The mother sent him to school, sure that he was well behaved, bright, articulate, and well dressed. Nonetheless, he walked into the classroom with some measure of uncertainty.

"Take off that hat", screams a woman with a short skirt. Embarrased at seeing so much leg, and not certain why she wants his hat off, he takes off the hat. He never saw a man or boy without a hat back home.

He begins the assignment, watching his friends all the while to be sure that he is not any different from them. One of his friends doesn't get it quite right, so he starts to help him so that he will not look odd to the others.

"Is that paper yours? I think it is his! Shouts the teacher.

"It's mines", replies the boy, looking down out of deep respect. 

"It's mine, its mine, not mines", replies the teacher, dripping with sarcasm and disgust. How could he lie with such poor grammar? They are all that way. "And look at me when I am talking to you!" How could she be certain he is paying attention when he is staring at the floor?

This example illustrates types of behavior that we are all familiar with. Who do you relate mostly to, the teacher or the student? In this class we will learn to become more sensitive to the differences in acculturation between ourselves and our students, so that we may become more effective teachers.

One step is to become aware that this is normal for every cross cultural encounter. Do you know why Americans feel rejected in Paris? One researcher went to a kiosk and asked for a copy of The New Yorker. In spite (or because) of a big, friendly smile, the response was cool. At the next kiosk, she asked with a straight mouth and smiling eyes, beginning with a greeting in French: I have a problem. Excited to help, the operator went out of her way to find a source for that magazine.

 Please do the incoming assignment on page ix and the test on xvii when you arrive the first day of class. Click here and read this before class.

This course is recommended for all teachers. Participants will weave multicultural concepts into all areas of the curriculum, consider the learning styles of all students (including factors of socioeconomics, language, and culture), and consider principles of cross cultural communication. This foundations course is required for the Bilingual Education and TESOL endorsements.

This is a required reading for research purposes and applied methods course in English as a Second Language. The students must demonstrate knowledge of other language speakers and other cultures and understand the effort and language learning of sociocultural variables in instructional situations. 

Recommended for all teacher education students. Required for the Bilingual Education endorsement. This class meets for 45 hours of lecture, four hours and 5 minutes per week for 12 weeks.

Please study this syllabus.

The schedule and procedure in this course are subject to change in the event of extenuating circumstances.

WNMU is committed to making every reasonable accomodation to assist any student with a documented disability to meet the requirements expected of all students enrolled in this course. If accomodations need to be modified, please inform the instructor of this course by the second class session. For documentation, contact the WNMU Special Needs Coordinator, Orpah Gonzales, Juan Chacón Building.

WNMU School of Education Conceptual Framework

The purpose of the School of Education at Western New Mexico University is to "ignite and nurture a spirit of learning for both educator and student".

The conceptual framework that organizes the professional education curriculum to fulfill our purpose is founded on four guiding principles: diversity, application, quality and proactive leadership.

Based upon these four philosophical assumptions, the prospective teacher, counselor and administrator at Western New Mexico University is provided an opportunity to experience a specific knowledge base. The knowledge base for all professional education programs at Western New Mexico University is organized around two categories: All School of Education programs 1) maximize opportunities for student thinking and achievement, and 2) facilitate active, participatory decision making. The relationship between these two categories and national restructuring efforts redefine learning and the way schools are governed.

A. Course Activities and Design:

Students will participate in lectures, library searches, group discussions, and individual and group projects which take them into the community and schools for in depth studies of the local or regional cultural varieties. Projects include short essays, a book report, a teaching unit and lesson plan, and interviews or experiences with community members. Content and activities are designed to improve the knowledge and skills of teachers. Projects are directed to solving problems in teaching situations. 

The class schedule is changed. We will combine the Silver City and Gallup sections into one class taught in the Interactive Televideo Conference Room. We will start on Tuesday June 4 at 8 am and decide between the following 2 options:

Class	Date	Time	7	6/19	8 am -noon
1	6/5	8 am -noon	8	6/20	8 am -noon
2	6/6	8 am -noon	9	6/20	1 - 4 pm
3	6/6	1 - 4 pm	10	6/26	8 am -noon
4	6/12	8 am -noon	11	6/27	8 am -noon
5	6/13	8 am -noon	12	6/27	1 - 4 pm
6	6/13	1 - 4 pm

Office Hours: Dr. Howard, , office hours: Monday, Tuesday 9 am -12; 505 778 5448

B. Prerequisites and Entry Level Skills

• 1. Students should have taken English Composition and be prepared to use the library.
• 2. Students are required to interact cross culturally in the community and report their experiences to the group.
• 3. This course is designed for advanced students learning to teach language minority children, youth or adults.
• 4. TEXTS: 
• a. Tiedt, Pamela; and Iris Tiedt. Multicultural Teaching: a Handbook of Activities.
• b. Packet with readings (bookstore). 

C. Evaluation Methods

• 1. Essays & Book Report 40
• 2. Group Project 20
• 3. Experience 10
• 4. Attendance and Participation (including on-line participation) 20
• 5. Quizzes 5
• 6. Final Exam 5
•  
• Grades Points
• A - 91 to 100
• B - 81 to 90
• C - 71 to 80
• D - 61 to 70
• F - 60

 Expected Outcomes:

Assessment of Concepts and Skills :

Developing advanced knowledge in content and pedagogy in order to enhance an educator's ability to 1) maximize opportunities for student thinking and achievement, and 2) facilitate active, participatory decision making is only one function of the Western New Mexico University graduate education programs. The advanced program places a higher emphasis on action or applied research and expects graduates to take a leadership role in efforts to bridge differences through collaboration among communities, universities, and local schools. Western New Mexico University graduate education programs are committed to making this world a better place for children and join with Alma Flor Ada as she proclaims that, "by sharing the joy of learning and discovery with our students we affirm the human capacity, inherent in all of us, to generate knowledge and to transform the world". 

1. Adapt the environment to actively pursue solutions to real problems - The group project will include a description of an actual curriculum (EPSS), the special language and culture factors of a group of students, and an explanation (using second language acquisition theory) of how to deliver that curriculum to those students. time.

2. Construct knowledge by building upon prior understandings - 

Essays and Book Report, 40 points: Each student will compose 3 reaction papers of two to five pages to share with the class on assigned topics: 

a. "A Description of the Students and Their Community"- due Class 3; 

b. "Factors that impact the learning of my Students"- due Class 6;  see article below

c. "My Plans for Implementing Multicultural Education"- due Class 11. Define and defend the implementation of Multicultural Education.

The purpose of the papers is to apply multicultural concepts and values to actual classroom situations, formalize the format of the learning, and share with the class. Each student will compose a book report on a reading from the bibliography and give an oral report to the class on Class 9.

3. Work in harmony with differing cultures - Each group project will describe how cultural factors influence the learning of the students, and include ideas for lessons to teach aspects of the home cultures and aspects of the target culture. Personal Experience assignment 10 points: Each participant will have a cross cultural experience in the community this semester and report the results to the class (oral). 

Graduate students will analyze the results in writing from a point of view presented in the lectures or the textbook. Due: Class 7.

4. Demonstrate best practices for instructional design - The group projects will include suggestions for adapting each component of the curriculum for ESL students based on principles of language acquisition. Group Project 20 points: Group Curriculum Project with assessment of student needs, description and justification of curriclum and teaching methods, development of a mini lesson and demonstration of multicultural teaching techniques. The group will explain the curriculum to the class and in writing, and each individual will teach their lesson. Graduate students will exercise leadership in the development of the project. Due: Class 12.

