Bailey, Leona G. (1977). Teacher Education for a Changing World. The Language Connection: From the Classroom to the World. ACTFL Foreign Language Education Series, Vol. 9. The current state of teacher education is reviewed to compare what is being done now with predictions of future needs. An attempt has been made in the last year or so to achieve greater accountability through competency-based teacher education programs. Moskowitz's attempt to discover how and why master teachers are effective has been helpful, but many characteristics possessed by master teachers are not, and perhaps cannot be, taught in methods courses. Successful preservice education techniques (micro-teaching, use of media, shock lessons, instructional objectives) continue to be used. Several new areas have emerged: the increasing program development in bilingual/bicultural education and English as a second language, a greater emphasis on students' involvement and participation in their own training, and a greater flexibility in methodology. The training of teaching assistants, virtually unknown fifteen years ago, has become an established practice in colleges and universities. Its necessity and legitimacy as a part of graduate programs are still controversial issues. It has been determined that there are many career opportunities outside education, and that these careers are increasing in number and type as the world shrinks. For the most part, higher education is not preparing foreign language majors for the world of work outside teaching. As students gain expertise for careers in business, government, industry, and other institutions, they will fill a real need in the interdependent society. Foreign language majors who do choose to become teachers will be a select group, ready to respond to the constantly changing students and world. Descriptors: Accountability, Career Education, Competency Based Teacher Education, Language Instruction

Casso, Henry J. (1969). The Siesta is Over. The author surveys the history of attitudes and approaches toward educating Mexican-Americans and reviews some of the most outstanding contributions in the field. "The Invisible Minority" (National Education Association, 1966) states that the most acute educational problem in the Southwest is that which involves Mexican-American children. Dr. Nolan Estes, Associate Commissioner for Elementary and Secondary Education. Senator Ralph Yarborough, and Commissioner Harold Howe II are among those quoted in this paper for their efforts to promote bilingual and bicultural education. The 1960 census for Texas revealed the Mexican-Americans to have the highest dropout rate and the fewest number of persons 14 or over completing school. Nearly one fourth of the Mexican-Americans in Texas 25 years old or over had not completed one year of education; close to 40 percent of the adults were functional illiterates (fourth grade completed or less). Mexican-American student demands in Los Angeles are similar to those voiced in Chicago and San Antonio. The author balances his description of some of the difficulties met with by educators and students with mention of some instances of progress. A listing of hearings and conference reports is appended.   [More]  Descriptors: Bilingual Education, Community Involvement, Culture Conflict, Disadvantaged

Gollnick, Donna M. (1978). Multicultural Education in Teacher Education: The State of the Scene. The National Council for Accreditation of Teacher Education (NCATE) Standards for the Accreditation of Teacher Education were revised to include references to multicultural education in May, 1977. To help teacher education institutions plan for and implement the standards, data on existing conditions were collected and analyzed. Information in the areas of curricula, faculty, students, management, and research and development was collected from 387 institutional members of the American Association of Colleges for Teacher Education. Over half of the responding institutions (78.8 percent) indicated that they had, as part of their education programs, activities that are supportive of the multicultural education concept as described in the NCATE Standards. These institutions were more likely to have courses or departments in ethnic and women's studies, to provide inservice training in bilingual and multicultural education, and to have a higher percentage of minority group faculty members. An analysis of institutional characteristics found significant differences based on: (1) public and private institutions; (2) NCATE-accredited and non-accredited institutions; (3) geographic distribution; (4) rural or urban setting; and (5) size of student population.   [More]  Descriptors: Academic Standards, Accreditation (Institutions), Bilingual Education, Higher Education

Bennett, Ruth; And Others (1981). Bilingual Education: Bilingual/Cross-Cultural Emphasis. Indian Legends and Felt Board Cut-Out Characters. Readings and Activities for Pre-School and Early Elementary School Classrooms. Designed for use in preschool and early elementary school classrooms, this collection of eight American Indian legends provides patterns for making feltboard cutouts of their characters and props to be used in story telling activities. Seven of the legends originate with the Hupa, Karuk, or Yurok Indians of northwestern California and one is from the Tlingit of the Pacific Northwest. Each legend is followed by patterns for its characters and props which include rabbits, blue jays, frogs, woodpeckers, eagles, squirrels, Indian maidens, foxes, coyotes, pine trees, tree stumps, camp fires, baskets, stars, and moons. The feltboard pieces can be made by students or made by the teacher and used in student performances. Pattern pieces have a simple outline with few internal details and an average size of 7 inches for the longer dimension. The legend titles are "Coyote and Crow,""Coyote and the Wren,""Coyote and the Stars,""Coyote and the Fox,""Coyote and Frog,""The Lonesome Little Pine Tree,""Deer and the Blue Jay," and "Blue Stone Man". A final section gives patterns for 25 additional mammals of the northwest.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian Literature, Animals

