Brandenburg-Ayres, Susan (1990). Working with Parents. Module 4. Bilingual/ESOL Special Education Collaboration and Reform Project. This instructional module is part of a project to reform current school curricula, improve instructional services for handicapped and at-risk limited-English-proficient (LEP) and language minority students, and provide innovative leadership in higher education related to programs for LEP persons. The materials contained in the module are designed to help in training personnel to serve this population, and are intended for use by consultants providing in-service education to teachers and administrators. This module, the fourth in a series of five, addressess such issues as dealing with the importance of parent-school collaboration, understanding the attitudes and beliefs of non-English background parents (NEBP) and students, assessing the needs of NEBP families, establishing effective communication with parents in multicultural settings and developing plans for parent involvement and for strong school-community relationships. Each section contains a series of critical points to be elaborated on by the consultant, suggested activities for participant involvement, and masters for handouts or transparencies. A list of references and resource materials is appended.   [More]  Descriptors: Bilingual Education, Classroom Techniques, Consultants, Disabilities

Roca, Ana (1992). Spanish for U.S. Hispanic Bilinguals in Higher Education. ERIC Digest. This Digest focuses on the teaching of Spanish to U.S. Hispanic bilinguals at the university level. Traditionally, Spanish has been taught as a second or foreign language in the United States, and little attention has been given to developing and coordinating well designed and carefully articulated programs for Hispanic bilingual students of different ethnic backgrounds. The digest looks specifically at student motivation for studying Spanish for native speakers; considerations for implementing instruction in Spanish for native speakers; suggested college-level textbooks; useful ideas for teaching Spanish to native speakers; and existing Spanish for native speakers programs.   [More]  Descriptors: Bilingualism, Classroom Techniques, College Instruction, Higher Education

Hallman, Clemens L.; Fradd, Sandra H. (1983). Implications of Psychological Research for Assessment and Instruction of the Culturally Different. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors. This paper presents an overview of recent psychological research relevant to the assessment and instruction of culturally and linguistically different students. First, general research by cross-cultural psychologists is described, focusing on the observation that types of thinking and learning behavior are influenced by social organization and environment. Analytical thinking and field independent behavior, for example, are said to be associated with industrial societies, while relational thinking and field dependence are associated with rural and minority cultures. Next, the paper surveys different types of assessment instruments. Many of these testing devices have fallen out of favor, and factors to be considered in choosing and administering assessment tests are outlined.  These include: (1) purpose of test; (2) results of test; (3) norming population; (4) language dominance and language proficiency; and (5) previous instruction. Different tests and research related to each of these factors are discussed. The paper describes various teaching techniques that can be adapted for multicultural classrooms. These include: mathemagenics for directing learner attention to broad generalizations or specific culturally relevant details; learning through observation; the use of the kinesthetic modality in combination with visual and auditory modalities; and developing heuristic methods for problem solving.   [More]  Descriptors: Bilingual Education, Cultural Differences, Educational Research, Elementary Secondary Education

Morgan, Brian (2004). Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education, International Journal of Bilingual Education & Bilingualism. This article explores the transformative potential of a teacher's identity in the context of bilingual and second language education (SLE) programmes. The first section examines several theoretical options by which this potential might be conceptualised. Drawing on post-structural notions of discourse, subjectivity and performativity, the author emphasises the contingent and relational processes through which teachers and students come to understand themselves and negotiate their varying roles in language classrooms. Simon's (1995) notion of an "image-text" further develops this dynamic, co-constructed understanding and shifts it more specifically towards pedagogical applications: the strategic performance of a teacher's identity in ways that counteract stereotypes held by a particular group of students. These post-structural ideas on teachers' identities are then evaluated in reference to the knowledge base of bilingual and SLE. The author then proposes a "field-internal" conceptualisation by which such theories might be rooted in the types of practices characteristic of language education programmes. The next section of the article describes the author's personal efforts to realise these concepts in practice. "Gong Li–Brian's Imaginary Lover" is a story of how the author's identity became a classroom resource, a text to be performed in ways that challenged group assumptions around culture, gender, and family roles in a community, adult ESL programme serving mostly Chinese seniors in Toronto.   [More]  Descriptors: English (Second Language), Bilingual Education, Second Language Instruction, Identification (Psychology)