5. Demonstrate a command of the subject matter - Examinations 10 points: Quizzes and a final exam will be administered. Final Exam: Class 12 during class 

6. Use multiple assessments to monitor student progress - Each student will describe in the group project and individual lesson plans a variety of objectives with appropriate assessments for second language learners. Demonstrate at least one objective from each of the following categories: affective, cognitive, and psychomotor domains. English language lessons will include objectives from each of the following categories: listening, speaking, reading, writing, thinking. Participation 20 points: All students will attend and participate in all classes. 

Assigned readings, projects, and lectures will be discussed. Share teaching ideas every week (weaving content and multicultural objectives). Five points will be deducted for each absence.

7. Utilize current technology - Group projects will mention and individual lessons will demonstrate a variety of materials from the environment and the current technology available.

8. Effectively manage student behavior - Each group project will describe actual student behaviors and ways to organize classrooms and teaching to promote on task behavior for ESL students.

 D. Course Outline: 

Note due dates and assignments. Also come prepared to discuss holidays and celebrations. (Those listed may be dates of previous years).

PBS Teacher Resources | Holidays: http://www.nebo.edu/nebo/holidays/holiday.htm

Jan. 1. New Years Day.

Jan 4. Utah Centennial.

Jan. 6. Epiphany, Día de los Tres Reyes Magos.

Jan. 13. Stephen Foster Memorial Day.

Jan. 14. Julian Calendar New Year.

Jan 14. Dr. Albert Sweitzer's birthday. Winner of the 1952 Nobel Peace prize, Scheitzer is remembered for his medical missionary work in Africa.

Jan 16. Martin Luther King Jr.'s Observance. No class today. Please be prepared to report to class next week about how this is observed.

Jan 17. Benjamin Franklin's Birthday

Jan 19. Robert E. Lee's Birthday

Jan 19. National Hat Day, observed on the third Friday in January, gives people an excuse to wear their favorite hat regardless of what others might think.

Jan 27-30 NABE Conference, Denver.

August 1-7. International Clown Week calls attention to the charitable activities of clowns.

August 4. Coast Guard Day.

August 13. Family Day is sponsored by Kiwanis International on the second Sunday in August to focus attention on family values.

August 14. V-J Day. The anniversary of President Truman's announcement in 1945 that Japan had surrendered to the Allies, ending World War II and setting off a spontaneous nationwide celebration. Official signing of the surrender documents came on Sept. 2, 1945, aboard the USS Missouri in Tokyo Bay.

August 19. National Aviation Day, proclaimed by the President, is observed on the birthday of Orville Wright, pilot of the first successful airplane flight.

Jan 22. Ramadan Begins. Ramadan, the ninth month of the Islamic year, is a season of fast. Moslems abstain from food, drink and other indulgence during daylight hours.

August 21. Dr. and Mrs. Howard celebrate 31 years of matrimonial bliss in 2001.

August 26. Women's Equality Day observes the anniversary of the 19th Amendment, which gave women the right to vote.

1. __June 5___ Introduction to Multicultural Education. History. Quiz 1 (pretest)

The Digital Divide Research

Feb 1 National Freedom Day was proclaimed by the President in 1949 to commemorate the signing of the 13th Amendment, abolishing slavery, on Feb 1, 1865. (Explain Junteenth).

Feb 2. Groundhog day. If the groundhog sees his shadow, he is supposed to return to his burrow and winter will last six weeks longer.

Feb 3. Four Chaplains Memorial Day honors the heroism of four U.S. Army chaplains who gave their life jackets to soldiers who had none when the USS Dorchester was torpedoed off Greenland during World War II. Last seen praying together, the four first lieutenants went down with the ship - two Protestants, a Jew and a Roman Catholic. They were the Rev. George L. Fox, the Rev. Clark V. Poling, Rabbi Alexander D. Goode and the Rev. John P. Washington.

September 1. Labor Day.

September 8. International Literacy Day is sponsored by the United Nations.

September 10. National Grandparents Day.

2.__June 6__ Description of students; Geography; Book Chapter 1, Living in a Multiculture.

Feb 12. Lincoln's Birthday.

Feb 14. St. Valentine's Day. 

Feb. 17. National PTA Founder's Day. Honors Phoebe Apperson Hearst and Alice McLellan Birney, who founded the association for parents and teachers in 1897.

Feb 18-24. Broherhood/Sisterhood Week.

Feb. 15. President's Day

September 16. Independence Day celebrating the successful revolution against Spain launched by Padre Miguel Hidalgo y Costilla with El Grito de Dolores. New Mexico, Arizona, and many other states begin their Freedom Trail.

September 17. U.S. Citizenship Day.

September 17-23. U.S. Constitution Week. On Sept 17, 1787, the Constitutional Convention presided over by George Washington in Philadelphia concluded its work on the document that is now the oldest federal constitution in existence. It took effect on the first Wednesday in March, 1789, after New Hamphsire became the ninth state to ratify it.

3. __June 6___ Language; Demography. Book Chapter 2, Teaching for Diviersity. Paper 1- "A Description of the Students and Their Community"

Feb 19. Chinese New Year - The new year begins for the people of many countries of the Far East at sunset on the day of the second new moon after the winter solstice. The date always falls between Jan 21 and Feb 19. Because the Far East is west of the International Date Line, the observance of Chinese New Year sometimes is a day later than the new moon in North America.

Feb 20. Washington's Birthday Observance.

September 24. Gold Star Mother's Day, observed on the last Sunday of September since 1936 by Presidential proclamation, honors mothers who lost their sons in the Armed Forces.

4. __June 12____ Book Chapter 3, Building on Student Strengths. Discrimination. Socioeconomics; take notes on how people observe the special days.

Feb 29. Bachelors' Day, observed only in Leap Years, is supposed to be a day when unmarried men are safe from the rest of the Leap Year tradition. During Leap Year bachelors are considered targets for women suggesting dates or proposing marriage.

March 1. Ash Wednesday.

March 1. The Peace Corps was established by President John F. Kennedy in 1961.

March 1. World Day of Prayer, always on the first Friday of March, is sponsored in 170 countries by Church Women United.

September 25. Rosh Hashanah.

5. __June 13___ Book Chapter 4, Making all students feel included; Politics.

March 8. International Women's Day, observed by the United Nations, dates from a demonstration by female textile and garment workers in New York City in 1857.

October 2. Child Health Day, proclaimed by the President for the first Monday in October, grew out of Herbert Hoover's relief work after World War I. He also raised a fund to save starving children in Russia in the 1920s. In 1929 he called a White House Conference on Child Health and Protection.

October 3. Last Day to Withdraw with W.

October 4. Yom Kippur.

October 8-14. Fire Prevention Week, proclaimed by the President, includes the anniversary of the Chicago Fire, Oct. 8-9, 1871.

6. _June 13___ Paper 2: Factors that Impact the learning of my students. Structural Factors; Sociolinguistics. Book Chapter 7, Multiculture in Language Arts.

October 9. Columbus Day, celebrated on Mondays to provide a three-day weekend, recalls Oct. 12, 1492, when Christopher Columbus landed in the West Indies after a 33 day voyage from the Canary Islands.

October 9. Leif Ericson Day commemorates the landing in North America by the Norsemen on this date in the year 1000.