Choonoo, John (1993). Transitional Intervention Program (Project TIP). Community School District 10. Final Evaluation Report, 1992-93. OER Report. This report presents an evaluation of the Transitional Intervention Program (Project TIP), an Elementary and Secondary Education Act Title VII-funded project in its second year of operation at Public Schools 33 and 85 in the Bronx, New York. The project served a total of 383 students of limited English proficiency in grades one through five. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and the content areas of mathematics and science. The project also included staff development activities, education classes and workshops for parents, and opportunities for teachers and educational assistants to enroll in university-level courses in bilingual and ESL education. An evaluation of Project TIP found that it partially met its objectives for student self-concept improvement and parental involvement. It did not meet its objectives for ESL, NLA, staff development, and the content areas of science and mathematics. Recommendations on program improvement are included. Three appendixes contain a list of instructional materials used, class schedules, and a parent survey questionnaire in English and Spanish versions.   [More]  Descriptors: Academic Achievement, Bilingual Education, Bilingual Education Programs, Curriculum Development

Garcia, Shernaz B., Ed. (1994). Addressing Cultural and Linguistic Diversity in Special Education: Issues and Trends. This monograph presents four chapters on cultural and linguistic diversity in special education from the perspectives of three ethnic groups–African Americans, Asian/Pacific Islanders, and Mexican Americans, respectively. The first chapter is titled "Education Reform and Service Delivery to African-American Students," by Festus E. Obiakor and others. This chapter focuses on issues related to education reform as embodied in the General Education Initiative and service delivery to African-American students with disabilities. The second chapter is "Ecobehavioral Assessment: A New Methodology for Evaluating Instruction for Exceptional Culturally and Linguistically Diverse Students" (Carmen Arreaga-Mayer and others). This chapter reviews the current bilingual special education efficacy literature, offers a prototype ecobehavioral approach, and reports on a pilot study with 36 elementary students (in 26 classrooms) utilizing this approach. The third chapter is "Assessment of Asian and Pacific Islander Students for Gifted Programs" (Li-Rong Lilly Cheng and others). This chapter briefly describes the relevant cultural and ethnic groups, examines academic performance of Asian and Pacific Islanders in San Diego (California) as it relates to referral of this population to gifted programs, and draws implications for practitioners in the form of recommended multidisciplinary practices. The fourth chapter, "Nonstandardized Instruments for the Assessment of Mexican-American Children for Gifted/Talented Programs" (Jaime H. Garcia), discusses assessment strategies that provide qualitative data for the identification of gifted Mexican-American students. These strategies are grouped into four categories: student production, informant data, language and cognitive style data, and data organization systems. (Each chapter contains extensive references.)   [More]  Descriptors: Ability Identification, Asian Americans, Black Students, Cultural Differences

Priven, Dmitri (2008). Grievability of First Language Loss: Towards a Reconceptualisation of European Minority Language Education Practices, International Journal of Bilingual Education and Bilingualism. This paper presents the root causes of the resistance of mainstream European educational institutions to implementation of minority language programmes (bilingual programmes with both an official/dominant language and an immigrant minority language as media of instruction). Differential treatment of different minority languages in the mainstream educational discourse will be discussed. It will be argued within the conceptual framework of Said's Orientalism, especially as it relates to the construction of the oriental subject, that some minority languages are more legitimate than others vis-a-vis mainstream curricular practices, which allows for different degrees of grievability attributed to potential loss of those languages on both individual and community scales. Ultimately, it will be discussed how the power relations between centre and margin are recirculated in support of educational structures that lead to first language loss among immigrant children, and what conditions would bring about a reconceptualisation of minority language education practices.   [More]  Descriptors: Language Skill Attrition, Language Maintenance, Language Dominance, Foreign Countries

