DOCUMENT RESUME

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TITLE NABE News, Volume 19. INSTITUTION National Association for Bilingual Education, Washington, D.C. PUB DATE 96 NOTE 350p. PUB TYPE Collected Works Serials (022) JOURNAL CIT NABE News; v19 n1-8 1995-96

EDRS PRICE MFO1 /PC14 Plus Postage. DESCRIPTORS Affirmative Action; Alaska Natives; American Indians; Asian Americans; *Bilingual Education; Bilingual Education Programs; Bilingual Teachers; Cooperative Learning; Cultural Awareness; Cultural Context; *Educational Policy; Educational Technology; *English Only Movement; Ethnic Groups; Immigrants; Indigenous Populations; Internet; *.Language Maintenance; *Language Planning; Language Role; Official Languages; Parent Participation; Policy Formation; Program Descriptions; Program Design; *Public Policy; Staff Development; Student Characteristics IDENTIFIERS Goals 2000; Two Way Bilingual Education

ABSTRACT Volume 19 of the newsletter of the National Association for Bilingual Education, which spans the period from September 1995 to August 1996, contains a variety of articles on issues and developments in bilingual education policy and programs, including: two way bilingual education; language information from the 1990 Census; cultural influence and learning styles among Korean students and Korean-Americans; American Indian and Alaska Native education; affirmative action; federal policy formation and appropriations; the English-only movement; English-as-a-second-language (ESL) teaching; educational technology and language-minority students; Asian-American student diversity; bilingual program staff development; cooperative learning; stabilizing indigenous languages; ESL for home use; Internet resources; Laotian students; program administration; teaching linguistically diverse populations; parent involvement and influence; Goals 2000; bilingual teacher education; local policy formation; software selection; classroom first language use; special education; urban education; native language instruction; program exit criteria; and Chinese-American child literacy education. Program descriptions, editorials, professional notes and resources, event calendars, and book reviews are also included in each number. (MSE)

AAAA*AAAAA:c.AAAA:.A.*****AAAAAAAAAAAA********************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. ***************************************************:c***************** NABE News

September15, 1995 Volume19,No.1 November1, 1995 Volume19,No.2 December15, 1995 Volume19,No:3 February1, 1996 Volume19,No.4 March 15,1996 Volume19,No. 5 May 1, 1996 Volume19,No. 6 June 15,1996 Volume19,No. 7 August 1,1996 Volume19,No. 8

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL CENTER (ERIC) HAS BEEN GRANTED BY This document has been reproduced as reived from the person or organization originating it. Minor changes have been made to improve reproduction quality. 2 e-Vx-sV-o Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC)

2 NABE NEWS The news magazine about educational equity and excellence through bilingual education

September 15, 1995 National Association for Bilingual Education Volume 19, Number 1 NABE Interviews Dr. Eugene Garcia OBEMLA Director to Head UC-Berkeley School of Education

The White House has supported us. I think by Dr. Nancy F. Zelasko the real issue is the Congress; and the NABE Deputy Director Administration has had trouble with Con- gress, not just with bilingual education, Dr. Eugene Garcia has announced but also on other issues, you name it.I his resignation as Director of the think bilingual education is one of a num- Office of Bilingual Education and ber of targets identified by the new Con- Minority Languages Affairs, effective gress; but I think we'll withstand it. ,.y September 17, 1995. Dr. Garcia will be A. I feel a little hesitant to be leaving now, assuming the post of Dean, Graduate but I think it's time for me to move on to School of Education, University of other responsibilities and challenges. I California, Berkeley. NABE Deputy think what we've tried to do here will Director and NABE NEWS Editor Nancy make a very significant difference in how Zelasko interviewed Dr. Garcia before he children from linguistically and culturally left Washington. diverse backgrounds will be treated in this Dr. Eugene Garcia country in the future. Dr. Garcia, you took office as OBEMLA Director, Office of Bilingual Education and Director just as the most positive and Minority Languages Affairs (OBEMLA) What do you consider to be your most significant reauthorization of Title VII important accomplishment? and the Elementary and Secondary Edu- the two have joined forces somewhat. It Two accomplishments. One is the re- cation Act was taking place. You are was not an easy year; we had a lot of authorization. None of this can I say was leaving office two years later while the clarifications that were necessary on the my accomplishment; there was tremen- Republican Congress is proposing to re- new legislation, what I thought was a very dous help from NABE, TESOL, and many duce Title VII funding by 75% and is substantive new reauthorization. And then other organizations and individuals considering turning the program into a it all changed about November 6, 1994. throughout the country. Without their sup- state-administered block grant program. We now heard very negative voices come port, politically and intellectually,it How would you describe your tenure as forward and drown out the more positive wouldn't have been done. I think the 1994 OBEMLA Director? activities of OBEMLA and the Depart- reauthorization was a great accomplish- I think you described it well in that the ment with regard to non-English-speaking ment on behalf of all of us who work for first half was very positive. We didn't hear children. I think it is a political tide that children who come to school not speaking much from the enemies of bilingual edu- we've seen before it's not new, we saw English. cation and immigration, because I think it in the early 1980's I don't think it's Besides the reauthorization, I think the going to override all the positive. But second major item is the overall influence ISSUE HIGHLIGHTS we're in the midst of it; we're going to that we've been able to have on other parts have to ride it out and do all the work that of the Department. I think that's a major Buddget Battle Update is necessary. step forward for OBEMLA. We were able begins on page 17 There's been no withdrawal of support to influence Title I legislation, OERI and, Special Report - Language from the Administration. The Secretary particularly, NCES. In 1994, we'll have Policy begins on page 22 and the Undersecretary have spent the last the first bilingual NAEP assessment; Span- three days defending bilingual education. ish/English. We've been able to influence New comprehensive Table of research priorities and name people to Contents on page 2. They've done an excellent job; and they've done it, they didn't say "call Gene Garcia". CONTINUED ON PAGE13 3 NABE NEWS NABE EXECUTIVE BOARD 1995 - 1996 Published by the PUBLICATION SCHEDULE National Association for President Bilingual Education Volume 19 of NABE NEWS will be Kathy Escamilla published in 8 issues;publication dates are: P.O. Box 173364, School of Education Editor: University of Colorado at Denver Issue 1 09/15/95 Issue 5 03/15/96 Nancy F. Zelasko, Ph.D. Denver, CO 80217-3364 Issue 2 11/01/95 Issue 6 05/01/96 Desktop Publishing & Layout: (303) 556-4908 Jeff Spence & Tony Ruiz Issue 3 12/15/95 Issue 7 06/15/96 Issue 4 02/01/96 Issue 8 08/01/96 Vice President NABE NEWS REPRINT AND All advertising and copy material must David E. Baez be received in the NABE office ONE 291 Baynes Street EDITORIAL POLICY MONTH prior topublication date Buffalo. NY 14213 Readers are welcome to reprint non-copy- to be considered for inclusion. (716) 851-3704 righted articles which appear inNABE NEWS at no charge. provided proper credit is given NABE NEWS ADVERTISING Secretary/Treasurer both to the author(s) and to NABE NEWS as Mary F. Jew Display Advertising Rates San Francisco USD the source publication. (Camera-Ready) 300 Seneca Avenue, Room 6 All articles printed in NABE NEWS. unless Full Page (7.5" x 10") $850 San Francisco, CA 94112 written by an Association staff person or a 2/3-Page (4.75" x 10") $700 (415) 469-4781 member of the current N ABE Executive Board 1/2-Page (7.5" x 4.5") $550 of Directors. are solely the opinion of the I/3-Page (4.75" x 4.75") $425 Member-at-Large author or authors, and do not represent the 1/3-Page (2.25" x 10") $425 Janice Jones Schroeder official policy or position of the National As- I/4 -Page (3.5" x 4.75") $325 Interface Network. Inc. 1/6-Page (2.25" x 4.75") sociation for Bilingual Education. Selection of $250 3401 East 42nd Avenue, Suite 201 articles for inclusion inNABE NEWS is not an Classified Advertising Anchorage, AK 99508 (907) 563-7787 official endorsement by NABE of the point(s) $1.25 per word; maximum 100 words of view expressed therein. Advertising Discounts Member-at-Large (for multiple insertions) Nga Dinh Duong TABLE OF- CONTENTS 10% for second-third insertion 21724 58th Avenue West 15% for fourth-fifth insertion Mountlake Terrace, WA 98043 20% for sixth-eighth insertion Interview with Eugene Garcia 1 (206) 771-2095 Message from the President 3 For additional information about advertising, Administration column 5 contact Tony Ruiz at NABE, 1220 L Street, Eastern Regional Representative 1990 Census Language Info 7 N.W, Suite 605, Washington, DC 20005. Maria Estela Brisk Asian/PacificAmerican column 9 (202) 898-1829; fax at (202) 789-2866. School of Education American Indian column 1I Boston University View from Washington: 605 Commonwealth Avenue Budget Update 17 NABE Boston, MA 02215 Technology column 21 The National Association for Bilingual (617) 353-3260 USA Today editorial 22 Education (NABE) is a tax-exempt, non-profit Language-Restrictionism 23 professional association founded in 1975 to Central Regional Representative Petition Forms .24, 25 address the educational needs of language- Joe J. Bernal Open Letter to Judge Kiser 27 minority Americans. 6410 Laurelhill Regional Assistance Center List 29 NABE NATIONAL OFFICE San Antonio, TX 78229 Central Region News 31 1220 L Street, N.W., Suite 605 (210) 342-8026 English Fun: ESL Tips 32 Washington, DC 20005-4018 Upcoming Events 33 Western Regional Representative PHONE (202) 898-1829 Native American Pride 34 Herman S. Garcia Book Review: Native American FAX (202) 789-2866 Department of C & I Psychology 35 E-mail: [email protected] College of Education Book Review: Language and James J. Lyons, Executive Director New Mexico State University Learning 35 Nancy F. Zelasko, Deputy Director Las Cruces, NM 88003 --Bilingual Educator Resources 41 Rick L6pez, A.D. for Legislation & Policy (505) 646-2115 NABE CARES Update 42 Carolyn Riddick, Office Manager Make Your Voice Heard 43 Jeff Spence, Information Systems Manager Parent Representative 1995-6 NABE SIG Listing 44 Tony. Ruiz, Conference/Publication Asst. Susan Garcia Membership Application 47 Celia Torres, Member Services 18094 East Ohio, #102 Ramirez Journal Available 48 Mina Cousins, Member Services Aurora. CO 80012 Ronald Williams. Office Assistant (303) 745-7116

NABE NEWS SEPTEMBER 15, 1995PAGE 2

.t. Message From The President

Who Will Teach the Children?

To make a long story short, although I by Dr. Kathy Escamilla could not verbalize it then, I knew that I was fortunate. I got multiple messages t hardly seems possible that we are both explicit and implicit that my coun- beginning another school year. For try and community cared about me. I was e, every summer seems to go by faster the future, and my parents, my community and faster. I start this message by sending and my country were willing to invest in a wish for all of you to have a successful me and take an active and sustained inter- and gratifying school year. This year, I est in my development. A lot of people begin my 25th year involved in some as- cared! pect of public education. I have been a My experiences parallel those of many bilingual classroom teacher, a bilingual public school children of the 50's and 60's resource teacher, a bilingual program di- and I use them as a backdrop to discuss the

rector and a university professor, and do 1995-1996 NABE Executive Board President, situation as children go back to school in you know what? I never get tired of the Kathy Escamilla 1995. Things have changed andNOTfor the beginning of school. I still get a knot in my better. stomach when school gets ready to open. I wanted a better education for their chil- In 1995, there is still a pretense that the get excited about meeting my new stu- dren than they had. federal government is interested in educa- dents, and I hope I can meet their educa- In 1958 (for those of us old enough to tion. Indeed, we still have the National Edu- tional needs no matter what age they are! remember), the Russians launched Sput- cation Goals. However, you have noticed I hope all of you are excited about getting nik, and Fidel Castro took over Cuba. At from the NABE Action Alerts you have re- back to school and meeting your new that point, there was widespread panic in ceived all through the summer (thanks to the students and their parents, and renewing the country as we feared we were losing fine work of NABE's new Associate Direc- collegial relationships with your peers. the cold war and lagging behind in the tor for Legislation, Policy and Public Affairs Each year, at the beginning of school, I space race. To the credit of the federal Rick Lopez), that the federal government become a little nostalgic and think about government, it was felt that an arms buildup now expects schools to meet the national how education and schools have changed was only a partial way to deal with this goals without federal support. In a flurry of over the years, and how they have stayed problem. The real key to winning the cold legislative activity this year, many federally- the same. As I was reminiscing this year, I war was education. During the post-Sput- funded educational programs were targeted found myself thinking over and over about nik/Castro era of my youth, the nation saw for total elimination, and many others rec- the messages school children of 1995 are a flurry of attention paid to public school ommended for funding levels below those of receiving and how different those mes- issues, and the federal government passed the 1960's. As a 25-year veteran bilingual sages are from the ones I received as a legislation designed to improve public edu- educator, I am, of course, deeply concerned child. cation and public school teachers. Such about federal support and direction for bilin- I grew up in a very small town in north- initiatives included the NDEA (National gual education. However, I am equally con- ern Colorado. There were fewer than 1,000 Defense Education Act), and FLES (for- cerned about the entire federal role in public people in the town and I went to an el- eign languages in the elementary schools). education. ementary school where the pupil teacher During this era, there was widespread Unfortunately, there are many in Con- ratio was about 1:18. In our town and in agreement that the children were our fu- gress who justify a reduced or eliminated my school about half of the families spoke ture and we needed to invest in that future role in public education with the simple only Spanish. It was not a wealthy com- by building a public school and university view that education is the responsibility of munity by any stretch of the imagination, system that was the best in the world. If we the states. At the same time, ironically, and yet the town in the 1950's and 60's wanted schools to get better, we had to many states are also reducing their role in was proud of the public school system, and help them get better with support and, yes, public education, eliminating state sup- proud of the fact that they had never voted support included money. The renewed in- port for many educational programs and "NO" on any ballot measure that provided terest in education from the federal gov- cutting others. Some states have gone so more money for our schools. Few of the ernment was matched enthusiastically and far as to propose the elimination of the people in the town had a college educa- dollar for dollar by state and local educa- entire state department of education. Their tion, yet most considered it their patriotic tion agencies. We were all responsible for reasoning: education is the responsibility duty to support public education. They the children! CONTINUED ON PAGE 6 5

(IABENEWS SEPTEMBER 15, 1995PAGE 3 ISCOVERPERMAEBOUND BOOKS FOR YOUR BILINGUAL STUDENTS

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(ABENEWS SEPTEMBER 15. 1995 PAGE Administration of Bilingual Education Programs Column Editor: Dr. Jaime A. Castellano, Palmetto Elementary School, West Palm Beach, FL

Two-Way Bilingual Education: A New Era for Palmetto Elementary School us in bilingual education have. My first The ultimate goal for Palmetto is to by Dr. Jaime A. Castellano priority is the children. As Samuel Betances incorporate a two-way language model for says, "Sometimes we must inconvenience all students in grades K-5. The reliance on palmetto Elementary is a K-5 ourselves to do what's in the best interest "soft money" from Title I must eventually school located in a blue-collar, of the students!" be replaced with a funding source that low socio-economic community in incorporates capacity building and a com- West Palm Beach, Florida. It is home to Two-Way Bilingual Education mitment to the philosophy of bilingual- approximately 500 students, of which the Developmental bilingual education pro- ism. In a sense, this two-way approach preponderance are Hispanic; primarily grams may also function as two-way bilin- may also serve as developmental bilingual Cuban and Puerto Rican. gual education, which is defined as an education for our monolingual Spanish- The school is designated as an ESOL integrated model in which speakers of two speaking students. My expectations for Center a school site that serves a large languages are placed together in a bilin- the program teacher include the empower- number of limited English proficient stu- gual classroom to learn each others' lan- ment of these students by offering native dents through an English as a second lan- guage and work academically in both lan- language instruction, in addition to their guage program and a Title I School. guages. Most common in the United States daily ESL component. Standardized achievement test scores over are programs that simultaneously teach I anticipate controversy along the way. the past few years have been below the Spanish to English background children Because there are so many Spanish-speak- national average; about 85% of the stu- and English to Hispanics, while cultivat- ing students at Palmetto, some teachers dents receive free lunch; and more than ing the native language skills of each group. are inquiring if their jobs will be secure in 350 speak a language other than English. For students enrolled in first and second the next year or two. My response to them I am in my first year as principal of grade at Palmetto, the implementation of a is that for now they have nothing to worry Palmetto, having relocated to Florida's two-way program by an experienced bi- about. I have promised that I will keep Palm Beach County School District which lingual teacher who advocates bilingual- them informed about any changes that I has 130,000 students. My former position ism for all students offers the promise of a will initiate in the future. was as an assistant superintendent in a highly successful first year. Some of the One of the elements that we will be small Chicago suburb with 3,700 students. advantages of this approach include, but monitoring throughout the year is the I served in this position for the past four are not limited to, the following: progress of those Spanish-speaking stu- years administering select programs in- 1.Builds on skills students bring to dents identified as "at risk" in the tradi- cluding a Title VII grant, bilingual educa- school, using an enrichment and tional English curriculum. We hope to tion and ESL programs, and parent educa- additive approach; document increased achievement when this tion programs, among others. 2. Provides comprehensible same curriculum is implemented in Span- Through our Title I grant we have been content-based instruction enabl- ish. With an emphasis on working to- able to implement a Two-Way Bilingual ing students to maintain academic gether, issues of increased self-esteem will Education program at the first and second progress while learning a second also be monitored. grades. Throughout the next year we will language; When instituting a new initiative there provide NABE NEWS readers with an on- 3. Includes speakers of both are an abundance of issues to be consid- going account of progress via this column. languages in the same classroom; ered: program continuity as students move As an administrator with extensive back- 4. Holds high expectations for all up in grades, personnel, space, materials, ground in bilingual education, I look for- students; assessment, and funding, to name a few. A ward to educating a staff, community, and 5.Facilitates parent and community program is only as good as the individual school district on the advantages of bilin- involvement; teachers and administrators. Effective gualism. I have been told that I may have 6. Prepares students to function in teachers working with knowledgeable sup- a rocky road ahead of me, and to expect American society and in a diverse, portive administrators and parents form roadblocks, as there is a strong anti-bilin- global society; and the basic building blocks of an effective gual education sentiment prevalent in the 7. Native language skills of both program. Palm Beach County School District, as groups are developed with the Changing demographics in our society well as in my own school community. I goal of true bilingualism and and current data on the academic achieve- have faced adversity in the past, as most of biliteracy. CONTINUED ON PAGE 6 7

(ABENEWS SEPTEMBER 15, 1995PAGE 5 MESSAGE FROM THE PRESIDENT FROM PAGE 3 I ADMINISTRATION FROM PAGE5 of local education agencies. Sadly, local education agenciesare ment of language minority groups within the general school finding that even in the wake of growing numbers of students, their population dictate a reevaluation of the program for "at risk" communities are voting "NO" to increased funding for schools. limited English proficient students. Experience and research point If the federal government no longer wants a role in public away from remedial, compensatory programs and towards pro- education, and state governments no longer want this role, and grams which empower students with high levels of academic local education agencies can't adequately support and fund public achievement, high levels of proficiency in two languages, and education, we are left with a tragic situation. We all needto ask positive attitudes about themselves and our multicultural society. ourselves. "Who will educate the children?" In summary, with a growing number of language minority In this most negative climate, children of the 90'sare receiving students needing some form of bilingual education, U.S. schools very different messages than did children of the 60's. Contrary to are in need of some type of educational system that will work with the messages my generation received in school that we were loved and support the needs of the changing school population. While and our country cared about us, children today along with there are many models of bilingual education, officials need to public schools and teachers are being rejected and treated with look past all of the misinformation floating around and finda outright hostility. Instegd of nurturing and encouragement. they program that fulfills not only the educational and economic con- are being told they are a burden by policy makers at all levels. This ditions of the school district, but also the educational andemo- attitudeMUSTchange and it will be up to the education commu- tional needs of its students. It is hoped that this article will assist nity (you and me) to do it! local school administrators with this very important decisionas I ask you to get involved. The situation, at this point, is sad but they plan for the future of language minority students, their school not hopeless. In other articles in this newsletter and fromNABE system, and the greater school community. Action Alerts,you have been given specific ideas about how to get involved to reverse this horrible trend that could potentially Bibliography destroy the greatest public school system in the world. Please, Baker C. (19093).Foundations of Bilingual Education and please take five minutes and write your elected officials, including Bilingualism.Clevedon. Philadelphia and Adelaide: Mul- President Clinton. Simply ask them not to cutANYeducation tilingual Matters Ltd. programs. Also. get involved in your state and local educational Crawford, J. (1991).Bilingual Education: History, Politics decision - making processes. Make sure the voices that speak for Theory, and Practice: Second Edition.Los Angeles: Bilin- children are heard. gual Education Services. Inc. Finally, as the school year begins, make sure you letyour Kloss, H. (1977).The American Bilingual Tradition.Rowley, students know (no matter where or what you teach) thatyou value MA: Newburry House. them, that you believe in them, and that their country needs them. Lewis, E.G. (1981).Bilingualism and Bilingual Education. They must know that they are valued and respected. In 1995,as in Oxford: Pergamon. every year.WE ARE STILL RESPONSIBLE FOR ALL THE Mackey, W.F. (1988). "The importation of bilingual education CHILDREN! models." In J. Alatis (ed).Georgetown University Roundtable -

NABE. International Dimensions of Education.Washington, D.C.: Georgetown University Press. Malakoff, M. and Hakuta, K. (1990). "History of language Deadline for Submission minority education in the United States." In A.M. Padilla, in NABE Contests H.H. Fairchild and C.M. Valdez (eds.),Bilingual Educa- tion Issues and Strategies.London: Sage. Bilingual Teacher of the Year Perlman, J. (1990). "Historical legacies: 1840-1920." In C.B. Cazden and C.E. Snow (eds.),English Plus: Issues in Bilingual Instructional Assistant of the Bilingual Education.London: Sage. Year Schlosmann. S. (1983). "Is there an American tradition of bilingual education?"AmericanJournal of Education,91, 139-186. Nationwide Writing Contest for Bilingual Students Editor's Note: Contributions to theAdministration of Bilingual Education Programs column should be sent to the column editor. is November 1, 1995! Dr. JaimeA.Castellano at Palmetto Elementary School, 835 Palmetto Street. West Palm Beach, FL 33405. (407) 533-6372.

See previous issues ofNABE NEWS NABE for application forms and contest guidelines. NABE '96-Orlandb,

(NABENEWS SEPTEMBER 15, 1995 PAGE'6) Language Information from the 1990 Census

by Dr. Dorothy Waggoner TABLE 1. . _ One in five school-age youngsters ESTIMATED NUMBERS OF HOME SPEAKERS OF NON-ENGLISH in the United States lives in a LANGUAGES, AGED 5+, BY AGE GROUP AND LANGUAGE: 1990 home in which one or more people Language Total 5-17 18-64 65+ speak a language other than English. One in seven speaks that language at home. In All languages 31,845,000 6,323,000 21,708,000 3,814,000 1990, there were nearly 10 million lan- Amerind /AlaskaNative 332,000 74,000 227,000 31,000 guage minority children. This population Arabic 355,000 66,000 263,000 26,000 increased by 22% between 1980 and 1990. Armenian 150,000 25,000 99,000 26,000 There were 6.3 million home speakers of Asian Ind. languages 646,000 119,000 508,000 20,000 non-English languages, aged 5 to 17, an Chinese languages 1,319,000 219,000 978,000 122,000 increase of 38% between 1980 and 1990. Czech 92,000 5,000 41,000 47,000 Some of the youngsters who speak lan- Dutch 143,000 14,000 94,000 34,000 guages other than English at home are Farsi 202,000 36,000 156,000 10,000 Finnish 54,000 3,000 24,000 28,000 fully proficient in English. Many of them, French 1,709,000 269,000 1,131,000 309,000 and perhaps as many as half of youngsters German 1,548,000 183,000 995,000 370,000 who only speak English in language mi- Greek 388,000 51,000 270,000 67,000 nority homes, lack the English language Haitian Creole 188,000 44,000 134,000 9,000 skills, especially the reading and writing Hebrew 144,000 33,000 99,000 13,000 skills, to enable them to succeed in En- Hmong 82,000 41,000 39,000 3,000 glish-medium schools and otherwise ful- Hungarian 148,000 10,000 79,000 59,000 fill their potential in English-speaking so- Italian 1,309,000 94,000 721,000 494,000 428,000 49,000 308,000 70,000 ciety. The number of limited-English-pro- Japanese Korean 626,000 116,000 478,000 32,000 ficient people in the United States is un- Kwa 66,000 7,000 58,000 known. However, based upon the 1990 Lithuanian 56,000 3,000 23,000 30,000 census estimate of the size of the school- Mon-Khmer 127,000 49,000 75,000 4,000 age language minority population and de- Norwegian 81,000 6,000 36,000 39,000 pending upon the definitions and the stan- Polish 723,000 55,000 350,000 319,000 dard of English proficiency used, there are Portuguese 431,000 76,000 299,000 55,000 at least 4.5 million and there may be as Romanian 65,000 12,000 43,000 11,000 many as 6.6 million children and youth, Russian 242,000 37,000 151,000 55,000 87,000 38,000 aged 5 to 17, in need of special programs Serbo-Croatian 142,000 17,000 Slovak 80,000 3,000 29,000 48,000 related to their language backgrounds. Spanish 17,345,000 4,168,000 12,121,000 1,057,000 Two-thirds or about 4.2 million of the Swedish 78,000 7,000 39,000 31,000 youngsters who speak non-English lan- Tagalog and Ilocano 884,000 102,000 693,000 89,000 guages at home speak Spanish, according Thai and Laotian 206,000 57,000 145,000 5,000 to the 1990 census. Seven other language Ukrainian 97,000 6,000 49,000 41,000 groups have at least 100,000 speakers aged Vietnamese 507,000 135,000 357,000 15,000 5 to 17. French is spoken by some 269,000 Yiddish 213,000 32,000 67,000 114,000 youngsters: Chinese languages, by 219,000: and German, by 183,000. All the *Fewer than an estimated 1,000 people. other languages spoken by more than NOTE: Detail may not add to total because of rounding. 100,000 children and youth are Asian: Vietnamese, Asian Indian, Korean, and and the increasing linguistic diversity of including Vietnamese, were school-age. Filipino, i.e., TagalOg or Ilocano. the United States in the late twentieth Other language groups with above aver- Table 1 shows the age distribution of century. About a fifth of the toial popula- age proportions of 5-to-17-year-olds in the speakers of the 36 languages and lan- tion and of all home speakers of non- 1990 were Haitian Creole, Hebrew, and guage groups with at least 50,000 speakers English languages were aged 5 to 17 in American Indian and Alaska Native lan- in 1990. 1990. In contrast, nearly a quarter of Span- guages. Among German speakers, only The age distribution reflects the con- ish speakers and more, proportionally, of 12% were school-age. tinuing growth of the Hispanic population. speakers of Southeast Asian languages, CONTINUED ON PAGE 8 S

(NABENEWS SEPTEMBER15, 1995PAGE CENSUS FROM PAGE7

About 14% of the total population and 12% of home speakers of non-English eo languages were aged 65 or older in 1990. 0 v.) There were ten Northern and Eastern Eu- 01 CV CI v- v- Nov- v- v- v- 01 v- TT v- v- Tr Tt C: ropean languages in which 40% of more speakers were aged 65 or older: Slovak. cri 0 .C r- CV Lithuanian. Yiddish, Finnish, Czech, Nor- .0 I- in N N - 1- N N C V - - 1- CV E ... wegian, Polish, Ukrainian, Hungarian, and z Swedish. Nearly a quarter of German CO N speakers were in the oldest age group. CD0 ° C D Ulo v- v - . 01. . r CV CV CO CD ,r- These are all languages spoken in coun- c CO .- tries from which few immigrants have Ili co up,r8 0) Ul 0 CA2 N 1 ci. "--.. .-- . Tt 41 r- P, CD NTrul v)cncl .--Tr.4- c, .- .- coOD cnCO CD CI 0) CV N 42 N come in recent years. Speakers of these I.4 Cl) Tt - ,- C7 Tr NN N v--N ,-,- N CO My- 1- 1- Cs- TI CI CI v- .- O.- .- CO 1- CICI N Ch languages are aging and the languages are 0 not being maintained in homes with young Z t cc) 0 cv U1 ,- children. 4C 0.. 1 ,- U1 CI v- N 1,O ille .. 1. 04. 0 School-age children and youth who speak non-English languages at home live 75 Tr in all states, many in substantial numbers. 0- LO - CI Tr N - v- N Tr CO CO 1- CI . 4 In 1990, there were 31 states with 25.000 or more of these youngsters. The largest >- co CO o numbers are found in California. Texas, Ne 7- TtCV N CV N U, CV v 11. v v- OD 4. M111 New York, Florida, and Illinois. all of 1.1) which were home to at least 300,000 in N 1.1.1 3 Cf) V) Tt CO V) CI CI CI CO - 1990. The geographic distribution of school-age speakers of the 15 languages or language groups spoken by at least 50,000 la i5 cl children and youth in the states with 25,000 O CD T1; Tr cm cm . r- ..- ..cm Tr cm nr .- ..-CV N .- v- p4 or more is shown in Table 2. 0 In the summer of 1993, the Bureau of Z " CI , no co Tr ..- all N CD 4 t;., v- CV1.- OD v-02 Tr the Census began releasing language -J CD 1- V) v- CI N 02 CD Ul Tr v- CD VI v- 04 CV .- 01 v- N Tr Tr CO X information from the sample of the 1990 census completed by about 17% of house- 0) CD Ul V) 01 0 holds. The information on home speakers N N C V LO I , 0) CO N C T 1 C O 0 ) O ) Cv)- 0) 1- N N N N CO Tr St z of non-English languages by age group is z from a new set of tables, "Social and O c z .°2 6 O C V v - , Economic Characteristics of Selected Lan- Z () v- v- v- CO N 0 ) 0 . - v- v- '... 0 0 ) 01 . - - .- 0) CI v- N v-cm V. .-CD 1-- 01 Tt ,- U . guage Groups for U.S. and States: 1990" 0 Im.P: U) c §. (PH-L 159). The tables contain estimates 2 ip 0, 0 CV Tr 02 of the numbers of speakers of 67 different 111 < li ... .-- cm .-CV .1. CV .- r- r- V.N 0) .-- .- v- v- .- 01 It v- 02 .sr .- .-§. languages, including such languages as 4 .% W TO 0. -0 E Irish Gaelic, Albanian, and Cajun. by re- U) ....,2 co el o ported English-speaking ability, linguistic Ili ..L. CD ,- .- 01 .- U1 1- CV .- .- U) CO CI CV 0) N, g 2 isolation (defined as living in a household 0 in which everyone, aged 14+, speaks a X if, u. DI. NI. cc, non-English language and no one was O 4( TC Cs 01 ,- 1- v- .- .-.- N .-01 v- 1-U! U) reported to speak English "very well"), CC age group, and state. They also provide 11J co nr co C " 1 V) . v- 0 38 CO C 2 C) C V V) 0) C O 4 0 2 C V sr T / Ul n r c ) r - 0102 0) N . U) U l 0 2 selected social and economic information 2 Z 0 N . a, to C I UlC M . c r ( . 0 *- C O V m CVCDI C U ) . - cu0 1 v - - CV N O ) N 0. Ul M on language minority households and home Z speakers of non-English languages, com- O cn ILI to a) C CO 17 pared with English-only households and . I 5 ca C 4 M X as cl>;....8 c CO English monolinguals. The tables are avail- 0 .03 o o,2 MiDCC-e x' E > 5 F3 cn 'c7) CO CD2 ligco E " '-' as (a F3 c 0 as 8 'S- a, ,c) 0 o 0 c -5, ,,, c 0 Es 0 -1 cn -;-;co c a3 w c. -3 .... .0 owl)atCn'c :ff 0 able in printout, 1,000+ pages, for $147 .0 P CD pj 2 !I-- 0 E .8 8 -0ci% 2 .soE.,L'', :c c ca -.8 0 al 0) C g. C CO .G .- u) 8 CO Ch 2 .E7oZoo5ccs.g.t, C030,09-5-003a)cDozrees., Ego 2)03. i-- IU u) :te-<00OLLOME-cY-JMMtttZZZZOOOQ-CCI-1-7- from the Census Bureau's Population Di- CONTINUED ON PAGE30 ILI

(\UBENEWS SEPTEMBER 15, 1995 PAGE 8 Asian/Pacific American Education Concerns Column Editors: Ji-Mei Chang, San Jose State University, CA, and Janet Y. H. Lu, ARC Associates, Inc., Oakland, CA

Cultural Influence on Learning Style Change: An Analysis of Korean American and Korean Students

Several Ways can students were more persistent; pre- by Eunsook Hong Auditory ferred more intake (eat or drink while Visual studying) and more authority figures Mrany of the challenges class- Tactile (teachers or parents) present; preferred to room teacherencounter are Intake learn in the afternoon and in several ways; elated to individual differences Evening vs. Morning and preferred more mobility than did Ko- among students. Students bring various Late Morning rean students. interests, aptitudes, personalities, attitudes, Afternoon Hong, Milgram, and Perkins (in press) and learning styles to the classroom. Stu- Mobility investigated cultural differences in dents' ethnic and cultural backgrounds Parent-Motivated children's homework style between Ko- add yet another dimension to planning Teacher-Motivated rean and American students and found adaptive instruction. Understanding indi- This inventory has been used widely in clearly distinguished patterns of home- vidual differences in a classroom full of elementary and secondary schools across work style preferences. For example, Ko- students from diverse backgrounds is not the United States. While no one is affected rean students preferred brightly illumi- an easy task. by all elements, most individuals have nated home environments; preferred to In this article, two characteristics which between six and 14 elements which com- study at a chair and table (formal design); influence teaching and learning learn- prise their strong style preferences (Dunn, preferred to have specific directions con- ing style and cultural background are Gemake, Jalali, Zenhausern, Quinn, & cerning the focus or length of homework discussed. Specifically, Korean-American Spiridakis, 1990). (structure); preferred visual learning; and students' learning styles were compared Studies have shown that students who preferred morning to evening for doing with those of Korean students and then, were matched with environments or teach- their homework on Saturday or Sunday. the question of whether differences in ge- ing strategies that complemented their in- Korean students were self-reported as more ography, environment, and culture, result- dividual learning style preferences in- self-motivated and more persistent than ing from immigration to the United States, creased their academic achievement and were American students. influence the development of learning showed more positive attitudes toward American students reported that they styles is explored. school than those who were taught or worked better with music or sounds of Learning style has been considered one tested in a mismatched environment. More some sort; liked to eat or drink, and/or of the major factors that account for indi- effective counseling outcomes have also liked to move around as they worked on vidual differences in learning. Keefe (1979) been reported when the approach used by homework; preferred to learn with adults; defined learning styles as "cognitive, af- counselors matched the learning style pref- and also liked to learn in any combination fective, and physiological traits that are erence of the student (Griggs, 1991). (i.e., alone or with others). American stu- relatively stable indicators of how learners Considerable research has been con- dents were also more parent-motivated perceive, interact with, and respond to the ducted on cultural differences in learning and teacher-motivated than were Korean learning environment." Dunn, Dunn, and styles. These studies indicate that learning students in doing homework. Hong, Price (1987) developed the Learning Style styles often differ significantly among in- Milgram, and Perkins (in press) discuss Inventory, which measures 22 elements of dividuals from diverse cultural back- the importance of cultural and family in- students' learning styles preferences: grounds (e.g.; Dunn & Griggs, 1990; fluences on in-school and out-of-school Noise Pearson, 1992). For example, in their com- achievement and the need to match home- Light parison of learning styles between Ameri- work environment with children's home- Temperature can and Korean students, Suh and Price work style preferences. Design (1993) found that Korean students pre- Studies report that the learning styles of Motivation ferred a more formal design (wooden chair children may change as they develop. Price Persistence and table, as in a conventional classroom) (1980) noted that preferences for the for- Responsibility and a warmer environment; preferred to mal design, structure, and teacher-motiva- Structure learn more with peers; and wanted more tion tend to decrease at higher grades. Alone/Peer structure (e.g., specific directions) than Barbe and Milone (1981) suggested that Authority Figures did American students. By contrast, Amefi- CONTINUED ON PAGE 10 11 GABE NEWS SEPTEMBER 15, 1995PAGE ASIAN/PACIFIC AMERICAN FROM PAGE 9

perceptual preferences (i.e., visual, kines- groups living in culturally, environmen- Korean students preferred a more for- thetic, or auditory) tend to change with tally, and geographically different loca- mal design than did Korean-American stu- age. Primary grade children tend to be tions, one would expect these differences dents. Most Korean classrooms in public more auditory than visual because their to influence cognitive style development. schools offer only desks and chairs and, interaction with others primarily depends To see whether changes in children's learn- because classes are large (approximately on speaking and listening. However, the ing styles occurred with cultural/environ- 35 to 50 students in a class), classrooms visual and kinesthetic modalities become mental changes within an ethnic group, we are designed mostly for lecture style with more dominant between late elementary compared the learning styles of Korean- occasional changes for group activities. grades and adulthood as students are ex- American and Korean students. The Ko- American classrooms offer more variety pected to read and write more frequently rean-American children all resided in sub- in seating arrangement and teachers em- (Barbe & Milone, 1981). These findings urban New York and attended a special ploy a greater variety of teaching/learning contradict those of Price, Dunn, and Sand- weekend Korean language school (20 boys activities as compared to Korean teachers. ers (1980), who report that very young and 29 girls; 10 to 14 years of age). Korean These differences in academic environ- children are the most -tactile/kinesthetic; was their second language and they were ments may also be the reason why Korean- that there is a gradual development of not proficient in Korean. All had parents American students had lower auditory visual strengths through the elementary born in Korea who had emigrated to the scores than did their Korean counterparts. grades; and that only in fifth or sixth grade United States. Thus, the Korean-Ameri- Korean students preferred morning rather can most youngsters begin to learn and can subjects were first generation Ameri- than evening as compared to Korean- retain information through the auditory cans, with some born in Korea but mainly American students. Korean-American stu- sense. Other studies indicated that learn- raised in America. The Korean children dents reported that they preferred more ing styles remained consistent for the older who participated in the study were sixth mobility than did Korean students. Mobil- students (secondary and postsecondary) graders (78 boys and 68 girls; 11 to 13 ity in Korean classrooms is more highly regardless of the topic taught or the envi- years of ages) from four randomly se- restricted than in classrooms in the United ronment (Copenhaver, 1979; Reinert, lected classes from two public elementary States. Korean-American students wanted 1976). schools in the capital of Korea. The Learn- sound present and preferred more intake Reid (1987) studied the learning styles ing Style Inventory (Dunn, Dunn, & Price, than did Korean students. Korean students of students in English as a Second Lan- 1987) was used to assess their learning preferred more structure than did Korean- guage classes using students from diverse styles. The Learning Style Inventory has American students. language backgrounds. The results of her 104 items which are rated on a five-point Two elements that were most preferred study suggested that, as the students scale of agreement. The English and Ko- by both Korean-American and Korean adapted to the academic environment of rean versions of Learning Style Inventory children were self- and parent-motivation. the United States, some modifications and were used for the Korean-American and Both Korean-American and Korean stu- extensions of learning styles might occur. Korean children, respectively. dents in the study were self-motivated and For example, the longer students had lived As we predicted, a few elements of parent-motivated. Korean-American and in the United States, the more auditory learning styles of Korean-American stu- Korean students come from homes where their preference became. Students who dents were different from those of Korean education is highly regarded. Most Ko- had studied English in the United States students due to the differences in location, rean parents support their children's edu- for more than three years were somewhat environment, and culture resulting from cation at considerable personal sacrifice. lower in their preference means for visual, immigration. The distinguishing learning Thus, it is not surprising to see that stu- kinesthetic, and tactile modalities than were style elements were temperature, design, dents from both groups are highly self- students who had been studying English in time of day preferences, auditory, mobil- motivated and parent-motivated. the United States for shorter periods of ity preferences, noise, structure, and in- These findings indicate that there are time. With these results she questioned take. That is, Korean-American students more similarities than differences in learn- whether the students who have lived and preferred a warmer environment than did ing styles between Korean-American and studied for an extended time in the United Korean students. This result conflicts with Korean students. However, those learning States change or adapt their learning styles the previous research finding that Korean styles that did show significant differ- to the demands of the American educa- students preferred a wanner environment ences seem to have been influenced by the tional system. The findings in her study (Suh & Price, 1993). However, the Ko- cultural, social, and environmental differ- indicated that the learning style preference rean-American students in the current study ences between Korea and the United States. means of non-native speakers of English all resided in New York, while the stu- For example, mobility and intake during who had lived and studied in the United dents in the previous study were randomly class hours are more acceptable in the States the longest more closely resembled selected from a database of learning style United States than in Korea; and most those of native speakers of English. scores of students from various locations Korean classrooms are more formally de- Because cultural values and beliefs, in the United States. One may conclude signed and highly structured as compared socialization practices, and environmen- that this geographic difference accounts to classrooms in the United States. tal milieus differ among and within ethnic for the apparently conflicting findings. CONTINUED ON PAGE 30 12

(ABENEWS SEPTEMBER 15, 1995PAGE 10 American Indian Bilingual Education Column Editor: Jon Reyhner, Northern Arizona University

American Indian Bilingual Education: Affirmative Action

school they can be successful. But as Ogbu Kozol, J. (1991). Savage inequalities. by Jon Reyhner (1978) and others have pointed out, if New York: Crown. students do not see their educated peers Ogbu. J.U. (1978). Minority education ffirmative action is a current hot getting jobs, they will not listen to the and caste. The American system in issue defended on one side by national rhetoric. Deyhle (1992) found Cross-cultural perspective. New esident Clinton and castigated on that Navajo youth who finished and gradu- York: Academic. the other side by presidential candidate Pete ated from high school wound up with the White, R. (1993). Its your misfortune Wilson. I have generally been a proponent of same low status jobs as their dropout peers and none of my own. Norman: Uni- affirmative action, but this renewed debate when they could get them at all. versity of Oklahoma. has caused me to think more about the issue. One of the long term efforts of the Two relatively recent publications have Bureau of Indian Affairs has been to pro- Editors's Note:Contributions to the shed light on affirmative action for me. vide. jobs within the Bureau for educated American Indian Bilingual Education The first is Richard White's new history of Indians, because they need jobs and be- column should be sent to Jon Reyhner, Cen- the American West entitled it 's Your Mis- cause the Bureau had to live up to the faith ter for Excellence in Education, Northern fortune and None of My Own. White clearly the U.S. Government put in the schools it Arizona University, P.O. Box 5774, Flag- shows how discrimination is not, as one forced upon Indians. This absolute prefer- staff AZ 86001-5774, or sent by E-mail to: frequently hears, a thing of the distant ence in hiring within the Bureau of Indian JON [email protected] past. Perhaps the most telling example is Affairs has been affirmed by Congress and NABE from World War II. When the munitions the courts. factories, airplane manufacturers, and ship- The bilingual and Indian education pro- builders were in desperate need of skilled grams that are now under the budget ax labor they called upon Indians, Hispanics, have not only enabled language-minority and Blacks. But when the majority-group students to progress academically, but have HOT! HOT! HOT! soldiers came home, these same minori- also created role models for these students Isaac School District is located In ties were relegated back to unskilled jobs. in their bilingual teachers. the heart of THE VALLEY OF THE The second publication is David Berliner's We are just finishing a long hot sum- SUN - Phoenix, Arizona. 1993 article entitled "Mythology and the mer, and we have had no rioting and cities HOT: Home of the Phoenix Suns American System of Education," which burning as we had in the sixties. Before we HOT: New Arizona Diamondbacks documents that our public schools are not balance the budget on the backs of these HOT: Arizona State University failing majority group students and that they programs designed to help minorities, we HOT: 350 days of sunshine a year are turning out more than enough scientists need to think of the costs of the lost hope HOT: Isaac School District and other professionals to fill "quality" jobs. of minorities in the "system," which has If you wishto live and work in a There are not enough relatively high historically systematically relegated them diverse, exciting, and growing paying jobs in most fields for those who to third class education (Kozol, 1991) and school district, apply for a have the ability to do them and want them. third class jobs. rewarding career with I have applied for jobs where I was com- Isaac School District. peting with over a hundred other appli- References Remember, Phoenix, Arizona is Berliner, D. (1993). "Mythology and the cants. Perhaps twenty of those applicants definitely a HOT place to live! were minorities. Even if no minorities had American system of education." Phi applied for the job, there would have been Delta Kappan, 74, 632-640. many disappointed applicants. I think af- Deyhle, D. (1992). "Constructing fail- For more information, please call or write: firmative action and minority job appli- ure and maintaining cultural iden- Dr. Jose Leyba tity: Navajo and Ute school leavers." cants have become a scapegoat for disap- Asst. Superintendent for Personnel pointed majority applicants. Journal of American Indian Educa- Isaac School District We as a nation have faith in education. tion, 31(2), 24-47. 3348 W. McDowell Road We tell students if they just study hard in Phoenix, AZ 85009 (602) 484-4700 FAX: (602) 278-1693 Petition against Official English! see page 25' I 13 (NABENEWS SEPTEMBER 15, 1995PAGE 11 ;Pomp :el mundo en- manos de sus estudiantes; de habla hispana! 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14

(ABENEWS SEPTEMBER 15, 1995PAGE1)- INTERVIEW WITH DR. GARCIA FROM PAGE 1 particular boards and advisory groups throughout the Department. and sometimes acted on within the Department in a very negative The Director has been named to the Goals 2000 Management manner. But I never had that feeling from my senior colleagues; Council, which governs all the priorities of the Department, and they were always supportive and were always willing to under- has also been appointed to the Waiver Board, which ensures stand the importance of these issues. So I have to say that what I regulation waivers will need to deal with the issues of linguistic didn't expect was so much collegial support. I started ready to fight and cultural diversity. Finally, we've been involved from the hard inside the Department and found that wasn't necessary; it was ground up with the reauthorization of IDEA, where linguistic and a pleasant surprise. cultural diversity are playing a major role. I think the Department's finally realizing that the issues that affect linguistically and cultur- Bilingual education was not "protected" when the President ally diverse children are issues that affect the entire Department. vetoed the initial FY '95 rescissions bill and, as a result, Title VII They've called on us to be involved in everything from reauth- was cut $39 million. If the President vetoes the FY '96 Labor- orization and regulations to reviews of documents. I would antici- HHS-Education appropriations bill, as he has indicated he will, pate that four or five years from now we'll have reauthorizations will bilingual education be one of the programs he insists be fully in place for special education. Title funded during his negotiations I, and vocational education that with Congress this time? specifically reflect the interests of I don't know. I think that's a linguistically and culturally di- political question. There are po- verse populations. I think the field President is sukportink,bilirigua litical trade-offs that take place in five years will be better off for ,edikatioiz; I"think When it come between the White House and the that, and well have OBEMLA ` down to the`nitty gritty of dealing Congress which have nothing to and Title VII plus accessibility to Ido with the effectiveness or value the other programs. Congress:about-rescissions a of bilingual education. In that Re- the 1996 budget; bilingual edUcation. scissions bill, the Department was What is your biggest disappoint- not even consulted; nor were they ment? illprobably.be:onlhe table consulted about the new Presi- The new Congress. I think that bargaining dential budget in response to the we all the people who take e President must hearfrom Republicans' push to reduce the responsibility and credit for the deficit. The President, to his credit, great victory we had in 1994 constituencies that bilingual is supporting bilingual education, are probably all responsible for :;-edUcatiOn is important 'to them. at levels that will lead to increases the devastating situation that led in the next year. I think when it to the election of this hostile Con- of the new Director; a comes down to the nitty gritty of gress. We probably didn't act po- tegeneral constituency--must make it dealing with Congress about re- litically, as we should have, and ,c earjust how 'important it is scissions and the '96 budget, bi- that led to lot of people's election lingual education will probably on platforms negative to bilingual be on the table as a bargaining education. We've got work to do, chip. The President must hear from and m happy to go back to Cali- constituencies that bilingual edu- fornia where there's a lot of work that needs to be done and cation is important to them. The White House is quite aware that do it.I think we need to be in the forefront of political activity. this will be an important political issue. I think that all of us me, Even within the Administration: the Administration needs to the new Director, and the general constituency must make it understand that education is a priority and that the education of clear just how important it is. linguistically and culturally diverse students is a priority, and that they need to play that into positive political results. I advise the Do you get feedback from the White House? future Director and all our friends that if we want Title VII, if we No, we don't. The White House has a tendency on these kinds want OBEMLA, then we're going to have to remain politically of issues to make their best political judgement. And as I said vigilant. before, in the rescissions and the development of the budget, the Department was not even consulted. We had tendered our '96 Were there any expectations or ideas you had about what you budget priorities a long time ago, and we weren't disappointed would be doing when you came here that turned out to be with_the new Presidential budget; the response to the Republican unrealistic? version. The President's budget supports bilingual education, I talked to three previous Directors before I came here. They all Goals 2000, School to Work all things which are priorities for said "you can't imagine what's it's like," and I couldn't. It's very us. But, quite honestly. when it comes down to pushing and different from anything I've ever done. A very positive side is that shoving it's typically just the White House leadership and the I didn't expect such strong support for issues within the Adminis- Domestic Policy Council working with the Congressional leader- tration. I had expected that bilingual education would be perceived CONTINUED ON PAGE 15 15

EIABE NEWS SEPTEMBER 15, 1995 PAGE 13,(f Mt:Ma Q:DIF akiihT EDUCATION OFFICE

A A II A

The DELEs Where are the examination sites?

Albuquerque, NM; Bloomington, IN; Boston, MA; Chicago, IL; The Embassy of Spain-Education Office announces the next Downingtown, PA; Houston, TX; Los Angeles, CA; Miami, FL; examinations for the DELEs. New York, NY; Orlando, FL; Provo, UT; Sacramento, CA; San Francisco, CA; Washington, DC The DELEs (Diplomas de Espanol como Lengua Extranjera), issued by the Ministry of Education of Spain, offer an official accreditation When will the next exam be given?. on the degree of mastery of the Spanish Language. They are for citizens of countries where Spanish is not the official Language. November 18th Deadline for registration: One month before the date of the exam. Who should take it? How to register? 0 You should take the exam if you do not have a certificate which proves your knowledge of Spanish. For additional information and registration, please contact

0 You should take the exam if your boss asks you for a diploma Embassy of Spain - Education Office which accredits your knowledge of Spanish. 2375 Pennsylvania, Ave. NW. Washington DC, 20037 0 You should take the exam if you want to have a diploma for Phone 202-728-2335 Spanish which is valid throughout the world.

What levels will be offered?

The DELE Basico: requires an intermediate-high use of Spanish as to allow for communication in customary situations of everyday life 1.1 where specialized use is not required. Reino 4. Expann

The DELE Superior requires a highly advanced use of Spanish as 00, to allow communication in situations which require an advanced use of Spanish and knowledge of its cultural background.

How are the tests structured? DIPL0111&twode VSP.48111.

. The exam for obtaining the DELEs consists of five tests: reading sawuzur-- comprehension, written expression, listening comprehension, 'AMA' LI grammar and vocabulary, and oral expression. .41 Diploma Basic° BEST COPY AVAILABLE 16

(sIABENEWS SEPTEMBER 15, 1995 PAGE 14 INTERVIEW WITH DR. GARCIA FROM PAGE13

ship. That's why it's so important for the people to let the Congress There are proposals to turn Title VII into a state-administered, and the White House know what their perspectives are. formula funded block grant program? What issues need to be taken into consideration in doing this? What would be the impact if the House-approved appropriations I oppose it. The Department opposes it. There are issues of of $53 million for Title VII, along with the elimination of national leadership and national accountability that are important. Subparts 2 and 3 of Title VII and the elimination of the Compre- That's the reason why we want the program run here; there is a hensive Regional Assistance Centers actually took place? national need. Right now we fund every state and about half of the Oh!It would be devastating, devastating! You'd eliminate school districts in the country; we're having a national effect. If services to about 400,000 of the 700,000 students that we'd be this money were dealt on a state basis, small states would lose. serving with the projects we've funded this year; that's even with Even the larger states that would retain money would themselves the $39 million reduction. Funds would be reduced by two-thirds have to start up their own administrative programs. We're not you're talking about 400,000 kids not being served. Initiatives going to save money by doing this; the arguments for a state grant that are related to systemic reform, particularly as they relate to system that would somehow save money are just wrong. What linguistically and culturally di- would be missing is the account- verse populations, would be sub- ability and the presence of a na- stantially reduced. Major cities tional program. We received over now funded to do systemic re- The problem isinotwhat.districts will 1,500 proposals, from every state form across the entire district do with their inemey;:,the problem', in the country. There is obviously would probably lose those dollars a need, but we're able to fund very and the initiatives. A lot of stu- s 'thatthe)' won't tgveenough' few of those proposals. The obvi- dents who are now being served money" to do much'of anything: ous thing to do is to enhance the would not be served. Another is- orinula grant program_tostates ,: national presence of the current sue is that many of the initiatives program and move it forward. which influence the much greater winds up with abolict$20per student: number of kids who don't get 1 dlike toSieiSiViMiti0Ote:iiWkil- What do you think would happen served by Title VII would also be if states/districts were given free reduced. You're really talking thing .ivith $20 per .',iO4:dent; ajoke. reign to design programs for LEP about a magnifying effect an Right: now. the:average :ainount per students? : almost geometric effect on student on Title V 1 1 projects ts They have free reign right now; services to limited English pro- they can generate any type of pro- ficient students. here front $150-to, 3 gram they want. They can submit itleis. $1,000'perltUdehe proposals to us; we fund a fully With a reduction in the funding , diverse range of programs. But for Subpart I (instructional pro- You can't"develop qualityprogi-aMs the real issue is that there's no grams) of more than 50%, there $10 or.$20 perrkyou justdo can't it: money out there. If you do a for- would be no way to even fund all mula grant program to the states, continuation programs. How you wind up sending about $20 would you determine which per student. I'd like to see a super- Subpart I programs would be terminated? intendent do something with $20 per student. Right now the I don't know and we don't even want to think about it right now. average amount on a Title VII project is anywhere from $150 to Our job is to make sure that those cuts aren't made. We will $300 per student. Title I is $1,000 per student. So $20 per student continue to do everything we can to reverse what the House has is a joke. We've argued for Immigrant Education that you either done. We're asking the Senate and the President to ensure that we have to fund it properly, or not make it a state-formula program, will have enough for continuations and enough for new projects because essentially the state gets $38 per student. There isn't much that are systemic in nature. you can do with $38.

