotion, grade repetition, dropout rates, and performance. The following sections review the Indian Integrated Child Development Services and Peru's Programas No-Formal de Educacion Inicial. In the final section, the implications of these findings are discussed and policy recommendations regarding program integration, organization, and evaluation are presented. (AC) ED342505
_____. (Apr 1992). Multidimensional Qualities to Improve Education. This bulletin contains five essays on the theme of expanding the challenge of improving the quality of education to encompass the curricular, administrative, institutional, and teaching levels. The articles include: (1) "Educational Assessment Systems in Latin America: A Review of Issues and Recent Experience" (Robin Horn; Laurence Wolf; Eduardo Velez); (2) "Programme to Improve the Quality of Primary Schools in Poor Areas: A Chilean Experience" (MINEDUC Chile); (3) "Bilingual Education Beyond National Frontiers, Bolivian-Peruvian Cooperation" (Luis Enrique Lopez; Lucia D'Emilio); (4) "New Assignments for Technical and Professional High School Education: Guidelines and Strategies" (Maria de Ibarrola); and (5) "Functional Illiteracy Requirements in Youth and Adults: Education and Work in a Small Developing State" (Olabisi Kuboni). (EH) ED401189
_____. (Aug 1990). Myth #13: English Is Going Out of Style. Literacy Beat, v4 n1 Aug 1990 Aug 1990. Literacy education for non-English-speaking adults is taxing the fragile adult education system in the United States. Despite federal limitations, a million immigrants enter the country each year. In contrast with the past, the non-English-speaking need more education to compete in more sophisticated workplaces. The nation's largest cities are rapidly becoming bilingual, but because of the federal immigrant amnesty program, demand for English language instruction is also increasing substantially. Hispanics and Asians form the largest immigrant groups. Quality of instruction in English-as-a-Second-Language (ESL) programs is a matter of current concern. Volunteers account for a large proportion of ESL literacy teachers. Standards of instruction for immigrant amnesty programs are loose, and the dropout rate is high. Workplace language skills and literacy are greatly needed. Debate over the advantages and disadvantages of bilingual and multicultural education continues, but federal policymakers are focusing more on the need for effective ESL programs. Hispanic illiteracy and potential for inadequate education are high. Some literacy programs have been especially effective. The approaches used in the programs vary, including the use of native language skills to build English literacy, whole-language literacy development, parent involvement and literacy education, and job-related general education. A list of resource organizations is appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED324982
Alexander, S. H., & Baker, K. (1994). The Bilingual Education Movement: The Emergence of an Elite in an Exploited Minority Group. Migration World Magazine, v22 n2-3 p9-12 1994. Demonstrates the presence of a minority group elite in the contemporary bilingual education movement. The bilingual education program elite insists that students of limited English proficiency be taught exclusively in bilingual education programs and only by certified bilingual teachers even though bilingual education has not been demonstrated to be successful. (SLD)
Alexander-Kasparik, R., Ed., & Soulas, J., Comp. (1994). Border Issues in Education, Part 1 and Part 2. SEDLETTER, v6 n3 Sep-Dec 1993 v7 n1 Jan-Apr 1994 1994. These newsletters examine issues in education along the United States and Mexico border. Topics in Part 1 include the ramifications of the North American Free Trade Agreement (NAFTA) for education, the impact of immigration on schools, and the structure and history of the Mexican educational system and its reforms in theory and practice. Educators along the border have voiced concerns about the effects of NAFTA, most notably the impact of population growth on school facilities and budgets already stretched by illegal and legal immigration and the movement of populations from rural to urban areas on both sides of the border. Many in the United States are alarmed at the continuing waves of immigrants and discriminate against both legal and illegal immigrants. In any case the areas of concern that have been most frequently cited by border educators and experts have been growth and immigration. Some saw the burgeoning population as an opportunity; others saw it as a problem. Nevertheless, all agreed that action must be taken to develop curriculum alignment between the United States and Mexico, teacher training and exchange, and the use of telecommunications and teleconferencing in border states education. This report also looks at characteristics of immigrant students, profiles a Mexican college student who has attended school in both Mexico and the United States, and highlights research pertaining to Hispanic immigrant students. In Part II, sections draw upon interviews with teachers and administrators in Laredo (Texas) and Nuevo Laredo (Tamaulipas, Mexico) and cover the following topics: (1) an agreement between the U.S. and Mexican Education Secretaries to foster binational curriculum alignment, and the difficulty of lack of congruence between the two national education systems; (2) cross-national differences in teacher education and certification; (3) needs for more bilingual teachers and for cross-cultural staff development in the United States, and inadquacies of U.S. teacher training and binational teacher exchange programs; (4) bilingual education and second language learning; (5) advantages of two-way bilingual programs for all students; (6) politics and controversies surrounding bilingual education; (7) need for comprehensive social services for children and families along the border; (8) special education and mainstreaming in both countries; (9) plans by the Southwest Educational Development Laboratory to foster development of a binational vision of what border education should be; and (10) immigration phobia. This issue also contains an interview with Derrick Bell on race and racism in American education. (SV) ED396862
Anstrom, K. (1996). Defining the Limited-English Proficient Student Population. Directions in Language and Education, v1 n9 spec iss Sum 1996 1996. In order to develop a more uniform approach to determining the population of limited-English-proficient (LEP) individuals in the United States, and for purposes of educational decisions and resource allocation, the definition of this particular population is discussed in this theme issue. First, approaches currently used to estimate the size of the population and the variety of definitions are examined. Federal and state definitions are given, to exemplify the disagreement states and districts have over how to identify the LEP population accurately. Recommendations are made for a standardized definition, and the advantages and disadvantages of doing so are outlined. An appendix lists recent estimates of the LEP population and an explanation of each. Contains nine references. (MSE) ED404874
Arnove, R. F., & Ovando, C. J. (1993). Contested Ideological, Linguistic, and Pedagogical Values in Nicaragua: The Case of the Atlantic Coast. Bilingual Research Journal, v17 n3-4 p135-61 Sum-Fall 1993. Reviews recent political changes in Nicaragua. Describes history and characteristics of the Atlantic Coast region and its indigenous peoples. Focuses on linguistic and educational policies initiated by successive national governments to integrate the region into national society. Examines issues related to the latest bilingual education model, and availability of resources needed to implement bilingual intercultural education programs. (Author/SV)
Ascher, C. (1989). Urban School Finance: The Quest for Equal Educational Opportunity. ERIC/CUE Digest No. 55. ED311147
Augustin, M. A. (1993). Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP). Final Evaluation Report 1992-93. OER Report. This report examines the progress in 1992-93 of the Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP) in New York City. In the year under review, Project CAP served a total of 292 students with limited English proficiency who were also limited in their ability to read and write in their native language. Participating students received instruction in English as a second language (ESL); native language arts (NLA); and the content-area subjects of mathematics, science, and social studies. Although the project established a multifaceted parental component, which included ESL classes and educational trips, it found it difficult to stimulate participation. The project met its objectives for ESL, American culture and citizenship, cultural heritage, attitude toward school, career development, dropout prevention, attendance, staff development, and curriculum development. The project only partially met its objectives for Spanish and Haitian NLA, parental involvement, and content- area courses. Recommendations include the need to attempt to increase passing rates in Haitian and Spanish NLA as well as the content-area courses by using techniques such as small-group and individual instruction and peer tutoring, as well as offering more materials to accommodate students' different learning styles. Appendices contain a list of instructional materials, class schedules, and the study's Likert scale measurements. (GLR) ED372167
Aust, R., & Others, A. (1993). The Use of Hyper-Reference and Conventional Dictionaries. Educational Technology, Research and Development, v41 n4 p63-73 1993. Describes a study of 80 undergraduate foreign language learners that compared the use of a hyper-reference source incorporating an electronic dictionary and a conventional paper dictionary. Measures of consultation frequency, study time, efficiency, and comprehension are examined; bilingual and monolingual dictionary use is compared; and further research is suggested. (Contains 52 references.) (LRW)
B
Bailey, M. A. (1993). Bilingual Education: Legal Perspectives and Policy Considerations. Illinois Schools Journal, v72 n2 p33-39 1993. Identifies some constitutional, statutory, and case law that has affected bilingual education in the federal courts and the state courts and legislatures. Discusses ideas about public policy within the context of the current status of bilingual education, and suggests ways to improve policy and make better informed decisions. (JB)
Baker, C. (1990). The Effectiveness of Bilingual Education. Journal of Multilingual and Multicultural Development, v11 n4 p269-77 1990. Bilingual education research methods should incorporate a multilevel model of pupils, classrooms, and schools and consider various cognitive and noncognitive outcome variables focusing on progress rather than attainment to determine not whether bilingual education is more effective than monolingual instruction but which aspects of bilingual education are more effective. (35 references) (Author/CB)
Baker, K. (1992). Ramirez et al.: Misled by Bad Theory. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p63-89 Win-Spr 1992. Critiques two theories dominating bilingual education. The facilitation hypothesis predicts long-term advantage for bilingual education over all- English instruction. The time-on-task hypothesis predicts that all-English instruction is superior to bilingual education in teaching English. Argues that bilingual programs may facilitate English learning better than all- English instruction only in the early grades. (KS)
Baker, K., & Rossell, C. (Apr 1993). Blinded by Theory in the Search for Effective Programs for LEP Students: A Call for Testing New Research Hypotheses. The value of transitional bilingual education (TBE) is discussed in the context of two competing theories of second language learning: (1) first language (L1) knowledge facilitates second language (L2) learning, and (2) the best way to learn English is to maximize time spent using it. First, the facilitation theory is examined in light of recent research and found to be flawed. Two significant national studies are shown to have findings contradicting it. The English time-on-task theory is then explored and found lacking, with evidence drawn from the same two studies. It is argued that the theory fails because it does not consider important mediating variables in program effectiveness. A third study is cited, one that suggests some variables explaining the success of TBE with less English- language time-on-task, including nature of time spent in an English language environment and psychological effects of providing some respite between exposures to the target language. Two new hypotheses are proposed, to be tested by research. The hypotheses are: (1) native language instruction should be minimal and used only in early instruction, and (2) teachers who are familiar with but not fluent in the child's native language are better teachers of limited-English-proficient students. In addition, a new experimental design is recommended. (MSE) ED362009
Banda, F. (1996). In Search of the Lost Tongue: Prospects for Mother Tongue Education in Zambia. Language, Culture and Curriculum, v9 n2 p109-19 1996. Discusses problems associated with the implementation of mother tongue education in Zambia. Focus is on the sociolinguistic situation, language policy after independence, sociolinguistic implications, language use in different domains, language use and ethnic identity in Zambia, Kenya, and Tanzania, prospects for mother tongue education; bilingual education, psychosociological considerations; and pedagogical implications for mother tongue education. (28 references) (Author/CK)
Barkan, J. H., & Bernal, E. M. (1991). Gifted Education for Bilingual and Limited English Proficient Students. Gifted Child Quarterly, v35 n3 p144-47 Sum 1991. This article discusses the theoretical basis of and rationale for bilingual gifted education; highlights the points at which the intellectual bases of gifted education and bilingual education intersect; outlines programing practices such as encouraging students to "think in English"; and suggests future directions in the field. (Author/JDD)
Biava, C. (1990). Native American Languages and Literacy: Issues of Orthography Choice and Bilingual Education. Kansas Working Papers in Linguistics, v15 n2 p45-59 1990 1990. Native American language communities have had four choices regarding the adoption or change of a writing system in recent years: to adopt or not to adopt a system, or in the case of an existing system, to alter it or not to alter it. The paper also examines the criteria of orthography choice and functions of literacy. Bilingual eduction issues are seen as the most important function of Native language literacies. Also examined are problems that face Native language literacy programs. (Contains 22 references.) (Author) ED353803
Bouvet, D. (1990). The Path to Language: Toward Bilingual Education for Deaf Children. Discussion of speech instruction in bilingual education for deaf children refutes the assumption that speech is acquired automatically by hearing children and examines a program in which deaf children are taught alongside hearing children. The first part looks at how speech functions and how children acquire it: including the nature of the linguistic sign and its occurrence in the speech process; the speaking subject's role in the speech process; the newborn's ability to communicate, pre-verbal and verbal communication; and the mother's role in child language acquisition. In part two, the idea that deaf and hearing children have more similarities than differences is explained, and deaf children's right to a mother tongue is argued. Prejudices against deafness and the relationship of a child's deafness to parent(s)' deafness is discussed. Part three describes a pilot bilingual education program involving five profoundly deaf children and one severely deaf child, aged 4-6, that prepared them with both sign language and verbal communication skills for integration into a school for hearing children. The children's progress is followed through 6 years and the acquisition of written language in the bilingual education program is noted. Appended materials include data on the children, two manual alphabets, and a bibliography. (MSE) ED385147
Bowen, M. L. (1990). Leadership Training in Special Education: A Status Analysis. Information Bulletin #29. This paper synthesizes issues and informational needs regarding the supply and demand for doctoral level personnel in special education and stresses the importance of obtaining accurate data on teacher supply and demand for planning training activities and analyzing manpower needs. Existing findings on teacher employment, teacher shortages, teacher supply, and teacher attrition are reviewed. The insufficient supply of doctoral level special education personnel is then documented. Among barriers to leadership training identified are lack of adequate financial support, poor working conditions for faculty, and attrition through retirement. Data are then given on leadership needs in the following specialty areas: behavior disorders, bilingual/language minority, rural special education, early childhood special education, career/vocational/transitional special education, special education research, special education administration and supervision, speech/language/hearing personnel, severe/profound/multiple handicaps, and adapted physical education and therapeutic recreation. Sixteen specific issues are considered. These include the need for a comprehensive data base that tracks the production of doctoral level personnel, the need for a national disseminator of specific supply and demand data, the need for closer working relationships between institutions of higher education and employers, and a need for studies on the retirement trends and patterns of educators. (96 references) (DB) ED346660
Brown, G. L. (1991). Reading and Language Arts Curricula in Elementary and Secondary Education for American Indians and Alaska Natives. Native students rank far below norms in reading, language arts, and language arts related subjects. This paper reviews the literature to address strategic plans for reading and language arts curricula for Native students. An overview is presented of theories of first and second language acquisition and learning, stages of language development, and the influence of the learning environment. Second language instruction framed in current theory includes the comprehension, communicative, holistic or integrated, and natural approaches. Instruction and student evaluation are described for the total physical response method. Content-based instructional approaches and the relationship between academic competency and second language (English) competency are discussed, including: the academic needs of Native students; the importance of the nature of the text, the nature of the reader, and the interaction between text and reader in reading instruction for Native students; major impediments facing Native students as they learn to read in English; and methods of overcoming these impediments. Also discussed are the language experience approach and its effectiveness with Native students, adapting the basal reader, integrating the language arts, and the whole language approach. Specific instructional strategies that have proven effective for Native students are offered: analyzing the language complexity of the learning task; providing contextual cues; peer interaction and cooperative learning experiences; modifying lessons or providing alternative activities for limited English proficient students; incorporating comprehension checks; using preview and review techniques; making the text comprehensible; and adapting content. This paper contains 44 references. (SV) ED343766
Burnaby, B. (1996). Aboriginal Language Maintenance, Development, and Enhancement: A Review of Literature. This paper offers a general review of literature relating to the maintenance, development, and enhancement of Aboriginal languages in North America, particularly Canada. Drawing primarily on sociolinguistics, several concepts about language usage and change are outlined that are useful for the purposes of thinking about language maintenance. Next, the current status of Aboriginal languages in Canada is considered through census figures and other broad data, national surveys of factors that influence language change and maintenance, scales of language vitality, and comparisons with recent immigrant language groups in North America. Finally, sources are examined that outline strategies for Aboriginal language maintenance. These include sources covering language values and support for endangered languages, general guidance on language retention and renewal, general policies and program provisions in schools, descriptions of specific bilingual and native language programs, teachers and their training, research and evaluation, development of instructional materials, literacy in Aboriginal languages, orthography development, Aboriginal language development in family and community settings, and Aboriginal language maintenance in other countries. Contains 80 references. (SV) ED395730
C
_____. (1993). Cerebral Palsy: General Information. Fact Sheet Number 2 = La Paralisis Cerebral: Informacion General. Fact Sheet Number 18. This fact sheet on cerebral palsy is offered in both English and Spanish. First, it provides a definition and considers various causes (e.g., an insufficient amount of oxygen reaching the fetal or newborn brain). The fact sheet then offers incidence figures and explains characteristics of the three main types of cerebral palsy: spastic, athetoid, and ataxic. It briefly discusses developmental, educational, and employment implications. These include the value of early identification and intervention. (DB) ED353713
Calderon, M. (1996). Bilingual, Bicultural, and Binational Cooperative Learning Communities for Students and Teachers. As NAFTA opens the border between the United States and Mexico, the need for binational cooperation in education becomes ever more imperative. This chapter provides a rationale for binational educationthe benefits of binational education both for language-minority students and for the majority cultureand describes a variety of cooperative bicultural programs for students and teachers. These programs include: (1) the Leadership Enhancement Academy for Binational Education in neighboring El Paso (Texas) and Ciudad Juarez (Mexico), which brings together educators, community leaders, and parents to cultivate relationships and develop an integrated systemic approach to binational education in the cities' schools; (2) two-way bilingual classrooms in which English- and Spanish- speaking students are grouped in heterogeneous cooperative learning teams; (3) teachers' learning communities that provide collegial support for implementing a complex cooperative learning model; and (4) binational staff development activities involving U.S. and Mexican teachers from neighboring cities along the border. Particular emphasis is placed on an effective binational staff development process that helps teachers transfer appropriate knowledge and behaviors into the bilingual cooperative classroom, and provides ongoing support for personal development, interpersonal relationships, and program implementation. Contains 50 references. (Author/SV) ED393642
Caldwell, J. A. W. (1990). Analysis of the Theoretical and Experimental Support for Carl Dodson's Bilingual Method. Journal of Multilingual and Multicultural Development, v11 n6 p459-79 1990. Analyzes the theoretical and experimental support for Carl Dodson's "Bilingual Method" for second-language learning. The three major tenants the goal of balanced bilingualism, differentiation between L1 and L2, and systematic provision for fluctuation between medium- and message-oriented communicationare reviewed and the findings of allied methodologists and their associates are examined. (46 references) (JL)
Camp, W. E., Ed., & Others, A. (1993). The Principal's Legal Handbook. The principal is faced with myriad legal issues on a daily basis, making it imperative that he or she keep abreast with developing legal issues. The first of four sections, "Students and the Law," surveys federal statutes and landmark Supreme Court decisions pertaining to the rights of students. It addresses legal issues regarding search and seizure, freedom of expression, dress codes, student discipline and due process, academic sanctions, and child abuse. Section 2, "Special Education and the Law," reviews legal issues involving disabled students, their parents, and schools in light of decisions of the Court and the Individuals with Disabilities Education Act. Among issues addressed are eligibility and appropriate education; individualized education plans; transition for individuals with disabilities; discipline; related services, including school health services, physical and psychological therapy, transportation, and assistive technologies; infectious diseases; and barrier-free facilities. Section 3 "Teachers and the Law," discusses censorship and academic freedom, sexual harassment in the workplace, performance evaluations, documentation for teacher improvement or termination, marginally effective teachers, dismissal procedures, teacher certification, student inquiry, and sports law. Section 4 "Schools and the Law," outlines current legal interpretations regarding professional liability and negligence; copyright law; devotional activities in public schools; religion in the curriculum; educational curriculum and legal issues (removal of materials from the instructional program and library, evolution science vs. creation science, sex education, and bilingual education); home instruction; equality and reform; legal issues for school reform; school finance (school funding equity and adequacy, funding church-affiliated schools); and legal ramifications in the coming decade (free speech, equal access, invocations and benedictions). (TEJ) ED354606
Campbell, S., & Others, A. (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 1, Arabic. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Overviews of Arabic education in primary and secondary schools, in tertiary institutions, in ethnic schools, and in adult education are provided. Diplomatic language training, curriculum approaches, and qualitative trends in Arabic education are profiled. Other topics addressed include teacher education and teaching materials; language courses for native and non-native speakers; parent, student, and community attitudes; policy considerations; Arabic in Australian society, and the Arabic-speaking community worldwide. Appendices contain a list of the individuals, ethnic schools, and ethnic community organizations consulted in preparation of the document; data concerning student numbers; references; and an attitudinal survey form and results. (Contains 56 references.) (JP) ED365111
Cangiano, V. J. (29 May 1992). Bilingual and ESL Approaches to Deaf Education: Perspectives on the Reading Process. A review of literature addresses two main issues: (1) how the acquisition of English by deaf signing children has been understood as an instance of second language learning; and (2) how deaf children learn to read English, given this understanding. The first chapter chronicles the history of language use in deaf education and reviews research on sign language and current second language instruction theory. This is intended to lay a foundation for discussion of the use of bilingual education and English-as- a-Second-Language (ESL) approaches to English instruction for deaf students. Chapter 2 examines theories of first and second language reading as a framework for understanding acquisition of reading by deaf children. This chapter also looks at theory and research on specific aspects of the reading process and relates these findings to use of the bilingual approach to deaf education. It is concluded that several bilingual education models, especially the maintenance model, have potential applications in deaf education and that current second language reading theory can contribute to understanding of the nature of reading acquisition among deaf children. Specific implications are outlined. A 146-item bibliography is included. (MSE) ED353847