Ortiz, Alba A., Ed.; Ramirez, Bruce A., Ed. (1988). Schools and the Culturally Diverse Exceptional Student: Promising Practices and Future Directions. The 14 papers were given at a 1986 Ethnic and Multicultural Symposia and are intended to provide state-of-the-art information on the education of culturally and linguistically diverse exceptional students. Papers have the following titles and authors: "Demography As It Affects Special Education" (James Yates); "A Prereferral Process for Preventing Inappropriate Referrals of Hispanic Students to Special Education" (Alba Ortiz and Shernaz Garcia); "High Risk Predictors and Prereferral Screening for Language Minority Students" (Alejandro Benavides); "Language Assessment of Hispanic Learning Disabled and Speech and Language Handicapped Students: Research in Progress" (Alba Ortiz and Eleoussa Polyzoi); "Understanding School Language Proficiency through the Assessment of Story Construction" (Vicki Jax); "Characteristics of Learning Disabled, Mentally Retarded, and Speech-Language Handicapped Hispanic Students at Initial Evaluation and Reevaluation" (Alba Ortiz and James Yates); "Educational Assessment of the Culturally Diverse and Behavior Disordered Student: An Examination of Critical Effect" (George Sugai); "Finding and Nurturing Potential Giftedness among Black and Hispanic Students" (Donnelly Gregory et al.); "Cultural and Acculturational Commonalities and Diversities Among Asian Americans: Identification and Programming Considerations" (Esther Leung); "Enhancing the Involvement of Black Parents of Adolescents with Handicaps" (LaDelle Olion); "California Bilingual Special Education Model Sites (1984-1986): Programs and Research" (Jana Echevarria-Ratleff and Victoria Graf); "The Need for Community-Based Special Education Programs in the Band-Operated Schools of Manitoba" (Ron Phillips and Ford Cranwell); "What Attracts and Keeps Outstanding Black Special Education Teachers in the Profession" (Ruben Gentry and Shih-sung Wen); "American Indian Exceptional Children: Improved Practices and Policy" (Bruce Ramirez and Marilyn Johnson).   [More]  Descriptors: American Indian Education, Asian Americans, Bilingual Education, Black Students

Bateman, Mary Jo; And Others (1991). Facing the World. An Independent Living/Pre-Employment Curriculum for Refugee Youths. This document, a curriculum guide focusing on both independent living skills and job readiness skills, is based on the experience of the Bilingual Vocational Education program in Virginia. The lessons are sequenced to increase in difficulty as students acquire more English skills, but individual units do not necessarily require competencies developed in preceding units. Each unit includes an objective, suggested procedures and materials, and a list of supplemental resources. Contents are as follows: (1) "Toto, We're Not in Kansas Anymore" — what newly arrived teens want and need to know (school bus procedures, teen culture, cliques and gangs, setting goals); (2) "If You Don't Have It, Don't Spend It" — money management (budgets, banking systems, consumer skills); (3) "Man Cannot Live by Rice Alone" — nutrition (four food groups, meal preparation); (4) "Life's a Jungle" — health and safety issues (securing health care, hazards and effects of drugs, alcohol, tobacco); (5) "From Football Player to President" — employment in the United States (developing a career plan); (6) "Get to Work" — job search skills (locating employment prospects, job applications, resumes, business letters, interviews, paycheck math); (7) "Working Your Way Up the Ladder without Falling Off" — job retention skills (employer/employee relations, co-worker relationships, customer/employee relationships); and (8) "Pooling Our Resources" — income tax. Appended are information and activities related to teaching students who are functionally illiterate in their native language, trust building, budgeting vocabulary and exercises, check writing, deposit slip practice, grocery shopping, job readiness, resume worksheet, interview tips, and classified ad abbreviations. (Contains 18 references.) (LB)   [More]  Descriptors: Adolescents, Adult Literacy, Career Planning, Class Activities