What about a continuing resolution? But what about the block grant proposal to replicate OBEMLA My sense is that a continuing resolution won't affect us as much on the state level; to have state level competitions for thefunds? because we're forward funded. We already have had a rescission Then you'd have 50 bureaucracies instead of one. There are 40 that we've lived with; we've gotten all the money out continu- people here at OBEMLA; replicate that in each location you've ations and new money. They won't be affected by anything that just increased the cost of administration fifty-fold. Each separate happens in the '96 budget because the '96 budget funds projects program will probably eat up 5% in administrative overhead, for '97. My sense is that you'll have some resolution whether whereas we administer our program with less than 1% of all funds it's a continuing resolution or whether it's a real budget decision that go out; we're cheap. In fact, the Department administers all its made in time for decisions that are made for projects funded to money for less than 1.5%. Increased administration costs mean start or to continue in '97. Il^"! CONTINUED ON PAGE 16 .m.,

less money to school districts and to kids. Also, many states would having now is not one of practice. It's not a choice between ESL be left out. The states that have few kids will get very few dollars, and native language instruction: it's really about who gets served, if any. Yet the demands there might be tremendously substantive and who doesn't. So I believe our response needs to be political. equal to what's going on in New York except that you'vegot thousands of kids in New York and hundreds of kids there. But the What has or could OBEMLA do to "prove" that bilingual impact is the same. The problem is not what school districts will education works? do with the money; the problem is that they won't have enough We made a conscious decision to inform people. As part of the money to do much of anything. You can't develop high quality Federal government, we have ethical responsibilities; we can't programs for $10 or $20 per kid; you just can't do it. take sides in a political debate. As a Federal agency, we need to offer information so that people on the street, in the halls of In your own home state of California, 25% of the LEP secondary Congress, and in the states can make informed decisions. OBEMLA students still are receiving absolutely no special services; there also has a responsibility as a Federal agency to make sure people is no state mandate to provide bilingual education; and certifi- have the best information available. If we don't have it, we ought cation requirements for bilin- to get it. What we've consciously gual teachers are being reduced. tried to do is provide the very Given that 1/3 of all LEP stu- Political trade-offs take place between best information what does dents reside in California, what the literature say; what do teach- kind of message is this sending the White House and Congress which ers say; what works and what to the rest of the nation? Do you __have nothing to do with the valueor doesn't work and get it to think this is a trend? those who can use it to make Yes, it is and I think it's part of effectiveness of bilingual education.... informed decisions about policy. the politics. I see it in California In the. Rescissions: bill,_ the Department I think that's OBEMLA' s role. and I see it in the nation. It's the was not even consulted; nor were they Since the Director's position is a same message being sent by the political appointment, I have a new Congress. Unfortunately, in consulted about the. new Presidential" responsibility to articulate our many cases that message is that budget. The White House hasa. data in alignment with the Admin- these kids don't count; that we istration vis a vis education, as are going to lower our standards tendency on these kinds of issues to detailed in initiatives we've put and expectations. It runs counter make their best politicaljudgement. But forward. High quality education to everything we've tried to do, for linguisti6ally and culturally when it comes downto, everything we stand for which pushing and diverse students is a standard of is high achievement and high shoving, it's typically just the White these initiatives. What the Direc- standards for all kids. It does House and the DomestiC Policy Council tor must do is continue to articu- send a very negative message. I late that position as best he/she think we' ye got some work to do working with Congiess: that's why it's can, and be sure that the Secre- in California, in Texas, Arizona so important for the people to let both tary, Deputy, President and White quite honestly, we've got the Congress and the White House House understand the importance some work to do throughout the of that position and how to inter- country. But California is one know what their perspectivesarea pret data relating to that position. place where there are major con- sequences from that message. Have you increased data collec- tion and dissemination activities? We all know that bilingual education, when properly imple- We have a new benchmark study that will be a broad-based mented does work. Why, then, in your opinion, does it meet with evaluation of our new reauthorization. Through NCBE, we have so much opposition and how can we best deal with this opposi- already published data and idea books, and compilations of re- tion? search. We've worked with OERI to get data in different analyses The opposition we deal with is political. It isn't from knowl- such as inclusion in NAEP, so we have better assessments of what edgeable people who have their own conceptual views counter to LEP students are doing across the country. This year we'll fund the premises and presuppositions of bilingual education: such as, field-initiated research, so we'll have new projects. We have tried every child should achieve to high standards; should learn En- to expand our services through our EAC's; we've redirected their glish; should have access to the very best teachers and the best efforts to get the assessment of LEP students to be a priority all instruction. Again, what we face here is primarily a political LEP students, whether in Title VII or in Title I. We've made a very argument. one linked to a lot of similar arguments about immigra- conscious effort to not only increase data collection, but also to tion; deficit reduction and "these kids are costing us too much increase dissemination to the right people, particularly state and money." They do cost money; no doubt about it. Good, effective local districts and Title I staff. practices are going to cost us. But understand that the debate we're CONTINUED ON PAGE 20 18 ABE NEWS SEPTEMBER 15, 1995 PAGE 1)-- The View From Washington by Rick Lopez, NABE Associate Director for Legislation, Policy, and Public Affairs

While Budget Battle Simmers, Block Grant Train Is Rolling Toward (and Over) Bilingual Education

new threat has emerged to the priations Subcommittees on Labor-HHS- call again during these final negotia- federal Bilingual Education Act: Education. tions. Consult the updated "Things to lock grants. A House Committee The Conference Committee must ap- do to Stop Education Cuts" list printed is proposing to "block grant" the federal prove funding levels in between the House- in this issue and communicate your views bilingual education program, eliminate any and Senate-passed levels. Thus the final to federal officials.Late-breaking, ur- references to "bilingual," and remove House-Senate compromise will likely pro- gent developments are always available in evaluation and accountability require- vide less bilingual education funding than NABE Action Alerts or announced on the ments. From a long- term perspective, the a Senate-passed bill. They could, of course, NABE budget hotline at (202) 898-1829, block grant proposal may be as serious a agree to the higher Senate numbers. extension 777. threat to language minority students as the Passage of a Labor-HHS-Education current battle over education funding cuts. Appropriations bill and other important The Goodling Block Grant Bill budget legislation in late September cre- The architect of the block grant pro- Appropriations Battles in September ates the real possibility of a shutdown of posal is Congressman William F. Goodling Just as they have done in other major the federal government. The federal fiscal (R-PA), Chair of the House Economic and social legislation this year, the Senate ap- year ends on September 30. Federal agen- Educational Opportunity Committee. In pears as though they will be more moder- cies cannot spend money after that date the spirit of the new Congress, Goodling ate than the House in pursuing large-scale without passage of Appropriations bills has proposed consolidation of over 50 budget cuts in education.The Senate for FY '96. Given the present timeline, federal elementary and secondary educa- Appropriations Committee-approved bill, Congress and the President may not have tion programs currently funded at more HR 2127, Labor-HHS-Education Appro- a time to renegotiate funding priorities than $1.5 billion. The Goodling bill would priations for Fiscal Year 1996. provided after an expected Presidential veto. Thus take all of the funds that had previously over $1.5 billion more for education pro- follows the "shutdown scenario." (A shut- been devoted to the old programs mi- grams than the House. The status of vari- down may be temporarily avoided by en- nus a 10 percent cut fold them into an ous major education programs is summa- actment of "Continuing Resolution" which education mega-block grant, and provide rized in an accompanying table. continues funding at last year's level for a them with no strings attached to each state's The Committee provided $69.9 million short period of time.) governor. more than the House for bilingual educa- A shutdown scenario is one move in a Goodling has special plans for bilingual tion, increasing funding from the House- political game of chicken. A shutdown education. The bilingual education sec- passed level of $53 million to $122.9 mil- makes the country look bad because it tion of the larger block grant bill is still lion. The Senate Committee figures still appears as though our elected leaders can- undrafted, but a bill summary prepared by represent a 37 percent cut to the bilingual not get it together enough to pay the bills. his staff describes the bill as follows: "The education program from FY 1995. Of the The President hopes that the public will Bilingual Education Program and the $122.9 million, the Committee allocated blame the Republican Congress. The Re- Emergency Immigrant Education Program $107.8 million for instructional services, publican Congress hopes that the public would be consolidated into a separate block $15.1 million for professional develop- will blame the President. Whoever has grant to States and sent out based on the ment, and eliminated all support services more political leverage, i.e., is winning the number of limited English proficient (LEP) funds. battle for public opinion, gains the upper children in the State. There would be no The Senate floor is the next battleground. hand during budget negotiations. That is restrictions on the teaching method to be Debate on the bill should begin the week why it is critical for NABE members and used to teach English."The summary of September 25. A House-Senate Con- others to continue to express your views indicates that the emphasis would be teach- ference Committee must resolve the dif- on federal education funding cuts. ing English, not on teaching math, sci- ference between the bills, although the Our office has heard that-Members of ence, and other academic content areas. Conference Committee is not expected to Congress and the White House are begin- Unlike the 10 percent cut indicated for complete their work until early October. ning to receive letters and phone calls other consolidated programs, it unclear Members of the Conference Committee about cuts to education and the Bilingual how much a cut the bilingual education are composed entirely of the Members of Education Act. Even if you wrote one or program would take when it is consoli- the respective House and Senate Appro- two letters, it is important to write and CONTINUED ON PAGE18 19 (IABENEWS SEPTEMBER 15, 1995PAGE1) VIEW FROM WASHINGTON

limited English proficient (LEP) children. There is literally no way to know if LEP Things You Can do to students are being served appropriately, with instruction based on sound theory, by Save Education Funding qualified teachers. and with measurable 4 Schedulean appointment to meet with your Representative/Senator while results. So much for accountability. In they are home in the district. Members of Congress return to their districts fact, the only time the Secretary has the nearly every weekend. If you can't organize a group visit with other educators power to withhold funds to a state or or parents, go by yourself. If you can't schedule an hour, meet for 10 minutes. school district is if the state or district is If you can't meet with the Representative/Senator, meet with their education/ unwilling to equitably provide funds to appropriations staff person. private school students!!! 4 Meet withthe editorial board of your local newspaper or TV station. The second major problem with the bill Editorial boards are set up to receive groups. Organizea small team of leaders is that there are no real within-state fund- and schedule an appointment this month. Request an editorial urging Congress ing allocations, meaning governors could to keep education, including bilingual education, off the budget cutting table, reward political cronies in affluent school and give them real stories about the impact of federal education budgetcuts on districts while poor urban and rural dis- students and families in your communities. Call the NABE office ifyou need tricts suffer. Funds would be distributed to materials. Do not be afraid to take this important step. the states based on the size of each state's Start a letter writing campaign. Mobilize your networks to writeas many school-age population. Before distribut- letters as they can, or have them call in. Push your Representatives and Senators ing funds to the 50 states, 0.5 percent of to become vocal in their opposition to education funding cuts. total funds would be reserved for Indian 4 Recruitbilingual education spokespersons, including current and former schools, to be administered by the Bureau students. to put a human face on federal education budget cuts. Forward their of Indian Affairs, and another 0.5 percent stories to NABE. reserved for territories and outlying areas. 4 Askyour school board and local government officials what they will have Once at the state level, 7.5 percent of to do make up for federal education budget cuts. Ask them what services each state's funds would be given to the they will cut or what taxes they will raise. Use the information to buttressyour governor for "education reform activities arguments. as the Governor considers appropriate." 4 Write thePresident urging him to hang tough and veto any spending bill Another 7.5 percent would be given to the that cuts education, especially bilingual education. The President initially "State" for administration. The final 85 vetoed the Rescissions bill but later sacrificed bilingual education funding. percent of the funds would be distributed Don't let this happen again. by the "State" to districts, charter schools, Refer to the "To Do" list in last month's NABE NEWS formore ideas. and private schools. Since "State" is left 4 Letus know what you plan to do and what you accomplish so we can tell undefined in the bill (it is not defined as the others around the country. Send us copies of your letters, the replies, andany State Education Agency), the governor newspaper stories. effectively would have control of 100 per- cent of the bill's funds with very few restrictions on how to distribute the funds. Key addresses dated with the emergency immigration The aim of the block grant proposal is education program. explicit. Legislative language in the bill Senator The problems with the Goodling block repeatedly states that funds should be used U.S. Senate grant proposal are deep and numerous. for "statewide education reform, includ- The bill appears to contain no mechanism Washington DC 20510 ing public and private school choice pro- (202) 224-3121 to ensure that federal money is being used grams, charter schools, magnet schools, to improve educational outcomes or a way and private management of public Representative to ensure that funds are equitably serving schools." In fact, the Secretary of Educa- U.S. House of Representatives students. Funds could be used by states to tion has explained that as much as 90 Washington DC 20515 buy more classroom chairs or new pencils percent of the bills funds could be for (202) 225-3121 for students rather then directing funds vouchers, charter schools, and private into school reform as required by the re- schools, diverting funds from poor rural The President cently reauthorized Elemeniary and Sec- and urban school districts. What the bill The White House ondary Education Act. does not do is follow the guiding principle Washington DC 20500 Furthermore, because there are no evalu- for federal education policy for 30 the last (202) 456-1111 ation requirements other than one years: providing the greatest help to areas President@ whitehouse.gov toothless statewide evaluation in 1999 and populations of greatest need. In the federal funds could be diverted away frpm past, the federal government has followed t..'

(NABE NEWS SEPTEMBER 15, 1995 PAGE 18) FROM PAGE 17 Status of FY '96 Appropriations for U.S. Department of Education

1995* '96 Administration '96 House '96 Senate Appropriations Request Bill Sub-Committee

Education Reform $494.3 million. $950 million $95 million $432.5 million GOALS 2000 $371.8 million $750 million $0 $310 million School to Work $122.5 million $200 million $95 million $122.5 million

Elementary & Secondary Education $9.3 billion $9.7 billion $7.6 billion $8.4 billion Title I $7.2 billion $7.4 billion $6.0 billion $6.5 billion (Migrant Education) $305.4 million $310 million $305.4 million $305.4 million (Migrant Ed.HEP/CAMP) $10.2 million $0 $0 $9.4 million Impact Aid $728 million $619 million $645 million $677.9 million Professional Development $598.5 million $735 million $550 million $550 million Safe and Drug Free School $465.9 million $500 million $200 million $400 million Magnet Schools Assistance $111.5million $111.5 million $95 million $95 million Training & Advisory Services (CRA IV) $21.4 million $14 million $0 $14 million Education for Native Hawaiians $9 million $9 million $0 $12 million Foreign Language Assistance $10.9 million $10.9million $0 $10 million Comprehensive Regional Assistance Centers $29.6 million $55 million $0 $21.5 million Indian Education- $81 million $84.7 million $52.5 million $54.6 million

Bilingual and Immigrant Education $206.7 million $300.0 million $103 million $172.9 million Title VII Student Services $117.1 million $155.6 million $53 million $107.8 million Title VII Support Service $14.3 million $15.3 million $0 $0 Title VII Professional Development $25.1 million $28.9 million $0 $15.1 million Emergency Immigrant Education $50 million $100 million $50 million $50 million

Special Education & Rehabilitation $5.8 billion $5.9 billion $5.7 billion $5.8 billion

Vocational and Adult Education $1.4 billion $1.6 billion $1.2 billion $1.3 billion

Postsecondary Education $14.9 billion $12.6 billion $12 billion $11.9 billion

Educational Research and Improvement$468.1 million $540 million $351.5 million $454.1 million

Office for Civil Rights $58.2 million $62.8 million $54 million $55.5 million

DEPARTMENT OF EDUCATION $32.9 billion $31.7 billion$27.0 billion $28.5 billion TOTAL Revised to include cuts from FY1995 Rescissions bill The majority of funding for Indian education comes from the Interior Department.

a moral obligation, buttressed by years of amount of money to go to private and thirty years, federal bilingual education policy and case law, to use its education religious schools. There are many serious funds have introduced communities to the dollars to make our society more, not less, flaws with a voucher program, especially option of bilingual education because lo- equal. No more. one that permits funds to go to private cal administrators lacked either an under- The third major problem with the bill schools, that have been discussed else- standing of bilingual education or suffi- cient resources to start up a program. Fed- has to with the myth of school choice as it where. _ relates to bilingual education. The justifi- The choice issue at the local level for eral bilingual education funds and national cation for the bill is a belief that state bilingual education is unique. Federal funds expertise and technical assistance have governments, school districts, and parents have been used to expand educational op- been there to help. should make educational decisions for stu- tions that would not otherwise have ex- Eliminating "bilingual" from federal dents. In practice, the bill drives money to isted by supporting model and innovative bilingual education funds and spreading the governors and permits an unrestricted bilingual education programs. For nearly CONTINUED ON PAGE 46 21 (ABE NEWS SEPTEMBER 15. 1995PAGE1) INTERVIEW WITH DR. GARCIA FROM PAGE 16

In the next issue of the Bilingual Research Journal,editor What do you see as the future of bilingual education in general? Richard Ruiz wrote a forward which he urges researches to We may continue to have our ups and downs, but the kidsare take into consideration the fact that thereare political conse- not going away there's growth in the population. We have the quences to the research they do. How do you view the role of instructional practices that will allow schools to respond to these researchers? kids. As long as we move in the direction to assist children, I think the research community has the responsibilityto do the bilingual education will be there. I don't see it goingaway or Very best analyses and to promote the very best theories. That's decreasing. It may be funded through Title I; it may be funded what they're trained to do; they're not politicians. I think it's more through local districts; it may be funded through state funds. incumbent upon those of us who have agreed to takeon that It's not going to disappear, because the kids need it. responsibility, i.e., as a political appointee or asan advocate to Congress like NABE and other organizations, to then take that What words of advice do you have for your successor? information and use it. But again. the current question isnot The major issue now is the political issue of thisnew Congress. whether we know enough. The real debate isa political debate This next year will be a heavy political year because of the who gets resources and who doesn't. presidential and congressional elections. Hang in there! OBEMLA I think researchers in the last 15 years have donean excellent job has taken some steps already with the systemic efforts and with the of documenting; I can name a number of them who havedistin- new projects; but I believe the field will need further assistance and guished themselves. When you take that data overall,we do know information. We've tried to open up communications and to be that native language can be important; wedo know howto prepare more accessible to the field. I'd advise the new Director to good teachers we know what makes a difference. But whether continue to move that way. The staff here have donea good job of we have the resources to implement these things, has been the putting their own organization together, and we need to makesure primary issue facing us a political issue. When I show data to it continues. Also, the new Director should be confident of the a new Congressperson, they're not interested. They want to hear support of the Secretary and the Undersecretary; that's one thing from the folks at home what they feel about bilingual education,or they do not have to worry about. education, parent involvement, whatever... a politicalresponse. Researchers certainly have the responsibilityas citizens to Congratulations on your appointment to Berkeley. Whatare promote their own political perspectives and to assist others who your plans? may share them. And I believe Richard is right, many researchers I am going to go back where I think I belong. I knew I'd only be don't realize how their data is being used, and they oughtto know. here for a period of time. I am pleased to be able to go back, back But 1 think the major responsibility for bilingual researchers isto to one of the premier graduate schools of education ranked third be good researchers. in the country. I will be fortunate and honored toserve as the new Dean; I have good, supportive colleagues there. I think we'll be What do you see as the future of the federal bilingual educa- able to continue the preparation of a new cohort of good research- tion program? ers and good teachers not only in bilingual education, but also It should have the same vision, same goals, and mission and in other areas. I will still continue my research. I hesitate takinga that is the value of leadership nationally. You've_ got to havea full-time administrative post because it would be much like national leadership, vision and mission. You can't have California OBEMLA administration all the time. I don't mind administra- doing something and Nebraska doing something else. Title VII has tion, but I feel I still have some research and writing left and I'd like helped the country in that way. It is an appropriate Federal role. It to do that as well. As Dean at Berkeley, I can mix these different isn't going to do it all shouldn't do it all but it shouldprovide tasks in a place that's critical California. I believe that UC- leadership and the opportunities for local authorities to develop their Berkeley can provide the kind of leadership California needs in own capacity to do the things they determine best for that locale.,We dealing with its diversity, and I plan to help do that. never try to dictate what people should do: we say, here are good programs we can help you fund, and you decide what their nature Do you have any special message for the NABE membership? is, what their ingredients are. But we don't make those decisions, Hang in there! NABE has been a tremendous support to the Federal government doesn't make those final decisions,you OBEMLA and to the broader goals of educating childrenas do. You don't have to apply for these funds ifyou don't want to. articulated by this Administration. I encourage NABE' s continued Besides that. I'd like to see a major mission within the depart- participation political and intellectual. I think there's a great ment to provide leadership to other areas here inside the federal deal NABE can contribute intellectually, particularly in theprepa- government such as OERI, OSERS, OESE, NSF, NIH... We have ration of professional staff. I would encourage the membership to experts who know about kids learning two languages, about continue doing this, while at the same time, to be politically cognitive development and linguistic development. I have found vigilant and active. I think it's important work. I will continueto that in discussions with other agencies they'remore than willing be a member of NABE and to support it, and I thank both the to receive assistance to understand how they might bemore membership, for their wonderful support, and all of you here in responsive to these issues. We've made some steps in that direc- Washington Jim, you and others who have been especially tion: we have to do a lot more. supportive and helpful. 22 NABE

(NABE NEWS SEPTEMBER 15, 1995 PAGE 20 Technology and Language-Minority Students Column Editor : Dr. Dennis Sayers, New York University

Closed Captioned TV: A Resource for ESL Literacy Education

public and commercial, and by the cable material that offers teachers a rich re- by Carolyn Parks networks (National Captioning Institute, source and new options for instruction. 1993). Almost all primetime TV program- tt has been five years since the publi- ming news, dramas, documentaries, Research Results cation of Closed Captioned Televi- situation comedies, children's fare, sports The latest research studies on the ben- iion for Adult ESL Literacy Learners events, movies, commercials, and special efits of using CCTV with second language (Spanos & Smith, 1990). Since that time, reports is captioned. In addition, thou- learners of all ages continue to confirm the interest in the subject has been growing sands of video programs for home and findings of earlier years (Bean & Wilson, among teachers, students, and research- school viewing are being captioned every 1989; Goldman & Goldman. 1988). Stu- ers. What is new in closed captioned tele- year. The level of language used, age ap- dents using captioned materials show sig- vision (CCTV)? Recent technological, propriateness, sophistication, and overall nificant improvement in reading compre- pedagogical, and regulatory developments quality of these programs vary widely. hension, listening comprehension, vocabu- have heightened awareness and apprecia- The captioning also varies in pacing and in lary acquisition, word recognition, decod- tion of the medium's educational poten- the degree of correspondence with the ing skills, and overall motivation to read. tial. This digest reports on new captioning spoken text, from verbatim to paraphrased. Thomas Garza (1991) used verbatim legislation that increases access to cap- Like a new wing in a library, closed captioning with adult ESL learners and tioned programs and on new research, captioning provides a new bodyof reading CONTINUED ON PAGE28 technology, and uses of closed captions in the field of adult ESL. BACKGROUND INFORMATION ABOUT CLOSED CAPTIONING Increased Access to Captioned Programming In 1990, Congress passed the "Televi- WHAT IS CLOSED CAPTIONING? sion Decoder Circuitry Act" mandating ..The symbols (registered trademarks of the National Captioning Institute and of the that all new TV sets 13 inches or larger Caption Center) and "CC" identify, in TV program listings, televigion programs and videotapes that are closed captioned. These programs have captions, or printed manufactured for sale in the United States text, at the bottom of the screen, which can be accessed with a decoder. The captions have a built-in computer chip that decodes are synchronized with the dialogue or narration of the program's audiotrack. captions. This eliminates the necessity of buying a separate decoder (about $150) for this purpose. Sets with the built-in ,WHAT KIND OF EQUIPMENT IS NEEDED T_ O SEE THE CAPTIONS ON decoder offer a menu with a "caption op- A REGULAR TELEVISION SET? tion." When this is selected, a written When a captioned program is broadcast on TV or played on a VCR, the captions version of a program's audiotrack is dis- are visible on sets that have a separate or built-in "caption decoder." played at the bottom of the TV screen. The law went into effect in July 1993, and the HOW ARE THE CAPTIONS ADDED TO A VIDEOTAPE? Captioners, somewhat like court stenographers, spend many hours at specialized National Captioning Institute (NCI) esti- computer work stations watching and listening to programs and typing a transcript mated that by the end of 1994, 40 million of the words being spoken. These words are then encoded on the videotape as households would have these new "cap- tion-ready" sets, that provide free access closed captions. They cannot be read until they are decoded. to the educational benefits of captioned TV and video (National Captioning Insti- -.HOW FAST DO THE CAPTIONS MOVE ACROSS THE SCREEN? tute, 1993). Programs are captioned at different speeds depending on the sophistication and speed of delivery of the language of the spoken text. Sesame Street, for example, is captioned at 60 woiti§"per minute, Reading Rainbow at 120 wpm, and the ABC More Captioned Programming Educators and learners now have many Eivning News at up to 250 wpm. captioned programs from which to choose. More than 800 hours of captioned pro- DO THE CAPTIONS MATCH THE SOUNDTRACK EXACTLY? gramming per week (up from 400 in 1990) Some programs are captioned almost verbatim; others are paraphrased for ease of are broadcast by the major networks, both readability. 23 (ABENEWS SEPTEMBER 15, 1995PAGE 21) USA Today Editorial Opposes Official English Today's debate: Official English -A phony solution in search of an imaginary problem Our view : Politicians are using official English to pander to public fear of immigrants

Senate Majority Leader and presidential candidate Bob Dole the Voting Rights Act requirements that election ballots be avail- obviously recognizes a popular slogan when he sees one. able in other languages where there are heavy concentrations on Monday, he became the latest advocate for making English minority-language speakers. the nation's "official language." A fourth would write an official-English provision into the Official-English bills have been kicking around in Congress for Constitution. years. and laws or constitutional amendments have been adopted State and local experience suggests none of them would achieve in 22 states, including New Hampshire, Montana and South anything of value. Even backers are hard pressed to cite positive Dakota this year. The idea is simple and easy to sell. results, for government is in fact overwhelmingly conducted in Unfortunately, it's also a feel-good answer to a largely imagi- English already. nary problem that American culture is threatened by non- Meanwhile, anecdotal evidence suggests official English in- English speakers. Dole, for instance, said "ethnic separatism" vites unexpected trouble. Hundreds of complaints have been filed threatens the nation. against employers, shopkeepers, even bus drivers who cited offi- Hardly. While 32 million U.S. residents speak a foreign lan- cial-English laws wrongly as grounds for firing workers or guage at home, the vast majority speak English as well. Only 0.8% denying service. of the population, hardly enough to be a menace, can't speak A federal law would do no better. English. The notion of barring native-language voting help to elderly Census data show that nearly 90% of Latinos ages 5 and older immigrant-citizens. whom it was designed to help, is downright speak English at home. And 98% of Latinos surveyed said they mean-spirited. feel it is"essential" that their children learn to read and write And bilingual education. except for minor financial support, English "perfectly." isn't even a federal issue. Done right, it helps children get started In fact, the vast majority of today's Asian and Latino immi- in substantive schooling while also learning English. Most young- grants are acquiring English proficiency and assimilating as fast as sters in the programs move into regular classes in less than three did earlier generations of Italians, Russians and Germans. More years. than 95% of first-generation Mexican-Americans are English Where it's done wrong, the states and school districts that proficient, and more than 50% of second-generation Mexican- control education not Congress will have to find an answer. Americans have lost their native tongue altogether. And official English is not it. What would making English official mean? Dole didn't say. He In Georgia and Maryland this year, governors rejected political hasn't endorsed any of the proposals pending in Congress. pandering and vetoed official-English bills. In seven other states, But others have. The most widely supported, with 180 co- proposals failed in the legislature. sponsors in the House and 17 in the Senate, would bar taxpayer Official English is one more law we're better off without. funding of publications, forms and ceremonies in other languages and call on government to "preserve and enhance the role of USA Today, September 7, 1995, English." A hearing is scheduled for October 18. Two other bills would require all government communications Reprinted with permission from USA Today. to be in English. terminate support for bilingual education and end NABE

This Special Report on Language Policy contains two petitions -- one in support of bilingual education and the other opposing Official English. Please photocopy these petitions and distribute them to your colleagues and friends. Ask that as many people as possible fill them out and send them to NABE as soon as possible. This is an opportunity to let national policy makers know your opinions. 24 NABE NEWS SEPTEMBER 15, 1995 PAGE2) Language- Restrictionism & National Politics Linda Chavez: New Stage, Same Song by James J. Lyons, Esq. At the beginning of August, NABE received a press release NABE Executive Director about the formation of a new organization in Washington, the Center for Equal Opportunity (CEO). Its President is none other Beyond the epic questions of education funding covered than Linda Chavez, former Executive Director of U.S. English and elsewhere in this issue, the last six weeks have been the Staff Director of the U.S. Commission on Civil Rights under most challenging, the most frightening, the most gratify- President Reagan. CEO, which styles itself a "think tank", has a ing, and maybe the most momentous time in memory for bilingual three issue agenda immigration, affirmative action, and multi- education and American language policy. This special report cultural education. covers some of these recent events. The August issue of Reader's Digest contains a five-page The months ahead promise to be even more crucial as laws article by Linda Chavez entitled "One Nation, One Common which uphold the rights of language-minority Americans, protect Language." The article is a rehash of Linda's shop-worn accusa- the liberties of all Americans, and promote the successful school- tions that parents don't want bilingual education and that bilingual ing of language-minority children are targeted for legislative education harms students. As always, her evidence is based on a amendment and repeal by the English-Only lobby and by national combination of anecdotes of bad educational practice, half-truths, politicians pandering to nativism. and full-truths taken out of context. And as before, Linda portrays As NABE members, we can do much to inform public opinion bilingual education exclusively as an immigrant issue and an and to influence public policy and legislation through the demo- Hispanic issue. The article's bottom line message: "the best policy cratic process. The stakes educational success for the nation's for children and for the country is to teach English to children and protection of fundamental human rights and Ameri- immigrants as quickly as possible. American-born Hispanics, who can values demand our total investment. now make up more than half of all bilingual students, should be taught in English." Newt Gingrich: "English as the American Language" Throughout August, Linda Chavez has been inviting selected The August 4th edition of the Los Angeles Times reprinted the people, including yours truly, to participate in a September 18th chapter "English as the American Language" from Newt Gingrich's "conference" on bilingual education to take place on Capitol Hill. book To Renew America. In this scant four-page book chapter, the The opening speaker for the CEO "conference" is Representative Speaker charges: Toby Roth (R-WI), author of Official English/English-Only leg- Today the counterculture left and its allies profess to islation which would repeal the federal Bilingual Education Act smooth the path for immigrants by setting up bilingual and the bilingual provisions of the Voting Rights Act. According education programs , making it possible for children to the invitation, Linda Chavez will serve as moderator. I declined to continue in their own language. In fact, they have to participate in Linda's conference; under her sponsorship and actually made it more difficult. Bilingual education control, the event would not be productive. More importantly, I slows down and confuses people in their pursuit of new received a far better offer more about that later in this column. ways of thinking. It fosters the expectation of a duality that is simply not an accurate portrayal of America. Samuel Kiser: When Lies Become Law Immigrants need to make a sharp psychological break Later in August, the Associated Press reported that a Texas with the past, immersing themselves in the culture and State District Judge, Samuel C. Kiser, had equated a bilingual economic system that is going to be their home. Every mother's speaking Spanish to her 5-year-old daughter with "child time students are told they can avoid learning their abuse" and had declared that by not speaking English to the child, new native language (which will be the language of the mother was "relegating" her to the position of a "housemaid." their children and grandchildren), they are risking The Judge's outburst came in a child custody case in Amarillo, their future by clinging to the past... Texas. According to the AP story, Judge Kiser admonished In addition, educators and professionals who make Mexican-born U.S. citizen Marta Laureano: their living running these programs often become the If she [Marta's daughter] starts first grade with the biggest opponents for letting these people move into Other children and cannot even speak the language the mainstream. Sadly, there are some ethnic leaders that the teachers and the other children speak, and who prefer bilingualism because it keeps their voters she's a full-blood American citizen, you're abusing and supporters isolated from the rest of America, that child and you're relegating her to the position of ghettoized into groups more easily manipulated for a housemaid. CONTINUED ON PAGE26 political purposes often by self-appointed leaders. 25 BEST COPYAVAILABLE NABE NEWS SEPTEMBER 15, 1995PAGE2) -, -- -' i

1 r, ',I. - n-A PEI. HON TO

THEPRESIDENT OF THE UNITEDSTATES, MEMBERS OF THESENATE, AND MEMBERSOF THE HOUSE OFREPRESENTATIVES

I support bilingual educationbecause it:

1. enables studentsto learn content area materialwhile they are learningEnglish, so they don't fallbehind academically;

2. facilitates theacquisition of English languageskills;

3. develops thelinguistic resources of our nation;and

4. connects schoolswith families and allows parentsto be active partnersin their children's education.

NAME:

ADDRESS:

TELEPHONE: FAX:

Return this form to NABE 1220 L Street, N.W. - Suite 605 Washington, DC 20005-4018

--.-_-_. Yes! I want to help preservefederal bilingual education programs. I am contributing:

$10 GI $25 $50 $100 2 6 $500 $1000 $

Enclose check or money order made payable to NABE

eNARV NIF'WC CFPTFMRFR lc 199CPACV7.:1N PE1THON TO

THE PRESIDENT OF THE UNITED STATES, MEMBERS OF THE SENATE, AND MEMBERS OF THE HOUSE OF REPRESENTATIVES

I oppose Official English because it:

1. violates the basic values of freedom and mutual respect which have given strength and unity to the nation;

2. violates basic human rights and restricts life opportunities;

3. wastes valuable linguistic resources; and

4. fosters ethnic and linguistic discrimination and division.

NAME:

ADDRESS:

TELEPHONE: FAX:

Return this form to NABE 1220 L Street, N.W. - Suite 605 Washington, DC 20005-4018

Yes! I want to help preserve language freedom in America. I am contributing:

$10 $25 $50 $100 $500 $1000 $

Enclose check or money rflier made payable to NABE

(ABENEWS SEPTEMBER 15, 1995PAGE 25) SPECIAL RPO. ANGUAGE POLICY

RESTRICTIONISM AND POLITICS FROM PAGE23

Judge Kiser' s courtroom remarks faith- the glue of language to help point loud and clear, saying, fully echo the sentiments expressed in hold us together. If we want to "If we want to ensure that all expensive advertisements run by U.S. En- ensure that all our children our children have the same glish in the New York Times and Time have the same opportunities opportunities in life, alterna- Magazine. The 1989 U.S English ad in the in life, alternative language tive language education New York Times charged in bold headline education should stop and should stop and English should print "IF SOME NY EDUCATORS GET English should be acknowl- be acknowledged once and for THEIR WAY THIS IS THE KIND OF FU- edged once and for all as the all as the official language of TURE MANY OF OUR CyILDREN WILL official language of the United the United States. FACE." Under the headline was a picture States. of a dishwasher in a restaurant kitchen. In the same speech, Senator Dole: called Capitol Hill, September 18, 1995: The U.S. English advertisement was di- for an end to affirmative action; attacked Separating Fact From Fiction in rected against a strengthening of New proposed national history standards as Bilingual Education York's bilingual education programs by overemphasizing negative aspects of U.S. Earlier I noted that I had declined par- the State Board of Regents. Judge Kiser's history such as "the scourge of McCarthy- ticipation in Linda Chavez' September housemaids, U.S. English's dishwashers. ism and the rise of the Ku Klux Klan"; and 18th Capitol Hill "conference on bilingual The U.S. English ad in the March 20,1995 pledged to pass a constitutional amend- education."I also mentioned a better edition of Time Magazine directly equated ment banning flag burning and desecration. offer. The offer came in the form of a bilingual education with child abuse. The Senator Dole's speech has generated request from the Congressional Hispanic first two paragraphs read: widespread and intense media interest. Caucus and Congressional Asian Pacific Deprive a child of an educa- Radio and television talk-shows have American Caucus to help them organize a tion. Handicap a young life picked up on the issue of language policy three-hour session during the morning of outside the classroom Restrict featuring debates between Members of September 18th on bilingual education for social mobility. If it came at Congress. Rick Lopez and I have received Members of Congress, congressional staff, the hand of a parent it would calls from more than 50 news reporters, the media and the press. The purpose of the becalledchildabuse. and have participated in numerous televi- CHC/CAPAC event is to set the record At the hand of our schools and sion and radio news specials on official straight about bilingual education before it funded primarily by state and English/English-only and bilingual edu- is twisted by Linda Chavez and her allies. local government, it's called cation. bilingual education. A mas- Most of the editorials that we have seen The Months Ahead sive bureaucratic program criticize Senator Dole's promotion of offi- Debate over national language policy is that's strayed from its man- cial English, and more editorials are likely likely to intensify as elections approach. date of mainstreaming non- in coming days. USA Today's editorial Hearings on Official English are being English speaking students. captioned official English as a "Phony scheduled by the House of Representa- Today more money is spent solution in search of an imaginary prob- tives for mid-October. Bilingual educa- teaching immigrants in their lem," stating that "Politicians are using tion will be challeged by U.S. English, native languages than teach- official English to pander to public fear of English-First, Linda Chavez, and other ing them English. immigrants" [see reprint of editorial in this English-only advocates. With your in- issue]. The Washington Times, however, volvement, and with the investment of Bob Dole: Official English supported Dole's position in an editorial your time and contributions to NABE, we In a Labor Day speech to the national entitled "Official English is coming." The will, I believe, succeed in preserving edu- convention of the American Legion, Re- editorial enthused: cational programs which help students publican presidential candidate and Sen- English is America's mother succeed and language policies which re- ate Majority Leader Robert J. Dole, cited tongue. Americans not only flect and respect the diversity of the Ameri- threats of "ethnic separatism" and called speak English but, on the can people. NABE's efforts to preserve for English to be made the official lan- whole, refuse to learn another bilingual education and language freedom guage of the United States. According to a language. In a speech this cost money. Contribute now, by sending a Washington Post report,Senator Dole week to a national convention check to NABE. Your contributions can declared that of the American Legion in In- help preserve bilingual education and lan- with all the divisive forces tear- dianapolis, presidential aspir- guage freedom in America. ing at our country, we need ant Robert Dole made that NABE 28 EIABE NEWS SEPTEMBER 15, 1995 PAGE .SPECIAL REPpFITONLANGIJAGEEPOLICY An Open Letter in Response toJudge Kiser

e following letter, reprinted in full, was sent totheAmarillo Globe Timesnewspaperin Amarillo, TX by Dr. Rosa Castro Feinberg in response to Judge Kiser's remarksTduring dung the Laureano child custody hearing.Dr. Feinberg's note to the Globe Times editor is also include (printed below in italics).NABENEWS thanks Dr. Feinberg for her permission to reprint the letterfor our readers.

Dear Editor: This is an open letter of thanks to my Mother, addressed to you and your readersin response to Judge Kiser's recent remarks to Ms. Laureano in a child custody hearing. I would appreciate receiving a copyof the issue which contains this letter to give to my Mother.

September 4, 1995

Mi Querida Mama,

As a child of the depression, you were never able to go to college, but weall know that seeking degrees and titles is but one way of knowing things. Your wisdom has produced a child and a grandchild whohave enjoyed a large measure of success through helping others, based on the values you instilled in us,and the linguistic and cultural skills of which you laid the foundation. When I was growing up in New York City, you spoke to me only in Spanish.You read to me in Spanish. You sang to me in Spanish. Family rituals were conducted in Spanish. Mealtimeconversation was in Spanish. I was able to talk with my Grandfather, who spoke only Spanish, about the books he wasalways reading, and with my Uncle, who was in the Merchant Marines, about his trips all over the world, and with my Father about his early yearsin Spain and his subsequent travels. I was able to talk with you about your years in Colombia, and learnedthe stories you first heard there. You knew that the only way I could have access to the treasures of family historyand heritage was through Spanish. You knew that the best way for me to enjoy the full benefits of bilingualism was toestablish a firm base of competence in the language that would receive the least support in the publicschools. You knew that there were familial, social, academic, and vocational benefits to bilingualism, as well as benefits to ournation in its international trade, diplomatic, and military activities. You chose the best possible means of ensuringthat your child, your family, your community, and your country would receive the legacy of language and culture youfreely gave, gifts of great worth, for which I thank you. My first job, while I was in high school, was at Mary Jane Shoes, in downtownMiami. There, and in subsequent summer jobs at Richards, Burdines, and Drug City Drugs, my ability tospeak Spanish helped me get the job from out of a crowded field of applicants, and to do the job of serving customers who, more oftenthan not, were Spanish-speakers. When I began teaching in 1960, my ability to speak Spanish enabled me to be partof a newly designed program for recently arrived Cuban refugee children. As I continued in my teaching career, mybilingualism helped not only in the classroom, but also in the all important task of keeping in touch with the parents ofall my students. When my son was born, you looked after him while I was working. You gavehim the same gifts you gave me, for which he, too, is the richer. Now, he is an attorney, working on behalf on low incomeaged or disabled clients in Louisiana. I am an Associate Professor at Florida International University,helping to prepare teacher education majors for teaching and administrative careers in the fourth largest school district in the country, where over 45,000students are of limited English proficiency, and bilingualism is again an asset. I am also a Member of the Dade County School Board, elected county widewith the largest number of votes cast for any of the four sets of candidates who were elected in 1992. I was first appointed tofill a vacancy for this position by then Governor Graham in 1985, because of my experience as an educator and policymaker, and because of my years of service with community based organizations in Florida. That service, including work with Puerto Rican, Cuban, Mexican American,Haitian, Seminole, Miccosukke, Greek, Vietnamese, Chinese, and Thai organizations, as well as my teaching experience,called for the linguistic and cultural skills you first taught me. Subsequent to the appointment, I have used Spanishconstantly, to talk with community groups in a jurisdiction with over 50% of the population classified as Hispanic, to talk with parents, and toprovide orientation to the school system via the extensive network of Spanish language print-rabic), and televisioncommunications media. Throughout my life, whatever success I have enjoyed, I can trace back to the factthat I had a mother who read to me, and thank God, she read to me in Spanish! Muchas gracias, Mama. Con besos y abrazos, to hija que mucho to quiere,

Rosita 2:9 (Rosa Castro Feinberg, Ph.D.)

EASE NEWS SEPTEMBER 15. 1995 PAGE TECHNOLOGY FROMPAGE 21

adult Russian language learners to explore captions on a word processor and uses the designed around them. (See Smallwood, the language learning benefits of merging printed-out script of programs students 1992 for a discussion of ways to use spoken and printed text in one medium. have viewed in class for classroom and children's literature with adults.) Rescue He chose short (2-4 minutes), verbatim, homework reading. He also designs cloze 911 and NOVA are two adult programs captioned segments from actual Russian and other vocabulary activities from TV that are also suitable for ESL classrooms. and American TV programs which pro- programs the students view in class. vided a kind of visual glossary for difficult Todd Ellsworth (1992), teaching at the Conclusion vocabulary. When, over time, he tested Benjamin Franklin Institute in the Mexi- Through training in the use of CCTV students' ability to use specific vocabu- can state of Yucatan. where students have and sharing of experiences with each other, lary from the segments in retellings of little exposure to real English, uses cap- educators will continue to discover ways their content. he found significant increases tioned TV programs received via satellite in which captioning can transform the in comprehension of the segments, as well from the United States. He divides his medium of television into a powerful and as recall of the language used in them. classes into three groups to view the same effective literacy and language learning In a study commissioned by the Na- program: the first views the program with- tool for all ESL students, including adult tional Captioning Institute, Neuman and out captions; the second with captions; learners. Koskinen (1992) found that using cap- and the third with audio only (without tioned science materials from the televi- video or captions). From issues arising sion program 3-2-1 Contact with Asian Resources during full-class discussions after the group The Caption Center, 125 Western Av- and Hispanic seventh and eighth grade viewings, Ellsworth designs lessons on enue, Boston, MA 02134. (617) 492 -9225. ESL students resulted in higher scores on grammar and vocabulary, including idi- Information on how to make your own tests of word knowledge and recall of oms and slang; on U.S. cultural expecta- captions. science information. These results sup- tions and social etiquette; and on the ef- port the theory that multisensory process- fects of emotion on stress patterns and The National Captioning Institute, Inc., ing of the audio, video, and print compo- pronunciation. He finds the in-class study 5203 Leesburg Pike, Falls Church, VA nents of captioned TV enhances language of closed captioned programs motivates learning and content. 22041. (703) 998-2400. Information about the learners to use their second language, decoders and research studies. English, with greater ease and confidence. ESL Classroom Applications Salvatore Parlato. who works with deaf Pacific Lotus Technologies, 1 Bellevue Several technological advances have and hearing ESL students in Rochester, Center, 411, 108th Avenue NE, Suite 1970, made the use of captioned materials a less NY, uses in-class captioned TV viewing Bellevue. Washington, 98004. (206) 454- time-consuming activity for teachers and as a group activity that provides a common 7374. Information about decoders and a rich experience for students.It is now frame of reference or talking point from computer software for transcribing. possible to capture the captions, i.e., trans- which to build vocabulary and concepts fer them directly to a printer or computer (Parlato, 1986). He focuses the students' as they appear on the TV screen. References The attention on the job of the captioner, who Bean, R.M., & Wilson, R.M. (1989). Scriber system (Pacific Lotus Technolo- often paraphrases and simplifies what is "Using closed-captioned television gies, PL 100 hardware and software packet) being spoken to make captions short and to teach reading to adults." Reading enables the viewer to either print out the slow enough for easy readability.His Research Instruction, 28(4), 27-37. captions as they appear on the screen or students view programs, looking for dif- Ellsworth, T. (1992, October). save them on the computer in a word "Inte- ferences between captions and dialogue, grating subtitled video into your processing program where classroom ac- and discuss these differences after the view- teaching."English Teaching Forum. tivities such as the following can be devel- ing. Parlato turns the volume off during a Garza, T. (1991). "Evaluating the use of oped: accessing key words, generating second viewing and either he or a student captioned video materials in ad- cloze exercises, changing the font and reads the captions aloud while the rest of vanced foreign language learning." spacing, and converting upper case letters the class reads along silently. This activity Foreign Language Annals, 24(3), to lower case (all captioning is done in helps develop reading fluency and 239-58. capital letters). metalinguistic knowledge about how lan- Goldman, M., & Goldman, S. (1988). "Read- For example, Tim Rees (1993) at the guage can be used and manipulated. ing with closed captioned TV ."Journalof International Language Institute of Mas- Webb, Vanderplank, and Parks (1994) Reading, 31(5), 458. sachusetts reports success with Chinese suggest using certain closed captioned Neuman, S., & Koskinen, P. (1992). and Japanese students of ESL using CCTV children's programs, such asSe- scime Street, "Captioned television as compre- news programs and situation comedies to Reading Rainbow. and3-2- I Contact, with hensible input: Effects of incidental expand vocabulary, improve listening com- adult ESL learners. The content, speed of word learning from context for lan- prehension, increase knowledge of cur- captioning, and vocabulary make these guage minority students." Reading rent affairs and U.S. culture, and stimulate programs suitable for use in the adult ESL Research Quarterly, 27(1), 95-106. class discussions.Rees transcribes the classroom and many adult activities can be 30 CONTINUED ON PAGE 30

(ABENEWS SEPTEMBER 15, 1995 PAGE2) New Comprehensive Regional Assistance Centers Funded

U.S. Department of Education has funded 15 new Comprehensive Regional Assistance Centers, thus Region I(Connecticut,Maine, Massachusetts, New Hampshire, Rhode: Island, consolidating the services of more than 40 Vermont) technical assistance centers (including 16 Educational deveopment Center, Inc., Newton, MA Multifunctional Resource Centers and two Evaluation Assistance Centers funded by Region II (New York) Title VII). The new centers are designed New York University, New York to assist states, school districts, and schools in "meeting the needs of children served Region III(Delaware, District of Columbia, Maryland, NewJersey, Ohio, Pennsylvania) under the Elementary and Secondary Edu- George Washington University, Washington, DC cation Act, including children in high- poverty areas, migratory children, immi- Region IV (Kentucky, North Carolina, South Carolina, Tennessee, Virginia, West grant children, children with limited En- Virginia) - T . :, glish proficiency, neglected or delinquent Appalachia Educational Laboratory, Charleston, WV

children, homeless children and youth, 4 Indian children, children with disabilities, Region V (Alabama, Arkansas, Georgia, Louisiana, Mississippi) - and, where applicable, Alaska Native chil- Southwest Educational Development Laboratory, Austin, Tx- dren and native Hawaiian children." The 3 Centers will provide "comprehensive train- Region VI (Iowa, Michigan, Minnesota, North Dakota, South Dakota, Wisconsin). ing and technical assistance, related to Wisconsin Center for Education Research, Madison, WI administration and implementation of pro- grams under ESEA to states, local educa- Region VII (Illinois, Indiana, Kansas, Missouri, Nebraska, Oklahoma) tional agencies, schools, tribes, commu- University of Oklahoma, Norman, OK nity-based organizations, and other recipi- ents of funds under ESEA. They will Region VIII (Texas) , , S focus on two priorities. as required by Intercultural Development Research Association, San Antonio, TX ESEA: assisting Title I schoolwide pro- .. grams, and they will help local educa- Region IX (Arizona, Colorado, Nevada, .New Mexico, Utah) tional agencies and schools funded by the New Mexico Highlands University, Albuquerque, NM Bureau of Indian Affairs that have the highest percentages or numbers of chil- Region X (Idaho, Montana, Oregon, Washington, Wyoming) dren in poverty." Northwest Regional EdUcatiOnal.Laboratory, Pdrtland, These Comprehensive Regional Assis- . , tance Centers will be transitioned in over Region XI (Northern California: all counties not included in Region XII) the next six months, during which time the Far West Laboratory for Education Research and Development, Multifunctional Resource Centers and San Francisco, CA Evaluation Assistance Centers funded by -,. - Title VII will continue to operate. Fund- Region XII (Southern California:countiesof Los Angeles, San Bemadino, Orange, ing for the Centers after the initial six Riverside, San Diego, Imperial, Mono, and Inyo) month period is pending resolution of ap- .LoS Angeles County Office of Education, Los Angeles, CA, propriations for Fiscal Year 1996. Under the House-approved funding bill, these Region XIII (Alaska) Centers would be eliminated. South East Regidnal Resource Center, Juneau, AK NA BE Region XIV (Florida, Puerto Rico, Virgin Islands) Readers are welcome to Educational Testing Service, Princeton, NJ reprint any NABE NEWS original material free of Region XV (Hawaii, American Sarnoa, Guam, the Commonwealth of the Noithem charge as long as proper Mariana Islands, the Federated States of Micronesia, the Republic of the Marshall. Islands, credit is given to both the and the Republic of Palau) author and NABE NEWS Pacific Regional Education. Laboratory, Honolulu, HI as the source. a

