Owens, Thomas R.; Hernandez, Rebecca F. (1972). Final Evaluation Report for the Santa Clara County Bilingual/Bicultural Education Project (Spanish Dame School Project). Detailed descriptions of (1) evaluation of instructional objectives, (2) curriculum development, (3) staff development, (4) community/parent involvement, and (5) project management are presented in this final evaluation report. The sample for this study consisted of bilingual students in 3 groups: 80 preschool children, 2 kindergarten classes, and 1 first grade class. The project classes were compared with characteristically similar children not in a bilingual program. The instruments used to assess children's performance were the Test of English Grammar and Vocabulary, the Bettye Caldwell Cooperative Preschool Inventory Test, the Vocabulary and Concept Comprehension Test, the Cultural Esteem Index, a modification of the Children's Self-Concept Index, and the Cooperative Primary Test. Sixteen distinct objectives of the program were evaluated. Conclusions based on the evaluation were that the Spanish Dame School Project has achieved an outstanding record in teaching English and Spanish to the preschool, kindergarten, and first grade children who have participated; that the project has demonstrated its ability to equal or exceed traditional school programs in school readiness, reading and mathematics; and that the parents of participating children actively supported the project.   [More]  Descriptors: Biculturalism, Bilingual Education, Community Involvement, Cultural Awareness

Andersson, Theodore; And Others (1970). An Experimental Study of Bilingual-Affective Education for Mexican American Children in Grades K and 1. This paper proposes an educational study to determine the best way to educate Mexican American children. It suggests an experiment comparing the traditional approach, the English as a second language approach, and a bilingual-affective approach as described by the authors. The detail of the proposed program are presented, and the three language teaching methods are discussed. Teacher preparation and selection are described as are the criteria for school and student selection. The program is designed to operate through a scientific/democratic decision-making process where the teachers decide as a group on objectives, strategies, and assessment. The teacher's tasks throughout the year are listed along with details on the support they will receive. Criterion measures for testing program effectiveness are presented. Attachments to the main proposal chart the differences in instructional activities that characterize the three methods, provide time and scheduling rules and a typical daily schedule, list assumptions held in each method, describe an experimental research design for evaluative innovative learning activities, and present a theory of parent effectiveness.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Curriculum Development

Ellis Associates, Inc., College Park, MD. (1978). [Bilingual Metric Education Module for Postsecondary and Adult Vocational Education.] Applying the Metric System (SI) in Trade and Industrial Education. This set of six instructional units on applying the metric system in trade and industrial education is one of three metric education modules designed for use with bilingual (Spanish and English) students in postsecondary and adult vocational programs. (Both the Spanish and English versions of this set are provided in the document.) Each unit focuses on one of six occupational fields: draftsman, machinist, welder, automotive tune-up mechanic, electrician, and electronics service technician. Contained in each unit is a statement of objectives, suggested activities for instructor and student, information sheets, assignment and job sheets, transparency masters, and a unit test with answer key. The appendices contain a matrix of common metric multiples and submultiples, a list of common terms and definitions, and brief descriptions of the six occupational areas. (The first section of this document, entitled "Metric Systems of Weights and Measures," is available as CE 022 166. It contains five core units on the metric system and is designed to be used as the first section of each set of instructional units.) Descriptors: Adult Vocational Education, Auto Mechanics, Bilingual Education, Curriculum Guides