Carr, M. E., Ed., & Morse, S. C. (Sep 1992). Personnel Training for Parents, Preschoolers, and Professionals: Working with Young Children from Migrant Families. Burning Issues Series. This information packet contains five papers related to personnel training in migrant early childhood education: (1) "Personnel Training-an Interstate Coordination Committee Report," by Mary E. Carr and Susan C. Morse, the longest of the papers, provides an overview of the best personnel practices and a discussion of training needs of migrant preschool education personnel; (2) "Together, We Can Do It " lists vital practices for supporting and nurturing staff and families as identified by an Even Start staff; (3) "Building Bridges" describes a home-based program for migrant preschoolers and the training of its staff; (4) "Going Some Place? Career Ladders in Migrant Education," by Susan C. Morse, suggests ways to develop a career ladder for migrants in the field of education; and (5) "Cultural Fine Tuning: Tips for Home Visitors" (Susan C. Morse) offers suggestions for avoiding culture conflict when working with migrant families in their homes. The packet also lists resources for staff training. (KS) ED360139
Carrasquillo, A. L. (1991). Hispanic Children and Youth in the United States: A Resource Guide. Reference Books on Family Issues (Vol. 20). Garland Reference Library of Social Science (Vol. 608). This book discusses the demographic, cultural, linguistic, socioeconomic, and educational characteristics of Hispanic children and youth. Chapters cover: (1) historical and demographic overview (history of Hispanic presence in the United States, geographic distribution, population size and growth, migration, social and cultural patterns, parent economic status and educational attainment, and status of Hispanic children and youth); (2) Hispanic diversity (Mexican-Americans, Puerto Ricans, Cubans, Dominicans, Central and South Americans, and refugees); (3) Hispanic culture, cultural change and acculturation, language characteristics of children and youth, and proficient partial, and limited bilingualism; (4) family structure and organization, education, occupation and income, housing, paternal support, social and economic dependence, child abuse and neglect, foster care, and teenage pregnancy; (5) education (educational attainment, academic achievement, access to quality programs, school retention, student-school relationship, overrepresentation of Hispanic children in special education, and parent involvement); (6) language issues in education (bilingual education, English as a Second Language, immersion, bilingual Hispanic teachers, and the "official English" menace); (7) health (data limitations, infant mortality, maternal factors, child health, AIDS, chemical dependency, and mental health status); (8) criminal justice system, delinquency, and possible causes and prevention of delinquency; (9) parent employment status, employment opportunities for youth, and youth employment and unemployment; (10) higher education access and participation, Hispanic faculty, and graduation rates; (11) improvements needed in socioeconomic conditions, educational conditions, and community and parental support, recommendations for federal, state, and local initiatives; and (12) profiles of 12 advocacy organizations and a directory of over 170 Hispanic organizations related to child and family advocacy, education, health, immigration, and youth labor. This book contains over 140 references, an annotated bibliography of 65 entries, and author and subject indexes. (SV) ED379133
Cazden, C. B., & Others, A. (Apr 1990). Language Planning in Preschool Education with "Annotated Bibliography.". A discussion of language in preschool education reviews research findings on children's language acquisition and its relationship to their general development and examines issues to be considered in making decisions for each community and program. The first section summarizes basic knowledge about preschool language development, facilitating language development at this stage, and the specific language problems faced by multilingual preschool children at home and in group care. The second section looks more closely at the sociolinguistic dimensions affecting language choice and proficiency. In the next section, three preschool program descriptions are given, each involving a situation in which a higher-status national language coexists with an indigenous language. They include a Spanish- Quechua/Aymara transitional bilingual program (Peru), a Gaelic maintenance program in Scotland's Western Isles, and a Maori revitalization program (New Zealand). The fourth section discusses practical aspects of planning for language learning and emergent literacy in preschool environments, including group size and organization, adult-child relationships, choice of language, instructional materials, staffing and staff training, adult and community participation, and administration. A brief "conclusion" and a list of almost 100 references conclude this part of the document. A special feature of the "annotated bibliography" which follows is that the annotations are written around themes (countries/communities and language use at the preschool level) and are similar in nature to essay reviews. Entries are listed alphabetically by country and information is provided under the following headings: document source; community (including language situation); educational system specifics; program (including characteristics/components); and comments. (MSE) ED324929
Chilcott, J. H. (1992). Some Contributions of Anthropology to Professional Education. Educational Researcher, v21 n2 p31-35 Mar 1992. Reviews nine titles in the subdiscipline of anthropology and education, which include collections of essays and ethnographic analyses. The works deal with anthropological perspectives on education; the methodology of ethnography; the ethnology of education; anthropological perspectives for educating minority populations; and perspectives on school failure, success, and gender. (JB)
Chung, C. H. (1992). Teaching LEP Students in the Content Area: A Sheltered English Approach. Social Studies Review, v32 n1 p29-38 Fall 1992. Argues that children of recent immigrants to the United States have a number of environmental and social problems in addition to having very limited for English proficiency. Recommends the Sheltered English Approach for courses such as social studies or mathematics. Proposes using the students' own experiences to teach social studies in lieu of regular textbook or curriculum subject matter. (CFR)
Cichon, D. J., & Others, A. (Feb 1990). Industry-Based Bilingual Vocational Training. A Review of Related Literature. Drawing upon published research, reports, and critical analyses, this paper examines the major issues involved in helping private business and industry face the challenge of effectively training limited-English-proficient (LEP) employees. The literature review is part of a larger project that is developing nine demonstration private industry/education partnership programs in industry-based bilingual vocational training and a handbook to help start other industry-based programs. Material reviewed in the paper is limited to that answering the general question, "What do we need to know to provide the best assistance and to develop a handbook?" The paper examines six major topics, drawn from a preliminary analysis of the existing literature as it reflects the project's anticipated needs: (1) workplace literacy and its relationship to bilingual vocational training; (2) job- related language skill training needs of LEP employees; (3) cross-cultural communication needs in the workplace; (4) successful workplace training program models for LEP adults; (5) components of successful public/private partnerships; and (6) economic costs and benefits to industry in providing such training. (Includes a 10-page bibliography.) (KC) ED317772
Clark, A. (1993). Project Aprendizaje. Final Evaluation Report 1992-93. This report provides evaluative information regarding the effectiveness of Project Aprendizaje, a New York City program that served 269 Spanish- speaking students of limited English proficiency (LEP). The project promoted parent and community involvement by sponsoring cultural events, such as a large Latin American festival. Students developed their writing skills and self-esteem by contributing articles in English and Spanish to a biannual newsletter. Participating students received instruction in English as a second language (ESL), native language arts (NLA), and the content- area subjects of mathematics, science, and social studies. Evaluation data show that Project Aprendizaje met its objectives for ESL, NLA, business education, attendance, suspension rate, dropout prevention, guidance, extracurricular activities, newsletter production, and parental involvement. It also met its content-area objectives except for science in the fall, and it met two of three staff-development objectives. No recommendations are presented. Appendices contain a list of instructional materials and class schedules. (GLR) ED372172
Colker, L. J., Ed. (1997). Beyond Reading, Writing, and Arithmetic: A Retrospective Look at How Schools Have Responded to Changing Societal Needs. Second Edition. Founded by the federal government in 1966 as an educational research documentation network, the Educational Resources Information Center (ERIC) has evolved in both scope and philosophy over the past years. This publication is a tribute to the ERIC program as it enters its fourth decade. The contents, which were chosen to chronicle the progress of educational development, focus on how the public schools, as agents of change, have adapted over time to selected societal trends. The volume presents documents dealing with four social trends that have occupied much of professional literature during the past 30 years: the increase in children and families living in poverty; the influx of children and families whose home language is not English; the "epidemic" rise in teen pregnancy and parenthood; and the widespread use of tobacco, alcohol, and other drugs by children at younger ages. The volume is divided into five sections. Each of the first four sections deals with one of the four societal trends. Each section contains an overview of the ways in which schools have responded over time to the trend in question, and highlights key elements that distinguish responses and approaches. At the heart of each section are the ERIC documents, which offer first-hand insight into how the schools have reacted, and which reflect the societal and educational mores of the times. The fifth section is a summary of the major themes. A list of additional ERIC readings pertaining to the subject areas is included. (LMI) ED413646
Collier, V. P. (1992). A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p187-212 Win-Spr 1992. Longitudinal studies from the 1980s suggest that the greater the amount of native language instructional support for language-minority students, combined with balanced second language support, the higher they are able to achieve academically in the second language in each succeeding academic year, in comparison to matched groups being schooled monolingually in the second language. (KS)
Colon, J., & Others, A. (Oct 1990). Entitlements of Latino Students in the Massachusetts Public Educational System: Some Legal and Policy Considerations. Publication No. 90-02. This paper aims to analyze entitlements designed to guarantee equal educational opportunity rights for Latino students in Massachusetts public schools, review policy debates on these issues, and recommend areas for research. The primary interest is threefold: (1) entitlements could be expanded; (2) to show where their limits lie; and (3) to identify areas where further research and litigation are needed, with attention to parental involvement, bilingual education, and restructuring. The courts and the legislatures have been the guarantors of quality educational practices for students of limited English proficiency. However, since its enactment in 1968, bilingual education has aroused heated debates, covering issues of educational effectiveness, political power, and social status. Recently, the English-Only movement and the introduction of bills to eliminate bilingual education have stirred debate. Studies are recommended that accomplish the following: (1) identify the general support levels for bilingual education; (2) document quality program implementation; (3) show how future teachers are being trained to work with language minority students; (4) examine restructuring efforts to identify practices that stigmatize Latino children; (5) test the application of the theory of cultural discontinuities with Latino children; and (6) identify a curriculum that is in harmony with the culture of Latino students. This document includes 49 references. (JB) ED338759
Conklin, N. F., & Others, A. (Jul 1990). Language Development: A Base for Educational Policy Planning. A Policy Issues Paper. Program Report. A review of recent research in child language development examines how this research can be used to inform policy that will enhance the capabilities of English-speaking and non-English-speaking children to develop strong language skills and promote the success of at-risk children. Focus is on the research most applicable to policy planning. First, a brief overview of American policy on language in education and the issues and attitudes clouding discussion of English-only and bilingual approaches is provided. Two longer sections make up the body of the discussion. One section addresses knowledge of the child's first-language development, and the other section looks at knowledge of child language development in bilingual settings. Educational implications of each are offered. A concluding section identifies other educational policy issues that are profoundly influenced by policy on language. A 38-item selected bibliography is included. (MSE) ED322747
Corter, C., Ed., & Park, N. W., Ed. (1993). What Makes Exemplary Kindergarten Programs Effective? = Les programmes exemplaires de jardins d'enfants. A study identified and analyzed exemplary and effective programs available in Canada for kindergarten students. The broad-based research team included members from faculties of education, boards of education, early childhood education programs, a research consulting firm, child development researchers, and teacher-practitioners. The study began with the collection of background information from the literature on kindergarten practice. This literature review was divided into three areas that form the foundation of the child's development during kindergartenplay and problem solving, language and literacy, and social-emotional development through interaction with peers and teachers. Issues of special importance to exemplary practice in French-language schools were also reviewed, highlighting the importance of placing the kindergarten program in its social context. The role of the teacher, another critical feature of exemplary programs, was also reviewed. The final part of the study consisted of collecting the views of teachers, principals, consultants, and parents on what defines exemplary kindergarten practice. The study indicated agreement across practitioner groups with the play-based child- centered philosophy articulated by the Ontario Ministry of Education. Parents were also supportive of these developmentally appropriate goals and methods. Conclusions drawn from the study include several principles inherent to exemplary kindergarten programs: (1) focusing on the whole child; (2) placing the child in social context; (3) recognizing and supporting the teacher; (4) working toward structured and balanced programs; and (5) providing school and societal support for kindergarten. (TJQ) ED372839
Coryell, J., & Holcomb, T. K. (1997). The Use Of Sign Language and Sign Systems in Facilitating the Language Acquisition and Communication of Deaf Students. Language, Speech, and Hearing Services in Schools, v28 n4 p384-94 Oct 1997. Historical and current trends, practices, and perspectives regarding manual communication in educating deaf children are discussed, including Manually Coded English systems and American Sign Language. Issues concerning choice of sign language/systems and instructional strategies that support sign usage (such as Total Communication, Simultaneous Communication, and Bilingual Education) are addressed. (Author/DB)
Crago, M. B. (1992). Ethnography and Language Socialization: A Cross-Cultural Perspective. Topics in Language Disorders, v12 n3 p28-39 May 1992. This cross-cultural perspective to language development addresses the historical background and methods of language socialization studies; variation in language socialization; and contributions of language socialization studies to theory, educational, and clinical practice. Stressed is the importance of educating (and remediating) children in a culturally congruent manner. (DB)
Crandall, J. (1992). Content-Centered Learning in the United States. Annual Review of Applied Linguistics, v13 p111-26 1992. Reviews integrated language and content instruction or content-centered language learning in the United States. The background, rationale, program models, instructional strategies and techniques, and issues related to this type of language instruction are provided. An annotated bibliography is included. (61 references) (LET)
Crawford, J. (1990). Bilingual Education: The Effectiveness Debate. Equity and Choice, v6 n2 p37-45 Win 1990. Research in bilingual education remains underdeveloped, and despite 20 years of classroom experience, curricular and methodological refinements, and gains in student achievement, there is continued skepticism about its effectiveness. Contends there has been overreliance on simplistic and ill- designed evaluation research and urges instead basic research in second- language acquisition. (AF)
Cryle, P., & Others, A. (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 3, French. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. This particular work describes the prominence of the French language in modern language teaching in Australia and the criticism this prominence has attracted; one of the tasks of this report is to address the place of French among other languages in Language Other Than English (LOTE) provision policy. Topics addressed include French in education; immersion and bilingual programs, and primary and secondary partial immersion programs; teacher training, curriculum, and materials. An attitudinal survey is described that examines the drop in enrollment for French language instruction between Years 10 and 11. Survey findings focus on the reasons for discontinuing and for continuing French. Students reported that the most important reason for discontinuing French was that other subjects were considered more important. There is some evidence to support the idea that students continue French studies for integrative reasons. Profiles of French in postsecondary education, French in specialist professional training (e.g., business, engineering), and Australia's French-speaking population are provided. Appendices contain references, a list of colleagues consulted, and attitudinal survey form. (Contains 127 references.) (JP) ED365113
Cummins, J. (1992). Bilingual Education and English Immersion: The Ramirez Report in Theoretical Perspective. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p91-104 Win-Spr 1992. Based on a literacy interdependence theory, uses findings from the Ramirez et al. study on programs for Spanish-speaking, limited-English-proficient students to refute theories opposing bilingual education. Expresses concern that all three program types in the Ramirez study reflect transmission models of pedagogy in which students have little opportunity for producing meaningful language. (KS)
Cummins, J. (1992). Bilingualism and Second Language Learning. Annual Review of Applied Linguistics, v13 p51-70 1992. Addresses recent advances in research and theory that relate to language shift in early childhood, cognitive, and academic consequences of bilingualism and second-language learning, and theoretical models for conceptualizing the development of bilingualism and second-language learning. Contains annotated bibliography. (47 references) (LET)
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Cziko, G. A. (1992). The Evaluation of Bilingual Education: From Necessity and Probability to Possibility. Educational Researcher, v21 n2 p10-15 Mar 1992. Discusses the evaluation of bilingual education programs, surveys the results of seven bilingual education evaluations, and presents their diverse findings. Argues that such research cannot say whether bilingual education is good or works. Describes a "bilingual immersion" program where language minority and majority students learn from each other. (JB)
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_____. (1995). Civil Rights in Education, Revisiting the Lau Decision. IDRA Focus. IDRA Newsletter, v22 n1 1995 1995. This newsletter contains seven articles related to the educational rights of culturally diverse language-minority students. "20 Years after Lau: In Pursuit of Equity Not Just a Language Response Program," by Alicia Salinas Sosa, points out that educational responses to Lau vs. Nichols have been minimum-compliance programmatic responses rather than efforts to provide equal education to limited-English-proficient students. "The Fourth Generation of Desegregation and Civil Rights," by Bradley Scott, outlines the focus and desegregation concerns of three generations of school desegregation and identifies emerging concerns for equal education. "Is 'Americanization' Possible? Criticism of Bilingual Education Is Based on Myths and Fears," by Elizabeth Weiser Ramirez and Jennifer Yanez-Pastor, is a response by the Hispanic Education Coalition to an attack on bilingual education. "Parent Involvement and Students' Educational Rights," by Mikki Symonds, examines barriers to parent involvement and strategies to overcome them. "Assessment and Evaluation of Language Minority Pupils: 20 Years since Lau vs. Nichols," by Albert Cortez, traces development and trends toward reform in assessment of student language proficiency and in evaluation of programs serving language minority students. "Technology and Equity: From Oxymoron to Partnership," by Felix Montes, examines ways in which information and educational technologies can advance equity for minority and low-income students. "Bilingual Intelligence Testing," by Jose A. Cardenas, examines problems with assumptions about intelligence testing and with Spanish language intelligence tests. This newsletter also contains reflections of a child advocate, a book review, and a list of additional readings on civil rights in education. Most articles contain references. (SV) ED379127
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_____. (1992). Down Syndrome: General Information. Fact Sheet Number 4 = El Sindrome de Down: Informacion General. Fact Sheet Number 15. This fact sheet on Down Syndrome is offered in both English and Spanish. First it provides a definition and description of this syndrome, noting its etiology in a chromosomal abnormality. Incidence figures are then given. Typical characteristics of people with Down Syndrome are listed. Commonly associated health-related problems are noted, including a lowered resistance to infection, the presence of heart defects, the condition of Atlantoaxial Instability (a misalignment of the neck vertebrae), and a tendency toward obesity. Educational and employment implications are briefly considered. These include the value of an infant development/early intervention program, the wide range of individual differences, and the need to use teaching strategies which emphasize concrete concepts rather than abstract ideas. (DB) ED353715
de Reuse, W. J. (1997). Issues in Language Textbook Development: The Case of Western Apache. Two experimental language-learning textbooks were developed in collaboration with Apache-speaking scholars from the San Carlos and White Mountain Reservations. One was written in the grammar-translation tradition and modeled after successful textbooks for Navajo and Papago. While the text's main purpose is to teach elementary conversational Western Apache with some emphasis on reading and writing, it also teaches some of the linguistics of Western Apache to Apache students and speakers. Educators can apply linguistics knowledge to contrast the languages in bilingual situations and as a tool for teaching children about scientific inquiry (analyzing their own intuitive knowledge of language rules). Also, exposure to linguistics may spark some Native American students to enter the field and apply themselves to the problems of endangered Native languages. The other textbook is a guide to teaching Apache with the Total Physical Response (TPR) method, based on Asher's (1982) teacher's guidebook. The approaches of the two textbooks raise various problems that can be partially solved by combining approaches. For example, classificatory handling verbs are best taught by a grammar-translation method, supplemented by TPR-style exercises; straightforward syntactic structures (in Apache), such as negation and yes/no questions, can be taught through TPR exercises, supplemented by grammatical explanations. In addition, native experts should monitor any text to avoid culturally sensitive or politically inappropriate material. Finally, a dialogue between linguists and native experts is needed to decide how much linguistic terminology can be handled in each curriculum. Contains 45 references. (Author/SV) ED415069
Desrosiers, J.-Y. (1991). Pour une gestion amelioree des ressources humaines dans les departements universitairesLes possibilites offertes par la modulation des taches des professeurs. Canadian Journal of Higher Education, v21 n2 p77-101 1991. Task modulation is being examined as a means for improved utilization of human resources and greater flexibility within departments of Quebec universities. In this paper (written in French), a definition for this concept is proposed, the literature is reviewed, and prerequisite and other conditions critical to successful implementation are described. (Author/DB)
Dev, P. C. (1992). Multicultural Education: What Do We Need To Know To Better Meet Our Students' Needs? This review of the literature on multicultural education is intended to help teachers to better meet the needs of students with learning disabilities from diverse cultural backgrounds. Introductory information defines multicultural education and explains the literature search procedure. A rationale for multicultural education is offered, followed by a discussion of the close relationship between culture and learning, the effects of prejudice and stereotyping, and the special needs of the multicultural student with learning disabilities. Exceptionality within cultural groups and the dangers of generalizing from one population to another are considered, as are the interrelationship of linguistic and disability factors among Limited English Proficiency (LEP) children and the current general failure to adequately serve these children. Ethnocentric attitudes in the schools are contrasted with attitudes endorsing cultural pluralism. The influence of proficiency in English on cognitive development of bilingual students is evaluated. Classroom needs of this population are identified and include providing bilingual special education services. (Contains 35 references.) (DB) ED387956