NABE NEWS SEPTEMBER 15, 1995 PAGE 29 ASIAN/PACIFIC AMERICAN FROM PAGE 10 TECHNOLOGY FROM PAGE 28

The pattern of preferred learning styles and help them understand their own learn- Parlato, S. (1986). Watch your language: in Korean-American students tends to be ing styles such as time of day preferences, Captioned media for literacy. Silver similar to that reported for students in the perceptual preferences (auditory, visual, Spring, MD: TJ Publishers. United States. For example, both Korean- tactual, or kinesthetic), sociological pref- Programs captioned by the National American and American students preferred erences (learning alone, with peers, with a Captioning Institute. National more intake, mobility, informal design, teacher, in small or large groups), mobility Captioning Institute. (1993). Falls and less structure than did Korean stu- needs, and instructional environments Church, VA: Author. dents. This may indicate that the Korean- (noise level, lighting, formal/informal de- Rees, T. (1993). Closed captions in the American students had become accultur- sign...). Then, teachers should provide classroom. Unpublished manuscript.. ated and their learning styles became close guidance for studying through their strong Northampton, MA:International to the learning style pattern of American style preferences and also try to match Language Institute of Massachu- students. Thus, one may say that the devel- teaching/learning environments with the setts. opment of learning styles is partly moder- individual students' learning style prefer- Smallwood, B.A., 1992. Children's lit- ated by cultural and environmental influ- ences as much as possible. erature for adult ESL literacy. ERIC ences. Digest. Washington, DC: National Although learning style differences ex- Eunsook Hong is an Assistant Professor of Clearinghouse for ESL Literacy ist between the two groups (Korean and Counseling and Educational Psychology Education. (ED 353 864) Korean-American students), it should be at the University of Nevada, Las Vegas. Spanos, G., & Smith, J. (1990). Closed noted that there are as many individual She teaches courses in educational psy- captioned television for adult LEP differences within each group as between chology, research methodology, human literacy learners.ERIC Digest. the two groups. Thus, even though it is measurement, and statistics. Her areas of Washington, DC: National Clear- important to understand the group differ- research interest include human learning inghouse for ESL Literacy Educa- ences in learning style preferences, teach- and problem-solving, gifted education, and tion. (ED 321 623) ers should also consider individual differ- sociocultural impact on the education of Webb, M., Vanderplank, R., & Parks, C. ences in each student. Using some form of ethnic minorities. (1994, April). "Developing ESL ma- learning style measure, teachers may iden- terials for closed-captioned video tify individual students' learning styles Editor's Note:Contributions to the programs." Paper presented at the Asian/Pacific American Education Teachers of English to Speakers of Concerns column should be sent to Janel Other Languages annual convention, TEACHING M RC/NC, 1212 Broadway #400, Baltimore, MD. OPPORTUNITIES Oakland. CA 94912. (510) 834-9458, FAX (510) 763 -1490. E-mail:JANET LU Carolyn Parks is a staff member of the Are you interested in teaching in @ a rcoakland.o rg Adjunct ERIC Clearinghouse for ESL Lit- eracy Education. sunny Southern California? Originally published in July 1994 as an Bilingual Education: ERIC Digest ( ED372662) by the National Spanish (K-8) CENSUS FROM PAGE 8 Clearinghouse for ESL Literacy Educa- Must be eligible for appropriate tion (NCLE), which is operated by the vision (301-457-2429). A CD-ROM with California Credential Centerfor Applied Linguistics (CAL) with the tables and a special data set with infor- funding from the Office of Educational mation separately by state for independent Research and Improvement, U.S. Depart- Starting Salary analysis sells for $150 from the Population ment of Education. $27,000 - $52,362 Division. plus fringe benefits Editor's Note: Contributions to theTech- This article is adapted from articles in the nology and Language-Minority Stu- July 1995 issue of NUMBERS AND Call or write: dentscolumn should be sent to Dr. Dennis Ontario-Montclair NEEDS, a newsletter on ethnic and lin- Sayers, New York University, 239 Greene guistic minorities in the United States, Street, Room 635, New York, NY School District edited and published by Dorothy 10003 ( 212 )998- 5485 .E-inail: Dr. Sharon P. McGehee Waggoner. SAY ERS@ acfclusternyu.edu Personnel Services 950 West "D" Street NABE NABE Ontario, CA 91762 (909) 983-9501 Petition supporting bilingual education! page 24

BEST COPY AVAILABLE NABE NEWS SEPTEMBER 15, 1995 PAGE 30) News from NABE's Central Region An Update on People, Conferences and Policies

Transitional Committee to support the New by Dr. Joe Bernal Texas Orleans conference to be held by the Na- Dr. Jose A. Ruiz-Escalante's first act as tional Association for the Education and Texas Association for Bilingual Educa- ABE affiliates in the Central Re- Advancement of Cambodian, Laotians, tion president was to mail the NABE Alert gion have been busy contacting and Vietnamese Americans. That confer- on budget cuts to each state member. An their respective memberships ence will be held at the Pontchartrain Ho- updated NABE alert was also sent by about potential cuts in federal education tel, March 31st-April 2nd, 1996. Inter- Frank Campos, Legislative Co-chair, with funds, particularly in bilingual education. ested persons may contact Greg Levitt at former TABE president Dr. Adela Solis Highlights of their efforts on behalf of the University of New Orleans. assisting. Esther de la Garza, president of language-minority students are provided the San Antonio Area Association for Bi- in this column. North Dakota lingual Education, has also done a mailout The most important news from the North to all San Antonio members. They also Kansas Dakota Association for Bilingual Educa- developed a model resolution opposing Tulio Tablada was elected president of tion is the announcement by President education cuts for their members to take to the Kansas Association for Bilingual Edu- Marc S. Bluestone that their legislature their respective School Districts for their cation at the state convention held in June adopted SB 2491. The bill, written by trustees to adopt. in Hutchinson. He replaces Grace Blum. affiliate members including Bluestone and NABE Pioneer, Dr. Elisa Gutierrez, The convention, entitled "Blending for Joyce Burr, allows for special certification recently retired from her position as Direc- Success: Bringing Title VII, Title I, and to be given an individual as an instructor tor of the Division for Bilingual Education Migrant Education Groups Together" was of North Dakota American Indian lan- of the Texas Education Agency. Many a huge success. According to Tablada, guages and culture if the individual is people attended a reception held in her much of the success was due to keynoter recommended for certification by the North honor at the Texas Education Agency on Juan Andrade, President of the Midwest- Dakota indigenous board created by the September 1, 1995. Northeast Voter Registration and Educa- tribal governments. The instructor being The 1995 TABE state conference will tion Project from Chicago, who gave a certified must (1) display competence in be held in El Paso on November 9-11, great inspirational and motivational talk North Dakota American Indian languages 1995, at the Camino Real Paso Del Norte centering on excellent teachers producing and culture and successfully completed a Hotel. Anyone wishing to attend may call quality students. On the lighter side, ven- three-semester-hour course in classroom 1-800-484-5745, Ext. TABE or 8223. triloquist Nacho Estrada and his puppet, instruction at a tribal college or other insti- TABE leadership will go before the Don Chema, had everyone rolling in the tution of higher education, or (2) hold a state Board of Education to give testimony aisles. BA or BS degree and have knowledge of regarding assessment exemptions for lan- Tablada reports that he plans to empha- and experience in North Dakota American guage minority (LM) children. The ques- size three things during his tenure of of- Indian languages and culture. tion of accountability regarding the fice: ( I ) increase membership (local state The affiliate state conference will be progress of language minority children is and national), (2) become more vocal and held at the Double Wood Inn, in Bismark, in question in that an inordinate number active in governmental affairs, and (3) North Dakota, October 18-20, 1995. Inter- were exempted from state testing, but little support teachers' efforts at the local level. ested persons may call Marc Bluestone at or no reporting was made on the alterna- (701) 627-3718. tive assessment used with LM children. Louisiana TABE has also gone On-Line. Its E- Louisiana Association for Bilingual South Dakota mail address is [email protected]. Education president Lourdes Deya an- South Dakota Association for Bilingual nounced that plans are being made to name Education president Ray G. Howe reports Wisconsin a new LABE executive board for 1995-96. that their state conference will be held at Toni Griego Jones, president of the Plans for a state conference in New Or- the Howard Johnson Hotel in Rapids City, Wisconsin Association for Bilingual Edu- leans in December were discussed by the February 13-15, 1996. For further informa- cation, reports that they have been quite Transitional Committee. Interested per- tion about the conference, contact Mr. busy contacting members regarding bud- sons may contact Ms. Deya at (504) 928- Howe at (605) 867-5633 or Pat Steward at get cuts. WABE's state convention will be 9296. A decision was also made by the (605) 773-4257. CONTINUED ON PAGE 32 33 (NABENEWS SEPTEMBER 15, 1995 PAGE 31) CENTRAL REGION NEWS FROM PAGE31 Making English Time Fun: ESL Tips held at the Holiday Inn City Center in Green Bay, September 29- 30, 1995. Dr. Alba Ortiz will keynote the conference entitled: "Assessments for Non-English Speaking Students." For more information, call Ivy Santiago Covert at (414) 475-8711 or Toni by Arlene Zamora Jones at (414) 229-5255. _Dr. Jones reports that students in Green Bay can now complete Ags a bilingual teacher I knew I had to do something to help their bilingual education certification credits at the University of my Armando become comfortable with the English lan- Wisconsin at Green Bay (UWGB) due to a new partnership with uage. ESL was the only time he would show any interest the University of Wisconsin at Milwaukee. Further still, proce- in practicing English, so I had to make it a FUN time for him and dures are being established for such certification courses to be the rest of my class. I honestly believe if I had not made that extra extended into areas where they are not now available. effort, Armando would not have bloomed as beautifully as he did at the end of the school year. NABE Remembering all the techniques from my education courses in college, drama seemed the best way to make our "English time" fun and exciting. I had reservations and doubts at first, "Will it work?", "How will they respond?" were my concerns. I reassured Regional News Wanted myself with a bit of advice one of my bilingual professors gave me, "If it helps just one of your students, it's worth trying." So I did. Have you changed jobs? Have you or a student in one of These are some of the techniques I used to make ESL a fun time. your bilingual programs received an award? Is there new Make sure all students can see and hear you when you read the legislation or policy being proposed in your district or story. Have a comfortable setting and atmosphere to make it a risk- state?Send your news to your NABE Executive Board free environment. Provide bean bags, big cushions... change the Regional Representative. "Regional News" is a new regu- lighting if possible to coincide with the theme of the story. lar column which will appear in each issue of NABE Use a variety of methods to read the story to your students. Have NEWS. We hope to hear from you! recorded stories, invite other staff members to read to your students, ask a parent or a member of the community to come in, Send your news to: or simply view the cartoon version of a particular story. Use prompts and costumes to dress your students for the part. Eastern Region You can make vests from butcher paper, use old clothes, make hats (Connecticut, Delaware, District of Columbia. Florida, Georgia, Maine. and masks from construction paper. They love to dress up. Maryland, Massachusetts. New Hampshire. New Jersey, New York, North Carolina, Pennsylvania, Puerto Rico, South Carolina, Rhode Act out the drama more than once. This gives other students an Island. Vermont, Virgin Islands, Virginia. and West Virginia) opportunity to be in the spotlight. Dr. Maria Estela Brisk Praise your students for the efforts they make to speak English. School of Education No matter how small the part they played in the drama, praise Boston University them! Encourage those students who need to practice English to 605 Commonwealth Avenue share experiences similar to the events in the story. Boston, MA 02215 Finally, join in the fun with your students. This gives you a chance to model the language and have a blast with your students. Central Region The teacher can even dress up too. (Alabama, Arkansas, Illinois, Indiana. Iowa, Kansas, Kentucky, Louisi- I am pleased to report my efforts paid off for Armando. One day ana, Michigan, Minnesota, Mississippi, Missouri, North Dakota, Ohio, during our "English time" (ESL), I asked for a volunteer to tell me Oklahoma. South Dakota, Tennessee, Texas, and Wisconsin) what the story was about. Armando raised his hand; I was surprised Dr. Joe J. Bernal with his effort to share with the class but I called on him anxiously. 6410 Laurelhill To my surprise Armando spoke beautifully!I could see him San Antonio, TX 78229 thinking about what and how to say things. He was stilll at a loss for a few words in English, but I asked him to tell me in Spanish, Western Region then I would help him by saying the word in English. It was a day (Alaska, Arizona. California. Colorado. Hawaii. Idaho. Montana, Ne- I will never forget. braska. Nevada, New Mexico, Oregon. Utah. Washington, Wyoming and the Trust Territories of the Pacific Islands) My professor was right when she told me, "As long as, it will Dr. Herman Garcia help one student. it's worth trying." So don't be afraid to try new Associate Professor innovative ideas with your students. It might just be the key in Department of C & I helping one of them succeed. College of Education New Mexico State University Arlene Zamora teaches second grade students at E.B. Reyna Las Cruces, NM 88003 Elementary School in Mission, TX.

NABE AVAILABLE' BEST COPY 34 (NABE NEWS SEPTEMBER 15, 1995 PAGE Upcoming Events

September 15 - October 15, 1995 tion. Kansas City, MO. For more informa- National Hispanic Heritage Month. tion, contact the American Council on Education at (202) 939-9395. September 27-29, 1995 - The 1995 Na- NABE '96 tional Symposium on Refugees. Spon- October 19-21, 1995 - "Research and sored by the Office of Refugee Resettle- Practice in Immersion Education: Look- ment, U.S. Department of Health and ing Back and Looking Forward." Spon- Human Services and the Texas Office of sored by the University of Minnesota and Immigration and Refugee Affairs. Con- the Minnesota Council on Teaching of tact Juan Antonio Flores at (512) 873- Languages and Cultures. Contact Shirley 2400, FAX (512) 873-2420. Mueffelman at (612) 625-3850.

September 29-30, 1995 - "Assessments October 27 -28, 1995 - "Standards and for Non-English Speaking Students." the Bilingual Student: Preparing Stu- Annual State Conference of the Wiscon- dents for the Year 2000 and Beyond." sin Association for Bilingual Education, Colorado Association for Bilingual Edu- Holiday Inn City Center, Green Bay, WI. cation Annual Conference, Westin Re- Contact Ivy Santiago-Covert at (414) 475- sort, Vail, CO. Contact CABE at (303) Information about 8711 or Toni Griego Jones (414) 229- 857-2464. 5255. Conference- October 28-30, 1995 - New York State Preregistration September 30 - October 3, 1995 - "Riding Teachers of English to Speakers of Other the Tidal Wave of Change: Implications Languages.Uniondale, NY. Contact Mailing List for Hispanics." Ninth Annual Meeting of Linda Ann O'Malley at NYTESOL (516) the Hispanic Association of Colleges and 877-1260. NABE is now adding Universities, Sheraton New York Hotel and Towers, NY. Contact HACU, Na- November 8-12, 1995 - American Trans- names to the

tional Headquarters, 4204 Gardendale lators Association 36th Annual Confer- 1996 Conference_ Street, Suite 216, San Antonio, TX 78229, ence. Nashville, TN. Contact ATA, 1800 preregistration (210) 692-3805. Diagonal Road, #220, Alexandria, VA 22314. (703) 683-6100. _materials mailing list. October 4-6, 1995 -15th Annual Confer- Packets will be mailed ence of the National Puerto Rican Coali- November 9-11, 1995 - Texas Associa- tion, Inc. Sheraton New York Hotel, New tion for Bilingual Education Annual Con- for the first time York, NY. ference. Camino Real Paso Del Norte in early fall 1995. Hotel, El Paso, TX. Contact TABE at To receive your October 18-20, 1995 - North Dakota As- (800) 484-5745, Ext. TABE or 8223. sociation for Bilingual Education An- registration materials, nual State Conference.Double Wood November 15-17, 1995 - "Getting Our call NABE., Inn, Bismarck, ND. Contact Marc Blue- Children Ready for Tomorrow." Joint stone at (701) 627-3718. Conference of Advocates for Language at (202)898- 1829; Learning (ALL) and Second Language ask for Mina or Celia. October 13, 20, 1995 - "Sharing ESOL Acquisition by Children (SLAC), in con- All current NABE Successes." Kansas State Board of Edu- junction with the annual meeting of cation Conferences. 10/13 - Topeka, KS; ACTFL. Conference Center Marriott on members and all 1995 10/20 - Liberal, KS. Contact Kim Kreicker the Campus, California State University, conference attendees at KSBE, (913) 296-7929. Fullerton, CA. Contact Dr. Paul G_ arcia at (816) 871-6317, FAX (816) 871-6313. will automatically October 18-21, 1995 - "Constructing the receive all necessary Next American Dream," Educating One- NABE '96 1996 registration Third of a Nation Conference. Hosted by the American Council on Education and March 12-16, 1996 materials. its Office of Minorities in Higher Educa-. Orlando, FL 35 BEST' COPY AVM_AB NABE NEWS SEPTEMBER 15, 1995 PAGE 33 Native American Cultural Pride: Whose Responsibility Is It?

represented in the community or by Janice Jones Schroeder Help children get started from society where the students live. the right frame of reference by

_. Compare and contrast the cultures emphasizing a cultural base at eachers and parents both have represented in their classroom. home and at school. Children start important responsibilities to ful- Teachers can discuss with thinking and learning from the fill and roles to play in sharing and students how they are alike and right hemisphere of the brain; preserving cultural pride in Native Ameri- how they are different. this is where the inherited symbols can students. Children need to be reas- Demonstrate the advantages of are located. These symbols sured of their own culture and values. multiculturalism in their state become activated by culture, Once they know who they are, children (town). A culturally sensitive myths, legends, stories, rituals with a positive sense of self can make teacher can identify specific ways and ceremonies. Parents can better choices and go on to become "all in which the many cultures in provide this positive cultural base they can be." their state (town) have blended by spending time with their customs, practices, material, children, helping them to learn What is the Teacher's Role? culture, knowledge, skills, art, about their heritage and culture Teachers have an important part to play thoughts,technologyand and by being a "teacher" to their in teaching young people about culture. experiences to benefit all their child. Other ways parents can They can be positive role models to stu- students. share culture with their children dents as they teach them to respect the include native storytelling and differences and similarities of the cultures What is the Parent's Role? participation in traditional native that might be represented in a classroom. Parents are a child's first teachers. In cultural activities. Teachers who are sensitive to, and aware fact, some experts feel that children begin Be good role models for their of, the richness of culture differences can to learn from their parents long before they children with their homework by also: are born. So the first responsibility for givingthemsupportand Teach concepts and similarities positive learning and development begins encouragement, helping them among people rather than just with the parents. They are a vital link in read, and prepare for tests, and pointing out differences. They can nurturing and promoting cultural pride in using "culture" as a basis for self- demonstrate how different cul- their children. Parents can: esteem building. tures or societies express the same Serve as role models through what ideals. might be called the "imprinting Once a culture base has been solidified, Teach the many positive aspects process." Children watch, listen, the Native child can begin to adjust to the of all cultures and point out that learn, and try to copy the actions Western-oriented way of thinking; s/he no culture is bad or wrong. of their parents. This socio- can begin to move from the unconscious Teachers can assist students in cultural development continues part of the mind into the conscious part of coming to appreciate others, and as children learn to "walk in our learning. The conscious part of learning help them become aware of the moccasins." relies upon the five senses and rational/ positive by all cultures repre- Examine what kind of role models logical thinking. This is what is empha- sented in the students who come they are for their child. As well if sized in most school systems. By leading a from that culture. parents don't take pride in their clean and healthy life, by being active in Share insights about the positive heritage culture, their child may school affairs and education, by maintain- contributions of all cultures grow up not knowing that s/he ing cultural activities, and by improving even has a culture. their own education in some way, parents

1/4 I Use their cultural base as a can serve as positive role models for their NABE NEWSwekomes resource to help them in being children. Their moccasin tracks will lead good role models for their child. toward education, and not away from it. comments, letters, and Grandparents, uncles, aunts, And guess who will be following? submissions via cousins and extended family can

electronic mail. . also provide positive support and Janice Jones Schroeder is a Member-at- a good learning base needed in Large of NABE's Executive Board. She is _Send your. E=Mait to order to help a child cope with the affiliated with the Interface Network MRC transition of moving from a in Anchorage, Alaska. NABE1 @aol.corn Native system and way of life in to the Western way of school life. 36 NABE

(ABENEWS SEPTEMBER 15, 1995 PAGE 34) NABE NEWS Book Reviews Column Editor: Dr. Antonio Simoes, Fairfield University, CT

Native American Postcolonial Language and Learning: Psychology Educating Linguistically Diverse Students

Reviewed by Paula Gill Lopez Reviewed by Minako Inoue

Edward Duran & Bonnie Duran(1995).Native American McLeod, B.(1994).Language and Learning: Educating Linguis- Postcolonial Psychology. New York: State University of New tically Diverse Students. New York: State University of New York York Press.227 pp. Press. 311 pp.

dward Duran and Bonnie Duran present a well thought out, recent school reform movement has been supported by comprehensive argument outlining the way Native Ameri- research on school effectiveness that tried to identify factors cans should be treated clinically for a range of problems. that "make a difference" in student learning. The first wave Duran and Duran describe how Native Americans are traditionally of educational reforms from the late1970sfocused on academic treated in the clinical setting and the reasons these traditional content and higher standards for students and teachers. However, efforts overwhelmingly fail. The authors credit Western practitio- this "top-down" approach, which sought to change schools throught ners' Eurocentric view of treatment for the poor treatment out- state programs and regulatory activity, was often criticized as comes of Native Americans: "Western practitioners approach doing little to produce meaningful gains in learning since it did traditional healing methods with skepticism while expecting abso- almost nothing to change the content of instruction, to directly lute faith from the traditionals in orthodox Western-oriented involve local schools in the reform process, or to alter the reigning therapeutic strategies. A bridge between these two camps must be notions of teaching and learning (Cohen,1990;Carnegie Forum, built (p.9)."Duran and Duran wroteNative American Postcolonial 1986; David et at., 1990). Psychology with the hope of integrating traditional Native Ameri- Largely in response to such deficiencies of the first wave, in can and Western world views in order to improve the treatment addition to the issues of the widening diverse population, budget outcomes of Native Americans. crisis, and the threat of privatization through the voucher initiantive, The authors divide the book into two parts. The first part deals the second wave of change efforts bean in the middle-to-late with the theoretical perspectives that provide the foundation for 1980s. Many agree that some form of decentralization. their treatment plan. For those who would help, the authors professionalization, and bottom-up change are necessary to solve emphasize the importance of understanding the history of a cul- such problems. However, some analysts remain skeptical, arguing ture, particularly the history of a people who have been colonized. that education is a complex enterprise and the current reform In Part 2. Duran and Duran describe the treatment plans they have approach has failed to produce meaningful gains in learning. used for specific clinical areas, including chapters on alcoholism, Higher performance demands, more directed technical demands, and substance abuse, domestic violence, and depression. The authors clear accountability systems are needed in order to succeed at a also discuss the importance of community intervention when decentralization approach (Hannaway and Carnoy, 1992). helping to ameliorate the problems of Native Americans. This Language and Learning focuses on the status of the education present article goes indepth to review Part 1 chapters because they reform nationwide to implement effective and systemic reform. provide the rationale for treatment and the essence of a new McLeod, a project coordinator of Student Diversity Studies as well perspective for conceptualizing the Native American postcolonial as a research associate at the National Center for Research on experience. Part 2 will be addressed more generally. Cultural Diversity and Second Language Learning at the Univer- The authors begin by illustrating the fundamental ways in sity of California at Santa Cruz, claims that reform efforts in the which the psychological worldview of traditional Native Ameri- past focused on excellence but neglected equity, thus disregarding can culture is diametrically opposed to the psychological worldview many students whose native language is not English. Throughout of Western culture. The antithetical pairs discussed in Chapter 2 the entire volume, Language and Learning considers the effects of the education reform movement especially on those students with include_ . time vs. space location, process vs. content thinking, compartmentalization vs. non-compartmentalization of experi- non-English language backgrounds. It includes important impli- ence. and intensity of event vs. passage of time. To elaborate, cations for increased linguistic diversity in the field of education. Western thought conceptualizes time in a linear sense (when This volume is a compilation of commissioned papers by nine something took place), while Native American thought is con- nationally-recognized scholars, under the auspices of the Studies cerned more with time in a spatial sense (where something took of Educational Reform Program supported by the U.S. Depart- CONTINUED ON PAGE 36 CONTINUED ON PAGE 37 37

(NABE NEWS SEPTEMBER 15, 1995 PAGE 35 BOOK REVIEW (DURAN AND DURAN) FROM PAGE 35

place). Similarly, Native Americans are events, the authors explain why Native people reflect the wound. The manifesta- process thinkers as compared with their American people have failed to thrive, why tions of such a wound are then embodied by Western content-thinking counterparts. they have been prevented from thriving. the tremendous suffering that the people "Process thinking is best described as a In some prior work, Edward Duran sim- have undergone since the collective soul more action and eventing approach to life ply asked the Native American commu- wound was inflicted half a millennium versus a world of object relationships" (p. nity why rates of alcoholism, depression, ago. (p. 44-45) 15). Western thought is also characterized suicide, and school dropouts were so ex- According to the authors, the wound by compartmentalization, separating the tremely high for Native Americans. The was inflicted systematically, first by the mind, body, and spirit while basic to Na- concept of "soul wound" emerged from U.S. government, then by the Native people tive American thought is the idea that the the "Native American community across themselves. The soul wound can also be individual is part of all creation, and that the United States and perhaps the entire seen as a metaphor for the destruction of life is lived as one system. Finally, in Western Hemisphere" (p. 24). Before colo- the Native American family that began Native American healing the important nization, Native Americans maintained a with the forced attendance of Native element is the intensity with which one is holistic worldview which allowed them to American children at government run engaged in treatment, not the duration of have a unified awareness or perception of boarding schools designed to disconnect treatment as in Western culture. This theme the physical. psychological, and spiritual the children from their Native American of opposites is carried out in later sections phenomena that make up the totality of culture. The authors present statistics and of the book as well. human existence or consciousness. Native research, convincingly making the argu- These basic differences in thinking dem- American people were able to have a cen- ment that the Native American people onstrate how ridiculous it is for Culture A tered awareness that was fluid and non- were "assaulted in a genocidal fashion" (p. to "give" Culture B its frame of reference static. The core of Native American aware- 29) similar to that which occurred in Nazi and expect Culture B to thrive. In Chapter ness was the place where the soul wound Germany. 3, Duran and Duran describe the effects of occurred. This core essence is the fabric of These historical events have resulted in colonization in a socio-historical context, soul and it is from this essence that my- such feelings of helplessness and despair emphasizing that a culture cannot be un- thology, dreams, and cultureemerge. Once that "the psyche reacts by internalizing derstood out of context. In a fascinating the core from which soul emerges, then all of what appears to be genuine power-the discussion of psychological and historical the emerging mythology and dreams of a CONTINUED ON PAGE 38

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BEST COPYAVAILABLE (ABENEWS SEPTEMBER 15, 1995 PAGE 36 BOOK REVIEW (MCLEOD) FROM PAGE35 ment of Education's Office of Educational group. but rather of offering a supportive ence some questions not only of how edu- Research and Improvement. The purpose environment in which each individual can cation should be reformed but also what of this book is to discuss the challenges achieve ultimate development in school as our idea of children should be. It is a faced by students with a non-English lan- well as in society. critical question about what kind of educa- guage background as well as by teachers, This book is divided into four sections. tion should be given to students from non- school administrators, and policy makers The first section, by McLeod and Gardara, English backgrounds, and how the nation responsible for bringing maximum oppor- presents the effects of educational reform views these children's needs and their po- tunities for all students in the restructuring proposals and the educational needs of tential. system. Although it presents political, his- these students. McLeod discusses the lin- The next section, by Sleeter and Tharp, torical, philosophical, and sociological is- guistic, cultural and social influences on addresses cultural diversity, curriculum, sues in bilingual/multicultural education, achievement of non-English language and pedagogy in terms of theory and prac- it especially emphasizes the political and background students by reviewing a vari- tice. Sleeter discusses the cultural content pedagogical tension between native lan- ety of research. She proposes that changes of curriculum, arguing that American so- guage development and English language in perspective and practice would benefit ciety, in general, and schoolchildren, in instruction, the rhetoric surrounding edu- these students. On the contrary, Gardara's particular, would benefit from acquiring a cation reform vs. its effect on different analysis of her own survey research and multicultural perspective. Though review- student populations, the rationale and con- reviews of reform proposals emphasize ing various comparative studies, Tharp sequences of programs with a compensa- the myth that reform was believed to bring examines the pedagogy focusing on how tory vs. accelerated objective, the evidence benefits to all types of students equally. In children from different cultures learn and for cultural specificity in learning styles addition, Mahan also contributes a discus- how they are best taught. Tharp argues for vs. the necessity of discovering universal sion of the power of language in the class- culturally sensitive pedagogy, which em- teaching strategies, and the significance of room, reform, and research in education phasizes the importance of culturally pat- defining knowledge as inculcation vs. by illustrating implicit metaphorical mod- terned learning styles of each student in knowledge as reflective experience (xi). els in education. Such models illustrate educational settings. This section raises Throughout the volume, McLeod main- that reforms are always grounded in cer- several questions about the theory and tains the importance of not viewing indi- tain assumptions and metaphorical con- proactivity of multicultural education. It vidual students as members of a particular cepts . This section provokes in the audi- CONTINUED ON PAGE38

Woodcock Language Proficiency Battery-Revised, Spanish Form Measure three key elements The Spanish Form is parallel to the WLPB-R, of literacy en Espanol! English Form. This Spanish language proficiency test provides Allows direct comparison of individual comprehensive assessment of oral language, proficiencies in English and Spanish reading, and written language. Yields a Comparative language Index Provides norms for ages 2 years to adult, when both Spanish and English have Grades K.0-16.9 been administered Yields a wide array of scores: AE, GE, SS, Optional computer program generates PR, RPI, ranges all scores for both languages Includes Broad Spanish Ability The WLPB-R, Spanish Form is related to the e 3 Woodcock-Munoz Language Survey, Spanish ' Intra-Spanish Discrepancies. and CALP Levels Form and the Woodcock Spanish Psycho- ;PidelltifiCaC6a.nulabrS de -tetras Y Educational Battery. This relationship allows 9-22850 WLPB -R, Spanish Form Complete S228 you to select the level of assessment you need and gives you options for further testing when additional information is required.

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(ABENEWS SEPTEMBER 15, 1995PAGE 37 BOOK REVIEW (DURAN AND DURAN) - FROMPAGE36 BOOK REVIEW (MCLEOD) FROM PAGE37

power of the oppressor" (p. 29). The self-esteem is so damaged that also presents a consideration of comparative studies. These com- it sinks to a level of self-hatred. In the Native American commu- parative studies are useful information for education, however it nity, internalized self-hatred results in suicide and deaths related should be noted that there is a diversity within cultures. Balanced to alcoholism. Externalized self-hatred is manifest in the highest curriculum and instruction should address the universal culturally rates of violent crime of any group in the U.S. Domestic violence specific and individual characteristics and needs of students. serves a dual purpose. By committing the violent act against a In section three. McLaughlin and Bartolome present research family member the anger is momentarily relieved, while at the on language arts, representing different perspectives on the issue. same time destroying the victim which reminds the perpetrator of McLaughlin reviews and summarizes research from the cognitive the hated part of him or herself. psychological tradition on the first and second languages in The authors present an absorbing account of the relevance of learning literacy which, he argues, have great impact on reading intergenerational post-traumatic stress disorder (PTSD) for Na- and writing in a second language. Bartolome, on the other hand. tive Americans. Though most of the research done on PTSD questions the more fundamental issues of learning. He argues that involved victims of the Nazi holocaust, Duran and Duran offer a it is necessary to examine the sociocultural context when we talk scheme of the progression of post-traumatic stress disorder within about effective teaching metacognitive strategies, McLaughlin the Native American community. The progression includes the focuses on methodological concerns how humans learn lan- first contact between the native and colonial cultures, economic guage and examines the process oriented instructions: for competition with European settlers, the invasion war period, the example. if they bring benefit for second language learners. subjugation and reservation period, the boarding school period, Bartolome poses philosophical questions how sociocultural and the forced relocation and termination period. factors shape educational context, teaching philosophy and prac- In Chapter 4, Duran and Duran define a "therapist-centered" tice. This section prompts the reader to reconsider perspectives on approach, citing M. Sandner's belief that, when treating Native language and instruction for students from a non-English language Americans, "the effectiveness of psychotherapy depends more on background. what we do than on what we know" (p. 57). The authors offer an The final section outlines approach, emphasizing meaningful intriguing comparison of the healing roles of the shaman, psycho- communication to teach mathematics and science to these stu- therapist. and the medicine man. They devote the remainder of the dents. Brenner discusses techniques of mathematics instruction chapter to discussing the relevance of Jung's archetypal theory for for students whose language background is not English, while treating Native American clients. Gallard and Tippins address science instruction. Both chapters in Rather than specifically addressing each of the clinical chapters this section take a social constructivist perspective on learning that in Part 2, a typical protocol for treatment will be described. As emphasizes how the social context shapes thinking and knowl- mentioned, during the time of colonization and since, Native edge. However, they focus on different aspects: Brenner concen- American people suffered such trauma that they were wounded in trates on how communication occurs during the learning process, the very core of their essence, the phenomenon termed "soul while Gallarad and Tippins focus on the attitude and experience wound". The authors maintain that the healing of the soul wound teachers and learners bring to the classroom. This section de- must occur at the core of Native American awareness, which is scribes a new vision of mathematics and science education. Both also the level of myth and dreams. Duran and Duran espouse an authors intend to propose new thinking about mathematics and ingenious system of therapy that validates the client's beliefs science which tend to be treated as transforming formal skills or through the interpretation of their dreams in a traditional Native abstract knowledge from teachers to students, arguing that skills in American context. Admirably, the authors heed their own admo- mathematics and science are learned best when collaborative nition by not pretending that all Native Americans share the same inquiry and argument occur between teachers and learners. They beliefs. Instead, they acknowledge "there are so many distinct stress the importance of using children's cultural and linguistic tribal groups that the compilation of a generic Native American background as a powerful vehicle so children can build new philosophy is ludicrous. This model attempts to serve people of knowledge or skills based on previous experiences. various tribes from a perspective of respect to the particular tribe McLeod concludes this volume by arguing that schools must and individual...If there is one central tradition among a majority change radically for students from non-English backgrounds to of tribes, it is the tradition of the dream being a core spiritual and succeed, and she summarizes the authors' discussion of moving psychological reality" (p. 88). from one vision of education to another. She also argues that the This therapeutic approach has three components. First,dream challenge in a diverse nation is to reach a common vision of the interpretationis an approach that has meaning for clients within a common good. traditional Native American context. Next, traditionalcounselors McLeod does an excellent job of coordinating the entire presen- andtraditional medicine peopleare key members of the treatment tation, giving a complete overview of research and development in team. Last, by using traditional Native American methods and the reform effort and its effects; presenting the complex challenge people the approach gives the clientrespect,something that has so faced by educators; and offering a variety of perspectives on the long been denied, by acknowledging Native American culture as issue. Each chapter contains a solid theoretical framework and legitimate and worthwhile. The authors discuss how central these presents current data, which strengthens each presentation. The components are to the success of the treatment program. "[T]he interpretation seems quite reliable. This book raises educators' CONTINUED ON PAGE40 CONTINUED ON PAGE40 40

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41. BOOK REVIEW (DURAN AND DURAN) FROM PAGE 38 emphasis is on core versus periphery. Many The client engages in psychotherapy (almost tongue-in-cheek) use of rhetorical programs that incorporate traditional ap- and traditional ceremonies, as appropri- questions throughout the text. Two ex- proaches usually have the traditional com- ate. If the client needs to see a medicine amples of such pointed questions follow. ponent serve as a complement to the Western person, visits with a medicine person from Attempts by Western researchers to ex- service delivery model. This practice isdis- the client's traditional belief system are plain the positive effects of peyote in treat- respectful and dooms the program to failure" arranged. Sometimes the_ therapy takes ment while ignoring the role of peyote as (p. 88). place in a traditional sweat lodge. Therapy viable medicine in Native American cul- Duran and Duran stress the importance is designed to help the client understand ture cause the authors ask, "Is it possible of the client's getting in touch with his/her the process itself. Often, the focus of the peyote is exactly what Native Ameri- Native American identity. This goal ac- therapy is to help the client understand his can people say it is?" (p. 98). When refer- complishes two tasks: I) an improvement or her modern "Iifeworld" from a tradi- ring to the Western researchers whose of self-esteem and sense of identity, and 2) tional perspective. work does not provide productive insight an awareness of historical factors which The clinical team evaluates the client and, in fact, serves to further stereotype facilitates the exorcism of the internalized and recommendations are made for ongo- Native Americans, Duran and Duran ask, oppressor. Toward these ends the authors ing therapy or participation in traditional "Have these researchers heard of experi- have developed a typical treatment plan. ceremonies, as appropriate. Caution must menter bias and transference-and how these The treatment plan has been implemented be taken not to compartmentalize treat- have a fundamental effect on most human with great success at the Family and Child ment, as is ordinary with Western thera- interactions?" (p.99). The sympathetic Guidance Clinic, directed by Eduardo pists and their clients. For instance, in a reader can share the authors' fantasy "that Duran and located at the Urban Native ceremonial setting it is appropriate for a one day the DSM-III will have diagnostic American Health Board in San Francisco client to discuss treatment issues even af- criteria such as 'acute or chronic reaction to and Oakland. The procedure is as follows: ter treatment has been terminated. genocide and colonialism'" (p. 53). The client is referred to either a psy- The reviewer has one criticism. The The intensity Duran and Duran have for chologist or traditional counselor for help. number of typographical errors that went their subject is neither distracting or un- The psychologist or traditional counse- uncorrected was distracting and struck the professional. On the contrary, it is wholly lor assesses the client and staffs the case reviewer as disrespectful of the content. appropriate and serves to interest and in- with the rest of the clinical team, which Overall, Duran and Duran offer a power- spire the reader. The reader is encouraged includes all counselors, social workers, ful scholarly discourse. The text is replete to self reflect in order to identify the "cross- and providers. The team plans the specific with relevant literature reviews and case cultural blind spots" (p. 59) with which course of treatment as a group. studies. Throughout the book, the authors' she may be operating. Native American voice sounds sometimes frustrated, some- Postcolonial Psychology is recommended times angry, but always genuine with pas- reading for anyone who works with any sionate concern. The monumental invest- people who do not innately belong to the Book Review ment they have in the subject and the keen culture of power. It is must reading for identification they feel with the Native anyone who wants to understand Guidelines American population is evident in the of- postcolonial Native American culture. Reviews for publication in ten poetic narrative. The strong emotion they demonstrate is Paula Gill Lopez is an assistant professor the Book Review column never more apparent than in the sarcastic should be sent to Dr. at Fairfield University. Ant6nio Sim6es at Fairfield NABE University, the Graduate BOOK REVIEW (MCLEOD) School of Education and FROM PAGE 38 Allied Professions, N. awareness of how important it is to de- Finally, Language and Learning is also Benson Road, Fairfield, CT velop high quality education for a linguis- recommended to policy makers and edu- 06430. (203) 254-4250. tically and culturally diverse population. cational administrators since it deals with Materials from publishers Language and Learning helps the reader implementation of the restructuring of to have critical and insightful thoughts for schools. These professionals can recog- should be sent to the NABE viewing reform, its plan. premise. imple- NEWS editor, and should nize what is lacking in past reform and mentation and evaluation. what is needed to make current reform be clearly marked BOOK It might be more helpful if this volume meaningful. REVIEW MATERIALS; were to include more detailed directions to two complete sets of mate- show educators how to develop techniques Minako Inoue is affiliated with the Univer- to implement the reform that brings to- sity of California, Santa Barbara. rials must be submitted. gether students with different backgroungl.,-, 4 .NABE.

(NABE NEWS SEPTEMBER 15, 1995 PAGE4) Resources for Bilingual Educators

Content-ESL Training MaterialsThe densed version of a full report published The Manufactured Crisis: Myths, Fraud, three year-year content-ESL project at the by the Alta California Policy Research and the Attack on America's Public Center for Applied Linguistics closed with Center. To obtain a free copy, send a self- Schools by David Berliner and Bruce the publication of Content-ESL Across the addressed, stamped envelope to: PRRAC, Biddle - This book examines the question USA: A Training Packet, the third volume 1711 Connecticut Avenue, NW, Suite 207, of whether our nation's school system is of a series. This final volume is a compila- Washington, DC 20009. (202) 387-9887. really in the sad state that "A Nation At tion of guides on a range of topics which Risk" and similar reports have suggested. teachers and administrators can call upon Let's Find Out -This is a classroom maga- The authors argue that this is not the case. when designing, implementing, and sus- zine whose goal is to provide rich learning With facts, figures, and good old-fash- taining programs for limited English pro- experiences for children 4-6 years old. ioned outrage, they seek to crush the myths ficient students that combine instruction Monthly theme-related children's issues that allow a nation to engulf itself in a in ESL and a content area. Volume III (as and the Teacher's Edition Curriculum crisis that does not exist. While they do not well as Volumes I and II) is available form Guide support and extend curriculum deny that there are problems in today's the National Clearinghouse for Bilingual through informational articles, stories, and educational system, the authors insist that Education at (800) 321-NCBE, or (202) activities.Let's Find Out nourishes he real evidence shows that many of the 467-0867 in the Washington, DC area. children's natural curiosity and creativity, charges levied against the schools are not builds self-esteem and a sense of belong- true and that those charges fail to address The ESL Teacher's Book of Lists - com- ing, and encourages early literacy. It pro- the real dilemmas that American educa- piled by Jacqueline E. Kress, Ed.D. - A vides teachers with an integrated program tors face. The book describes commonly resource that includes 80 practical, tested that fosters active learning and builds on held beliefs and contrasts them with the lists for developing instructional materials children's knowledge and experience to facts on topics such as achievement and and planning lessons for elementary and develop creative and critical thinking, its aptitude, education funding, and educa- secondary ESL students at all ability lev- portrayal of children and families reflects tion reform efforts. They specifically ad- els. This sourcebook contains ready-to- the multicultural world we live in. Color- dress the myth of English language im- use information, activities, and ideas for ful weekly magazines for each child in- mersion programs for language minority teaching English language acquisition to clude: photo stories that show real chil- students and the motivations of those who limited English proficient students. For dren in theme-related learning situations support them, concluding that "the re- quick access, the lists are organized into children can identify with; see-through search evidence provides little support for seven sections, numbered consecutively issues that develop themes and content; education critics who advocate scrapping within each section, and printed in a big 8 new science and people and places articles bilingual education." $25.00 hardcover. 1/2" x 11" spiral-bound format for easy that add content and opportunities for criti- ISBN: 0-201-40957-7. Addison-Wesley photocopying as many times as required cal thinking; mini-books containing folk Publishing Company, Jacob Way, Read- for individual or group instruction. The tales and literature, with a whole-language ing, MA 01867. (617) 944-3700. seven sections include: General Vocabu- orientation. Children cut and put together lary. Academic Vocabulary, Grammar, pages to form small books: news issues Second-Language Learners - by Julia Grammar Patterns & Practice, Pronuncia- featuring holidays, seasons, and timely, Lara A case study of a middle school in tion, Assessment, and Curriculum & In- high-interest topics such as dinosaur dis- a large urban district in California has struction. $29.95 plus applicable state tax, coveries; activity pages for independent found that students who are just learning postage and handling. To order contact skill development, with parent notes for to speak English are less likely to receive Center for Applied Research in Educa- sharing fun; high-quality illustrations and career counseling or similar types of guid- tion, 110 Brookhill Drive, West Nyack, fine photography; children's issues, dis- ance. In Second-Language Learners and New York 10995. (800)288-4745. covery cards, and big Pages. 1-9 student Middle School Reform: A Case Study of subscriptions, including one Teacher's Edi- a School in Transition, 38 pages, the au- Latino Immigrants in Los Angeles: A tion, $4.65 each; in combination with Par- thor revealed that while school officials Portrait from the 1990 Census -The ent and Child, $5.15; 10-39 student sub- created a positive climate for all students, March/April 1995 issue ofPoverty & Race, scriptions, including one Teacher's Edi- there was virtually no recognition of the published by the Washington, D.C. based tion, $4.95 each, in combination with Par- value of the students' native languages. Poverty & Race Research Action Council, ent and Child. Communications relating For copies, send $8.00 to: the Council of contains a three-page article on Latino to subscriptions should be addressed to Chief State School Officers, One Massa- immigrants in Los Angeles, written by ScholasticLet's Find Out, 2931 East chusetts Avenue, NW, Suite 700, Wash- David Hayes-Bautista, Werner Schink and McCarty Street, P.O. Box 3710, Jefferson ington, DC 20001. (202) 336-7016. Gregory Rodriguez. The article is a con-. City, MO 65102-3710. (800) 631-1586. CONTINUED ON PAGE 42 43 (NABE NEWS SEPTEMBER 15, 1995 PAGE4) Campaign Against Racism and Extremism RESOURCES FROM PAGE41 Selected Readings from CHIME- (Clear- NABE CARES inghouse for Immigrant Education) are free annotated bibliographies on specific topics: - Immigrant Parent Participation Three More States Enact in Schools, Haitian Students in U.S. Pub- English-Only Legislation lic Schools, Multicultural Education, and Addressing Racism and Violence in Schools. CHIME, a service of the National by Rebecca Starrick issue deserving of a full hearing," said Mauro Mujica, chairman of U.S. English, Center for Immigrant Students (NCAS), an organization that promotes legislation provides networking assistance and facili- 'thin the past three months, at the state and federal levels to make tate access to educational materials, orga- three more states have en English the official language and has con- nizations, and individuals concerned with acted English-only legislation, ducted lobbying campaigns to achieve effective education of immigrant children. bringing the total to 22 states. those goals. CHIME can be reached by calling its toll- South Dakota, Montana and most re- At the federal level, an English-only free number (800) 441-7192. cently New Hampshire passed laws re- bill authored by Rep. Bill Emerson (R- quiring all official government documents Mo.) has gained 163 congressional sup- New Voices Newsletter -This is a periodic be printed in English, with exceptions for porters from 35 states. A hearing is ex- newsletter from the National Center for documents dealing with public health and pected in or early fall. In other states: Immigrant Students (NCAS) that dissemi- safety, judicial proceedings, tourism and In Oklahoma, a Senate committee killed nates summaries and analyses of current foreign-language instruction. an English-only bill March 16 after it issues, policies and legislation pertaining Also, on May the 9th Circuit Court of made it through the House chamber. to immigrant students. It also provides Appeals agreed to rehearen bancthe case In Maryland, Gov. Parris Glendening (D) reviews of literature and curriculum mate- involving Arizona's English-only law, vetoed and English-only bill on May 24, rials, and descriptions of research and considered the nation's most restrictive. calling it divisive. model programs that support school suc- Last December, a three-judge panel from cess of immigrant students. The newslet- the 9th Circuit ruled it unconstitutional. Reprinted with permission from the His- ter is free of charge. For more information "This indicates the court realizes that panic Link Weekly Report, July 3, 1995. contact the National Coalition of Advo- the English amendment is an important cates for Students, 100 Boylston Street, NABE Suite 737, Boston, MA 02116. (617) 357- Texas Governor Bush Attacks Buchanan 8507, FAX (617) 357-9549 Will See That Immigrant Bashers "Pay the Price" Resources are listedfor the information of the NABE membership. Listing does not York City's Republican mayor. imply endorsement of the resource by the by Kay Bdrbaro In an interview reported Aug..23 in the National Assocation for Bilingual Educa- New York Times, Giuliani, whose grand- tion. If you want more information about t Ross Perot's recent Texas pig- parents immigrated from Italy, charged any item listed in this column, you must roast, Lone Star Governor George the anti-immigrant bills being concocted contact the publisher/developer directly. W. Bush stuck his thumb in Pat in Congress play on irrational fears, vio- NABE

Buchanan's squinty eye, labeling the dar- late basic decency and would have "cata- 7 ":77",;5T.7,77:147.-97.:17.7.4-:-:-,":"1".'; ling of GOP reactionaries an "isolationist" strophic social effects" if implemented in for his inflamatory rhetoric blaming un- NYC and other major urban communities. Publishers and documented immigrants and NAFTA for To which Calif. Representative Elton Educational Materials our nation's faults and woes. Gallegly, author of some of the most race- Develo Bush warned, "I will speak out strongly baiting bills, responded: "I make no apolo- at the (GOP) convention and any chance I gies for putting Americans first." get if the Republican Party chooses to bash Do you have new products to tell NABE members about? Mexico." Reprinted with permission from the His- Send a sample of yaiir niktedal to A few days earlier, Bush promised a panic Link Weekly Report, August28, theNABE NEWSEditoi-afNABE, largely Hispanic audience in El Paso he'll 1995. see that any presidential candidates who 1220' L Street, NW, -:SUite:1605, Washington, DC 20005:4018. resort to immigrant-bashing will "pay the All Weekly Report articles in this section price." copyright 1995, Hispanic Link News Service, Materials will be listed ONCE, free His comments were followed by equally distributed by the Los Angeles Times Syndicate. of charge; in the Resoiniis for. Bilingual Educators-colunin. potent words from Rudolph Giuliani, New . NABE , aalglaiszo.B.A=1- 4 4 BEST COPY AVAILABLE (sIABENEWSSEPTEMBER 15, 1995PAGE Make Your Voice Heard Beyond Classroom Walls

I must view myself as a continuous learner. impact of the proposed cuts. I talk about by Ann-Marie Wiese I need to understand and implement pro- my school district, striving to effectively gressive. effective teaching strategies, in- serve its limited English proficient stu-

Imot is June and the last week of the tercultural communication, and new legis- dents, yet facing a dramatic lack of teach- 1994-1995 school year. The class- lation. As a continuous learner. I decided ers trained in effective bilingual and En- m looks bare as bulletin boards and an opportunity to work "inside" federal glish as a second language methodology. students' work come down off the walls. policy would be invaluable. My school began a Dual Language Pro- We began the school year as 33 students. I began my work at the Department of gram in the final year of a Title VII grant. Mexican and Anglo-American. and one Education seven weeks ago. It was quite a Without additional funding, the teachers bilingual teacher. We had high expecta- change to be working with adults in an at my school will lack the appropriate tions: each student would develop his/her office building rather than thirty students teaching materials to meet the needs of a native language while acquiring a second in a classroom. The staff of OBEMLA diverse student population. Many teachers language. As a group, we learned about are willing to seek additional training in each other, and together we explored the bilingual methodology, but without Title surrounding world. We became a bilin- VII funds will not have that opportunity. gual. bicultural community. Reducing the national As a TitleI school-wide program. the Ten months of the year. I teach a 1st and reduction in Title I funding would mean 2nd grade blend in a Dual Language Pro- deficit with severe losing a half-time Reading Recovery posi- gram in Salem. Oregon. As a teacher my cuts to education will tion at our school as well as access to responsibilities are numerous. I have the additional materials such as bilingual lit- responsibility to acknowledge and follow only result in an erature.Reducing the national deficit with the guidelines present in Title I, Title VII. education deficit. severe cuts to education will only result in Goals 2000. IDEA and other national poli- The future of our an education deficit.These cuts are real. cies. I also have a responsibility to comply They are real to the many students, fami- with state and district curriculum, guide- nation is at a lies, and teachers who will be denied ser- lines, and policy. I have a responsibility to crossroads. vices. my principal and professional colleagues. As I look to this coming year. I make a Most importantly, I have a responsibility The future of our commitment to my students. I will vali- to my students and families, to provide children depends on date their "roots" and help facilitate the them with the best possible education. our commitment development of "wings". At the same time, As I tried to incorporate the many na- I cannot help but be discouraged. With the tional policies into my classroom this year, to act now numerous challenges my students already I developed a true interest in finding out face, how will they and I bear the addi- who was on the other side of federal edu- tional burden of reduced services, materi- cation policy. Who wrote these policies? als, and funds? Does the Department of Education make welcomed me as an "expert from the field". I urge you to think about how cuts in sure to incorporate the ideas of field prac- I soon found that this group of individuals federal funding would affect your school, titioners? To answer these questions. I valued my opinion. In discussions on bud- your students, and you. Take a stand, in- decided to pursue a summer internship get policy, guidance documents for Title I vite those around you to take a stand, and with the Office of Bilingual Education and and Migrant Education, talking points on clearly delineate fiat a strong commit Minority Languages Affairs (OBEMLA). bilingual education for members of Con- ment to education looks like, in terms of As Eugene Garcia, Director of gress. and many other pertinent issues my funds and services. The future of our na- OBEMLA, has stated, teachers have the input was recognized as a critical link with tion is at a crossroads. The future of our responsibility to validate each student's the field of education. children depends on our commitment to linguistic and cultural background. These During my time here, I have come to act now. are the "roots" students bring to the class- realize how important it is to have field As teachers. administrators, and par- room the foundation from which practitioners, like myself, working with ents, this is a critical time to make our students can grow and learn. As a teacher, the federal government. We can provide a voices heard. another equally important responsibility perspective that is often lost, or overlooked. is to facilitate access to the "wings" of We can make the phrase "number of stu- Ann-Marie Wiese is a bilingual teacher at knowledge. With these "wings" all stu- dents served" come to life. As I look to the the Grant Elementary School in Salem, dents can achieve whatever they wish. To current situation regarding the 1996 Bud- Oregon.

effectively facilitate access to knowledge, get Appropriations, I try to personalize the NABE. 45 NABE NEWS SEPTEMBER 15, 1995PAGE 43 NABE Special Interest Groups: 1995-1996

ADULTNOCATIONAL EDUCATION EARLY CHILDHOOD EDUCATION

Chairperson Co-Chairperson Co-Chairperson Rita Esquivel Mary Contie Vilma Williams 13326 Maxella #1 Educational Consulant The Council for Early Marina Del Rey, CA 90292 San Antonio ISD Childhood Professional (310) 576-1400 Creative Beginnings Recognition FAX (310) 576-1404 12819 Path Finder Lane CDA Training Services San Antonio. TX 78230 1341 'G' St.. N.W.. Ste. 400 NABE Board Liaison - DavidBdez (210) 681-8563 Washington, DC 20011 FAX (210) 493-1547 (202) 265-9090x225 FAX (202) 265-9161 ASIAN & PACIFIC ISLANDERS Vice-Chairperson L. Antonio Gonzalez Secretary Chairperson Vice Chairperson 1444 Backus Arnie Ann Beckett Grace She Kwan Fung Ji-Mei Chang El Paso, TX 79925 4524 65th Street. Apt. B MRC 2/Hunter College San Jose State University (915) 747-7677 Lubbock. TX 79414 Hunter West 924 One Washington Square FAX (915) 747-5755 (806) 742-2364 695 Park Avenue San Jose, CA 95192 FAX (806) 742-2179 New York. NY 10021 (408) 924-3705 (212) 772-4764 NABE Board Liaison - Joe Bernal FAX (212) 650-3815

NABE Board Liaison - Mary Jew

. ELEMENTARY EDUCATION CRITICAL PEDAGOGY Chairperson Stephanie Dalton Co-Chairperson Co-Chairperson Principal Investigator & Co-Director Mario Casiarieda Rosario Diaz-Greenberg Univ. of California - Santa Cruz Title VII Secondar'y 12600 SW 10 Court National Center for Research on Cultural Diversity and Charter Oak USD Sunrise, FL 33325 Second Language Learning P.O. Box 9 (619) 293-8533 141 Clark Kerr Hall Covina. CA 91723 FAX (619) 296-7522 Santa Cruz. CA 95064 (818) 966-8331 (408) 459-3500 FAX (408) 459-3502 FAX (818) 976-9580 NABE Board Liaison - Nga Duong NABE Board Liaison - Herman Garcia

ESL IN BILINGUAL EDUCATION GIFTED EDUCATION

Co-Chairperson Co-Chairperson Chairperson Grace Gonzalez John P. Milon Jaime Castellano 8405 Ariel Dept. of Curriculum & Palmetto Elementary School Houston. TX 77074 Instruction 835 Palmetto Street (713) 672-7491x254 College of Education West Palm Beach, FL 33405 University of Nevada (407) 533-6372 Reno, NV 89557 (702) 784-4961 NABE Board Liaison - Maria Este la Brisk FAX (702) 784-4526 NABE Board Liaison - Nga Duong 4.