Texas Univ., Austin. Lyndon B. Johnson School of Public Affairs. (1992). Securing Our Future: The Importance of Quality Education for Minorities. Policy Research Project Report Number 96. This report on the education of minorities results from policy research projects conducted at the Lyndon B. Johnson School of Public Affairs at Texas University (Austin) as part of the Quality Education for Minorities project to provide background research for development of a national action plan on improving the quality of education for Alaska native, American Indian, Black American, Mexican American, and Puerto Rican students. The following papers are presented as chapters: (1) "Education for Minorities and the National Interest" (R. Marshall); (2) "Parent-Child Interventions for Children Age Zero to Three: The Role of the States" (S. J. Means); (3) "Neither Equitable nor Excellent: The Effects of Tracking on Minority Students" (F. Mecca); (4) "Everyone Can Learn Math" (R. M.  Nielsen); (5) "Mathematics and Science Education: Reclaiming Minorities at the Elementary School Level" (D. T. Garza); (6) "Assessment and Referral of Hispanic Bilingual Special Education Students: A Growing Controversy" (C. C. Talkington); (7) "Magnet Schools: A Quality Alternative" (E. Fonken); (8) "Magnet Schools for Disadvantaged Students in Texas" (J. Cano); (9) "Performance-Based Funding for Schools: A Practical and Feasible Alternative" (D. M. Marchick); (10) "Choice in Minnesota: Open Enrollment as a Means of Educational Reform" (J. S. Wicinski); (11) "Coordinating Social Services: The Role of Schools" (J. M. Ehrlich); (12) "The Potential Impact of Restructuring on the Education of Minorities: The Miami Experience" (B. Rungeling); (13) "The Use of High-School Vocational Counseling To Help Students Choose and Implement Career Choices" (S. L. Holland); (14) "Improving the School-to-Work Transition of Minority Youths" (R. W. Glover); and (15) "Effective Strategies for the Recruitment and Development of Black Faculty at Four-Year Institutions of Higher Education" (R. Pickering). One figure and 21 tables illustrate the essays. Contains 454 references. Descriptors: Alaska Natives, American Indians, Bilingual Education, Black Education

Association for Cross-Cultural Education and Social Studies, Inc., Washington, DC. (1981). Bilingual Special Education Personnel Preparation National Task-Oriented Seminar (Washington, D.C., March 19-21, 1981). A Workshop Report. The workshop report provides a philosophy and rationale for special education for the culturally and linguistically different exceptional child, outlines components of personnel preparation, reviews model admission criteria, and suggests strategies to create effective leadership. Chapter 1 contains a legislative review, definitions, and comparisons of current and recommended practices for training personnel. Chapter 2 lists such aspects of personnel preparation as functions, skills, and competencies of trainees in areas of instruction/curriculum, assessment and evaluation, classroom management, counseling and research; and knowledge required by teacher educators to conduct a competency based training program. Briefly noted and listed in Chapter 3 are recruitment strategies, criteria for admitting trainees to preservice and graduate programs, approaches to evaluation, and ways to secure funding. Chapter 4 outlines knowledge and skills needed by teacher educators and ways to improve representation of minorities in teacher education programs. Appendixes contain a directory of workshop contributors and descriptions of 25 bilingual/bicultural special education programs in 10 states for preservice and inservice teachers.   [More]  Descriptors: Admission Criteria, Bilingual Education, College Admission, Competency Based Teacher Education

Ballard, Joseph, Ed.; And Others (1982). Special Education in America: Its Legal and Governmental Foundations. The text presents six chapters on the legal and governmental bases of special education. In the Introduction, F. Weintraub and J. Ballard cite the legislative and litigative history of P.L. 94-142, the Education for All Handicapped Children Act, and briefly address information sources on such policy issues as procedural safeguards, underserved populations, and standards of practice. In chapter 2, "The Education for All Handicapped Children Act of 1975 (P.L. 94-142): Its History, Origins, and Concepts," J. Zettel and J. Ballard review court cases and state and federal legislation, and list the rights of handicapped children, including the right to an appropriate education and the right to be educated in the least restrictive environment. J. Zettel in "Implementing the Right to a Free Public Education" analyzes five aspects of P.L. 94-142: zero reject, individualized education programs, least restrictive environment, nondiscriminatory testing and evaluation, and due process. In "Section 504: The Larger Umbrella," M. Gerry and J. Benton examine Section 504 of the Rehabilitation Act of 1973 in terms of its litigative background, statutory and regulatory setting, and enforcement. "The Education of Gifted and Talented Children from a Federal Perspective" by J. Zettel describes the cyclical nature of support and interest in education for gifted students. In the final chapter, "Interpreting the Rights of Exceptional Citizens through Judicial Action," B. Smith and J. Barresi summarize siginifcant cases concerning issues that have surfaced since passage of P.L. 94-142, including compensatory services, suspension and expulsion, and bilingual special education. Appendixes include a paper by J. Barresi and B. Ramirez, "The Federal Program Presence Accompanying P.L. 94-142," a list of federal laws for the handicapped from 1827 to 1981, and a list of resources. Descriptors: Civil Rights, Court Litigation, Disabilities, Due Process