Dianda, M. (Apr 1992). Promoting Beginning Teachers' Success in Teaching Linguistically Diverse Students: A Synthesis of Relevant Knowledge and Practice. This report synthesizes knowledge and instructional practices appropriate for effective instruction in classrooms comprised of students from three or more linguistic backgrounds. It specifically targets beginning teachers in Arizona, California, and Nevada schools where numbers of ethnically, culturally, and linguistically diverse students have increased dramatically. Following an introduction, the publication is organized into four sections: (1) "The Striking Contrast between the Region's Teachers and Students" presents facts and figures concerning changing student demographics and the concurrent lack of a demographic shift in the teaching force; (2) "Basic Knowledge about Language Development and Second Language Acquisition for Beginning Teachers" presents major findings from research on language development and second language learning, discusses the role of the students' first language in English acquisition, and draws implications of this research for beginning teachers who have not received special training to teach language minority students; (3) "Effective Instructional Practices With Language Minority Students" addresses English-language-development practices and ways to examine students' different cultures; and (4) "Training and Supporting Beginning Teachers in Diverse Settings' focuses on helping beginning teachers acquire knowledge and employ practices identified as effective in teaching language minority students. A 55-item reference list is appended. (LL) ED346104
Dicker, S. J. (1993). "Ethnic Irrelevance" and the Immigrant: Finding a Place for Minority Languages. Educational Forum, v57 n2 p120-33 Win 1993. Many approaches to instruction of language minority students have been tried: transitional bilingual education (BE), maintenance BE, foreign language education, immersion, and developmental-language BE. Research evidence of BE benefits has been ignored as a monolingual dominant class enforces assimilation. (SK)
Dolson, D. P., & Mayer, J. (1992). Longitudinal Study of Three Program Models for Language-Minority Students: A Critical Examination of Reported Findings. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p105-157 Win-Spr 1992. Reviews the reported findings and implications of the Ramirez et al. study. Examines the validity of the operational definitions of the program types and the degree of implementation of the models. Discusses the seven major findings of the study, and some possibly misleading conclusions. (KS)
Donato, R., & Others, A. (1993). Segregation, Desegregation, and Integration of Chicano Students: Problems and Prospects. Chapter 2. This chapter examines connections between segregation and Chicano school failure. The isolation of Chicano students in "Mexican schools" or in high- density ethnic minority schools is a long-standing fact of the Chicano schooling experience. Current data reveal that Chicanos and other Latino students continue to be segregated and are becoming more and more isolated from their White peers. In addition, there is a great deal of historical and contemporary evidence that the school segregation of Chicano students is connected to school failure, hence inequality. Segregated schools tend to be characterized by low funding, high dropout rates, low achievement test scores, a disproportionately high percentage of low-income students, and few college preparatory courses. The ideological foundations of school segregation date back to the 19th-century belief that White groups should not socially interact with biologically inferior races. By the early 1900s, most states practiced some form of social segregation and had institutionalized school segregation as the main vehicle to maintain a segregated society. In the Southwest, the growth of residential segregation was accompanied by school segregation and was strongly linked to racial prejudice. Language was also used to segregate Mexican students. Mexican students were not permitted to attend classes with their White peers because they needed special instruction in English and would impede the academic progress of other children. In 1945, federal legislation finally ended the era of de jure segregation. Although Chicanos won the battle against de jure segregation, their isolation in segregated schools has continued. Suggestions for achieving integration include encouraging residential integration, busing Chicano students to predominantly White schools, two-way bilingual education programs, multicultural education in teacher education, proactive technical assistance in desegregation planning, and conceptualization of integration. Contains 124 references. (LP) ED387281
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_____. (1990). Evaluations of Current Bilingual Programs. A discussion of bilingual education programs focuses on the methodology and stated results of program evaluations. It begins with definitions of five program designs for limited-English-proficient students: English-only; structured English immersion; English as a Second Language (ESL); structured home language immersion; and transitional bilingual education. The political context in which federal bilingual education initiatives were undertaken is examined, and early efforts to evaluate the resulting programs are reviewed. Substantial evidence that the programs have failed in meeting their stated objectives is drawn from the literature. It is concluded from this that the bilingual education movement persists not because policymakers want children to speak better English, but because of a broader agenda to promote cultural acceptance. (MSE) ED384213
_____. (1993). Education in OECD Countries: A Compendium of Statistical Information, 1988- 89 and 1989-90 = l'Enseignement dans les pays de l'OCDE: Recueil d'informations statistiques, 1988-89 et 1989-90. This report is an annual update on education statistics for member countries in the Organisation for Economic Cooperation and Development (OECD), with the cooperation of UNESCO and the Statistical Office of the European Union. Some changes from earlier versions of "Education in OECD Countries" are introduced in this edition. Data comes from statistics for school years 1988/89 and 1989/90. Statistics are presented in six sections for member nations: (1) enrollment levels; (2) qualifications at various stages of education levels; (3) enrollment rates; (4) teaching staff; (5) financing and expenditures; and (6) outlooks for and estimates of future school-age population and post-compulsory education enrollment levels. Numerous charts accompany the brief text. (EH) ED393766
Edwards, D. G. (1993). Education and Welsh Language Planning. Language, Culture and Curriculum, v6 n3 p257-73 1993. This paper describes Welsh-English bilingualism in compulsory (5-16) and noncompulsory education in Wales, in bilingual (Welsh medium) and ordinary (Welsh as a subject only) schools, and in society and the media. The historical and sociological context is presented, as well as government policies, past and present. (Contains one reference.) (JL)
Enchautegui, M. E. (1995). Policy Implications of Latino Poverty. The growing Latino presence in the United States underscores the need to address Latino poverty, previously overlooked in public policy discussions. Latinos are the fastest growing U.S. minority group, and Latino poverty is also rising. In 1990, one in every four Latinos was poor, and 40 percent of Latino children lived in poverty. Latino poverty is persistent; its causes are deeply rooted in low levels of education and concentration in low- paying jobs. Low participation in public assistance and high participation in the informal labor market make Latino poverty difficult to tackle by traditional policy devices. Lack of attention to Latino poverty is due to the following factors: (1) most poor Latinos work but much of the policy debate on poverty focuses on the nonworking poor; (2) geographic concentration of Latinos in a few states isolates them from national policy debates; (3) although 64 percent were born here, Latinos are perceived as immigrants and hence without claims on U.S. society; and (4) Latinos are a diverse population with low participation in the electoral process. Proposed routes for formulating a Latino policy agenda focus on family- centered policies; the increased role of states in policy design; neighborhoods as relevant units for policy intervention; education (increasing educational attainment, improving educational quality, and supporting bilingual education); and the role of macroeconomic structural changes in Latino poverty. Contains 101 references. (SV) ED390591
Ensle, A. L. (1992). Critical Elements in Parental Involvement of Culturally and Linguistically Diverse Parents. Bilingual Research Journal, v16 n3-4 p141-43 Sum-Fall 1992. The involvement of culturally and linguistically diverse parents is critical to meeting the unique educational needs of their children. The main points discussed are effective communication, comfort level of parents, barriers between school and parents, and parental literacy. The goal is ultimately to involve these parents in educational decision making and governance. (TD)
Evans, T. J. (Nov 1996). Deming's System of Profound Knowledge: An Overview for International Educators. W. Edwards Deming called for the transformation to a new style of organizational management based on greater cooperation between managers and employees. This transformation could be achieved by introducing "profound knowledge" into the system. This paper is a presentation outline that was used to introduce the basics of Deming's theory of organizational improvement to a group of teachers and administrators associated with the Association of Bilingual Schools of Honduras. Because Deming's Fourteen Points for Management embody the components of profound knowledge, application of the points is necessary for achieving system transformation and more effective management. The aim of transformation is to change the prevailing style of management. Profound knowledge is composed of four interrelated concepts: (1) organization members' appreciation for systems thinking; (2) knowledge about variation within systems; (3) a conceptualized theory of knowledge; and (4) an understanding of psychology. Five figures that were used as overhead transparencies to highlight key concepts are included. Appendices summarize Deming's theoretical perspective. (Contains 6 references and a list of 32 related readings.) (LMI) ED401635
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_____. (Feb 1992). Report of the Hispanic Learner Task Force. This publication presents recommendations for improving educational success, excellence, and equity for Hispanic American students in Minnesota's public schools. The document describes the actions that established the Minnesota State Board of Education Hispanic Learner Task Force (HLTF), the procedures for developing the recommendations, and demographic information on Hispanic Americans in Minnesota. The HLTF's research consisted primarily of surveys of and interviews with parents, community representatives, students, and school staff. The findings and recommendations of the HLTF cover state policy and local districts. These recommendations call for improved communications, including an interagency clearinghouse and resource center, and improved parent-school communications; bilingual and bicultural early childhood education and family education; improved cultural sensitivity and school climate through staff development and school-wide events; Parent Advisory Councils in districts with funding for language programs; curriculum, instruction, and assessment improvement for equal access; teacher to pupil ratios of 1:25 for schools with Hispanic American students; staff development opportunities to learn about second-language acquisition and cultural awareness; and programs for community and adult education offering language services and job assistance. Appendixes provide the four surveys used and a glossary of six terms. (JB) ED353351
Faltis, C. J. (1993). Critical Issues in the Use of Sheltered Content Teaching in High School Bilingual Programs. Peabody Journal of Education, v69 n1 p136-51 Fall 1993. Examines the history and current issues in the use of sheltered content teaching in secondary bilingual programs. After examining key theoretical underpinnings, the article discusses how theoretical principles facilitate development of critical communicative competence and how sheltered content teaching promotes both segregation and social responsibility. (SM)
Fernandez, A. T. (1992). Legal Support for Bilingual Education and Language-Appropriate Related Services for Limited English Proficient Students with Disabilities. Bilingual Research Journal, v16 n3-4 p117-40 Sum-Fall 1992. Analyzes federal legislation, regulations, and litigation regarding the provision of an appropriate education for limited-English-proficient students who are also disabled. Examines the legal basis of the right to bilingual education and the requirements that educational agencies must meet. Discusses implications for school systems and educators. (Author/TD)
Fernandez, S., & Others, A. (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 4, German. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Key areas addressed in this profile include: (1) the place of German in Australian education; (2) issues in the teaching of German including teacher preservice training, language proficiency among teachers of German, and teachers' concerns about the delivery of German language programs; (3) sociolinguistic data on the German-speaking community in Australia; and (4) German as a world language. Findings show that the position of German in Australian education is relatively strong. Numbers of students enrolled in German language courses are on the rise, and availability of German as a Language Other Than English (LOTE) in primary, secondary, and tertiary education is also increasing. Some problematic issues affecting German in Australian education are discussed and recommendations are offered. Appendices contain a bibliography, a list of scholarships and in-country education, a list of individuals consulted, and an attitudinal survey form. (Contains 101 references.) (JP) ED365114
Field, M. L., & Aebersold, J. A. (1990). Cultural Attitudes toward Reading: Implications for Teachers of ESL/Bilingual Readers. Journal of Reading, v33 n6 p406-10 Mar 1990. Highlights some pertinent studies on culturally shaped assumptions about cognition and the nature of reading. Suggests that teachers of ESL/bilingual students investigate their students' cognitive clarity about reading; know their students' home environment; develop a flexible interpretation of reading behavior; and assess the dominant cultural group to which the students respond. (RS)
Figueroa, R. A. (1991). Bilingualism and Psychometrics. Diagnostique, v17 n1 p70-85 Fall 1991. This article reviews literature asserting that legal mandates eliminating overrepresentation in special education classes may have hurt minority children and argues that such a position ignores the impact of bilingualism on psychometric test performance. The article proposes that psychometric tests be excluded from any aspect of decision making with bilingual populations. (Author/JDD)
Figueroa, R. A., & Garcia, E. (1994). Issues in Testing Students from Culturally and Linguistically Diverse Backgrounds. Multicultural Education, v2 n1 p10-19 Fall 1994. Examines changing population demographics in the United States, including shifting student demographic projections, and discusses student-testing issues resulting from these changes. The article reviews the historical context of testing ethnic students, testing special-education students, regulatory issues surrounding the testing of ethnic pupils, and testing alternatives. (GLR)
Fitzgerald, J. (1993). Views on Bilingualism in the United States: A Selective Historical Review. Bilingual Research Journal, v17 n1-2 p35-56 Win-Spr 1993. Reviews salient historical events and selected factors that reveal views on bilingualism in the United States from precolonial times to the present. Identifies patterns of attitudes toward bilingualism, and summarizes factors associated with various patterns in an effort to understand current controversy over bilingualism. Contains 42 references. (TD)
Flores, J. L., & Hammer, P. C. (1996). Children of La Frontera. Chapter 1: Introduction. This introduction to the papers assembled in "Children of La Frontera" provides background information on Mexican immigration to the United States, Mexican migrant workers and their children, and implications for schools. It discusses economic forces in both Mexico and the United States that push and pull Mexicans to "El Norte"; the economic impact of the migrant agricultural workforce, including its contribution to an inexpensive food supply, subsidizing of California agriculture, payment of taxes, and underutilization of social services; the view of immigrants and migrant workers as economic and cultural threat; efforts to deny education to the children of undocumented immigrants; assimilationist approaches to education in U.S. schools versus bilingual, bicultural approaches; international collaborations in education at the national and state level; the involvement of migrant children in agricultural labor; factors in the migrant life style that affect educational performance; and the challenges of providing a good education to children who speak English as a second language. Contains 28 references. (SV) ED393633
Francis, N. (1997). Language Maintenance and Vernacular Literacy: An Interamerican Perspective. Journal of Navajo Education, v14 n1-2 p34-44 Fall-Win 1996- 1997. Discusses the relationships among bilingual education, biliteracy, diglossia, and native language maintenance. Pedagogical research in Latin American indigenous languages and Navajo indicate that indigenous language literacy instruction and bilingual methods also contribute significantly to literacy development in the national language (English or Spanish), after which the coexistence of the languages may depend upon diglossia. Contains 43 references. (TD)
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_____. (1992). General Information about Learning Disabilities (Fact Sheet Number 7) = Informacion General sobre Impedimentos en el Aprendizaje (Fact Sheet Number 19). This fact sheet providing general information about learning disabilities is presented in both English and Spanish versions. It begins with the federal definition of learning disabilities and a discussion of its implications followed by estimates of incidence. Typical characteristics of students with learning disabilities are then summarized as are these students' typical academic problems. Educational implications and suggested teaching strategies are briefly discussed. Finally, three print resources and six relevant organizations are listed. (DB) ED351828
Galbraith, P., & Anstrom, K. (1995). Peer Coaching: An Effective Staff Development Model for Educators of Linguistically and Culturally Diverse Students. Directions in Language and Education, v1 n3 Spr 1995 1995. Peer coaching develops from a leadership role on the part of educators of linguistically and culturally diverse (LCD) students, together with an interdisciplinary cooperation between bilingual/English as a Second Language (ESL) and mainstream staff. Peer coaching is a professional development method in which teachers share their expertise and provide one another with feedback, support, and assistance for refining present skills, learning new skills, or solving classroom-related problems; it can also include in-class training by a supportive peer. Peer coaching is an ongoing process. Benefits include formation of relationships to coordinate the knowledge and skills needed to help LCD students effectively, improvement in teaching, and development of a more positive outlook towards LCD students by mainstream teachers. Peer coaching programs can be initiated by two teachers jointly planning instruction segments or by assigning a more skilled teacher to teach others. Four working models of peer coaching are described in detail: technical, collegial, challenge, and team. Factors to be considered before implementing a coaching system are listed, and coaching program implementation strategy steps are offered. Six specific strategies for low-cost coaching arrangements are suggested. (Contains 23 references.) (NAV) ED394300
Garcia, E. E. (1993). Bilingualism, Second Language Acquisition, and the Education of Chicano Language Minority Students. Chapter 4. This chapter addresses the theoretical and empirical knowledge bases related to bilingualism and second language acquisition in Chicano children. Research concerning bilingual acquisition has found that the linguistic, cognitive, and social characters of the bilingual child develop simultaneously. Furthermore, all three areas of development are interrelated and directly influence the acquisition of linguistic and cognitive repertoires. Research indicates that second language acquisition is influenced by native language linguistic structures and rules of discourse, may be influenced by the motivation to learn a second language, and is related to various social factors. Educational programs serving language minority students can be differentiated by the way they utilize the native language and English during instruction. For example, a survey of 333 school districts serving over 80 percent of language minority students revealed that the use of English predominated in 93 percent of programs, both the native language and English were utilized during instruction in 60 percent, and 30 percent reported minimal or no use of the native language during instruction. The remainder of this chapter overviews federal and state legislative initiatives related to the education of language minority students, and policy and practice implications for education. Contains 98 references. (LP) ED387283
Garcia, E. E., Ed., & Others, A. (1995). Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. Yearbook in Early Childhood Education Series, Volume 6. Geared toward early childhood educators, reading and writing teachers, bilingual and English as a Second Language teachers, and to courses in these fields, this yearbook examines the issues of linguistic and cultural diversity in early childhood programs. Following an introduction (Eugene Garcia and Barry McLaughlin) on the cultural context addressed by the yearbook, the chapters are: (1) "Meeting the Needs of Young Second Language Learners" (Rachel Grant); (2) "Language Development in Bilingual Preschool Children" (Fred Genesee and Elena Nicoladis); (3) "The Carpinteria Preschool Program: A Long-Term Effects Study" (S. Jim Campos); (4) "Assessment of Bilingual Children: A Dilemma Seeking Solutions (Celia Genishi and Margaret Borrego Brainard); (5) "Mexican-American War: The Next Generation" (Howard L. Smith and Paul E. Heckman), a discussion of an elementary school playground fight which becomes emblematic of the clashes between Spanish-dominant and English-dominant children; (6) "Socialization and the Development of Cooperative, Competitive, and Individualistic Behaviors among Mexican American Children" (George P. Knight and others); (7) "Diverse Families" (Francisco A. Villarruel and others); (8) "Family Support: Diversity, Disability, and Delivery" (Karen Shu-Minutoli); (9) "Role of Parents in Responding to Issues of Linguistic and Cultural Diversity" (Patricia A. Edwards and others); (10) "Preparing Teachers for Early Childhood Programs of Linguistic and Cultural Diversity" (Olivia N. Saracho and Bernard Spodek); and (11) "The Future Challenge of Linguistic and Cultural Diversity in the Schools" (Olivia N. Saracho and Bernard Spodek). (AJH) ED393560
Garcia, H. S., & Donato, R. (1991). Language Minority Parent Involvement within Middle Class Schooling Boundaries. Community Education Journal, v18 n4 p22-23 Sum 1991. Language minority parent involvement in schools should not be judged by white, middle-class models. Minority parents must bring new and different knowledge to schools to ensure equitable policies, bilingual education, and support for diversity. (SK)
Garcia, R. F. (Aug 1992). Students' Perceptions of the Classroom Climate: A Descriptive Research Study. This study examined the attitudes of fifth and sixth grade students from Chicago (Illinois) toward classroom climate in an effort to better understand factors that would encourage greater self-concept, higher achievement, and student and teacher behaviors. The study population included 185 fifth and sixth grade students attending the Philip Sheridan Elementary School in Chicago. The students were from low-income families in an area of depleted jobs and much gang activity. The students were African American and Hispanic American, and 50 students were in Spanish/English bilingual classrooms with a bilingual teacher. The 60-item Classroom Climate Checklist (CCC) was administered to students over a 2-day period. A short oral explanation was given by the researcher, and the CCC was administered and collected immediately on completion. Findings indicate that of the three items rated as strong positive aspects of classroom climate, two are teacher-directed or teacher-caused: the teacher makes the subjects interesting (72 percent), and the students are encouraged to ask questions (72 percent). The third highest-rated positive item was a reflection of the students themselves in helping each other to do a good job. Teacher behavior also figured greatly in the positive response. Two item considered as factors of poor climate were negated by student responses. Includes 1 table, the CCC, and 28 references. (JB) ED353347
Gersten, R., & Others, A. (1994). Effective Instruction for Culturally and Linguistically Diverse Students: A Reconceptualization. Focus on Exceptional Children, v27 n1 p1-16 Sep 1994. This article discusses instructional strategies likely to be effective with culturally and linguistically diverse students regardless of placement. It addresses assessment and misclassification; overreferral or underreferral; differing approaches to second language instruction; and the importance of transfer between languages, opportunities for natural language use, and bridging with families. (DB)
Girard, D. (1996). Early Modern Language Learning: Conditions of Success. A language education specialist who has studied elementary school second language programs, primarily in France but also in other European countries, outlines the factors he has found contributing to program success and makes recommendations for further development of second language education in Europe. Seven conditions for effective programs of foreign language in the elementary school (FLES) include: (1) well-trained teachers, competent in both the target language and teaching techniques; (2) established provision of pedagogical support in the form of inservice training; (3) adequate scheduling; (4) suitable teaching materials; (5) continuity; (6) liaison between elementary and secondary education; and (7) integrated evaluation and quality control. It is argued that early second language programs not only have potential for success, but are also highly recommended to develop the bilingual skills needed in a unified Europe. The Bulgarian example of bilingual secondary education is described. Thorough language teaching reform in each country is recommended, perhaps beginning with a network of bilingual schools, elementary and secondary, in each region where conditions for success exist, with later expansion. It is also proposed that a broad variety of second languages be taught. A list of questions for group discussion is appended. (MSE) ED394333
Gonzalez, G., & Maez, L. F. (1995). Advances in Research in Bilingual Education. Directions in Language and Education, v1 n5 Fall 1995 1995. This report summarizes advances in bilingual education that help linguistically and culturally diverse (LCD) students reach high levels of achievement and performance. Factors to be considered include the native language, bilingualism and academic achievement, curriculum, parental and community influences, and programmatic evaluation. The reports assesses the status of the English language and the role of the non-English language among this population, suggesting that the relationship between bilingualism and academic achievement is seen as a positive relationship with a shift away from use of the home language to English. Research conducted with pre-school to middle school students is summarized, and the involvement of traditional educational institutions with nontraditional, ethnic parents is discussed. The impact of community, parents, and social class are briefly reviewed. The effectiveness of bilingual education programs is assessed, and alternative approaches to bilingual education are identified, such as the first or native language learning environment. (Contains 16 references.) (NAV) ED394302
