This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Angelina Merenda O'Bar, Guadalupe Quintanilla, IDRA Newsletter, Olga A. Vasquez, Robert Phillipson, Inc. Cuban American National Council, D. Smith Augustine, Carlos F. Ortega, Carol A. Lincoln, and Dennis J. Bixler-Marquez.
(1997). A Tribal Approach to Language and Literacy Development in a Trilingual Setting. The language competency of members of the Pascua Yaqui Tribe encompasses, to varying degrees, the Yaqui language as well as community dialects of Spanish and English. This unique trilingual pattern has been functional for survival needs but has also been a barrier to educational achievement where competency in standard forms of Spanish and English is required. This paper provides historical background on the Yaquis and describes tribal efforts and programs to meet the language development needs of Yaqui communities. Historical sections discuss the Yaqui homeland in Sonora state (Mexico), incorporation of Spanish words and grammatical structures into Yaqui, refugee migrations to southern Arizona and marginalization from Anglo and Mexican communities, development of a nonstandard English dialect influenced by Yaqui and Spanish forms, educational discrimination in Arizona public schools, a 1973 lawsuit over improper special education placements of Yaqui children, and a trilingual/tricultural Yaqui community school operated during the 1970s-80s by the activist Guadalupe Organization. In 1981 the Tucson Unified School District and the Pascua Yaqui Tribe agreed to develop the Yaqui/English Bilingual Education Project, and in 1984 the tribal council adopted a language policy affirming the Yaqui language as an integral part of all school curricula. The Yaqui Family Literacy Partnership Program was federally funded in 1988 and led to an international conference of Arizona and Sonora Yaquis. A recent family literacy program, Project Kaateme, incorporates a parent-as-tutor strategy based on a nondeficit family approach. Project staff also teach Yaqui second-language classes for adults and preschoolers. Contains 16 references. [More] Descriptors: American Indian Education, American Indian History, American Indian Languages, Bilingual Education
(1991). Language Association Bulletin, Volume 42, Numbers 1-5. The five numbers of this journal for foreign language teachers include these articles: "Articulation: Beyond the Syllabus"; "Total Immersion in French at the Elementary School Level: An Observer's Report"; "'Columbus Countdown 1992′ Announces a Cultural Project in New York City"; "Revising the Scope and Content of the Foreign Language Teacher Education Curriculum"; "The First Year Teacher: Transition to Professionalism"; "Two Languages for Everyone: Working Principles of the New York State Council on Languages"; "The Classics' Response to Language as Communication"; "The Role of Native Language Instruction in Bilingual Education Programs"; "The Issues Confronting ESOL Professionals"; "Foreign Languages Education: An Era of Challenges Renewed"; "SCOL's Agenda: Past, Present and Future"; "Working Together: Resources for Foreign Language Instruction"; "A Hands-On Guide to Establishing Articulation"; "Once Again: Why Study Literature?"; "'Tis a Puzzlement': Requiem for the Communicative Approach"; "Italian–A Living Language, Not Afraid to Change"; "A Shot in the Arm"; "Cooperative Learning Tasks from Interdependence to Independence"; "Investing in the Future of Foreign Language Teaching: A Design for Teacher Preparation"; "Relevant Reading Using Real Resources"; "Some Observations About India"; "India–Linguistically Speaking"; and "Moscow-Brighton Telecommunications Program." Conference summaries, book reviews, and professional notes and announcements are also included in each number. [More] Descriptors: Articulation (Education), Bilingual Education, Book Reviews, Class Activities
(1997). Chicano Studies: Survey and Analysis. This anthology of 35 readings was designed to prepare the first-time student in Chicano Studies with a basic foundation in the discipline. The introduction, "Chicano Studies as a Discipline," addresses the discipline's origins, intellectual focus, contributions, and issues. Five sections cover historical perspectives; demographic and sociocultural perspectives; political and socioeconomic perspectives; linguistic and educational perspectives; and literature, folklore, and music. Each section concludes with questions for discussion or student evaluation and lists of suggested readings, films, and videos. Papers in the linguistic and educational section are: "The Spanish Language in the Southwest" (Arthur L. Campa); "Chicano Spanish: Varieties, Styles, and Functions" (Rosaura Sanchez); "One Nation, One Language?" (Susan Headden and others); "The National English Only Movement, Past and Future" (Luis A. Torres); "Official