Alaska State Dept. of Education, Juneau. Bilingual/Bicultural Education Programs. (1988). Distant Voices, Shared Dreams. Proceedings of the Annual Alaska Bilingual/Multicultural Education Conference (14th, Anchorage, Alaska, February 3-5, 1988). These conference proceedings include a conference schedule, numerous photographs from the conference and from its events, and these papers: "Role of Literature as a Source of History, Values and Identity" (keynote address, Edna Ahgeak MacLean); "Motivating Young People to Succeed" (Howard Rainer); "Empowering Minority Students through Creative Reading" (Alma Flor Ada); "Multi-Ethnic Literature in Our Lives and Schools" (Nora Dauenhauer, Richard Dauenhauer); and "Distant Voices, Shared Dreams" (William G. Demmert). Winning student poetry content entries are also included.   [More]  Descriptors: Alaska Natives, Bilingual Education, Conferences, Educational Attitudes

Washburn, David E. (1978). Ethnic Studies, Bilingual/Bicultural Education and Multicultural Teacher Education in the United States: A Directory of Higher Education, Programs and Personnel. Volume IV. This directory, the last of four volumes devoted to the description and tabulation of multicultural programs offered within the United States on the postsecondary level, continues the listings begun in the previous three volumes. This volume lists, in alphabetical order the schools from Oklahoma through Virgin Islands and includes Guam. Volume Four concludes the tally of schools that provide: a concentration; an undergraduate major or minor; an associate's, master's, or doctor's degree, and/or a certificate. Page number references for the more detailed information contained at the end of the volume are also provided. Specifics include faculty listings, student participation figures, and curriculum breakdown for each ethnic studies program. Descriptors: Bilingual Education, Cultural Awareness, Ethnic Studies, Faculty

Bermudez, Andrea B. (1990). Second Language Development & Instruction. Module 3. Bilingual/ESOL Special Education Collaboration and Reform Project. This instructional module is part of a project to reform current school curricula, improve instructional services for handicapped and at-risk limited-English-proficient (LEP) and language minority students, and provide innovative leadership in higher education related to programs for LEP persons. The materials contained in the module are designed to help in training personnel to serve this population, and are intended for use by consultants providing in-service education to teachers and administrators. This module, the third in a series of five, provides an overview of the language development of handicapped and at-risk LEP and language minority students and offers field-tested resources and suggestions for developing the English language proficiency of such students. Each section contains a series of critical points to be elaborated on by the consultant, suggested activities for participant involvement, and masters for handouts or transparencies. A list of references and resource materials is appended.   [More]  Descriptors: Bilingual Education, Classroom Techniques, Consultants, Disabilities

Washburn, David E. (1978). Ethnic Studies, Bilingual/Bicultural Education and Multicultural Teacher Education in the United States: A Directory of Higher Education, Programs and Personnel. Volume III. This directory, the third of four volumes devoted to the description and tabulation of multicultural programs offered within the United States on the postsecondary level, continues the listings of ethnic studies programs from Volumes One and Two. The listings are organized according to both ethnic group and state, beginning with Michigan and ending with Ohio. Volume Three continues the tally of schools that offer: a concentration; an undergraduate major or minor; an associate's, master's, or doctor's degree and/or a certificate. Page number references for the more detailed information offered at the end of the volume are also provided. Specifics of that information include faculty listings, student participation figures, and curriculum breakdown of each ethnic studies program.  Descriptors: Bilingual Education, Cultural Awareness, Ethnic Studies, Faculty

Washburn, David E. (1978). Ethnic Studies, Bilingual/Bicultural Education and Multicultural Teacher Education in the United States: A Directory of Higher Education, Programs and Personnel. Vol. I. This directory, the first of four volumes devoted to the tabulation and description of ethnic studies programs offered within the United States, lists the multicultural programs by ethnic group and by state within the ethnic group listing. The information is based on a survey of 3,038 postsecondary institutions in the U.S. and outlying areas. Conducted during the 1977-78 school year, the larger intent of this compilation is to aid in the establishment of a network of educators involved in program design, teaching, and research in the field of ethnic studies. Volume One tallies the schools in Alabama through part of California which provide courses of study leading to: a concentration; an undergraduate major or minor; an associate's, master's, or doctor's degree and/or a certificate. Page number references for more detailed information contained in the final chapter of the volume, such as faculty members and student participation figures, are also provided throughout the directory. Descriptors: Bilingual Education, Cultural Awareness, Ethnic Studies, Institutional Cooperation

Washburn, David E. (1978). Ethnic Studies, Bilingual/Bicultural Education and Multicultural Teacher Education in the United States: A Directory of Higher Education, Programs, and Personnel. Vol. II. This directory, the second of four volumes devoted to the description and tabulation of multicultural programs offered within the U.S. at the postsecondary level, continues the listings of ethnic studies programs begun in Volume I. The listings are organized according to both ethnic group and the state of particular institutions. Volume Two continues the tally of schools (arranged alphabetically beginning with California and ending with Massachusetts) that offer: a concentration; an undergraduate major or minor; an associate's, master's, or doctor's degree and/or a certificate. Page number references for the more detailed information contained at the end of the volume are also provided. Specifics of that information include faculty listings, student participation figures, and curriculum breakdown for each ethnic studies program. Descriptors: Bilingual Education, Cultural Awareness, Ethnic Studies, Faculty