Adult Education and Development (1994). Adult Education and Development, 1994. The publication is a half-yearly journal for adult education in Africa, Asia, and Latin America. Issue 42 includes the following: "Adult Education for Self-Reliance in Community Health Education Programmes" (Kweka); "Promoting Good Nutrition" (Mangvwat); "Incorporating Health-Improvement Activities in Adult Education Programmes in Nigeria" (Momodu); "The Need To Develop Critical Thinking Skills in a Core Training Programme for Primary Health Care Workers" (Cornielje); "Democracy and Adult Education in Tanzania" (Mushi); "Role of Voluntary Action in a Contemporary Context" (Tandon); "Make It Global–Make It Local but Always Do It Democratically" (Vio Grossi); "Literacy Skills as Building Bricks for Trade Union Democracy" (Ireland); "Micro-Enterprise in the Informal Sector of Managua and the Long Road to Vocational Competence" (Overwien); "Experience of a French Adult Educator" (Adebisi); "Managing Tutors in Distance Education" (Tong); "A Learner-centered Approach to Training the African Manager" (Ronan); "European Adult Education"; "Development Education in Germany" (Hager, Niemann); "Volkshochschulen and International Contacts" (Durste, Fenner); "Adult Education and Lifelong Learning"; "Indigenous Education and Social Organization" (Tamayo); "A Letter to a Television Network and Its Response" (Samlowski); "A Concept for Bilingual Intercultural Education for Indigenous Women" (Jauregui); and "The Political Challenge of Indigenous Education in Latin America" (Prado). A supplement to issue 42 is titled "An Introduction to Indigenous Education in East Africa" (Ocitti). Issue 43 begins with the history of the Institute for International Cooperation of the German Adult Education Association and a description of the institute's 1993 activities. The following articles are included: "Development-Oriented Adult Education Balancing between Impoverishment and Emancipatory Learning Processes" (Hildebrand); "Policy and Practice of Literacy" (Hinzen); "Migrants and Ethnic Minorities" (Leumer); "New Challenges in Development Education" (Apel, Niemann); "Current Action for the Promotion of Women in the European Union" (Plesser-Loper); "What Comes First and What Comes Second" (Samlowski); "Adult Education in Transition in Central Europe, the CIS [Commonwealth of Independent States], and the Baltic States" (Strewe); "Trends in the Development of Adult Education as a Profession" (Duke); "The European Dimension of Adult Education" (Sussmuth); and "Learning in Civil Society" (Tandon). International cooperation and international developments in adult education are illustrated by 22 documents from 1960-1994. Appendixes include abbreviations and lists of the Institute's publications.   [More]  Descriptors: Adult Education, Democracy, Developing Nations, Distance Education

Steiner, Frank, Comp.; And Others (1974). Bilingual/Bicultural Education–A Privilege or a Right? Education Bilingue/Bicultural–Un Privilegio o un Derecho?. Prepared by the Illinois State Advisory Committee for submission to the U.S. Commission on Civil Rights, this report focused on the growing concern among Latino parents, students, and community leaders over alleged violations of Latino students' rights to an education in Chicago, the only city in the United States with a large population of both Mexican Americans and Puerto Ricans. Two general assumptions contributed to the focus on education: (1) the total development of the Latino community depends on the kind of educational opportunities available; and (2) more Latinos are directly affected by the educational system than by any other public institution since 75 percent of Latino families have children. Information was gathered from a variety of sources. Topics covered included enrollment, teachers, administrators, educational policy and practice, funding and the law, and the need for institutional change. Some findings were: (1) a pluralistic education program does not yet exist in Chicago's public schools, thus resulting in the systematic denial of these students' rights to an education; (2) the alienation of students, parents, and Latino community leaders from educational institutions is increasing; and (3) cultural and linguistic bias in testing and placement underestimates Latino students' abilities.   [More]  Descriptors: Advisory Committees, Biculturalism, Bilingual Education, Educational Assessment

Ruiz, Nadeen T. (1995). The Social Construction of Ability and Disability: II. Optimal and At-Risk Lessons in a Bilingual Special Education Classroom, Journal of Learning Disabilities. Bilingual students' language and literacy skills were compared across three classroom events (varying in degree of formality) in a special classroom for students with language learning disabilities. Results showed that certain contextual features (usually holistic-constructivist in nature) were associated with enhanced student performance, whereas others (often with reductionist features) led to communicative breakdowns. Descriptors: Bilingual Education, Bilingual Students, Communication Skills, Constructivism (Learning)

Padilla, Amado M.; And Others (1975). Preschool Bilingual/Bicultural Education for Spanish-Speaking/Surnamed Children: A Research Review and Strategy Paper. This state of the art review and research strategy paper identifies some of the educational, political and social issues involved in bilingual-bicultural (bl/bc) education for Spanish speaking/surnamed (ss/s) children and makes recommendations for more refined research. Aspects of bl/bc education for ss/s children included in the paper are: (1) presentation of the history of the major evolutionary trends leading to the development of bl/bc education for 3-5 year old ss/s children; (2) discussion of the socialization practices among ss/s parents, changes that may occur in child rearing practices and related family dynamics as a consequence of school entry, and parental and community attitudes towards bl/bc education; (3) identification of the major research issues in child language acquisition and bilingualism, such as language learning, language input variables, discourse patterns, language processing strategies, personality formation and cognitive development; (4) examination of preschool bl/bc programs for ss/s children, including program objectives, curricula, teacher training programs, and program evaluation. A total of 43 recommendations to OCD for the implementation of research and service programs in the area of bl/bc education are summarized in the final section. Also included is an appendix (in chart form) which lists detailed information about bl/bc Title VII programs with preschools.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Community Attitudes