Parkes, Jay (2008). Who Chooses Dual Language Education for Their Children and Why, International Journal of Bilingual Education and Bilingualism. A survey of 724 families of dual language enrichment students in the South-west USA explored what kinds of families had chosen dual language education for their children and why. Of those parents who chose dual language for their children, 45.4% speak primarily English with their child, while 54.6% speak primarily Spanish. English-dominant parents constitute 24.7% of those who so chose, while 34.2% are Spanish-dominant and 40.5% are bilingual. In terms of education level, 50% of them have a high school education or less, 32.1% have an undergraduate degree and 17.9% have a graduate education. Of all respondents, 93.6% said they chose dual language so that their child would be able to speak, read and write in two languages, making it the most frequently selected followed by to be successful in a global society (63.1%), to be more successful in school (61.3%) and to be comfortable relating to different people (60.7%). There are several implications: not all parents have the same motivations; bilingual parents are different from monolingual parents; and more needs to be known about parents of secondary students as well as parents opting out of dual language programmes.   [More]  Descriptors: Graduate Study, Immersion Programs, Monolingualism, Language Enrichment

Gaffney, Janet S., Ed.; Askew, Billie J., Ed. (1999). Stirring the Waters: The Influence of Marie Clay. Celebrating Marie Clay as a major theorist of child literacy acquisition, this book presents 15 essays by distinguished scholars that reflect on her contributions to the field of early literacy; early childhood, bilingual, and special education; developmental, cognitive, and school psychology; assessment; teacher education; professional development; systemic implementation; and research design. The book notes that her view of accommodating diversity by responding to individual children has permeated all aspects of her work. The book begins with a foreword "Theoretical Foundations for Literacy Acquisition" (Richard C. Anderson), a brief biographical sketch by the editors, and an introduction. Essays in the book are: (1) "Developmental Diversity and Beginning Literacy Instruction at School" (Stuart McNaughton); (2) "There Are 'x' Kinds of Learners in a Single Class: Diversity without Individual Differences" (David R. Olson); (3) "Unpacking Literate Achievement" (Peter Johnston); (4) "Creating Independent Learners" (Barbara Watson); (5) "Reading Recovery: Waves of Influence on Literacy Education" (Billie J. Askew and Janet S. Gaffney); (6) "Language and Literacy as Epistemology" (Bridie Raban); (7) "The Gift of Story" (Charlotte S. Huck); (8) "Writing (Dallas) Cowboys: A Dialogic Perspective on the 'What Did I Write?' Question" (Anne Haas Dyson); (9) "The Young Reader as a Self-Extending System: Motivational and Cognitive Underpinnings" (John T. Guthrie); (10) "What Does Good First Teaching Mean?" (Irene C. Fountas and Gay Su Pinnell); (11) "Revealing and Telling: The Socialisation of Attention in Learning to Read and Write" (Courtney B. Cazden); (12) "Teacher Development: The Best Investment in Literacy Education" (Carol A. Lyons and Gay Su Pinnell); (13) "The Political and the Professional in Education: An Unnecessary Conflict?" (Peter Mortimore and Jo Mortimore); (14) "Theoretical Privilege and Researchers' Contribution to Educational Change" (Viviane M. J. Robinson and James C. Walker); and (15) "Forging an Interactive Relationship among Research, Theory, and Practice: Clay's Research Design and Methodology" (Noel K. Jones and M. Trika Smith-Burke). Descriptors: Diversity (Student), Early Intervention, Educational Change, Emergent Literacy

Tulasiewicz, Witold (1995). English and Its Neighbors: A Position Paper. Despite the fact that the majority of the world's population speaks mother tongues other than English, about a third of their number use English as a second or an alternative official or commercial language. English is also the language of available information, of international communication (such as air- and sea-speak), and of computer "empires." Bilingual or bidialectic education enables those with other languages or dialects of the same language to function at different levels of transaction, political and managerial on the one hand, and the everyday communication of equals on the other. But power still resides with the speakers of the majority language which had achieved that position precisely because of power previously acquired. Often these are speakers of English–particularly when their language is used for transnational communication. Speakers of mother tongue English must relate closely to teachers and learners of English as a second language, which can become complicated when both are educated together in one of the increasingly more multilingual classrooms. Giving recognition to the foreign official or home languages is necessary if the general development of speakers of the other languages is not to suffer by being deprived of the support of their mother tongue at a crucial time in their education. The mistake is to assume that all speakers of English possess the same command of the language and that their intellectual and emotional faculties function entirely through the medium of English.   [More]  Descriptors: Bilingual Education, Communication Problems, Cultural Context, Elementary Secondary Education