October 11. General Pulaski Memorial Day honors Count Casimir Pulaski, a Polish aristocrat who came to America to fight on the American side in the Revolutinoary War.

October 15. White Cane Safety Day.

March 17. St. Patrick's Day.

March 20. Spring begins 3:03 a.m., EST.

March 23. World Meteorological Day. Observe by weather services around the world, and United Nations departments.

October 20. Children's Sabbaths. The fourth annual national observanceof Children's Sabbaths, sponsored by the Children's Defense Fund, will take place October 20-22, 1995. U.S. Secretary of Education Richard W. Riley will speak at an ecumenical servicein the Washington, D.C. area to mark the event. the service will be sponsored by Washington Hebrew Congregations and Shiloh Baptist Church. The Children's Defense Fund has prepared organizing kits on this year's theme of child poverty, which are appropriate to the needs of different denominations and faith communities. Call (202) 662 3589 for more information.

October 21. Sweetest Day is an excuse to give each other candy.

October 22. Mother-in-law Day is sponsored by the flower interests on the fourth Sunday of October to help make up to the nations's mothers-in-law for all those bad jokes.

7. __June 19___ Experience Report. Cultural Issues; Culture. Book Chapter 8, Multicultural Curriculum. Midterm. Experience Reports; Religion. Book Chapter 9, Around the Year.

March 30. Doctors' Day. Honors American physicians on the date of the first use of ether for anesthesia in surgery by Dr. Crawford W. Long on March 30, 1842.

March 31. Palm Sunday.

April 1. April Fools Day.

June 18, 1868. Treaty with the Navajo that began the Long Walk home to Dinétah.

October 24. United Nations Day marks the founding of the U.N. in 1945.

October 27. Navy Day.

October 29. Daylight saving ends. Set clock back one hour.

8. ___June 20__ Book Chapter 6 - Language and linguistic diversity. Bilingualism; Bilingual Education; Psycholinguistics. Culture Confrontation; School Achievement; Deculturation. Book Chapter 5, Enlarging Student Perspectives.

April 10. Good Friday. University closed.

April 7. Move clocks forward one hour.

April 7. World Health Day commemorates the establishment in 1948 of the World Health Organization.

April 7. Easter Sunday.

June 19, 1866. The Slaves in Texas and New Mexico learn of Emancipation.

June 19, 1867. The end of the 5 year French Intervention in Mexico.

October 31. U.N.I.C.E.F. Day is used to raise funds to help children in developing countries through the United Nations International Children's Emergency Fund.

October 31. Halloween. A special Harvest Celebration day for community identification and support as children receive treats from their neighbors.

November 1. All Saints Day, National Authors' Day.

November 1,2,3. Día de los Muertos, a special Harvest Celebration day to honor relatives who have passed on.

November 3. Sandwich Day.

November 5. Guy Fawkes Day recalls the discovery of a plot to blow up the House of Parliament in 1605. It is traditional for Guy Fawkes to be burned in effigy on this day in the United Kingdom. 

9. __June 20___ Book Report Paper; Marginality; Multicultural Education; Assimilation 2. 

April 14-21. National Library Week.

April 13. Thomas' Jefferson's Birthday.

April 14. Pan American Day, proclaimed by the President, observes the anniversary of the Pan American Union. 

April 15. First day of Passover.

April 15. U. S. Income Tax due.

November 6. Saxophone Day is the birthday of Adolphe Sax (1814-1894) Belgian musician who invented the saxophone.

November 7. Election Day.

November 10. Marine Corps Birthday.

November 11. Veterans Day.

10. __June 26___ School Environment; Rejection; Paternal Integration; Book Chapter 10, Reflecting on Multicultural Education. Paper: My plans for Implementing Multicultural Education. Assimilation 1; Student Success; Exclusive Segregation

April 24. Professional Secretaries' Day.

November 18. Mickey Mouse's birthday, celebrating the first showing of a talking animated cartoon featuring Mickey in "Steamboat Willie" in 1928 at the Colony theater, New York.

November 19. National Family Week. The week of Thanksgiving has been recognized by national organiztions and by a U.S. Senate resolution as National Family Week. An numbner of organizations in the national Family Involvement Partnership for Learning are actively promoting this event through special resource materials and mailings. For more information, contact the following groups: family Service America, Inc. (404) 359 1040; Girl Scouts of the USA, Martha Jo Dennison at (212) 852 8614; The Church of Jesus Christ of Latter Day Saints, T. Lamar Sleight at (202) 662 7550.

11. __June 27___ Group and Individual Lesson Presentation. Affirming Diversity; Integration; Multicultural Curriculum.

November 22. St. Cecilia's Day is an occasion for special concerts and activities by musical organizations. St. Cecilia, a Christian martyr in third century Rome, is the traditional patron of music and musicians.

November 27. Thanksgiving Day. Colonial America

May 1. Law Day fosters respect for law and law enforcement.

May 1. May Day, a holiday observed since ancient times, is still the occasion for maypoles and assorted spring festivals in many places. Many nations also abserve it as the equivalent of our Labor Day with parades, speeches and the closing of banks and stores.

May 1-PTA Teacher Appreciation Week.

May 5. Battle of Puebla, beginning of the 5 years of French Intervention in Mexico.

May 5. Children's Day (Boys) in Japan.

May 5-11. Be Kind to Animals Week.

May 5-11. National Family Week. Traditionally observed in many Christian churches during the first week of May. November 30. St. Andrew's Day, celebrated by many Scots, is the feast day of the patron saint of Scotland.

May 6. National Nurses Day opens Nurse's Week which ends on Florence Nightingale's birthday, May 12th. She was famous for her work during the Crimean War. She enforced high professional standards in nursing, and made it an acceptable career for women.

May 6-12. PTA Teacher Appreciation Week.

May 8. V-E Day recalls the end of World War II in Europe in 1945. 

12. __June 27 ____ Group and Individual Lesson Presentation. Affirming Diversity; Integration; Multicultural Curriculum; Final Exam.

May 12. Mother's Day.

May 15. Peace Officers Memorial Day.

May 17. World Telecommunication Day.

May 18. Armed Forces Day.

May 19. Islamic New Year.

May 26. Whit Sunday/Pentecost.

May 27. Memorial Day. December 2. Pan American Health Day.

December 3. Advent begins.

December 6. St.Nicholas' Day is the traditional gift-giving day in some countries, recalling the reputation of a fourth century Christian bishop for acts of charity. Santa Claus and the American custom of Christmas giving derive from this.

December 10. Human Rights Day is the anniversary of the adoption of the Universal Declaration of Human Rights in 1948 at the U.N.

December 13. St.Lucia's Day is celebrated in Sweden with candlelight parades. In Swedish communities, young girls wearing a crown of candles wake up friends with hot coffee and rolls.

December 15. Bill of Rights Day recalls the day in 1791 when the Bill of Rights became part of the U.S. Constitution.

December 15. Underdog Day celebrated on the third Friday of December, honoring underdogs like Sherlock Holmes' Dr. Watson and Robinson Crusoe's Man Friday by saluting all unsung heroes.

December 17. Wright Brothers Day honors Orville and Wilbur,the bicycle mechanics who built and flew the first airplane in 1903 at Ktty Hawk, NC.

December 18. Hanukkah begins.

December 22. Winter begins, 3:17 am, EST.