(NABENEWS SEPTEMBER 15, 1995PAGE-441 GLOBALEDUCATION LANGUAGE:POLICY

Chairperson Co-Chairperson Co-Chairperson Judy Jason Marie Schroeder April Haulman 606 Lomas Santa Fe White Plains Public Schools University of Central Santa Barbara. CA 92075 Post Road School Oklahoma (619) 755-9701 FAX (619) 755-0438 175 West Post Road Edmond, OK 73034-00127 White Plains, NY 10606 (405) 341-2980 ext. 5139 NABE Board Liaison - Maria Este la Brisk (914) 422-2320 FAX (405) 330-3822 FAX (914) 422-2097

HIGHER EDUCATION NABE Board Liaison - Kathy Escamilla

Chairperson PARENT AND COMMUNITY Jose Ruiz-Escalante Associate Professor Co-Chairperson Co-Chairperson University of Texas Permian Basin Lilian Amaya Felipa Martinez 4901 E. University Blvd. 1513 W. Victoria 2221 Houma Blvd., #106 Odessa, TX 79762-0001 Chicago, IL 60660 Metairie, LA 70001 (915) 552-2139 FAX (915) 552-2374 (312) 384-4370 (504) 455-6409 FAX (312) 384-0624 NABE Board Liaison - Susan Garcia NABE Board Liaison - Janice Schroeder

''INSTRUCTIONALtECHNOLOGY

Co-Chairperson Co-Chairperson VACANT Ana Bishop Diane Kehoe Burns If interested in chairing this important SIG, contact Joe Bernal. Multilingual Educational Director, ESL NABE Board Liaison - Joe Bernal Technology Consulting Alief ISD 375 South End Ave., #18E Elsik Annex New York, NY 10280 P.O. Box 68 OFESSIONAL DEyELOPMOIif' (212) 488-9022 Alief, TX 77411 Chairperson FAX (212) 432-1134 (713) 498-8110 Jose A. Vazquez-Faria FAX (713) 568-5360 300 East 51st Street, #10-F New York, NY 10022 NABE Board Liaison - Mary Jew (212) 772-4764 FAX (212) 650-3815 LANGUAGE AND CULTURE RETENTION NABE Board Liaison - Kathy Escamilla

Co-Chairperson Co-Chairperson Shannon Kay Amiotte Marc Bluestone :.`RESEARCH AND EVALUATION: Coordinator, Except. Title VII Director Child. Program New Town Public SD 1 Chairperson Vice-Chairperson Crazy Horse School P.O Box 700 Anthony Sancho Virginia Gonzalez P.O. Box 260 New Town, ND 58763 SWRL Dept. of Ed. Psychology 201 School Drive (701) 627-4048 4665 Lampson Avenue College of Education Wanblee, SD 57577 FAX (701) 627-3689 Los Alamitos, CA 90720 University of Arizona (6051462 -6511 (310) 598-7661 Tucson, AZ 85721 FAX (605) 462-6510 FAX (310) 985-9635 (602) 621-1549 Email:[email protected]. FAX (602) 621-2909 NABE Board Liaison - Janice Schroeder calstate.edu Email: [email protected] NABE Board Liaison - Herman Garcia 47 CONTINUED ON PAGE46 BEST COPY AVAILABLE

NABE NEWS SEPTEMBER 15, 1995PAGE 45 SIG LISTING FROM PAGE 45

SECONDARY EDUCATION SPECIAL EDUCATION

Chairperson Co-Chairperson Co-Chairperson Mike J. Croghan Lydia Cortes Alba A. Ortiz 1495 Fir Terrace Drive Division of Bilingual College of Education Ukiah, CA 95482 Education SZB 210 (916) 898-4503 New York City Bd. of Ed. University of Texas, Austin FAX (916) 898-4632 131 Livingston Street, # 501 Austin, TX 78712 Brooklyn, NY 11201 (512) 471-7255 NABE Board Liaison - David Bdez (718) 935-3891 FAX (512) 471-0846 FAX (718) 935-5115 NABE Board Liaison - Susan Garcia

,VABE .

VIEW FROM WASHINGTON FROM PAGE 19 scarce federal dollars thinly across the U.S. is tantamount to restricting choices of House Committee on administrators, teachers, parents, and stu- dents. Under the $53 million funding Economic and Educational Oppoitunity level for bilingual education passed by Republicans (24) Democrats (19) the House, a formula funded bilingual education program would provide only Bill Goodling (PA), Chair William Clay (MO), 18 cents a day for each of the nation's Ranking Minority Member approximately 3 million LEP students. Tom Petri (WI) That would be enough money to perhaps Marge Roukema (NJ) George Miller (CA) buy a new notebook for each student, but Steve Gunderson (WI) Dale Kildee (MI) not to experiment with innovative bilin- Harris Fawell (IL) Pat Williams (MT) gual education techniques, especially if Cass Ballenger (NC) Matthew Martinez (CA) the current incentives in the Bilingual Edu- Bill Barrett (NE) Major Owens (NY) cation Act to implement high quality in- Duke Cunningham (CA) Thomas Sawyer (OH) struction are withdrawn. Peter Hoekstra (MI) Donald Payne (NJ) The fate of the Goodling block grant Buck McKeon (CA) Patsy Mink (HI) bill is unclear. The Economic and Educa- Mike Castle (DE) Robert Andrews (NJ) tional Opportunities Committee plans to Jim Talent (MO) Jack Reed (RI) consider the bill as we go to print. The Lindsey Graham (SC) Tim Roemer (IN) Committee plans to combine it with the Dave Weldon (FL) Eliot Engel (NY) much larger individuals with Disabilities David Funderburk (NC) Xavier Becerra (CA) Education Act, which has to be reautho- Mark Souder (IN) Robert Scott (VA) rized this year, in an attempt to force a David McIntosh (IN) Gene Green (TX) hesitant Senate to act on the Goodling Frank Riggs (CA) Lynn Woolsey (CA) block grant bill. While it is certain that the Jan Meyers (KS) Carlos Romero-Barce16 (PR) Senate will not pass the Goodling bill this Jim Greenwood (PA) Mel Reynolds (IL) year, Committee or full House passage of Sam Johnson (TX) the Goodling block grant bill would set a Joe Knollenberg (MI) terrible precedent for next year. Tim Hutchinson (AR) The answer is to write and call your Charlie Norwood (GA) Representative. The Appropriations battles are, for now, top priority. But writing on few letters and calls is a small price to pay 898-1829, ext. 777, or Rick Lopez, the Goodling block grant bill is equally for the future of millions of language mi- NABE's Associate Director for legisla- important for the long term future of nority students. tion, policy, and public affairs, at ext. 106. America's growing student population and If you need help or further information, NABE- even faster growing LEP population. A call the NABE legislative hotline at (202) 48 (NABE NEWS SEPTEMBER 15, 1995PAGE4) NATIONAL ASSOCIATION FOR BILINGUAL EDUCATION MEMBERSHIP APPLICATION.

Membership Type (check one only) 0 OI am involved with bilingual education as $48 Individual Membership (check one) $30 Discounted Individual Membership Administrator Parent: must not be professional educator and must have a child currently enrolled in a College Instructor bilingual education program. A letter written on school stationery Worn either the teacher or a Consultant school administrator must accompany the NABE membership application. Full-Time Student College/University Student: must not be professional educator and must be enrolled O Paraprofessional on full-time basis. A copy of an official college or university document showing current 0 Parent/Community member enrollment status must accompany the NABE membership application. P Publisher Staff Paraprofessional: Must be working as an instructional aide in a public school system. School Board Member A letter on school stationery from the supervising teacher or a school administrator must 0 Teacher accompany the NABE membership application. 0 Other $43 Combined Membership Name of Affiliate: I work in this type of 1:1 $125 Institutional Membership organization 1:1 $1000 Lifetime Membership 0 (check one) Commercial organization Memberships are valid for one year from the date of processing, and include one year subscription to 0 College/university NABE publications (except Lifetime, which is valid for life of member and includes lifetime subscription). 0 Local school district Organizational membership is non-voting; all other memberships are voting. State education agency All memberships are non-transferrable and may not be cancelled. Membership dues are non-refundable. 0 Other I usually work with this Name and Address Information 0level of student (check one) Mr. O Mrs. Early childhood Elementary Ms. Secondary Dr. Last First Middle 0 Higher education Adult Preferred Mailing Address: Business Home OI want to participate in Business Address the following Position: Special Interest Group (check one) Division: AdultNocational Education 0 Asian & Pacific Islanders Organization: 0 Critical Pedagogy Early Childhood Education Street Address: Elementary Education ESL in Bilingual Education City: State: Zip: Gifted Education Phone: ( Ext. 0 Global Education 0 Higher Education Fax: ( E-Mail: Instructional Technology 0 Language/Cufture Retention Home Address 0 Language Policy Parent &Community Street Address: ID Policy Makers 0 Professional Development City: State: Zip: Research & Evaluation Phone: ( Secondary Education Special Education

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Bilingual Research Journal with Ramirez Study Now Availabk

NABE has reprinted Volume 16, Nos. 1&2, of the Bilingual In contrast, providing all instruction in English or esearch Journal. 'The Winter/Spring 1992 issue is devoted modest amounts of primary language instruction entirely to the longitudinal study conducted by Dr. J. David does not appear to help LEP students catch up to the Ramirez and his colleagues comparing immersion strategy, nonning population; and early-exit, and late-exit transitional bilingual education Increasing the use of the primary language for programs for language-minority students. In addition to the instruction appears to make it possible for language- Executive Summary of the study itself, the Journal contains minority parents to support their children's learning articles by David Dolson and Jan Mayer, Jim Cummins, by monitoring and/or helping their children with the Christine Rossell, Keith Baker, Virginia Collier, and Wayne required work. Thomas. The cost for Volume 16, Numbers 1&2, of the Bilingual This study, which was validated by the National Academy Research Journal is $10 each copy. Also available are of Sciences, concluded that. _Copies of ,NABE' s_ Professional StandOrds for the Learning English language skills by LEP. students, Preparation of Bilingual/Multicultural EduCatithi Teachers requires six or more, years of special instructional at 35.00 each copy. Shipping and handling charges are support; $2.90 each copy (tip to 10), shipped first class mail. Call for - Providing LEP student's with substantial amounts of shipping/handling charges on larger shipments: AlternatiVe primary language instruction doe's not interfere with shipping Methodg are also available at cost: Other issues 'or or delay their acquisition of English language skills; Bilingual Research Journal andAnnual Conference Journal Providing substantial instruction in 'the primary ate aVailable fOr'sale;'Calt for a fax catalog: Mail di-orders, language appears to help LEP students catch up to along with payment, to: their English-speaking peers in mainstream NABE. classrooms in English language, reading and 1220 L Street; N.W., Suite 605

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The news magazine about educational equity and excellence through bilingual education

November 1, 1995 National Association for Bilingual EduCation j -Winne 19 Number Congress Holds Hearings On English-Only

percent of Americans al- by Jim Lyons and Rick Lopez ready speak English. He added that the legislation aying the groundwork for future seemed to imply that legislative action, the House Eco- Latinos were scheming omic and Educational Opportuni- how to "do in English." ties Subcommittee on Early Childhood, "When Latino families sit Youth, and Families chaired by Randy around the table,itis "Duke" Cunningham (R-CA) held hear- much more likely that ings on October 18th and November 1st on they will lament that little English-Only legislation. Both hearings Jose no longer speaks were slanted toward English-Only sup- Spanish, not that Jose has porters. not yet learned English," he said. October 18th Hearing The second panel of The October 18 hearing featured testi- the October 18th hearing was originally scheduled Subcommittee Chairman Randy "Duke" Cunningham (center) and mony by two panels of Members of Con- Ranking Democrat Dale Kildee (to Cunningham's right) gress. The first panel was comprised of to include Reps. Sonny listening to panel of outside witnesses during November 1st hearing. English-Only supporters Senator Richard Bono (R-CA), John This photograph was taken with the Apple Computer digital QuickTake camera. Shelby (R-AL) and Reps. Bill Emerson Doolittle (R-CA) (R-MO), Toby Roth (R-WI), and Peter sponsor of an English-Only Constitutional Underw ood(R-Guam). Pastor, Becerra, and King (R-NY). The first panel's sole En- Amendment, Ed Pastor (D-CA) Chair Underwood argued strongly, on legal and glish-Only opponent, and sponsor of En- of the Congressional Hispanic Caucus, policy grounds, against English-Only leg- glish-Plus legislation, was Rep. Jose Xavier Becerra (D-CA), and Robert CONTINUED ON PAGE 20 Serrano (D-NY). Shelby, Emerson, Roth, and King have each introduced English-Only legislation. Showdown Nears Concerning In their testimony, all four members claimed that making English the USA's Federal Education Cuts official, federal language would "unify" the nation. Representative Serrano argued bill, the Committee-approved billstill that there was no need for the legislation by Rick Lopez slashes over $3 billion from federal educa- since 1990 census data showed that 97 tion funding. The Committee recom- oining the full House of Representa- mended $123 million for Title VII bilin- ISSUE HIGHLIGHTS tives, the Senate Appropriations Com- gual education programs, $70 million more mittee, on September 15, approved than the House but $77 million less than huge federal education cuts as part of HR the President. The Committee bill pro- NABE ISSUE. BRIEF: , English-Only page 21 2127, the Labor-HHS-Education Appro- vided $107.8 million for student grants priations Act for Fiscal Year 1996. and $15.1 million for professional devel- New NABE national office The large cuts prompted President Clinton opment awards, representing large cuts to phone system page 33 to promise to veto the legislation because last year's funding. it seriously weakens federal education pro- The Committee bill, like the measure Meet New Execntiie Board grams. passed by the House, would eliminate all member page 13. . While less severe than the House-passed CONTINUED ON PAGE 13

51 BEST COPY AVAILABLE NABE NEWS NABE EXECUTIVE BOARD 1995 - 1996 Published by the PUBLICATION SCHEDULE National Association for President Bilingual Education Volume 19 of NABE NEWS will be Kathy Escamilla P.O. Box 173364. School of Education Editor: published in 8 issues; publication dates are: Issue I 09/15/95 Issue 5 03/15/96 University of Colorado at Denver Nancy F. Zelasko, Ph.D. Denver, CO 80217-3364 Issue 2 11/01/95 Isslie 6 05/01/96 Desktop Publishing & Layout: (303) 556-4908 Jeff Spence Issue 3 12/15/95 Issue 7 06/15/96 Issue 4 02/01/96 Issue 8 08/01/96 Vice President NABE NEWS REPRINT AND All advertising and copy material must David E. Baez be received in the NABE office ONE 291 Baynes Street EDITORIAL POLICY MONTH prior to publication date Buffalo. NY 14213 Readers are welcome to reprint non-copy- to be considered for inclusion. (716) 851-3704 righted articles which appear inNABE NEWS at no charge, provided proper credit is given NABE NEWS ADVERTISING Secretary/Treasurer Mary F. Jew both to the author(s) and to NABE NEWS as Display Advertising Rates the source publication. San Francisco USD (Camera-Ready) 300 Seneca Avenue, Room 6 All articles printed in NABE NEWS, unless Full Page (7.5" x 10") $850 San Francisco, CA 94112 written by an Association staff person or a 2/3-Page (4.75" x 10") $700 (415) 469-4781 member of the current NABE Executive Board I/2 -Page (7.5" x 4.5") $550 of Directors, are solely the opinion of the 1/3-Page (4.75" x 4.75") $425 Member-at-Large author or authors, and do not represent the I/3 -Page (2.25" x 10") $425 Janice Jones Schroeder official policy or position of the National As- 1/4-Page (3.5" x 4.75") $325 Interface Network, Inc. 1/6-Page (2.25" x 4.75") sociation for Bilingual Education. Selection of $250 3401 East 42nd Avenue. Suite 201 articles for inclusion inNABE NEWS is not an Classified Advertising Anchorage, AK 99508 official endorsement by NABE of the point(s) $1.25 per word; maximum 100 words (907) 563-7787 of view expressed therein. Advertising Discounts Member-at-Large (for multiple insertions) Nga Dinh Duong TABLE. OF CONTENTS 10% for second-third insertion 21724 58th Avenue West 15% for fourth-fifth insertion Mountlake Terrace, WA 98043 20% for sixth-eighth insertion English-Only Hearings 1 (206) 771-2095

Federal Education Cuts 1 For additional information about advertising, Message from the President 3 contact Jeff Spence at NABE. 1220 L Street, Eastern Regional Representative Technologycolumn 5 N.W, Suite 605, Washington. DC 20005. Maria Estela Brisk (202) 898-1829; fax at (202) 789-2866. School of Education Inoculating Bilingual Ed: Krashen7 Boston University Eastern Region News 9 605 Commonwealth Avenue Asian/PacificAmericancolumn 11 NABE Boston, MA 02215 Meet the NABE Board 13 The National Association for Bilingual (617) 353-3260 Study Funds Available 14 Education (NABE) is a tax-exempt, non-profit Administration column 15 professional association founded in 1975 to Central Regional Representative Upcoming Events 17 address the educational needs of language- Joe J. Bernal NABE Issue Brief: minority Americans. 6410 Laurelhill English-Only 21 NABE NATIONAL OFFICE San Antonio, TX 78229 (210) 342-8026 Full text of HR 123 .. 22 1220 L Street, N.W., Suite 605 Petition form Washington, DC 20005-4018 26 Western Regional Representative PHONE (202) 898-1829 Secretary Riley Statement. 27 Herman S. Garcia Roth on English-Only 27 FAX (202) 789-2866 Department of C & I Book Reviewcolumns 29 E-mail: [email protected] College of Education American Indiancolumn 31 James J. Lyons, Executive Director New Mexico State University Voice Mail System at NABE 33 Nancy F. Zelasko, Deputy Director Las Cruces, NM 88003 Bilingual Educator Resources 35 Rick Lopez, A.D. for Legislation & Policy (505) 646-2115 NABE Report Available 37 Carolyn Riddick, Office Manager Jeff Spence, Information Systems Manager Parent Representative NABE CARES Update 38 Celia Torres, Member Services Susan Garcia Membership application 43 Mina Cousins. Member Services 18094 East Ohio, #102 NABE '96 Update 44 Ronald Williams, Office Assistant Aurora, CO 80012 (303) 745-7116 52 NABE NEWS NOVEMBER 1, 1995PAGE 2 Message From The President

It's Time To Stop The Slander

ESL than do other students since ESL is a by Dr. Kathy Escamilla daily occurrence in elementary bilingual programs, but happens only several times Thave been in the field of bilingual a week in ESL situations. e ducation for over 25 years. During Of greater concern, however, is the that time, I have lived in five.different implication that I 1,000 Denver Hispanic states, and have worked in all different students have no educational choices and kinds of education situations from Kinder- are placed in bilingual programs simply garten to college. As old as I am, I thought because they are Hispanic. Had Linda I had heard all of the arguments against Chavez bothered to check the Colorado bilingual education that had been leveled Educational Code before she wrote her against us both from thoughtful people article, she would have found that Colo- who simply lack information, as well as rado is a state which has had "open enroll-

from mean spirited people who want to /995 -1996 NABE Executive Board President. ment" options for at least ten years. Under distort the evidence which supports the Kathy Escamilla open enrollment, any student residing in work we do. Over the years, I have tried to the state has the option of attending ANY inform those who truly wanted to learn bilingual programs, but have no choice; public school. He/she does not have to live about our field, and to ignore those who that districts haphazardly assign children in the attendance area, or even within the simply wanted to slander us. But recently, to bilingual classes: and that bilingual pro- school district. That is, a child living in several groups have raised criticisms about grams don't teach English. Further im- Denver may attend school in Denver or in practices and policies in bilingual educa- plied in these messages is that all of this any other school district in Colorado if his/ tion programs that must NOT go unchal- misguided practice occurs in districts us- her parents so choose. lenged. These latest challenges are not ing federal Title VII funds to establish and Further, had Linda bothered to check simple distortions of the truth or inaccura- implement bilingual programs. the Denver Public Schools data on num- cies they are BOLD FACED LIES. Those of us in the field know that bers of limited-English-proficient students Take, for example, the following: NOTHING could be furtherfrom the truth! in the district, she would have found that In the September 25th issue of U.S. Let's take the Denver example as a case in while there are more than 17,000 identi- News and World Report, an article entitled point, and then take a look at the Title VII fied limited-English-proficient students, "Tongue Tied in the Schools" states: "As- regulations about parent notification and only about 12.000 are getting any kind of signments to bilingual programs are in- option to decline. educational services to meet their linguis- creasingly a source of complaint. Many First, all good bilingual programs tic needs. Fully one-third of the students in students, parents say, are placed in bilin- including those in Denver have strong, Denver have no access to either bilingual gual classes not because they can't under- consistent, structured ESL components. or ESL programs. Nationally, lack of ac- stand English but because they don't read Elementary students in bilingual programs cess to ANY program is the biggest chal- well. They need remedial, not bilingual spend a portion of every school day learn- lenge facing educators of language minor- help." ing English. Middle and high school stu- ity students, a fact that neither article con- In the August 1995 issue of Reader's dents have at least two classes in ESL and sidered. Digest, Linda Chavez states: "Bilingual a third where English is the language of Most troubling of all is the implication, education has become an expensive behe- instruction. Second. NO student in Den- in both articles, that federal funds such as moth, often with a far-reaching political ver, no matter what their first language, Title VII are being used to force children agenda: to promote Spanish among His- gets "Full Time ESL;" such a program to participate in bilingual education pro- panic children regardless of whether option does not exist for any student or grams without their parents' approval or they speak English or not, regardless of language group. Elementary students in knowledge. The Title VII Bilingual Edu- their parents' wishes and even without ESL programs get ESL two or three times cation Act of 1994 includes an entire sec- their knowledge." Further on the article per week in pullout classes. -S6condary tion on parent notification (Section 7502 - states: "11,000 Hispanic children in Den- students get one or two periods a day of Regulations and Notification). This sec- ver public schools don't have the choice to ESL, the same as students in the bilingual tion provides a very detailed description of participate in ESL full time." classes. Knowing Denver as well as I do, it what Title VII programs must do to ensure Implied in these messages is the idea is easy to say that students in bilingual adequate and accurate parent notification. that parents don't want their children in programs actually have access to more CONTINUED ON PAGE 14 53 NABE NEWS NOVEMBER 1, 1995PAGE 3) DISCOVER PERMA-BOUND BOOKS FOR YOUR BILINGUAL STUDENTS

Now Available! Books in Spanish to accompany Accelerated Reader Program.

Whenlooking for a great selection TRANSLATIONS One PERMA-BOUND book will outlast sev- of affordable titlesfor bilingual stu- ORIGINAL WORKS en to ten paperbacks at about one-third dents, our Pre - Kindergarten -12 selec- SHORT STORIES the cost-and they're unconditionally guar- tion is great including over 2,000 NOVELS anteed. If you're ever dissatisfied with a books in Spanish, plus Chinese, Viet- SCIENCE PERMA-BOUND book for any reason we'll namese, French, German, Italian, and : DICTIONARIES replace it. more. BILINGUAL READERS VALE - IBM WRITING TO REAP VANDALIA ROAD JACKSONVILLE, ILLINOIS 62650 PER410MA 54 CALL TOLL FREE: I -800-637-M1 TOLL FREE FAX: I -800-55 I-1 169 NABE NEWS NOVEMBER 1, 1995PAGE4) Technology and Language-Minority Students Column Editor : Dr. Dennis Sayers, University of California Educational Research Center

A Conversation with Jim Cummins and Dennis Sayers, Authors of "Brave New Schools"

on contemporary educational reform; and by Dr. Kristin Brown finally, the global networking possibilities ushered in by the "information superhigh- Editor's Introduction: In this month's column. Dr. Kristin Brown interviews Jim way." We believe that we have reached a Cummins and Dennis Sayers. authors of the recently published book Brave New Schools: crossroads in each of these three areas, and Challenging Cultural Illiteracy through Global Learning Networks (from St. Martin's that the choices we will make in the next Press). Brave New Schools explores the educational potential of long-distance teaching few years will carry enormous implica- partnerships across cultures and what the authors term "collaborative critical inquiry" to tions for our societies. In Brave New promote academic achievement, literacy learning, and school reform. Schools we have tried to establish links Kristin Brown brings a unique perspective to this interview. For ten years she has served between these three phenomena that so as cofounder and co-director with Professor Enid Figueroa of the University of Puerto preoccupy our collective attention as we Rico and Dennis Sayers of De Orilla a Orilla, an international, multilingual computer approach a new millennium. network based on team - teaching partnerships. Recently she has also assumed the post of Sayers: I think it's important to add that Project Director for I *EARN (the International Education and Resource Network). Since Brave New Schools also has a very practi- Brave New Schools focuses on eight case studies of global networking projects which took cal focus, with the concluding third of this place through Orillas and I*EARN, Dr. Brown was able to draw upon her extensive 400-page book offering to parents and experience with both of these exemplary learning networks in the following interview. educators what we think is an invaluable guide, with over 800 annotated listings of The title, "Brave New Schools," sounds being shaped that is responsive to the Internet resources categorized by subject hopeful; yet it also has ominous over- economic. scientific, environmental and areas ranging from parent involvement to tones, evoking as it does Aldous Huxley's cultural realities of today's world. creative arts in education, social studies, "Brave New World," where technology Sayers: In Brave New Schools we are language arts, mathematics and science, was depicted as an instrument of domina- proposing, as a fundamental catalyst for multicultural education, bilingualism and tion by a totalitarian state. Was this widespread educational renewal, the adop- second-language acquisition, as well as double-edged meaning intentional? tion on the broadest possible scale of long- resources for students with special learn- Cummins: Most definitely. The title of distance teaching partnerships across cul- ing needs. Nevertheless, we do not at all our book, Brave New Schools reflects the tures; that is, intercultural networks of consider this a book that centers primarily irony of Huxley's title Brave New World. partnerships that to the greatest feasible on educational or communications tech- What passes for the "educational reform" extent seek to take advantage of acces- nology. The kinds of intercultural collabo- movement in North America and else- sible and culturally-appropriate educa- rations we are proposing derive their im- where promises to restore the sense of tional and communications technology. pact and momentum not from technology purpose and moral certitude to the educa- We argue that such partnerships can pro- but from a vision of how education can tional enterprise for the "small price" of mote academic development across a broad enact in microcosm a radical restructuring abdication of any pursuit of critical con- spectrum of content and skill areas includ- of power relations both in domestic and sciousness and collaborative inquiry. In ing literacy skills development, critical global arenas. the same way, Huxley's Brave New World Thinking and creative problem-solving in details how happiness was bought at the domains such as science and social stud- Equity issues are of great concern to expense of freedom. In Brave New Schools, ies, citizenship and global education, and parents and teachers. They are afraid we outline the parameters of this Faustian second language learning. They also stimu- that students in bilingual programs may bargain and propose a framework for or- late students' research skills and promote be left further behind. As a result, it is ganizing curriculum and instruction that sensitivity to other cultural perspectives. frequently with a great sense of urgency seriously aims to educate all students, not that technology decisions are made. At just the children of the elite. This alterna- What do you see as the most important the same time, these schools are facing tive framework derives from the ground- themes in the book? increasingly tight budgets and the need to breaking efforts of educators in schools Cummins: We focus on three widely- purchase technology wisely that will serve that can be described without a trace of debated though rarely linked issues: students well over the long term. What irony as "brave new schools." where a first, the topic of increasing cultural diver- decisions should be made urgently and new pedagogy for intercultural learning is sity and immigration; second. the debate CONTINUED ON PAGE 6

(NABENEWS NOVEMBER 1, 1995PAGE 5 TECHNOLOGY FROM PAGE 5

on which should schools not compro- years before television, or even radio and cess, when combined with a transforma- mise? films were widely available in the society tive pedagogy, represents a small but sig- Sayers: We share these concerns of at large, let alone within classrooms as nificant step towards promoting collabo- parents and teachers. Why speak of tech- we show in Chapter Four which details the rative relations of power in the educational nology at all, let alone computer technol- pioneering work of the European educa- system. If we believe that education has a ogy, when textbooks even pencils and tors Celestin Freinet and Mario Lodi, pre- role to play in shaping the future of our --paper for that matter are in such short sented for the first time 16 a mass reader- societies, then our national interest with supply. and when school buildings remain ship in English. We feel that contempo- respect to both economic and democratic dilapidated after decades of neglect? With- rary educators would do well to emulate participation is clearly served by ensuring out a doubt, there are glaring inequities of the vision of the thousands of teachers in that all schools have basic access to the access to technology and networking re- Freinet's team-teaching network who suc- Internet for purposes of intercultural learn- sources for teachers and students, both cessful ly advocated for free franking privi- ing. within industrialized countries and in leges through the national postal service, schools around the world. In fact, a teacher in order to facilitate collaborative critical At the heart of "Brave New Schools" are in New York City may face similar diffi- inquiry between classes. Today, this would eight portraits of teachers, parents, and culties in getting connected to a students who are engaged in vari- computer network as an educator ous global learning networks. in China. Yet a teacher five miles These portraits are drawn from away in WestchesterCounty, New We are adamant about the importanCe actual classroom networking York, has immediate access to projects which have taken place sophisticated technology that per- of ensuring that all schools kave in the l*EARN and Orillas glo- mits her students to interact with access to thiS teChnology and 1o: the bal learning networks. Most im- peers around the globe. portant, the portraits depend on Cummins: Inequity of access ikitritetional*citegieS which° are descriptions and reflections from to technology resources, includ- required to use, it fruitfully the participants themselves, and ing computer networks, simply we believ. ithai edikatithihas a role are not merely the authors "tell- mirrors the unequal distribution ing about" a promising approach of every other human and mate- to play.: in_ shaping the futureOfour to teaching. rial resource in public education, societies, then our national interest Cummins: In order to argue especially in countries like the with respect to both economic and convincingly for wide-ranging United States, where educational public and educational access to funding is inextricably tied to lo- democratic participation is: clearly global learning networks and for cal property taxes. Yet, we served. by ensurin&that all schools have their specific importance in pro- strongly disagree with the ten- moting both equity and excellence dency of some educators and baSiC access to the biter-net for in education, we demonstrate in policy makers to trivialize (or even purposes ofintercuitural learning. Brave New Schools that it is nec- to dismiss) the immense potential essary both to describe how such of intercultural teaching networks networks have been used power- as merely another expensive edu- fully in the past and to articulate a cational technology fashion. They point to coherent vision of their potential the fate of such previous technological translate into government-subsidized ac- importance in addressing the social and dinosaurs as language laboratories or cess to the Internet for public schools, economic challenges we all face as a glo- closed-circuit classroom television, so- libraries, and health services. Building this bal community. called innovations which sought to make right of access into the national infrastruc- Sayers: These eight global learning the curriculum teacher-proof. Teacher part- ture is well within the power of govern- projects presented in Chapter 2 confront a nership networks, however, depend on ments today. variety of issues that all sectors of society teachers' initiative and, if students' moti- Cummins: In short, we believe that face on a daily basis, including the need to vation is to be sustained, require that joint computer-mediated learning networks can reduce racial prejudice and ethnic strife in projects relate directly to issues of rel- act as a catalyst for collaborative critical order to cooperate productively to achieve evance to students' lives. inquiry which is fundamental in preparing mutually beneficial goals., the kind of Sayers: In these kinds of partnerships, students to participate actively in a demo- intergenerational learning between young the technology is but a means to an end, as cratic society. And so. we are adamant people and their elders, extended family, illustrated in the fact that teacher collabo- about the importance of ensuring that all and community that promotes successful ration over long distances and across cul- schools have access to this technology and learning of basic literacy skills; and the tures flourished long before microcom- to the instructional strategies which are importance of promoting awareness and puters were even dreamed of indeed, required to use it fruitfully. Universal ac- CONTINUED ON PAGE 42 56 NABE NEWS NOVEMBER 1, 1995PAGE6) Inoculating Bilingual Education Against Attack

by Dr. Stephen Krashen Table 1. School Library Holdings

pposition to bilingual education has never been more Books/child intense. I would like to suggest a simple means of over- School %SpL1 %LEP A B coming this problem: Make bilingual education programs Loma 95 80 2.3 .6 so0 successful that there is simply no doubt of their effectiveness. Estrella 98 82 3.6 .8 While bilingual education is doing very well, it can do much Alvarado 90 82 2.2 .5 better. In my opinion, bilingual programs will not realize their true Lily Ave 30 35 4.7 .6 potential unless they do a much better job of providing a print-rich 86th St 65 65 3.3 1.0 environment in the primary language, and encouraging children to Homer 85 70 3.9 .04 read. The case for reading in bilingual education rests firmly on Arapahao 92 70 3.2 .12 theory and research. As discussed elsewhere (e.g. Krashen and Harbor 55 50 25.4 5.5 Biber, 1988), it has been argued that successful bilingual educa- Cedar 88 69 5.3 1.0 tion provides the following: Notes: %SpL1 -percentage of students whose Ll is Spanish; Comprehensible input in English (ESL, sheltered subject Books/child (A) - Total # of books per student; (B) - total number matter teaching). of books in Spanish per Spanish-speaking child Subject matter knowledge, from classes taught in the primary language. Literacy development in the primary language. ciency" (Cummins, 1981) that helps ensure English language ESL and sheltered subject matter classes provide comprehen- development, and English reading will promote English language sible input directly, while subject matter teaching in the first development directly. In addition, there is some evidence that a language helps provide comprehensible input indirectly, supply- reading habit in the first language transfers to the second language: ing background knowledge that makes English input more com- Flahive and Bailey (1993) reported a significant positive correla- prehensible. Literacy developed in the first language transfers to tion between how much international university students read in the second. their first language and in their second language. Thus, free We can add a fourth characteristic: reading in the first language may mean more reading, and hence Continued development of the primary language, for more literacy development, in the second language. economic, job-related advantages, and cognitive advantages. Where are the Books? Not at Home Reading, especially free voluntary reading, can contribute Books are very scarce in the lives of limited-English-proficient enormously to each of these four aspects: children. Ramirez, Yuen, Ramey and Pasta (1991) investigated the 1. Reading is an excellent way of providing comprehensible print environment in the homes of limited-English-proficient input in English. A growing amount of research indicates that free children participating in three types of programs in order to voluntary reading contributes to second language reading ability, determine if the home print environment was a confounding factor writing ability, vocabulary, grammatical competence, and spell- in their study of program effectiveness. It was not. Children in all ing (e.g. Elley and Mangubhai, 1983; Polak and Krashen, 1988; three programs had similar numbers of books in the home. What Tudor and Hafiz, 1989; Hafiz and Tudor, 1989; Polak and Krashen, was remarkable, however, was the paucity of books in the homes 1989; Elley, 1991; Pilgreen and Krashen, 1993; Cho and Krashen, of the children in all three programs: the average number of books 1994, 1995, in press; Constantino, 1994a. Y.O. Lee, Gribbons, and in the home that were not schoolbooks was only 22 ("immersion" Krashen, in press). = 20.4 books; early exit = 23; late exit = 24). By way of compari- 2. Reading, done in any language, is an important source of son, it is not unusual for middle-class children to own 50 to 100 knowledge. Those who read more, know more (e.g. Ravtich and books of their own by the time they are adolescents. The Ramirez Finn, 1987). et. al. figure of 22 included all books in the home, not only 3. The power of reading for first language development is well- children's books. documented (Krashen, 1993): The best way of developing literacy in the primary language is thus through reading in the primary Where are the Books? Not at School languiie. Schbol has not helped to solve this problem. There is growing 4. It is safe to conjecture that those who have continued to evidence that a clear relationship exists between the number of develop their primary language read in that language. books available in school libraries and reading achievement (Elley, There is, therefore, good reason to support reading in both the 1992; Lance, Welborn and Hamilton-Pennell, 1993; Krashen, first language and the second language. Reading in the primary 1995), a finding that makes good sense in light of other research language can provide much of the "common underlying profi- CONTINUED ON PAGE8 5 7 (NABENEWS NOVEMBER 1, 1995PAGE 7) INOCULATING BILINGUAL EDUCATION FROM PAGE 7

showing that more reading takes place the opportunity to use the library. viewed 159 children and asked them to when children have more access to books Pucci reported that "At Alvarado the identify their primary source of free-read- (Krashen, 1993) and that reading itself is atmosphere about checking out books was ing materials. 72% of the children named the source of literacy development. Elley's particularly tense, and the children's ac- the school library and 19% the public results are particularly relevant here: He tivity was noticeably regimented. Chil- library. Only 6% named teachers, and only found the clearest relationship between dren browse the bookshelves holding a 3% named parents, undoubtedly a reflec- number of books in school libraries in less ruler, which they use to mark the place tion of the economic situation their fami- economically developed countries, coun- where they remove a book in order to lies are in. (Pucci notes that "students who tries in which the school library was prob- examine it. They are not allowed to walk reported the teacher as the primary source ably the only source of books for children. back to their table with the book. Rather, are all from one class at Cedar, whose Pucci ( I 994) studied policies and book they must stand near the shelf and look at teacher was in a position to receive a large holdings in the Los Angeles Unified School it there, deciding if they wish to check it number of sample books from various District. She noted that in that district. out. Once children have chosen their books publishers" (p. 77). schools could only buy books from a list of they go immediately to check them out approved books. The maximum Do they Know about the number of titles approved for Library? Korean was 19 (17 fiction, 2 non- It also appears to be the case fiction), for Vietnamese 19 (18 There is good reason to support reading that language minority students fiction), and for Chinese 106 (68 -in both first and second language. and their parents have little knowl- fiction)! Pucci also examined li- . edge of the school library. brary collections in nine schools Free reading in the first language Constantino (1994b) interviewed that had a significant number of may mean more readiiig, andhence 14 high school students enrolled Spanish-speaking students. Table in intermediate ESL classes, and I presents some of her results Moreliteracy deVelopment,' reported that use of the school (names of the schools used are in the second language. library was rare and "not one of fictitious). ffut books are very scarce in the Hiles the students interviewed talked Inspection of Table 1 shows about the library as a source of that the total book holdings are of limited-English-proficient children, pleasure reading" (p. 9). None of inadequate: The national average and many schools have not helped. the students, except one, were for elementary school libraries is aware that there were magazines about 17 books per child (White, Although school libraries are the and newspapers in the school li- 1990), and nine out of ten schools prititary source of reading materiaLi for brary. Constantino (1995) re- in Table I are well below this. many language-minority students, ported that parents of language (The exception, Harbor, is a small minority students are spectacu- school, with a total enrollment of too often their access is restricted and larly uninfornied about the librar- 375 children.) While the holdings their choices are pathetically limited. ies in general. Of 27 parents she in English are inadequate, the interviewed, only one was aware holdings in Spanish are pathetic. of the function of the library and Pucci also reported that access used it, and 24 out of 27 "had to the few books available was very re- and then sit quietly at their assigned seats. absolutely no understanding of the library" stricted. Library visits ranged from once a Many of them start reading, and finish (p. 10). week to once a month, with some teachers their book before the end of the alloted The situation is clear: reading causes never bringing their students to the library. library time is up. When this happens. they literacy development, but these children Library time ranged from 30 to 45 min- are not allowed to return the book and have little reading material in the home, utes, with a portion of that time for brows- check out another. In fact, one third grade and little in school. What little there is in ing and checking books out. In addition, teacher was overheard strongly advising school is not easily accessible, and lim- "libraries at all schools have limits as to the children 'not to read' (pp. 74-75)." ited-English-proficient students do not the number of books children are allowed A few children found a way of smug- know much about what is available. Here to check out," with two books the maxi- gling a little more reading into their lives, is an analogy: I am putting you on a weight mum at all elementary schools, except for passing their books to their classmates and gaining/muscle building program. Your Alvarado, which allowed only one book! reading their classmates' choices first, and diet is one glass of water and a cracker The middle schools allowed only three saving their own selections for later. each day. If you don't gain weight and get books per child every two weeks. In most In Krashen (1993), I summarized re- strong on this diet, it is your fault you elementary schools, however, children search showing that libraries were a major are just not trying hard enough. were allowed to check out more books if source of books for children. In Pucci' s The problem is especially acute for they returned the ones they had, if they had study, this was also the case. She inter- 58 CONTINUED ON PAGE 32

(NABENEWS NOVEMBER 1, 1995PAGE8)BFST COPY AVAILABLE News from NABE's Eastern Region An Update on People, Places and Policies

by Maria Estela Brisk Eastern Regional Representative Regional News Wanted

Massachusetts Have you changed jobs? Has someone in one of your The Massachusetts affiliate is carrying out a number of activi- bilingual programs received an award?Is there new ties at the professional development and advocacy levels. legislation or policy being proposed in your district or With regard to professional development, affiliate members state? Send your news to your NABE Executive Board conducted three presentations at the MATESOL Conference on Regional Representative. "Regional News" will appear in October 21, 1995. The affiliate has designed Teacher Institutes for each issue of NABE NEWS. We hope to hear from you! continuing education and professional development points needed for recertification. The first will be on November 4, 1995 on Send your news to: "Reflective Practices in Bilingual Literacy Contexts." The second will be on "Cooperative Learning"in January 1996. The MABE Eastern Region State Conference is scheduled for March 27-29, 1996.The (Connecticut, Delaware, District of Columbia, Florida, Georgia, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, affiliate will be a conference cosponsor, with the Western MASS North Carolina, Pennsylvania, Puerto Rico, South Carolina, Rhode Writing Project, in March 1996 at the University of Massachusetts Island, Vermont, Virgin Islands, Virginia, and West Virginia) in Amherst. The theme of the conference is "Encouraging Writing Dr. Maria Estela Brisk in the First Settings: Mainstream, ESL, and Bilingual Class- School of Education rooms." Finally, there will be a Parent Institute in March 1996. Boston University With regard to advocacy on behalf of language minority stu- 605 Commonwealth Avenue dents, the affiliate has also been active. For several years, Massa- Boston, MA 02215 chusetts has not had a State Program Director for Bilingual Education. MABE has maintained contact with the State Depart- Central Region ment to insure that bilingual students are served appropriately. To (Alabama, Arkansas, Illinois. Indiana, Iowa, Kansas, Kentucky, Louisi- that end the MABE Board: ana. Michigan, Minnesota, Mississippi, Missouri, North Dakota, Ohio, (a) has met with Dr. Dan French, State-wide Administrator Oklahoma, South Dakota, Tennessee, Texas, and Wisconsin) for Curriculum and Instruction; Dr. Joe J. Bernal (b) has followed the process of education reform since its 6410 Laurelhill inception and influence its outcomes; and San Antonio, TX 78229 (c) is collaborating with the Massachusetts Association of Transitional Bilingual Education Directors to provide the leader- Western Region ship for the State. (Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Ne- braska, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming and Puerto Rico the Trust Territories of the Pacific Islands) The Puerto Rico affiliate is greatly concerned with the Official Dr. Herman Garcia English movement. Puerto Ricans want to maintain Spanish as one Associate Professor of the official languages of the Island. They are concerned about Department of C & I the effects of official English legislation. College of Education New Mexico State University NABE Las Cruces, NM 88003 NMMI.

inNAPEs_:fight-against:Offic!al lOgrslation. eturalhePetition.printeckoiipag:626.olthit-;.itsuet.

59 (ABENEWS SEPTEMBER 15, 1995 PAGE 21. 14,! . cA 14: 7 ,3ymphony of'Voices BILINGUAL EDUCATION

January 10-13, 1996 San Jose McEnery ConventionCenter San Jose, California

Please disseminate this informationto your School Districts, Supervisors, Teachers, Superintendents, County Offices, Friends, Members, Parents, and all those stakeholders involvedin quality education for their students

For further information pleasecontact CABE Headquarters at (909) 984-6201or fax (909) 984-1333 60 (NABENEWS NOVEMBER 1, 1995PAGE 10) Asian/Pacific American Education Concerns Column Editors: Ji-Mei Chang, San Jose State University, CA, and Janet Y. H. Lu, ARC Associates, Inc., Oakland, CA

Diversity of Asian American Students and Its Implications for Teaching and Research

By Dr. Samuel S. Peng Table 1. Average socioeconomic status (SES) measure by race/ethnicity and Asian subgroups sian American students have been Race/ethnicity Average score Sample size portrayed as model students: they Hispanic -.58 3,170 work hard, behave well in school, Black -.50 3,007 and have good grades and high college White .01 16,316 entrance rates. This prevailing view, how- Native American -.44 299 ever, can mask some serious problems of Asian .09 1,501 many Asian American students if they are Chinese .02 309 lumped together as a group. As data from Filipino .20 288 theNational Education Longitudinal Study Japanese .39 92 of 1988(NELS:88) indicate, Asian Ameri- Korean .32 187 can students differ significantly in family Southeast Asian -.49 240 socioeconomic status, achievement, edu- Pacific Islander -.19 99 cational aspirations. and learning environ- South Asian .62 126 ment at home. Some of the major differ- West Asian .05 33 ences and their implications for teaching Middle Eastern .38 42 and research are discussed below. Other -.03 88 Differences in Socioeconomic Status Asian Americans are a collective set of Note: SES measure is a composite score of parents' education, occupation, income, and diverse populations. The U.S. Bureau of household items.It is a standardized score with national mean of 0 and standard deviation of 1. Census categorizes over 30 distinct ethnic Source: The National Education Longitudinal Study of the eighth graders in 1988, U.S. subgroups originating from Asian coun- Department of Education. tries and Pacific islands. Over the past two decades, these groups have grown very quickly. As reported by the decennial cen- while some other subgroups such as South ing and mathematics. They also scored sus in 1990, the Asian American popula- Asians, Japanese, and Koreans were above higher than white students on mathemat- tion numbered close to 6.5 million or about the national average (Table 1). Compared ics (Table 2). However, Asian subgroups 3% of the total U.S. population. It is esti- with other racial/ethnic minorities, South- differed significantly among themselves. mated that by the year 2050, Asian and east Asians and Pacific Islanders were not The reading scores ranged from 42.86 for Pacific Islanders will increase to 10% of faring any better (Southeast Asians in- Pacific Islanders to 55.13 for South Asians. the total U.S. population. cluded Vietnamese. Laotian. Cambodian/ Similar differences were also shown in These 30 subgroups differ in their lan- Kampuchean, Thai, etc., and Pacific Is- mathematics, ranging from 44.91 for Pa- guages and cultural heritage. They also landers included Samoan, Guamanian, cific Islanders to 58.24 for Koreans. Pa- differ significantly with regard to family etc.). Thus, lumping these two groups with cific Islanders, in fact, had the lowest scores socioeconomic background. For example, other Asian subgroups would certainly in reading of all racial/ethnic minorities. based on a composite measure derived mask their special needs. Asian American subgroups also differ from parents' educational level, occupa- in educational aspirations. The NELS:88 tion, income, and household items, sev- Differences in Achievement data show that students' educational aspi- eral Asian subgroups of eighth graders in and Aspirations rations, as measured by their self-reported 1988 scored below the national average. Asian American eighth graders in 1988 educational plan, ranged from 3.99 for On a scale with the national average of 0 were also very different in their achieve- Pacific Islanders (some education after and standard deviation of I, Southeast ment scores. Data showed that, as a group, high school) to 5.52 (post baccalaureate Asians and Pacific Islanders had a low Asian American students scored higher degree) for West Asians (West Asians measure of -.49 and -.19, respectively, than other racial/ethnic minorities on read- CONTINUED ON PAGE 12 61 (NABENEWS NOVEMBER 1. 1995PAGE11) ASIAN/PACIFIC AMERICAN FROM PAGE 11

included Iranian. Afghan. Turkish, etc.). Again. Pacific Islanders Implications for Teaching and Research had the lowest aspirations of all racial/ethnic groups (Table 2). In summary, NELS:88 data show that not all Asian American students come from "well-to-do" families and not all are "whiz" kids with high achievement and high education aspirations. Lumping them together as a group would certainly mask _ -- - Table 2: Achievement test scores and educational plan by many serious needs among certain sub- race/ethnicity and Asian subgroups groups, particularly the Southeast Asians (e.g., Laotian, Cambodian/Kampuchean, Race/ethnicity Reading Mathematics Educational Thai, Vietnamese) and Pacific Islanders plan (e.g., Samoan, Guamanian). Indeed, data Hispanic 46.01 45.70 4.28 show that Pacific Islanders are very dif- Black 44.62 43.82 4.57 ferent from other Asian Americans. They White 51.72 51.81 4.55 have low socioeconomic status mea- Native American 44.33 44.67 4.13 sures as well as low achievement scores Asian American 51.35 53.79 4.96 and educational aspirations. They are Chinese 52.19 56.76 5.11 the neediest students among all racial/ Filipino 51.66 52.03 4.83 ethnic groups. Their educational needs Japanese 52.75 56.33 5.00 should not be ignored in school. Korean 55.06 58.24 5.50 The study findings point out the need Southeast Asian 49.42 52.56 4.87 for careful attention to the diversity of Pacific Islander 42.86 44.91 3.99 Asian Americans in future research de- South Asian 55.13 56.73 5.48 signs, data collection, and analyses as West Asian 53.15 56.38 5.52 well as in planning educational programs. Middle Eastern 51.36 54.06 4.77 Whenever possible, the differences Other 50.19 51.13 4.73 among Asian subgroups should be ex- amined first to determine whether they should be treated as a single group. Based Notes: on this study's findings, it is likely that 1. Achievement scores were standardized, with national mean of 50, and standard deviation of 10 2. Educational plan was coded as follows: below high school=1; high school only=2; vocational Pacific Islanders and Southeast Asians school after high school = 3; some college = 4; graduate from college = 5; post baccalaureate = 6. will continue to be different from other major Asian subgroups, and thus require Source: The National Longitudinal Study of the eighth graders in 1988, U.S. Department of separate attention. At a minimum, read- Education. ers of research studies on Asian Ameri- cans should be reminded of the possible Differences in Home Learning Environments implications for study findings and interpretations. Home learning environments play an important role in student Except for Pacific Islanders, Asian parents in general have very learning, and Asian subgroups differ in their home learning high educational expectations for their children. This seems to be environments. Based on NELS:88 data, several findings were the most prevailing and common phenomenon among Asian drawn: Americans. Perhaps itis a major factor for the overall high All Asian subgroups, except for Southeast Asians and achievement of Asian American students. It is possible that the Pacific Islanders, had more learning materials such as constant pressure and persistent expectations for high achieve- books. magazines, and computers than did many other ment help Asian students stay on course as they strive for educa- racial/ethnic groups. tional excellence throughout the school years. All Asian Americans, except for Pacific Islanders, valued It is interesting to note that Chinese, Southeast Asian, and education highly, as reflected by parents' educational Korean parents are less active in parent-teacher organization expectations for their children. activities than other parents, contrary to a general expectation of Chinese. Filipinos. Southeast Asians, and Pacific Islanders parents of high achieving students. It is possible that many of those did not talk to their parents about school activities as parents, particularly new immigrants. also have language prob- often as did other students. Their parents also did not lems and do not feel comfortable talking to teachers and other discuss their school plans with them as often as did other parents in English. Teachers should be sensitive to this potential parents. In addition, their parents were less interactive barrier and should actively approach those parents to increase their with teachers as compared with other parents. involvement. Interestingly, those parents also appear less commu- nicative with their own children and do not seem to provide more See you at NABE '96 in Orlando, FL! direct help to students than parents in other racial/ethnic groups. CONTINUED ON PAGE 18 62

(NABENEWS NOVEMBER 1, 1995PAGE1) Meet the NABE Executive Board

Maria Este la Brisk, NABE Eastern Regional Representative

y career in bilingual education ish background was the best thing that tratorshave began in kindergarten. My could happen to anybody. Wry experience been my stu- other, who believed that you later in New Mexico showed me differ- dents. could not be educated unless you spoke ently.I was appalled at the negative atti- Last year I several languages, enrolled me in a dual tude toward Spanish-speakers. finally took a language (Spanish/English) school in my Dr. Bernard Spolsky recruited me to sabbatical to native Argentina. I also had a French tutor pursue my Ph.D. in linguistics and bilin- work on a book and, while in college, studied German. gual education at the University of New and became an Years later, while working towards a Mas- Mexico. At the time Title VII was just actual grand- ters degree in Applied Linguistics at being passed and bilingual education was mother. My Georgetown University, I agreed to marry not a widely known field. A year at the book is a syn- Dr. Maria Estela Brisk, an American. also fluent in Spanish. Un- Center for Applied Linguistics allowed thesis of re- Eastern Regional Rep. sure of what we would do with our chil- me to discover the extent of the needs of search and experience. Its purpose is to dren, I took a course on bilingualism. By bilingual students across the country. With feature conditions for quality bilingual the end of the semester there was no doubt initial support from Title VII, I started education conditions to which I aspire in my mind that raising children bilin- teacher-training and doctoral programs at for all bilingual students. gually was the best way. Contrary to Judge Boston University over 20 years ago. I am humbled by the enormous task and Kiser's claim, our daughter to whom I It has been a great pleasure and honor to responsibility of working with NABE at always spoke Spanish and my husband work with teachers from so many lan- this present time. As a member of the English has grown to become a suc- guage groups who have dedicated their NABE board, I hope specifically to con- cessful documentary filmmaker. lives to the education of bilingual chil- tinue to serve bilingual education through While teaching languages and linguis- dren. Political struggle, teacher prepara- cooperating with the affiliate organiza- tics at the Inter-American University in tion, and research have filled my agenda. tions in the Eastern Region and, together Puerto Rico, I began to understand the Some people call me fondly "the grand- moving forward the agenda of quality bi- plight of Puerto Ricans. Raised in Argen- mother" of bilingual education in Massa- lingual education for all students. tina, I firmly believed that being of Span- chusetts since many teachers and adminis- NABE

EDUCATION FUNDING FROM PAGE 1

Title VII support services including state grants, academic excel- funding for bilingual education. Earlier, the President vetoed a bill lence awards, research and evaluation, and the National Clearing- which cut FY95 funding, only to reverse his decision after Con- house on Bilingual Education. Other Committee-approved cuts gress restored funding for a few education programs however, include $701 million from Title I, $62 million from GOALS 2000, bilingual education was not included among them. $241 million from Safe and Drug Free Schools, and $25 million Whether President Clinton insists on restoring full funding for from Indian Education. bilingual education depends on the level of support for the pro- Three key steps remain in the funding process. First, the full gram communicated to him by voters. Members of Congress, Senate will try again in mid-November to pass HR 2127, the especially those on the Appropriations Committee, will also education funding bill, after failing in early October when Senate establish funding priorities based on perceived political support. Republican leaders could not break a filibuster over certain provi- Letters and calls from NABE members and others to federal sions (concerning anti-abortion funding & striker replacement elected officials are critical to demonstrate support for continued workers). federal education funding and bilingual education. Second, the bill will go to Conference Committee with the The October NABE Action Alert provides both a to-do list for House in late November, where differences will be resolved. [Note NABE members and a draft of a letter to federal elected officials. that if the bill has not yet passed the Senate, Republican Senators Current status information is available through the NABE legisla- will have more leverage in Conference negotiations and will likely tivre and 'budget hotline at (202) 898-1829, extension 777. produce a bill with deeper education cuts.] The President will begin the third step by vetoing the bill in late Rick Lopez is NABE's Associate Director for Legislation, Policy November or early December. After the veto, he will negotiate the and Public Affairs. restoration of some (or all) education funding before he signs it. NABE The President's veto pledge does not alone guarantee greater 6 3 BEST COPY AVAILABLE (NABENEWS NOVEMBER 1, 1995PAGE13)' MESSAGE FROM THE PRESIDENT FROM PAGE3

For example, the act specifies that parents about whether their children participate in the popular press and other groups accuse be informed about "what programs are programs based on informed consent. Spe- us of holding students "hostage" and not available to meet the student's educational cifically, Section #3 states: "Parents shall listening to the wishes of parents? I do not needs and how the programs differ in receive in a manner and form understand- know all of the reasons why the disinfor- content and instructional goals." It further able to such parents, including, if neces- mation campaign against bilingual educa- requires that "Parents of children and youth sary and to the extent feasible, in the native tion has escalated to the point of saying we -participating in programs assisted under language of such parents. the information are "holding children hostage," but I do part A shall be informed of their student's required by this subsection." know that we can no longer ignore this level of English proficiency, and how such Thus, federal policy with regard to Title assault on our profession. level was assessed." VII programs mandates that parents give Therefore, I close this message with yet In addition, Section #2 of Section 7502 permission for their children to participate another plea for you to get involved. Write specifies that parents have the "option to in these programs; that parents be given letters to the editors of these magazines, decline" that is, they may decline to information about other program options; write your congressional representatives have their children placed in bilingual and that they be provided information about and the President, and join NABE. Now programs if they so choose, and SeCtion #4 all their choices in a language and manner more than ever we must work together to specifies that "Students shall not be admit- that they can understand. Also, explicitly STOP THE SLANDER against our pro- ted to or excluded from any federally as- stated in the law is the right of parents to grams, our profession, and the children sisted education program merely on the decline to participate. and parents whom we serve. basis of a surname or language-minority Given the above, we could easily argue NABE status." that Title VII provides for greater parent Finally, and most importantly, Title VII choice and informed consent than most specifies that parents must make decisions educational programs. Why then, would

Field-Initiated Studies Funds Available

The five National Institutes funded by the Office of Educational Researchand Improvement of the U.S. Department of Education will be making approximately37 awards under the Field Initiated Studies Programas follow:

The National Institute on Student Achievement, Curriculum and Assessment: 10. awards The National Institute on the Education of At-Risk Students: 10 awards The National Institute on Early Childhood Development and Education: 6 awards K. The National Institute on Educational Governance, Finance, Policymaking, andManagement: 6 awards The National Institute on Postsecondary Education, Libraries, and Lifelong Learning: 5- awards

Projects will be funded for from 1 to 3 years. Theaverage size of annual awards will range tt, between $150,000 and $250,000, based on the President's budget request for FY '96, the actual amount available for this program dependson Congressional appropriations. The application deadline is January 5, 1996.

s Eligible applicants are institutions of higher education, public and private organizatiOn, institutions, agencies, and individuals, or a consortium thereof.