Goodman, Frank M. (). Bilingual Bicultural Education in the Compton Unified School District and Its Relevance to a Multi-Ethnic Community. The Compton Bilingual Plan is a multi-cultural program designed to foster language preservation as a national resource to promote a well-educated, well-adjusted citizenry able to function effectively in two languages and in two or more cultures. The children are taught in two languages, Spanish and English, and are openly participating in trans-racial communication in a multi-cultural classroom and community. All the children, within an integrated classroom environment, are offered the opportunity to become functional bilinguals and participate in one another's culture.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Community Involvement

Hallman, Clemens L.; And Others (1983). Value Orientations of Vietnamese Culture. Cultural Monograph No. 3. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors. This teacher training monograph deals with value orientations of cultures in general with specific reference to Vietnamese culture. The first two sections discuss the conceptual issues of value orientation and give axiological definitions of the six clusters used to describe cultural orientation. The third section introduces the section on Vietnamese culture by giving a brief history of Vietnam. Section IV takes each of the six value orientations defined in the first sections (nature, self, society, the supernatural, human nature, and the family) as well as some axiological sub-sections and defines them in the context of Vietnamese culture. Included are some folk tales and poems to illustrate certain Vietnamese cultural beliefs. The appendix consists of a very brief outline of U.S. value orientations in the same six categories. This is followed by an annotated bibliography, largely on Vietnamese cultural issues.   [More]  Descriptors: Cultural Background, Cultural Influences, Family (Sociological Unit), Human Relations

Ellis Associates, Inc., College Park, MD. (1978). [Bilingual Metric Education Modules for Postsecondary and Adult Vocational Education.] Applying the Metric System (SI) in Business and Office Education. This set of seven instructional units on the metric system application in business and office occupations is one of three metric education modules designed for use with bilingual (Spanish and English) students in postsecondary and adult vocational programs. (Both the Spanish and English versions of this set are provided in the document.) Each unit focuses on one of seven occupational fields: mail clerk, proofreader, clerk-typist, secretary, bookkeeper, office manager, and word processor. Contained in each unit is a statement of objectives, suggested activities for instructor and student, information sheets, assignment and job sheets, transparency masters, and a unit test with answer key. The appendices contain a matrix of common metric multiples and submultiples, a list of common terms and definitions, and brief descriptions of the seven occupational areas. (The first section of this document, entitled "Metric Systems of Weights and Measures," is available as CE 022 166. It contains five core units on the metric system and is designed to be used as the first section of each set of instructional units.) Descriptors: Adult Vocational Education, Bilingual Education, Bookkeeping, Business Education

Hillion, Mariette; And Others (1995). Les eleves sourds: Style cognitif et education bilingue/biculturelle (Deaf Students: Cognitive Style and Bilingual/Bicultural Education). This study, reported entirely in French, investigated reasons for deaf secondary students' delay in acquisition of reading skills. The study examined relationships between the students' individual cognitive styles, use of Quebec Sign Language, reading in French, and reading strategies. Subjects were 24 students enrolled in one school, paired in a treatment group of 12 and a control group of 12. An analysis of pretests in the four areas of concern (cognitive style, sign language, reading skills, reading strategies) suggests that deaf students have a common cognitive style characterized by thought that is simultaneously non-verbal, global, intuitive, emotional, concrete, and analogical. Based on these findings, interventions were used in the treatment group to develop skills in each area. Results are presented for the two groups, and three case studies are elaborated; the latter are found to provide additional insight into the learning difficulties of deaf students, particularly difficulty in focusing on meaning when communicating and under-developed spontaneous language and cognitive skills. Testing materials, and student evaluation data are appended. Contains an extensive bibliography.   [More]  Descriptors: Bilingual Education, Case Studies, Cognitive Processes, Cognitive Style