English and the Learning of English" (Jon Amastae); "Bilingual Education: Separating Fact from Fiction" (Richard V. Lopez); "The State of Hispanic Education, 1994" (Elizabeth Weiser Ramirez, Kimberly Linde); "School Failure: Explanations and Interventions" (Guadalupe Valdes); and "Latinos in Higher Education" (Eileen M. O'Brien). Demographic data of educational interest are found in "Discrimination and Conflict: Minority Status and the Latino Community in the United States" (Juan L. Gonzales, Jr.) and "Data Suggest Troubling Trends: Expert Calls Effects of Population Growth the State's Top Challenge" (Texas demography) (Chris Kelley). Other papers related to education are "The Chicano Movement: Its Legacy for Politics and Policy" (including educational policy) (John A. Garcia); "Project Change, El Paso" (improving ethnic relations) (Debbie Nathan); and "Latino Literature in the United States: A Resource Guide and Selected Bibliography for Teachers, Librarians and General Readers" (Roberta Fernandez). Contains references. Descriptors: Activism, Anthologies, Bilingual Education, Demography
(1989). Growing Up Strong: A Mental Wellness and Life Skills Development Program. Spanish Bilingual Supplement for Kindergarten through Third Grade. The Growing Up Strong (GUS) program was developed for preschool through sixth grade students to promote mental and physical health and prevent substance abuse. The Spanish Bilingual Supplement to the kindergarten through third grade GUS materials also promotes respect for Spanish language and cultures. This document includes an English-language teacher's guide and Spanish-language duplication masters designed to be sent home with children to promote family involvement. The teacher's guide explains GUS's multicultural approach, discusses bilingual education, and presents guidelines for implementing GUS, involving the family, and integrating culturally sensitive learning experiences in the curriculum. Five learning experiences, including storytelling, native languages, stress management, community role models, and craft demonstrations are detailed, and books and resources are listed. The Spanish-language materials for at-home use include information sheets for family members on primary prevention and on the following topics: (1) believing in children; (2) permitting children to solve their own problems; (3) helping children to become better problem solvers; (4) permitting children to make decisions; (5) taking children to the grocery store; (6) taking responsibility around the house; (7) giving children some responsibility; (8) setting a good example of proper drug use; (9) valuing good health; and (10) explaining the benefits of putting away toys. Activity sheets for children include pages for children to color and to draw things that make them feel good, that make them angry, and that they do at home to help; sheets on which children can identify things that are bad for them; and sheets covering such activities as traveling through the neighborhood safely. Sample awards for children and GUS promotional materials are included. Descriptors: Activity Units, Bilingual Education, Child Rearing, Class Activities
(1996). Facing Racism in Education. Second Edition. Harvard Educational Review Reprint Series No. 28. Since the publication of the first edition of this book, the nation has moved from silence about the reality of racism to the denial of its existence. Talking about racism is never easy, but the eight chapters from the original edition and eight new chapters provide insight into racism in education and strategies for change. Included are: (1) "Wounding the Spirit: Discrimination and Traditional American Indian Belief Systems" (Carol Locust); (2) "Navajo Youth and Anglo Racism: Cultural Integrity and Resistance" (Donna Deyhle); (3) "Reflections of a Black Social Scientist: Some Struggles, Some Doubts, Some Hopes" (Jacquelyn Mitchell); (4) "Racism in Academia: The Old Wolf Revisited" (Maria de la Luz Reyes and John J. Halcon); (5) "Giving Voice to the Voiceless" (Beverly McElroy-Johnson); (6) "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit); (7) "Fundamental Considerations: The Deep Meaning of Native American Schooling, 1880-1900" (David Wallace Adams); (8) "Transitional Bilingual Education and the Socialization of Immigrants" (David Spener); (9) "Racelessness as a Factor in Black Students' School Success: Pragmatic Strategy or Pyrrhic Victory" (Signithia Fordham); (10) "Caswell County Training School, 1933-1969: Relationships between Community and School" (Emilie V. Siddle Walker); (11) "Cultivating a Morality of Care in African American Adolescents: A Culture-Based Model of Violence Prevention" (Janie V. Ward); (12) "Reading the World of School Literacy: Contextualizing the Experience of a Young African American Male" (Arlette Ingram Willis); (13) "Because You Like Us: The Language of Control" (Cynthia Ballenger); (14) "Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom" (Beverly Daniel Tatum); (15) "Empowering Minority Students: A Framework for Intervention" (Jim Cummins); and (16) "Uncertain Allies: Understanding the Boundaries of Race and Teaching" (Marilyn Cochran-Smith). Each chapter contains references. Descriptors: American Indians, Bilingual Education, Blacks, Cultural Differences