December 25. Christmas Day.

December 29. Texas Sesquicentennial.

December 31. New Year's Eve.

 E. Knowledge Base

Do your book report from this type of book.

Understanding and meeting the challenge of Student Cultural Diversity. García, E. LC 1099.3.G36 1994.

A History of Multicultural America 8 Book Series. Katz, W.L.

Affirming Diversity. Nieto. 1992.

Challenges to American Values: Society, Business, and Religion. Thomas C. Cochran. HC103 C623 1985.

Chicana and the Intersection of Race, Class, and Gender. Irene I. Blea. E184 M5 B56 1992.

Chicano Workers and the Politics of Fairness: The F.E.P.C. in the Southwest. Clete Daniel HD8081 M6 D36 1991.

Chicanos and Film: Essays on Chicano Respresentation and Resistance. Chon A. Noriega, editor. PN1995.9 M49 N67 1991.

Choosing the Right Pond: Human Behavior and the Quest for Status. Robert H. Frank. HB71 F6955 1986.

Civil Rights and the Idea of Freedom. Richard H. King. E185.61K55 1992.

Communication and Cross Cultural Adaptation. Kim. Y.Y.

Divided We Fall: A History of Ethnic, Religious, and Racial Prejudice in America. Philip Perlmutter. E184 A1 P39 1992.

Education and Gender Equality. Julia Wigley, editor. LC212.8 E38 1992.

Education, Racism, and Reform. Barry Troyna and Bruce Carrington. LC 1099.5 G7 T76 1990.

Empowering Hispanic Families: A Critical Issue for the '90s. Marta Sotomayor, editor. E184 S75 E47 1991.

Empowering Minority Students, California: California Association for Bilingual Education. Jim Cummins. 1989.

Ethnic Identity: The Transformation of White America. Richard D. Alba. E184 A1 A45 1990.

Ethnicity in American Life. Franklin, Pettigrew, Mack. 1975.

Experiencing Race, Class and Gender in the United States. Mayfield. 1993.

Free at Last?: The Civil Rights Movement and the Poeple Who Made it. Fred Powledge. E185.61 P75 1001.

Gender/Ethnic Expectations and Student Achievement. Grayson, Martin. 1990.

Increasing Multicultural Understanding: A Comprehensive Model. Don C. Locke. E181 A1 L63 1992.

Inequality at Work: Hispanics in the U.S. Labor Force. Gregory DeFreitas. HD8081 H7 D44 1991.

Latinos: A Biography of the People. Earl Shorris. E84 S75 1992.

Life in Schools. McLaren. 1989.

marcopolo internet content for the classroom

Mediating Languages and Cultures. Buttjes, Byram.

Minority Education from Shame to Struggle. Skutnabb-Kangas, Cummins. 1988.

Moving the Mountain: The Women's Movement in America Since 1960. Flora Davis. HQ1426 D365 1991.

Multicultural Folktales: Stories to Tell Young Children. Judy Sierra. GR69 S54 1991.

Multiculturalism in the United States: A comparative Guide to Acculturation and Ethnicity. John D. Buenker. E184 A1 M85 1992.

Multiethnic Education: Theory and Practice. James A. Banks. LC3731 B365 1988.

New Mexico's Buffalo Soldiers, 1866-1900. Monroe L. Billington. E185.93 N55 B55 1991.

Nieto, Sonia. Affirming Diversity. Longman. 1992. 

Now is Your Time: The African American Struggle for Freedom. Myers. 1991.

Race and Class in the Southwest: A Theory of Racial Inequality. Mario Berrera. F790 M5 B37.

Race: How Blacks and Whites Think and Feel About the American Obsession. Studs Terkel. E184 A1 T46 1992.

Research and Multicultural Education: From the Margins to the Mainstream. Carl A. Grant, editor. LC1099.3 R47 1992.

Understanding Cultural Differences. Edward T. Hall. HD31 H229 1990.

Women's Work and Chicano Families: Cannery Workers of the Santa Clara Valley. Patricia Zavella. HD6073 C272 U596, 1987.

VIDEOS (for information only)

Bilingual Education

Martin Luther King Jr. Day: The Making of a Holiday.

Martin Luther King Jr.: His Message Today

The Battle of Glorieta Pass: Gettysburg of the West

The Culture of Poverty.

The Latino Family

The Status of Latina Women

 F. Instructional Goals

(New Mexico State Department of Education Competencies for TESOL):

B. Culture: Bilingual teachers shall increase and diffuse their knowledge of the internal and external forces of change and how they relate to culture.

(2) The teacher develops an ability to demonstrate to the learner the value of cultural diversity.

(3) The teacher prepares and assists students to interact successfully in pluralistic cultural settings.

(5) The teacher assists students to maintain and extend identification with and pride in one's cultural heritage and awareness of being part of a larger global coalescence.

(7) The teacher recognizes and respects the similarities and differences among many cultures within a pluralistic society.

(11) The teacher Recognizes the contributions of the diverse cultural groups to New Mexico and to the United States.

D. Instructional Methodology

(8) The teacher demonstrates the ability to collaborate with other education professionals in promoting the participation of second language learners in all aspects of schooling.

E. Community/Family Involvement

(1) The teacher values family and community involvement for the success of learners and bilingual programs.

(2) The teacher demonstrates a concerned and caring attitude by establishing a trusting, mutual sharing relationships with families.

(3) The teacher demonstrates knowledge of the teaching and learning patterns of the student's home environment and incorporates these into the instructional areas of the program.

(4) The teacher demonstrates ability to involve families in teaching, curriculum development, classroom management and materials development.

(5) The teacher knows how to act as a catalyst in enhancing the educational skills of second language speaking family members to better assist their children.

(6) The teacher demonstrates ability to move family members from passive observers to active change agents on behalf of their children's education.

(7) The teacher acquires and uses culturally relevant information and materials from the community for curriculum content and instructional materials.

(8) The teacher understands the importance of encouraging bilingual students as they grow and develop to become proponents and models of bilingualism in the community.

(New Mexico Essential Teaching Competencies)

Lesson plans will cover the following areas

a. Complete description of the subject matter

b. Compete description of the teaching method and why it is considered appropriate

c. Description of how the teacher will provide feedback in a manner that enhances student learning and understanding.

d. Recognizes and applies principles of student growth, development and learing.

e. Effectively utilizes student assessment techniques and procedures.

f. Manages the educational setting in a manner which promotes positive student involvement and self concept

g. Creates an atmosphere conducive to the promotion of positive student involvement and self-concept.

h. Demonstrates a willingness to examine and, where appropriate, implement change.

i. Works productively with colleagues, parents and community members.

 1 

Discuss with two people the following questions:

Respond to the following statements by senior citizens of Silver City, 5 July 1992. They volunteered this perspective when I was newly arrived. Updates are quotes from "El Reportero":

Not all students are academic quality. They cannot all be accountants and teachers. Nursing does require some academics as well as vocational training.

It is most important that the university meet the educational needs of the local people. Preparing them for employment is secondary. Everybody needs to learn the new technology like computers. Local employers need to give input as to their needs.

Schools here prepare kids for college, but they do not go on to college; they work in the mine for high wages and fabulous benefits.

In the past the mines did not value high school education. They would hire the graduates, but retrain them for the routine jobs they needed done. Then there was a big shut down and a resulting 40% unemployment in the area. Now 2 mines are open, but there was another recent layoff. 