Applications may be requested by sending a fax to- 202) 219-2030. A version of the actual Federal Registerannouncement may be obtained from the U.S. Department of Education's Online Library by following these directions: gopher://gopher.ed.gov.11/announce/compe, titions. 64 (NABENEWS NOVEMBER 1, 1995PAGE14) Administration of Bilingual Education Programs Column Editor: Dr. Jaime A. Castellano, Palmetto Elementary School, West Palm Beach, FL

Empowering Teachers To Do The Right Thing Through Staff Development: Cooperative Learning and TESA

his self-constructed silent world? Should I back into his shell as a means of avoiding by Laura L Schraeder assume he knows nothing just because he rejection by his peers in a small group cannot tell me? How do I reach Pedro, and setting. For example, I never observed him what techniques do I employ to draw him openly participating; but rather, he was the Editor's Introduction out of his shell? last group member addressed by the oth- Tee following case study documents According to several studies, the imple- ers. His peers literally coerced him into the necessity for empowering teach- mentation of Teacher Expectation, Stu- oral participation by telling him that his rs through staff development op- dent Achievement (TESA), a program lack of it could result in their failure. portunities. Once teachers gather the nec- developed in 1972 by Sam Kerman target- Furthermore, for the most part he coasted essary information to become more effec- ing low achievers, is a viable option on his fellow group members' coattails to tive practitioners, they implement their (Gottfredson, 1991). TESA focuses on accomplish the assigned task. Theoreti- newly acquired skills with the students several behavioral strands that teachers cally, such negative student interaction they are charged to teach. The following can employ to engage their low achievers. violated the twofold premise of Coopera- case study illustrates how teachers modify For example, one such behavior, probing, tive Learning as outlined by the Johnson what they learn in order to meet the diverse offers students additional support and clari- brothers: everyone learns the assigned needs of their students. fication through secondary questioning material and everyone promotes each practices. other's success (Johnson, 1994). Obvi- Meeting Pedro's Needs: A Case Study Moreover, unconditionally accepting ously, Pedro failed to master the task and Warm inviting sunlight streams through students' feelings fosters self-esteem. In his peers' negativism thwarted his previ- a middle school classroom window cast- addition, volunteering individual help as- ously attained success. ing an ominous shadow on Pedro, a Span- sists students' sense of security, while What happens now? Where do I go ish-speaking eleven year old ESL student, frequent praise and courtesy create a com- from here? Clearly, TESA provided a safe quietly sitting in the back of the room. fortable nonthreatening environment. Us- haven for Pedro in a whole group setting From all outward appearances, Pedro ing these techniques definitely resulted in because TESA' s design lends itself to seems focused and intent on the pending a positive change in Pedro. Slowly but whole group learning. Yet once the class- lesson. His dark brown eyes struggling not surely he began to emerge from his cocoon room environment changed from teacher- to blink for fear of losing concentration state, initiating and welcoming interac- directed to student-centered, Pedro converge on the teacher. However, he tion. Often his hand shot up like a rocket changed too. He reverted to his protective makes no attempt to interact with either before I completed my question. As I silent world because he lost his security, the teacher or fellow classmates. Silence watched Pedro's transformation I saw signs me. envelopes him as if to protect him from of eagerness and anticipation appear that When employing TESA techniques in a any outside distractions. Yet, do his before I had assumed never existed. For all large class setting the communication fol- teacher's words so draw him, or is he practical purposes Pedro achieved suc- lows a teacher-student-teacher pattern. The merely assuming the position of being cess, or did he? teacher elicits all student responses in a attentive to a fault? In a whole class setting Pedro appeared pronounced effort to include both low and As a middle level language instructor I to respond like everyone else. No longer high achievers equally. However, coop- have met Pedro on several occasions; for did I have to call on him to draw him into erative learning by its design forces stu- he plays an integral role in a heteroge- large group class activities. He willingly dents to look to one another for help, neous classroom. However, all too often volunteered, seeking and competing for support, and understanding; thus, the he eludes my attention because he blends my attention. The once silent withdrawn teacher becomes a casual observer rather in so well. Unfortunately, Pedro, like so ESL student deemed a low achiever sud- than the center of attention. many ESL students, knows how to make denly became a vibrant contributor dis- Consequently, Pedro had no idea how his language barrier work for him and playing average to above average ability to interact with his peers in a small group chooses to hide behind it by posing as a on a regular basis. classroom setting, for all the former inter- low achiever. Consequently, the follow- However, when the classroom structure action focused on me. Moreover, like most ing introspective process results. Do I call changed from whole group to cooperative ESL students, his limited communication on him and risk embarrassing him due to groups, Pedro's newfound openness slowly skills regarding his peers revolved around his lack of English, or leave him alone in deteriorated. Ironically, Pedro reverted CONTINUED ON PAGE16 65 (NABENEWS NOVEMBER 1, 1995PAGE15) ADMINISTRATION FROM PAGE 15

colloquial or slang English expressions cation through active participation by ev- Moreover, he does not have to hide spoken out of school. This explains Pedro's eryone. How then does this tandem of behind his language barrier but can proudly inability to shift gears. However. I could TESA and Cooperative Learning affect stand in front of it along side his class- not deny that TESA served an important Pedro? mates. Pedro now has the best of both initial dual purpose. Pedro benefits in many ways. First, he worlds. Not only is he confident and ener- First, based on classroom observation. must listen carefully to his peers' ideas so getic in a whole group setting, but he has identified and targeted Pedro as a low he can ask them higher level questions to become self reliant among his peers in a achiever. Second. by using the teacher gain further understanding. Second. his cooperative group arrangement. behavioral strands I was able to help Pedro peers must extend the same courtesy to Ironically. Pedro's language problem develop the self-confidence necessary to Pedro thereby fostering necessary com- served as the catalyst to overlap two excel- become an active class member. Yet. de- munication and inevitable acceptance. lent teaching modalities, TESA and Coop- spite this benefit, the TESA program by Third. it becomes necessary for his focus erative Learning. By teaching students how itself inadvertently set Pedro up for a fall. to shift from teacher-student to student- to implement and monitor teacher-ex- As long as 1 served as Pedro's focal point student. pected behaviors, such behaviors become he shone, but the minute I faded student expected. Thus, these be- behind his classmates he lost his haviors become matter-of-fact and sparkle. Pedro needed to realize Unfortunately, I discovered that familiar. Students key into one that he could depend on himself another more readily regardless and others, besides me. Hence. juxtaposing TESA and Cooperative of language ability and know what can TESA and Cooperative Learn- Learning necessitates breaking to look for in questioning and ing strategies be integrated to responding techniques. More- maintain a long term success rate traditional TESA philosophy from over. such mastery enhances not for Pedro and other ESL students? teacher expectation-student only the quality of the finished Why not? achievement, to student expectation- product. but also its relevance for Unfortunately, I discovered that all the students, both collectively juxtaposing TESA and Coopera- student achievement. and individually. tive Learning necessitates break- In other words, I coupled traditionally As middle level instructors. ing traditional TESA philosophy should not this be our ultimate from teacher expectation-student observed cooperative learning goal? All our students. regardless achievement, to student expecta- social skills such as listening, sharing of language orientation, should tion-student achievement. In other ideas, and encouraging others, expect their peers to engage in all words, I coupled traditionally ob- aspects of learning and its respon- served cooperative learning so- as outlined by the Johnson brothers, sibilities with them. After all, cial skills such as listening, shar- with Sam Kerman's TESA teacher learning is the stage on which ing ideas, and encouraging oth- students play several diverse roles. ers, as outlined by the Johnson behavioral strands. Yet if this premise be true, where brothers, with Sam Kerman s does this leave us, the teachers? TESA teacher behavioral strands. By using an eclectic approach For example. instead of monitoring lis- Since Cooperative Learning requires incorporating TESA and Cooperative tening skills exclusively, I first instructed positive interdependence. Pedro must be Learning modalities, we are better able to the students on how to probe and delve responsible and interact with his peers, for motivate and encourage a culturally and each other through higher level question- something is being expected of him by linguistically diverse student population. ing techniques. Once the students prac- them in order to complete the assigned Only then are we able to watch them ticed writing and asking each other higher academic task. Therefore, living up to his blossom, stand proudly, and be counted as level questions this opened the door to responsibilities puts Pedro on an even base an integral part of our classrooms, and incorporating listening skills with delv- with his peers. ultimately, society. ing. After all,is not one type of skill Conversely, Pedro demands the same codependent on the other? What good expectations. Cooperative group pitfalls References does it do to ask a higher level question if such as one group member's doing all the Chen, L. and Cegala, D.J. (1994). "Topic no one attunes himself or herself enough work, or not everyone contributing equally, management. shared knowledge and to respond'? began to disappear. Not only does the accommodation: A study of com- Consequently. using both TESA and group complete the assigned academic task, munication adaptability," Research Cooperative Learning not only aided in but Pedro has regained the confidence he on Language and Social Interac- extracting more ideas from active group lost. His peers no longer shun or avoid tion, 389-417. participation but served to clarify them as him; they willingly include him in group Cohen. M.D. and Tellez. K. (1994). well; further expanding group communi- work. CONTINUED ON PAGE 19 66 (NABENEWS NOVEMBER 1, 1995PAGE 16 Upcoming Events

November 8-12, 1995 - American Translators Association 36th Annual Conference, Nashville, TN. Contact ATA, 1800 Diago- nal Road, Suite 220, Alexandria, VA 22314, (703) 683-6100.

November 9-11, 1995 - Texas Association for Bilingual Educa- tion Annual Conference. Camino Real Paso Del Norte Hotel. , El Paso, Tx. Contact TABE at (800) 484-5745, Ext. TABE or 8223.

November 15-17, 1995 -Joint Conference - Advocates for Language Learning (ALL) and Second Language Acquisition by Children (SLAC) in conjunction with the annual meeting of ACTFL, "Getting Our Children Ready for Tomorrow." The Conference Center & Marriot on the Campus, California State E A R S-:0-F--SUCCESS University, Fullerton, CA. Contact Dr. Paul Garcia at (816) 871- \Connecting U.S. Schools 6317, FAX (816) 871-6313. with Laknguage-MinorityAiriericans

November 18-20, 1995 - American Council on the Teaching of Foreign Languages (ACTFL) Annual Conference. Anaheim, NABE '96 CA. Contact ACTFL, 6 Executive Plaza, Yonkers, NY 10701- 8601 (914) 963-8830 or FAX (914) 963-1275. 25th Annual International Bilingual/Multicultural November 29 - December 2, 1995 - National Association for the Education of Young Children (NAEYC) Annual Conference. Education Conference Washington, DC. Contact NAEYC Conference Dept., 1509 16th March 12-16, 1996 Street, N.W., Washington, DC 20036. (202)232-8777. Orlando Florida

December 27-30, 1995 - Modern Language Association Annual Conference. Chicago, IL. Contact Michael Clancy, MLA, 10 Astor Place, New York, NY 10003. (212) 614-6355. Information about Conference January 10-13, 1996 - California Association for Bilingual Preregistration Materials Education 21st Annual Conference, "A Synphony of Voices: Bilingual Education." San Jose Convention Center, San Jose, CA. Contact CABE, 320 West "G" Street, Suite 203, Ontario, CA Preregistration materials for 91762. (909) 984-6201. NABE '96 will be sent soon

February 21-14, 1996 - American Association of Colleges for to all current NABE members Teacher Education (AACTE) Annual Conference. Chicago, IL. and all 1995 conference attendees. Contact Susan Cimburek, AACTE, One Dupont Circle, Suite 610, Washington, DC 20036 (202) 293-2450. NABE is now accepting additional

March 12-16, 1996 - National Association for Bilingual Educa- names for the preregistration tion 25th Anniversary Conference, Orlando, Florida. Contact materials mailing list. NABE at (202) 898-1829 (see sidebar to right). To add your name to the list, NABE call NABE at (202) 898-1829; then dial 2 for Conference Services.

(NABENEWS NOVEMBER 1, 1995PAGE 17 ASIAN/PACIFIC AMERICAN FROM PAGE 12

The study findings point out the need for several kinds of promote the exchange of ideas among researchers and educational programs. One is the ESL or bilingual education policy makers. The views are those of the author's, and no program designed to improve the academic achievement and official support by the U.S. Department of Education is English language proficiency of students and parents. A high intended or should be inferred. percentage of Asian students, particularly Chinese and Southeast 2. The National Education Longitudinal Study of the 1988 Asians, were classified by teachers as limited-English-proficient. eighth graders (NELS:88) is a longitudinal study spon- The second program is one designed specifically for Pacific sored by the National Center for Education Statistics, U.S. Islanders to improve their achievement and to increase their Department of Education. It involved over 24,500 students aspirations for higher level of educational attainment. The third from 1,035 schools across the country in its base-year program is for parents to improve or increase communication with survey. Of this total student sample, 1,501 were Asian their own children. Parents should know that it is important to Americans and Pacific Islanders. The actual sample sizes maintain close communication with their children even though for subgroups are included in Table 1. The base-year they are performing well in school. Frequent conversation with survey was completed in the spring of 1989. Since then children will not only help parents know what is going on in school three follow-up surveys have been completed. and what their children are doing, but also will help their children develop interpersonal skills. However, many parents may not Dr. Samuel S. Peng is the Director of the Methodology, Training, know how to communicate effectively with their children. Thus, and Customer Service Program in the National Center for Educa- programs for parents to develop the communication skills will be tion Statistics (NCES), U.S. Department of Education. useful. Editor's Note: Contributions to the Asian/Pacific American Technical Notes Education Concerns column should be sent to Janet Lu, MRC/ 1. This is an abstract version of a paper presented at the annual NC, 1212 Broadway #400, Oakland, CA 94912. (510) 834- conference of the National Association for Bilingual Edu- 9458, FAX (510) 763 -1490. You may send E-mail via the Internet cation in Washington, D.C., 1991. This paper is intended to to: JANET LU@ arcoakland. org

NABE

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"A very timely book that is more timely than ever." Los Angeles Times 324 pages "A valuable discussion of the United States' past and SPC30 present difficulties with intolerance and discrimina- I'I tion against immigrants." Harvard Educational Review "Jim Crawford's news-gathering prowess and insider's knowledge shine throughout Hold Your BILINGUAL EDUCATIONAL SERVICES, INC.Tongue. Rich in anecdotes, majestic in its sweep and 2514 South Grand Avenue scope ... a ground-breaking study of the English Los Angeles, CA 90007-9979 Only movement." (213) 749-6213(800) 448-6032 Henry Cisneros, U.S. Secretary of Housing FAX (213) 749-1820 and Urban Development

ADMINISTRATION FROM PAGE16

"Implementing cooperative learning for language minor- Kappan, June. A I -A2. ity students." Bilingual Research Journal, Winter-Spring. °bah, T.Y. (1993). "Learning from others in the ESL writing 1-19. class." English QUarterly, 8-13. DeVillar. R.A.. Fattis. C.J., and Cummins, J.P. (1994). Cul- Reid. J. and Powers, J. (1993). "Extending the benefits of small tural Diversity in Schools from Rhetoric to Practice. Al- group collaboration to the ESL writer." TESOL Journal, bany: State University of New York Press. Summer, 25-32. Duran, R.P. (1994). "Cooperative learning for language minor- TESA. Bloomington: Phi Delta Kappa, 1993. ity students." Cultural Diversity in Schools from Rhetoric to Practice. Albany: State University of New York Press. Laura L. Schnieder is a language arts teacher at Glenside Middle Feuerverger. G. (1994). "A multicultural literacy intervention School in Glendale Heights. Illinois. for minority language students."Language and Education, 123-146. Editor's Note: Contributions to the Administration of Bilin- Gersten. R. and Woodward, J. (1995). "A longitudinal study of gual Education Programs column should be sent to the col- transitional and immersion bilingual education programs umn editor, Dr. Jaime A. Castellano, at Palmetto Elementary in one district." The Elementary School Journal, 223-239. School, 835 Palmetto Street. West Palm Beach, FL 33405. Gottfredson. D.C. (1991),IncreasingTeacher Expectations for (407) 533-6372.

Student Achievement: An Evaluation. Baltimore: The Johns ,VABE Hopkins University Press. Johnson. D.W., Johnson, R.T., and Holubec, E.J. (1991). Co- operation in the Classroom. Edina: Interaction Book Co. -Readers are welcome to reprint any NABE JohnSon. D.W. and Johnson, R.T. (1994). "Cooperative learn- ing in the culturally diverse classroom."Cultural Diversity NEWS original material free of charge as in Schools from Rhetoric to Practice. Albany: State Uni- long as proper credit is given to both the versity of New York Press. author andNABE NEWSas the source. Kerman, S. (1979). "Why did you call on me? I didn't have my hand up! Teacher Expectations and Student Achievement."

(NABE NEWS NOVEMBER 1, 1995PAGE19) . ENGLISH-ONLY HEARINGS FROM PAGE 1' islation. former professional football player and to divide the people of the United States. Several other English-Only opponents immigrant from Hungary; Geeta Delal, NABE executive director Jim Lyons Reps. Ron' Coleman (D-TX), Nancy M.D., a physician and an immigrant from delivered written testimony, to the Com- Pelosi (D-CA), Esteban Tones (D-CA), India; and Mauro Mujica, chairman of mittee and released a press release cap- Sam Fan (D-CA), Gene Green (D-TX), U.S. English. The lone English-Only op- tioned that "The U.S. is not Canada." The and Sheila Jackson Lee (D-TX) were ponent who was permitted to testify was testimony is based on the NABE Issue denied an opportunity to testify. They nev- Ed Chen from the California office of the Brief on English-Only included in this ertheless showed up in the hearing room American Civil Liberties Union. newsletter. and, after some negotiation between Chair- The seven witnesses who testified in man Cunningham and Subcommittee favor of English-Only repeatedly asserted Analysis and Outlook Ranking Democrat Dale Kildee (D-MI), that a federal, official language law would Although there are ten Republican mem- were finally allowed to speak. unify the nation. Several cited the razor- bers of the Subcommittee on Early Child- thin vote earlier in the week against hood, Youth and Families, only four Re- November lst, Hearing Quebec's succession from Canada as proof publican members took part in one or both The second hearing on November 1st of the need for a U.S. official-English law. of the subcommittee's hearings, and only received testimony from outside witnesses. Most of the immigrant witnesses boasted Chairman Cunningham spoke in favor of It was heavily stacked (7-1) with English- that they had learned English without as- English-Only legislation. Reps. Steve Only advocates. English-Only witnesses sistance. In a jab at their logic, Dale Kildee, Gunderson (R-WI), Michael Castle (R- included Everett Alvarez, a former POW; the' Subcommittee's ranking Democrat, DE), and Mark Souder (R-IN) all expressed Linda Chavez, author and former execu- noted that they had, by their own testi- serious doubts about the advisability of tive director of U.S. English; Marfa Lopez- mony, learned English without the man- English-Only legislation. Otin, an immigrant from Cuba; Honorable date of an official, federal language. One Seven of the eight Democratic mem- Nimi McGonigley, an immigrant from witness, Dr. Delal, asserted that today's bers of the subcommittee attended at least India who is now a member of the Wyo- immigrants from India were "different" one the hearings. All seven Reps. Dale ming legislature; Charles Gogolak, a and did not wish to learn English and Kildee (MI), Pat Williams (MT), Donald therefore needed Payne (NJ), Patsy Mink (HI), Eliot Engel an official, federal (NY), Robert Scott (VA), and Carlos languagelaw. Romero-Barce16 (PR) spoke adamantly San Jose State University Delal would not against English-Only legislation. PVIN 96-009: Teacher Education: address studies The hearings have increased the likeli- Curriculum/ Instruction Social Science cited by Rep. hood of Congressional action on English- Kildeewhich Only bills in the near future. At the first Qualifications: Required: Doctorate in education; evidence show that current hearing, Chairman Cunningham dis- of classroom teaching experience at the elementary or middle immigrants are avowed any intention to move English- school level and potential for continued scholarly activities learning English Only legislation stating that the purpose of and research. Experience with and understanding of dual the hearing was only to gather information language instructional models and methodologies for meeting faster than previ- the needs of second language learners. ous generations. on the issue of "English as our common Preferred: Experience in teaching curriculum courses; Ed Chen's tes- language" By the time of the second experience with a variety of teaching methods. Cross-cultural timony against hearing, Chairman Cunningham seemed experience and/or training, e.g. bilingual, bicultural background. Skilled in the use of multimedia, computers and English-Only leg- to have changed his mind, stating that telecommunications. islation incorpo- House Speaker Newt Gingrich (R-GA) Responsibilities: Teach Social Studies curriculum; supervise rated a wide range desired to move legislation and that the student teachers; maintain an active research program; engage of historical, legal, hearings would permit the Subcommittee in program development; advise credential and M.A. candidates. and policy argu- to choose among the various English-Only Salary Range:Assistant Professor $32,712 - $45,216 ments.Funda- bills. House consideration of English-Only Associate Professor $41,184- $57,156 mentaldemo- legislation early next year would coincide Application: Position open until filled. Screening of cratic values in- with the House Republican leadership's applicants begins immediately. Send application letter relating cluding tolerance desire to turn legislative attention to so- qualifications to position, complete vita, transcripts, three letters of recommendation, and placement file, if available to: of diversity and cial, "hot-button" issues, like school prayer mutual respect, and affirmative action, in preparation for Dr. Sandra Hollingsworth, Division Head Mr. Chen testi- the presidential campaign. Division of Teacher Education/College of Education fied, have unified San Jose State University Jim Lyons is NABE's Executive Director One Washington Square Americans. En- and Legislative & Policy Counsel; Rick San Jose, CA 95192-D074 glish-Only legis- Lopez is NABE's Deputy Directorfor Leg- lation, he argued, AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION/ islation, Policy and Public Affairs. TITLE IX EMPLOYER would serve only NABE 70 (NABE NEWS NOVEMBER 1, 1995. PAGE 20 NABE ISSUEBRIEF ENGLISH-ONLY English-Only: A Dangerous Solution fora Nonexistent Problem

"English-Only" is a debate about new government regula- American ideals of freedom, democracy, and tolerance not tions on language use, not about the importance of speaking language have been and always will be the bonds that hold English in the U.S. Everyone English-Only proponents and America together. America has remained strong and united opponents. immigrants. ethnic minorities, and language minority because we share a common set of ideals and values based on leaders recognizes that it is impossible to take advantage of all American political traditions of freedom, democracy, equality. of the opportunities offered by the U.S. unless one speaks English. and tolerance. American soldiers in World War II did not tight to Rather, the issue is whether it is necessary for the government to "make the world safe for En dish." but rather to "make the world enact new government IS'vys or regulations on language use. safe for democracy.** An official federal language could not have prevented the American Civil War nor could it have prevented the "Official English" is English-Only. Every English-Only bill current civil strife in the former Yugoslavia. before Congress would make it illegal for federal employees or documents to communicate in a language other than English. English-Only gives government officials open license to regu- Some bills go further and establish a new federal preference for late how Americans talk. In 219 years of American history. the English in private communication between citizens. federal government has neither had an official language nor involved itself in regulating how people talk..By inaugurating a English-Only is unnecessary. Over 97 percent of Americans new and an unprecedented role for the federal government. En- speak English. according to the Census. Research shows that glish-Only laws embolden government officials who have already today's immigrants are learning English faster than previous twisted the law to prohibit the speaking of any language but generations. In Los Angeles, demand for English classes is so English. In a Texas child custody case, a State Judge threatened to great that some schools run 24 hours a day and 50.000 students are remove a child from custody of her mother because the mother had on waiting lists. And more than 99.9 percent of federal documents spoken Spanish to her daughter. The Judge equated the mother's are in English, according to the General Accounting Office. use of Spanish with "child abuse." Indeed, federal regulation of language use is similar to federal regulation of religion. Just as the English-Only laws would prompt extensive, divisive, and U.S. has never established an official, federal religion, in contrast frivolous litigation. The proposed English-Only laws would to other nations. the U.S. would be ill-served by establishing an allow anyone who believes that they have been discriminated official, federal language. aeainst for communicating in English to the federal government to sue in federal court. There are no documented cases of discrimi- English-Only laws make government more expensive and less nation for communicating to the federal government in English. efficient. As the Ninth Circuit Court of Appeals noted in recently It could allow those disgruntled with government services to sue striking down the Arizona State English-Only mandate. the use of over accents or dialects spoken by federal employees. Some a language other than English can make it easier to serve taxpayers. proposed English-Only laws would even permit citizens to sue In the Arizona case, a bilingual state employee found it easier. one another in federal court over a violation of the new federal quicker. and less expensive to collect medical malpractice infor- "preference" for English in private communication among citizens. CONTINUED ON PAGE 23

This NABE Issue Brief about Official English contains a petition form opposing Official English. Before completing and returning the petition yourself, please make photocopies of it and distribute the copies to your colleagues and friends. Ask that as many people as possible fill them out and send them to NABE as soon as possible. This is-an opportunity to let national policy makers know your opinion. If you want camera-ready versions to include in your own publications, please call NABE at (202) 898-1829 x106.

71 AVAILABLE (NABENEWS NOVEMBER 1, 1995PAGE 21 BEST COPY I ...... Cnibata )

NABE ISSUE BRIEF ENGLISH-ONLY

Editor's Note: Of the several Official-English/English-Only bills before Congress, H.R. 123 by Representative Bill Emerson (R-MO) is by far the most popular, with 188 current co-sponsors ( 167 Republican and 21 Democratic). For the benefit of NABE NEWS readers, the full text of the bill is reprinted below, accompanied by a state-by-state listing of the bill's co-sponsors (pages 24 and 25), showing the date members signed on as co-sponsors. The names of the original sponsors are printed in italic text, for easy reference.

104th CONGRESS 1st Session H. R. 123

A BILL

To amend title 4, United States Code, to declare English as the official language of the Government of the United States.

Be it enacted by the Senate and House of Representatives of Government's official business will promote efficiency and the United States of America in Congress assembled, fairness to all people; (9) English should be recognized in law as the language of official business of the Government; and SECTION 1. SHORT TITLE. (10) any monetary savings derived from the enactment of this This Act may be cited as the "Language of Government Act of Act should be used for the teaching of non-English speaking 1995". immigrants the English language. (b) Construction.The amendments made by section 3 SECTION 2. FINDINGS AND CONSTRUCTION. (1) are not intended in any way to discriminate against or (a) Findings.The Congress finds and declares that restrict the rights of any individual in the United States; (1) the United States is comprised of individuals and groups (2) are not intended to discourage or prevent the use of from diverse ethnic, cultural, and linguistic backgrounds; languages other than English in any nonofficial capacity; and (2) the United States has benefited and continues to benefit (3) except where an existing law of the United States directly from this rich diversity; contravenes the amendments made by section 3 (such as by (3) throughout the history of the Nation, the common thread requiring the use of a language other than English for official binding those of differing backgrounds has been a common business of the Government of the United States), are not language; intended to repeal existing laws of the United States. (4) in order to preserve unity in diversity, and to prevent division along linguistic lines, the United States should main- SECTION 3. ENGLISH AS THE OFFICIAL LANGUAGE tain a language common to all people; OF GOVERNMENT. (5) English has historically been the common language and (a) In General.Title 4, United States Code, is amended by the language of opportunity in the United States; adding at the end the following new chapter: (6) the purpose of this Act is to help immigrants better "CHAPTER 6LANGUAGE OF THE GOVERNMENT assimilate and take full advantage of economic and occupa- "Sections tional opportunities in the United States; "T61. Declaration of official language of Government. (7) by learning the English language, immigrants will be "162. Preserving and enhancing the role of the official lan- empowered with the language skills and literacy necessary to guage. become responsible citizens and productive workers in the "163. Official Government activities in English. United States; "164. Standing. (8) the use of a single common language in the conduct of the CONTINUED ON PAGE23 72

(NABENEWS NOVEMBER 1, 1995PAGE 22 cAr.4,41-4,11,0

NABE ISSUE BRIEF ENGLISH-ONLY

HR 123 FROM PAGE 22

"165. Definitions. (b) Conforming Amendment.The table of chapters for title 4, "Section 161. Declaration of official language of Government United States Code, is amended by adding at the end the "The official language of the Government of the United following new item: States is English. "6. Language of the Government 161". "Section 162. Preserving and enhancing the role of the official language SECTION 4. PREEMPTION. "The Government shall have an affirmative obligation to This Act (and the amendments made by this Act) shall not preempt preserve and enhance the role of English as the official any law of any State. language of the United States Government. Such obligation SECTION 5. EFFECTIVE DATE. shall include encouraging greater opportunities for individu- The amendments made by section 3 shall take effect upon the date als to learn the English language. of enactment of this Act, except that no suit may be commenced "Section 163. Official Government activities in English to enforce or determine rights under the amendments until January "(a) Conduct of Business.The Government shall conduct 1, 1996. its official business in English. "(b) Denial of Services.No person shall be denied ser- vices, assistance, or facilities, directly or indirectly provided by the Government solely because the person communicates in English. ENGLISH-ONLY FROM PAGE 21 "(c) Entitlement.Every person in the United States is mation from claimants who were more comfortable conversing in entitled to Spanish. The Arizona English-Only mandate outlawed govern- "(1) communicate with the Government in English; ment communication in Spanish or other languages. Federal "(2) receive information from or contribute information to English-Only laws would outlaw communication between Mem- the Government in English; and bers of Congress and their constituents in any language but English "(3) be informed of or be subject to official orders in and prohibit federal law enforcement agents from using languages English. other than to English to gather information on a crime. "Section 164. Standing "Any person alleging injury arising from a- violation of this English-Only disconnects millions of Americans from their chapter shall have standing to sue in the courts of the United government. For millions of American citizens and nationals on States under sections 2201 and 2202 of title 28, United States the island of Puerto Rico, Native American reservations, or U.S. Code, and for such other relief as may be considered appro- territories in the Pacific, the right to communicate in a native priate by the courts. language is protected by treaty or custom. It is counterproductive "Section 165. Definitions and dangerous to forbid elderly language-minority Americans, For purposes of this chapter: who have a difficult time learning English, or those in the process "(1) Government.The term 'Government' means all of learning English from communicating with their government. branches of the Government of the United States and all English-Only laws would also forbid official use of American employees and officials of the Government of the United Sign Language (ASL), preventing government communication States while performing official business. with the hard of hearing. "(2) Official business.The term 'official business' means* those governmental actions, documents, or policies which America should be thinking how to learning more, not fewer, are enforceable with the full weight and authority of the languages. Four of five jobs in the U.S. are created through Government, but does not include exports, and the majority of exports jobs are service-related. To "(A) teaching of foreign languages; succeed, American business must follow the credo of a sage "(B) actions, documents, or policies that are not enforce- Japanese salesman. When asked if English was the most important able in the United States; language to know in international business, he replied: "Not "(C) actions, documents, or policies necessary for inter- necessarily. The most important language to know is the language national relations, trade, or commerce; of the customer." In this regard, the 32 million Americans who "(D) actions or documents that protect the public health; speak languages in addition to English are at a competitive "(E) actions that protect the rights of victims of crimes or advantage. criminal defendants; and "(F) documents that utilize terms of art or phrases from NABE languages other than English.". 7 3

(NABENEWS NOVEMBER 1, 1995PAGE 23 NABE ISSUE BRIEF ENGLISH-ONLY

HR 123 Sponsor Listing

Alabama SCHAEFER (R-CO) 03/21/95 LIGHTFOOT (R-IA) - 02/02/95 BACHUS (R-AL) NUSSLE (R-IA) - 07/26/95 BEVILL (D-AL) Connecticut BROWDER (D-AL) 02/02/95 JOHNSON, NANCY (R-CT)05/11/95 Kansas CALLAHAN (R-AL) 01/20/95 SHAYS (R-CT) - 01/20/95 MEYERS (R-KS) CRAMER (D-AL) - 02/14/95 ROBERTS. PAT (R-KS) - 02/02/95 EVERETT (R-AL) - 03/21/95 Florida TIAHRT (R-KS) - 09/19/95 CANADY (R-FL) Alaska FOLEY (R-FL) - 01/20/95 Kentucky YOUNG, DON (R-AK) 09/06/95 FOWLER (R-FL) BUNNING (R-KY) MCCOLLUM (R-FL) - 05/11/95 LEWIS (R-KY) - 02/14/95 Arizona MILLER (R-FL) - 02/02/95 ROGERS (R-KY) - 01/20/95 HAYWORTH (R-AZ)03/21/95 SCARBOROUGH (R-FL) - 01/20/95 WHITFIELD (R-KY) - 05/11/95 KOLBE (R-AZ)01/20/95 STEARNS (R-FL) - 02/02/95 SALMON (R-AZ) - 05/11/95 WELDON (R-FL) - 03/08/95 Louisiana SHADEGG (R-AZ) - 09/06/95 YOUNG. BILL (R-FL) - 01/24/95 BAKER (R-LA)06/07/95 STUMP (R-AZ) LIVINGSTON (R-LA) Georgia MCCRERY (R-LA) - 05/11/95 Arkansas BARR (R-GA) TAUZIN (D-LA) - 07/18/95 DICKEY (R-AR) CHAMBLISS (R-GA) 05/11/95 HUTCHINSON (R-AR) COLLINS (R-GA) - 01/20/95 Maryland LINCOLN (D-AR) - 09/19/95 DEAL (D-GA) - 03/08/95 BARTLETT (R-MD) 01/20/95 KINGSTON (R-GA) GILCHREST (R-MD) - 03/21/95 California LINDER (R-GA) BAKER, BILL (R-CA) - 01/20/95 NORWOOD (R-GA) - 01/20/95 Massachusetts BILBRAY (R-CA) - 02/14/95 TORKILDSEN (R-MA) - 03/21/95 BONO (R-CA) - 02/02/95 Idaho CALVERT (R-CA) CHENOWETH (R-ID)02/02/95 Michigan COX. CHRISTOPHER (R-CA)- 01/20/95 CAMP (R-MI) - 07/26/95 DOOLITTLE (R-CA) Illinois CHRYSLER (R-MI) 01/20/95 DORNAN, ROBERT (R-CA) CRANE (R-IL) - 03/08/95 EHLERS (R-MI) GALLEGLY (R-CA) 07/26/95 EWING (R-IL) - 05/11/95 HOEKSTRA (R-MI) - 02/02/95 HERGER (R-CA) - 07/18/95 FAWELL (R-IL) KNOLLENBERG (R-MI) HORN (R-CA) - 03/21/95 FLANAGAN (R-IL)03/21/95 RIVERS (D-MI) - 10/18/95 HUNTER (R-CA) - 02/02/95 HASTERT (R-IL) - 01/20/95 KIM (R-CA) 02/14/95 HYDE (R-IL)09/06/95 Minnesota LEWIS, JERRY (R-CA) - 02/02/95 LAHOOD (R-IL) - 01/20/95 GUTKNECHT (R-MN) MCKEON (R-CA) - 01/20/95 LIPINSKI (D-IL) - 02/02/95 PETERSON. COLLIN (D-MN) - 02/14/95 MOORHEAD (R-CA) - 01/20/95 PORTER (R-IL) RAMSTAD (R-MN) PACKARD (R-CA) WELLER (R-IL) - 01/20/95 POMBO (R-CA) - 01/24/95 Mississippi RADANOVICH (R-CA) - 05/11/95 Indiana MONTGOMERY (D-MS) RIGGS (R-CA) - 06/07/95 BURTON (R-IN) PARKER (D-MS) - 03/21/95 ROHRABACHER (R-CA)- 01/20/95 HOSTETTLER (R-IN)09/19/95 TAYLOR. GENE (D-MS) - 01/20/95 ROYCE (R-CA)- 01/20/95 MYERS (R-IN) - 02/02/95-- WICKER (R-MS) - 09/06/95 SEASTRAND (R-CA) 02/02/95 SOUDER (R-IN)03/08/95 THOMAS, WM (R-CA)- 09/19/95 Missouri Iowa HANCOCK (R-MO) Colorado GANSKE (R-IA)02/02/95 TALENT (R-MO) ALLARD (R-CO) 03/08/95 LATHAM (R-IA) - 10/18/95 74 CONTINUED ON PAGE 25

(NABENEWS NOVEMBER 1, 1995PAGE 24 E.SiSUE REF GUSH NU!

HR123 SPONSORS LIST FROM PAGE 24

Nebraska Oregon Washington BARRETT (R-NE) COOLEY (R-OR) - 03/08/95 DUNN (R-WA) - 05/11/95 BEREUTER (R-NE) - 01/20/95 HASTINGS (R-WA) - 02/02/95 CHRISTENSEN (R-NE) - 02/02/95 Pennsylvania METCALF (R-WA) - 05/11/95 CLINGER (R-PA) NETHERCUTT (R-WA) - 03/08/95 Nevada GEKAS (R-PA) - 03/08/95 VUCANOVICH (R-NV) - 01/20/95 SHUSTER (R-PA)01/20/95 West Virginia WELDON (R-PA) - 01/20/95 RAHALL (D-WV) 05/11/95 New Hampshire BASS (R-NH) 07/11/95 Wisconsin ZELIFF (R-NH) - 05/11/95 South Carolina KLUG (R-WI) - 07/11/95 GRAHAM (R-SC) - 03/08/95 PETRI (R-W1) New Jersey INGLIS (R-SC)01/20/95 ROTH. TOBY (R-WI) - 07/11/95 ROUKEMA (R-NJ) - 02/02/95 SANFORD (R-SC) - 03/08/95 SENSENBRENNER (R-WI)01/20/95 SAXTON (R-NJ)05/11/95 SPENCE (R-SC) - 01/20/95 ZIMMER (R-NJ) - 03/21/95 Wyoming Tennessee CUBIN (R-WY) - 07/11/95 New York BRYANT (R-TN) - 02/14/95

FORBES (R-NY) - 02/14/95 CLEMENT (D-TN) - 03/21/95 ,VASE KELLY (R-NY) - 02/02/95 DUNCAN, JR. (R-TN)02/14/95 KING (R-NY) HILLEARY (R-TN) - 02/14/95 MCHUGH. JOHN (R-NY) - 01/20/95 QUILLEN (R-TN) - 02/14/95 PAXON (R-NY) 01/20/95 TANNER (D-TN) - 07/11/95 QUINN (R-NY) - 01/20/95 WAMP (R-TN) SOLOMON (R-NY) Texas North Carolina ARCHER (R-TX) your Representative is BALLENGER (R-NC) ARMEY (R-TX) - 02/14/95 BURR (R-NC) 01/20/95 BARTON (R-TX) - 09/06/95 listeclas, a sponsor, or. co- COBLE (R-NC) 01/20/95 COMBEST (R-TX) - 02/14/95 sponsor, of H_ R.-123, please FUNDERBURK (R-NC) - 01/24/95 FIELDS, JACK (R-TX) - 02/02/95 write: to them to.Make your HEINEMAN (R-NC)01/20/95 HALL, RALPH (D-TX) - 01/20/95 displeasure JONES (R-NC) - 01/24/95 JOHNSON, SAM (R-TX) - 02/02/95 MYRICK (R-NC) - 02/02/95 SMITH, LAMAR (R-TX) - 01/24/95 TAYLOR, CHARLES (R-NC) - 01/20/95 STOCKMAN (R-TX)03/08/95 Write to your WILSON. CHARLES (D-TX) - 07/18/95 Repre6entatiVe at_the Ohio following ,address::, CREMEANS (R-OH) 05/11/95 Utah HOKE (R-OH) - 05/11/95 HANSEN (R-UT) Representative. KASICH (R-OH) - 05/11/95 WALDHOLTZ (R-UT) - 03/21/95 NEY (R-OH) - 02/02/95 U.S. House of OXLEY (R-OH) - 01/20/95 Virginia Representatives PRYCE (R-OH) - 01/20/95 BATEMAN (R-VA) - 01/20/95 Washington DC 20515 REGULA (R-OH) BLILEY (R-VA) - 01/20/95 (202) 225-3121. DAVIS (R-VA) - 09/06/95 Oklahoma GOODLA'TTE (R-VA) - 0 i1 0/95 BREWSTER (D-OK) - 02/02/95 PAYNE, LEWIS (D-VA) - 01/20/95 And lie* toiSehd a copy, COBURN (R-OK) - 09/06/95 PICKETT (D-VA) - 02/14/95 of your letter to NABS! [STOOK (R-OK) - 02/02/95 SISISKY (D-VA) - 02/02/95 LUCAS (R-OK) 01/20/95 WOLF (R-VA) 09/06/95 WATTS (R-OK) - 07/18/95 75

(NABSNEWS NOVEMBER 1, 1995PAGE 25 NA ISSUE.REF E GUSH- N PETITION TO

THE PRESIDENT OF THE UNITED STATES, MEMBERS OF THE SENATE, AND MEMBERS OF THE HOUSE OF REPRESENTATIVES

I oppose Official English because it:

1. violates the basic values of freedom and mutual respect which have given strength and unity to the nation;

2. violates basic human rights and restricts life opportunities;

3. wastes valuable linguistic resources; and

4. fosters ethnic and linguistic discrimination and division.