(1990). Effective Language Education Practices and Native Language Survival. Proceedings of the Annual International Native American Language Issues (NALI) Institute (9th, Billings, Montana, June 8-9, 1989). This volume includes papers delivered at the Ninth Annual International Native American Language Issues (NALI) Institute. Dick Littlebear's keynote address describes the importance of maintaining Native American languages. James Crawford's "Language Freedom and Restriction: A Historical Approach to the Official Language Controversy," describes the "English Only" movement's threat to Native languages and documents tolerance of language freedom in U.S. history. "The Dene Standardization Project," by Elizabeth Biscaye and Mary Pepper, and "The Stoney Indian Language Project," by John W. Friesen and others, describe Native Canadian efforts to put native languages into standard written formats and teach them to children. "Written Ute English: Texture, Construction, and Point of View," by William Leap, and "Narrative Literacy Patterns of Northern Ute Adolescent Students," by Sonia Manuel-Dupont, describe Native Americans' English dialects and suggest better English-teaching methods. Jon Reyhner's "A Description of the Rock Point Community School Bilingual Education Program" discusses the use of Navajo and English as languages of instruction. Rangi Nicholson's "Maori Total Immersion Courses for Adults in Aetearoa/New Zealand: A Personal Perspective" describes an effort to restore the Maoris' native language. Barbara J. Walker's "A Reading Strategies Program for Native American Students," and "Cooperative Approaches to Language Learning," by Lois A. Hirst and Christy Slavik, describe teaching strategies in reading. David M. Davison's "An Ethnomathematics Approach to Teaching Language Minority Students" describes how language awareness helps Native Americans learn mathematics. NALI is described in a final chapter. [More] Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Canada Natives
(1989). Growing Up Strong: A Mental Wellness and Life Skills Development Program. Spanish Bilingual Supplement for Preschoolers. Growing Up Strong (GUS), a mental health and substance abuse prevention program, was developed to help preschoolers through sixth graders gain improved mental and physical health and establish positive relationships with significant adults. The Spanish Bilingual Supplement to the preschool-level GUS program also promotes respect for Spanish language and cultures. This document includes an English-language teacher's guide and Spanish-language duplication masters of materials to be sent home with children to promote family involvement. The teacher's guide explains GUS's multicultural approach; discusses bilingual education; and presents guidelines for implementing GUS, involving the family, and integrating culturally sensitive learning experiences in preschool. Five learning experiences, involving story telling, stress management, native languages, craft demonstrations, and community role models, are detailed, and 21 books and resources are listed. The Spanish-language materials for at-home use include: (1) a letter to the family explaining the GUS program, the importance of family participation, and tips on parenting; (2) information sheets for parents, advising them to believe in their children, value good health, set a good example in medication use, teach their children responsibility, let children solve their own problems, and permit children to say "no"; and (3) activity sheets for children, including pages on which children can draw things that make them feel good or annoy them; sheets on which to identify things that are bad for them; and sheets covering such activities as putting away toys, going to the store, and traveling through the neighborhood safely. Sample awards for children and GUS promotional materials are included. Descriptors: Activity Units, Bilingual Education, Child Rearing, Class Activities