Chacon, Louis, Jr.; And Others (1978). Arizona Bilingual and Office Education. Book III–Bilingual Business Practice. This book is the third in a set of four occupational and business education curriculum guides which were developed for spanish speaking students with limited English speaking backgrounds and also for foreign language students who desire to reinforce their Spanish language skills. The guides are structured so that the teacher can provide service to students of each category within the same classroom environment. Volume 3 covers the specifics of several business practices which were quickly introduced in the second book. The fourteen units included are grouped under the following instructional areas: written communications, retailing, insurance, credit, employment, and miscellaneous (recordkeeping tasks). In all four guides, the vocabulary is listed on a table for easy reference and should be reviewed prior to working through a unit. Tests and answer keys are also included. Descriptors: Bilingual Students, Business Communication, Business Education, Credit (Finance)

Valbuena, Felix Mario; And Others (1978). Guide to the Teaching of English as a Second Language in the Bilingual/Bicultural Education Programs of the Detroit Public Schools. Revised. This is a curriculum guide to the teaching of English as a Second Language (ESL) in the Detroit, Michigan public schools. Contained in the guide are sections on pronunciation, grammar, handwriting, and the special learning problems of specific language groups. Twelve teaching units that stress skill development in listening, speaking, reading, and writing English are provided. In addition, sample lesson plans and some suggestions for teaching reading are included. Descriptors: Bilingual Education, Classroom Techniques, Curriculum Guides, Elementary Secondary Education

Bernal, Ernest M., Jr., Ed. (1969). The San Antonio Conference. Bilingual–Bicultural Education—Where Do We Go From Here? (San Antonio, Texas, March 28-29, 1969). The purpose of the San Antonio Conference was threefold: (1) to provide a planning base for the English as a Second Language Institute to be held at St. Mary's University; (2) to have a short-term impact on some of the educational practices in central and south Texas; and (3) to provide the U. S. Office of Education a compendium of the basic long-range educational needs of the Mexican American community in Texas and a set of recommendations for future program funding to meet these needs. Representatives from the Mexican American community, teacher training institutions, regional service centers, professional teachers, and school board members were invited. Included in the conference proceedings are: (1) the keynote address and the banquet speech; (2) recommendations and final reports made by 6 groups; and (3) position papers written by the various discussion leaders. A related document is ED 027 444.   [More]  Descriptors: Biculturalism, Bilingual Education, Conference Reports, Educational Improvement

Moinolnolki, Neda; Han, Myae (2017). No Child Left Behind: What about Refugees?, Childhood Education. As populations migrate and seek refuge around the world, educators in receiving countries need information about how to provide meaningful education experiences. Refugee children have higher rates of school dropout and are faced with many challenges, such as acculturation stress, poverty, poor housing, dangerous neighborhoods, and psychological disorders. The purpose of this article is to examine the research and current status of U.S. school system supports for the education of refugee children and to provide suggestions based on evidence-based practice for refugee children's success. The authors provide a historical overview of policies and provisions of refugee education, an assessment of multiple factors affecting refugee children's adjustment and success at school, and a review of evidence-based practice for refugee children.   [More]  Descriptors: Refugees, Dropouts, Dropout Rate, Educational Legislation

Benson, Carol (2004). Do We Expect Too Much of Bilingual Teachers? Bilingual Teaching in Developing Countries, International Journal of Bilingual Education & Bilingualism. Given the unique character of bilingual students and the programmes that support them, primary bilingual teaching is a challenging job in any country. However, bilingual teachers in developing contexts are especially challenged; they are often undertrained and underpaid, and must function in under-resourced schools with undernourished students.  Meanwhile, they are expected to teach beginning literacy in the mother tongue, communicative language skills in the exogenous (ex-colonial) language, and curricular content in both, requiring that they be as bilingual and biliterate as possible. In addition, they must bridge the linguistic and cultural gap between home and school, become respected members of the community, and manage any opposition to educational use of the mother tongue. Using examples from Bolivia and Mozambique, developing countries from two different continents both of which are in the process of implementing bilingual programmes, this paper discusses the training needs of bilingual teachers as well as the built-in strengths they possess on which their training should capitalise. The outcomes of this discussion are a set of suggestions for alternative teaching models that could optimise teacher effectiveness in such contexts, as well as a template for a training curriculum that builds on teachers' strengths while addressing their weaknesses.   [More]  Descriptors: Training Needs, Foreign Countries, Teaching Models, Teacher Effectiveness