Gonzalez, V., & Others, A. (1996). Theoretical and Practical Implications of Assessing Cognitive and Language Development in Bilingual Children with Qualitative Methods. Bilingual Research Journal, v20 n1 p93-131 Win 1996. Examines methodological problems affecting assessment of bilingual children's cognitive and language development. Analysis of three qualitative instruments used to identify gifted students among Mexican American bilingual kindergartners revealed the influence of first and second language, verbal and nonverbal assessment procedures, multiple measurements and informants, individualized assessment, and evaluators' personalities on the assessment of bilingual children. Contains 41 references. (LP)
Greene, T. G., & Heflin, J. F. (1992). State Governments and Multicultural Education Policy. Equity and Excellence, v25 n2-4 p145-50 Win 1992. Provides a rationale for state government involvement in multicultural education policy development, and assesses current trends of state government promotions of multicultural education. Presents a framework for examining the issue, background information, a description of trends in state multicultural education policies, and conclusions about the importance of policy mandates. (SLD)
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Hakuta, K. (1990). Bilingualism and Bilingual Education: A Research Perspective. Occasional Papers in Bilingual Education, Number 1. With respect to the ultimate goal for limited English proficient students, it would appear that the policy of transitional bilingual education in the United States is explicitly non-bilingual, incorporating a minimalist form of bilingualism for the period students are in the programs, and viewing the first language as only instrumental insofar as it helps in the acquisition of English. Research in second language learning has led to the following conclusions relevant to bilingual educators: (1) the native and second language are complementary rather than mutually exclusive; (2) the native language's structural patterns have minimal influence on patterns, especially syntactic, of second language learning; (3) language proficiency is not unitary but consists of diverse skills, not necessarily correlated; (4) age may constrain some aspects of acquisition; (5) affective factors studied in other language contexts may not be relevant for English as a Second Language; (6) bilingualism is associated positively with greater cognitive flexibility and linguistic awareness; (7) language skills transfer globally rather than piecemeal; and (8) expertise in translation exists in all bilingual children, demonstrating considerable ability to transfer regardless of content. Issues for further collaborative research between researchers of bilingualism and educators of bilingual education include the discrepancy between psycholinguistic and sociolinguistic equity, valuing language diversity as a natural resource, assessment of bilingual students, and developing an international perspective. (MSE) ED321584
Halford, J. M. (1996). Bilingual Education: Focusing Policy on Student Achievement. Inforbrief, Mar 96 1996. A discussion of public policy concerning bilingual education looks at why and how policy should be re-focused on helping Limited English Proficient (LEP) students make academic gains. It first examines some characteristics of the highly diverse and rapidly growing LEP population, including varied academic background, tendency to reside in small enclaves, and need for native language support. Some trends and issues in the education of this group are then noted: increased development of content area programs combined with English-as-a-Second-Language (ESL) instruction and native language instruction; shortage of qualified teachers and professional development opportunities; high student mobility; costs; and political concerns, including lack of documentation of immigrants. The history of bilingual education is chronicled briefly, and implications of the increasingly multilingual nature of the LEP population are discussed. The role of research in informing policy is also considered. It is concluded that policy needs to be re-formed to emphasize LEP student achievement. (Contains 21 references and a list of bilingual education resources.) (MSE) ED394283
Harris, K. C. (1991). An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students. Teacher Education and Special Education, v14 n1 p25-29 Win 1991. This article defines educational consultation, reviews competencies needed by educational consultants, and specifies competencies essential for educators serving children with special needs from culturally and linguistically diverse backgrounds. Competencies include understanding one's own perspective, effectively using interpersonal and problem-solving skills, understanding the consultant's role, and using appropriate strategies. (Author/PB)
Hayes, J. L., & Others, A. (1991). The Bilingual/Bicultural Education of Deaf Individuals: A Vygotskian Perspective. Teaching English to Deaf and Second-Language Students, v9 n2 p10-13 Win 1991. Longitudinal research has demonstrated that English abilities of deaf children remain below that of hearing children. Vygotsky's perspective on language and cognition is used to support an alternative approach for the study of English. (15 references) (LB)
Heller, M. A. (1993). Beyond the ABCs. Hispanic, v6 n8 p62,64,66 Sep 1993. Describes the problems facing schools with large Hispanic populations and the need for the federal government to develop specific policies directed toward improving the education of Hispanic Americans. Discusses the role of corporate and private support in working toward this goal. (LP)
Heredia, A., & Francis, N. (1997). Coyote as Reading Teacher: Oral Tradition in the Classroom. Although traditional indigenous stories are widely recognized for their artistic merits and their role in the linguistic and cultural continuity of indigenous peoples, they are seldom used in schools. This paper discusses the instructional uses of traditional coyote stories, with particular reference to bilingual revitalization programs involving the teaching of indigenous languages. Instructional uses fall into two broad areas of school-based language learning: the development of academic discourse proficiencies and the development of second- language proficiency (using original versions for indigenous language revitalization purposes and translations for students dominant in the indigenous language and learning the national language). Coyote stories vary widely in their structural complexity and themes. In this variability lies their power as a genre, from a pedagogical point of view. Two extended examples illustrate the features that, respectively, lend themselves to the two broad language learning objectives: developing textual consciousness and literacy-related discourse competencies and providing a source of second-language comprehensible input. The two stories are the Nez Perce "Coyote and the Shadow People," which has a complex story line similar to the Orpheus myth, and from central Mexico, "The Opossum and the Coyote," a simpler children's tale with repetitive structure. Contains 17 references. (Author/SV) ED415064
Hofmeister, A., & Others, A. (1996). Paraeducators: Critical Members of the Rural Education Team. Over the past 20 years, there has been a steady increase in the number of paraprofessional personnel employed in special education, Title 1, and bilingual education programs. Currently, there are approximately 500,000 paraeducators working in the United States. Data indicates that 95 percent of paraeducators are women working for little more than minimum wage, that the role of paraeducators has shifted from clerical work to greater instructional involvement with special education students, and that job satisfaction is low among paraeducators. The availability of paraeducator training is important because of paraeducator's critical role as a member of the instructional team. The identification of 32 training programs for paraeducators across the United States revealed that 10 programs were specific to special education paraprofessionals and that only 1 program had been designed specifically for a rural setting. The most common topics covered by training programs were related to paraeducator roles and responsibilities; monitoring, assessment, and evaluation; teaming and collaboration; instruction; and behavior management. A survey of Utah special education teachers and special education paraeducators indicated the need for paraeducator training in behavior management and understanding special education students. This paper suggests that the increased use of paraeducators in rural education programs can offset limited resources in rural schools and that effective training is the key to using paraeducators in school programs. The appendix lists 32 paraeducator training programs, including date, author, and title of literature source, and contact person and address. (LP) ED394757
Hollihan, K. T. (1993). The Search in Australian Aboriginal Education: Recent Developments and Bilingual Education. Canadian Journal of Native Education, v20 n1 p136-47 1993. Traces the development of Australia's educational policies toward Aboriginal children since important legal changes in 1967. Focuses on developing bilingual education, maintenance of culture and native language, and the movement toward Aboriginal self-determination. Suggests that the apparently inactive 1970s was a time of reflecting on deep-rooted problems and possible solutions. (SV)
Hoover, J. J., & Collier, C. (1991). Meeting the Needs of Culturally and Linguistically Diverse Exceptional Learners: Prereferral to Mainstreaming. Teacher Education and Special Education, v14 n1 p30-34 Win 1991. This article discusses prereferral intervention, mainstreaming, and appropriate education for culturally and linguistically diverse exceptional learners. One approach for addressing prereferral intervention at district or school building levels is described, emphasizing the need to expand training to meet the needs of minority non-Hispanic students in special and mainstream classes. (Author/PB)
Hornberger, N. H. (1991). Literacy in South America. Annual Review of Applied Linguistics, v12 p190-15 1991. Literacy in South America must be understood in terms of the linguistic diversity there, where only 2 of 14 nations and territories are monolingual. Oral traditions, standardization of indigenous languages, nonstandard varieties of colonial languages, bilingual education and mother tongue literacy, literacy teaching, and politics are discussed. (86 references) (LB)
Hornberger, N. H. (1994). Synthesis and Discussion: Vitality, Versatility, StabilityConditions for Collaborative Change. Journal of American Indian Education, v33 n3 p60-63 Spr 1994. Clarifies themes common among articles in this volume, including the importance of collaboration between local and outside educators; the changing organization of language, literacy, and math instruction as local knowledge becomes the basis for curriculum; and enabling and disabling conditions for such change to occur (such as bilingual bicultural personnel and stability of personnel and funding). (LP)
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_____. (Jun 1990). Beyond Remediation: School-Based Strategies for Reducing Educational Risk. Research Brief #3. At-risk students in New York City schools display one or more of a broad range of characteristics associated with a high probability of academic failure. School Based Management/Shared Decision-Making (SBM/SDM) gives school professionals and parents the ability to choose among available strategies for reducing risk by implementing those strategies that most closely target their students' needs. Poor and minority students are at the greatest risk of failure because of a gap between home and school. This gap is the result of differences in the expectations parents and teachers have of students, and between the social and language skills required of students at home and at school. When schools represent an alien culture to students and fail to represent parental interests, students disengage from the school culture and the socioeconomic universe it represents. The following traditional compensatory education approaches are not effective in educating at-risk students: (1) retention; (2) pullout programs; and (3) in-class aides. The following strategies are more promising: (1) reducing class size; (2) early intervention; (3) cohesive social unit; (4) comprehensive effort; (5) intensive intervention; (6) bilingual instructional services; (7) culturally sensitive programs; (8) built-in flexibility; (9) active teaching; (10) engaged learning; (11) cooperative learning; and (12) community involvement. A list of 44 references and a list of three resources for educators are appended. (FMW) ED325583
Janesick, V. J. (1990). Bilingual Multicultural Education and the Deaf: Issues and Possibilities. Journal of Educational Issues of Language Minority Students, v7 p99-109 Sum 1990. Presents an overview of some factors that affect the culture and linguistic minority status of the deaf. These factors include language and the deaf world; the deaf community; bilingual and multicultural education of the deaf; and demographic aspects of hearing impairment. (Author/VWL)
Jaramillo, J. A. (1995). The Socioeconomic, Educational, and Health Status of Chicanos in Arizona and throughout the United States. In the nation and in Arizona, the Hispanic population is growing more rapidly than any other ethnic group. Similarly, the number and proportion of Hispanic children and youth are increasing, as are Hispanic students classified as limited English proficient. This paper presents an overview of information on the socioeconomic, educational, and health status of U.S. and Arizona Hispanics. Sections cover the following: (1) Spanish-speaking population, including Spanish-speaking students in schools and colleges; (2) income and occupational status, including child poverty, underrepresentation of Hispanics in professions and paraprofessions, and shortage of bilingual teachers; (3) educational attainment, dropout rates, college enrollment, and adult literacy; (4) college enrollment test scores; (5) college completion and graduate degrees; (6) crime and substance abuse; (7) health status, including prenatal care, obesity, and access to health care; and (8) recommendations for research related to health and health care. This report contains 28 references and 8 bar graphs illustrating Hispanic representation in professions and paraprofessions. (SV) ED380261
Jenkins, S. (Dec 1990). Second Language Literacy: Functional Competence for the Future. The United States is experiencing a change in the school population at all levels of the education system. There is a compelling need to develop an integrated perspective on the literacy needs of the newly diverse population of speakers of English as a Second Language (ESL), so that all language minorities may develop literacy skills for both immediate circumstances and future needs. Research on the optimal age for cognitive development in second language learning suggests that limited-English- proficient students (LEPs) should be enrolled in bilingual education programs whenever possible. The exclusionary English-only movement and competency-based ESL literacy programs endanger the real literacy education of LEPs and socialize students for a limited range of working-class roles. Neglect of certain skill areas also creates problems at higher instructional levels. Changes are needed in education at all levels to ensure that literacy education is appropriate and thorough. These changes include resisting the English-only movement, designing bilingual and ESL programs to fit the specific population, integrating ESL and content instruction, increasing parent and community involvement in the child's second language learning, training ESL and bilingual education teachers professionally, supporting writing across the curriculum, and doing a better job of integrating and training international students. Contains 44 references. (MSE) ED334843
Johnson, M. J. (1991). American Indians and Alaska Natives with Disabilities. American Indian and Alaska Native children with special needs experience the same ineffective and inefficient services as other minority language children. This paper discusses the special needs of Native children, assessment and curriculum issues, and recommendations for improvement. It provides statistics for various categories of handicaps and for Native preschool children, school-aged children, and adults. Some conditions affecting Native children at high rates are described: learning disabilities, fetal alcohol syndrome, communication disorders, hearing impairments, and meningitis. Support for the education of disabled persons has been secured through legislation, particularly P.L. 94-142, which outlines procedures for screening, referral, assessment, placement, and staffing. Nevertheless, assessment practices have been criticized. Particularly relevant for Native students are criticisms related to cultural and linguistic test bias, the creation of self-fulfilling prophecies, and the widespread use and misuse of standardized tests. Alternative assessment practices include academic task analysis, pluralistic assessment, culture-fair procedures, an advocacy-oriented model, and addition of a sociocultural dimension. Curriculum issues and recommendations are related to bilingual special education, the Regular Education Initiative, early childhood education, reading instruction, mathematics instruction, and functional life skills. Also discussed are teacher shortages, parent and community involvement, the need for preschool programs, and future Native programming needs. This paper contains over 150 references. (SV) ED343770
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Kaplan, H., & Others, A. (29 Dec 1993). Research Synthesis on Design of Effective Media, Materials and Technology for Deaf and Hard-of-Hearing Students. Technical Report No. 1. Research findings and descriptive articles pertaining to media, materials, and technology (MMT) which provide access to education of deaf and hard of hearing children from early childhood through eighth grade are reviewed and summarized. An introduction discusses the purpose and goal of the study; the target population; characteristics of deaf and hard of hearing children; degree of hearing loss; age of onset; language of the home; sign skills of teachers; types of educational programs and communication methodologies (oralism, total communication, bilingual/bicultural programs, cued speech); and educational placement alternatives (self-contained classes, partial mainstreaming, social mainstreaming, and full mainstreaming). The report then synthesizes the research in five chapters on the following areas: (1) assistive technology for education, including listening aids, visually based aids, and computer systems; (2) receptive skill development (audition and speech reading); (3) English language development and refinement; (4) media, materials, and technology for the development and educational use of American Sign Language; and (5) speech development. For each area, existing materials, developmental needs, and criteria and guidelines for optimal tools are discussed. Limitations of the research are also identified. An executive summary is included. (Individual chapters contain references.) (DB) ED386850
Kayser, H., Slavin, R. E., Others, A., Heller, M., Frimpong, J., Jones-Correa, M., Leal, D. L., Gerner de Garcia, B. A., Cisneros, R., Leone, B., Christian, D., Shannon, S. M., Rossell, C. H., Baker, K., Hindson, C. E., Lynch, A., Torres-Guzman, M. E., Goodwin, A. L., Reyhner, J., Tennant, E., Scruggs, T. E., Mastropieri, M. A., Lockard, L., Ruiz, N. T., Figueroa, R. A., Corson, D., Dube, R. V., Au, K. H., Garcia, E. E., Gonzalez, R., & Padilla, A. M., Ed. (1996
Kibler, J. M. (1996). Latino Voices in Children's Literature: Instructional Approaches for Developing Cultural Understanding in the Classroom. Chapter 15. As Mexican Americans are the largest language-minority population in U.S. public schools, an investigation of literature that authentically reflects Mexican American students' cultural experience is necessary for any teacher. This chapter outlines strategies for integrating Mexican American children's literature into the structure of a classroom environment through both curricular and social methods. Multicultural literature can be used to build literacy, academic competencies, and comprehension within bilingual, English-as-a-Second-Language, and monolingual classrooms. Mexican American children's literature can provide a realistic view of the Latino community. In an ethnically diverse classroom, authentic first-person reflections of characters' lives can demonstrate to non-Latino students that the Latino community is as rich and complex a setting as their own, while at the same time providing understanding of cultural differences and insight into some of the sources of intergroup conflict. For immigrant and Latino students, culturally relevant literature can normalize and validate painful life experiences, such as traumatic resettlement, disruption of family, and discrimination, while providing a safe place for students to explore their feelings about their lives. A framework for evaluating and selecting multicultural resources is outlined. An annotated bibliography lists 61 resources, categorized as preschool-grade 3, grades 4-7, grade 8-adult, and poetry. Contains 38 references and a checklist of cultural and literary guidelines to literature selection. (SV) ED393644
King, K., & Ramirez, E. W. (1992). School Finance: Many Questions, Elusive Solutions. ASPIRA Issue Brief, 1992 1992. This brief reviews and analyzes issues surrounding public school financing, particularly for Latino communities and elementary school and secondary school education. A review of the current legal debate notes that there have been legal challenges to school financing since 1967, and that rulings have indicated that government has a responsibility in appropriating funds to education. A section on how schools are funded explains that generally 40 percent of funding comes from local revenue, 54 percent from state revenue, and 7 percent from the Federal Government. The brief goes on to look at school finance equalization, variations among states in funding levels and systems, and disparities between school districts. A further section discusses the significance of funding disparities and then their particular significance for Latinos who are one-tenth of the school population and heavily concentrated in urban areas. Later discussion reviews current school reform strategies and monetary reform approaches, including three recommendations for promoting educational equity in urban school districts: (1) more money for urban district schools; (2) better ways of calculating student needs; and (3) greater autonomy for poor schools given better financial support. This section also lists and discusses four considerations for funding formulas. (JB) ED357116
Kleinfeld, J. (Apr 1992). Alaska Native Education: Issues in the Nineties. Alaska Native Policy Papers. This booklet identifies several crucial problems in Alaska Native education, for example: (1) Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE) occur in Alaska Native populations at relatively high rates and can produce mental retardation, hyperactivity, attention deficits, and learning disabilities; (2) while many Native rural school districts have exceptionally low achievement test scores, a few do not, the success of these few appears to arise from widespread community support for educational goals, support that is conspicuously absent in many Native communities; (3) efforts to introduce the study of Native languages and cultures into the classroom are frequently unsatisfactory to students and communities due to lack of instructional materials, insufficient attention to staff development, and uncertain funding; (4) in recent decades, educational policy on secondary education has swung from a system of boarding schools to one of small high schools in rural villages, each system has its advantages and disadvantages; (5) Native students in general have a lower college attendance rate than White students, but Native female college graduates greatly outnumber Native male graudates; (6) Native students in urban schools suffer prejudice and academic disadvantages and have high dropout rates; (7) only 5% of Alaska teachers are Natives, and some districts have no Native teachers; (8) the basic issues of Native education have been on the public policy agenda for many years and no longer command attention. Recommendations are made for changes in public policy for alleviating crucial problems. This booklet contains 24 references. (SV) ED345903
Kraemer, B. A. (4 Nov 1993). The Dimensionality of Academic and Social Integration in Persistence Studies of Hispanic Students. ASHE Annual Meeting Paper. This study examined factors affecting academic persistence for Hispanic college students at a private 2-year bilingual junior college (St. Augustine College, Illinois) in terms of the students' integration into the academic and social environment at the college. A sample of 277 Hispanic graduates (78 percent female) participated in the study. Students responded to a questionnaire that provided measures of latent constructs representative of the Tinto theoretical framework for student persistence. Potential measures for student integration into the academic environment included library use, classroom participation, seeking tutorial help, using a computer lab outside of class, meeting with instructors outside of class to discuss academic topics, and meeting with the academic counselor. Social integration was defined as the extent to which the Hispanic environment and interactions with Hispanics at the college were important to students. The study results indicated that the operational definitions of Academic and Social Integration were appropriate to the study population and provided adequate measures of the students' integrative process at the college, suggesting the validity of these factors in examination of model of student attrition for older (over 25) full-time Hispanic 2-year college students. (Contains 36 references.) (GLR) ED365184
Krause, J. (Dec 1989). Telecommunications in Foreign Language Education: A Resource List. ED317039
Kuo, E. C. Y., & Jernudd, B. H. (1993). Balancing Macro- and Micro-Sociolinguistic Perspectives in Language Management: The Case of Singapore. Language Problems and Language Planning, v17 n1 p1-21 Spr 1993. Shows how both macro- and microsociolinguistic perspectives are necessary to explain national language management. Macrolevel language planning is motivated by tasks of national consolidation by the state, notably in Singapore's case tasks of socio-ethnic integration and economic development. Microlevel language management pertains to individuals' adjustments of language in discourse. (25 references) (VWL)
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Lam, T. C. M. (1992). Review of Practices and Problems in the Evaluation of Bilingual Education. Review of Educational Research, v62 n2 p181-203 Sum 1992. The lack of sound and practical guidelines and materials, which precludes adequate technical assistance, is one cause of the inferior quality of evaluation practices in bilingual education. Other contributing factors include incompetent program evaluators, misinformed local administrations, inappropriate state and federal policies, and complex issues concerning bilingual education itself. (RLC)
