Multicultural Education, Training and Advocacy (META), Inc., San Francisco, CA. (1990). Un Manual para Padres y Madres Immigrantes. Proteja los Derechos de Educacion para Sus Hijos e Hijas (A Handbook for Immigrant Parents: Protect the Educational Rights of Your Children). This handbook for Spanish-speaking immigrant parents outlines the legal rights of immigrant children to educational services. All children in the United States have a right to attend school. Schools may require proof of residency and vaccination before enrollment, but a signed sworn statement attesting to the child's age may be substituted for a birth certificate. Some schools require immigrant children to be reviewed by an intake center before admission, but it is illegal for the information to be passed on to the Immigration and Naturalization Service (INS). No high school student should be automatically placed in a freshman class without assessment of his educational background; misplacement of a limited-English-speaking student in a class for the mentally and physically disabled is a very serious problem. Children may be entitled to the following special services: (1) special education programs; (2) gifted and talented programs; (3) migrant education programs; and (4) compensatory education programs. A school district must meet special language needs. Bilingual education programs are special programs to develop English language skills and include instruction in the student's native language. These programs usually afford the best opportunity to learn English. Schools also have an obligation to provide parents with information in a language they can understand. Parents have a right to a formal hearing with a lawyer if their child is suspended or expelled. Parents also have a right to inspect and review their child's education records. A list of legislative decisions guaranteeing immigrant childrens' rights is appended. Descriptors: Bilingual Education Programs, Educational Legislation, Elementary Secondary Education, Immigrants

Diaz, Rafael M. (1985). The Intellectual Power of Bilingualism. While early research suggests that bilingualism creates a language handicap in individuals, more recent and methodologically better research clearly supports the advantages of bilingualism in promoting overall cognitive development. Three major explanations for this improved development are proposed: that (1) the bilingual-bicultural child experiences the world from two different perspectives, increasing his awareness and moving him away from a limited, egocentric point of view; (2) the code-switching process inherent in bilingualism facilitates development of a more flexible approach to cognitive problems; and (3) the bilingual's metalinguistic awareness or objectification of language promotes higher levels of abstract thinking and concept formation. The cognitive and academic advantages observed in bilingual children are usually the result of additive bilingual situations, in which the child's two languages are developing and functioning in parallel, rather than subtractive situations in which mastery of the second language is achieved at the expense of competence in the first. Bilingual education is not only a right, but also an excellent tool for enhancing the academic and intellectual potential of our children.   [More]  Descriptors: Bilingual Education, Bilingualism, Code Switching (Language), Cognitive Development

Office of Vocational and Adult Education (ED), Washington, DC. Clearinghouse on Adult Education. (1982). Catalog of Adult Education Projects, Fiscal Year 1982. This catalog of adult education projects for fiscal year 1982 is the fifth in a series of annual listings of education projects funded by states under Section 310 of the Adult Education Act. Included in the catalog are descriptions of 255 developmental activities in the following program areas: adult basic education, administration, adult performance level and life skills, assessment and testing, counseling, competency-based adult education, community linkage, correctional education, dissemination and diffusion, evaluation, employability, English as a second language and bilingual education, general educational development, high school diplomas, adults with learning disabilities, older adults, recruitment, staff development, and tutoring. Each abstract contains the following components: the project's title, the name and address of a project contact person, program objectives, a brief description of the project, funding information, the target audience of the project, descriptions of any project-developed products, and an evaluation. Appended to the report are indexes of project titles, subjects, projects by states, and project-developed products.   [More]  Descriptors: Abstracts, Adult Basic Education, Adult Education, Annual Reports

1971 (1971). Proceedings: Tenth and Eleventh Indian Education Conference 1969 and 1970. Proceedings are presented of the 10th and 11th annual Indian education conferences hosted by Arizona State University of Tempe. As reported, the conferences were conducted to facilitate activities relating to American Indians in their efforts for self-determined advancement in education and in other areas of life. Drawing upon leadership of Indians as well as non-Indians, the conferences were conducted with a series of scheduled workshops and panel discussions. The 10th conference, held in March of 1969, had as its theme "Tools to Meet the New Horizons for Indian Education." Proceedings of this conference are reported under such headings as Indian Health Services, Indian Community Action Project Consortium, Looking Forward in Indian Education, Federal Assistance to Public Schools, National Indian Workshops on In-Service Affairs, Economic Development and Housing, An Innovation in Indian Education, Our Community College, National Indian Workshop on Indian Affairs, and Administration of Justice in Tribal Courts and Special Programs for Indian Law Students. The 11th conference, held in March of 1970, had as its theme "Utilization of Educational Tools for Progress in Indian Education." Proceedings of this conference are reported under such headings as Student Motivation, Bilingual Education and Local Control of Schools, Tribal Economic Development, Instructional Services for Indian Schools, Teacher Aide Programs, College Services Offered Indian College Students, and Indian Manpower Development. Remarks by panel leaders and discussions by participants are included in the document. Descriptors: Administration, American Indians, Bilingual Education, Community