NAME:

ADDRESS:

TELEPHONE: FAX:

Return this form to NABE 1220 L Street, N.W. - Suite 605 Washington. DC 20005-4018

Yes! I want to help preserve language freedom in America. I am contributing:

$10 $25 $50 $100 $500 $1000 $

Enclose check or money order made payable to NABE 76 (NABENEWS NOVEMBER 1. 1995PAGE 26 'E,E !ISSUE REF EGUSH- IS

Roth: Official English Is Needed To Statement from 'Keep It One Nation, One People' Secretary Riley that we have to have a common language." About "Official by Jonathan Higuera Representative Peter King (R-NY), whose bill calls for an end to federal fund- Language Act" oposed federal legislation declar- ing of bilingual education, said. "Immi- ing English the nation's official lan- grants upon immigrants came here with- U.S. Department of Education guage would effectively end bilin- out the benefit of bilingual ballots or edu- released the following statement by gual education, move government into the cation." Secretary of Education Richard W. constitutionally murky area of legislating But opponents disputed that assertion Riley regarding the October 18 congres- a person's language usage and prevent and said the country's founding fathers sional hearing on HR 739 the "Declara- government officials from serving con- intentionally omitted establishing an offi- tion of Official Language" and HR123/S356 stituents and the public in any language cial language for a reason. the "Language of Government Act." other than English, testified opponents of "There's a mistaken notion that being such legislation October 18. multilingual is divisive," said Representa- It would be sheer folly to deny mil- In a House subcommittee hearing on tive Xavier Becerra (D-CA.). lions of school children the opportunity to Capitol Hill chaired by Randy "Duke" Four bills have been introduced, three learn Englishat a time when the need is Cunningham (R-CA), members of the in the House and one in the Senate. Repre- greatest. Unfortunately, these efforts to Congressional Hispanic Caucus and oth- sentative Bill Emerson's (R-MO) has the make English the "official" language and ers denounced the legislation as unneces- most sponsors. with 186, while Senator to eliminate programs that teach English sary and a red herring to the country's Richard Shelby's (R-AL.) bill has 19 spon- are more about politics than improving more pressing issues. sors. education. "These bills give life to the social forces "It is likely that one of these bills will Repealing programs that teach En- of resentment," said Robert Underwood pass," said Jim Crawford, an independent glish as a second language and bilingual (D-GU). "I urge non-consideration of this writer who has followed the English-only education is wrong-headed. These pro- issue." movement for years. "These bills have grams have two key purposes: To make But various sponsors of English-only fewer exemptions than those in the past." sure every child learns English; and to bills testified that they are needed to pre- make sure that every child masters aca- vent the balkanization of the country into Reprinted with permission from Hispanic demic subjects, such as math and science, separate ethnic enclaves. Link Weekly Report, Oct. 2, 1995. while continuing to learn English. "We want to keep it one nation. one Obviously, English is our national people." said Toby Roth (R-WI). "To do language. New immigrants are clamoring to learn it as fast as they can. All over America, people are standing in lines and 99.94% of Documents Are Printed In English placing their names on waiting lists to take federal government produces in French. The remaining documents were English and literacy classes. 99.94% of its documents in En- printed in 10 other languages. Passing these bills is saying to chil- glish, a General Accounting Office The largest producer of foreign-lan- dren, and those who are struggling to Study has revealed. guage documents was the Social Security learn English, that we don't care if they The study, released September 21, found Administration, with 50, followed by the fall behind and fail. that out of 400,000 titles checked over the Food and Drug Administration, with 19, The future costs to these children and five-year period from I990 to 1994, 265 and the U.S. Department of Education, 16. adults and to our nation in terms of were in a foreign language. The study did not include documents dropout rates and unemployment is Senator Richard Shelby (R-AL), who from State and Defense, or those put out enormous. requested the study, said 265 was "over- independently of the government's offi- Passing these bills is failing the fu- whelming." cial printer, which handles about half of all ture and our students. "It's unfathomable for the federal gov- government printing jobs, it estimates. ernment to try to accommodate each and All Hispanic Link Weekly Report every language," he told Associated Press. Reprinted with permission from Hispanic articles in this section ©1995, The study identified 221 documents in Link Weekly Report, Oct. 2, 1995. Hispanic Link News Service, distributed Spanish, 17 in multiple languages and 12. by the Los Angeles Times Syndicate. 7 7 CsIABE NEWS NOVEMBER 1, 1995PAGE27> SIESTCOPY AVAILABLE 7 t-111.7)k)7 37 El'iLin EDUCATION OFFICE

P 0 MA

Spanish Resource Centers For more information contact:

Centro de Recursos de Espanol Waite Phillips Hall, Room# B-29 University of Southern California 3424 South Hoover Blvd. Los Angeles, CA 90089-0031 Ph# 213-740-5896 FAX# 213-740-7985

Designed to provide support for bilingual education programs and Centro de Recursos de Espanol the teaching of the Spanish language, the Center is a meeting and Education Library working place for teachers, professionals, university students and University of New Mexico those interested in the knowledge and promotion of the Spanish Continuing Education-Non Credit Program language and Hispanic cultures. 4125 Carlisle Blvd. N.E. Albuquerque, N.M. 87107-4806 There are five Resource Centers in operation, all of which are Ph# 505-277-3696 sponsored by the Spanish Government and the different FAX# 505-277-5096 Universities. Centro de Recursos de Espanol Goals Department of Modem Languages Provide a wide range of literature in Spanish, didactic programs, College of Arts and Sciences and teaching and audio/visual materials. Florida International University Offer workshops, seminars, teaching skills sessions, information University Park exchanges. Miami, Fl 33199 * Promote cultural activities: exhibitions, film series, round tables. Ph# 305-348-1954 FAX# 305-348-1958 Available materials Children's and young adult literature collections. Classical and Centro de Recursos de Espanol contemporary literature. Department of Hispanic and Classical Languages Methodology and textbooks to teach Spanish as a Foreign University of Houston Language. Houston, Texas 77204-3784 Encyclopedias, specialized research studies and other supporting Ph# 713-743-0900 pedagogical materials. _ Fax# 713-743-2990 A complete collection of films in Spanish, as well as educational and cultural audio tapes. Centro de Recursos de Espanol Computer information searches, book catalogues, magazines and Indiana University copying systems. Bloomington, IN 47405 (Opening soon) All materials are provided by the Government of Spain. 78

(NABENEWS NOVEMBER 1, 1995 PAGE 28 NABE NEWS Book Reviews Column Editor: Dr. Antonio Similes, Fairfield University, CT

Toward the Multicultural La Oportunidad University de Esperanza

Reviewed by Antonio Similes Reviewed by Mary T Cazabon

Bowser, Benjamin P., Jones, Terry and Young, Gale Auletta,. Schiller, Pam and Ada, Alma Flor. La Oportunidad de Esperanza. Toward the Multicultural University.Westport, Connecticut: Illustrated by Meryl Henderson. Translated by Jose Segovia. Praeger Publishing, 1995. 195 pp. (available in Spanish and English) Ohio: SRA/Macmillan/McGraw Hill, 1995. 24pp. Tward the Multicultural University is divided into three parts, The Challenge, America's Other Cultures, and Pro- Schiller and Alma Flor Ada have written a moderate-size posals and Implementation. big book entitled La Oportunidad de Esperanza, a wonder- In the first chapter, "Demographic Imperatives for the Future," ful sea-side adventure emphasizing the cyclical nature of Harold L. Hodgkinson presents important demographic data for life and the importance of friendship, family and community. The the university administrator. The data not only deal with demo- illustrations by Meryl Henderson depict lively detailed beach and graphics in the United States but also with issues from a global sea scenes which complement the text and attract the reader over perspective. These data give the university planner, both academic and over again. Jose Segovia' s Spanish translation is accurate and and administrative, insights into shaping institutions of higher flows in the way of natural speech. education for the 21st century. The story evolves in a place called Kailum and recounts how Chapter Two, "The Triumphs of Tribalism," by William M. Austin, a young boy, learns first-hand from his grandmother and King, traces the origin of the American University and makes a his friend Ivan about how the local villagers assist recently hatched strong case that most American universities are still Eurocentric baby sea turtles along their path from land to the sea. The and have not confronted the issues dealing with multicultural intergenerational connection between grandmother and grandson education. I found this chapter very enlightening and I think it is underscored by their shared "telling" of grandmother's special should be part of a reading list for university faculty dealing with story; about how she first came to love the people of Kailum, and curriculum change. how she decided to join them in their efforts to set the turtles free. Chapter Three, "Afrocentricity and Multicultural Education: Although the story is written in Spanish, there are incidental Concept, Challenge, and Contribution," by Maula Karenga, deals translations of certain phrases into English which are credible and CONTINUED ON PAGE 30 CONTINUED ON PAGE 30

Pilon, el Extraordinario Elefanton and skills. It is a wonderful lesson on self other people. Reviewed by Silvia M. Vila-Dcivila esteem and self confidence. This portrayal The book is a good resource to intro- suggests a certain similarity with Dr. Seuss' duce children to the study of other cultures Joyce, Susan. Pilon, el Extraordinario characters. and other groups, for migrant children, in Elefanton. Illustrations by D.C. Du Bosque. One of the highlights in Pilon's adven- social studies classes, and native language Spanish version by Aida Marcuse. Oregon: ture occurs when the elephant meets arts for the upper elementary education Taylor Publishing, 1993. 48 pp. Camilla, a camel. Camilla asks him who is classes. Children are encouraged to sing he, and he replies: "I am an elephant". The along because the book includes the music Susan Joyce takes us on an adventure camel replies that he is not only an el- and lyrics of a theme-song. The illustra- journey with Pilon, the Extraordi- ephant; that he should have a name and, tions are simple and clear and remind us of nary Elephant. Pilon travels through since the elephant does not have one, she children's perceptions and sense of per- valleys, mountains, and rivers, a journey decides to name him Pilon. Pik% learns to spective. full with new meanings, friendships and a dance with an ant, to swim with a fish and search for himself. In his journey Pilon to appreciate who he is from an owl. This Sylvia M. Vila - Davila works at New York meets different animals who will help him is a great lesson about awareness and sen- University. in understanding differences, and in rec- sitivity to one's ways, values and tradi- NABE ognizing his own potential, capabilities tions and the ways in which one reMt9 to

(NABENEWS NOVEMBER 1, 1995PAGE 29 MULTICULTURAL UNIVERSITY FROMPAGE 29 LA OPORTUNIDAD FROM PAGE 29 with several assumptions that universities must face to prepare allow for the easy give and take of natural code switching between students for the future. In general, the assumptions revolve around grandson and grandmother. the general richness of diversity and, specifically, Afrocentricity La Oportunidad de Esperanza is an example of how reading can as an intellectual concept which provides scholars and students be taught in a meaningful, authentic context. Children are able to with a way of knowing and thinking that adds a richness to any relate to the story on many different levels. The natural interaction university curriculum. Within her thesis of Afrocentricity and between grandmother and grandson is played out by their mutual multicultural education, the author presents an ethical dimension. delight in the retelling of the story of setting the turtles free. Austin Within this scope, and in the ethical dimension, there is the insists on hearing the story the same way he's heard it many times proposition of integrating the disciplines and, of course, relevance before. In a serious voice, he turns to his grandmother and says, for the community. "It's time, I need to hear the story again, It will help me get ready In Chapter 4, "America's Racial-Ethnic Cultures: Opposition for tonight" (p. 6). Grandmother answers: "Tienes razon, Austin, within a Mythical Melting Pot," by Bonnie L. Mitchell and Joe R. { You are right} Te ayudara a estar listo para esta noche {I will help Feagin, the authors present an excellent discussion on the theory you to get ready for tonight, } por lo tanto, to relatard el cuento otra of resistance and the .myth of the melting pot. The "interplay" vez" { therefore I will tell you the story again } (p. 6). Austin between oppression of the African-American and the theory of naturally wants to share in the story telling process and becomes resistance, i.e., the preservation of the many African cultures, is impatient with grandmother's preamble and cuts her short by particularly strong. In conjunction with the African-American saying: "Yo voy a empezar el cuento, abuela. Tu eres muy lenta" experience, the authors also deal with the Native American and, as (p. 9). { I'm going to start the story, grandmother. You are very stated, "resistance by the most understood." Last but not least, the slow }. Austin establishes his participatory role by beginning the authors deal with the Mexican American experience and with story with one single sentence and then gives the story back to his complex issues under "resisting cultural imperialism." grandmother. Chapter 5, "Puerto Rican and Latino Vistas on Culture and The story emphasizes the positive cultural and societal values of Education," by Milga Morales-Nadal, gives an in-depth view of collaboration. Children will appreciate the extended family con- the Puerto Rican experience from both the island and the mainland text of the story and that grandmother is the one to impart the perspective. What I found most interesting and highly informative knowledge of the turtles to her grandchild and to pass on to him the was the historical data on the various socio/racial and cultural importance to act responsibly and collectively. Through a coop- experiences in Puerto Rico and in the United States. What was erative process, adults and children in the village work together by particularly enlightening was the discussion on the Southern first placing and guarding the eggs in "safe holes" and waiting for Spanish (Moorish) and West African influences in the Puerto the night that the turtles will hatch. Then the community uses Rican culture(s). flashlights to illuminate the path of the baby turtles to the sea. Chapter 6, "American Indians (The Minority of Minorities) and Everyone in the village cooperates by turning off all house lights High Education," by Donald L. Fixico, directly addresses the so that the turtles will not become confused and take the wrong complex issues dealing with American Indians. What is particu- path. A young reader commented on the story by saying: "I did larly informative is the way in which the author gives the reader the that. I helped the turtles get to the sea in Sandy Beach in Saint richness of how many American Indian cultures there are in the Croix. They were Loggerhead turtles. Even though we knew some United States (including Alaska). The author presents a bleak but of the them would not survive because the seagulls and big fish true picture of the status of American Indian in the United States. would go after them, we were happy because not all of them would As all of the authors describe, the lack of knowledge by most die. We did it all together and it was fun." faculty members at the university level about people of color The cycle continues at the end of the story, and Austin will have reflects a severe lack of understanding of other people outside of his turn to participate in the community event of providing hope the Eurocentric curriculum. for the future of the turtles. The message of hope is critical to the Chapters 7 through 11 offer the reader many ways of imple- story. At the end of the book Austin comments to his grandmother menting a multicultural curriculum. I found most of the proposi- about one reluctant little turtle: "Quisiste llamarla Perezosa porque tions viable and practical. es lo que eraPero Ivan queria que la llamaras Esperanza, porque As a bilingual educator, dealing with multicultural education si ella habia logrado llegar, queria decir que habla esperanza para for the last 25 years, I do agree with some of the authors when they todas las otras tortugas." (p: 24) { You wanted to call her Lazy infer that much still has to be done and in some cases, the news is because that's what she was - But Ivan wanted you to call her not encouraging. Hope, because if she had managed to make it, it meant that there As an administrator at the IHE level, I found this book an was hope for all the other turtles } . The importance of hope is also important contribution to continue the dialogue for change that echoed in the words of the young reader who had a similar real life uses multicultural approaches to knowledge at the university level. experience with turtles in St. Croix who said, "By helping the What I found important in this text was the scholarly approach of turtles, we gave them hope that they could live. If we didn't help a multicultural university. them, the mongoose would have probably eaten the babies inside In short, I recommend this book not only for professors in the the eggs." social sciences but also for all who are involved in change within After a shared reading of the book, a group of bilingual and ESL CONTINUED ON PAGE 37 CONTINUED ON PAGE 36 0

(NABENEWS NOVEMBER 1, 1995PAGE 30 American Indian Bilingual Education Column Editor: Jon Reyhner, Northern Arizona University

Stabilizing Indigenous Languages

perception that English is a better offer classes in native languages by Dr. Gina Cantoni vehicle for economic success; and at all levels, including college; teaching of isolated vocabulary welcome anyone interested to n November 1994 and May 1995, with items instead of communicative these classes; and funding and sponsorship from skills. combine the focus on language BEMLA, NorthernArizona with a focus on culture. University's Center for Excellence in Edu- Misconceptions Are Widespread cation hosted two symposia on stabilizing In addition, some widespread miscon- Where Do We Go Now? indigenous languages. The first sympo- ceptions about language teaching and learn- In terms of "What to do next?" the sium developed a rationale for native lan- ing were seen as serious barriers to the participants identified two apparently di- guage maintenance based on human rights success of native language maintenance vergent directions. A few participants and on the needs of American Indian and transmission. These misconceptions pointed out that since the group was almost peoples. The group then engaged in exten- included: unanimous in supporting linguistic diversity sive discussions of the roles of families, you have to give up your own (so that the speakers were "preaching to the communities, and schools in the learning language in order to master choir"), the best use of time and resources and teaching of native languages. another one; would be to go home and use the tribal The purpose of the November meeting you need special training to teach language at every opportunity instead of was to establish what had to be done and your own language to your talking about it in English. why, whereas the May symposium was children; CONTINUED ON PAGE 40 intended to document how the process of schools can take over the job of language maintenance and transmission teaching a language if families can become a reality, with an emphasis on don't teach it; and Bicultural-Bilingual Education "success stories" The broad areas of fam- writing a language is what keeps (Spanish/English) ily, community, and school naturally fell it alive. into subtopics such as preschool, adult Associate Professor with tenure education, arts and the media, and so forth. Symposium Conclusions & starting Fall 1996, pending budget Recommendations approval. Specialist with an established Each symposium highlighted talks by record of research and publication well-known scholars who shared state-of- Among the conclusions on which there focusing on language minority education, the-art information; however, most of the seemed to be strong agreement by sympo- bicultural-bilingual education, bilingualism, time was spent in small participatory ses- sium participants were: biliteracy or native language instruction. sions led by skilled moderators who en- school programs alone are not Teach and advise graduate students, activeresearch agenda, provide couraged everyone to speak. The outcome sufficient for language maint- leadershipinbilingual education of the discussions has been a somewhat enance (but are better than programs and in proposed doctoral surprising convergence of ideas in terms nothing); program. Salary competitive.Full of what impedes language maintenance schools must change significantly description available. and what promotes it. Among the most and communities must have a Submit application letter, vitae, and frequently discussed barriers were: major say in what the schools do; names of three references by Decem- lack of opportunity to practice and ber 31, 1995 to: native languages at home; schools are best at implementing Chair, Bicultural-Bilingual parents' lack of proficiency in a developmental language curri- StudiesSearch Committee, the native language; culum for children who have Division of Bicultural-Bilingual Studies, College of Social and teachers' criticism of those who acquired the language at home. Behavioral Sciences, speak the home language in Consistent with the above were the most The University of Texas school; frequently agreed-upon recommendations: at San Antonio, tendency to correct novice keep the home as the central San Antonio, TX 78249-0653. learners whenever they make a source of native language Applicants who are not U.S. citizens must state their mistake; learning; current visa and residency status. likelihood of put-downs by non- provide instruction in the home Women and minorities are encouraged to apply. speakers of the home language; language at an early age; 81_ BEST COPY AVAILABLE (NABENEWS NOVEMBER 1, 1995PAGE31) INOCULATING BILINGUAL EDUCATION FROM PAGE 8

middle school and junior high school stu- children, who usually have few books avail- language learning." Reading Re- dents. It has been documented (e.g. Lamme, able outside of school, this figure is a rock- search Quarterly 19: 53-67. 1976; Tunnel!, Calder, Justen, and Phaup, bottom minimum. Flahive, D. and Bailey, N. (1993). "Ex- 1991) that interest in leisure reading be- ploring reading-writing relation- gins to decline around grade four. References ships in adult second language learn- If bilingual education is doing well now, Burnham-Massey, L. and Pena, M. 1990. ers."InReading in the Composition just think of how well it could do if chil- "Effects of bilingual instruction on Classroom, ed. by J. Carson and I. dren had access to reading, in both the first English academic achievement of Leki. Boston: Heinle and Heinle. and second language. In some of our pro- LEP students." Reading Improve- pp. 128-140. grams, children are reaching the 50th per- ment 27: 129-132. Hafix, F. and Tudor, I. (1989). "Exten- centile on standardized tests, doing as well Cho, K.S. and Krashen, S. (1994). "Ac- sive reading and the development of as native speakers in their own districts quisition of vocabulary from the language skills." English language (Burnham and Pena,-- 1991). If we took Sweet Valley High series: Adult ESL Teaching Journal 43: 4-13. school libraries and reading seriously, we acquisition."Journal of Reading 37: Krashen, S. (1993). The Power of Read- could do even better: Our children would 662-7. ing. Englewood, CO: Libraries Un- score in the 60th, 70th, 80th, and 90th Cho, K.S. and Krashen, S. (1995). "Be- limited. percentiles in language and reading and coming a dragon: Progress in En- Krashen, S. (1995) "School libraries, bilingual programs would be inoculated glish as a second language through public libraries, and the NAEP read- against attack. narrow free voluntary reading." ing scores". School Library Media To do this, however, we need more than California Reader 29, 1, 9-10. Quarterly 23.: 235-237. a token increase in the number of books in Cho, K.S. and Krashen, S. "From Sweet Krashen, S. and Biber, D. (1988) "On school libraries: We need a true "book Valley Kids to Harlequins in one Course: Bilingual Education's Suc- flood." Recall that the average elementary year: A case study of an adult sec- cess in California." Ontario, CA: school library in the United States supplies ond language acquirer." California California Association for Bilingual 17 books per child. For language minority English 9 (in press). Education. Constantino, R. (1994a). "Pleasure read- Lamme, L. 1976. "Are reading habits ing helps, even if students don't and abilities related?" The Reading believe it." The Journal of Reading Teacher 30: 21-27. Bicultural-Bilingual Education 37, 504-5. Lance, K., Welborn, L., and Hamilton- (Spanish/English) Constantino, R. (1994b). "Immigrant Pennill (1993). "The impact of ESL high school students' under- School Library Media Centers on Assistant Professor without tenure standing and use of the school and Academic Achievement." starting Fall 1996, pending budget public library."SCOPE Journal 93: Englewood, CO: Libraries Unlim- approval. Specialist with a record or 6-18. ited. potential for research and publication Lee, Y.O., Krashen, S. and Gribbons, B. focusing on language minority education, Constantino, R. (1995). "Minority use bicultural-bilingual education, bilingualism, of the library." California Reader "The effects of reading on the ac- biliteracy or native language instruction. 28: 10-12. quisition of English relative Teach and advise graduate students, Cummins, J. (1981). "The role of pri- clauses." ITL: Review of Applied activeresearch agenda, provide Linguistics. In press. leadershipinbilingual education mary language development in pro- programs and in proposed doctoral moting.educational success for lan- Pilgreen, J. and Krashen, S. (1993). "Sus- program.Salary competitive. Full guage minority students." In School- tained silent reading with English as description available. ing and Language Minority Stu- a second language high school stu- dents, ed. by State of California dents: Impact on reading compre- Submit application letter, vitae, and names of three references by Decem- Department of Bilingual Education. hension, reading frequency, and ber 31, 1995 to: Los Angeles: California State Uni- reading enjoyment. "School Library Chair, Bicultural-Bilingual versity. Media Quarterly 22: 21-23. Studies Search Committee, Elley, W. (1991). "Acquiring literacy in Polak, J. and Krashen, S. (1988). "Do we Division of Bicultural-Bilingual a second language: The effect of need to teach spelling? The rela- Studies, College of Social and tionship between spelling and vol- Behavioral Sciences, book-based programs." Language The University of Texas Learning 41: 375-411. untary reading among community at San Antonio, Elley, W. (1992). How in the World Do college ESL students." TESOL San Antonio, TX 78249-0653. Children Read? Hamburg: Interna- Quarterly 22: 141-146. tional Association of the Evaluation Pucci, S. (1994). "Supporting Spanish Applicants who are not U.S. citizens must state their current visa and residency status. of Education. language literacy: Latino children Women and minorities are encouraged to apply. Elley, W. and Mangubhai, F. (1983). and free reading resources in "The impact of reading on second CONTINUED ON PAGE 40 82 CUBE NEWS NOVEMBER 1, 1995PAGE 32 NABE Technology: New Voice Mail System

Some of you may not realize that the two parts: the announcement, and the menu. by Jeff Spence NABE conference, attended by thousands The announcement is a prerecorded mes- of registrants every year, is managed by sage or instruction for you, the caller. The n preparation for our upcoming Silver our national office staff of only eight per- menu provides you with a list of choices; Anniversary Conference, the NABE na- sons! These eight 'onal office is designing and assem- people, in addition bling several exciting systems incorporat- to performing the ing the latest developments in computer- myriad duties re- aided technology. These systems will in- quired by the con- clude: a direct NABE presence on the ference, must also Internet through the creation of a NABE continue to perform "home page" on the World Wide Web; an their regular work automated fax-on-demand system, which in areas like mem- you will be able to use to order faxed bership services, copies of NABE documents; and finally, publications (in- improved internal office communications, cluding the NABE including the improvement and integra- NEWS), legislative tion of office electronic mail, new cellular policy, and office technologies, and voice mail capability. "standards" such as accountingand The Automated Attendant general office man- Towards that end, NABE has just fin- agement. you make a choice by dialing a code into ished installing an upgraded telephone The installation of our new voice mail/ your phone. Not all areas have both: some voice mail/automated attendant system. automated attendant will hopefully serve areas just have announcements (there's From now on, when you call NABE at to significantly "lighten the load" of our nothing you can do there but listen to the (202) 898-1829, your telephone call will three administrative assistants, who for- information); others just have menus be answered with a cheerful "Welcome to merly had to make time in their already (there's no information to give you, until the NABE automated voice mail system" complex schedules which included data you've made a menu choice about what recorded by yours truly (now known among -entryfor the 4,000+ conference you want to hear). the staff as the "Voice of NABE"). preregistrants NABE processes each year The voice mail system will then present to answer the hundreds of conference- The Main Greeting you with a series of menus, and menu related telephone calls that NABE received As previously mentioned, your call will each day! be answered by the automated attendant, We believe that welcoming you to the voice mail system. the current system You will first hear a brief announcement, is well-designed, followed by a menu of choices. You are both fromour prompted to make a choice by entering, standpoint,and from your phone, the single-digit code more importantly, ,rise corresponding to your choice. -2.41rft4Iti. fromyours as a pro- In this menu, as in all other menus, you spective caller. The do not need to listen further if you have following few para- already been prompted for the option you graphs will point - want. For example, the main greeting says,

eq./4 out some of the fea- "For membership information, dial 3...". i. - , tures of the system Once you hear this, if membership infor- .4. which will benefit mation is what you want, you may dial 3 VAN.R. , you, and hopefully immediately. You don't need to listen to make your intro- the remainder of the current menu or an- options, designed to enable you to get to duction to the system a more pleasant one. nouncement (although if you are not cer- the person or department you need to reach tain about your selection, you may wish to as quickly as possible without requiring Where To Begin? hear the menu in full before making your you to wait for human direction from our All you need to know to get started is choice). small group of dedicated staffers. that all areas of the voice mail system have CONTINUED ON PAGE34

I. NEWS NOVEMBER 1, 1995PAGE 33 VOICE MAIL SYSTEM FROM PAGE33

During this announcement/menu. and all other announcements neither a staff member's name nor extension, but know what and menus in the system. you canimmediatelytransfer to department they work in (or the department you wish to reach. e.g.. someone's direct extension simply by dialing it. So if you want to conference services). reach someone at extension 116. just dial 116 on your phone. at any time. while listening to any announcement or menu. You can The Conference Section dial a particular extension (if you know it) as soon as you hear the The conference section. the only one to be described in detail "Welcome..." which begins the main greeting: you don't need to here. is one of the more complex. It contains specific information listen any further. and message areas for exhibitors, registrants and presenters. Each The announcement states that dialing 0 (zero) will restart the area contains general. up-to-the-minute information of value to announcement. repeating it in full. This is handy if you have been those particular persons. For example. if there are new announce- distracted during the playback. if you couldn't find a pen or ments or special offers for exhibitors, the exhibitor announcement pencil... Subsequent announcements will not repeat this instruc- will say so. If you want to receive a registration package. the tion, although it is operative there as well. Zero always repeats registrant area announcement will provide information about their the current announcement; you cannot dial 0 to reach an availability, and the registrant message area will store your name operator from any location in the NABE voice mail system. and address ( which you provide as prompted) to be used when You must listen to the menu and make a selection. mailing your information. Feel free to call NABE and "step" At the end of the main greeting menu, you are prompted to make through the 1996 conference section you access it by dialing 2 a choice. or to hold for an operator. You are allowed to hold for at any time during the main greeting. an operator here in order to accommodate those callers who are not using touch-tone phones. Other Sections Note that as stated earlier, most menus in the system do not Other sections include: membership services, where you can allow you to hold for an operator; you must make a choice from receive current information and leave messages changing your the menu. In those areas, if you do not make a choice within the address: the NABE NEWS section. for subscribers and advertis- allowable period (either during the menu playback or during the ers: and the Legislative Policy section. where you can reach policy brief waiting period thereafter), your call will be disconnected. staff or listen to the latest breaking news concerning the Congres- freeing up the phone line for a subsequent caller. sional budget battle and its impact on education funding. The There are, however, several areas in which you will be offered system is almost infinitely flexible. and will change and grow as the chance to hold the line for the next available operator or staff NABE changes and grows: it will. however, always work in member: these are the only areas in which you can hold for long exactly the same way. periods of time and not be disconnected. Just The First Step The Staff Directory We hope that you find the new system easy to use. More As prompted early in the main greeting, and at any time or place importantly. we hope that you find the system responsive: respon- in the NABE voice mail system. you can dial 8 on your phone and sive to your needs as members and supporters of NABE. needs be transferred immediately to the NABE staff directory. Access both for information and for access to us here at the national office. this directory if you want to reach a particular staff member by This system is just the first step in what we consider to be a very name, but you do not know his or her extension. ( If you know the exciting process: the positioning of NABE as an information three-digit extension, you can dial it directly without first checking resource, available 24 hours a day. NABE can take, and will take. the staff directory.) a highly visible and prominent position a resource for callers. people browsing the Internet. members, researchers, press The Department Directory everyone and anyone who is interested in our mission of ensuring The system contains a department directory (accessable from educational excellence for language - minority, students. Systems the main greeting by dialing 5). Access this directory if you have such as this phone voice mail system will hopefully relieve us of mundane. repetitive tasks to enable us to concentrate on our real NABE. Department Directory mission: after all, that's what computers are for. You can dial these extensions at any point I'm interested in hearing what you have to say about the new in the voice mail system system. and the other developments that are forthcoming. Leave To reach Conference Services, dial 130 me a message at extension 110: or send e-mail to my attention at To reach Membership Services, dial 134 NABE I @aol.com and check future issues of the NABE NEWS If a current member, to change your mailing address, dial 135 for articles on the latest developments in this area. To reach Policy & Public Information, dial 138 To reach the NABE NEWS department, dial 136 Jeff Spence is the NABE Information Systems Manager. To reach the Accounting Department, dial 107 FOr a staff directory, dial 8 84

NABE NEWS NOVEMBER 1, 1995PAGE 34 Resources for Bilingual Educators

Bilingual Education: History, Politics, teachers of LEP students concrete ways of Studies Center and Asian Pacific Net. A Theory, and Practice, Third Edition, applying this knowledge to the classroom. comprehensive guide organized around James Crawford, author. Revised and The author stresses the value and impor- the following sections: electronic docu- expanded version of book which presents tance of bilingualism in today's society, ments, electronic mailing lists and lists for a case in favor of bilingual education and and explains several common patterns of Asian American organizations, mailing rebuts critics' arguments. Includes infor- second language acquisition and bilingual- lists for multicultural and diversity issues, mation on 1994 reauthorization of Title ism. He goes on to describe the different Asian American special interests, news VII. $24.95.Bilingual Education Ser- ways children learn a second language, groups, online organizations, and internet vices, 2514 South Grand Avenue, Los based on two key variables: exposure to references.$10, including mailing and Angeles, CA 90007-99794213) 749-6213. the language and motivation to learn in handling charges. UCLA Asian Studies young children. $4.00. Center for Applied Center Publications, 3230 Campbell Hall, Brave New Schools: Challenging Cul- Linguistics, National Center for Research Los Angeles, CA 90024-1546. (310) 825- tural Illiteracy Through Global Learn- on Cultural Diversity and Second Lan- 2974. ing Networks, Jim Cummins and Den- guage Learning, 1118 22nd Street, N.W., nis Sayers, authors. A book about the use Washington, DC 20037. (202) 429-9292. Living in a Multi-Cultural World Video of the Internet in the classroom and the Series. A four-video series which offers way it can be used to connect students all How to Involve Parents in a Multicul- students a different p&rspective on getting over the world to allow them to share tural School, Bruce Davis, author. The along in a multicultural world.Topics cultural information. The authors offer a author, a seasoned principal from a cultur- include interpersonal relationships, com- vision for future schools where the sharing ally diverse urban elementary school, de- munication skills, developing friendships, of cultural knowledge, interactive teach- scribes how to use award assemblies, posi- and overcoming prejudice. $89 per video; ing and democratic participation are fa- tive telephone calls, surveys, voice-mail $329 for the 4-part series. Ready Refer- cilitated and enhanced by new technol- systems, "Read-Ins" and other strategies ence Press, P.O. Box 5249, Santa Monica, ogy. The book includes more than 800 to better serve students and anticipate par- CA 90409. (800) 424-5627. annotated listings of Internet resources for ent needs. 1-95081V70. $6.95. ASCD, education, with descriptions of successful 1250 S. Pitt Street, Alexandria, VA 22314- Multicultural Education: A Generation networking activities. $23.95 (ISBN: 0- 1453. (703) 549-9110. of Advocacy, Jose Cardenas, author. A 312- 12669 -7) St. Martin's Press, 257 Park compilation of 92 articles on multicultural Avenue South, New York, NY 10010 (212) Instructional Conversations: Under- education published over a period of 25 982-3900. standing Through Discussion, produced years.The book provides a historical by Jon Silver. This is the third video in the overview of the author's involvement in Educating Everybody's Children: Diverse series Meeting the Challenge of Teaching the most significant issues in multicultural Teaching Strategies for Diverse Learn- Linguistically Diverse Students. this video education as a teacher, administrator and ers, Robert W. Cole, editor. This book showcases the instructional conversation an active advocate for children. All royal- spells out 90 strategies for teachers in (IC) approach with culturally diverse stu- ties from the sale of the book will be used every grade level to use with students who dents in elementary and middle school as stipends for school youth participating are diverse and often economically disad- classrooms. The guiding principles and in the Intercultural Development Research vantaged. A special chapter offers nearly practices of IC are clearly explained, and Association's dropout prevention program. 20 teaching strategies for culturally, ethni- participating teachers disucss the chal- IDRA, 5835 Callaghan Road, Suite 350, cally, and linguistically diverse students. lenges and rewards of using the IC ap- San Antonio, TX 78228. Includes interviews with 16 innovative proach.Accompanying the video is a education leaders. 1-95024V70. $21.95. guide providing trainers with background On the Write Track: Beginning Literacy ASCD, 1250 S. Pitt Street, Alexandria, information and suggestions for using the for Secondary Students, Deborah Becker VA 22314-1453. (703) 549-9110. video in a variety of training formats. 25 Cotto, author.Designed to meet the min. $40.00 Center for Applied Linguis- multiple needs of LEP students who have Fostering Second Language Develop- tics, National Center for Research on Cul- had delayed or interrupted learning by ment in Young Children: Principles and tural Diversity and Second Language integrating the teaching of language, lit- Practices, Barry McLaughlin, author. Learning, 1118 22nd Street, N.W., Wash- eracy, and academic content. Uses real- This educational practice report (EPR 14) ington, DC 20037 (202) 429-9292. life situations to provide relevant context outlines eight principles from current re- for teaching academic literacy skills. search on second language acquisition and An Internet Guide for Asian American Teacher's guide includes instructions for multicultural education, and provides Cybernauts, UCLA Asian American CONTINUED ON PAGE36 65 (NABENEWS NOVEMBER 1, 1995PAGE35) BILINGUAL RESOURCES FROM PAGE 35 implementing each lesson and blackline Timeliner, Spanish Bilingual Version. A prehensive, norm-referenced assessment masters. Alta ESL Resource Center. 14 computer software program which allows of oral language, reading and written lan- Adrian Court. Burlingame. CA 94010. students to organize a set of related mo- guage appropriate for use with Spanish- (800) ALTA/ESL. ments. Students may work in their pre- speaking individuals between the ages of 2 ferred language; with program menus in years and 90+ years or grades K.0 through Power and Inequality in Language Edu- both Spanish and English. Included are 16.9. The WLPB-R Spanish Form was cation, James W. Tollefson, author. This teacher support materials which provide adapted from the WLPB-R English Form, book explores the relationship between examples for using the program in differ- thereby creating two parallel tests. Test language policy, wealth, and power. The ent instructional settings. Tom Snyder kit, including 25 test records and subject research demonstrates how language plan- Productions, 80 Coolidge Hill Road, response booklets, examiner's manual. ning and education reflect existing in- Watertown, MA 02172-2817. (800) 342- norm book, supplemental manual. test equalities in the distribution of economic, 0236. book, and audiocassette: $228. Optional social, and political power, and how lan- Compuscore computer scoring program: guage policy is used to obtain and main- Urban Indicator, September 1995 Issue. $177.Riverside Publishing Company, tain power. Articles examine topics such Six pages devoted to data on immigrant 8420 Bryn Mawr Avenue. Chicago, IL as the growth of official language move- and limited-English-proficient youth. Free. 60631-3476. (800) 767-8420, ext. 7741. ments. the role that language teachers may Council of the Great City Schools. 1301 unwittingly play in reinforcing social in- Pennsylvania Avenue, N.W., Suite 702, All resources are listed solely for the informq- equality, and the misconceptions about Washington, DC 20004. (202) 393-2427. tion of the NABE membership. Listing does the relationship between the second lan- not imply endorsement of the resource by the guage competence of immigrant popula- Woodcock Language ,Proficiency Bat- National Association for Bilingual Education. tions and their financial success. 0 -521- tery Revised (WLPB-R), Spanish Form, If you want more information about any item listed in this column. you must contact the 46807-8 $19.95. Alta ESL Resource Cen- Richard Woodcock and Ana Mufloz- publisher/developer directly. ter.14 Adrian Court, Burlingame. CA Sandoval, authors. This is a test of corn- 94010. (800) ALTA/ESL. NABE

Numbers and Needs, Dorothy Waggoner. LA OPORTUNIDAD FROM PAGE 30 editor. A newsletter designed for policy makers and administrators seeking infor- teachers commented on the free flow of By keeping a reflective journal. stu- mation on the numbers and status, espe- language in the story and how the illustra- dents could think and write about the events cially the educational status, of ethnic and tions enabled them to relate to the natural of the story, what they learned and what linguistic minorities in the U.S.It ana- beauty of the location and to the act of they want to know more about. lyzes data from the U.S. Bureau of the saving the turtles. They felt that the story By creating a classroom play based on Census and reviews studies from the na- would elicit lots of discussion from their the story, students would develop and prac- tional Center for Education Statistics and students. The teachers said that it was tice dialogue, innovate on the text and a variety of other Washington sources. unfortunate that the book did not identify create their own special scenery and props. The newsletter is published six times a Kailum as an actual location. It was sug- Debating the question "What if the de- year at a subscription price of $20. Checks gested that a map depicting egg depository cision had notbeen made to help the should be made payable to Dorothy locations in the world would also enhance turtles?" would also allow for lots of class Waggoner. and sent to her at 3900 Watson reader appeal and facilitate the possibili- participation and interaction. Place, N.W., Washington, DC 20016. For ties of further research on the topic. By engaging in research, the students information, call (202) 337-5955. There are many different kinds of ex- could report about important facts on the tended activities that this story will inspire life cycle of sea turtles and locate turtle PUblishers and in young readers. A few suggestions in- egg depository places. A visit to a local clude: aquarium will enable students to learn Materials Developers Students could retell the story to their about endangered turtles. families to promote use of language in a La Oportunidad de Esperanza contains Do you have new products to tell sequenced time frame and perhaps to draw substantive content and will be well re- NABE members about? out family to tell their own stories about ceived in an integrated language program Send a sample of your material to their similar community-based efforts. ei- which promotes writing, speaking, read- theNABE NEWSEditor at NABE, ther in the United States or-in their coun- ing and listening in authentic, learning 1220 L Street, NW, Suite 605, tries of birth. In turn, these special family situations. Washington, DC 20005-4018. stories could be recounted in written or Materials will be listed ONCE, free oral form to the whole class. Mary T. Cazabon is director of bilingual of .charge, in the Resources for Students might create a news article programs in Cambridge, Massachusetts. Bilingual Educators-column. explaining "How the Turtles Were Saved." NABE 8.6 (NABENEWS NOVEMBER 1, 1995PAGE 36 UNIVERSITY FROM PAGE 30 thetraditional European discipline struc- ture.Other cultures outside of Europe have addedand continue to add to our way of livingboth in the western and non-western NABE Report world. Not to accept that we are a global villageand that all cultures are important within the academic disciplines is to short Debunks Myths About changeour students in the age of informa- tionand technology and is to lessen our Bilingual Education chancesof peace and the understanding of thecomplex and cultural human experi- ences. quarely confronting critics of bilingual education who often I recommend this book for all in educa- cite baseless conjecture and bogus research, NABE has tionwho are interested in change in a released a short report which identifies and refutes many of multicultural context. the common myths about bilingual education.

AntonioSimoes is Dean of the Graduate The report, entitled Bilingual Education: Separating Fact from Fiction, Schoolof Education and Allied Profes- is a 10 page easy-to-read document that will help policy makers, the sionsat Faitfield University,and editor of media, and the public to better understand bilingual education. theNABE NEWS Book Review column. . NABE . It draws on independent scholarly research and government data to debunk "fictions" repeatedly offered by English-Only advocates.

Fact and Fiction refutes the following myths: Book Review Studies prove that bilingual education doesn't work. Many 'bilingual' programs use the student's native language Guidelines almost exclusively for the first few years; they aren't learning English. Reviews for publication in Studies confirm what common sense would tell you: the less the Book Review column time you spend speaking a new language, the more slowly should be sent to Dr. you'll learn it. How difficult can it be to learn English if Berlitz can teach Simoes at Antonio someone to speak English in 30 days? Fairfield University, the Language-minority parents and communities oppose bilingual GraduateSchoolof education. Education and Allied Kids are being placed in bilingual education who can already Professions, N. Benson speak English fluently just because they have a Hispanic or ethnic minority surname. Road, Fairfield, CT 06430. LEP dropout rates remain very high despite the widespread (203) 2544250. application of bilingual education. Bilingual education is impractical because it costs $8 to $11 All materials from billion and there are 180 languages spoken by America's publishers should be sent students. My grandparents were immigrants and made it without bilingual to NABE, care oftheNABE education or any other special help. NEWS editor. Bilingual education is a 1960's creation of the federal government. Packages should be Ethnic leaders use bilingual education as a way to keep their clearly marked BOOK constituencies easily manipulated and disenfranchised. REVIEW MATERIALtwo Future issue of NABE NEWS will reprint one "fiction" each issue. complete sets of materials must be submitted.

,

(NI1 RVNFIA/C NICIVVIVIRE'D 1toot oAr,ciiN Campaign Against Racism and. Extremism NABE :CARES:

School Opening The U.S. Supreme Court has ruled inPIv!er v. Doe[457 U.S. 202 (1982)] that undocumented children and young adults have the same right to attend public primaryand Alert Issued secondary schools as do U.S. citizens and permanent residents. Likeother children. undocumented students are obliged under state law to attend school until theyreach a anti - immigrantclimate in this mandated age. As a result ofPlyler. country has reached devastating pro- public schools may not: portions. With passage of Proposi- Deny admission to a student during initial or document their immigration tion 187 in California and the subsequent enrollment or at any other time on status. rise in school exclusion incidents across the basis of undocumented status. Make inquiries of students or parents the country, it is now moremore mportant than Treat a student disparately to determine that may expose their undocu- ever to make sure parents know their residency. mented status. children's educational rights. Engage in any practices to "chill" the Require social security numbers from To aid the process of parental educa- right of access to school. all students, as this may expose tional, the National Coalition of Advo- Require students or parents to disclose undocumented status. cates for Students (NCAS) has launched Students without social security numbers should be assigned a number generated by the its annual School Opening Alert campaign, school. Adults without social security numbers who are applying fora free lunch or breakfast which provides immigrant parents. educa- program on behalf of a student need only indicate on the application that they do not have tors and advocates with an information a social security number. pamphlet outlining immigrants students' Additionally, the Family Education Rights and Privacy Act (FERPA) and variousstate legal right of access to schools established privacy acts prohibit schools from providing any outside agency including the Immigration and Naturalization Service with any information from a child's school file that would in the U.S. Supreme CourtPlyler v.Doe decision. The pamphlet outlines: expose the student's undocumented status without first acquiring permission from the student's parents. Schools should note that even requesting such permission from the specific educational rights of parents may act to "chill" a student'sP/v/er v. Doerights. documented and undocumented Finally, school personnel especially building principals and those involved with immigrants students found in the student intake activities should be aware that they have no legal obligationto enforce U.S. Plyler v.Doe ruling; and immigration laws. what schools must do to be in To order free copies of this flier or to report incidents of school exclusionor delay, call compliance with the law during NCAS at 800-441-7192 (English-EN/Spanish-SP). the student enrollment process. NCAS and other educational advocates feel that any student who may "look" like High Latino Drop-Out Rate Targeted by an immigrant may be targeted during the school enrollment process. Therefore, all Education Department Task Force parents and school staff should know that the schools can and cannot do. ington. D.C., the group discussed reasons IDRA is working with NCAS to make by Joseph Torres contributing to the high Hispanic drop- this pamphlet available to all persons who out rate, including social and economic may need this information. NCAS can A seven-member group formed by the barriers, overcrowded and underfunded provide a camera-ready copy of the School U.S. Department of Education to combat schools and whether schools meet the Opening Alert to be reproduced and dis- the disproportionately high Hispanic drop- educational needs of Latino students. tributed by schools and community groups. out rate held its first meeting to lay the "We want to look at schools and pro- The pamphlet is available in English/Span- groundwork for its year-long mission of grams successful in dealing with the His- ish and English/Creole. finding solutions. For a more thorough explanation of panic drop-out rate," said group member Sponsored by Under Secretary of Edu- Cipriano Munoz, a science coordinator at P/v/er v. Doe,NCAS offers Immigrant cation and the Office of Bilingual Educa- a San Antonio high school. Students: Their Legal Right of Accessto tion and Minority Languages Affairs CONTINUED ON PAGE40 Public Schools, a 55-page guide for advo- (OBEMLA), the Hispanic Drop-out Project cates and educators ($12). is made up of seven educators whose expe- riences range from working with at-risk All Weekly Report articles in the NABE Reprinted from IDRA Newsletter. Septem- youth to teachers working at the middle CARES section copyright 1995, Hispanic. ber 1995. and high school levels. Link News Service, distributed by the Los Angeles Times Syndicate. At its September 18 meeting in Wash-

BEST COPY AVAILABLE 1 ,3 (NABENEWS NOVEMBER 1, 1995PAGE 38 Campaign Against Racism and Extremism NABE CARES 300,000 Legal Immigrants To Suffer Under Federal Student Aid Cuts

Education. of the 500.000 legal immi- Federal loans and grants to legal immi- by Joseph Torres grants who attend college, 300,000 re- grant students are currently based on the ceived some form of aid. economic needs of the student. details emerge on the effects of The House version bases eligibility on Ricardo Martinez, the executive direc- he welfare reform legislation ap- the combined incomes of the legal immi- tor of the Hispanic Association of College A tsroved by Congress. education grant and their sponsors, until they be- and Universities, toldWeekly Reportthe groups toldWeekly Reportthe bill's re- come citizens. a practice called deeming. welfare bill "is extremely unfavorable to strictions on college financial aid and loans The Senate bill has the same require- legal immigrants who have been paying will hinder the efforts to up to 300.000 ments but takes it one step further. Any taxes. "It is treating a legal immigrant like legal immigrants to attend college. newly arrived legal immigrant is barred a second-class citizen. It's short - sighted A bipartisan conference is currently from receiving any federal money for the and debilitating." working out the differences between the first five years. Legal residents currently President Clinton has endorsed the Sen- House bill passed last March and the Sen- receiving loans or aid are granted a one- ate version of the bill. ate bill passed September 10. The bill year exemption. Deeming would apply as expected to return to each chamber's floor long as the legal immigrant pays 40 quar- Reprinted with permission from Hispanic for a vote by the end of the month. ters or the equivalent of 10 years of social Link Weekly Report. October 23, 1995. According to the American Council on security taxes.

Clinton Reiterates Support For Bilingual Education At CHC Gala

by Jonathan J. Higuera "Of course English is the official language of p1esident Clinton told a gathering of the United States. That's not the issue. ,300 attending the Congressional The issue is whether children who come here, Hispanic Caucus Institute annual gala Sept. 27 that all United States citizens while they are learning English, should be should embrace the values of the Hispanic able to learn other things... community. "The Hispanic community in America We have an obligation to let children live up has always been a community, always to their God-given capacities." tried to live by family values, not just talk about them," he told the enthusiastic crowd at the $400-a-plate event. "I urge all of you to ask Congress to live by the values of the are older and haven't mastered English yet strengthening it," he said. "We shouldn't use Hispanic community." should be able to vote as others...We have the budget to go after things we don't like." Speaking to the group for the third con- an obligation to let children live up to their Bel& Robles, national president of the secutive year. Clinton reiterated his sup- God-given capacities." League of United Latin American Citi- port for bilingual education and disavowed He accused the GOP-controlled Con- zens. said the speech was "definitely in the need to make English the country's gress of being overzealous in its budget tune" with her group's agenda. official language. cuts without regard to the harm it imposes "I just hope he will exercise the use of "Of course English is the official lan- on working people, the elderly and the his veto power," she said. "What many guage of the United States. That's not the education system. In particular- he cited people don't understand inside the Beltway issue." he said. "The issue is whether chil- proposed cuts to the Earned Income Tax is that there are still a lot of people in our dren who come here, while they are learn- Credit for the working poor, Goals 2000 community still not earning minimum ing English. should be able to learn other and Medicare. wage or families in poverty that have two things. The issue is whether American "We can't weaken our commitment to working parents." citizens who work hard and pay taxes and education at the moment we should be CONTINUED ON PAGE 40 89. (NABENEWS NOVEMBER 1, 1995PAGE39),BEST COPY AVAILABL CLINTON FROM PAGE 39 INOCULATING FROM PAGE32 INDIAN FROM PACE31

Pedro Aviles, executive director of the schools."Bilingual Research Jour- For the majority, however, thesympo- Latino Civil Rights Task Force of Metro- nal 18:67-82. sia were like a support group, strengthen- politan Washington. D.C., said while Ramirez. D., Yuen. S., Ramey. D. and ing everyone's resolve to keepup the good Clinton acknowledged that "Latinos are a Pasta. D. (199 I ). "Final Report: Lon- work and share new ideas. Severalpersons thriving community," he was disappointed gitudinal Study of Structured En- indicated that they had sharpened their that he didn't address legal immigrants' glish Immersion Strategy, Early-Exit awareness of key issues and strategies. status in welfare reform. and Late-Exit Bilingual Education Perhaps these kinds of events are most "I wish he would have taken a stronger Programs for Language Minority useful for novices, who like the idea of stance on welfare reform. That's going to Students, Vol. I." San Mateo, CA: keeping their native language alive, but affect a lot of Hispanic families." Aguirre International. are not sure of the best way to go about it. In his introduction of Clinton, Congres- Ravtich, D. and Finn, C. (1987).What The fact that the sessions were con- sional Hispanic Caucus chairman Ed Pas- Do Our 17-Year-Olds Know?New ducted in English and not in one or other of tor (D-Ariz.) said he believed history will York: Harper and Row. the native languages was the object of remember Clinton as "very kind and car- Tudor. I. and Hafiz. F. (1989). "Exten- some criticism. On the other hand, the few ing to the Hispanic community." sive reading as a means of input to participants who made sustained and ex- "President Clinton has shown us that L2 learning."Journal of Research clusive use of their own language in ad- leaders look for solutions, not scapegoats." in Reading 12:164-178. dressing the group frustrated those who he said. Tunnell. M., Calder, J., Justen, J.. and would have liked to understand their mes- The banquet drew top Hispanic leaders Phaup. E.S. (1991). Attitudes of sage. The language of wider communica- from across the country, including Demo- young readers. Reading improve- tion (in this caselrEnglish) plays an impor- cratic CHC members. Cabinet members ment 28: 237-243. tant role in our lives. It seems an appro- Henry Cisneros and Federico Pefia, and White, H. (1990). "School library col- priate and advantageous tool to use in U.S. Attorney General Janet Reno. lections and services: Ranking the multilingual settings, although not nec- Representative Bill Richardson ( D- states." School Library Media Quar- essarily in our own homes. We are not N.M.) and Cisneros were singled out by terly 19:13-26. advocating a return to monolingualism Clinton. in any language. When two or more Conspicuously absent were the three Dr. Krashen is a Professor of Educational languages coexist, the speakers' reper- Hispanic Republican members of Con- the University of California's School of toire is richer than that of monolingual gress and Representative Henry B. Education. persons, communities, or nations. Gonzalez (D-Texas). ,VABE - "They were all invited," said CHCI gala Dr. Gina Cantoni is Regent's Professor of producer Cecilia Garcia. "It's up to them DROP-OUT FROM PAGE38 Education at Northern Arizona Univer- to see if they have time in their schedules." sity. NA U's Center for Excellence in Edu- She noted that Representative Henry According to the American Council on cation is planning to publish the proceed- Bonilla (R-Texas) attended an earlier CHCI Education. Hispanics have the lowest sec- ings of these two symposia in the coming function that same day and Representative ondary education completion rate of any rear For more information, contact Dr. Ileana Ros-Lehtinen (R-Fla.) nominated major group. Slightly more than half of the Cantoni at Northern Arizona University. one of the night's honorees. Hispanic 18- to 24-year-old population P.O. Box 5774. Flagstaff AZ 86011-5774. Miami physician Manuel Alzugaray earned a high school diploma in 1992. The Dr. Cantoni may also he contacted by E- received a distinguished service award for Hispanic completion rate trailed whites by mail at [email protected] his work with the Miami Medical Team 26% and blacks by 17%. or by telephone at (520) 523-4842. Foundation and actress Carmen Zapata of The group, headed by Walter Secada of the Bilingual Foundation of the Arts re- the University of Wisconsin, will meet Editor's Note:Contributions to the ceived a role model award. periodically through September of 1996. American Indian Bilingual Education Major sponsors of the event were Its next meeting will be held in San cUltann should be sent to Jon Reyhner. Cen- Anheuser-Busch Companies and The Antonio in December. ter for Excellence in Education, Northern Coca-Cola Company. Arizona University, P.O. Box 5774, Flag- The $500.000 raised will be used for Reprinted with permission from Hispanic staff AZ 86001 -5774. or sent by E-mail to: CHCI operating costs. including support Link Weekly Report Oct. 2, 1995. [email protected] of its fellowship program and education clearinghouse, said Rita Elizondo, the institute's executive director. NABE Al! Weekly Report articles in the NABE Reprinted with permission from Hispanic CARES section copyright 1995, Hispanic Link Weekly Report, October 2, 1995. Link News Service, distributed by the Los NABE '96- March 12-16, 1996 Angeles Times Syndicate. 90 (NABENEWS NOVEMBER 1, 1995PAGE 40 25 YEARS OF SUCCESS Connecting U.S. Schools with Language-Minority Americans NABE '96 25th Annual International Bilingual/Multicultural Education Conference March 12-16, 1996 Orlando, Florida

91

(NABENEWS NOVEMBER 1. 1995 PAGE41) TECHNOLOGY FROM PAGE 6 solidarity between students everywhere child-centered pedagogy caricatured by Cummins: Classrooms oriented to col- and their peers in war-ravaged countries many back-to-basics advocates. Rather laborative critical inquiry draw on the ex- and areas of the world disrupted by natural what we are advocating for all grade levels tensive instructional research showing that disasters. The portraits are drawn from is nothing less than the rigorous pursuit of cooperative learning and active student two computer-based global learning net- knowledge that is typically required among inquiry are highly effective in promoting works I*EARN (the International Edu- university graduate students where stu- higher-order cognitive and academic skills. cation and Resource Network), and Orillas dents are expected to read widely and However, transformative approaches (short for the Spanish phrase De Orilla a analyze and synthesize issues in critical such as what we have called collaborative Orilla, From Shore to Shore) two net- and informed ways. We believe that stu- critical inquiry also incorporate an ex- works that have attempted to explore the dents at all grade levels, whether in wealthy plicit vision of the social goals towards potential of computer networking for de- suburban or low-income schools, "gifted" which instruction is directed. This societal veloping among students a capacity to or "remedial" tracks, are capable of col- image takes seriously the ideals of docu- analyze social issues more deeply and to laborative critical inquiry and will benefit ments that define the moral nature of dif- collaborate with peers istxploring resolu- academically from it. Without this com- ferent societies (such as the American tions to these issues. munity of learning in the classroom where Constitution or the Canadian Charter of Cummins: Perhaps more than most students and teachers jointly investigate Rights and Freedoms) by emphasizing the books, the writing of Brave New Schools issues that are of relevance to them in their central role of education in preparing stu- reflects the subject it treats: intercultural lives, and of broader social significance, dents for democratic participation and the collaborative inquiry through global learn- global learning networks will soon lose pursuit of social justice. Clearly, issues of ing networks. The portraits of these learn- their appeal for both teachers and students. culture, education and technology merge ing networks in action have been sketched, Students' enthusiasm will peter out if there at the crossroads of the 21st century. We in most cases, by means of the very com- is no intellectual challenge and, under these must ask ourselves: Do we plan for the munications technology that teachers and conditions, computer networking will have common good by enabling all students to students used in their networking projects. In minimal impact on their academic achieve- navigate difference, develop intellectually some cases, we have worked closely with ment. The corollary is that global learning and academically, and gain expertise in people we have never met face-to-face. networks can act as a catalyst for collabo- employing technology for enhancing rative critical inquiry in the classroom. democratic participation, or do we limit ac- "Brave New Schools" makes a powerful Sayers: We are not talking here about cess to these social, intellectual and techno- argument that academic learning will be the "feel-good curriculum" focused only logical skills as a means of restricting poten- improved by encouraging students to take on self-esteem that has been so justifiably tial challenges to the current distribution action to improve the quality of life in maligned by many parents and educators. of power and resources in our society? their communities. This is such an im- Rather, we are proposing that our schools, portant point, yet one that is not often from grades K through 12, adopt the rigor- Brave New Schools is available from St. taken into consideration in curricular ous pursuit of knowledge and insight into Martin's Press for$24 (ISBN 0-312-12669; decision-making, that I think it would be social and cultural issues that, as Jim says, 257 Park Avenue South, New York, NY helpful if you could you elaborate on the is aspired to in university graduate schools. 10010; or write for power of global learning networks to ad- This is precisely what we have observed ordering information). It can be also bought vance critical literacy while improving students doing in the context of global at Barnes & Nobles in the United States, or academic skills. learning networks where the opportunities through the OISE (Ontario Institute for Cummins: It's important to stress that for research and intercultural interaction Studies in Education) Press in Canada. what we are arguing for is not the "soft" are maximized. Dr. Kristin Brown is the Co-Director of the International Education and Resource NABE, and NABE NEWS, welcome Network, De Orilla a Orilla.

communications from members, readers and Editor's Note: Contributions to the Tech- all interested parties by electronic mail. Write to nology and Language-Minority Stu- NABE at our Internet electronic mail address: dents column should be sent to Dr. Dennis Sayers, University of California Educa- [email protected] tional Research Center, 351 E. Barstow Avenue, #101, Fresno, CA 93710. (209) 228-2050; FAX (209) 288-2055.E-mail: For quicker delivery, address your mail to a DSAYERS @panix.com

particular staff member; see page .2 of this issue NABE for a current staff directory. '92

(NABENEWS NOVEMBER 1, 1995PAGE42) NATIONAL.ASSOCIATION FOR BILINGUAL. EDUCATION MEMBERSHIP APPLICATION

Membership Type (check one only) I am involved with 0 bilingual education as $48 Individual Membership (check one) $30 Discounted Individual Membership El Administrator Parent: must not be professional educator and must have a child currently enrolled in a 0 College Instructor bilingual education program. A letter written on school stationery from either the teacher 0 Consultant or a school administrator must accompany the NABE membership application. Full-Time Student College/University Student: must not be professional educator and must be enrolled Paraprofessional on full-time basis. A copy of an official college or university document showing current 0 Parent/Community member enrollment status must accompany the NABE membership application. 0 Publisher Staff Paraprofessional: Must be working as an instructional aide in a public school system. 0 School Board Member A letter on school stationery from the supervising teacher or a school administrator must 0 Teacher accompany the NABE membership application. 0 Other l=1 $43 Combined Membership Name of Affiliate: I work in this type of $125 Institutional Membership 0organization $1000 Lifetime Membership (check one) 0 Commercial organization Memberships are valid for one year from the date of processing, and include one year subscription to 0 College/university NABE publications (except Lifetime, valid for life of member and includes lifetime subscription). 0 Local school district Organizational membership is non-voting; all other memberships are voting. 0 State education agency All memberships are non-transferrable and may not be cancelled. Membership dues are non-refundable. 0 Other I usually work with this Name and Address Information level of student O Mr. (check one) 0 Early childhood Mrs. 0 Elementary Ms. 0 Secondary Dr. Last First Middle 0 Higher education 0 Adult Preferred Mailing Address: Business Home O I want to participate in Business Address 0the following Position: Special Interest Group (check one) Division: 0 Adult/Vocational Education O Asian & Pacific Islanders Organization: D Critical Pedagogy CI Early Childhood Education Street Address: 0 Elementary Education ESL in Bilingual Education City: State: Zip: 0 Gifted Education Phone: ( Ext. 0 Global Education 0 Higher Education Fax: ( E-Mail: 0 Instructional Technology 0 Language/Culture Retention Home Address Language Policy 0 Parent & Community Street Address: 0 Policy Makers Professional Development City: State: Zip: 0 Research & Evaluation Phone: ( 0 Secondary Education 0 Special Education

Payment Information co Check or money order Check# MasterCard VISA ExpirationDate: $ Membership dues Contribution to help NABE MEIE1--ME10--E11101--11000 counter the English-only Automat c Renewal: Check this box ifyou are paying by credit card and you want NABE to movement automatically renew your membership annually, charging your credit card the standard renewal amount. This permission will remain in effect until you cancel it in writing.