They have boring, routine jobs and do as little as possible to get by. The union protects the workers from having to do hardly anything. In recent years, however, the management has cooperated enough to weaken the power of the unions. Some mines even have voted to eliminate the unions.

Ranching is the only other industry. With no railroad to get products to markets, no other industry is possible except tourism and retirement and services. There is an industrial park, but little interest due to the transportation problem.

What should be taught? It is the job of the teachers to change the attitudes of the kids and their parents towards swearing, work ethic, diet, etc. Many parents will change as they learn through the child what the school has to offer, if it is relevant to their own needs.

What is the value of knowing 2 languages? If you know Spanish you can go across the border to Palomas or Juarez and buy for less expense items such as prescriptions, cement blocks, anything; but you have to be careful with your car. They will steal it and the Mexican authorities close their eyes. You can never get it back.

Mexican Americans are in power here and manipulate everything to their own advantage with no consideration for others. They are the majority in the city council, city hall, city management, finance, parks... The county employees are 70-80% Mexican American, all the county officials are Mexican American, and a lot of the university officials. The reason is that the Mexican American voters do vote, but they vote for the Mexican American without regard to qualifications. Update - May 26, 1993, El Reportero. "WNMU President J.G. brought with him from Nebraska a whole slate of mostly white males to fill top positions at the university. No references, apparently, were needed. Yet when a Chicana or Chicano applies for a position there is an uproar about whether the applicant is truly qualified, not just another affirmative aciton case. Anglo males have been applying affirmative action on behalf of their good ol'boy buddies for years. The only qualified candidate found to assist the PR director was, you guessed it, another white male. It's difficult to believe there are no qualified Chicanos available to fill this important post which involves representing the university. At least, maybe, it's honest. Who represents our "multicultural" university...which is mostly women and minorities?...Two white males.

There is a constant struggle between the two races here. There has been a city councilman who fights everything. He is a rebel who takes an opposite stand just to be contrary. He has a powerful following among the Spanish people because he tries to get benefits for them. At least that is what they believe, though his true motives may be self seeking. For example the golf course issue. Since it is not entirely self supporting, it exists mainly to attract the retirees, a vital element of the economy. He wants to shut it down and give the money saved to the poor. Update - June 2, 1993: District 3 was redistricted , changing the population from predominately Chicano to a heavily Anglo representation. The end result was tje defeat of a Chicano, Mr. Gregorio Mesa and the election of an Anglo, Mr. Ed Hinerman during the city council election held on April 6, 1993. Mr. Mesa has filed a lawsuit, claiming that his civil rights were violated by the redistricting. Several requests were made to the city to obtain information regarding specific numbers used for the redistricting process. All were ignored... Greg Mesa says: I hate to tell you so. Just about everything that I exposed as problems are now being verified and confronted by our new city council. The Golf Course deficit? I told you so. The overtime problem? I told you so. The budget over expenditures? I told you so, except they were coverd up by budget transfers. What good is a budget if funds are allowed to be transferred for every over expenditure that comes up?... ... que desorden.

 Day 1

Before each day of class, do the readings in the text book and this packet. Be prepared to apply the readings to actual teaching situations. If you are not teaching, start thinking about who your students will be. The dates given represent cultural events of importance in our country. Report how they are celebrated or recognized by people you know. Report on additional dates of importance. Dates are given appropriate to the week for Spring and Fall semesters. Some dates may have been for previous years. Check the current year calendar to be certain of the date.

Jan. 1. New Years Day.

Jan 4. Utah Centennial.

Jan. 6. Epiphany, Día de los Tres Reyes Magos.

Jan. 13. Stephen Foster Memorial Day.

Jan. 14. Julian Calendar New Year.

Jan 14. Dr. Albert Sweitzer's birthday. Winner of the 1952 Nobel Peace prize, Scheitzer is remembered for his medical missionary work in Africa.

Jan 16. Martin Luther King Jr.'s Observance. No class today. Please be prepared to report to class next week about how this is observed.

Jan 17. Benjamin Franklin's Birthday

Jan 19. Robert E. Lee's Birthday

Jan 19. National Hat Day, observed on the third Friday in January, gives people an excuse to wear their favorite hat regardless of what others might think.

August 1-7. International Clown Week calls attention to the charitable activities of clowns.

August 4. Coast Guard Day.

August 13. Family Day is sponsored by Kiwanis International on the second Sunday in August to focus attention on family values.

August 14. V-J Day. The anniversary of President Truman's announcemtn in 1945 that Japan had surrendered to the Allies, ending World War II and setting off a spontaneous nationwide celebration. Official signing of the surrender documents came on Spet. 2, 1945, aboard the USS Missouri in Tokyo Bay.

August 19. National Aviation Day, proclaimed by the President, is observed on the birthday of Orville Wright, pilot of the first successful airplane flight.

1. date: June 5

Lecture topics: 

Introduction to Multicultural Education. 

History. 

Quiz 1 (pretest)

Jan 22. Ramadan Begins. Ramadan, the ninth month of the Islamic year, is a season of fast. Moslems abstain from food, drink and other indulgence during daylight hours.

August 21. Dr. and Mrs. Howard married happily ever after, in 1970.

August 26. Women's Equality Day observes the anniversary of the 19th Amendment, which gave women the right to vote.

Hardship Among Children of Immigrants Exceeds that of Non-Immigrants

Children with one or more foreign-born parents are less likely to have adequate food, housing or health care than other children in the United States. Moreover, changes in federal welfare reform laws have reduced the participation of foreign-born children and their families in public assistance programs designed to address these needs.

The above findings come from the 1999 National Survey of America's Families (NSAF), a survey of more than 100,000 people representative of the United States as a whole and of 13 selected states (Alabama, California, Colorado, Florida, Massachusetts, Michigan, Minnesota, Mississippi, New Jersey, New York, Texas, Washington, and Wisconsin). Information from the NSAF survey is summarized in a new policy brief, "Hardship among children of immigrants: Findings from the 1999 National Survey of America's Families." The brief includes information on:

* Family income and poverty
* Food concerns and affordability
* Housing affordability and crowding
* Health insurance, access, and health status of children

Find Out More

"Hardship among Children of Immigrants: Findings from the 1999 National Survey of America's Families" (2001 February), by Randy Capps, is available through The Urban Institute:

2100 M Street, NW
Washington, DC 20037
Website: http://www.uipress.org

The NSAF is one component of the "Assessing the New Federalism" project to monitor and assess local, state and federal social programs. Information about the project is online at:
http://newfederalism.urban.org

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality...

Go back to Mississippi; go back to Alabama; go back to South Carolina; go back to Georgia; go back to Louisiana; go back to the slums and ghettoes of our Northern cities, knowing that somehow this situtation can, and will be changed. Let us not wallow in the valley of despair.

I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. 

It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up...live out the true meaning of its creed - we hold these truths to be self evident, that all men are created equal...

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!...

I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places shall be made plain, and the crooked places shall be made straight and the glory of the Lord will be revealed and all flesh shall see it together.

This is our hope. This is the faith that I go back to the South with.

With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangle and discords of our nation into a beautiful symphony of brotherhood.

With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God's children will be able to sing with new meaning, "my country, 'tis of thee, sweet land of liberty; of thee I sing; land where my fathers died, land of the pilgrim's pride; from every mountain side, let freedom ring', and if America is to be a great nation, this must come true.