(1989). The Elusive Decade of Hispanics. The 1980s were dubbed "The Decade of Hispanics" by the news media, who realized that the rapid growth of the Hispanic American population could be used by them to demand equitable political empowerment and full participation in American social, economic, and educational life. But Hispanics did not move as rapidly as observers had predicted because the diverse groups comprising the Hispanic community required the early part of the decade to develop a collective awareness. It was not until the latter part of the 1980s that their leadership could focus on a national political agenda. Political influence was reflected by an increase in the number of Hispanic elected officials and the appointment of several Hispanics to high-level government positions. Hispanic affluence increased, Hispanic businesses proliferated, and the Hispanic consumer market also grew. However, the following shortfalls and losses are also noted: (1) an anti-Hispanic backlash, including immigration restrictions and the English Only Movement; (2) an increase in Hispanic poverty and unemployment levels; and (3) a serious decline in Hispanic educational attainment levels and the loss of bilingual education programs. The Cuban American community was negatively affected by the decision to cease granting automatic exile status to Cubans, the use of immigration as a negotiating tool between the United States and Cuba, and the deportation to Cuba of non-Mariel Cuban immigrants. The Cuban American school dropout rate increased as did participation in juvenile gangs. However, Cuban Americans experienced political, economic, and professional growth. Statistical data are included on five graphs. [More] Descriptors: Bilingual Education, Cubans, Demography, Economic Progress
(1994). Pushing Boundaries: Language and Culture in a Mexicano Community. This book describes how bilingual children and their families actively and innovatively use available cultural and linguistic resources to pursue their goals. Three separate ethnographic studies were conducted within the same Mexicano community in Lincoln City, California. Descriptions of everyday talk of children and adults focus on how children acquire and use knowledge and language from a variety of contexts to accomplish social and personal needs. Descriptions highlight conversations during preschoolers' routine activities in home and school, use of school language or knowledge in such interactions, parents' deliberate role in their children's language socialization, the linguistic flexibility of preadolescent bilingual children, one child's role as interpreter and advocate, analytic strategies children learn during extended problem-solving situations as the immigrant family negotiates a new language and culture, and the children of immigrants as cultural brokers. Ethnographic data are interpreted from a "recognition perspective" that looks beyond cultural discontinuity to capture similarities in language use across various contexts, the convergence of multiple knowledge sources in a single context, and the uniqueness of language use practices fostered by Mexican culture. Rather than being isolated, the immigrant Mexicano community exists at an intersection of multiple cultures and languages, full of opportunities to acquire, transmit, or combine cultural and linguistic resources. Pedagogical implications of this view are explored through three examples–cross-age tutoring, after-school educational activities, and two-way bilingual education–that illustrate how linguistic and cultural practices can inform curriculum development and instructional strategies. Contains 148 references, notes, and an index. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cultural Exchange
(1988). Ideas Together: A Publication of the Institute for Development of Enrollment, Advancement and Student Success; Volume I, Number 1, Fall 1988, Ideas Together. Designed as a channel for communication among City University of New York faculty regarding initiatives to reduce attrition and promote student success, this publication contains articles on student development, counseling and student services, and academic support. Following an introduction by Anthony F. Russo, the following articles are presented: (1) "Accommodating Cultural and Ethnic Difference in Counseling: A Training Note," by Samuel D. Johnson, Jr.; (2) "Early Attrition Project," by Otis Hill, which describes a counseling intervention tested at Kingsborough Community College (KCC) with students who had missed three consecutive class sessions; (3) "The LaGuardia Mentoring Project: Faculty and Staff as Voluntary Mentors To Increase Student Persistence among High Risk Freshmen," by Jon Saul and Joseph Sclafani; (4) "Student to Student Approach to Retention," by Marilyn Chernin and Angelo D. Pappagallo, which describes a KCC program in which freshmen in remedial English classes were visited by student leaders to encourage their participation in campus-wide student activities; (5) "New Start: A Program for Students Dismissed from Senior Colleges," by Anne Winchell; (6) "ESL Academic Support Center," by Isabella Caruso, which highlights the academic advisement services, informality, team approach, departmental outreach, and newsletter of KCC's ESL Academic Support Center; and (7) "The Battle between ESL Instruction and Bilingual Education," a commentary by Richard Graf. An introductory statement about the journal by Anthony F. Russo is also provided Descriptors: Bilingual Education, Community Colleges, Counseling Services, Dropout Prevention