Wells, Amy Stuart (1989). Hispanic Education in America: Separate and Unequal. ERIC/CUE Digest No. 59. Despite the 1973 Supreme Court decision, Keyes v. Denver School District, Hispanic students are more segregated today than they were 20 years ago, and gaps between the educational attainment and earnings of Hispanics and non-Hispanics continue to widen. The nation's Hispanic population has grown almost five times faster than the non-Hispanic population and is heavily concentrated in certain regions and major cities. Recent enrollment studies show an increase in the number of Hispanics who attend heavily segregated schools, a fact attributed to rising Hispanic enrollment and the disproportionate concentration of Hispanics in urban school districts with large minority enrollments and a lack of any significant desegregation initiatives. Hispanic parents and leaders have not insisted on integration, as have many Blacks, because they believe that Hispanic children are better served in a predominantly Hispanic school with extensive bilingual services. The following trends indicate a need for desegregation: (1) many students in predominantly Hispanic schools are not receiving the bilingual education entitled to them under Title VI of the Civil Rights Act of 1964; (2) Hispanics have the highest dropout rate of any minority group; and (3) few Hispanic students are prepared for college in the same way that White and Asian students are. A list of nine references is appended.   [More]  Descriptors: Bilingual Education, Civil Rights Legislation, Elementary Secondary Education, Hispanic American Students

Rado, Marta, Ed. (1976). Multilingual Education. This is a summary of proceedings, organized on a thematic basis, of workshop sessions conducted for teachers involved in multilingual education. The collection consists of the following: (1) "Bilingual Education: A Focus on the Student," by Marta Rado; (2) "Introduction to Multilingual Project Units," which includes "Animal Families," by Audrey Dudley and Margaret Khong, "Buying," by Roberta Kings, "Communications," by Marian Turnbull, "Computers," by Howard Dossor, "Libraries and You," by Marian Turnbull, "Melbourne: The First Fifty Years," by Audrey Dudley and Margaret Khong, and "Traffic Accidents," by Roberta Kings; (3) "Teachers' Reports on the Multilingual Project," by Pam Brown, Tony Ferguson, Patricia Poblete, Charlotte Rivers, Mieke Smid, and Heather Worth; (4) "Report on Workshop Sessions" (a report on small group discussions of the classroom use of individual units); (5) "Bilinguals and Monolinguals Learning Together, " by Janice Giffin and Clive Kings; (6) "Other Aspects of Migrant Education," which includes "An Ethnic Library," by Margaret Dear, and "Multicultural Education: Social Education Materials Project," by John McArthur; and (7) workshop agendas presented in two appendices.   [More]  Descriptors: Bilingual Education, Bilingualism, Computers, Cultural Awareness

O'Malley, J. Michael (1982). Children's English and Services Study. Educational Needs Assessment for Language Minority Children With Limited English Proficiency. The background, methodology, and results of the Children's English and Services Study, a national investigation of educational needs and services of language minority students of limited English proficiency, are reported. This volume provides information on educational needs and services for the target population, while an earlier volume reports that estimated numbers of limited English proficient students between the ages of 5 and 14. A test of English skills was constructed to establish limited English proficiency and criteria were formulated to define minimum acceptable services for language minority students. Characteristics of instruction for limited English proficient students, the proportion of the target population receiving bilingual or other special language services, the extent to which criteria were met by available services, and the unmet educational needs of language minority children are reported. Among the findings, it was concluded that (1) one third of all limited English proficient children are served by some form of special language instruction, (2) federal and state support is effectively targeted on those most in need, and (3) the types of bilingual education provided though government support do not focus on language maintenance. Included in the appendices are a discussion of survey design and data collection, the pupil survey questionnaire, and an executive summary of the first volume.   [More]  Descriptors: Adolescents, Bilingual Education, Children, Educational Needs