So, let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvacious slopes of California.

But not only there.

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi, from every mountainside, let freedom ring.

And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children - black men and white men, Jews and Gentiles, Protestants and Catholics - will be able to join hands and sing in the words of the old Negro spiritual, "Free at last, free at last, thank God Almighty, we are free at last".

Assignment: discuss the status of our nation compared to the day this speech was given by Dr. Martin Luther King Jr.

 Condition of Education 2001 Fri, 1 Jun 2001 15:49:47 -0400
THE CONDITION OF EDUCATION 2001, released yesterday, presents a compilation of statistical information around 59 "indicators" that together provide a snapshot of the health of American education. Information is organized in 6 areas:

* enrollment trends & student characteristics at all levels of education

* student achievement & the enduring effects of education

* student effort & rates of progress through the education system among different population groups

* the quality of elementary & secondary education in terms of courses taken, teacher characteristics, & other factors

* the context of postsecondary education

* societal support for learning, including parent & community support for learning, & public & private financial support of education at all levels.

The report is produced annually by the Department's National Center for Education Statistics (NCES). A special feature in this year's report is an essay on the access, persistence, & success of first-generation students in postsecondary education.

The Department's press release is below. The full report & the Secretary's statement are at

http://www.ed.gov/Speeches/05-2001/010531.html
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001072

=====================================
Factors of that influence the learning of my students. (May 30, 2001)
=====================================

Enrollments are continuing to grow at all levels of education, & coursetaking in advanced science & mathematics is increasing, yet gaps persist in educational performance & participation, according to "The Condition of Education 2001," released today by the U.S Department of Education's National Center for Education Statistics (NCES).

While U.S. Secretary of Education Rod Paige noted some positive trends documented in the report, he cautioned that, "The Condition of Education tells us concretely that we are far from where we need to be in terms of student performance. We are failing to close the persistent achievement & attainment gaps -- & we lag behind other developed nations in mathematics & science achievement."

The 59 indicators contained in the report convey the most up-to-date information about enrollment, outcomes, context & support for education. The annual report also presents U.S. standings on international comparisons. In addition to addressing the scope & quality of American education overall, this year's focus is on first-generation college students & factors that increase their likelihood of entering college & educational success.

The report points to many shortcomings in U.S. education. Comparisons of student performance both over time & internationally raise concerns about how well the American educational system is keeping up with systems of other economically developed countries, especially at the secondary level. In addition, disturbing gaps remain in academic performance & educational participation among different racial/ethnic & socioeconomic groups.

These differences start early & persist. From the beginning of kindergarten to the end of first grade, most children show marked improvement in reading & mathematics, but initial gaps in performance -- associated with their mother's education -- remain. As children progress through first grade, students from better- educated families continue to score higher & acquire more advanced skills & knowledge -- such as competence in multiplication & division & recognizing & understanding words in context -- compared with other students.

The report provides an important message for students, parents & schools -- that rigorous academic coursework in high school makes it much more likely that students whose parents never attended college will enroll & continue their education. For instance:

* Among high school graduates whose parents had no postsecondary education, the enrollment rate of those who took advanced mathematics (64 percent) greatly exceeded the enrollment rates of their peers who did not take advanced mathematics (ranging from 4 to 34 percent).

* Rigorous academic preparation in high school narrows the gap in postsecondary persistence (staying in school) between the first-generation students (81 percent) & their peers with a parent who has a bachelor's degree (89 percent).

* First-generation students who had not taken a rigorous academic curriculum in high school were less likely to continue towards a bachelor's degree than their counterparts with a parent who has a bachelor's degree (55 versus 69 percent).

"Together, these indicators present a complex picture of education in our nation," said Gary Phillips, acting commissioner of education statistics. "Some show signs of national progress; others show no change. Encouraging trends show almost two-thirds of recent high school graduates enrolling in college following high school & a doubling of advanced coursetaking in English & foreign language study between 1982 to 1998. On the other hand, discouraging findings include the continuing gaps among racial groups & few recent improvements in performance."

Other findings include:

* While the National Assessment of Educational Progress shows that reading performance has improved since 1971 for 9- & 13-year-olds, scores have not improved for 17-year-olds. Although the long-term trend data show a decrease in the performance gap between whites & blacks, most of this reduction occurred between 1971 & 1988.

* In mathematics, the trends in student performance show higher scores in 1999 than 1971 for all three age groups, but no improvements between 1994 to 1999 & some widening of the black-white achievement gap. The gap between whites & Hispanics has narrowed for 13-and 17-year-olds since 1973.

* Trends in science performance are characterized by declines in the 1970s, increases during the 1980s & early 1990s, & mostly unchanged performance since then. The black-white achievement gap remains unchanged.

* International assessments show how well U.S. students perform relative to their peers in other countries. In 1999, U.S. eighth-graders exceeded the international average among 38 nations in mathematics & science on the Third International Mathematics & Science Study -- Repeat (TIMSS-R), but were outperformed by students in 14 industrialized nations.

* Not only do more high school graduates now enroll in college -- but more of them do so immediately after high school. Between 1972 & 1999, the percentage that enrolled in college in the fall after high school rose from 49 percent to 63 percent. Undergraduate enrollment is projected to continue to climb during this decade. Over the next decade, growth in undergraduate enrollments is expected to be greater for full- time students & at four-year institutions. Women's enrollment is expected to continue increasing faster than that of men's.

NCES prepares "The Condition of Education" in response to a congressional mandate to document current conditions & recent trends in American education.

The full text of the report is available on-line at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001072. A free copy of the report can be ordered by calling toll- free 1-877-4ED-PUBS (1-877-433-7827) OR TTY/TDD (1-877-576-7734); via e-mail at edpubs@inet.ed.gov; or via
the Internet at http://www.ed.gov/pubs/edpubs.html.

 TEACHING CULTURALLY DIVERSE LEARNERS

Project START (Support to Affirm Rising Talent) is a three-year study conducted by the University of Virginia and Charlotte-Mecklenberg (North Carolina) Public Schools. The project uses a multiple intelligence model to identify and teach primary age, low socioeconomic and /or minority learners.

START classrooms have a multicultural, manipulative and language-rich emphasis. The curricula utilizes the child's intelligence strength to foster development of skill in language and math, as well as focusing on talent development in the intelligence areas. The project also helps family members participate in developing the child's skills at home.

The Charlottee-Mecklenberg Schools will pilot the project with the emphasis on identifying and nurturing talent in economically disadvantaged and culturally diverse students. Teachers will learn to adjust their instruction to address the needs of the diverse student populations.

(NRC G/T Newsletter, Spring 95)

A recent study on transitioning LEP students from Spanish to English examined curricular characteristics, organizational change factors, and attitudes found in exemplary, formal, and transition policies in implementing Spanish to English bilingual, elementary programs.

As a result of the study, four recommendations were offered:

1. Establish a transition policy of minimum competency criteria in Spanish literacy before transitioning students into English literacy.

2. Implement a concerns-based follow-up study on transition instructional characteristics.

3. Pursue further research on transition policy using the programmed and adaptive policy approach.

4. Examine principals' hiring selection practices of bilingual and non-bilingual teachers.

For more information on the California study, please contact Sunny Vasquez McMullen at 213 582-6153.