Leon, E. (1996). Challenges and Solutions for Educating Migrant Students. This paper overviews challenges and solutions for educating migrant students in Michigan. The majority of migrant workers in the United States are Hispanic men with families. Data indicate that only about a fifth of migrant children complete education beyond the sixth grade. Migrant students tend to fall behind in their education because they change schools frequently and miss classes in order to work and help support their families. On the average, migrant students are 3-4 years behind nonmigrant students academically. Six major challenges of migrant education are interrupted schooling, limited English-language proficiency, poor health and nutrition, social isolation, economic marginality, and lack of self- esteem. Solutions for addressing these challenges include teachers and schools: (1) being prepared to meet the educational needs of migrant students, adjusting school calendars to accommodate migrant students, and keeping an academic portfolio on each student; (2) supporting bilingualism by teaching migrant students how to read and write English while encouraging them to maintain their native language; (3) ensuring that migrant students receive needed immunizations and other health-related services; (4) increasing social skills of migrant students by exposing them to different environments such as museums, theaters, supermarkets, science fairs, and community activities; (5) creating programs that address the clothing, food, and shelter needs of migrant families and linking migrant families with appropriate social services agencies; and (6) increasing migrant students' self-esteem by praising accomplishments and identifying student strengths. (LP) ED393615
Little, M. (1997). Teacher-Parent Cooperation: A Navajo Perspective. Journal of Navajo Education, v14 n1-2 p26-31 Fall-Win 1996- 1997. Discusses Navajo acculturation and language loss. Argues that Navajo parents must understand the importance of their involvement in the bilingual classroom, the services and funding available to meet their children's needs, teacher skills necessary for effective bilingual classrooms, and what schools must do to optimize parental involvement in their children's education. Contains 19 references. (Author/TD)
Lynch, P. D. (Mar 1993). Basic Education in the Lower Rio Grande Valley: Human Capital Development or a Colonial System? This report describes economic, social, and political characteristics of the lower Rio Grande Valley with implications for the educational system, and presents preliminary findings on how south Texas schools are integrating new immigrant Mexican students. The lower Rio Grande Valley comprises four Texas counties and northern Tamaulipas, Mexico. For economic reasons, the population is exploding on both sides of the border, and the percentage of young people is much higher than in Texas overall. With border restrictions quite loose, the valley is becoming a cultural and economic unit, and schools on the U.S. side are being flooded with new immigrant students. In addition to children who immigrate with their families, many older Mexican teenagers are choosing to cross the border, alone or with relatives, to seek American schooling. Texas schools may not discriminate against homeless students nor probe about their living arrangements. Interviews with recently arrived Mexican students and their English-as-a-Second-Language (ESL) teachers reveal that the ESL program allows these students to integrate gradually while preserving aspects of their own culture. Teachers have considerable autonomy in selecting appropriate content for their classes. With first-hand knowledge of their students' situation, many ESL teachers are very supportive and act as student advocates. This paper also examines immigrant students' educational attitudes and student subcultures, and considers questions about the goals and outcomes of education in light of the valley's ambiguous political and economic situation. (SV) ED362368
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_____. (1992). Mental Retardation: General Information. Fact Sheet Number 8 = El Retraso Mental; Informacion General. Fact Sheet Number 16. This fact sheet on mental retardation is offered in both English and Spanish. First it provides the federal definition of mental retardation and discusses components of the definition. Causes of mental retardation are briefly noted, and incidence figures are provided. Typical characteristics of people with mental retardation are mentioned. Educational implications are noted, including the importance of early identification and intervention; the value of modifying instruction to meet individual needs; and use of such teaching strategies as using concrete materials, providing consistent feedback, and stressing success. Also listed are three print resources and four organizations. (DB) ED353714
_____. (1995). Model Strategies in Bilingual Education: Professional Development. Author: Leighton, Mary S.; And Others. This report discusses research-supported principles and practices in the professional development of bilingual education teachers and teachers of language minority students, illustrated with the experiences of a number of specific projects. An introductory section offers background and the philosophy of the study. Subsequent sections address principles of effectiveness and promising practice (an overview of projects with promising practices, new teacher recruitment and preparation, continuing professional education, and provision of a context supporting professional growth); present descriptions of 12 professional development projects; examine specific challenges in design and implementation (competing constituent goals, quality control, institutionalization of practices, and effects of projects on the minority language community); and discuss policy implications (professional standards, the role of federal support, contributions of project team stability, integration of new ideas across content, partnership of local education agencies and higher education institutions, and the importance of language resources). Contains a list of references and site contacts. (MSE) ED388052
_____. (Mar 1994). Spina Bifida: General Information. Fact Sheet Number 12 = La Espina Bifida: Informacion General. Fact Sheet Number 12. This fact sheet offers definitions of the three types of spina bifida, outlines their incidence, describes characteristics of individuals with spina bifida, and reviews educational implications. The fact sheet emphasizes that school programs should be flexible to accommodate these students' special needs and frequent absences, that children with spina bifida and a history of hydrocephalus often experience learning problems, that mainstreaming sometimes requires changes in school equipment or curriculum, and that children with spina bifida should be encouraged to be independent and to participate in activities with nondisabled classmates within the limits of safety and health. A list of three print resources and five organizations is provided. (JDD) ED370269
_____. (Mar 1994). Traumatic Brain Injury: General Information. Fact Sheet Number 18 = Lesion Cerebral: Informacion General. Fact Sheet Number 18. This fact sheet offers general information about traumatic brain injury. Information includes a definition, incidence, individual characteristics, and educational implications. The fact sheet notes that the designation of traumatic brain injury as a separate category of disability signals that schools should provide children and youth with access to and funding for neuropsychological, speech and language, educational, and other evaluations necessary to provide the information needed for the development of an appropriate individualized education program. The fact sheet emphasizes the need for careful planning for school re-entry and offers suggestions for educators to work constructively with students with traumatic brain injury. A list of seven print resources and three organizations concludes the fact sheet. (JDD) ED370270
Macdonald, C. A. (1990). Reasoning Skills and the Curriculum. (A Final Report of the Threshold Project). Soling 18. The Threshold Project focuses on the language and learning difficulties that children in Southern African schools experience when they change from their mother tongue to English as a medium of instruction in their fifth year of schooling. This report discusses Threshold Project research relating to the nature of pupils' cognitive capacities and the ways in which pupils approach certain types of problem-solving tasks. Chapter 1 provides background on the Threshold Project and discussion of reasoning as an explanatory construct, social interest in reasoning skills, and the relation between culture and the curriculum. Chapter 2 provides an overview of theories of intellectual competence and their implications for curriculum development, focusing on: (1) Piagetian genetic epistemology; (2) information process systems approaches; (3) metacognition as a theoretical construct; (4) Pascual-Leone's theory of constructive operators; (5) cross-cultural cognitive psychology; (6) the neo-Piagetian model of Le Bonniec; and (7) the Vygotskian paradigm of cognitive development. Chapter 3 covers approaches to the teaching of thinking that concentrate on cognitive operations, an orientation towards heuristics, formal thinking, thinking through language and other systems, and thinking about thinking. Finally, Chapter 4 presents a model for the place of thinking in the curriculum and concludes with a summary of practical implications. (AC) ED343663
MacNeil, B. (1990). Educational Needs for Multicultural Hearing-Impaired Students in the Public School System. American Annals of the Deaf, v135 n2 p75-82 Apr 1990. This article considers identification and programing needs of hearing- impaired students from Afro-American, Hispanic, and Asian groups, based on experience within the San Diego (California) city schools. Addressed are demographic shifts and the dropout rate; cultural considerations; assessment; bilingual education; curriculum and instructional strategies; teacher training; and program models. (Author/DB)
Majhanovich, S. (1993). The Mainstreamed Environment in Canada: Is There a Place in French Immersion for Learning Disabled Students? Canadian Journal of Special Education, v9 n1 p67-72 1993. This article reviews 30 years of experience with French immersion second- language instruction and concludes that most children with learning disabilities can benefit from the experience of a bilingual (immersion) education. For children with language handicaps who need to learn a second language, bilingual (immersion) instruction is better than traditional French instruction. (DB)
Marshall, D. F. (1992). The Role of Language in the Dissolution of the Soviet Union. A study examines the dynamics of cultural pluralism and language in the ethnic mobilization, and resulting dissolution, of the USSR. It first examines ethnic composition, dominant nationalities, language groups without separate nationalities, patterns of ethnic populations within nationalities, and the influence of this multiculturalism on language policy. A distinction is made between assimilation ("Russification") and appreciation of nationality and language rights combined with political loyalty to a supranational union ("Rossification"). These issues are examined: the relationship that evolved between the communist party and the national populist fronts; the long-standing conflict between the Russian imperial legacy and national identity; trends in national language preservation in the context of the Soviet educational system, including bilingual education and resistance to Russian-medium instruction; unanticipated effects of mass politicization on national loyalties; conflict between official lack of religion and national religious traditions; the role of military training and indoctrination in national resistance; and dissonance between centralized economic planning and national interest in environmental protection. The role of official language policy in the process of national/ethnic mobilization is discussed. Officially sanctioned Russian ethnocentrism is blamed for Soviet dissolution and intensified ethnic conflict. A 75-item bibliography is included. (MSE) ED351878
McCarty, T. L. (1993). Federal Language Policy and American Indian Education. Bilingual Research Journal, v17 n1-2 p13-34 Win-Spr 1993. In the past 25 years, both content and context of American Indian education have changed tremendously, largely due to a dynamic interplay between federal language policy and initiatives generated by Indian schools and communities. This paper integrates a historical analysis of federal language policy with comparative ethnographic data from Indian bilingual programs in the Southwest. Contains 47 references. (Author/TD)
McKay, S. L. (1997). Multilingualism in the United States. Annual Review of Applied Linguistics, v17 p242-62 1997. Examines demographic changes in the United States since 1980s influencing the recent effort to assert English over other languages. Key issues include: efforts to ensure English dominance in English-Only initiatives; court rulings on English-Only regulations in the workplace; and bilingual education legislation. Reviews current research on dynamics of multilingualism in bilingual communities. Includes a six-item annotated bibliography. (MSE)
McKay, S. L., & Freedman, S. W. (1990). Language Minority Education in Great Britain: A Challenge to Current U.S. Policy. TESOL Quarterly, v24 n3 p385-405 Fall 1990. Compares the events leading to the contrasting educational policies that apply to the placement of language minority students in Britain and the United States. The supportive institutional structures of these policies are examined, and the ways these differences reflect contrasting assumptions about language development and definitions of equality of opportunity are discussed. (21 references) (GLR)
McLaughlin, B., & Others, A. (1995). Assessing Language Development in Bilingual Preschool Children. NCBE Program Information Guide Series No. 22. This guide offers advice on the assessment of the language development abilities of bilingual preschool children. A brief review of general bilingual child language development, including mixing and loss or semilingualism, is followed by a review of current assessment practices. A language assessment procedure developed for the State of California for use with bilingual preschool children is detailed. It includes making the plan, collecting information, developing a portfolio and a narrative summary, meeting with the family and staff, and developing an appropriate curriculum. This assessment process must be repeated continually as the child develops. Using such a program will require drastic reform and, with it, a restructuring of time uses, professional staff development, accountability, and the parent-school relationship. (Contains 23 references.) (NAV) ED388088
Merino, B. J. (1993). Promoting School Success for Chicanos: The View from Inside the Bilingual Classroom. Chapter 5. This chapter describes the nature of bilingual education for Hispanics of Mexican origin (Chicanos), outlines successful and unsuccessful classroom approaches to bilingual education, and proposes a research agenda for the future. Four principal approaches have been used in observational studies of language use in bilingual classrooms, including examining the process in which two languages are used with bilingual children; the relationship of process to context, for example, distribution of language use in different program models; the relationship of process to process, for example, how certain teacher behaviors affect the responses of students; and the relationship of process to product, in which effective teaching behaviors are identified in relationship to language use and their effect in promoting student achievement. Research concerning classroom process with respect to bilingual and second language instruction reveals that the selection of a site and community in which research will be conducted is a critical variable; there are many classrooms for Chicanos that use the label bilingual but do not differ significantly from regular classrooms; border communities function differently from other communities in their expectations for language use outside the classroom; and individual schools vary a great deal in the extent to which they create an atmosphere of positive expectations for achievement. It has been found that effective bilingual classrooms promote a high degree of student involvement, contextualize classroom discourse, and integrate students' culture in the curriculum. Future research should focus on applying traditional and ethnographic techniques concurrently to provide a more complete picture of the classroom and to explore individual ability and attitude and their interaction in a variety of classroom processes. Contains 100 references. (LP) ED387284
Moran, C. E., & Hakuta, K. (1995). Bilingual Education: Broadening Research Perspectives. The focus of this paper is on research in bilingual education in the United States, dealing with its history, practices, and potential. The introductory section describes a variety of models of bilingual education and establishes a foundation of terminology for those new to the field. The second section looks historically at research in the field of bilingual education, both in the development of evaluation research agenda and in basic research on bilingualism, to examine some of the forces that have influenced that research and have helped shape the present state of the field. The third section contrasts two very different approaches to studying bilingual education, the Significant Bilingual Instructional Feature Study and a longitudinal language immersion study, examining the design and methodology as well as the results and implications of these studies. The final section suggests a new way of looking at research in the field that aims to broaden the goals of bilingual education toward promoting a language-rich society and proposes an inclusive approach to research. (Contains 92 references.) (Author/SLD) ED382720
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_____. (Nov 1996). Comparative Outcomes and Impacts of Early, Middle and Late Entry French Immersion Options: Review of Recent Research and Annotated Bibliography. The report reviews current research findings related to the three entry points (early, middle, late) for French immersion programs in Ottawa (Ontario) elementary and secondary schools. It consists of: an executive summary and brief overview; an annotated bibliography covering authoritative immersion research reviews and reports published since 1987; a list of 82 references either cited or consulted for the report; and appended data tables showing French enrollment trends for the Carleton (1978-94) and Ottawa (1970-96) Boards of Education. The annotated bibliography is divided into five sections: (1) research overviews comparing three French immersion programs (9 citations); (2) empirical studies comparing three French immersion programs (24 citations); (3) empirical studies of alternative intensive French second language programs (3 citations); (4) other documents, including provisional policy statements and internal school board reports (6 citations); and (5) recent bibliographies of immersion and bilingual education research (5 citations). (MSE) ED402778
Nadeau, A. (1996). Linguistic Diversity and Reform: Can Practices Be Identified? Directions in Language and Education, v1 n10 spec iss Win 1996 1996. The individual responsible for spearheading reform for the education of limited-English-proficient (LEP) students in Linda Vista Elementary School (San Diego, California) describes the process, issues, and outcomes of the initiative in this theme issue. Linda Vista Elementary School has a student population that is 77 percent LEP. The personalized account both describes the practices implemented at the school and outlines parameters for reform efforts in other schools serving linguistically and culturally diverse students. After an introductory section giving background information on current reform issues, sections describe the specific context for reform at Linda Vista, define pedagogical premises that apply to programs for LEP students, and identify practices at Linda Vista that underwent reform. These include practices in the areas of decision-making (governance), teaching and learning, administrative organization, and assessment and accountability. Specific examples of each are cited. Contains 17 references. (MSE) ED404875
Negroni, P. J. (Oct 1990). The Urgency for Change: School Reform and Quality Education for Hispanic Youth. Publication No. 90-03. This paper looks at the successful initiatives and unforeseen problems that have arisen in Massachusetts public education since the passage of the Public School Improvement Act of 1985, with a focus on the needs of Hispanic Americans. There is overwhelming evidence that the specific needs of Hispanic Americans are neither being identified nor met by the three major reform initiatives that have been introduced in the areas of state- parental choice, privatization of schools, and site-based governance. In view of the estimated future need for skilled workers, the business community has begun to spend resources on basic skills education and advanced training for employees or to form alliances with schools. The paper suggests the following planning efforts to address Latino needs: (1) early intervention programs; (2) parent training and involvement; (3) linkages with colleges and universities; (4) personalized and cooperative learning and peer tutoring; (5) involvement of community and human service agencies; (6) state regulations requiring school improvement plans and data profiles; (7) planning for mastery of higher-order thinking skills; (8) recognition that school effectiveness can be measured in ways beyond standardized tests; (9) incorporation of research findings on tracking, ability grouping, retention, suspension, and bilingual education; (10) implementation of a state-supported affirmative action program that attracts Hispanic professionals; (11) equal funding access to education; (12) creation of a statewide Hispanic Advisory Council; and (13) support for programs that work. This document contains 55 references. (JB) ED338760
Noley, G. (22 Oct 1992). Educational Reform and American Indian Cultures. For 500 years, European-Americans have attempted to change and assimilate American Indian peoples through various forms of education. Attempts by well-meaning groups to reform Indian education have generally ignored the cultural validation necessary for American Indian children to succeed in American schools. As a result, Indian children frequently are at risk of school failure. Organized in chronological order, this paper reviews historical efforts to acculturate American Indian peoples through education. The first section includes missionary education of Native Americans during the colonial period, Indian students at early institutions of higher education, missionary motivation and failure, and Choctaw development of their own school system offering bilingual and cultural education. The second section covers federal government responsibility for Indian education, coercive Bureau of Indian Affairs boarding schools that took Indian children from their families, the Meriam report criticizing such schools, the "progressive" notion of a common culture disseminated through public schooling, and relevant federal legislation from 1934 to 1975. The final section discusses potential educational reforms that Native peoples themselves are demonstrating or proposing. These reforms and efforts include Indian participation in educational decision making, parental involvement, tribal activities that honor educational achievement, recruitment of promising Indian students to higher education (particularly teacher education), programs to help Indian teacher aides to become teachers, and culturally relevant curriculum at all levels. Research needs related to American Indian education are discussed. (Contains 29 references.) (KS) ED362341
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O'Rourke, T. J., & Others, A. (1990). Teaching English to Deaf Students and English as a Second Language: Psychological Considerations. Teaching English to Deaf and Second-Language Students, v8 n1 p5-19 Spr 1990. Panelists involved in deaf education teaching, research, and administration discuss the application of English-as-a-Second-Language methods for teaching English to deaf students, focusing on educational theories, use of American Sign Language, teacher education needs, and sociocultural factors. (CB)
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Pakir, A. (1992). Issues in Second Language Curriculum Development: Singapore, Malaysia, Brunei. Annual Review of Applied Linguistics, v13 p3-23 1992. Summarizes current theoretical and practical issues of second-language learning and teaching in the national curricula of Singapore, Malaysia, and Brunei Darussalam. Postcolonial developments in each country influence the theory and practice of first- and second-language acquisition. Of importance also are the attitudes and expectations of teachers and students as well as official language policy. Contains annotated bibliography (26 references). (LET)
Pappas, G., Ed., & Guajardo, M., Ed. (1993). Colorado Hispanics: A Report of Selected Social Concerns, 1992. This publication offers a compilation of 12 reports on selected social concerns pertaining to the Hispanic community in Colorado and provides a comprehensive overview of demographic information and information on health, education, and social welfare issues. The first report looks at Colorado's multicultural population through a demographic summary of 1990 United States Census data. The second report offers an overview of Hispanic health in the state, covering access and health care reform. The third report also explores health, particularly insurance coverage, heart disease, cancer, diabetes, Acquired Immune Deficiency Syndrome, and prenatal care. The fourth report covers mental health, noting that mental health services are under-utilized by Hispanics. The fifth report discusses Hispanics and domestic violence. The sixth report looks at poverty rates among Hispanic women and children. The seventh report discusses the status of Hispanic elderly, noting the common extended family orientation of Hispanic cultures. The eighth report looks at the America 2000 Educational Goals from a Colorado Hispanic perspective. The ninth article discusses Hispanics and primary education, particularly standardized testing, bilingual education, and parental involvement. The 10th article explores the Hispanic higher education experience. The 11th report analyzes labor and employment issues in Colorado among Hispanics. The 12th article discusses voter registration and reapportionment in Colorado. (JB) ED357102
Parellada, A., Ed., & Others, A. (1994). The Indigenous World 1993-94 = El Mundo Indigena 1993-94. This book addresses the oppression and discrimination that indigenous populations face and discusses their efforts to regain basic rights to control their own cultural, economic, political, and social development. The first section discusses the social status and living conditions of indigenous populations in the Arctic (including Saamiland and Russia), North America, Mexico and Central America, South America, Melanesia, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Each chapter describes the progress of indigenous populations in securing basic rights such as self-determination, self-government, cultural integrity, access to education, control over education and child welfare, and input into political and economic issues. Discussions also address the role of various governments in perpetuating the oppression of indigenous groups. The second section outlines articles of the draft declaration on the rights of indigenous peoples as agreed upon by members of the United Nations Working Group. This document was designed to provide states with an opportunity to make a Declaration of Intent that they will strive to improve the atrocious conditions in which many indigenous peoples live. This section also includes a report discussing suggestions of the International Work Group for Indigenous Affairs (IWGIA) for strengthening the rights of indigenous peoples and a report concerning indigenous peoples' right to use renewable resources for subsistance and how this right has been threatened by colonialism. Also included is a listing of IWGIA publications in English and Spanish. (LP) ED404053