(1976). The "Little School of the 400". Although some efforts were made since the early 1800s to deal with the education of ethnic minorities, it was not until 1957 that an educational program had an impact on the public school system in Texas. In 1957 the "Little School of the 400" was developed to fulfill the educational needs of Spanish dominant children in Texas. Purpose of the program was to teach 400 basic English words to Spanish dominant children to help them to cope effectively with instruction given in English in the regular public educational system. It also aimed to recognize and reinforce the child's cultural heritage, develop his self-confidence, and encourage parental participation in the educational process. The classes started with one school at Ganado, Texas, and by 1959 there were 13 schools. Some of the schools held summer classes only, others continued throughout the year; but, all had successful children as products. In 1959 the program's success was used as evidence by its supporters to encourage state legislators and educators to endorse the "Little Schools". As a result, House Bill No. 51 emerged. This bill called for the implementation in 1960 of the Preschool Instructional Program for Non-English Speaking Children in Texas. Many of the instructional principles of the "Little Schools" permeated in the program. The educational premises of the "Little School of the 400" also permeated in such programs as the Bilingual Education Program, Head Start, Texas Child Migrant Program, and Title I of the 1965 Elementary and Secondary Act. Descriptors: Basic Vocabulary, Bilingual Education, Educational History, Educational Programs
(1995). Linguistic Human Rights: Overcoming Linguistic Discrimination. A collection of essays on linguistic human rights includes: "Combining Immigrant and Autochthonous Language Rights: A Territorial Approach to Multilingualism" (Francois Grin); "On the Limits of Ethnolinguistic Democracy" (Joshua A. Fishman); "Linguistic Human Rights and Educational Policy in Russia" (Alexei A. Leontiev); "Linguistic Human Rights, Past and Present" (Tove Skutnabb-Kangas, Robert Phillipson); "Typology of Language Legislation" (Joseph-G. Turi); "Personal Names and Human Rights" (Bjorn H. Jernudd); "Language Policy in the United States: A History of Cultural Genocide" (Eduardo Hernandez-Chavez); "The Discourse of Disinformation: The Debate on Bilingual Education and Language Rights in the United States" (Jim Cummins); "Beyond Linguistic Policy: The Soviet Union versus Estonia" (Mart Rannut); "Maori Language Rights in New Zealand" (Timoti S. Karetu); "The Sami Language Act" (Ole Henrik Magga); "Australia's Language Policies and Minority Rights: A Core Value Perspective" (J. J. Smolicz); "Combating Educational Disadvantage Among Lebanese Australian Children" (John Gibbons, William White, Pauline Gibbons); "Indigenous Education in Latin America: Policies and Legal Frameworks" (Rainer Enrique Hamel); "Linguistic Rights for Amerindian Peoples in Latin America" (Hamel); "'Minority' Cultures and Their Communication Rights" (Lachman M. Khubchandani); "Kashmiri, a Majority-Minority Language: An Exploratory Essay" (Makhan L. Tickoo); "and "Killing a Mother Tongue–How the Kurds Are Deprived of Linguistic Human Rights" (Skutnabb-Kangas, Sertac Bucak). Appended are extracts from selected United Nations and regional documents covering linguistic human rights. Contains a consolidated bibliography and an index. Descriptors: Bilingual Education, Civil Liberties, Classification, Democratic Values
(1983). On TESOL '83. The Question of Control. Selected Papers from the Annual Convention of Teachers of English to Speakers of Other Languages (17th, Toronto, Canada, March 15-20, 1983). The conference papers presented in this volume explore various aspects of a central question: how will computers be used in language teaching or, more broadly, who will be in control? The volume is divided into three sections: Critical Interactions, Promising Approaches, and Political Influences. Papers included within each of these categories are summarized in introductory remarks preceding each section. Titles of the papers are as follows""The Promise and Threat of Microcomputers for Language Learners" (plenary address); "The Organization of Interaction in Elementary Classrooms"; "Contrasts in Teachers' Language Use in a Chinese-English Bilingual Classroom"; "Formulaic Speech in Early Classroom Second Language Development"; "Language Is Culture: Textbuilding Conventions