Batsis, Thomas M. (1987). Translating the Task: Administrators in Language Minority Schools. Although arguments abound concerning school administrators' roles, there is common agreement that principals experience difficulties in prioritizing the numerous demands on their time. In addition to crisis management skills, outstanding administrators exhibit five characteristics identified in an earlier paper. The present paper focuses on effective leaders in language minority schools and is based on two assumptions: (1) principals in these schools need additional knowledge and skills and (2) these schools differ significantly from regular schools. The paper sets the background for discussing administrators in language minority schools, rather than presenting a detailed analysis of multicultural education dynamics. After briefly discussing multicultural schools and immigrant populations in the United States, the paper advocates standardized student achievement tests as the best guideline for measuring school effectiveness. The ensuing discussion is based on interviews with administrators and McCleary's characteristics of good principals. Principals interviewed shared at least five common characteristics: (1) a conflict or crisis that brought them to their present position, (2) high levels of job satisfaction, (3) high involvement and familiarity with classroom occurrences, (4) a strong mission and commitment to bilingual education, and (5) an understanding of the complex issues involved.   [More]  Descriptors: Administrator Characteristics, Administrator Role, Bilingual Education, Crisis Management

Grove, Cornelius Lee Neal, Comp. (1975). The Intensively Annotated Bibliography on Cross-Cultural Problems in Education. One hundred and twenty-five items are compiled in this bibliography which lists profitable books and where they can be located, and which gives descriptions of document content. The quality of the material referenced is judged by the use of one, two, or no asterisks denoting material judged to be very best, better than good, and good respectively. A method of citing references is used in which the title of the specific material about which the annotation is written and the title of the larger volume containing that material are differentiated through capitalization and underscoring. An arbitrary signal system using capital letters arranged to the left of each annotation enables the user with specialized interests to locate items. The bibliography lists documents that deal with problems in human interaction due to differences in cultural background and specifically those that relate cross-cultural differences to the educational process in a school setting. Among the topics dealt with are language and linguistics, bilingual education, pre- and inservice education, nonverbal education, visual perception, cultural patterns, testing non-mainstream children, and international exchange programs.   [More]  Descriptors: Annotated Bibliographies, Biculturalism, Bilingual Education, Cross Cultural Studies

Kim, Eugene C. (1984). Korean Americans in the United States: Problems and Alternatives. Problems faced by Koreans in the United States are identified and analyzed in this paper, and some pragmatic remedies are offered. First, the acculturation process is slow–the mean of the Koreans' sojourn in the United States is only 6.5 years, whereas complete acculturation takes several generations. Second, although most Korean emigres learned some English before leaving Korea, it is inadequate for everyday survival needs. Third, 36 percent of Korean immigrants had attained college degrees or other higher education degrees before coming here, but professional accreditations are often invalidated in the United States, and the language deficiency and lack of up-to-date technical skills often result in downward occupational mobility. Fourth, Korean values of patriarchy, perpetuation of family honor, and filial piety conflict with American values, and a generation gap develops. Fifth, parents want children to maintain the Korean language, but the children see no use for it in their everyday lives outside the home; scheduling and transportation problems interfere with attendance of Korean language schools. Finally, although bilingual education for Korean heritage maintenance might be seen as moderately successful, its value as a mainstreaming tool is less certain. Descriptors: Acculturation, Adjustment (to Environment), Bilingual Education, Educational Status Comparison

Smith, R. C.; Lincoln, Carol A. (1988). America's Shame, America's Hope: Twelve Million Youth at Risk. Executive Summary. This document is an executive summary of a report asserting that the under-education of a body of students, known as "at-risk" youth, presents a crisis in American public education that has been overlooked by the educational reform movement of the 1980s. These youth are referred to as "at-risk" because they leave school unprepared for either further education or available jobs. Often they are prepared only for lives of alienation and dependency. If the trend continues, the result will be a labor force unsuited to post-industrial economy. Workers' basic skills, particularly at the entry level, are not sufficient for the United States to compete in a world economy. Federal aid to education has declined in real dollars by 23 percent, and is now insufficient to serve the following at-risk groups: (1) low-income children in need of pre-school education; (2) students in need of remedial programs; (3) students in need of bilingual education; and (4) youth in need of job training. However, the most formidable barriers to assisting at-risk youth do not concern a lack of money, but the failure to perceive them as in need of specific long-term attention, resistance to educational change at the state and local levels, and an absence of genuine leadership at the federal level. Figure 1 includes an outline of a Policy and Program Development Phase-Descriptor Continuum. Figure 2 includes a list of findings and recommendations. Descriptors: Academic Failure, Bilingual Education, Dropouts, Educational Change