Parrenas, C. S., & Parrenas, F. Y. (1993). Cooperative Learning, Multicultural Functioning, and Student Achievement. A discussion of the literature on cooperative learning and demographic trends in American education focuses on factors contributing to academic achievement in an increasingly multicultural school population. Research suggests that cooperative learning groups achieve only in the presence of two essential conditions: group goals and individual accountability. Cooperative learning methods that incorporate these conditions are found to be considerably more effective than other instructional methods. Research indicates that cooperative learning promotes higher achievement than competitive and individualistic learning structures, promote healthy ethnic relations and reduce racial conflict, contribute to student socialization and democratic participation, and support development of the flexibility needed in a rapidly changing economy. Five principles underlying successful cooperative learning experiences are outlined: distributed leadership; heterogeneous grouping; positive independence; social skills acquisition; and group autonomy. Teachers are encouraged to adopt a cooperative classroom structure, which is seen as more compatible with the social values of language-limited students. (MSE) ED360877
Paul, A. S. (1991). Early Childhood Education in American Indian and Alaska Native Communities. The expansion of early childhood education for American Indians and Alaska Natives has reflected the trend in the larger society. While efforts are being made to improve early childhood care and education for all children, deeper issues must be considered by Native Americans. First among them is the long history of forced assimilation and attempted acculturation of Native Americans into the mainstream society. Native American children must be allowed to maintain their Native identities and retain the unique strengths embedded in their cultures. Programs for young Native children must be designed within the context of each child's culture, home language, and family. Successful programs encourage parent involvement, use parents and community members as resources, offer parents educational opportunities, and link home learning with school learning. The current definition of readiness focuses the blame for early school failure on the child. Instead, schools should support the culturally bound and individually determined readiness skills with which children come to school. Additional strategies for early childhood programs are: involving the community in curriculum development and educational policy formation; training more Native teachers and administrators through incentives and alternative certification procedures; supporting socioculturally relevant evaluation including cultural awareness courses in teacher training; hiring Native aides; increasing Head Start availability; and promoting Native language use. This paper contains 115 references. (SV) ED343761
Paul, P. V. (Jul 1990). Use of ASL To Teach Reading and Writing to Deaf Students: An Interactive Theoretical Perspective. This paper discusses the use of American Sign Language (ASL) in an English- as-a-Second-Language approach to teaching reading and writing skills to deaf students. The paper poses and answers the following theoretical and practical questions: (1) What is the nature of first language reading? (2) What is the nature of second language reading? (3) What is the relationship between reading and writing? (4) Is inner speech (i.e., phonological coding) important for reading comprehension? (5) What role can ASL play in the teaching of literacy skills? (6) Is the use of only ASL sufficient for the development of reading and writing? Three models of the reading process, namely, the text-based, reader-based, and interactive approaches, are described. Interactive social-cognitive theories are then applied to second language reading. The interrelatedness of reading and writing is noted, and evidence of the importance of speech coding for reading comprehension is cited. The paper recommends that ASL be used to teach English literacy skills within the framework of a bilingual minority- language immersion program. ASL's use in teaching cultural components, emerging literacy skills, advanced literacy skills, vocabulary, and comprehension is examined in detail. (48 references) (JDD) ED337928
Paul, P. V. (Jun 1994). Toward an Understanding of Deafness and Second-Language Literacy. Research has demonstrated that the acquisition of English literacy skills is extremely difficult for many deaf students, that is, students with severe to profound hearing impairments. As a result, there has been a call for the development of bilingual and English-as-a-second-language programs for this population. This research review addresses three of the major issues related to this movement: (1) the nature and development of second language literacy, (2) the notion of a best method, and (3) the "practicality" of teaching English literacy skills to deaf students. The paper emphasizes that literacy in English as a first or second language is an interactive process that requires the development and coordination of both word-identification and comprehension skills. The paper concludes that, if English literacy is to be taught to deaf students, the focus should be on the common elements across theories and research, rather than on the selection of a particular theory or even a particular instructional method. (Contains 28 references.) (Author/DB) ED373506
Pease-Alvarez, L., & Hakuta, K. (1992). Enriching Our Views of Bilingualism and Bilingual Education. Educational Researcher, v21 n2 p4-6 Mar 1992. Introduces the articles in this issue of "Educational Researcher," and discusses their collective focus on the need to enrich the research perspective on bilingual education. Argues for the importance of basic research, case studies, and taking the reality of practice and ideology into account. (JB)
Perez, B. (1993). Biliteracy Practices and Issues in Secondary Schools. Peabody Journal of Education, v69 n1 p117-35 Fall 1993. Literacy is a major focus of attention in the education of linguistically and culturally diverse youth. The article focuses on identifying literature that impacts the literacy processes of secondary school students, highlighting studies that suggest a vision of literacy as empowerment for bilingual and limited English proficient students. (SM)
Perrotta, B. (1994). Writing Development and Second Language Acquisition in Young Children. Childhood Education, v70 n4 p237-41 Sum 1994. Describes children's writing development, examines several general findings from recent research, and provides some examples of how these findings affect classroom practice for English-as-a-Second-Language (ESL) bilingual programs. Emphasizes the use and acquisition of writing as a means of facilitating the development of a second language. (MDM)
Peterson, R. (1992). Teachers and Parents: The Milwaukee Experience. This booklet tells of the 1987 struggle teachers and parents of a racially- integrated, working-class neighborhood of Milwaukee faced when the central administration of the Milwaukee Public Schools announced the closing of the neighborhood school. Parents and teachers dreamed of a decent school that children would want to attend, in an integrated neighborhood, teaching children to be bilingual in Spanish and English, using cooperative and innovative methods, governed by a council of parents and teachers. La Escuela Fratney grew from the tradition of a long history of progressivism in Wisconsin. The struggles for Fratney School are recounted with both its successes and challenges that lie ahead. (EH) ED393748
Poliquin-Verville, H., & Royer, E. (Aug 1992). Current Knowledge of Behavioural Difficulties and Possible Intervention Strategies. School and Behaviour = Les troubles du comportement: etat des connaissances et perspectives d'intervention. Ecole et comportement. This document presents both the English and French language versions of a synthesis of research and principles underlying Quebec school support measures for students with behavioral difficulties. The first part examines the definition of students with behavioral difficulties; the prevalence of this phenomenon; the history of this field of intervention in schools; theoretical models most frequently referred to concerning this problem; factors in the development of behavioral difficulties (biological, family, educational, and cultural); and the ways in which they are manifested. The second part reviews elements considered essential for ensuring quality support measures for young people with behavioral difficulties and outlines current educational services offered to students in Quebec (Canada). Essential elements include: a philosophy regarding intervention strategies, identification of students with difficulties and their needs, objectives of chosen intervention strategies, educational approaches, types of services provided and means of offering them, participation of those concerned, determination of the appropriate time to discontinue special educational services, and evaluation. (Contains approximately 80 references.) (JDD) ED356588
Powers, F. (1995). English as Official Language: An Act of Unification or Segregation? This report discusses four bills that have been introduced to the House of Representatives to amend Title IV of the United States Code to declare English as the official language of the United States, as well as for other purposes. The first two bills, H.R. 123 and H.R. 345, are both entitled the Language Government Act. they are very similar in that they recognize the ethnic, cultural, and linguistic diversity of the United States and propose the declaration of English as the official language of the United States as a means to unify the nation. H.R. 739, entitled the "Declaration of Official Language Act" was submitted to the House of Representatives on January 30, 1995. This bill is much more sweeping than the previous two in that it would not only establish English as the official language of the government but also as the "preferred" language of communication among citizens of the United States. The National Language Act, H.R. 1005 calls for termination of bilingual education programs and the repeal of bilingual voting requirements, but also goes into much more detail about how this should be done. It is suggested that the declaration of English as the official language will result in the opposite of what it intended; instead of integration, it will promote frustration, segregation, and discrimination between those who speak English and those who do not. (JL) ED382034
Pugh, S. M. (1991). L2 Literacy and Biliteracy: Linguistic Consequences. Annual Review of Applied Linguistics, v12 p105-16 1991. In a study of literacy and linguistics that focuses on bilingual and multilingual societies, the following topics are covered: bilingualism and biliteracy; biliteracy in the Soviet Union; case studies in Karelia and Ukraine; and predicting the future of biliteracy. (43 references. (LB)
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_____. (1992). Questions Often Asked about Special Education Services. Update. This publication uses a question-and-answer format to provide parents with basic information about special education services. It is provided in both English and Spanish versions. Questions address the following concerns: purposes of the IDEA (Individuals with Disabilities Education Act); beginning the student evaluation process; components of the evaluation; methods of conducting the evaluation; the Individualized Education Program (IEP); development of the IEP; what is included in an IEP; the school's responsibility in implementing the IEP; the IEP meeting; procedures in the event of parental disagreement with the school; and ways parents can support the child's learning. (DB) ED351829
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Ramirez, M., III. (1995). Historical Development of the Concept of the Multicultural Personality: A Mixed Ethnic Heritage Perspective. The Mestizo (mixed ethnic heritage) Civil Rights Movement in the United States can be divided into five phases: Pre-Civil Rights, Civil Rights, Bilingual-Multicultural Education, Political Conservatism, and the current period, an Assault on Civil Rights. The paper describes how a personal research career has been influenced by the different stages of the Movement, and work on the concept of the multicultural personality has closely reflected its various phases. The Movement not only provided multicultural models such as Cesar Chavez, Malcolm X, Dolores Huerta, Martin Luther King, Jr., and Rosa Parks, it also provided a liberating force from racist, sexist, and cultural and genetic superiority paradigms of the social sciences. A personal account of the development of the concept of the multicultural personality is given, and a description of the instruments which were designed to assess multicultural personality processes is also provided. The anti-affirmative action trend of today's society impels one to look to the future in the hope that the Civil Rights flame will be rekindled so that multiculturalism can help save the world. (Contains 24 references. Three figures and nine tables are presented which are related to multicultural personality development and identity.) (Author) ED395252
Reyes, M. d. l. L. (1992). Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students. Harvard Educational Review, v62 n4 p427-46 Win 1992. "One size fits all" literacy instruction works against the success of limited and non-English speaking students. Process instruction, tailoring literacy education to account for students' linguistic and cultural diversity, must begin with the premise that each learner brings a valid language and culture to the instructional context. (Author/SK)
Reyes, M. d. l. L., & McCollum, P. A. (1992). Language, Literacy, and Educational Reform: Rethinking the Issues. Education and Urban Society, v24 n2 p171-77 Feb 1992. In spite of increasing ethnic, linguistic, and socioeconomic diversity, educational reform efforts continue to target mainstream English-speaking U.S. public. The educational plans of the America 2000 initiative are no exception. This theme issue provides examples of classroom-based research in which educators try to improve literacy education for minority students. (SLD)
Reyhner, J. (13 Oct 1996). Progressive Education and the "Indian New Deal.". This paper examines the progressive education movement and its effect on American Indian education. Progressive education became popular during the late 19th century during the period when American Indian children were being enrolled in Bureau of Indian Affairs (BIA) schools. John Dewey, who is considered the father of progressive education, stressed the importance of learning from experience as an alternative to traditional education that was academic in orientation and irrelevant to students. In 1928, the Meriam Report determined that American Indian education was failing according to the principles of progressive education. In 1929, Charles Rhodes, the new Commissioner of Indian Affairs, echoed the Meriam Report, and recommended that local materials and daily experiences be used to teach American Indian students. He also asked that elementary teachers encourage their students to write about their customs, legends, and economic and social activities. This focus on active learning marked the beginning of a new philosophy that would influence American Indian education during the next several decades. Others areas that were strongly influenced by the progressive education movement included the implementation of methods for teaching English and reading that were relevant to Indian students' life experiences, development of bilingual and English as a Second Language programs, use of thematic units, and replacement of boarding schools with community schools. By the 1950s, progressive education was in decline in BIA schools due to criticisms of its methods, decentralization of governance, and budget cuts. This paper suggests that the educational practices implemented during the progressive education movement have merit, and that contemporary educators should examine past educational trends to learn what works in American Indian education and avoid repeating past mistakes. Contains 32 references. (LP) ED407198
Reyhner, J. (1992). American Indian Cultures and School Success. Journal of American Indian Education, v32 n1 p30-39 Oct 1992. Latham's 13 recommendations to improve BIA schools reflect an ethnocentric assimilationist viewpoint that ignores both the history of Indian education and research on Indian, bilingual, and multicultural education. Additive educational programs that teach both English and Native language/culture create the conditions for student success. Contains 41 references. (Author/SV)
Reyhner, J. (1994). American Indian/Alaska Native Education. Fastback No. 367. Historically, efforts to educate American Indians have focused on "civilizing" and assimilating Indians into White society. During the early 1970s, Congress passed legislation encouraging self-determination of tribes in educational matters. Despite changes brought about by the Self- Determination Act, testimony at Indian Nations at Risk Task Force hearings in 1990 and 1991 indicated many Native students still attend schools that fail to promote appropriate academic, social, cultural, and spiritual development. They also found that schools that respect and support students' language and culture are significantly more successful in educating those students. Training for teachers of Native students should cover the sociocultural and historical foundations of Indian education, instructional methods and styles suitable to Native students, bilingual and English as a Second Language methods, culturally relevant curriculum, and whole language and whole math approaches. The Task Force declared four national priorities: (1) developing parent-based and culturally, linguistically, and developmentally appropriate early childhood education; (2) making the promotion of students' language and culture a responsibility of the school; (3) training more Native teachers; and (4) strengthening tribal colleges. In addition, they adopted 10 national Indian education goals addressing such things as literacy; achievement; graduation rates; adult education; and parental, community, and tribal partnerships. (KS) ED369585
Reyhner, J. (1995). Progressive Education and the "Indian New Deal" on the Navajo Nation. Journal of Navajo Education, v13 n1 p21-28 Fall 1995. Describes the influence of the Progressive Education movement, with its emphasis on experiential learning and community schools, on Bureau of Indian Affairs schools during the 1930s. Discusses the subsequent development of bilingual education programs for American Indian students and offers recommendations for improving the education of Navajo students. Contains 32 references. (LP)
Reyhner, J. (1996). Rationale and Needs for Stabilizing Indigenous Languages. Although American Indian and Alaska Native communities have largely won the legal right to maintain their languages and cultures, they lack the "effective right" to do so. The effective right means access to the tools for getting the job donethe knowledge, strategies, and resources necessary to resist destruction of languages and cultures. This rationale and needs statement documents the importance of indigenous languages as an irreplaceable cultural knowledge and as a cornerstone of indigenous community and family values. It reviews past government policies to eradicate indigenous languages and the reversal of those policies with the new federal policy of Indian self-determination over the last quarter century. In the 1990s, support for self-determination and for the maintenance of Native languages and cultures has been demonstrated by the Native American Languages Act of 1990, the work of the Indian Nations At Risk Task Force and the White House Conference on Indian Education, and the United Nations International Year for the World's Indigenous People. Following a summary of tribal educational and language policies, several courses of action are recommended to assist Native communities in developing the effective right to maintain their languages. These actions focus on fostering innovative community-based strategies, directing research toward analyzing community-based successes, fostering cooperation between communities and organizations, and promoting heightened consciousness of the catastrophic effects of language loss for both language minorities and the mainstream population. Contains 27 references. (SV) ED395729
Reyhner, J., Ed. (1992). Teaching American Indian Students. This book consists of 18 essays that discuss teaching methods and resource material promoting productive school experiences for American Indian students. The first section of the book introduces the notion of empowerment of Indian students through multicultural education, foundations of Indian education, the history of Indian education, tribal and federal language policies, and a successful bilingual program. Section 2 discusses the importance of adapting teaching methods and curriculum to Indian culture and to the learning styles of Indian children. It also offers recommendations for promoting a positive working relationship between teachers and parents. Section 3 describes language and literacy development, the role of the first language in second language development, and the characteristics of American Indian English. Section 4 addresses the importance of Indian students' exposure to literature relevant to their culture and background. It provides suggestions for whole language teaching strategies, teaching strategies to enhance students' reading comprehension, and an overview of literature written by American Indians. Section 5 makes specific suggestions for teaching social studies, science, mathematics, and physical education to Indian students. Appendices include population and education statistics of American Indians, sources and recommendations for Indian children's literature, resources in social studies, and extensive references. (LP) ED355058
Rivera, M. G. (Aug 1993). Hispanic Participation at Educational Institutions. This report provides an overview of Hispanic participation in education at the national level, in the state of Wisconsin, and in the Wisconsin Technical Colleges (WTCs). The first section provides national statistics, indicating that in 1990 Hispanics had a high school completion rate of 54.9%, more than 20 points below Black and 30 points below White completion rates, and that Hispanics aged 18 through 24 had an educational participation rate of 18%. Next, 1990 data for Wisconsin reveal that 42% of the state's Hispanics are age 17 and younger. The next section discusses the status of Hispanics in Milwaukee County, reviewing declining high school completion rates and an increase in dropouts and suspensions. The following sections examine the lack of English proficiency among minority groups; the status of limited-English-proficient students at Milwaukee Area Technical College; characteristics of Hispanics in Milwaukee County, reviewing issues related to poverty, employment, and Hispanic attitudes towards school. Also described are issues faced by Hispanics in the WTC, including a lack of basic skills; limited access to information about higher education; poverty; and under-representation of Hispanic staff and faculty, with Hispanics accounting for less than 1% of the faculty and staff. The final section lists 14 goals for improving the educational participation of and opportunities for Hispanic students. (TGI) ED393500
Rivera, N. F., & Klinger, C. (1993). Helpful Opportunities for Pupil Enrichment (Project HOPE). Final Evaluation Report 1992-93. OER Report. This report provides evaluative information concerning Project HOPE (Helpful Opportunities for Public Enrichment) in New York City. This project served 250 Spanish-speaking students and 109 Chinese-speaking students who scored at or below the 40th percentile on the Language Assessment Battery and were thus categorized as being of limited English proficiency. It provided students with instruction in English as a second language (ESL), native language arts (NLA), and the content areas. The project also offered career counseling. The project provided development opportunities to teachers of participating students as well as to some mainstream teachers. Teachers of project students team-taught with the project's resource specialists, who acted as facilitators for the project. Parents of participating students had the opportunity to participate in field trips and other activities, including workshops. Data show that the project met its objectives for ESL, Chinese NLA, mathematics, attendance, advisement, parental involvement, and curriculum development. The project met its Spanish NLA objective at one site only. Appendices contain a list of instructional materials and class schedules. (GLR) ED372173
Robinson, D. (Dec 1988). Language Policy and Planning. ERIC Digest. ED303051
Rochin, R. I. (1997). The Features and Roles of Rural Latinos: Cross-National Perspectives. JSRI Occasional Paper No. 26. Latino Studies Series. In rural America, Latinos are the fastest growing population, increasing by 30 percent between 1980 and 1990. Rural Latinos are a large and growing share of the labor hired on farms, but earn only 60 cents for each dollar earned by nonfarm hired workers. This trend is largely due to the restructuring of agriculture in general, and the meatpacking industry in particular, in which production is becoming increasingly decentralized, contracted out to peripheral firms, and operated by fewer nonunionized assembly processes of workers. Meatpacking creates unusually high population mobility and a parallel high turnover in school population. Educational issues include the increased need for bilingual and ESL instructors, who are difficult to attract to rural places; and the fact that rural Latino teenagers have difficulty gaining English skills and social confidence, resulting in truancy, pregnancy, dropping out, and gang development. Communities with proportionately higher concentrations of Latinos tend to have greater poverty, lower median incomes, and lower educational attainment, and places with rapid labor turnover often confront sudden demands for housing, education, health care, and social services. On the other hand, Latinos are giving rural towns a population revival in the face of White flight, expanding the tax base, revitalizing local schools, and infusing cultural diversity. Poorer conditions in rural communities result not so much from the increase in Latino populations as from the exodus of better-educated, better-paid Whites. Policies with regard to Latinos have been reactive rather than proactive, with inconsistent results. This paper also discusses Latino farms and farmers, self- employment and entrepreneurship among rural Latinos, Latino farmworkers, and issues of rural industrialization and restructuring. (Contains 30 pertinent readings.) (TD) ED414102
Romo, H. D. (1996). The Newest "Outsiders": Educating Mexican Migrant and Immigrant Youth. This chapter discusses the educational needs of Mexican immigrant children and effective practices that meet those needs. During 1984-92, the number of limited-English-proficient (LEP) students in public schools grew 70 percent to 2.3 million; three fourths of LEP students spoke Spanish; and 40 percent of these were born in Mexico. Increased immigration and demands on public schools have led to attempts to deny education to undocumented immigrant children, but the courts have upheld these children's access to education and mandated provision of special programs for LEP students. Case studies of two immigrant Mexican families illustrate some problems of immigrant students and how schools fail to provide necessary programs and supports. A brief overview examines the strengths and weaknesses of secondary-level program options: English for speakers of other languages, bilingual programs, and newcomers' programs providing counseling and English instruction. Characteristics of schools that effectively meet the needs of Mexican immigrant students include many that describe good schools in general. Effective practices specific to this population include valuing students' home languages and cultures, adequate assessment of language proficiency and academic needs, school leadership that makes immigrant students a priority, outreach and communication in the parents' home language, staff development to combat effects of racism, instruction based on students' previous educational experience, scheduling that includes LEP students in classes with English-speaking students, placement decisions based on adequate assessment and consultation, and social and academic multicultural programs. Also important are dropout prevention efforts, college and career counseling, and "second-chance" opportunities for education and training. Contains 88 references. (SV) ED393635