Subject: 

State Superintendent in AZ

Thu, 15 Oct 1998 07:35:36 -0700

From: "Robert & Wendy Goodman" <twinky@azstarnet.com>

Our State Superintendent holds a 'fact finding' meeting and deliberately no Directors of Bilingual Education or Bilingual educators from local districts are invited.

Arizona fails 2nd-language youngsters, Keegan says 

Tuesday, 6 October 1998 

METRO/REGION 1B 

By Monica Mendoza 

THE ARIZONA DAILY STAR 

Politicians, educators and parents squared off over bilingual education yesterday in an effort to revamp the state's language programs. 

Voices shook, educators mumbled under their breaths and politicians weighed in on the virtues or evils of bilingual education. 

The state's top educator, Lisa Graham Keegan, called the meeting in hopes of staving off an emotional and political fight over bilingual education reminiscent of California's, which could end up on the ballot and divide the state, she said. The success rate of language acquisition programs - bilingual instruction, English as a second language and full immersion - is dismal, Keegan said. And the changes will either be made by her office, the Arizona State Board of Education, the Legislature or thevoters, she said. She's hoping her office will have first run at it. 

A key problem is how students are tested for language programs, Keegan said. The test that decides if a student ends up in language classes is a norm-reference test - that means students are graded against the success of other students. And that means some students may end up in the ESL or bilingual classes who don't need it, she said. 

Keegan wants a list of programs that work and the data to back it up. She will host two more meetings and make her proposed changes by December, she said. 

Statewide, about 100,000 children are in some type of language acquisition program. 

Meanwhile, the issue is gaining political interest. Sen. Joe Eddie Lopez, D-Phoenix, and Rep. Laura Knaperek, R-Tempe, - who both attended yesterday's meeting at the Pima County Main Library - have bills in the works that address bilingual education. Neither wants the programs scrapped. Lopez wants to pump more money into state coffers that would pay for certified teachers to get the bilingual or ESL training they need. Knaperek said there needs to be serious reform to the existing programs before anyone can ask the Legislature for more money. 

A Tucson parent/teacher group has promised to take the issue to the ballot in 2000, calling for elimination of bilingual education programs as they are now. It says bilingual education segregates students and sets up minority students for a life of manual labor because students are not getting adequate instruction in either language. 

``Our children are not reading or writing in English and they are using their native tongue, which is stringing them along thinking they are learning,'' said Maria Mendoza, whos grandchildren attend school in the Tucson Unified School District. ``And nobody is paying attention to that.'' 

Mendoza favors immersion programs where students who speak a language other than English are taught only in English. 

But that takes away choice, said Dan Wegner, director of bilingual education in the Avondale School District. Districts and schools should chose what programs best fit the needs of the community, he said. 

``I would not want to put anybody in a bilingual-only strait jacket or an English-only straitjacket,'' he said. 

The problem is money - not enough of it, said Melvin Hall, dean of education from Northern Arizona University. This year there are about 6,500 teachers statewide giving language acquisition instruction - about 2,000 of them are not certified to do it. 

But members of English for the Children Arizona say lack of money has been the problem since the bilingual programs were introduced 20 years ago, leaving children struggling academically in two languages. The high dropout rate of minority students, particularly Hispanics, proves the program is not working, said Cholla High School teacher Hector Ayala. 

He said bilingual education is a noble idea of wanting to preserve a child's primary languagewhile teaching English. But it is not working. 

``Students are ill-prepared for academics,'' he said of the high school students in his classes who come from bilingual schools in TUSD. The lowest-scoring middle schools in the district are bilingual education schools, he said. 

``I don't like the fact that (administrators) are ignoring parents and teachers,'' Ayala said. ``When was the last time they faced a sophomore class that reads at a fourth-grade level?'' 

DEFINITIONS

From the Arizona Department of Education: 

*Bilingual education: 

Specific instruction in a child's primary language and in English and gradually diminishing instruction in primary language. 

*English as a second language: Instruction primarily in English with help in primary language. 

*Immersion: 100 percent English instruction. 

*Dual language: Instruction for half the day in English and half in primary language. 

ASG EDUCATION SCHOOL CHILDREN 

Subject: RE: Current situation of bilingual education in California

Date: Wed, 14 Oct 1998 09:04:27 -0700

Robert Kovats <RKovats@mcoe.merced.k12.ca.us>

Try Jim Crawford's website. It should give you a wealth of information and resources. http://ourworld.compuserve.com/homepages/JWCRAWFORD/

Subject: Re: Post Unz

Wed, 14 Oct 1998 08:44:47 -0700

In our district we were FORBIDDEN to even mention the waivers to the parents. They were sent a flier about a meeting re: the waivers. Only 20 parents showed up. Of course, many letters never made it to the parents houses and many were received after the fact. Many of our parents do not read and most work during the hours of the meeting. To make matters worse, the waiver is written in such a way that is extremely confusing to everybody. So far, one person has signed a waiver. One mother from my classroom went to sign a waiver, but was talked out of it by the VP. Our district is very unsupportive because they are running scared before the board elections in a few weeks. The conservatives are VERY anti-bilingual and only one school in town (ours) has (had) a bilingual program. It SICKENS me to see what has happened to the majority of kids who are receiving NO content education and cannot communicate at all. 

I am keeping my Spanish materials (all purchasaed by me, of course) until the next pendulum swing.

OH! I distribute educational software and can recommend some WONDERFUL bilingual programs, if anyone is interested. Just email me and let me know and I can send some catalogs.

Good luck!

Debbie Michels, M.S.Ed

Debbling3@aol.com

Re: Unz

Date: Thu, 15 Oct 1998 15:15:26 -0700

I am the Principal of a K-5 school on the Central Coast and all but 1 parent opted for waivers to place their children in bilingual programs. Teachers did a great job in getting the information out about program options and we had 90% of the parents show up at our 1st informational meeting on 227. I believe this is because many parents know that bilingual education does work for their children.

Subject: 

Bilingual education backers rally to retain the program (http://www.azstarnet.com/public/dnews/1015r5.html 

Date: Thu, 15 Oct 1998 07:18:56 -0700

From: "Robert & Wendy Goodman" <twinky@azstarnet.com>

Tucson Parents have started showing their support for bilingual education. 

http://www.azstarnet.com/public/dnews/1015r5.html 

Subject: 

Arizona

Date: 

Thu, 15 Oct 1998 07:26:30 -0700

From: "Robert & Wendy Goodman" <twinky@azstarnet.com>

Reply-To: ncbe_roundtable@cis.ncbe.gwu.edu

To roundtablers--you may have noticed (or even been a bit pleased) that the Southern Arizona chatters have been sort of silent in this discussion lately. We've been mounting our counter-attack in the battle to save bilingual education in Arizona. 

TABE has been walking neighborhoods to pass out information and speak to parents door to door about what Bilingual Education really is.

This past week, TABE met with a Phoenix area group -- Murphy Elementary School District -- and walked there, too. Now there is a group organized to Walk in Murphy.

We've been writing letters and putting together a press packet to get our REAL information about bilingual education.

A lone picketer from the anti-Bilingual Ed, English for the Children Arizona (EChAr) group has shown up outside random schools in Tucson with an English for the Children sign. Last week 30 parents and yesterday 40 or so marched outside bilingual education schools IN SUPPORT OF BILINGUAL EDUCATION & PARENTAL CHOICE. 

We've been attending the EChAr meetings--more bilingual ed supporters than EChAr folks show up!