in Oral Narrative"; "Bilingual Education for Native Americans: the Argument from Studies of Variational English"; "ESL Readers' Internalized Models of the Reading Process"; "A Cloze is a Cloze is a Cloze?"; "A Transfer Curriculum for Teaching Content-based ESL in the Elementary School"; "The Role of Formal Rules in Pronunciation Instruction"; "Developing Expectations for Text in Adult Beginning ESL Readers"; "Patterns and Perils of Guessing in Second Language Reading"; "The Organizational Patterns of Adult ESL Student Narratives: Report of a Pilot Study"; "Some Limitations in Teaching Composition"; "In Search of the Key: Research and Practice in Composition"; "From Communicative Competence to Cultural Competence"; "Do You Have the Key?"; "The Communicative Orientation of Language Teaching: An Observation Scheme"; "'Fifth Business' in the Classroom"; "TESOL as a Political Act: a Moral Question"; and "Where Do YOU Stand in the Classroom?–A Consideration of Roles, Rules and Priorities in the Language Classroom." [More] Descriptors: Adult Students, Bilingual Education, Classroom Communication, Classroom Environment
(1988). America's Shame, America's Hope: Twelve Million Youth at Risk. The undereducation of at-risk youth is a critical issue overlooked by the education reform movement of the 1980s, as represented by the report, "A Nation At Risk." This group, whose members are predominantly economically, culturally, racially, and ethnically disadvantaged, is leaving school unprepared for further education or available work. Workers' lack of basic skills is creating an inadequate labor force for the United States to compete in a world economy. Three personal narratives illustrate typical at-risk students. The Federal Government has decreased its financial commitment to education. Federal support is required by the following groups: (1) low-income children in need of preschool education; (2) students in need of remediation; (3) children in need of bilingual education; and (4) youth in need of job training. A survey of 49 states and the District of Columbia reported efforts in the following areas: (1) early identification and remediation; (2) career exploration and vocational education; (3) dropout prevention and school-to-work transition; (4) dropout retrieval and second chance programs; and (5) equal funding. The barriers to assisting at-risk youth are the following: (1) failure to perceive their need; (2) resistance to institutional change at the state and local levels; and (3) absence of leadership at the federal level. The appendices include the following: (1) summaries of the reform efforts of 14 states; (2) a chart of the Federal Program Budget Authorization by State, 1986 and 1987; and (3) a list of State contacts. A list of resources is also included. [More] Descriptors: Basic Skills, Bilingual Education Programs, Compensatory Education, Disadvantaged Youth
(1997). Policy. IDRA Focus. This newsletter includes five articles about educational and school policies, primarily related to equality of educational opportunity. "Texas Legislature Considers Much for Education, Accomplishes Little" (Albert Cortez, Anna Alicia Romero) summarizes educational legislation considered by the Texas legislature in the session ending in June 1997. Issues included increases in state education spending negated by cutbacks in local revenues; modest increases in minimum teacher salaries; continued underfunding of education for low-income, limited-English-proficient, gifted and talented, and special education students; continued funding inequality between school districts; and two bills that would increase the chances of minorities being admitted to institutions of higher education without including race as a factor. "Sexual Harassment Policies and Schools" (Maria Aurora Yanez-Perez) points out that the Civil Rights Act applies to education and schools, and discusses definitions of sexual harassment, written policies, staff and student training, and grievance procedures. "Hispanic Dropouts: Addressing the Leak in the Pipeline to Higher Education" (Maria Robledo Montecel) states that rising Hispanic dropout rates are linked to inadequacies throughout the educational system, points out past pitfalls to be avoided, and identifies strategies for reversing the trend. "Equal Access: Mask of Discrimination" (Oscar M. Cardenas) addresses the myth that equal opportunity can be achieved by treating each child alike. "Policies Affecting Bilingual Education and ESL Programs" (Elisa de Leon Gutierrez) discusses proposed new standards for Spanish language arts and English as a second language in Texas schools, testing of limited-English-proficient students, and the importance of language skills to Texas' success in the global economy. [More] Descriptors: Affirmative Action, Bilingual Education, Charter Schools, Dropouts