Rossell, C. H. (1990). The Research on Bilingual Education. Equity and Choice, v6 n2 p29-36 Win 1990. Reviews research literature on the effectiveness of bilingual education programs. Argues that scientifically valid evaluation studies offer no consistent support for transitional bilingual education as a superior practice for improving the English-language achievement of limited English proficient (LEP) children and, in fact, suggest evidence of some negative effects. (AF)
Rossell, C. H. (1992). Nothing Matters?: A Critique of the Ramirez, et al. Longitudinal Study of Instructional Programs for Language-Minority Children. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p159-186 Win-Spr 1992. Critiques the Ramirez et al. study of bilingual programs for its serious research flaws. Calls into question the findings of no consistent difference in the achievement of language-minority children regardless of how much Spanish or English is used in instruction. Proposes a reanalysis of the Ramirez data. (KS)
Rossier, R. E. (1993). Second Language Teaching: A Theoretical Baseline for Policy Makers. READ Perspectives, v1 n1 p7-29 Aut 1993. Argues that the theoretical consensus on second language learning, which focuses on instruction in the target language, contradicts the main premises used by bilingual education advocates to gain respectability for bilingual education programs. The roles of translation, transfer, input, and interaction in the Eastman model of bilingual education, used extensively in California, are examined. (Contains 42 references.) (MDM)
Rueda, R. (1993). An Analysis of Special Education as a Response to the Diminished Academic Achievement of Chicano Students. Chapter 9. Although the special education system has become a central institutional mechanism for addressing school failure and low achievement, it is a system unresponsive to the needs of Chicano students. Despite the severity of problems of school failure for Chicano students, interactions with the special education system have largely been characterized by antagonism and apprehension. The potential of special education for addressing this issue is hindered by continued reliance on a paradigmatic model with roots in the medical treatment of severe and organic disabilities. This model continues to be influential although the population served now consists mainly of children with mild learning problems without medical basis and, increasingly, children with diverse cultural and linguistic backgrounds. This prevailing model tends to view culture as a minor factor in learning, and low achievement as a child-centered phenomenon, while emphasizing classificatory uses of student assessment with only minimal applicability to meaningful classroom practice. As a result of legal controversy, much of the work on Chicano students in special education has focused on assessment, specifically claims of bias in intelligence tests, and resulting restrictive and stigmatizing placements. However, a literature review suggests problems in referral, diagnostic, and instructional practices as well. Promising areas for research and policy development include examination of current eligibility determination procedures and funding mechanisms; merger of special, regular, and bilingual education; reconceptualization of low achievement from a broader perspective; and development of more useful assessment practices. Contains 74 references. (SV) ED387288
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_____. (1992). Special Populations: Migrant Students with Disabilities; Native Pacific Basin and Native Hawaiian Students with Disabilities. Appendix G. This appendix to the 14th annual report on implementation of the Individuals with Disabilities Education Act contains reports on progress in addressing the needs of two special populations: migrant students with disabilities and Native Pacific Basin and Native Hawaiian students with disabilities. Migrant students with disabilities tend to have additional disadvantages that complicate service delivery, including poverty, limited English proficiency, residence in rural areas where services are limited, disruptions to service delivery and needs assessment due to mobility, lack of parental involvement, and shortages of qualified teachers and other personnel. Recommendations for improving service delivery to this population include development of appropriate teacher education programs, expanded data collection, development of assessment instruments for language-minority limited-English-proficient students with disabilities, improving communication between sending and receiving school districts, reassessment of the Migrant Student Record Transfer System, interagency cooperation, and inclusion of bilingual migrant staff members. Native Pacific Basin students with disabilities also have additional disadvantages: geographic isolation, language and cultural differences, very limited financial resources, and shortages of trained educators. Issues related to cultural and linguistic differences are also relevant for Native Hawaiians. Interagency cooperation in the provision of services and innovative approaches to programming have shown some promise in the Pacific region. However, additional data and research are needed. The two reports contain 65 references. Data tables detail numbers and percentages of students receiving special education services, by disability. (SV) ED379135
_____. (1992). Spina Bifida: General Information. Fact Sheet Number 12 = La Espina Bifida: Informacion General. Fact Sheet Number 21. This fact sheet on spina bifida is offered in both English and Spanish. It provides definitions of the three types of spina bifida (spina bifida occulta, meningocele, and myelomeningocele). Incidence figures are given as are typical characteristics of children with spina bifida. Educational implications are briefly noted, including the need to accommodate these children's frequent need for surgery; provision of clean, intermittent catheterization as a related service; early intervention with hydrocephalus- related learning problems; adaptations in equipment or curriculum to maximize mainstreaming; and special instruction in mobility skills. The fact sheet lists two print resources and five organizations. (DB) ED353712
_____. (1994). Schools along the Border: Education in the Age of NAFTA. EdTalk. This report focuses on the educational implications of Mexican immigration resulting from the North American Free Trade Agreement. Informed debate and the effectiveness of educational initiatives depend upon an understanding of the issues from both historical and contemporary perspectives. At present, neither efficient systems nor effective structures are in place to handle the complicated educational issues that are emerging. To be successful, all efforts must recognize and consider three realities: the continuing migration of families and students into the United States in search of a better life; the educational background of Mexican immigrant children; and the rapidly evolving economy, society, and culture of border areas. This report presents a brief history of the Mexican educational system, including efforts at reform. Existing and emerging cross-border education agenda are summarized, including bilingual education and the shortage of bilingual teachers, curriculum alignment and credentialing, distance education technology, cultural exchange and understanding, social and health services, and special education. It outlines some of the current efforts to deal with these issues by federal and state governments, higher educational institutions, businesses, and the Southwest Educational Development Laboratory. The report concludes that border issues will eventually affect much of both countries and that solutions will require drawing upon the strengths of each. (RAH) ED397997
_____. (Sep 1992). Epilepsy: General Information. Fact Sheet Number 6 = La Epilepsia: Informacion General. Fact Sheet Number 20. This fact sheet on epilepsy is offered in both English and Spanish. It provides a definition, information on incidence, typical characteristics, and educational implications. It notes that epilepsy is classified as "other health impaired" under the Individuals with Disabilities Education Act and that students with epilepsy are eligible for special educational services. These include adaptations in classroom instruction and first aid instruction on seizure management for the child's teachers. The importance of communication between family and school is stressed. The fact sheet lists four print resources and two organizations. (DB) ED353711
Sainz, J., & Biggins, C. M. (1991). Effective Methodology for Teaching Beginning Reading in English to Bilingual Students. Concern about the high percentage of underprepared minority students in American schools and the increasing demand that schools educate them to a level never before attained are discussed, and a study of reading disabled bilingual students is reported. It is noted that continuing to allow a disproportionate number of minority or disadvantaged students, including many bilingual students, to pass through the education system without meeting high standards of achievement means they are likely to end up in dead-end jobs or on welfare. The decoding and word recognition and whole language approaches to teaching beginning reading are reviewed briefly, along with conflicting opinions about teaching methods. It is suggested that the solution to functional illiteracy lies not in promotional or retention policies, but in preschool and other early childhood programs, and some findings are reported that show that traditional methods of teaching beginning reading fail to help bilingual at-risk students. An experimental study of bilingual fifth-grade students who read below average is summarized, showing the success of a program of which a reading support system, Easy Steps to Reading Independence (ESRTI), was an integral part. Teacher responses to an ESRTI questionnaire are appended. (LB) ED341241
Salazar, N. (1993). Bilingual Education Alternatives. Illinois Schools Journal, v72 n2 p3-14 1993. Explores the alternatives best suited to teach limited English proficient students in the United States, and considers whether those alternatives are aimed at developing and conserving language resources. Also offers a brief history of bilingual education in the United States from 1550 on. (JB)
Salend, S. J., & Others, A. (1997). The Roles of Bilingual Special Educators in Creating Inclusive Classrooms. Remedial and Special Education, v18 n1 p54-64 Jan-Feb 1997. Discusses the different roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms, including facilitating instruction for second language learners. The observations of a bilingual special educator who worked as part of a cooperative teaching team are provided. (Author/CR)
Schiff-Myers, N. B. (1992). Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners. Language, Speech, and Hearing Services in Schools, v23 n1 p28-33 Jan 1992. This article examines issues in language assessment in children exposed to two languages, including arrested language development in preschool children, arrested development and language loss in school-age children, effects of educational policy (especially the devaluation of non-English languages) on bilingualism, problems in primary language assessment, and importance of the case history. (DB)
Secada, W. G., & De La Cruz, Y. (1996). Teaching Mathematics for Understanding to Bilingual Students. When children's own strategies for solving mathematical problems are not connected to the way mathematics is taught in school, students fail to make sense of mathematics instruction and begin to "fail." This chapter adopts the position that student understanding of worthwhile mathematical content is the essential goal of mathematics education, and that everything else curriculum, instruction, and assessmentis a means to that end. For culturally and linguistically diverse classrooms, this position means that student bilingualism and the use of children's home and cultural backgrounds in mathematics are important considerations for teachers as they attempt to promote student understanding. An example of teaching for understanding in the bilingual or multicultural primary classroom is provided through an extensive vignettea composite drawn from many observations, particularly in classrooms with students of Mexican origin. The example demonstrates how a teacher promotes understanding through classroom discussion in which children explain their reasoning to each other. Four principles guide such practices: constant assessment of what students understand; choice of mathematical content that is interesting, open-ended, and accessible to children of varying abilities; building on students' prior knowledge and home experiences; and developing mathematical language in context. Since teacher awareness of the extent of student understanding is critical, modified strategies are suggested for the teacher who is not fluent in students' dominant language. Contains 56 references. (SV) ED393646
Short, D. J., & Spanos, G. (Nov 1989). Teaching Mathematics to Limited English Proficient Students. ERIC Digests. ED317086
Skinner, L. (1991). Teaching through Traditions: Incorporating Native Languages and Cultures into Curricula. Ethnocentrism has permeated the European-American educational establishment for nearly 500 years. Native students have been subjected to a barrage of assimilation tactics designed to destroy their cultures and languages. Only 206 Native languages remain (about a third of the original number), and about 50 of these are near extinction. Language destruction promotes cultural disintegration. Among the factors contributing to the poor academic achievement of Native students are cultural differences between home and school, ignorance of Native culture among school staff, differences in language and values between teachers and students, culturally based Native learning styles, and culturally biased testing. Community participation and community control of education are critical to developing culturally relevant curricula and making education responsive to Native students' needs. Communities and educators can draw on the experiences of other tribes that have developed successful programs incorporating the local linguistic and cultural context. Other strategies include: community involvement in curriculum revision and instructional materials selection; tribal education codes and board of education policies that are consistent with state and federal goals; textbook review; teacher education programs that prepare teachers to work with culturally and linguistically diverse populations; integrating Native history into the core curriculum; encouraging participation of elders and intergenerational learning experiences; and empowering students to become environmental stewards. This paper contains 56 references. (SV) ED343764
Smith, D., & Others, A. (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 2, Chinese. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. This particular volume aims to describe the position of Chinese language in the various education systems in Australia, the direction and quantity of change since the introduction of the National Policy on Languages, and factors promoting and/or inhibiting expanded language teaching and study. This profile will then be set against Australia's international economic and strategic context, as well as the current dynamic situation for Chinese language usage in Australia. Recommendations are offered on how best to achieve an efficient and equitable provision of Chinese language in Australia. Appendices provide a list of references and a bibliography, language map of China, gender breakdown for primary secondary statistics of the Chinese language in Australia, and a language study questionnaire. (Contains 86 references.) (Author) ED365112
Sosa, A. S. (1996). Involving Hispanic Parents in Improving Educational Opportunities for Their Children. Traditionally, school personnel have expressed concern about the relatively poor record of involving Hispanic parents in schools. The root of the problem is that many immigrant and migrant Hispanic parents cherish beliefs and expectations different from those held by schools and by the parents whom schools most frequently engage. This chapter examines barriers to Hispanic parents' participation and strategies for cultivating more successful experiences with these parents. Barriers to the involvement of migrant and immigrant parents include: (1) logistical barriers (lack of time, financial pressures, migrants' fear of the community, lack of child care, and the segmented nature of public education); (2) attitudinal barriers (parents' uncertainties about their role in school, disagreements over school policy, parents' dissatisfaction with their own ability to help their children academically, and home-school communication problems); and (3) expectations barriers (school disregard of family's recent arrival, social or ethnic bias of school, and parents' perceptions of bias). Strategies that support the involvement of migrant and immigrant parents include flexible scheduling, providing transportation and child care, home visits, including extended family and community, parent workshops on expectations and roles, respect for parents, providing translators and bilingual school information, recognizing parents as contributors and collaborators, and basing programs on assessed needs. Overall, successful programs have stopped viewing parents as deficient, include parents as equal partners, and treat families with understanding and with high regard. Contains 29 references. (Author/SV) ED393649
Soto, L. D. (1991). Understanding Bilingual/Bicultural Young Children. Young Children, v46 n2 p30-36 Jan 1991. Among the topics examined in this research review of issues in bilingual and bicultural education are (1) demographic and educational trends that point to growing numbers of bilingual and bicultural children; (2) continuing misconceptions about how young children learn a second language; (3) successful approaches in early childhood bilingual education; and (4) practical applications for teachers. (GH)
Spring, J. (1994). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. This book provides background for understanding contemporary issues and problems in multicultural education by examining the history of education of four dominated groups in the United States: Native Americans, African Americans, Puerto Ricans, and Mexican Americans. The book focuses on three concepts: deculturalizationattempts to strip away the cultures of conquered peoples and replace them, through education, with European American culture; segregation; and resistance and activism by dominated cultures in response to deculturalization and segregation. Chapter 1 outlines the history of education of Native Americans, including early federal Indian education policies; the Civilization Fund Act of 1819, which supported missionary schools; the success of Cherokee and Choctaw tribal educational systems; the development of reservations and boarding schools; and the Meriam Report. Chapter 2 discusses the colonization and Americanization of Puerto Rico, public school practices to build loyalty to the United States, and Puerto Rican resistance. Chapter 3 examines Black education during slavery and the Reconstruction Era; segregation of public schools to reconcile southern Whites and as a means of maintaining an inexpensive source of labor; and resistance to segregation by W. E. B. DuBois, a founder of the NAACP. Chapter 4 describes the treatment of Mexicans in conquered Mexican territories, the great Mexican immigration during the early 1900s, development of segregated schools with English-only policies, and support for bicultural bilingual education by LULAC (League of United Latin American Citizens). Chapter 5 discusses educational aspects of the Great Civil Rights Movement of the 1950s-70s; effects on the four minority groups; and development of bilingual, ethnocentric, and bicultural education. Contains references and an index. (SV) ED403106
Stein, R. F. (1990). Closing the "Achievement Gap" of Mexican Americans: A Question of Language, Learning Style, or Economics? Journal of Multilingual and Multicultural Development, v11 n5 p405-19 1990. Discusses the achievement gap of Mexican Americans and other groups in the United States as essentially a question of economics and, suggests that the solution lies in greater access to the wider society. (48 references) (JL)
Stewart, D. A. (1990). Directions in Bilingual Education for Deaf Children. Teaching English to Deaf and Second-Language Students, v8 n2 p4-9 Win 1990. Discusses trends and future issues in the bilingual education of deaf children, including teacher learning and use of American Sign Language (ASL), the total communication approach, deaf teachers' use of ASL, the coding of English in signs, and signed English and ASL as complementary communication systems. (five references) (CB)
Stewart, D. A. (1993). Bi-Bi to MCE? American Annals of the Deaf, v138 n4 p331-37 Oct 1993. This paper discusses the role of American Sign Language (ASL) in educating deaf children, based on the history of using manually coded English (MCE). The paper concludes that use of ASL should not be the ultimate goal of bilingual bicultural programs, and, in some classrooms, the optimal program will be complementary use of ASL and MCE. (JDD)
Stewart, D. W. (1993). Immigration and Education: The Crisis and the Opportunities. This book describes and analyzes the educational and training needs of immigrants in the new and distinctive inflow that currently characterizes immigration to the United States, and the effects of pressures exerted by the newcomers upon institutions and agencies of education and training that are often unprepared for the task that is being presented to them. Twenty chapters discuss the following topics: the history of immigration in the United States; the dynamics of immigration; immigration law; immigrant education and the courts; refugees' special needs and issues in education; educating illegal and newly legal immigrants; pressures on schools; programs that respond creatively to immigrant children's educational needs; teaching in a multicultural population; adult education for immigrants; learning English as a Second Language; bilingual education; the politics of language in education; immigrants and higher education; financing immigrant education; the politics of immigration and education; and diversity, unity, and opportunity in educating immigrants. A central theme of the volume is the immigrants' commitment to the values of democracy and the importance to the nation's democratic future that immigrants' educational needs be met. Contains over 200 references. (JB) ED358202
Suhor, C., Comp. (1997). Trends and Issues in English Instruction, 1997Six Summaries. Information on current trends and issues informally discussed and then delineated by the directors of 6 National Council of Teachers of English commissions, is presented in this 14th annual report. The commissions and their directors are: (1) Commission on Composition (Christine Kline); (2) Commission on Curriculum (Kathleen Andrasick); (3) Commission on Language (Judith Lindfors); (4) Commission on Literature (Carol Jago); (5) Commission on Media (Lawrence B. Fuller); and (6) Commission on Reading (Mary H. Maguire). Some of the subjects discussed in the report include: relationships among computers, writing, and the teaching of writing; assessment in writing; what constitutes good writing; thoughtful implementation of English language arts standards; the increasing integration of the curriculum; professional development; authentic assessment; laws mandating specific methodology for elementary and secondary classrooms and teacher education programs; language study in the classroom; exclusion of controversial issues from oral and written classroom discussions; the growing emphasis on standards in both the schools and in public discourse about education; a growing public concern and discussion of the ethics and impact of the media on various American institutions; use of television and film to encourage reading and thoughtful discussion; censorship; copyright law; support for public schooling; professional development of teachers; informed discussion about reading theory, research, and practice in the national and professional conversation; and understanding the complex intersections among race, class, gender, and language in reading, literacy curriculum, and practices in mainstream, bilingual multicultural communities. (RS) ED404655
Sullivan, N., & Others, A. (1996). Language Planning and the Hispanic Discourse Community. This paper reports on a study done with Anglos and Hispanics in Texas, focusing on the pending English Only legislation and their awareness of and attitudes towards it and what biases these attitudes were based upon. A 1- page, 2-sided, questionnaire was distributed to 328 Anglo and Hispanic subjects in a predominantly Hispanic city. Forty-seven percent of respondents were Mexican American; 43 percent were Anglo. Results suggest that over 50 percent of respondents were aware of the English Only Movement, Anglos were more than three times more likely to support it, and the most common variable to explain these results was ethnicity rather than education, sex, or age. Bilingual Mexican Americans were more likely to be against the movement than monolingual Mexican Americans; bilingual Anglos were less likely than monolingual Anglos to support it. Knowledge of the movement and bilingualism thus appeared to mediate attitudes. A blank copy of the questionnaire is appended. (Contains nine references.) (Author/NAV) ED397656
Swain, M., & Lapkin, S. (1991). Heritage Language Children in an English-French Bilingual Program. Canadian Modern Language Review, v47 n4 p635-41 Jun 1991. Reports on two studies of minority language children enrolled in a Toronto, Canada, bilingual (English-French) program. The study indicated that focus on the maintenance and development of students' heritage language with specific reference to literacy learning enhanced the learning of French, a third language for the minority language students. (14 references) (Author/CB)
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_____. (1990). The Relationship between Multicultural and Bilingual Education. The emergence of multicultural education as a national priority is discussed and its links with the bilingual education movement are examined, drawing on a variety of written sources. It is proposed that the push for multicultural curricula reflects a broader agenda than ethnic pride and consciousness-raising, and is an extension of the campaign for bilingual education in the face of dwindling evidence that bilingual education is effective. One of the dilemmas of multicultural education can be seen by the fact that negative characterizations or the absence of positive references to certain minorities can have a damaging effect on the psyche. The central dilemma of what is termed "multicultural" education is that: every culture has both positive and not so positive aspects. Treatment of cultures is seen as uneven in both the instructional materials being created and in public treatment of these issues. (MSE) ED384212