Rather than post a bunch of attachments that bog down the mail, I'll follow this post with a number of links for those who want to follow our situation.

Subject: Bilingual ed works here (http://www.azstarnet.com/public/dnews/102-2208.html)

Date: Thu, 15 Oct 1998 07:32:12 -0700

From: "Robert & Wendy Goodman" <twinky@azstarnet.com>

Response to editorial

http://www.azstarnet.com/public/dnews/102-2208.html 

Subject: Re: A New Book to Blow the Doors off the Reading Wars

Date: Thu, 15 Oct 1998 19:36:07 +0000

From: Priscilla Gutierrez <pgut@as.net>

Reply-To: ncbe_roundtable@cis.ncbe.gwu.edu

The book attempts to look at the current reading controversy from both an anthropological viewpoint, as well as a scientific viewpoint, especially since much of the current legislation supposedly relies on scientific methods...Denny Taylor takes many of the prevailing trends in reading, chapter by chapter, and discusses the foundation for the trends. Case in point...much of the current focus on phonemic awareness and phonics in California and other states stems from what is referred to as the Houston Studies. These were conducted by Barbara Foorman who used four groups as her research subjects. One group was "treated" to a year's exposure to the Open Court Reading Series which heavily stresses phonics and phonemic awareness. The other three groups were not exposed to the Open Court Program. The groups were biased right from the beginning. Only 50% of the Open Court group were within the bottom 20% of the district, while 80% of the students in the remaining three groups were within that bottom 20th percentile. When reporting her data, the scores for the four groups were not separated out...she averaged the scores for all groups and presented the numbers as her data for the Open Court group...and if that were not enough, when the groups were analyzed a year later in second grade, the Open Court group did no better than the students in the other groups. All of this is discussed in only the first three chapters. She also discusses the role that NICHD has played in the deficit-driven model which James Lyons claims "plagues" America and which he and the "phonicologists" will cure... Some of the titles of the succeeding chapters are: Chapter 5: In Which Teachers are Turned into Clerks and We Discuss Power, Privilege, Racism and Hegemony, and Chapter 14: In Which California Politically Reinvents How Young Children Learn to Read.

Subject: Re: A New Book to Blow the Doors off the Reading Wars

Date: Thu, 15 Oct 1998 21:39:49 +0000

From: Mark Swindell <mswindel@scruznet.com>

I look forward to reading this book, but I have to say that I am a firm believer in the role of phonemic awareness in the average child's ability to learn to read and write. A child who cannot adequately *hear* and manipulate component sounds in the stream of language is at a major disadvantage when learning to read and write, since the code of reading and writing, at least in Western languages, is founded in the encryption and decryption of the soundstream. Plus, phonemic awareness is fun, playful stuff, and not *necessarily* even related to phonics, which is about print, not hearing. Before English was ever a written language, the bards carried stories and culture through the centuries using tricks of phonemics, poetry, meter and song.

I wonder if studies should not look first at Spanish, rather than English, to really understand the role that phonics plays in good reading. Spanish *is* phonetic (for the most part). Learning to *read* phonetically in Spanish is something most children can do. And yet, in my experience, only those children who come to own what they know, who insist on making sense of what they encounter, and who possess the ability to play with language and meaning ever go beyond a phonetic approach and become proficient in reading.

I do not believe that "PHONEMIC AWARENESS=PHONICS" should be lumped together in people's minds, any more than "NO PHONICs=WHOLE LANGUAGE" should have been...and it was. The former are separate but related things... the latter... I never did quite get where that came from.

No one would criticize a learning experience full of poetry, song, rhyme, rhythm, patterning, and auditory sequencing as being anything but valuable for children when they begin to learn to read, and long before and after. That is what phonemic awareness is about, and it isn't a bad thing.

Mark Swindell

 Interactive web teaching is a new experience for us all. In order for it to be successful, we need to stay in touch. Class is live, but assignments are to be sent.

You are welcome to send your assignments on: 

Hard copy, mail, or fax: 505 722 3195. Dr. Roy Howard, Bilingual Education 2055 State Road 602 Gallup, NM 87305 or email: howardr@silver.wnmu.edu

I hope you enjoy the course. Please feel welcome to contribute to course improvements

Don't forget to use the WebCt to participate in class discussions, both class e-mail and Bulletin Board.

  Subject: Re: Hate Sites on the WWW - 8th gr. curriculum: Anti-Defamation League
Date: Thu, 16 Nov 2000 18:00:28 -0500
MODERATOR NOTE: Here is the url for the site mentioned below:
http://www.adl.org/frames/front_internet.html. If you scroll down, you will
find reports such as "A Parent's Guide to Hate on the Net."

Cultural Survival Quarterly
Summer 2001 Issue
Endangered Languages, Endangered Lives
Guest Edited by Eileen Moore Quinn

The cover title, "Endangered Languages ? Endangered Lives" provides the context for our June issue. Presenting examples from Europe, Africa, Asia, Australia, and the Americas, it is guest-edited by Dr. Eileen Moore
Quinn, a linguistic anthropologist who specializes in the Irish language and who teaches at the Massachusetts Institute of Technology in Cambridge, Massachusetts. Included are the writings of indigenous peoples, ethnic minorities, research activists and scholars, some of whom compare global linguistic "crash" to worldwide loss in ecological bio-diversity. This special Cultural Survival Quarterly offers readable material to educators, and provides advice on how to preserve cultural and linguistic heritage.

What this issue demonstrates is that no hard and fast formula for language preservation is likely to emerge. Just as each case has been the result of a unique set of historic and cultural circumstances, so too must revitalization or revival efforts be dovetailed to meet the needs and goals of specific linguistic communities. Dialogue and interaction, on the other hand, allow those who work in linguistic preservation to be apprised of constraints and accesses, strengths and liabilities, which propelled or retarded the efforts of others.

Editorial Lineup:
Marion BlueArm, Maintaining Lakota on the Cheyenne River Reservation. Jonathan David Bobaljik, Language Shift on the Kamchatka Peninsula. Lucia Clark, On the Brink?Griko: A language of resistance and celebration. Deidre d1Entremont, By Any Means Necessary? Tourism, economics and the preservation of language. Jessie Little Doe Fermino, You are a Dead People. André M. Kapanga, Recreating a Language: a socio-historical approach to the study of Shaba Swahili. Joan Smith/Kocamahhul, For Reasons Out of Our Hands: a community identifies the causes of language shift. Ole Henrik Magga & Tove Skutnabb-Kangas, The Saami Languages: the present and the future. Patrick McConvell, Looking for the Two-Way Street. Daniel Nettle & Suzanne Romaine, The Last Survivors. Gilvan Müller de Oliveira, Endangered Languages in Town: the urbanization of indigenous languages in the Brazilian Amazon. Eileen Moore Quinn, Can this Language be Saved?
Jon Reyhner, Cultural Survival vs. Forced Assimilation. Anna Saroli, Can Quechua Survive? Lindsay Whaley, The Growing Shadow of Oroqen Language and Culture.

CSQ is the award-winning magazine of Cultural Survival, the international human rights organization for Indigenous Peoples and ethnic minorities. CSQ's mission is based on the belief that the survival of other ways of life depends on the preservation of their rights in deciding to adapt traditional ways to a changing world. Articles explore the interconnected issues that affect indigenous and ethnic communities, including environmental destruction, land rights, sustainable development, and cultural preservation programs.

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