Florida Univ., Gainesville. Coll. of Education. (1983). Cuban Value Orientations. Cultural Monograph Number 1. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors. Information is provided in this monograph to facilitate understanding of Cuban cultural values and their implications for counseling limited English proficient students. Also provided is a beginning conceptual model for increasing the understanding of cross-cultural theory and practice. The overview of Cuban culture is based on a perspective of value orientations which emphasizes the evolving nature of cultures. The titles of the report's 13 chapters and some of their sub-themes are as follows: (1) Introduction to the Cultural Monograph Series and to Cultural Value Orientations; (2) The Conceptualization of Value Orientations: Axiological Definitions; (3) A Case Study for Cross-Cultural Counseling; (4) Cuban Value Orientations (Pre-revolutionary Cuban Value Orientations; Post-revolutionary Cuban Value Orientations; Santeria); (5) Factors Affecting Cross-Cultural Counseling (Language; Social Group of the Client); (6) Areas of Conflict Between Cuban and American Values (Acculturation; Assessing Behavioral Indicators of Cultural Adaptation; Assessing Adaptation of Cultural Values); (7) Cross-Cultural Activity; (8) Values Affecting Cross-Cultural Counseling (Anglo/Cuban Relationships; Conflict); (9) Possible Conflicts Between Counselor and Client; (10) Emerging Skills and Roles of the Counselor; (11) Mental Health; (12) Counseling Strategies and Techniques; and (13) Conclusions. Two appendices consist of a general outline of United States Value Orientations and an essay, "Mirror Images of Conflict," by Sandra Fradd.   [More]  Descriptors: Counseling, Counselor Client Relationship, Counselor Role, Cross Cultural Training

Center for Applied Linguistics, Arlington, VA. (1977). Model for Bilingual Language Skill Building. Bilingual/Bicultural Education. Series No. 3. Indochinese Refugee Education Guides. This guide is designed to aid the teacher who has both Vietnamese and native American children in the classroom. It presents some language learning strategies based on a collection of Vietnamese folktales which have been adapted for elementary school children. It is divided into four parts: (1) suggested language/ cultural learning activities; (2) summary of grammatical structures for each tale; (3) suggested cultural discussion for each tale; and (4) the folktales themselves. The first section is further divided into (1) English language learning activities; (2) Vietnamese language building activities; and (3) Multicultural activities. The first folktale is "The Sky Prince of Phu-Dong," for which a prototype lesson is presented that emphasizes regular and irregular past tense, imperatives, and passive voice. The other folktales are entitled "The Silver Stream""Quan Trien and the Magic Coat,""The Magic Bamboo,""Tam and the Silver Slipper," and "Betel."   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cultural Awareness

Dillon, Paul L., Jr., Comp. (1971). San Francisco Bilingual-Bicultural Education Project for Spanish/English Speaking Children. Final Evaluation Report: 1970-71. Services offered through this project were concentrated on the Mission District of San Francisco, California, where the highest percentage of monolingual and bilingual Spanish-speaking population is concentrated. The student linguistic target for project classes was half-and-half monolingual Spanish speakers and monolingual English speakers. Analysis of the data was carried out at each grade level on the total dominant language Inter-American Test of General Abilities pre-post difference scores. English and Spanish materials were used for instruction in language arts, culture and heritage, science, mathematics, and social science. The staff was offered preservice and inservice training. Successful attempts were made to involve parents and the community in the project. The major recommendation for improvement of the project was to provide for formal parent involvement in the project.   [More]  Descriptors: Biculturalism, Bilingual Students, Community Involvement, Cultural Background

Hallman, Clemens L.; And Others (1982). Haitian Value Orientations. Cultural Monograph Number 2. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors. A value orientations approach is used in this report to construct an overview of Haitian culture and its relation to education. The paper consists of five major sections. The first introduces cultural value orientations as a conceptual scheme. Culture is defined as the learned patterns of thinking, feeling and behaving that make life meaningful for a particular group of human beings. All cultures contain values that can be organized into six "clusters": nature, the self, society, the supernatural, human nature, and the family. Section 2 provides axiological definitions of the basic value orientations, outlining them as a range of choices toward solving life's problems and evaluating the solutions. Section 3 describes Haitian culture in general terms. It focuses on the history of colonization, the political situation, education, United States influence, and population trends. Section 4 follows the previously presented outline of value orientations to present details on Haitian values. Finally, Section 4 discusses the influence of culture on the Haitian education system. General features of Haitian education are described, and emphasis is placed on cultural aspects of schooling, such as language use and behavior expectations, which are of interest to North American teachers of Haitian immigrants. It is concluded that American teachers should look beyond the classroom experience to cultural factors in order to understand Haitian students' academic behavior and performance. A general outline of U.S. value orientations, references, and a supplementary bibliography are appended.   [More]  Descriptors: Acculturation, Cultural Background, Cultural Traits, Educational Experience