_____. (1996). The Foreign-Born Parent Network, 1995-1996. Foreign-Born Parent Network, n1-6 1995-Jul-1996 1996. This document consists of the first six issues of a newsletter that addresses the concerns and needs of foreign-born parents living in the United States. Spanish-language editions of numbers 4-6 are included. Topics addressed include school and community; bilingual education and home environment; demographics; global learning; leadership; and the impact of multiculturalism and intercultural relationships on children, family, and community. Book reviews of multicultural books are also included, and issues concerning foreign language learning are addressed. Each issue also includes language tips for parents as well as for young readers. (NAV) ED396519
_____. (1996). The Hispanic Child. Northwest Education, v1 n1 Win 1996 1996. This theme issue focuses on issues related to the education of Hispanic Americans. Articles cover educational strategies that address the linguistic and cultural differences of Hispanic Americans, issues related to migrant children and their education, the educational experiences of Hispanic American children, bilingual teacher education programs, expectations of Hispanic American parents regarding education, systemic school reform, and innovative school programs in the Northwest aimed at improving the education of Hispanic Americans. Articles include: (1) "Field of Dreams" (Lee Sherman Caudell); (2) "Two Worlds in One Classroom" (Tony Kneidek); (3) "Citizens of the World: A Rural Oregon District Helps Hispanic Families Settle into the Community" (Lee Sherman Caudell); (4) "Great Expectations" (Lee Sherman Caudell); (5) "Families First: A Willamette Valley Preschool Program Strengthens Parents' Role in Children's Education" (Melissa Steineger); (6) "Growing Teachers: A Washington College Builds a Bilingual Teaching Force" (Matthew Fleagle); and (7) "High Sights: Linking LEP Programs to Systemic Reform Helps Ensure Inclusion" (Lee Sherman Caudell). The journal also reviews publications related to Hispanic Americans, synthesizes research on bilingual education, overviews educational strategies for limited-English-proficient students, lists organizations that provide assistance in designing programs for language- minority students, and presents strategies for increasing parental involvement in education. (LP) ED396895
Taylor, D. M., & Others, A. (1993). Education in Aboriginal Communities: Dilemmas around Empowerment. Canadian Journal of Native Education, v20 n1 p176-83 1993. Sudden empowerment of Canadian Aboriginal communities has raised many dilemmas concerning community controlled education, including issues related to educational planning and decision making by inexperienced administrators, focusing educational goals on the community versus mainstream society, discontinuities between community and school culture, language of instruction, creating effective culturally relevant instructional materials, Aboriginal teacher education, and student evaluation. (SV)
Thiessen, D., & Others, A. (1992). Innovation in Teacher Education: A Review of Recent Literature = L'Innovation dans la formation du personnel enseignant: Etude de textes recents. Innovation has become common fare in all phases (preservice, induction, inservice) of the teacher education continuum. This review of the literature looks at innovative practices since 1987. Six chapters elaborate on innovations in teacher education from different vantage points. The first chapter includes a rationale for the review and summarizes review findings. Chapter 2, "Trends and Themes," situates innovations within the context of educational reform and introduces key innovative themes (collaboration, integration, reflection, experience, and inquiry). Chapter 3, "Innovations by Teachers and in Schools," presents a framework which groups innovations by personal or social form, structure, source, and participant involvement. "Innovations for Teachers Within/Across Organizations," the topic of chapter 4, highlights organizational initiatives introduced to support teacher development. Chapter 5, "Towards a Fundamental Purpose for Innovations," examines different levels of purpose (functional, structural, and visionary). The final chapter, "Present and Future Directions," offers a speculative analysis of innovative trends and possibilities. Appendix A provides references by the continuum (preservice, induction, inservice, and across the continuum); Appendix B provides references on innovations by teachers and in schools (individual, pair and group approaches); Appendix C provides references on innovations for teachers and within/across organizations (support systems, centres, partnerships). (LL) ED370944
Thomas, W. P. (1992). An Analysis of the Research Methodology of the Ramirez Study. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p213-245 Win-Spr 1992. Analyzes the political, educational, and technical factors that strongly influenced the Ramirez study of bilingual programs. Enumerates strengths and weaknesses of the study's research methodology, along with implications for decision making in language-minority education. Summarizes defensible conclusions of the study that have not yet been emphasized and clarifies incorrect interpretations. (KS)
Torres-Guzman, M. E., & Goodwin, L. A. (1995). Mentoring Bilingual Teachers. FOCUS: Occasional Papers in Bilingual Education No. 12. This report offers guidance to those involved in bilingual education who may be or may want to mentor novice teachers in the field. The concept of mentoring is defined, and issues of mentoring implementation and alternatives in bilingual education are discussed, such as language of instruction, culture and instruction, language and cognitive development, and transformation and power relationships. More importantly, there is a discussion on the importance of preparing teachers who will help language minority students become partners in shaping the future and who will help create partnerships with non-bilingual teachers to support this process. Implications for the national education reform movement, such as Goals 2000, are also reviewed. (Contains 51 references.) (NAV) ED389176
Trueba, H. T. (1992). Many Groups, One People: The Meaning and Significance of Multicultural Education in Modern America. Bilingual Research Journal, v16 n3-4 p91-116 Sum-Fall 1992. Explores the meaning and significance of multicultural education in a global context on the basis of recent cross-cultural research in anthropology. Examines the status of immigrants and "involuntary minorities" in the United States, England, and other countries. Recommends educational changes whereby multicultural education can heal and integrate American society. (Author/TD)
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Vail, K. (1996). No Entry. American School Board Journal, v183 n9 p20-25 Sep 1996. Schools are caught in a tug-of-war between the needs of immigrant children and taxpayers unwilling to pay for bilingual teachers to teach them and for buildings to house them. Cites statistics about the number of immigrants entering the U.S. and the cost of providing them with education and other services. (MLF)
Valdes, G., & Figueroa, R. A. (1994). Bilingualism and Testing: A Special Case of Bias. Issues in the testing of bilinguals are examined, particularly in the context of poor results attained on standardized tests by bilingual children. Discussion begins with an examination of definitions and classification of bilingualism, citing some evidence of confusion in use of terminology. Causes for this confusion are seen in popular misconceptions and measurement deficiencies. Research that has explored the relationship between bilinguals and cognitive complexity is then reviewed and four types of testing (intelligence, achievement, personality, and vocational) are explored in greater detail. A section is devoted to discussion of diagnostic testing, especially with regard to special education. Both legal and psychometric issues are addressed here. The final chapter outlines three options for testing bilinguals: minimizing the potential harm of using existing standardized tests with circumstantial bilinguals; temporary abolishment of standardized test use with circumstantial bilinguals; and development of alternative approaches to testing and assessment. Issues in assessment of competency are noted. An essay making recommendations for research on bilingualism and testing is appended. The book contains a substantial bibliography, author index, and subject index. (MSE) ED383201
Valdivieso, R., & Nicolau, S. (1992). Look Me in the Eye: A Hispanic Cultural Perspective on School Reform. Hispanics are a diverse group with considerable differences in country of origin, social class, race, educational status, and level of assimilation. Nonetheless, what does characterize all the major groups except the Cubans, albeit in varying intensities, are high levels of poverty and low levels of educational achievement. Cultural differences between Hispanics and non- Hispanics often put Hispanic children at a disadvantage when they enter school. Some guiding principles for educational reform efforts to increase Hispanic student learning are: (1) creating a comprehensive sense of student responsibility for the well-being of the school; (2) demonstrating care and concern for every member of the school community; (3) expecting academic excellence; (4) grouping heterogeneously (and eliminating tracking); (5) requiring involved, active learning; (6) strengthening the counseling function; (7) involving and educating parents; (8) connecting school and work; (9) immersing students in family and life planning; and (10) providing opportunities for advancement upon high school graduation. Despite the controversy surrounding bilingual education, the issue of how to teach English to language minorities must also be addressed. This paper contains "thumbnail histories" of the major Hispanic groups in the United States. (Contains 28 references.) (KS) ED362342
Valencia, R. R., & Aburto, S. (1993). The Uses and Abuses of Educational Testing: Chicanos as a Case in Point. Chapter 8. A persistent problem in U.S. educational research has been how to explain the continuing low performance on standardized tests by certain racial and ethnic minority-group students, such as Chicanos. This chapter identifies abusive practices stemming from standardized testing that help to shape school failure among Chicano students, and discusses proactive research and policy strategies to enhance Chicano school success. Following a brief overview of the functions of educational testing, test abuse with respect to Chicano students is analyzed for intelligence tests and competency based tests. The section on intelligence testing covers history, early efforts in the 1960s and 1970s to provide nondiscriminatory assessment for Chicano students, test bias research and Chicanos, the responsibilities of test publishers and school psychologists in helping to promote nondiscriminatory assessment, and the need to link nondiscriminatory assessment with nondiscriminatory schooling. The section on competency testing covers minimum competency tests used as standards for high school graduation and teacher competency tests, and focuses on concerns about the psychometric integrity of tests and the reliance on tests as the sole or primary source of data for educational decision making. Impacts on minority group students and on the supply of Chicano and bilingual teachers are examined. Along with abusive testing practices, the notion of limited "educability" also is instrumental in creating barriers to educational opportunities for Chicanos. Eight research and policy oriented ideas are offered to improve educational testing and promote Chicano school success. Contains 145 references. (SV) ED387287
Valencia, R. R., Ed. (1993). Chicano School Failure and Success: Research and Policy Agendas for the 1990s. The Stanford Series on Education and Public Policy. This book examines the school failure and success of Chicano students from a wide variety of perspectives. It attempts to promote further understanding of what constitutes, maintains, and helps shape school failure among Chicano students, and to present research and policy agendas that may help to realize Chicano school success. Five sections address current realities of the Chicano schooling experience, language and classroom perspectives on Chicano achievement, cultural and familial perspectives on achievement, educational testing and special education issues, and the big picture and Chicano school failure. Chapters are: (1) "The Plight of Chicano Students: An Overview of Schooling Conditions and Outcomes" (Richard R. Valencia); (2) "Segregation, Desegregation, and Integration of Chicano Students: Problems and Prospects" (Ruben Donato, Martha Menchaca, Richard R. Valencia); (3) "Chicano Dropouts: A Review of Research and Policy Issues" (Russell W. Rumberger); (4) "Bilingualism, Second Language Acquisition, and the Education of Chicano Language Minority Students" (Eugene E. Garcia); (5) "Promoting School Success for Chicanos: The View from Inside the Bilingual Classroom" (Barbara J. Merino); (6) "From Failure to Success: The Roles of Culture and Cultural Conflict in the Academic Achievement of Chicano Students" (Henry T. Trueba); (7) "Cognitive Socialization and Competence: The Academic Development of Chicanos" (Luis M. Laosa, Ronald W. Henderson); (8) "The Uses and Abuses of Educational Testing: Chicanos as a Case in Point" (Richard R. Valencia, Sofia Aburto); (9) "An Analysis of Special Education as a Response to the Diminished Academic Achievement of Chicano Students" (Robert Rueda); (10) "Systemic and Institutional Factors in Chicano School Failure" (Arthur Pearl); and (11) "Conclusions: Towards Chicano School Success" (Richard R. Valencia). This book contains references in each chapter, 30 data tables and figures, notes on contributors, and author and subject indexes. (SV) ED387279
VanBinsbergen, D. (1990). One Teacher's Response to "Unlocking the Curriculum.". Sign Language Studies, n69 p327-331 Win 1990. A teacher of deaf children responds to a treatise recommending expanded use of American Sign Language (ASL) in deaf education by addressing the immediate problems that parents, teachers, school authorities, and linguists will need to carefully consider in implementing an ASL-based bilingual approach to educating young children. (CB)
Ventouratos, D. (1993). Chinese Bilingual Mathematics and Science Program. Community School District 2. Final Evaluation Report 1992-93. OER Report. This report presents evaluative information concerning Project Math and Science, a New York City program that provided instruction in English as a second language (ESL), native language arts (NLA), and bilingual instruction in the content areas of mathematics and science. The project also provided teachers of participating students (630 mostly Chinese Speaking) with extensive staff-development workshops and activities, funds for attendance at conferences, and tuition reimbursement for teachers who took pertinent courses (including computer science). The project had an active parental component that encouraged parents' active participation in their children's education. Data show that the project met its three ESL objectives, two of three mathematics objectives, and one of two science objectives. The project also met its objective for career awareness, three staff-development objectives, and one of two parental-involvement objectives. It did not meet its objective for the development of higher- order thinking skills related to mathematics. Appendices contain a list of instructional materials, class schedules, and Likert Scales used in the evaluation. The report ends with conclusions and recommendations. (GLR) ED372174
Ventouratos, D. (1993). Project Data-Tech. Final Evaluation Report 1992-93. OER Report. This report evaluates Project Data-Tech, a New York City program that served 125 Haitian- and Spanish-speaking students of limited English proficiency and that was designed to improve the educational attainment of these minority children. Participating students received instruction in English as a second language; native language arts (NLA); the content areas of mathematics, science, and social studies; and computer-aided drafting and design. Project staff took courses at institutions of higher education and attended workshops on teaching content-area courses with bilingual and ESL methodologies. Parental involvement activities included project- conducted workshops and monthly activities and meetings of the Parent- Teacher Association, Parents' Advisory Council, and Bilingual Parents Advisory Council. Evaluation data show that the project met its objectives for ESL, NLA, content-area courses, attendance, career conference, staff development, and parental involvement. The project failed to meet its objective for curriculum development: a grant that had been awarded to the project for the purchase of equipment for a robotics class did not materialize, thus the proposed course was not offered. Appendices contain a list of instructional materials and class schedules. Recommendations conclude the report. (GLR) ED372169
Villarreal, A. (Jan 1994). A Blueprint for an Educational Response to the Needs of Immigrant Students. IDRA Newsletter, v21 n1 p3-5,15 Jan 1994 Jan 1994. The United States is now experiencing a new wave of immigrants, which is expected to increase as a result of the North American Free Trade Agreement. Schools, particularly those in five states, are facing great challenges in their efforts to meet the educational needs of immigrant students, most of whom speak different languages and are poor. When school systems are unprepared for this influx, teachers and administrators feel overwhelmed and become defeatist. In order to provide the best instruction for all students, school personnel must have adequate knowledge and resources and must be able to rid themselves of negative stereotypes and expectations. Successful immigrant student programs emphasize student orientation to school and society, bilingual instruction, specialized instructional techniques, low student/teacher ratio, a wide range of support services, comprehensive staff development, multicultural education, and supportive environments. This article presents a framework for equity and excellence outlining aspects of school effectiveness correlates: (1) instructional leadership; (2) instructional focus; (3) safe and orderly school climate; (4) high student expectations; (5) monitoring and measuring progress; and (6) parent and community support. (SV) ED366495
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Waggoner, D. (1993). The Growth of Multilingualism and the Need for Bilingual Education: What Do We Know So Far? Bilingual Research Journal, v17 n1-2 p1-12 Win-Spr 1993. During the 1980s, the number of home speakers of non-English languages (HSNEL) increased much more than monolinqual English speakers. School-age HSNEL are a growing proportion of the total school-age population. Advocates for language minorities should inform themselves on the meaning, limitations, and implications of available information. Includes data on HSNEL by language, state, and age group. (TD)
Walters, J. (Aug 1992). Application in Multiple Intelligences: Research in Alternative Assessment. This paper introduces a theoretical treatment of the concept of intelligence that provides for intellectual diversity and contrasts this view with the more traditional notion of intelligence. Next, the paper draws from this theory several implications for education, paying particular attention to the question of assessment. It is shown why this view of intelligence forces the rethinking of some of the fundamental assumptions held about the assessment of learning. To conclude, a consideration of several specific implications for bilingual and multicultural learning are drawn from a discussion of multiple intelligences. Responses to the paper by Vera John-Steiner and Sue Teele are appended. (VWL) ED349812
Weinberg, C., & Weinberg, L. (1990). Equal Opportunity for Bilingual Handicapped Students: A Legal Historical Perspective. NABE: The Journal of the National Association for Bilingual Education, v14 n1-3 p17-40 Fall-Spr 198 1990. Reviews federal legislation and court decisions of the past 30 years that have influenced policies related to special education of limited-English- speaking students. Discusses the right of handicapped children to a public education, overrepresentation of minorities in special education, challenges to the validity of IQ tests, and changing political attitudes toward special education and bilingual education. (SV)
Westley, D. (1992). Language and Education in Africa: A Select Bibliography, 1980-1990. Comparative Education Review, v36 n3 p355-67 Aug 1992. Presents a bibliography of approximately 130 books, journal articles, dissertations, and UNESCO reports (in English and French) about language usage and policies in education in subsaharan Africa. Most items were published in the 1980s. Examines the complexities and politics of language in South Africa, Nigeria, and Tanzania. (SV)
Williams, J. D., & Snipper, G. C. (1990). Literacy and Bilingualism. The mechanisms and issues in literacy are identified and analyzed as they relate to bilingualism. A wide range of current theory and research is synthesized, and concrete suggestions are made concerning the development of literacy skills in bilingual classrooms. The book is divided into nine chapters. The first chapter discusses varying perspectives on and definitions of literacy: functional, cultural, and critical. The second chapter reviews current and traditional models of reading and writing, providing a detailed analysis of the mechanisms related to processing texts, and discussing ways in which reading and writing are related. Chapter 3 defines bilingualism, examining language proficiency, first- and second-language acquisition, the relationship between proficiency and literacy, and language transfer. Chapter 4 focuses on instructional programs using more than one language for instruction. The fifth chapter addresses the relationship between bilingualism, intelligence, and cognitive development. Chapter 6 looks at a range of topics related to teaching English in a meaningful context. Chapter 7 deals specifically with reading instruction, and chapter 8 examines writing instruction using the classroom as a writing workshop. Finally, chapter 9 discusses the use of the paraprofessional in a bilingual program. A bibliography of over 300 items is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED321603
Worthington, J. (26 Feb 1992). Growing Our Own: A Masters Level Certification Program for Bilingual Instructional Assistants. Review of Selected Literature. This review of literature focuses on teacher education responses to the need for a more diverse teacher workforce. It discusses literature on the following topics: the need for cultural diversity in teacher education, minority teacher education programs, and recommendations and generalizations. The literature on the first topic reflects two approaches to cultural diversity in teacher education (various theories about a knowledge base regarding cultural diversity and determining the current beliefs widely shared by candidates before they study teacher education). Several research reports on preservice teacher beliefs are discussed. Research reports and program descriptions related to minority teacher education programs (the second topic) are reviewed. The programs include: the Bilingual Teacher Training Program at California State University at Chico; the Minority Teacher Development Program, developed by the Denver (Colorado) Public Schools and several local colleges; the Minority Mentorship Project at Texas A & M University; and two student teaching programs at Moorehead State University (Minnesota). The recommendations from the literature discussed include: incorporating a multicultural perspective throughout the teacher education curriculum rather than limiting efforts to one course; arranging positive, quality field experiences; and providing opportunities for teacher education students to have personal interactions with minority students. (IAH) ED349261
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Yates, J. R., & Ortiz, A. A. (1991). Professional Development Needs of Teachers Who Serve Exceptional Language Minorities in Today's Schools. Teacher Education and Special Education, v14 n1 p11-18 Win 1991. This article discusses educational reform and personnel preparation in relation to dramatic changes in student demography. Professional development needs of teachers serving exceptional language minorities are delineated, including competencies such as understanding first- and second- language acquisition, using appropriate instructional approaches, and effective organization and management of instruction. (Author/PB)
Yawkey, T. D. (Dec 1990). What Is New in Early Childhood Education: Do We Accept the Challenges? Several trends are significantly affecting the early childhood education field, with the major accomplishment of crystallizing the scope of early childhood education as birth through 8 years of age. These trends and innovations include the following: (1) restructuring early childhood education programs, by introducing formal schooling, decentralizing schools, developing extended-day programs, and certifying early school teachers; (2) promoting positive self-concepts among children, through such programs as Project PIAGET (Promoting Intellectual Adaptation Given Experiential Transforming), a bilingual early childhood education program that employs social reinforcement for young children's actions, activities, modeling, playing, and imitating for a positive mosaic of self; (3) developing "thinking" skills and the attitudinal conditions (e.g., intellectual curiosity, objectivity, and open-mindedness) that promote skills such as focusing on a question, judging the credibility of a source, deducing and judging deductions, defining terms, and deciding on an action; (4) emphasizing active learning through involvement with physical objects and experiential social situations in such modes as play, imitation, two- and three-dimensional models, and onomatopoeia; (5) involving parents in their children's education by helping the parents understand their roles as their children's first teachers, understand school procedures, and develop positive attitudes toward school; (6) using computers; and (7) using peer groups as facilitators of learning. Individually and collectively, these trends present substantial challenges to early childhood teachers, administrators, parents, and children. (Contains 34 references.) (AC) ED364329
Yawkey, T. D., & Others, A. (1994). Literacy and Biliteracy Approaches: Academic Excellence P.I.A.G.E.T. Comes Alive. Reading Improvement, v31 n3 p130-41 Fall 1994. Details educational procedures basic to Title VII Academic Excellence Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experimental Transforming), a model disseminated nationally to agencies serving young culturally and linguistically diverse children. Notes that the procedures critical to the program's success were language-experience, story-telling, story-writing, story-book reading, portfolio processes, and adult strategies. (RS)
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Zhang, S. Y., & Carrasquillo, A. L. (1992). Chinese-American Students: A Review of the Literature. This document reviews the literature on subjects relating to Chinese- American students. The paper presents information under six major headings: (1) "Asian Immigrants in the United States: Demographic Data"; (2) "Economic and Educational Background of Asian Immigrants"; (3) "Chinese- American Students: Who Are They?"; (4) "Academic and Language Characteristics of Chinese Students"; (5) "The Chinese Culture"; and (6) "Parents' Influence." Extensive statistical data appear in the report, as do a large number of quotations from reference sources. Taken together, the data portray Chinese immigrants to the United States, on the whole, as relatively well educated and supportive of education, highly paid, consisting of large families, often bilingual, and generally respectful of authority and tradition. Contains 71 references. (SG) ED369682
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