TOTAL DUE oSIGNATURE: 9 3 DATE: / / Mail to: NABE, 1220 L STREET NW, SUITE 605, WASHINGTON, DC 20005-4018 NABE NEWS 19(2) ANNOUNCEMENTS

NABE '96 CONFERENCE UPDATE

NABE '96, the twenty-fifth annual International Bilingual/ EXHIBITORS --4.-Multicultural Education Conference, will be held from March- Exhibitor materials were automatically mailed to all 1995 12th through March 16, 1996, at the newly-expanded Orange participants last month. If you did not receive materials, call County Convention Center in Orlando, Florida! NABE at (202) 898-1829 and dial extension 131 for instruc- tions about requesting them. NABE is currently accepting contracts from prospective If you have already received materials, and have ques- exhibitors; for further information, see Exhibitors at right. tions concerning the conference, dial extension 131 to reach the Exhibitor Information area; this is the quickest way to The attendee preregistration period will begin shortly and reach conference staff, and the latest exhibitor information will close on January 23, 1996. For further information, see will be available there 24 hours a day. Registrants at right.

The Silver Anniversary conference will be bigger and REGISTRANTS more spectacular than ever! There will be 200+ workshops Registration materials will soon be automatically sent to and demonstrations, an Institute cosponsored by OBEMLA/ all current members and all attendees of NABE '95. US Department of Education, a 375+ booth Exhibit Hall Check the first line of the mailing label on this issue of featuring the latest in educational materials & products, a NABE NEWS to find out your membership expiration date! Job Fair, and, as we're in Orlando,gala opening night If you want to add your name to the mailing list, call NABE ceremonies at Walt Disney World's EPCOT Center! at (202) 898-1829 and dial extension 132, 24 hours a day, to access the registrant mailing list. It's the largest gathering of its kind in the country: Or, you can send an e-mail (including your postal mailing don't miss it! address) to the attention of NABE '96 at NABE1 @aol.com: at this time, NABE cannot send registration materials by e- mail or by fax.

NABE NEWS NON-PROFIT-ORG National Association for Bilingual Education U.S. POSTAGE Suite 605 PAID 1220 L Street, N.W. WASHINGTON. DC Washington, D.C. 20005-4018 PERMIT NO. 4555

94

BEST COPY AVAILABLE The news magazine about educational equity and excellence through bilingual education

December 15, 1995 National Association for Bilingual Education Volume 19, Number 3 TE MOMENT OF MUT -}1 S ARRIVED Education Funding Hinges on Budget Deal

has passed a bill, HR 2127, the Labor- ber. The table on page 27 compares the by Rick Lopez HHS-Education Appropriations Act for President's budget for education with the FY 1996, that would cut federal education House-passed bill and the measure ap- The moment of truth has arrived. As funding by over $3.7 billion and would proved by the Senate Appropriations Com- theNABE NEWSgoes to press. the slash the Bilingual Education Act by nearly mittee. President and Congress are decid- 75 percent in FY 1996. Even if the Republican Congress were ing the fate of federal education funding However, the Senate has been unable to to send a bill to the President, the President for not only this year (fiscal year 1996), pass its version of HR 2127. The Senate has vowed to veto the legislation as it was but also for the next seven years. IF CON- Appropriations Committee did approve a passed by the full House and the Senate GRESS AND THE PRESIDENT HEAR bill on September 15 that would cut fed- Appropriations Committee. Among the THAT EDUCATION FUNDING IS A eral education programs by $2.2 billion reasons he has cited are the deep cuts to PRIORITY FOR VOTERS FOR NABE and the Bilingual Education Act by nearly education, health, job training, and other MEMBERS AND OTHERS EDUCA- 40 percent in FY 1996. But that legislation vital federal programs. TION AND BILINGUAL EDUCATION has been held up on the Senate floor by Normally, the next step in the process WILL BE CUT VERY LITTLE OR NOT controversial striker replacement legisla- would be for the President and Congress to AT ALL. tion and abortion restrictions tacked on the craft a compromise Labor-HHS-Educa- bill by Republican Senators. tion Appropriations bill that would satisfy Major Disagreements Over It is the first time in recent history that both sides. However. Republican leaders Education Funding for FY1996 a Congress has been unable to send a have said they will only negotiate FY 1996 The President and the Republican-led Labor-HHS-Education appropriations bill funding for education and other major Congress have been unable to agree on to the President for him to sign by Decem- CONTINUED ON PAGE27 funding levels for federal education pro- grams for fiscal year (FY) 1996, which began on October I. 1995. In his original budget offered in January, the President Delia Pompa Named New proposed a slight increase in federal edu- cation spending over last year's levels. Director of OBEMLA Despite the fact that the federal fiscal year began over two months ago. Con- Delia Pompa, a native of San Anto- of America's students." gress has not yet countered the President's nio. has been selected by U.S. Since 1992, Pompa has headed Pompa proposal. The House of Representatives Secretary of Education Richard and Associates. a San Antonio consulting W. Riley to direct the Office of Bilingual firm specializing in policy formulation, ISSUE HIGHLIGHTS Education and Minority Languages Af- program development. and research on fairs (OBEMLA). "This is a challenging language minority and low-income chil- Internet Resources: time for education, as we strive to ensure dren. for a variety of clients, including Technology - page 9 that all children gain the skills and knowl- education and government agencies, uni- edge they will need for success in a com- versities. and advocacy and non-profit or- Notes from a New Principal: plex world," Riley said. "Delia's exten- ganizations. Administration - page 13 sive experience in bilingual education and From 1990-1992. Pompa served as di- issues affecting language minority stu- rector of education for adolescent preg- NABE petition against dents will prove a significant asset in help- nancy prevention and youth development English-Only - page 16 ing to address the diverse education needs CONTINUED ON PAGE34 95 NABE NEWS NABE EXECUTIVE BOARD 1995 - 1996 Published by the PUBLICATION SCHEDULE National Association for President Bilingual Education Volume 19 of NABE NEWS will be Kathy Escamilla P.O. Box 173364, School of Education Editor: published in 8 issues; publication dates are: Issue 1 09/15/95 Issue 5 03/15/96 University of Colorado at Denver Nancy F. Zelasko, Ph.D. Denver, CO 80217-3364 Issue 2 11/01/95 Issue 6 05/01/96 Desktop Publishing & Layout: (303) 556-4908 Jeff Spence and Rick Lopez Issue 3 12/15/95 Issue 7 06/15/96 Issue 4 02/01/96 Issue 8 08/01/96 Vice President All advertising and copy material must David E. Baez NABE NEWS REPRINT AND be received in the NABE office ONE 291 Baynes Street EDITORIAL POLICY MONTH prior to publication date Buffalo, NY 14213 Readers are welcome to reprint non-copy- to be considered for inclusion. (716) 851-3704 righted articles which.pear in NABE NEWS at no charge, providec(proper credit is given NABE NEWS ADVERTISING Secretary/Treasurer both to the author(s) and to NABE NEWS as Mary F. Jew Display Advertising Rates San Francisco USD the source publication. (Camera-Ready) 300 Seneca Avenue, Room 6 All articles printed in NABE NEWS, unless Full Page (7.5" x 10") $850 San Francisco, CA 94112 written by an Association staff person or a ..2/3-Page (4.75" x 10") $700 (415) 469-4781 member of the current NABE Executive Board 1/2-Page (7.5" x 4.5") $550 of Directors, are solely the opinion of the 1/3-Page (4.75" x 4.75") $425 Member-at-Liige author or authors, and do not represent the 1/3-Page (2.25" x 10") $425 Janice Jones Schroeder 1/4-Page (3.5" x 4.75") official policy or position of the National As- $325 Interface Network, Inc. 1/6-Page (2.25" x 4.75") sociation for Bilingual Education. Selection $250 3401 East 42nd Avenue, Suite 201 of articles for inclusion in NABE NEWS is Classified Advertising Anchorage, AK 99508 (907) 563-7787 not an official endorsement by NABE of the $1.25 per word; maximum 100 words point(s) of view expressed therein. Advertising Discounts Member-at-Large (for multiple insertions) Nga Dinh Duong 10% for second-third insertion TABLE OF CONTENTS 21724 58th Avenue West 15% for fourth-fifth insertion Mountlake Terrace, WA 98043 20% for sixth-eighth insertion (206) 771-2095 For additional information about advertising, Education Funding 1 contact Jeff Spence at NABE, 1220 L Street, Eastern Regional Representative New OBEMLA Director I N.W, Suite 605, Washington, DC 20005. Maria Estela Brisk Message from the President 3 (202) 898-1829; fax at (202) 789-2866. School of Education Holiday Greetings from NABE 5 Boston University NABE CARES 6 605 Commonwealth Avenue Home Non-English Speakers 7 NABE Boston, MA 02215 Separating Fact from Fiction 8 The National Association for Bilingual (617) 353-3260 Technology column 9 Education (NABE) is a tax-exempt, non-profit professional association founded in 1975 to Asian/Pacific American column 11 Central Regional Representative address the needs of language- Joe J. Bernal Administration column 13 minority Americans. 6410 Laurelhill Upcoming Events 15 NABE NATIONAL OFFICE San Antonio, TX 78229 Apple Computer Grants 15 (210) 342-8026 NABE Petition 16 1220 L Street, N.W., Suite 605 Washington, DC 20005-4018 Buffalo NY Rally 17 Western Regional Representative PHONE (202) 898-1829 Book Review columns 19 Herman S. Garcia FAX (202) 789-2866 American Indian column Department of C & I 21 E-mail: [email protected] Bilingual Resources column 13 College of Education New Mexico State University Western Region News 25 James J. Lyons, Executive Director Nancy F. Zelasko, Deputy Director Las Cruces, NM 88003 Eastern Region News 16 Rick Lopez, A.D. for Legislation & Policy (505) 646-2115 National Standards Released 31 Carolyn Riddick, Office Manager NABE Interns Wanted 31 Jeff Spence, Information Systems Manager Parent Representative Membership Application 35 Celia Torres, Member Services Susan Garcia Announcements 36 Mina Cousins, Member Services 18094 East Ohio, #102 Ronald Williams, Office Assistant Aurora, CO 80012 96 (303) 745-7116

NABE NEWS DECEMBER 15, 1995 PAGE 2 Message From The President

Making Title I Work for Language-Minority Students

child's native language. there is a dra- by Dr. Kathy Escamilla matic shift away from instruction in the native language by the end of a school many of you know, the Elemen- year. Given the plethora of research find- ary and Secondary Education Act ings that demonstrate a strong and positive A tsESEA) was significantly reformed ~Jaw- correlation between native language in- by the Improving America's Schools Act struction and subsequent achievement in - -; ( IASA ) of 1994. The ESEA includeg most English. the total absence or short-term federal elementary and secondary education nature of native language instruction in VraFord, programs including Title VII, the Bilingual Title I schools raises huge concerns about Education Act of 1968, and Title I, the 30 the potential efficacy of such programs. year-old program to assist economically dis- A similar concern arises when looking advantaged students. at how students are assessed for Title I

NABE worked closely with other edu- 1995-1996 NABE Executive Board President. placement. "Prospects" reports that dis- cational and community organizations and Kathy Escatnilla tricts use multiple assessments and a vari- members of Congress particularly the ety of instruments to identify LEP stu- Congressional Hispanic Caucus to en- Title I services to LEP students. These dents for Title I. However. 90% of LEP sure that the ESEA reforms brought about concerns were confirmed recently when I students are in schools that base place- by IASA addressed the needs of language- read the findings from a congressionally ment solely on oral English tests. and 75% minority students. One of the most signifi- mandated study entitled "Prospects". use oral English assessments for exit. In cant changes brought about by passage of The "Prospects" study. the first longi- short. Title I schools tend to rely on oral the IASA was the elimination of statutory tudinal study designed to measure the ef- English measures to identify and place provisions which tended to render poor fects of Chapter Ion limited-English-pro- students. with little or no attention to as- limited-English-proficient(LEP) students ficient students, was undertaken prior to sessment of the student's native language ineligible for services provided by Title 1 the passage of the IASA. So while the ability, content knowledge, or English lit- ( formerly known as Chapter 1), the largest "Prospects" study does not reflect the ben- eracy. Effective instructional programs for single federal elementary education pro- eficial policy changes brought about by LEP students. as well as those for all gram funded at more than $7 billion. IASA. it does document the appalling students. must consider the whole child NABE also supported efforts to refocus Chapter Iinstructional practices which and her/his academic, social and emo- Title laway from highly-fragmented (usu- have hindered the education progress of tional needs. To date. assessment for LEP ally pull-out) remedial. compensatory ser- LEP students. The findings of the "Pros- students in Title I schools is overwhelm- vices to systemic school reform and accel- pects" study underscore the need for fun- ingly focused on only one aspect of the erated, enriched learning opportunities. damental changes in the way that LEP child's development English oral lan- At the same time. NABE was able to students are instructed if these students are guage. secure legislative recognition of the unique to realize the benefits of the policies estab- With regard to teacher preparation. the needs of LEP students including the au- lished by the IASA. I will discuss three study's findings also raise many concerns. thorization of the bilingual education and findings of the "Prospects" study that I For example. most teachers of LEP stu- English-as-a-second language programs believe are the most problematic. They dents lack specific training in how to teach they need and deserve. relate to language of instruction, student children who are not proficient in English. The good news. clearly, is that eco- placement, and teacher qualifications in and the vast majority do not speak their nomically-deprived LEP students are now schools with Title I programs. students' native language. Further, there eligible to participate in Title I. and school LEP students in Title I schools speak is a significant reliance on classroom aides districts must serve these students. Fur- over 100 languages. yet 77% speak Span- to teach LEP students. For example, 58% ther, many Title ! programs are now school- ish. In low-income urban schools up to of LEP students in high poverty schools wide rather than pull-out, thereby enabling 90% of LEP students speak Spanish. Sadly. are being taught English reading by aides the program to impact more students in English is the primary language of instruc- as compared to only 12% in low poverty their regular classroom environment. tion for LEP students in Title I schools. schools. Moreover, fewer than 21% of However. I have grave concerns about Most LEP students in Title I do not receive these classroom aides have some educa- whether many of our school districts and content area instruction in their mother tion beyond high school. This situation is schools are prepared to provide quality tongue. Even in classrooms that utilize a CONTINUED ON PAGE30 9 NABE NEWS DECEMBER 15, 1995 PAGE 3 ISCOVERPERMA-BOUND BOOKS FOR YOUR BILINGUAL STUDENTS

Now Available! Books in Spanish to accompany Accelerated Reader Program.

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NABE NEWS DECEMBER 15, 1995 PAGE 4 A Holiday Greeting from the Executive Director

honor and support their children in the ate the crucial role of home language and by Jim Lyons cultural values and norms of the home. culture in the emotional. cognitive, and C. Recommendations for professional social development of young children. And This issue of theNABE Newsspans preparation so. I extend my thanks to the members of the holiday season, from Thanks- Provide early childhood educators with the NA BE ECESIG for their patience and giving to the New Year. These two professional preparation and development persistence in helping their fellow early holidays also frame my ereetine to you. in the areas of culture, language. and di- childhood educators grasp this fundamen- the members of NABE. versity. tal reality of human development. Recruit and support early childhood Thanksgiving. 1995 educators who are trained in languages NewYear's, 1996 InNovember. the National Association other than English. The celebration of a new year provides for the Education of Young Children D. Recommendations for programs us with an occasion to make resolutions ( NAEYC) officially adopted a position and practice for the future. I hope that you will join me statement entitled "Responding to Lin- Recognize that children can and will in resolving to communicate frequently guistic and Cultural Diversity: Recom- acquire the use of English even when their and forcefully with our elected represen- mendations for Effective Early Childhood home language is used and respected. tatives on matters of great national impor- Education." For all who care about the Support and preserve home language tance. Two matters. I believe, are criti- development of the linguistically and cul- usage. cally important. turally diverse children of this nation, the The first concerns the resources our NAEYC position statement represents a The NAEYC position federal government commits to the health. document for which we can be thankful. education, and welfare of children. Be- The I 5-page position statement. which statement on serving cause children cannot vote. they lack the the NAEYC released in both English and linguistic and culturally political power to secure their just share of Spanish. is a thoughtful document that diverse youngsters is a the nation's resources. They depend upon reflects solid research on the best early us to demand that our government meet childhood practices for linguistic and cul- thoughtful document that their needs. Resolve with me that we will turally diverse youngsters. The NAEYC's reflects solid research on not disappoint our children: that we will straightforward recommendations, focus- not allow our government to fail them. ing on four general areas. are as follows: the best early childhood The second matter concerns the con- A.Recommendations jbr working with practices. tinuing attack on ethnic minority Ameri- children cans. Despite the fact that a federal court Recognize that all children are has ruled California's Proposition 187 to cognitively. linguistically. and emotion- Develop and provide alternative cre- be unconstitutional. Congress continues ally connected to the language and culture ative strategies for young children's learn- to act upon an array of legislative bills and of their home. ing. amendments which would deny immi- Acknowledge that children can demon- The National Association for Bilingual grants. and even naturalized citizens, ba- strate their knowledge and capabilities in Education has, of course. officially en- sic civil rights and life opportunities. In many ways. dorsed the NAEYC position statement. addition to direct attacks on immigrant Understand that without comprehen- What is more significant. and certainly a Americans. members of the House and sible input, second - language learning can greater cause for thankfulness. is the fact Senate have vowed to press adoption of a be difficult. that members of the NABE Early Child- law designating English as the official B.Recommendations for working with hood Education Special Interest Group language of the United States. While En- families ( ECESIG). were responsible for the de- glish-Only initiatives are designed to pun- Actively involve parents and families velopment of the NAEYC position state- ish immigrants. they would harm millions in the early learning program and setting. ment. For years, NABE ECESIG mem- of individuals who were born in this coun- Encourage and assist all parents in be- bers. virtually all of whom are also mem- try. including descendants of people who coming knowledgeable about the cogni- bers of NAEYC. struggled_ to secure lived in this land before the formation of tive value for children of knowing more NAEYC recognition of the importance of the United States. Join with me in resolv- than one language. and provide them with a child's home language and culture in ing that we will not allow our elected strategies to support. maintain, and pre- early childhood education. Although early representatives to deny any person the serve home language learning. childhood educators have long espoused liberty and life opportunities that America Recognize that parents and families "developmentally appropriate" programs. has given to us.

must rely on caregivers and educators to many NAEYC members failed to appreci- NABE 99

NABE NEWS DECEMBER 15. 1995 PAGE 5 Campaign Against Racism and Extremism NABE CARES Prop. 187 Struck Down in California; Latinos Still Cautious

like undocumented immigrants from re- Reynoso said. He said if similar laws are by Joseph Torres ceiving those benefits, then the states will passed they will not be enforceable. be in a position to deny certain types of Vibiana Andrade, MALDEF' s director Htispanic leaders are expressing cau- benefits."He added, "But the Latino com- of immigrant rights, said the ruling allows ious optimism about a California munity has a right to feel elated and go out all children to keep the right to an educa- ederal judge's Nov. 20 decision and celebrate this historic day." tion, while not permitting schools to po- that partially struck down Proposition 187. The decision comes a year after the lice for undocumented students. Similar legislation in o)her states and the passage catapulted the debate over illegal Prop. 187 was passed by California U.S. Congress still could deny benefits to immigration to the national forefront. voters, 59%-41%, in 1994. About 80% of immigrants, they warn. In her ruling, Pfaeizer wrote that indi- the state's Latino voters opposed it. U.S. District Court Judge Mariana viduals cannot be questioned about their As written, it denies undocumented Pfaeizer ruled that states cannot deny fed- immigration status when applying for pub- immigrants health, social and education erally funded services to undocumented lic schools or to receive health and welfare services except in cases of emergency, immigrants. However, states may refuse benefits because only the federal govern- while calling on state employees to report to use their own money, she added. ment can regulate immigration. suspected undocumented immigrants to Hispanic leaders said current federal Pfaeizer issued the response to a motion federal immigration authorities. legislation being debated contain the same for a summary judgment a decision The proposition gained national atten- restrictions as Proposition 187. without a trial filed by the Mexican tion after Governor Pete Wilson made it A key provision in the budget debates American Legal Defense and Educational the central theme of his reelection cam- converts funds earmarked for social ser- Fund, the American Civil Liberties Union paign. At the time, he trailed far behind vices to block grants to use as the states see and other organizations. Democratic candidate Kathleen Brown in fit. Additionally, a bill sponsored by Lamar UCLA law professor Cruz Reynoso, the polls but used the issue to capture 55% Smith (R-Texas) would reduce immigra- vice-chairman of the U.S. Commission on of the vote. tion for the first time in 71 years and deny Civil Rights, told Weekly Report the rul- "It's very unfortunate," said Wilson of benefits to all non-citizens. ing prevents states from attempting to regu- the ruling. "It frustrates the will of the Juan Jose Guttierrez, director of the Los late immigration policy. people of California." Angeles-based One-Stop Immigration, "It (the ruling) has the potential of damp- Pfaeizer did not strike down the portion told Weekly Report, "If the will of Con- ening the anti-immigrant politicians in of the proposition that allows public col- gress is to preclude certain type of people California and in Washington, D.C.," leges and universities in California to deny admission to undocumented immigrants. But institutions are not required to deter- English-Only Critics Left Out of Hearing mine independently such status. Prenatal care and long-term care for Raul Yzaguirre, president of the National senior citizens are the only health and by Patricia Guadalupe Council of La Raza. welfare programs in California that are Jim Lyons, executive director of the funded solely by the state and cover undocu- Before a standing-room-only audi- National Association for Bilingual Edu- mented immigrants. State public schools ence of over 100, on Dec. 6 the cation, added, "I question the one- and colleges receive some federal funds. U.S. Senate Committee on Gov- sidedness of this hearing. It misses at least California Attorney General Dan ernment Affairs began the first of several half the story on English-Only." Lungren said the state will appeal the hearings on a bill that attempts to desig- The bill's sponsor, Senator Richard decision and it could reach the U.S. Su- nate English as the official language of the Shelby (R-AL) responded that opponents preme Court. United States. would be given the opportunity to testify Critics of the measure condemned the in January hearings. Reprinted from Hispanic Link Weekly "stacked deck" of eight witnesses. Only The measure would require that all fed- Report, Vol. 13, No. 47, November 27, those favor the "Language of Government eral government business, including In- 1995. Act of 1995" were allowed to testify. ternal Revenue Service forms, voting bal- All Hispanic Link Weekly Report "Even the most partisan of hearings lots and other official documents, be in articles in this section ©1995, held in this Congress, the other side has at English. Hispanic Link News Service, distributed least a chance to make their case," said CONTINUED ON PAGE 31 by the Los Angeles Times Syndicate. 100 NABE NEWS DECEMBER 15, 1995 PAGE 6) Are Current Home Speakers of Non-English Languages Learning English? By Dr. Dorothy Waggoner

people who speak languages other speakers of non-English languages in the groups decreased between 1980 and 1990. than English are less likely to have United States more than ten years increased The number of native-born home speakers difficulty speaking English now from 5.3 to 8 million and their proportion of non-English languages reporting En- than a decade ago. according to the Cen- of all earlier immigrants grew from 61.7 to glish-speaking difficulty grew from 4.3 to sus. English-speaking difficulty is directly 72.4 percent. The number of recent immi- 4.8 million while their proportion of this related to the length of time people for grants who speak non-English languages group fell from 31.9 to 29.4 percent. The whom English is a second language have at home increased from 4.5 to 7.4 million number of earlier immigrants reporting spent in the United States. Native-born and their proportion of all recent immi- difficulty increased from 2.8 to 4.1 mil- home speakers of non-English languages grants. aged 5+ climbed. from 83.7 to 88.0 lion while their proportion of foreign- are less likely to have difficulty than im- percent. born home speakers of non-English lan- migrants. Immigrants who have spent more The numbers of those reporting diffi- guages with more than ten years in the than ten years here are less likely to have culty in speaking English also increased. United States fell from 53.0 to 51.3 per- difficulty than new arrivals. All these but their proportions of their respective CONTINUED ON PACE 33 groups in 1990 were less likely to have difficulty than their counterparts in 1980. These differences are illustrated in the accompanying table. Estimated Numbers of Percentages of People, In 1980. for the first time. the decennial By Nativity, Period of Immigrant, Home Language Usage, census asked people. aged 5 and older. and English-Speaking Ability: 1980 and 1990 about their home language usage. Those who reported that they speak languages 1990 other than English were then asked how 1980 well they speak English. In addition. the Total Population 226,546,000 248,710,000 foreign born were asked when they came Native born, total 212,466,000 228,943,000 to the U.S. to stay. These questions were 'Yo of total population 93.8 92.1 repeated in the 1990 census. On the basis Native born, aged 5 and older 196,388,000 210,940,000 of the replies. self-reported language us- Speak only English at home 183,058,000 194,525,000 age and English-speaking ability in 1980 Speak a non-English language 13,331,000 16,415,000 7.8 and 1990 can be compared for native-born % of native born, aged 5+ 6.8 4,823,000 people. foreign-born people with more With E-speaking difficulty 4,252,000 % of native-born HNELs 31.9 29.4 than ten years in the United States. and Foreign born, total 14,080,000 19,767,000 immigrants who came to stay between % of total population 6.2 7.9 1970 and 1980 for 1980 and 1980 and Foreign born, 11+ years in US 8,520,000 11,104,000 1990 for 1990.It can be determined Speak only English at home 3,262,000 3,066,000 whether. in fact. current immigrants are Speak a non-English language 5,258,000 8,037,000 acquiring English-speaking ability to a % of earlier immigrants 61.7 72.4 greater or lesser extent than immigrants in With E-speaking difficulty 2,786,000 4,126,000 51.3 earlier years. % of earlier immigrant HNELs 53.0 5,560,000 8,664,000 As shown in the accompanying table. Recent immigrants, total Recent immigrants, aged 5+ 5,340,000 8,403,000 both the numbers and the percentages of Speak only English at home 868,000 1,010,000 people. aged 5 and older. who speak lan- Speak a non-English language 4,471,000 7,393,000 guages other than English at home in- °h. of recent immigrants, 5+ 83.7 88.0 creased between 1980 and 1990 in all With E-speaking difficulty. 3,142,000 4,004,000 categories. The number of native-born (3/0 of recent immigrant HNELs 70.3 67.7 home speakers of non-English languages increased from 13.3 to 16.4 million and Sources for table: US Bureau of the Census. 1980 Census of Population. Detailed Population their proportion of the native-born popu- Characteristics. Part 1. United States Summary (Washington, DC: US Government Printing Office. 1984) and Susan J. Lapham. 1990. Profiles of the Foreign-Bom Population (CPH-L-148) lation aged 5+ rose. from 6.8 to 7.8 per- (Washington, DC: US Bureau of the Census. 1993). cent. The number of foreign-born home 1 n I BEST COPYAVAILABLE. NABE NEWS DECEMBER 15, 1995 PAGE 7 Bilingual Education: Separating Fact from Fittion-

critical thinking skills earlier than LEP students in monolingual Myth #1 Disproved: English settings because they could explore challenging content matter long before students in monolingual English classrooms. "Studies prove bilingual To use an example from Washington. DC. Public Schools. education doesn't work." students at the Oyster Bilingual Elementary School where the student body is composed of roughly equal numbers of native There is a consensus in the research community both on the English- and native Spanish-speakers are taught half of the time soundness of the theory and effectiveness of bilingual education. in English and half of the time in Spanish. Sixth grade students at The culmination of the research consensus is reflected in two the school posted scores equivalent to twelfth grade students in studies. covering thousands of Spanish-speaking limited-English English language arts on the California Test of Basic Skills. In proficient (LEP) students, validated by the National Academy of other words. sixth grade bilingual education students were not Sciences ( NAS) in 1992. only performing at the level of high school seniors in English. they In I990. the Department of Education asked the NAS to review were also fully literate in Spanish. these studies and critique their findings. The NAS is the most prestigious research body in the world. Composed of researchers and social scientists recognized by their peers as the best in their Myth #3 Disproved: fields. the NAS is considered the "all-star team" of the research community. When an NAS review Committee can agree on the "Many 'bilingual' programs use validity of research, it is believed that a research consensus has been reached. the student's native language The NAS review affirmed the finding that LEP students in almost exclusively. " bilingual education programs made greater academic gains in content areas, like math, than the students who received all This often heard claim is wholly refuted by the studies validated instruction in English. by the NAS. The studies found that English was used the majority of time in bilingual education programs and by the fourth grade only 3 percent of instruction was in the student's native language. Myth #2 Disproved: Specifically, the studies found that in transitional bilingual educa- tion classrooms. English was used 65.8% of the time in Kindergar- "The less time you spend ten. 69.1% in Grade 1, 74.5% in Grade 2, 80.3% in Grade 3. and 97.3% in Grade 4. Even in developmental bilingual programs. speaking a new language, the where the goal is fluency in both languages, English was used a majority of the time in Grades 3-6. Every bilingual education more slowly you'll learnit." program has an English as a second language (ESL) component. The studies validated by the NAS directly addressed and That is, every bilingual education program includes significant refuted this claim. "The study concluded that providing LEP coursework in teaching English language skills. students with substantial instruction in their primary language does not interfere with or delay their acquisition of English Upcoming., issues of NABE::.NEWS will language skills, but helps them to 'catch up' to their English- speaking peers in English language arts. English reading. and continue to print excerpts from Bilingual math. In contrast. providing LEP students with almost exclusive Education: Separating Fact from- Fiction,. a instruction in English does not accelerate their acquisition of short report that helps policy_Makers, the English language arts. reading or math, i.e.. they do not appear to media, and the public better understand be 'catching up.' The data suggest that by grade six, students bilingual education. TIiisje[00,:NAI3E. provided with English-only instruction may actually fall further behind their English-speaking peers. Data also document that REPORT draws on current_ government learning a second language will take six or more years [regardless data and scholarly, independentresearch of the instructional approach. English-only or bilingual educa- toidentify what is fact -ancEfiction in a.. tion]." diScussion of the educatiOn'iiflirnited- Students in bilingual education classes posted superior test English proficientstudents-an7iOnCitides scores because bilingual education students were allowed to continue to academically and cognitively develop as soon as they detailed..notes on research*jurces:The entered school through the use of their native language. Bilingual report is available free of charge.from education students were able to problem solve, analyze, and apply 10 2. NABE NEWS DECEMBER 15, 1995 PAGE 8 Technology and Language-Minority Students Column Editor: Dr. Dennis Sayers, University of California Educational Research Center

A Selected Annotated Listing of Internet Resources for Bilingual/ESL Education: Information Connection Tools

speeds. While 28.8K bits (let- teacher. or student with such a computer by Dr. Dennis Sayers ters) per second (bps) is con- setup would be in an ideal position to take sidered the standard by some. advantage of the new multimedia Internet Editor's Introduction:This issue's tech- many use I 4.4K bps or 9600 "browser" programs, such as Netscape. nology column first provides an overview bps, which can often can be of Internet resources for bilingual/ESL bought for under a hundred An Overview: "Information" vs education. and then focuses on one of the dollars. "People" Connection Tools two major areas of Internet activity: con- A telecommunications software It is important to realize that the Internet necting to information resources. Next program to run your modem and provides access both to information re- issue' s column will complete our survey of dial the phone. sources and human resources. In other resources by considering "people con- A telephone line. words. the Internet can connect you with nection tools." For both columns. I have Any regular phone line will people you can come to know, or it can relied extensively upon the "Guide to the do, such as are found in most help you locate information that you need Internet for Parents and Teachers" found homes. The ideal access to have. In either case, this access takes in "Brave New Schools: Challenging Cul- method is to have a direct place through the use of several Internet tural Illiteracy in Global Learning Net- phone line installed in a communication tools. While these human works.' which I co-authored with Jim teacher's room or the school' s and information resources often are inter- Cummins (St. Martin's Press, ISBN 0.- computer lab. Aside from in- related (the people you meet help you find 312-12669-7). As more Internet resources stallation cost, the only other information resources you had no idea become available. future columns in- fee is the monthly service about. and often information you discover clude "sidebars" providing updates for charge for the phone line, since will point you to other people who share students, parents. and educators. local calls to your Internet ser- your interests). it helps to keep in mind the vice provider are all that will basic division between making human For anyone concerned with education be made on the line. Barring connections and making information con- who is new to the Internet. the key this, some teachers take disks nections as you decide on a local Internet element in successfully making to the principal's office and service provider. The major "people con- your first connection to this "network of send off their students' writ- nection" Internet tools are electronic mail networks" is to find someone locally to ings once a week, but this can and LISTSERVs which are accessed help you. Luckily, most school districts be awkward. Often parents and through e-mail, while the principal "infor- have computer coordinators who would teachers prefer to connect from mation connection" Internet tools are Go- be glad to lend a hand as you learn how to home, since time is hard to phers and the World Wide Web. set up your computer for connecting to the find during the normal work- Electronic mail (or e-mail) and Internet. Once connected. you will quickly ing or teaching day. LISTSERVs connect people on the forget all the intricate settings and incom- Access either to a commercial Internet. Indeed, over 90 percent of all prehensible manuals it took to dial into a Internet service provider such as activity over the Internet takes place computer network for the first time. But America Online,or to a similar through e-mail. Sending e-mail requires until you are beyond the threshold of that service available at no or very having the Internet address of a correspon- first connection. be sure to line up a local low cost through your school dent ( or a group of correspondents: see expert. district. LISTSERVs, below). Preparing e-mail is Any personal computer. no matter what While it is possible to use any brand of a bit different from getting a letter ready brand. and from whatever country, can personal computer. no matter how humbly for the postal service. First, you address connect to the Internet. Beyond having a equipped. to connect to the Internet, the your "electronic envelope" with the computer. there are five requirements that possibilities that open up for global learn- Internet address of your correspondent you will need to see to. You will need: ing networks are broader with a setup that and then you write a message (or, more a word processor. includes a high-capacity hard disk, as much efficiently, you insert a previously written a modem and cable that connects random access memory (RAM) as pos- message in the "envelope"). Your mes- your computer to a phone line. sible, a high-speed modem, and a color sage is then sent by passing mail packets a Modems come in various monitor, ideally with speakers. A parent, CONTINUED ON PAGE10

NABE NEWS DECEMBER 15, 1995 PAGE 9 Information Connection Resources TECHNOLOGY FROM PACE9 Gophers la pony express from computer network to ERIC: The main ERIC Gopher contains an enormous wealth of information such computer network, opening and closing as searchable lesson plans. ERIC Digests. update on funding and legislation from circuits all along the way. Because each all the ERIC Clearinghouses, including those devoted to language-minority educa- transaction takes only nanoseconds to com- tional issues, such as the Clearinghouses on Languages and Linguistics,on Rural plete. e-mail is the fastest and cheapest Education and Small Schools, on Urban Education, and the Adjunct ERIC Clearing- way to communicate over the Internet. house for ESL Literacy Education. gopher://ericirsynedu LISTSERVs use e-mail to create dis- The ERIC Clearinghouse on Rural Education and Small Schools: Aside from its cussion groups of people with common listings on the main ERIC Gopher, this Clearinghouse maintains itsown well- interests. The guiding principle of appointed Gopher site. gopher://gopher.ael.org LISTSERVs is simple but powerful. A Language Minority Research Institute: A Gopher maintained by the University of host computer somewhere on the Internet California-Santa Barbara which is concerned with research on bilingual education runs the LISTSERV program that is de- and the schooling of linguistic minority students.gopher://linrinet.gse.ucsb.edu ij The National Clearinghouse on Bilingual Education: NCBE's Gopher lists voted to a particular special interest topic. resources and up-to-date information concerning the education of linguistically- say, for example "deaf education." You diverse students. gopher://gopherncbe.gtvii.edu can subscribe to the LISTSERV by send- The National Center for Research on Cultural Diversity and Second Language ing a short message to the subscription Learning: Includes information about research and programs focused on linguistic address for that discussion group. From and cultural diversity issues, a publications database, and back issues of the Center that moment on, you will be placed on the newsletter, together with links to related education resourceson the Internet. subscribers' list for that LISTSERV and gophe r://bn rinet. gse. ucsb. edit: 70/00/natcnt will receive every message that anyone Pluribus Unum: This new Gopher is maintained by the National Center for sends on deaf education to the LISTSERV. Restructuring Education. Schools and Teaching at Teachers College, Columbia Moreover, any message you send to the University and is concerned with "studying diversity and pluralism in school and participation address of that LISTSERV society," according to its founders.gopher://pluribus.tc.columbia.edu will be placed in the electronic mailbox of The TESL/TEFL Gopher: Provides resources relevant to teachers of Englishas a every other subscriber to that LISTSERV. second or foreign language.gopher://cunyvin.cuny.edu>Subject Specific Go- As a result, a discussion group is created pher>Teaching English as a Second/Foreign Language >Teacher Training among a broad range of people often with Resources a wide variety of experiences yet inter- TESOL: TESOL maintains a Gopher site providing readyaccess to information on ested in the same topic, ranging from stu- membership. conferences, and publications. gopher://cunyvm.cuny.edu>Subject dents. parents, and teachers to internation- Specific Gopher>Teaching English as a Second/Foreign Language>TESOL ally recognized experts in a particular field. World Wide Web (WWW) While electronic mail works by quickly Access ERIC: The publicity arm of ERIC runs a well-designed Web site which moving packets of information through provides access to all the resources of the ERIC network. http://www.aspensys.cond switches between computer networks. re- eric2/welcome.hunl mote access tools require an open line of The E-mail Pen Pal Connection: From the Virtual English Language Center (an communication between one computer online resource for students of English as a second or foreign language). this Web site network and another in the process brings together native English speakers and students of English world-wide. http:/ /www.comenius.conzlindex.htinl often tying up numerous computer net- ERIC Clearinghouse on Languages and Linguistics Center for Applied Linguis- works in between. These communication tics (CAL) has a web site. http://ericirsyredulericcIl/ tools therefore cost more money to oper- ERIC Clearinghouse on Rural Education and Small Schools (see Gophers. ate; but they allow a parent or teacher to above) has set up its own Web site. http://www.ael.org/-eric/ find a wealth of information that can trans- ERIC Clearinghouse on Urban Education runs a Web site which also includes form the educational experience of stu- links to parent education Gophers and Web pages. http://eric-web.tc.columbia.edu dents in schools. Two of the most impor- EXCHANGE: A WWW-based ESL/EFL magazine devoted to publishing writings tant of these information displayers are of ESL/EFL learners and teachers, as well as sharing effective teaching/learning Gophers and World Wide Web informa- strategies. For graphical format: http : / /www.ed.uiuc.edu/exchange/ For text only: tion browsers. littp://www.ed.iiiuc.edulexchange/excliange.html Gopher is one of the most common of The HUMAN-LANGUAGES PAGE: A huge listing of pointers to language the information displayers. The name learning resources all around the world. http://www.willanzette.edy/-jones/Lan- stands for an Internet communications util- guage-Page.html ity that "goes for" documents located TESL-EJ:The electronic journal for ESL/EFL professionals is also availableon the within its own menus or any other Gopher Web. (See E-journals, in next issue's column). littp://cc2000.kyoto-sicac.jp/infor- around the world. There are Gopher sites mation/tesl-ejlindex.html or http://www.well.com/wwwlsokolik/inde.r.html on hundreds of networks. many devoted to The National Center for Research on Cultural Diversity and Second Language K- 12 educational issues. Each Gopher lists Learning (see Gophers, above). http://zzy.v.ucsc.edu/Cntr/cntr.litinl CONTINUED ON PAGE30 BEST COPY AVAILABLE 104 NABE NEWS DECEMBER 15. 1995 PAGE 10 ) Asian/Pacific American Education Concerns Column Editors: Ji-Mei Chang, San Jose State University, CA, and Janet Y. H. Lu, ARC Associates, Inc., Oakland, CA Laotian Students: Students on the Margin

was small.Only two part-time tutors "free" land. by Dan ling Fu without any ESL training background were When they came to this country. Tran hired to deal with 36 non-English speak- was 16 years old. Cham was 15. and Paw Durine the early 1980's, many ing students, of whom twelve needed in- was 14. They had had little education in Southeast Asian refugee immi- tensive ESL services. The teachers who their own country before they arrived in grants moved into New Hamp- had those students in their classes ex- America due to the unstable situations shire. a state known for being one of the pressed their frustration.I often heard they lived through during their school least diverse in the country. Being a new- them say: "I don't know how to deal with years. Theywere,placed among children comer to the country myself and a former these kinds of students who have such who were about their age at school. They teacher of English as a second language limited English. and little knowledge of faced tremendous difficulty in their learn- ( ESL), 1 was interested in finding out how the Western culture. They are so quiet and ing. Their teachers were frustrated and - these refugee children were doing in almost never speak. [just don't know how complained. "It's crazy to place them in schools where most students and teachers to handle them. They are hard workers, the secondary level." were from the dominant culture. My inter- but...." These Laotian students were The children had been in the US for est brought me to a small seacoast town in switched constantly to different levels of three years when I conducted my study in southern New Hampshire. where about classes: as some administrators said. "We 1991. Tran. Cham and Paw were all placed seventy children attended both elemen- just don't know how to place them. Teach- in the eleventh grade. This particular high tary and high schools. ers are not happy and students are not school had a tracking system and all of my Most New Hampshire towns have had happy either." Due to language (and cul- three informants were tracked in the "low" little experience with how to deal with tural) barriers socially as well as aca- level for almost all subjects.I followed people from such different backgrounds. demically the Laotian students were these three Laotian students for a year, Over seventy Laotian families resided in separated from the American students. Few spending most of my time either in their the town but their voices were hardly heard of them had American friends. This fact ESL room or in their English classes where by the townspeople. More than 90% of the was made obvious during lunch or school what they did most was to learn vocabu- Laotian adults worked in factories. They assemblies in the cafeteria where the Lao- lary and the spelling of words. Reading worked at night, on weekends and over- tian students and other American students and writing practice for them involved time. They tried very hard to "make it" in tended to gather at separate tables. using the words they had just learned. this new land: but they had no part in In order to understand how these Lao- Most of the time in the classrooms, they making the town's decisions. When the tian children were doing at schools, espe- sat in the corner. far away from the others. town voted to cut the ESL program budget cially with regard to adjusting to the Ameri- bending their heads silently over their last year. none of them was consulted. can culture in their school learning. I worksheets or spelling words. Speaking None of them knew about it. As the vice conducted a year-long study. focusing on was the language activity Tran. Cham and president of the Laotian community stated. three Laotian secondary students from one Paw had done the least at school.All "We are too busy making ends meet. We family.Tran, Cham, and Paw Savang language skills were graded except for don't have time for anything. We don't were the names used for my three infor- speaking; so they seldom spoke. They know anything about this culture. and we mants. The Savang family had nine chil- couldn't converse with others because of don't know how to expect our children to dren: four girls and five boys. Their fam- their limited English proficiency. They be. In. our culture, education has nothing ily had been fragmented from 1975, when couldn't join others' conversations be- to do with parents; it's the thing of the the Communists took over the country, cause they had little in common with them. school and teachers." until 1983. The father was put in a "re- Their ESL teacher said that they barely My study shows that the school board. education" camp for twelve years and the spoke ten words a day at school. They school administrators. and teachers were children were sent to different relatives' didn't have time to speak as they were too not ready to face the sudden increase in the houses. Between 1983 and 1987, the fam- busy with their school work. number of Laotian children and were un- ily escaped to refugee camps in Thailand. After three years, although they were prepared to assist them in becoming part They had to escape separately, in two's or immersed in an English language environ- of the school life.In the only secondary three's, and it took four years for the entire ment. surrounded by Americans and work- school. while 6.5% of the total 9% minor- family to reunite in the Thai refugee camps. ing daily on English. they still had great ity student population was recently-ar- In 1988. the Savangs came to the United difficulty making themselves understood. rived Laotian students. the ESL budget States with nothing but a dream for a CONTINUED ON PAGE 12 105

NABE NEWS DECEMBER 15, 1995 PAGE 11 ASIAN/PACIFIC AMERICAN FROM PAGE 11

Their heavy accents, their lack of English the Thai refugee camps. They showed me dents' linguistic code, their cultural back- vocabulary and their limited knowledge poems they wrote and diaries they kept in grounds. or their different ways of learn- of the new culture marked their distance English.They discussed their dreams. ing. The source of students' problems in from others. They all knew they needed their concerns and their fears in thiS new school is not to be found in them. but the English language to move close to land. They drew pictures to express their rather in the organization of the school. others, so they worked hard at their En- stories and feelings. But none of these had The institutional arrangements enslave glish. But their hard work, often in soli- ever been heard by the others at school. learners with what school has to cover and tude. had not helped them to lessen their Their schooling gave little recognition to ignore their values, their needs, their inter- accents. enlarge their daily vocabulary, or what they knew and who they were. In- ests. their intelligence and their ways of gain the knowledge of the world and the stead, what Trait. Cham and Paw had done knowing. School learning should be to culture they came to join.Britton (1972) at school highlighted what they didn't develop students' intellectual power and (lives great value to talk, which he thinks know and couldn't do well. At school, treat them as beings of richly varied possi- is critical not only to adolescents' pursuit they appeared to others only as slow learn- bilities. of ideas but also to their establishing rela- ers, limited-English speakers and quiet Demographers estimate that by the year tionships with others. He asserts that talk students. They were mysterious to the of 2000 one of every three children will be .is the most likely means by which students American students: and the Americans. from a minority group. To face the needs first investigate. explore, and organize new including their world, remained unknown of a pluralistic society, American schools fields of interest, and then connect with to them. must prepare children with different cul- others. Newcomers like Trail. Cham and Through my study of Tran. Cham and tural backgrounds to work and live to- Paw need "talk" to connect with others, to Paw, I found that the difficulties they gether as one nation.To achieve this understand them. and to explore the new faced at school were caused by the fact that purpose. teachers, of all subjects. must world they came to join. what they were required to do at school create their classrooms as culturally con- Each of these three Laotian students was incompatible with their wishes, their gruent environments for students to inte- had expressed a burning desire: "I wish I needs and their learning patterns. Tran, grate their cultural values into literacy could speak just like the others:" "I want Cham and Paw dreamed of joining the learning. to be just like them:" and "I wish I could new world and wanted to understand and In a culturally congruent classroom, the understand what is on their minds." But be known to others so as to become part of instructional model tends to place an em- the schooling Iran, Cham. and Paw had the nation. But every day they were bom- phasis on "conversation" between teach- received had neither provided the oppor- barded with endless worksheets, sur- ers and students, and among students. By tunity to connect them with others, nor had rounded by meaningless skills and inviting students to share their own stories it invited them to be part of the commu- decontextualized spelling words, and suf- or their interpretations of their reading, nity. They struck the people at school as focated with frequent tests and quizzes in teachers not only give a chance for stu- being quiet (sometimes too quiet) stu- their school learning. They numbly and dents to construct knowledge and make dents. disconnectedly moved words from book meaning in their reading and writing, but In their silence, I sensed their alienation to worksheets and were passively trained also let them share their perspectives and and humiliation. From their worksheets to follow the rules that were foreign to cultural values. This particular approach and. tests. I felt their frustration and loss. them. They were not taught to communi- cultivates in the young an appreciation of Reading their book reports and essays, I cate with words and explore their world differences, a respect for individuality and learned little of their personalities except through reading and writing, but rather to a way of looking at the world with plural that they were students who struggled to memorize, recall and follow rigid direc- meanings. Through interaction, not only learn. The silent learning approach not tions. Ironically, the harder they worked, can students learn language in meaningful only disconnected Tran, Cham and Paw the less they could speak. and the farther contexts and for real communication, but from the real world and separated them removed they were from others.They they also learn the art of negotiating mean- from others, but also disengaged them rarely had any chance to know or let others ing by recognizing each other's voice and from the words they read and wrote. They know them at school, which was the only values, and building their relationships spent hours and hours memorizing the place where they were among Americans with each other by sharing themselves in words which made little sense to them. and could experience the American cul- their school learning. Sitting every day in the same room, they ture. America is a nation of immigrants. had no idea of what the others thought nor Tran. Cham and Paw had demonstrated Many new immigrants like the Savangs how the others read and wrote. Silently to me that they could read_and write when have sacrificed so much, even their lives, reading and writing by themselves, they the school agenda matched their learning for more than simply material success in mechanically moved words from books to patterns, otherwise, they would experi- this country. From the early Pilgrims to worksheets and rarely had them become ence great difficulty in their reading and recent refugees, all newcomers to this coun- their own. writing.This underscores the fact that try have been inspired by a feeling of During my time with them. Tran. Cham students' school failure or low academic spiritual liberty, a sense of freedom, and a and Paw told me of their life in Laos and achievement cannot be blamed on the stu- CONTINUED ON PAGE 33 1..06 NABE NEWS DECEMBER 15, 1995 PAGE 12 Administration of Bilingual Education Programs Column Editor: Dr. Jaime A. Castellano, Palmetto Elementary School, West Palm Beach, FL