Sawyer, Janet B. (1977). Passive and Covert Bilinguals–A Hidden Asset for a Pluralistic Society. The belief that bilinguals are an asset to their country is not held by most bilinguals today, much less the general public. This paper describes on-going research into the discovery that many bilinguals conceal their linguistic skill in the home language when in an English-speaking environment, passing as English-speaking monolinguals. Data are presented on a number of covert bilinguals (bilinguals who conceal knowledge of the minority language when in a dominant-language setting), showing that they have native skill in the home language, having mastered its phonological and grammatical patterns as children. In addition, passive bilinguals (bilinguals who admit to understanding the minority language but maintain that they cannot speak it) were studied to prove they are equally competent in the home language. Various patterns of behavior occur within these two general categories. Researchers in bilingualism in the Southwest, where suppression of minority cultures and languages is commonplace, must not base data on self-reports by possible bilingual informants, since denial of competence is a common strategy among them. Bilingual teachers are needed for the emerging bilingual education programs and might prevent the creation of new generations of crippled bilinguals who regard their bilingualism as a liability rather than an asset. Descriptors: Bilingual Education, Bilingual Teachers, Bilingualism, Cultural Pluralism

Multicultural Education, Training and Advocacy (META), Inc., San Francisco, CA. (1990). A Handbook for Immigrant Parents: Protect the Educational Rights of Your Children. This handbook for immigrant parents outlines the legal rights of immigrant children to educational services. All children in the United States have a right to attend school. Schools may require proof of residency and vaccination before enrollment, but a signed sworn statement attesting to the child's age may be substituted for a birth certificate. Some schools require immigrant children to be reviewed by an intake center before admission, but it is illegal for the information to be passed on to the Immigration and Naturalization Service (INS). No high school student should be automatically placed in a freshman class without assessment of his educational background; misplacement of a limited-English-speaking student in a class for the mentally and physically disabled is a very serious problem. Children may be entitled to the following special services: (1) special education programs; (2) gifted and talented programs; (3) migrant education programs; and (4) compensatory education programs. A school district must meet special language needs. Bilingual education programs are special programs to develop English language skills and include instruction in the student's native language. These programs usually afford the best opportunity to learn English. Schools also have an obligation to provide parents with information in a language they can understand. Parents have a right to a formal hearing with a lawyer if their child is suspended or expelled. Parents also have a right to inspect and review their child's education records. A list of legislation guaranteeing immigrant childrens' rights is appended. Descriptors: Bilingual Education Programs, Educational Legislation, Elementary Secondary Education, Immigrants

King, A. L.; Roberson, Don R. (1979). Project: Ways to Improve Education in Desegregated Schools (WIEDS)–Final Interim Report, June 1, 1978 to November 30, 1979. The purpose of this project has been to develop an information base about successful desegregation/integration strategies for use in developing a set of models and guidelines to aid schools in planning staff development activities. Part of the development of the data base included interviews with administrators, teachers, students, and parents, and an analysis of selected staff development/inservice education (SD/IE) programs. This report describes the activities undertaken to accomplish the interviews and the analysis of SD/IE programs. Included are data on important desegregation related needs and ways to meet those needs. The need areas include (1) cultural awareness; (2) human relations; (3) curriculum integration; (4) pupil self-concept/motivation/discipline; (5) dropouts/suspensions/expulsions; (6) teaching methods and learning styles; (7) parental involvement; (8) resegregation; (9) segregation within the classroom and extracurricular activities; (10) the relationship between bilingual education and desegregation; and (11) effective SD/IE. Strategies to meet these needs are grouped and analyzed under eight goal areas.   [More]  Descriptors: Bilingual Education, Change Strategies, Desegregation Methods, Discipline

Pinton, Giorgio A. (1978). Bilingual Program in a Community Correctional Center: Sharing Problems, Ideas, Experiences, and Resource Information. The bilingual education of adults in correctional institutions is discussed. The program specifically described is a bilingual/ESL (English as a second language) program for Puerto Rican adults in a Connecticut correctional center. The study has two sections: (1) the Puerto Rican adult in a penal institution; an explanation of his needs and an attempt to decide what curriculum, methods and materials to use and where to find them; and (2) the Puerto Rican adult in a penal institution in Connecticut: an examination of the conflicts and impediments in learning English as a second language. The following topics are discussed within these two main sections: the general education level and some statistics on the Puerto Rican adults in Hartford and Bridgeport; the school district of the Department of Correction; typology of bilingual students; bilingual/bicultural curriculum as therapy; evaluative procedures; obstacles to learning; and Spolsky's educational factors. It is hoped that the program described may be a force of socialization and a means of acculturation for the persons involved. Descriptors: Acculturation, Adult Basic Education, Adult Education, Adult Learning