Anecdotal Notes From A First-Time Principal

simply does not meet my standards. These have been told that I am out of compliance by Dr. Jaime A. Castellano students deserve more. Their native lan- for having too many from this ethnic group. guage is an asset to our school and com- Go figure. I am very fortunate to have a As we move towards the holiday munity and a valuable resource that should proactive area superintendent who real- season I have served as principal be nurtured. izes that my first priority is to my school of Palmetto Elementary School The seven ESOL teachers and assis- community. for about four months now. Located in tants who are on staff know how I feel. The school district is also in the process West Palm Beach. Florida. Palmetto serves They know I am not happy with the cur- of interviewing candidates for the position a predominantly Cuban student popula- rent status of our program. It resembles a of superintendent. The November 17th tion. I love my job. My prior administra- remedial, compensatory-based program. issue of the local newspaper had an article tive positions have more than adequately However, I must give them credit for work- outlining, among other things, the inter- prepared me for the role of principal. I ing to improve existing conditions. We viewing committee. Only one Hispanic. attribute much of my current success to articulate on a regular basis and agree that from the business community, will serve Dr. Larry Week, superintendent of Addison staff development is needed on at least a on the committee. Not one Hispanic repre- School District #4, located in Addison. bimonthly basis. Teacher training is being senting the educational community sits on Illinois. For that matter. I have benefitted provided by our area contact support per- the committee, despite a 17% Hispanic from my relationship with the entire cen- son. Barbara Rosen. Barbara is very knowl- student population. Why is this? tral office team of Addison District #4. edgeable and always ready to lend a help- I have been told not to make waves and The foundation of my administrative ing hand. not to ask questions. I can't help myself. I knowledge. in part, comes from their back- I have informed the ESOL staff that don't consider myself a rebel. Remember. ground and experiences. They encouraged major wholesale changes in the program I was born and raised in Chicago. To quote me to grow and take risks. They applauded will occur next year. We will move to a a music group from the 1970's: "If you've my successes and accepted my mistakes model that reflects enrichment and ac- ever been held down before, I know you by providing a nurturing, collaborative celeration and that accentuates the native refuse to be held down anymore." That's environment. I learned so much. language of our students. I have visited how I feel. I wonder if people will under- What I appreciate the most is that they dual-language magnet programs in Miami stand this? By the way, why with all the looked beyond my Hispanic name and with which I was very impressed. We will affirmative action hoopla are there only culture and accepted me for who I was. be instituting some of their strategies at six Hispanic principals in a district with They had confidence in my ability. And Palmetto next year. My area superinten- over 130 schools? although there were some rough times in dent has given her consent for us to apply the four years I was with them, I have for magnet school status in the area of The Teaching Staff grown so much as a result of my relation- languages. When I came on board in mid-July I had ship with them. I now consider them my no preconceived notions about the Pal- mentors. Thanks Larry, Ken, TomP..Jan. Affirmative Action metto staff. I decided to take the advice of Paul. and Tom B. for believing in me. I have never worked for a school system Dr. Larry Weck and Mr. Tom Romano, as preoccupied with ethnic ratios as Palm two outstanding administrators from Teaching English to Speakers of Beach County. For all practical purposes Addison District #4 in Illinois. They sug- Other Languages it is a Black and White issue. Hispanic gested that I should do a lot of listening It is difficult to comprehend that a school students are considered White, according and observing the first few months. By district the size of Palm Beach county. to the Office of Civil Rights, for purposes doing this I would be able to determine with more than 17,000 limited English of desegregation. As a Hispanic. I take who my allies were. They sure were right. proficient ( LEP) students, has restricted issue. I have a vision for Palmetto which I am itself to offering only one model of teach- In addition. principals receive an ethnic trying to sell and which calls for some ing English to this population of students. breakdown of their teaching staff about major changes. My experience has told me As the principal of a building where the once a month. There are targets for each of that too much change too quickly just majority of students are limited English the major ethnic groups that we are en- upsets people. Realizing this, I have insti- proficient. I have a responsibility to offer couraged to comply with. I have a school tuted minor surface level changes success- them the best educational program pos- of 450 students. of whom 315 are His- fully. At the same time I am preparing my sible. Our current ESOL pull-out program panic. I have six Hispanic teachers and CONTINUED ON PAGE14 107 BEST COPY AVAILABLE NABE NEWS DECEMBER 15. 1995 PAGE 13 ADMINISTRATION FROM PAGE 13 staff for wholesale changes next school education of their own children. dual-language program. I suspect the year. I have promised to keep them in- Prior to my arrival parent involvement scores would be much higher. Time will formed all along the way. I think they and participation were dismal at best. Par- tell.Many of the changes which I will appreciate the lead time necessary to de- ents simply did not feel welcomed. There implement next year are directly aimed at velop a new "mind set.- were language and cultural barriers com- increasing test scores. I believe that's how Furthermore. I am asking them to be pounded by an uninviting atmosphere. most schools operate. The emphasis will change agents by assisting me in develop- During the 1994-95 school year, overall be on enrichment and acceleration, not on ing the future plans for Palmetto. Most parent participation totaled approximately compensation or remediation. I don't waste have bought into this. However, there is a 30%. This was documented in the School my time talking to teachers who mention very small percentage of the staff who Improvement Plan and targeted as an area the latter. They know how I feel. don't seem to care and choose not to par- of concern.I have made a conscious The other day I asked four of our 5th ticipate. I accept the fact that I won't be decision to hire staff who reflect the stu- grade students to address envelopes for a able to reach everybody. I guess that's just dent population and community. We now letter that was going to be sent to their part of organizational politics and human have twelve staff members fluent in the parents. Two did not know their address behavior. Spanish language, up from seven the pre- and none of the four knew how to address Allowing staff to be part of a collabora- vious year. I have seen a dramatic increase the envelope. I was dismayed at first, but tive decision-making body is nothing new in the number of parents visiting our cam- after some time I realized that my commit- or innovative. It is important for them to pus and attending school-related functions. ment to all students became stronger. I am take ownership of the decisions that will As of November 1995, parent partici- more determined than ever to see to it that take us into the 21st century. I have always pation is at 93%. This is not by accident. they receive a world-class education. If advocated a team approach in decision- We have worked hard and have made a this means replacing mediocre staff with making. My staff is supportive and thank- commitment to see that parents are taken new blood, that's what I'll do. ful. care of. The fact that I am Hispanic and In a way I feel kind of sorry for what the accessible to parents has helped. Summary and Conclusion Palmetto faculty and staff have had to Our goal is to achieve a parent contact/ I have dreamed about becoming a prin- endure the four or five years prior to my participation rate of 100%. I think this cipal for years. It is everything that I thought arrival: regular administrative turnover, goal is attainable. To my knowledge no it would be. It is definitely a challenge. I scandal, departmental squabbles, invol- school in our geographic area has ever like challenges. If someone says it can't be untary teacher transfers, and cultural bar- achieved 100% participation. I know we done, I set out to prove them wrong. Poor riers between the staff, students, and school can do it. Our parent liaison and commu- Hispanic students deserve the same chances community, among others. nity language facilitators are well respected as their White middle class peers. One of Behind every successful principal is an in the Cuban community. my goals is to see they get those same outstanding staff dedicated to the children Palmetto has transformed itself to an chances.I am also not concerned how they serve. I know the teachers of Pal- open, inviting campus. Parents are wel- other principals perceive me. I know many metto have positively impacted the lives comed anytime during the day or night. don't like the fact that I want my students of hundreds of students. This is demon- We offer programs that meet their needs, taught in their native language. My pri- strated by the many students whom I have not ours. We communicate with them in mary responsibility is to my school com- met who have returned to Palmetto to their language. We honor them and re- munity and area superintendent. They have thank former teachers and by my daily spect them. We realize that we need their both given me their blessing and the go conversations with parents and grandpar- assistance to make Palmetto a successful ahead to do what has to be done. I will do ents who have lived in the community for school the right thing by them. eenerations. This is the kind of teacher We have a long way to go at Palmetto. Lasting success takes hard work on the that Palmetto needs and deserves. This is Our standardized test scores are nothing to part of all the major stake holders: parents, the kind of teacher who will remain here brag about. They have been declining for students. staff. administration. and the with me. Palmetto has hundreds of "needy- the past three years. This is due, in part. to community. We are headed in the right students. I want teachers who will make a the fact that hundreds of students who direction. I feel it and know it in my heart. difference in the lives of their students. speak English as a second language are The success we achieve will not be mine, There is no room for mediocrity. required to take norm-referenced standard- but ours. Education is the way out for most ized tests in English. This process contra- of our students. We throw them the line in Parent Involvement dicts all the research in bilingual educa- hope that they will take the bait. One of the areas where we have experi- tion and second language acquisition. The students of Palmetto inspire me to enced the greatest amount of success is in Nonetheless, I take full responsibility do my best. The teachers inspire me to our relationship with parents and the greater for how our students perform on these learn more. The parents inspire me to school community. In four short months tests. But, I also wonder how they would work harder. The community inspires me we have convinced parents about the im- perform if allowed to take tests in their to use its Spanish cultures and language. portance of being actively involved in the native language while participating in a CONTINUED ON PAGE 34 108 NABE NEWS DECEMBER 15, 1995 PAGE 14 Upcoming Events Apple Computer Education- Grants Now Available December 27-30, 1995 - Modern Language Association Annual Conference.Chicago, IL. Contact Michael Clancy. MLA, II) Apple has officially announced the 1996 Apple Astor Place, New York, NY 10003, (212) 614-6355. Education Grants program, called Partners in Eircation 3 (PIE 3). The 1996 program builds on January 10-13, 1996 - California Association for Bilingual the past two years' experience involving partner- Education 21st Annual Conference, "A Symphony of Voices: ships between K-12 schools and institutions that Bilingual Education."San Jose Convention Center. San Jose. deliver ongoing pre- and inservice teacher train- CA. Contact CABE. 320 West -G" Street, Suite 203, Ontario. CA ing, such as schools of education; other depart- 91762. (909) 984-6201. ments within universities or colleges, and non- profit organizations. The goal of these collabora- February 8-13, 1996 - American Association for the Advance- tions is to bring the expertise and experience of ment of Science Annual Conference.Baltimore. MD. Contact Suzanne Snyder. Global Trade Productions. (703) 671-1400. both partners to the K-12 curriculum development effort and to integrate lessons learned from these February 17, 1996 - "Education for Empowerment," Annual efforts into ongoing teacher training programs.. Haitian Education Conference.Florida Atlantic University, Boca PIE 3 grants will consist of Apple hardware, Raton. FL. Contact FAU MRC, 1515 W. Commercial Blvd.. Ft. software, telecommunications, and a 10-day pro- Lauderdale. FL 33309. (800) 328-6721. fessional development retreat for five-member partnership teams. February 21-23, 1996 - "Contract ON America: The Cost of A partial allotment of hardware will be donated Exclusion in Higher Education," Eighteenth Annual Confer- in the first year of the grant.Final hardware ence of the Hispanic Association for Higher Education of New configurations will be negotiated with each grant Jersey.Sheraton Hotel and Conference Center. Eatontown, NJ. _ Contact HARE, PO Box 5084. Ironbound Station. Newark. NJ recipient. 07015. In addition, each grantee will receive an Apple WWW Internet Workgroup Server. Grantees will February 21-14, 1996 - American Association of Colleges for be eligible for a second year of funding based on Teacher Education (AACTE) Annual Conference.Chicago. IL. the first year's performance. Contact Susan Cimburek. AACTE. One Dupont Circle. Suite 610, Where to find guidelines and Washington. DC 20036. (202) 293-2450. application forms The guidelines and application forms for the March 12-16, 1996 - National Association for Bilingual Educa- 1996 Apple Education Grants program will be tion 25th Anniversary Conference, "Celebrating 25 Years of available the week of November 13 on AppleLink Success: Connecting US Schools with Language-Minority Ameri- cans,"Orange County Convention Center, Orlando. Florida. (pathway:Apple Sales & Mktg -> Education -> Contact NABE. (202) 898-1829. K12 Education -> Partners in Education 3 Grants). The guidelines and application forms also will be posted on the World Wide Web at:. http:// www.info.apple.com/education Deadline The deadline for grant applications is February 16, 1996. Caareitigt This is a national, competitive grants program. 25 YEARS OF SUCCESS All applicants will be notified about the status of Connecting U.S. Schools their applications in early June. Apple will for- with Language-Minority Americans mally announce PIE 3 grant recipients at NECC NABE '96 19g6 in Minneapolis, Minnesota. 25th Annual International For more information Bilingual/Multicultural Contact Apple's Community Affairs Department Education Conference March 12-16. 1996 in Cupertino; California at 1-800-974-2974 or 408 Orlando, Florida 974-2974. 109 NABE NEWS DECEMBER 15. 1995 PAGE 15 PETMON TO

THE PRESIDENT OF THE UNITED STATES, MEMBERS OF THE SENATE, AND MEMBERS OF THE HOUSE OF REPRESENTATIVES

I oppose English-Only because it:

1. violates the basic values of freedom and mutual respect which have given strength and unity to the nation;

2. violates basic human rights and restricts life opportunities;

3. wastes valuable linguistic resources; and

4. fosters ethnic and linguistic discrimination and division.

NAME:

ADDRESS:

TELEPHONE: FAX:

Return this form to NABE 1220 L Street, N.W. - Suite 605 Washington, DC 20005-4018

Yes! I want to help preserve language freedom in America. Iam contributing:

$10 $25 $50 $100 $500 $1000 $

Enclose check or money order made payable to NABE

NABE NEWS DECEMBER 15, 1995 PAGE 16 Buffalo, NY Rallies Against English-Only by David Baez, NABE Vice President

Eartier this year. as reductions to building that is a second or third choice. can probably be obtained from the parks appropriations were introduced in In seeking sponsors. to underwrite ex- department, and marshals should be on the - Congress. and support for English- penses. it is important to go after sponsors alert to prevent vandalism. Only legislation began to increase. NABE with a stake in the issue. e.g. makers of The entertainment provided should re- embarked on a campaign to support bilin- ethnic products whose image would be flect the cultural diversity of the commu- gual education, as well as to inform its damaged by the passage of an English- nity. School musical groups are particu- members and others about the reasons Only bill. larly happy to present the numbers they why English-Only legislation is danger- The rally's success will obviously de- have been practicing in music and dance ous and unnecessary. pend on the strength of its grass roots classes. Many NABE members and advocates support. The support of community groups. Once a good turnout is assured, politi- of bilingual education began writing let- particularly churches, is critical. Local cal figures at every level will be anxious to ters to Congressmen asking them not to groups should contact outlying groups both address the rally. They should be given support cuts to education funding the bud- to seek financial support and to swell num- guidelines directing them to stick to the get revision or English-Only legislation. bers at the rally.Unions are especially English-Only issue and to avoid trying to Buffalo. New York was no exception. We important, since they already have the make cheap political hay by bringing up also took on the challenge and planned an experience of organizing rallies, and can other partisan issues. English-Plus Rally. provide the materials for making placards. Depending on what time of day the With the help, collaboration, and total flyers and banners. rally is held, attendees may need refresh- commitment from linguistically and cul- ments. While one cannot control the prices turally diverse parents. teachers from all charged by vendors contacted to provide disciplines, students, local churches, com- Some reflections on our this service, it should be clear to them that munity-based organizations, the Buffalo highly successful English future good will depends on their offering Teachers Federation, the New York State refreshments at reasonable prices and not Association for Bilingual Education. and Plus rally in Buffalo trying to reap huge profits. other advocates and friends of bilingual might be useful to those At the rally itself. tables should be pro- education, we put forth a demonstration of considering similar vided with information and petitions on solidarity unlike any before. It has brought the English-Only issue, as well as voter us closer together and, as a result, a very rallies. registration forms and immigration infor- strong language- minority advocacy group mation. By the way, many attendees regis- has been formed. The publicity committee should be cer- tered to vote while at the rally. In a time It occurred to me that some reflections tain that media figures who are enlisted are when many Congressmen are planning to on planning and carrying out our highly sensitive to the English-Only issue and retire. it is vital that our communities be successful English Plus rally in Buffalo on have strong contacts within the commu- registered to vote. June 14,1995, with over 600 participants, nity. In addition. the selection of key indi- Last, but by no means least, is the im- might be useful to those considering simi- viduals who will respond to questions from portant work of the cleanup committee. lar rallies. the press is very important. Cleaning up the area quickly and thor- It is important to choose a significant Security is a key issue, since there are oughly will ensure permission to hold day. when the weather, hopefully. will not unfortunately some in favor of English- future rallies. be a major problem. In retrospect. while Only who may try to disrupt the rally. The English -Only bills currently be- June 14 was significant being Flag Day even causing injury. A police department fore Congress may die in committee, but it might not have been the best choice. official will be able to recruit marshals for the knee-jerk anti-immigrant sentiment be- We had hoped for follow-up after the rally the event. Still, the health and safety com- hind them will still be there, and will need to be countered by well-planned and ef- but with school winding down and people's mittee should anticipate the worst. and fective rallies. Buffalo did it well; so can minds on summer plans. there was not as arrange with a local hospital to have an any city willing to organize to show that much follow-up as we had anticipated. ambulance and paramedics on call. language and cultural diversity is the true It is equally important to choose a sig- Obviously the necessary permits must hallmark of America. nificant site. e.g. a federal building which be obtained, along with necessary insur- would be the agent of oppression should ance. For our rally we arranged for S I David Bciez is Director of Foreign Languages an English-Only law ever pass. If. how- million of liability coverage. More should and Bilingual Education for the Buffalo. NY ever. there is not sufficient space in front be obtained if a larger crowd is antici- Public Schools and current Vice President of of the desired building for the crowd an- pated. Adequate electricity for the ampli- the NABE Executive Board.

ticipated. one might have to settle for a fiers used must be in place. Portable toilets NABE 111 NABE NEWS DECEMBER 15, 1995 PAGE 17 All Cursos para Profesores tAtrig 11111. de Espanolcomo Lengua 1111111 I:141 Extranjera MEM 111111111

El Ministerio de Educacion y Ciencia de Espana anuncia la convocatoria de becas para participar en un curso de lengua y cultura espaliolas durante el proximo verano:

Estados Unidos Participantes: Education Office-Embassy Of Spain Profesores estadounidenses y canadienses de espariol 2375 Pennsylvania Ave. N.W. como lengua extranjera, K-12 y Community College Washington. D.C. 20037 Tel.: (202) 728-2335/6 Lugar: Universidad de Salamanca, Espana. Fax:(202) 728-2313

Education Office Fechas: 8 al 26 de julio de 1996, ambos inclusive. 6300 Wilshire Blvd., Suite 1740 Los Angeles, CA 90048 Contenido: Tel.: (213) 852-6997 60 horas declase:lenguaespaiiola,practicas Fax: (213) 852-0759 comunicativas, metodologia y didactica del espariol comolenguaextranjerayculturaespaiiola Education Office contemporanea. 150 Fifth Ave.. Suite 918 New York, NY 10011 Tel.: (212) 741-5144 Precio: US $2,000, de los cuales cada participante debera Fax:(212) 727-0849 pagar solo US $ 900, ya que el gobierno espariol concede una beca de US $1,100. En el precio estan Education Office 2655 Lejeune Rd., Suite 1008 incluidos matricula, materiales, algunas actividades Coral Gables. FL 33134 extraacademicas, alojamiento y manutencion. No Tel.: (305) 448-2146 incluye el viaje, que sera por cuenta del participante. Fax:(305) 445-0508

Education Office Alojamiento: Enhabitacionesindividuales,enresidencias 1405 Sutter St. universitarias. San Francisco. CA 94109 Tel.: (415) 922-2038 Fax: (415) 931-9706 Meritos: Se considerard merit° preferente estar en posesion del Diploma de Espanol como Lengua Extranjera (DELE). Canada

Embassy of Spain Solicitudes: Se pueden conseguir en cualquiera de las Oficinas 350 Sparks St.. Suite 704 de Educaci6n de Espana en Estados Unidos y en la Ottawa (Ontario), K1R7S8 Embajada de Espana en Canada, cuyas direcciones Canada Tel.: (613) 237-0281 figuran a la izquierda.

112 BEST COPY AVAILABLE

(NABENEWS DECEMBER 15. 1995 PAGE 18 NABE NEWS Book Reviews Column Editor: Dr. Antonio Simoes, Fairfield University, CT

Mediopollitoillalf-Chicken Meeting the Challenge of Teaching Linguistically Diverse Reviewed by Mary T. Cazabon Students Video Series: Profiles Ada. Alma Flor.Illustrated by Kim Noward. Translated by of Effective Bilingual Teaching Zubizarreta. 1995. Mediopollito/Half-Chicken.New York: Doubleday (37 pp) - Hard Cover; in Spanish and English. Reviewed by Rodolfo Jose Raced, Ph.D. A,ma Flor Ada retells a folk-tale passed down to her from her Cuban grandmother about the adventures of a special Meeting the Challenge of Teaching Linguistically Diverse Stu- little chicken in a bilingual book entitled. Mediopollito/ dents Video Series. Profiles of Effective Bilingual Teaching, Half-Chicken. According to the book jacket. the illustrations by Volume 1: Kindergarten, Volume 2: First Grade. Kim Howard were inspired by the pattern and textures of Mexican murals. The translation into Spanish by Rosalma Zubizarreta is he National Center for Research on Cultural Diversity and excellent. In this version the author chose to have the story take Second Language Learning; Santa Cruz, California, has place in colonial Mexico instead of Spain. Equal status is given to published this video series on effective teaching tech- Spanish and English by utilizing the same size print for both niques with bilingual children as an aid to enhance the develop- languages in open-book, page-by-page, lay-out spread.The ment of education professionals who serve linguistically and colorful illustrations span both pages and thereby enhance conti- culturally diverse students. This series has many strengths that nuity. context and meaning. However, a criticism identified by make it a valuable resource. The educational practices and the several bilingual and ESL teachers when presented with the book inspired learning environment created by these gifted teachers was that the glossiness of the pages made the print difficult to read exemplifies some of the best in our educational system. and that the illustrations might be too complex for some young Organized as a multi-volume video tape series, the first volume's readers. video tape has a running time of 26:06. and the instructor's guide In the story, a little half chicken with "only one wing, only one is 44 pages. The running time of the second video is 26:20, and the leg, only one eye and only half as many feathers as the other corresponding manual is also 44 pages in length. The first volume chicks" is the last of thirteen eggs to hatch on a ranch in Mexico focuses on Kindergarten, and the second volume demonstrates and quickly becomes the center of everybody's attention. The educational approaches with first grade students. The materials ducks, turkeys. pigeons, swallows, cows and calves, bulls and are organized and easy to use. Each video is packaged separately. horses are all amazed by the wondrousMediopollito.Soon There is an instructor's guide included which is very helpful and Mediopollito leaves the ranch and goes off to visit the viceroy in outlines the approaches. and provides time indices for scenes in Mexico City. because he learns that there is no one as "unique" as the video that serve as examples of these approaches. The guide he in the viceroy's court. During his journey, he helps out a stream provides information regarding general topics such as Classroom with blocked waters, a small fire in danger of going out and the Conditions, Expectations. Language and Literacy, and the Home/ wind tangled in some bushes. All along his travels, Mediopollito School Connection.In addition, there are descriptions of the answers his new found friends when they urge him to stay with the recommended strategies. which include Thematic Instruction and refrain: Cooperative Learning. These general descriptions are supple- "I have no time to lose. mented with elaborations of the corresponding exercises and I'm off to Mexico City activities with students. The brief summaries of the major teach- to see the court of the viceroy!" ing approaches are clearly written, and there are focus questions Upon reaching the viceroy's palace, Mediopollito is escorted to and "notes to the facilitator- that make it easy to organize presen- the kitchen where the cook decides to throw him into a pot of tations based on this material. boiling water for the vicereine's lunch. At this point, he cries out The instructor's guide provides a good summary of the prin- to his friends, water, fire and wind, who all repay him for his past ciples and techniques related to Thematic Instruction and Coop- kindness to them by enabling him to escape from the cook's pot. erative'Learning, but the lessons truly come to life when one Finally with the help of the wind, he is transformed into a observes these gifted teachers in action.Ms. Polar Espinoza weathercock and finds himself perched on the top of the tower (Kindergarten) and Ms. Erminda Garcia (first grade) are ex- overlooking all the activities of the palace. So, by helping others, tremely sensitive and exemplify an authoritative child-centered Mediopollito was, in turn, helped himself. The theme that unself- approach. The children in their classes are lovely, energetic and CONTINUED ON PAGE 20 CONTINUED ON PAGE 20 113 ,.....-C.NABENEWS DECEMBER 15, 1995 PAGE 19 MEDIOPOLLITO FROM PAGE 19 CHALLENGE FROM PAGE 19

ish acts are rewarded is thereby stressed at and scale of miles, students could enthusiastic. Their classrooms are learn- the end of the tale. plot out distances and points of ing environments where growth and de- Mediopollito /Half Chicken is a story interest such as the blocked velopment are cherished and enhanced. which recognizes that folk-tales are an stream, the small fire, and the This is achieved through a combination of important part of students' cultural heri- wind in the bushes.Distances technical expertise and the natural abili- tage. The book can be used in bilingual between locations could be ties and temperament of the teachers. -education and two-way Spanish/English calculated mathematically and The videos present actual classrooms. language programs as well as in monolin- solutions and process could be showing the children and teachers in vari- gual English programs.By being pre- shared with other groups. ous activities. There are periodic pauses sented with the text in the all English Comparing and contrasting with narration and additional information program. Spanish home-speakers would Mediopollito/Half-Chicken with to draw attention and provide further elabo- be encouraged to share their language with other folk-tales such as "The ration about the techniques used.For classmates. For example, during shared Little Red Hen" would enable example, in one scene Ms. Espinoza is reading of the story in English. students students to compare and analyze seen reading to her class. This is not the could participate by choral chanting basicthemes,characters. rigid, authoritarian story hour where the Mediopollito's refrain: illustrations, plot, setting and teacher expounds and the children listen ",:No tengotiempoque perder. problems to be overcome. silently and motionless. Instead, we see a Voy a Mexico After learning that winds are lively exchange where the teacher effec- a la cone del virrev!" identified by the directions: north. tively engages the children in a dialogue; In this way. Spanish is affirmed as a lan- south. east or west from which not only with her but also among them- guage of important status along with En- they blow, students could design selves. It demonstrates how the teacher glish in the classroom environment. and construct weathercocks, creates an atmosphere that allows the chil- There are many meaningful activities mounting them so they would dren to be comfortable with themselves related to the story in which children could blow freely with the wind. and each other. One could easily make the engage. The following lists some possi- Creating a new version of the mistake of ignoring the technical exper- bilities: story by changing the central tise and application of the teaching prin- Students could ask family theme from "Kind acts are ciples, because they are naturally woven members to share folk-tales that rewarded" to "Selfish acts are into the entire experience.The scene have been passed down to them. punished" would allow students changes. allowing Ms. Espinoza to de- These stories could be tape- to explore another common scribe what she is doing, and how each of recorded, transcribed by older theme in folktales, to innovate on these seemingly spontaneous aspects are readers and illustrated to become the text, change dialogue, action actually integrated parts of the overall part of the classroom library and conse-quences. A follow-up approach. She explains how the children collection. These special stories activity could be the cooking of a are empowered to choose topics that the could be enjoyed by all children half-chicken soup using typical class will study, and allowed to speak in in school or at home. This kind Mexican ingredients. either language they choose. The children of project would bebest Mediopollito/Half-Chicken contains are engaged in an ongoing dialogue where coordinated by parent volunteers rich vocabulary and repetitive language the social interaction facilitates verbal who could serve as links between to which young readers will respond. expression and development, and where home and school. The author chose to situate the story in the developing language skills further en- Students could dramatize the colonial Mexico rather than Spain so hance their ability to relate with each other. story by creating and staging a that the setting would be culturally rel- The teacher is authoritative, serving as a play using hand-made dowel evant to the historical heritage of many resource to the children, inspiring, en- puppets for the characters. Every Spanish-speakers in the United States. couraging, and maintaining a classroom student in the class would have a Students of varying ability will derive that is safe and nurturing. She does not participating role in the event. meaning from the story on the multiple "correct" the children in a manner that The play could be performed in levels. The colorful illustrations depict draws attention to their mistakes. Rather, English, Spanish. or bilingually. people. animals, nature scenes and struc- she responds to them as a caring person The dramatization could be tures in artful harmony. This book should and model, choosing her reply in a parallel presented to other classrooms or become a favorite with students and manner that exposes them to more sophis- parents. teachers alike. ticated verbal expression. There is little Working in cooperative groups, doubt that the children will learn from her students could construct a Mary T. CazabOn is Director of Bilingual examples. especially when one notes how detailed map depicting the route Programs in Cambridge, Massachusetts. engaged they are with her and each other. from the ranch to the viceroy's The classroom displayed in the first court. Using a legend. compass CONTINUED ON PAGE 22 NABE 114 NABE NEWS DECEMBER 15, 1995 PAGE 20 American Indian Bilingual Education Column Editor: Jon Reyhner, Northern Arizona University

NCES Reports on American Indian and Alaska Native Education

teachers, proportionally, are American schools with 25% or more American In- by Dr. Dorothy Waggoner Indians in BIA and tribal schools than in dian and Alaska Native enrollment. public schools and many more BIA and The report can be purchased for $15.00 More than half of American In- tribal schools, proportionally, than public from the Superintendent of Documents, dian and Alaska Native students schools employ American Indians or U.S. government Printing Office, Mail n the United States attend pub- Alaska Natives as teachers. Even among Stop: SSOP, Washington, D.C. 20402- lic schools in which they constitute fewer the public schools with high concentra- 9328 (SN 065-000-00753-3). than one in four students. Another third tions of American Indian and Alaska Na- attend public schools where they are at tive students. fewer than two-thirds had Reprinted from the September, 1995 issue least a quarter of the enrollment. The re- any American Indian or Alaska Native of .Numbers and Needs, Vol., 5, no. 5. mainder attend schools operated by the teachers on their staffs in 1990-1991. Numbers and Needs is a newsletter on Bureau of Indian Affairs or contracted by BIA and tribal schools and high con- ethnic and linguistic minorities in the the BIA to their tribes. In these schools centration public schools are less likely to United States published six times a year by they constitute almost the entire enroll- offer college preparatory programs than Dorothy Waggoner. Subscriptions are ment. low concentration public schools. On the $20.00 and checks should be made pay- The three educational settings vary in other hand. BIA and tribal schools are able to Dr. Waggoner, 3900 Watson Place, their characteristics and offerings, accord- much more likely to offer bilingual educa- N.W., Washington, D.C. 20016. ing to the National Center for Education tion programs than the public schools. Statistics' recent report, Characteristics Reflecting the greater poverty of their Editor's Note:Contributions to the of American Indian and Alaska Native communities, all BIA and tribal schools American Indian Bilingual Education Education. The differences offer clues to provide services funded by Chapter I. column should be sent to Jon Reyhner, the nature and quality of education re- Larger proportions of their students are Centerfor Excellence in Education, North- ceived by American Indian and Alaska eligible for free or reduced-price lunches ern Arizona University, P.O. Box 5774. Native students compared with that re- than students in either type of public school. Flagstaff, AZ 86001-5774, or E-mail to: ceived by majority students. Information The information in the report is from [email protected], about enrollments and staffs in the three the 1990-91 Schools and Staffing Survey (520) 523-0580. fax: (520) 523-1929. types of school is shown in Table I. which sampled BIA-funded schools for Not surprisingly, more principals and the first time and oversampled public NABE

Table 1. Estimated Numbers and Percentages of American Indians and Alaskan Natives in Education by Type of School: 1990-91

Total BIA/tribal Public, Al/ Public, All AN 25%+ AN <25% Students 445,425 35,339 165,161 254,925 % of total 1.1 98.7 55.3 0.6 Principals 781 67 180 534 of total 1.0 47.5 15.0 0.7 Teachers 22,129 947 3,427 17,755 % of total 0.9 37.7 15.9 0.7 # of schools 80,034 149 1,260 78,625 with Al/AN staff 6.2 96.3 64.9 5.1

NABE NEWS DECEMBER 15. 1995 PAGE 21 CHALLENGE FROM PAGE 20

grade video is equally inspired. Ms. Garcia are light, yet energetic and filled with effective exercise where teachers can first is also a naturally gifted teacher. and her feeling. The experience of the music con- identify children who have these difficul- ability to maintain an intimate relation- tributes to the material and parallels the ties. It capitalizes on the intimate relation- ship with individual children in a.crowded notion of holistic learning. ship between teacher and student, and al- classroom is impressive. Again, the un- The strengths of these videos clearly lows the teacher to observe difficulties trained observer could watch these inter- outweigh the few weaknesses that were that are not easily apparent in group activi- actions and only perceive her natural com- noted, but these do deseriie mention. The ties. fort and easy manner with the children. videos present a model of culturally com- The National Center for Research on They may not appreciate the details that petent approach with a population of pre- Cultural Diversity and Second Language define good teaching. The video includes dominantly Latino students.Unfortu- Learning has created a wonderful video scenes where the teacher explains and nately. there was insufficient formal in- series on effective teaching techniques provides additional narration. There are formation about this area. This is a weak- with bilingual children. This series has many strengths in the approaches shown, ness because there is a natural opportunity many strengths that make it a valuable but the description of the use of the inter- to provide further instruction on this criti- resource and the few weaknesses that were active journals is especially impressive. cal area. There are many who are cultur- noted are not really flaws, but stem from a The journals become a forum where Ms. ally sensitive, but few who can translate desire to have more of that quality experi- Garcia and her children can share and this into a truly culturally competent ap- ence. The package is well organized. It relate. The development of language skills proach.It is recommended that future includes a study guide and the notes to the is truly enhanced as these children struggle versions of this material provide more facilitator make it easy to organize presen- to explain and elaborate on topics of per- information and specific attention to this. tations.The actual video tapes present sonal significance.Their productions For example, discussions of the relation- some of the best samples of excellent range from the dramatic (one child writing ship between cultural variables and the educational practices. The classrooms are about a sick grandparent) to the playfully instructional approaches would be help- models of optimal learning environments humorous. As the children spontaneously ful. Additional versions with other types that facilitate holistic growth. The success express themselves. Ms. Garcia provides of bilingual classes is also recommended. of these tapes is related to the combination guidance and support that facilitates ver- The video series is an excellent re- of technical expertise and the natural abili- bal exposition skills. source for the training of new teachers and ties of the two gifted teachers, and it is a It is important to note the language the professional development of current delight to see them with their engaging skills of the two teachers in the series. Ms. teachers.But, those practicing profes- and inspired children. The practiced and Espinoza and Ms. Garcia are excellent sionals who utilize traditional authoritar- disciplined eye can find much that de- models for a bilingual class. Their own ian approaches may not appreciate the serves comment and focus in teacher train- verbal skills are superb, conveying their energy and enthusiasm that will excite ing, and many can review various aspects messages with ease, fluidly moving from others exposed to more contemporary tech- of these tapes over and over, appreciating English to Spanish and back.This is niques.The information and examples more each time. This video tape series is important in order to maintain an effective provided in this series clearly demonstrate recommended without hesitation. bilingual environment. In order for chil- recommended approaches, but there is less dren to allow themselves to take risks, information that viewers can use to con- Rodolfo Jose Raced is an assistant profes- they need to feel safe and be in a milieu trast and differentiate from other less ef- sorof psychology at Fairfield University. where both languages are equally sup- fective techniques. In encouraging prac- NABE ported. The classrooms portrayed in these ticing professionals to change and evolve, videos are sufficiently safe, and the chil- itis often helpful for them to see the dren displayed no hesitation in using or contrast between approaches. Perhaps this trying both English and Spanish. could be addressed by providing more Additional admiration is extended for background information in the facilitator's Book Review Guidelines the original music of Jose Luis Orozco. In Guide Reviews for publication in the Book many cases, the melodies are simply part Another area that could be addressed Review column should be sent to Dr. of the background. used to add color and involves a brief mention of the identifica- AntOnio Sim6es at Fairfield University, avoid silence. In this case, it was clear that tion of learning disabled students in a Graduate School of Education and Allied much thought went into the creation of the bilingual class. This is especially impor- Professions, N. Benson Road, Fairfield, music.The songs were related to the tant with children who have language- CT 06430. (203) 254-4250. Materials themes and the class lessons, and some based disorders.Many professionals from publishersshould be sent to also spoke of the children and their lives in throughout the educational system have NABE, care of the NABE NEWSeditor. the community. The first time one views difficulty identifying children who have Packages should be clearly marked these tapes it is the teaching that captures these special needs. When they notice a BOOK REVIEW MATERIAL; two one's undivided attention, because of the child who has difficulty with comprehen- complete sets of materials must be quality of the classrooms. But, upon fur- sion or expression, they erroneously con- submitted. ther viewing, the impact of the music clude that it has to do with being bilingual. permeates into awareness. The melodies The use of the interactive journals is an 111 le. BEST COPY AVAILABLE CNABE NEWS DECEMBER 15. 1995 PAGE 22 Resources for Bilingual Educators

The Age Factor in Second Language over 42.000 citations and attempts to iden- Culturally Responsive Mathematics and Acquisition: A Critical Look at the Criti- tify in one source all_ types. of materials Science Education for Native Students, cal Period Hypothesis, edited by David about Chicanos. In addition, this latest published by the Far West Laboratory. Singleton and Zsolt Lengyel.The con- version of the database has been expanded This publication examines the relevance tributors examine some of the assump- to include bibliographic information on of the national standards being proposed tions that are commonly made concerning Puerto Ricans, Cuban Americans. and for math and science education to Ameri- the role of age in second language acqui- Central American Refugees. Prices for the can Indian and Alaska Native students. A sition and argue against the notion that an database are as follows: $495 for one copy group of researchers concluded that it was early start in second language learning is of the latest version (prepaid): $1350 lat- not the standards themselves which should of itself either absolutely sufficient or nec- est version plus 2 updates (prepaid); $ I 700 be questioned, but rather the instructional essary for the attainment of native-like latest version plus 3 updates (prepaid); approaches typically used to achieve them. mastery of a second language. The authors $2000 latest version plus 4 updates (prep The report suggests that for some chil- also doubt that there is a particular stage of paid). A S5 shipping and handling charge dren, instructional approaches rooted in maturity beyond which language learning should be added to each order. To order, the learning and problem-solving tradi- is no longer fully possible. #29.95 make checks payable to UC Regents and tions of their own culture and society may (#18535930IX). Multilingual Matters, c/ send to: Chicano Studies Library Publica- be a more appropriate way to meet the o Taylor & Francis. 1900 Frost Road. tions Unit. 510 Barrows Hall #2570. national standards. Constructivist learn- Suite 101. Bristol. PA 19007-1598. (800) University of California. Berkeley, CA ing and culturally responsive education 821-8312/(215) 785-5515 Fax. 94720. (510) 642-3859: fax: (510) 642-6456. are proposed as a bridge that links Native students to math and science. $8 prepaid Characteristics of American Indian and Creating a Community of Scholarship (order no. FW- I 095-RD). Far West Labo- Alaska Native Education, published by with Instructional Conversations in a ratory for Educational Research and De- the National Center for Education Sta- Transitional Bilingual Classroom, by G. velopment. 730 Harrison Street, San Fran- tistics.This is a report on the education of Genevieve Patthey-Chavez, Lindsay cisco, CA 94107. American Indian and Alaska Native stu- Clare, and Ronald Gallimore.This 1995 dents. The information in the report cov- report explores the ways in which instruc- Directory of Ethnic and Multicultural ers Bureau of Indian Affair-funded schools tional conversations between a teacher Publishers, Distributors and Resource and public schools with 25% or more and her students contributed to building an Organizations, Third Edition, complied American Indian and Alaska Native en- academic community in a transitional bi- and edited by Vladimir F. Wertsman. rollment. The report discusses the educa- lingual fourth grade classroom. Through This directory focuses mainly on small tional settings that American Indian and an analysis of reading lesson transcripts. presses. distributors and resource organi- Alaska Native students attend. Findings classroom events, student essays. and jour- zations. It also includes some well-known show that more than half of these students nal assignments. this report shows how publishers due to their substantial contri- attend public schools in which they consti- classroom experiences fostered the devel- butions to the field of ethnic publications. tute fewer than one in four students. An- opment of students' understanding of con- The directory contains more than 210 an- other third attend public schools where cepts such as responsibility. The report notated entries and two appendixes. The they are at least a quarter of the enroll- describes how, at both the individual and annotation describes the nature of the pub- ment. The remainder attend schools oper- classroom community level, instructional lishing activities, which ethnic groups are ated by the Bureau of Indian Affairs or conversations deepened student under- covered, and other relevant information. contracted by theMAto their tribes. In standing of texts they read in class by $5.00 prepaid. David Cohen, Queens Col- these schools they constitute almost the encouraging them to make connections lege, HSF 316, Flushing, NY 11367. entire enrollment. $15.00; Superintendent between particular textual concepts and of Documents, U.S. Government Printing their own experiences. In addition to track- Issues in Cross-Cultural Assessment: Office. Mail Stop: SSOP. Washington, ing student gains in understanding, this American Indian and Alaska Native Stu- D.C., 20402-9328 (SN 065-000-00753-3) report shows who the conversations helped dents, published by the Far West Labo- build a classroom community_thut incor- ratory.This issue brief explores issues The Chicano Database on CD-ROM - porated the cultural beliefs and concerns that have affected the lack of fair and valid developed by the Chicano Studies Li- of the students. $4.00 (EPR#315). Na- assessment of Native American students. brary Publications Unit at UC Berke- tional Center for Research on Cultural Some of these issues include culturally ley.This is a comprehensive bibliographic Diversity and Second Language Learn- unfamiliar material on tests; the timed resource for information about Mexican- ing, Center for Applied Linguistics, 1118 nature of many tests which fail to provide American topics. The database contains, 22nd Street, N.W., Washington. DC 20037. CONTINUED ON PAGE 24 BEST COPY AVAILABLE 117 NABE NEWS DECEMBER 15. 1995 PAGE23) RESOURCES FROM PAGE 23 the extra time students need to process boundaries; human migration; basic eco- ment; high expectations and opportunities language which may be unfamiliar to them: nomic needs; social organization and po- to reach them: knowledge about a variety and over reliance on verbal communica- litical participation; popular culture and of cultures and languages; learning envi- tion as opposed to more culturally familiar belief systems; and diversity of perspec- ronments: and professional development. non-verbal communication. The brief con- tives. $49.95 plus $5 shipping and han- The third booklet presents a selective list- tinues by identifying assessment practices dling. A Spanish supplement will be avail- ing of promising programs and practices, that conform to the cultural and linguistic able in February 1996 for an additional providing examples of professional de- realities of Native American students' $25. Resource Center of the Americas, velopment programs. school-based initia- lives. $3; Far West Laboratory, (415) 565- 317 Seventeenth Ave. SE. Minneapolis, tives, and other efforts to implement cul- 3044. MN 55414, (612) 627-9445/(612) 627- turally responsive education. Bibliogra- 9450 Fax. phy: $5.95 (UMS-ABM-94); Promising Many Faces of Mexico, by Octavio Ruiz, Practices: $6.95 (UMS-PPP-95). NCREL, Amy Sanders, and Meredith Sommers. Multicultural Education, published by 1900 Spring Road, Suite 300, Oak Brook. This is a 24-lesson curriculum from the the North Central Regional Educational IL 60521-1480, (708) 571-4700/(708) 571- Resource Center of the Americas. Divided Laboratory. Publications include a check- 4716 Fax. into five units, the 352-page book leads list. an annotated bibliography, and a book- teachers and students on a participatory let on promising programs. The "How NativeLiteracyand Language journey through Mexican history, from Multicultural is Your School?" checklist Roundtable Proceedings, published by pre-conquest indigenous societies to the allows schools to quickly determine areas the National Center on Adult Literacy. colonial era, war with the US. the 1910- in which multiculturalism can be increased Report on a three-day conference on Na- 1930 revolution and recent developments in the school environment. The annotated tive languages, including the history of such as the Chaipas revolt. The examina- bibliography covers research-based infor- Indian education, lack of funding, inap- tion of Mexican history stresses seven key mation on multicultural education. It cov- propriate programs of the past and nega- themes: access and control of land and ers the areas of school policies and prac- tive policies engendered by these pro- other resources; changing borders and tices: curriculum, instruction and assess- CONTINUED ON PAGE 32

PRENTICE HALL REGENTS Setting the Standard for K-12 ESL Materials

Schools! ForK-6! ForMiddleSchools! ForSecondary Prentice Hall Regents ESL In the Middle Side by Side/Classmates Complete theme-based by Thomas J. Bye by Steven J. Molinsky & Bill Bliss program with innovative The only ESL series multimedia! specifically for middle A new generation of exciting, full-color, content-based ' Literature- and proficiency-based. school students! ESL texts! Integrates listening, speaking, 4-level, task-based, geared to Content-based instruction relates reading, and writing across the students' physical, cognitive, and directly to issues and interests in curriculum. emotional/social development. students' lives as it helps develop CD-ROMs fully integrated with Combines content-area language skills. student and teacher materials. instruction with language- acquisition activities. O OOOOO OOOOOOOOOOOOOOOOO OOOOO OOOOOOOOOOOOOO 6 For more information on this For more information on these secondary school programs and/or K-6 program call: on Prentice Hall Regents adult education ESL materials, call: 1-800-548-6899 1-800-ESL-2ESL (1-800-375-2375) 118 NABE NEWS DECEMBER 15, 1995 PAGE 24 News from NABE's Western Region An Update on People, Places and Policies

by Dr. Herman S. Garcia Western Regional Representative cally. BSU has both an undergraduate Donaldo Macedo of the University of teacher education program that is oper- Massachusetts in Boston, JosefinaTinajero Colorado ated on campus and a graduate bilingual of the Univeristy of Texas at El Paso, Stan The Colorado Association for Bilin- teacher education program in which classes Paz, Superintendent of the El Paso Inde- gual Education (CABE) held its 24th An- are taught at two off-campus sites. In ad- pendent School District. Anthony Trujillo, nual Conference in Vail on October 26- dition, BSU has a program with two com- Superintendent of the Ysleta Independent 28. Colorado Teacher of the Year Maria munity colleges, one in Twin Falls, Idaho. School District, Herman S. Garcia of New Ramirez gave a moving speech at the and the other in Ontario, Oregon. Each site Mexico State University, and Jim Lyons, Friday luncheon. At Saturday's luncheon. has approximately 25 students who com- NABE Executive Director. TABE Presi- the membership was treated to an out- plete an Associate of Arts degree in educa- dent Jose Agustin Ruiz-Escalante, of the standing talk by nationally-known re- tion and then transfer to BSU to complete University of Texas of the Permian Basin, searcher and writer Jim Cummins. This the professional component for their BA and his team from El Paso and other parts year's CABE Conference also featured degree. They then return to their local of Southwest Texas worked very hard in current NABE President Kathy Escamilla communities to complete the student teach- making this conference a successful one. as well as former presidents Jose Ruiz- ing assignment. The shortage of bilin- Congratulations! Escalante and Rudy Chavez. NABE's gually trained teachers in Idaho is critical. Associate Director for Legislation, Policy in the past, most of the students who re- Personal Reflections and Public Affairs, Rick Lopez, spoke to ceived their teaching degree from BSU I would like to end this column with the membership about the importance of remained in Western Idaho to teach. By some personal observations. Numerous becoming politically active and letting having the students return to their home- educational and political events across the congressional representatives know towns to student-teach, hopefully more of Western United States indicate that bilin- people's concerns with regard to funding them will decide to teach in districts out- gual educators are positioning themselves for education, especially for Title VII and side of Western Idaho. against a torrent wave of attacks that re- all bilingual education programs. Over flect more of a cold war mood and atmo- 200 letters were generated and sent to New Mexico sphere than one of tolerance of diversity. Washington. Many school districts sent as The New Mexico Association for Bi- Judge Kiser of Amarillo, Texas, threat- many as 20-30 teachers to the conference. lingual Education, the New Mexico Advi- ened a Hispanic mother with child abuse Bilingual directors and principals are to be sory Council on Bilingual Education, the for not speaking English to her child. Ob- commended for their support of this state- Northern Consortium for Bilingual Edu- viously not aware of the contradiction that wide event. The CABE Board wishes to cation. and the Southern Consortium for he too speaks and writes Spanish everyday thank all the people who attended, pre- Bilingual Education have all been work- just to say Amarillo (yellow), Texas (roof sented and helped support the conference. ing diligently to preserve Title VII fund- tiles), he admonished a proud Hispanic ing. All have written letters to their repre- mother who encourages her child to speak Idaho sentatives in Washington DC indicating two languages, not just one. In fact, the The Idaho Association for Bilingual their vehement opposition to such cuts. cowboy image of Texas is more a Holly- Education (IABE) just completed their wood promotion than authentic Ameri- annual conference. Dr. Carmen Tafolia Texas can history. To be sure, there is nothing and Mr. Mullas Bass were the keynote The Texas Association for Bilingual original about it. The language of the speakers. Approximately I25 persons at- Education (TABE) held its annual confer- cowboy world is Spanish.Corral, tended the conference which offered many ence in El Paso on November 8-1 I . It was rancho, la riata, rodeo and many other excellent workshops to area bilingual edu- a very successful event, with.-over 2,000 terms are all Spanish. Even the concep- cators an other personnel. On another note, people in attendance. This year's theme tual development of ranching is Mexi- Boise State University (BSU) is currently was "La Educacion Bilingtie: El Paso a la can. This is what happens when con- seeking applications for a teaching posi- Prosperidad" ("Bilingual Education: The querors claim as theirs what really origi tion in bilingual education. Boise State Gateway to Prosperity"). Invited speakers nated from the conquered. The Mexi- University's enrollment in its bilingual included Alicia Salinas Sosa and Jose can-American war, as it is referred to programs continues to increase dramati-. Cardenas, both of IDRA in San Antonio. CONTINUED ON PAGE 30

NABE NEWS DECEMBER 15, 1995 PAGE 25 News from NABE's Eastern Region An Update on People, Places and Policies

bracing themselves for another battle. The ESL legislation expired last year.Pro- by Maria Este la Brisk newly appointed Chair of the State Board posed legislation by Representative Rudy Eastern Regional Representative of Education. Dr. John Silber. stated in a Garcia was not accepted by the Education speech to school superintendents that bi- Committee. The Committee tried to pass a n many of the Eastern Regional affili- lingual students only need one year of much more limited version, but that did not ates. new presidents have been elected. bilingual education. Please write to him pass either. The issue of new legislation The roster of presidents is as follows: and explain why only one year of bilingual will probably come up next year. On a Myrel la Lara (CT) education is not enough. more positive note, Governor Chritstine Melinda Castillo (FL) Dr. John Silber, Chairperson Todd Whitman spoke at the State Hispanic Olga Amaral (MA) MA State Board of Education Conference against the notion of legislat- Irma Lorenz (NJ) 350 Main Street ing English as the official language. Susan Pien Hsu (NY) Malden, MA 02148-5023 Recent publications: Collier. V.P. Lourdes Diaz Soto (PA) Recent publications: Brisk. M.E. (1994). (1995). Promoting Academic Success for Vanessa Irizarry (PR) Portraits of Success: Resources Support- ESL Students. Harold Chu (VA) ing Bilingual Learners. New York Massachusetts New Jersey State Conference: April 19-21, 1996. State Conference: March 27-29, 1996. State Conference: May 22-23, 1996. Kiamesha Lake, NY. Leominster, MA. East Brunswick. NJ. A'ABE Supporters of bilingual education are The New Jersey State Bilingual and

Regional News Wanted Have you changed jobs? Has someone in one of your bilingual programs received an award? Is there new legislation or policy being proposed in your district or state? Send your news to your NABE Executive Board Regional Representative. "Regional News" will appear in each issue of NABE NEWS. We hope to hear from you! Send your news to:

Eastern Region Central Region Western Region

(Connecticut, Delaware, District of (Alabama. Arkansas, Illinois. Indiana, (Alaska, Arizona, California, Colorado. Columbia, Florida, Georgia, Maine, Iowa, Kansas, Kentucky, Louisiana, Hawaii, Idaho, Montana, Nebraska, Maryland, Massachusetts, New Michigan, Minnesota, Mississippi, Nevada. New Mexico, Oregon, Utah, Hampshire. New Jersey, New York, Missouri, North Dakota, Ohio, Washington, Wyoming and the Trust North Carolina, Pennsylvania. Oklahoma. South Dakota. Tennessee, Territories of the Pacific Islands) Puerto Rico, South Carolina. Rhode Texas, and Wisconsin) Island, Vermont, Virgin Islands, Dr. Herman Garcia Virginia. and West Virginia) Dr. Joe J. Bernal Associate Professor 6410 Laurelhill Department of C & I Dr. Maria Estela Brisk San Antonio, TX 78229 College of Education School of Education New Mexico State University Boston University Las Cruces, NM 88003 605 Commonwealth Avenue Boston, MA 02215 120 BEST COPY AVAILABLE

NABE NEWS DECEMBER 15, 1995 PAGE 26 Status of FY '96 Appropriations for U.S. Department of Education

1995* '96 Administration '96 House '96 Senate Appropriations Request Bill Sub-Committee

Education Reform $494.3 million $950 million $95 million $432.5 million GOALS 2000 $371.8 million $750 million $0 $310 million School to Work $122.5 million $200 million $95 million $122.5 million Elementary & Secondary Education $9.3 billion $9.7 billion $7.6 billion $8.4 billion Title I $7.2 billion $7.4 billion $6.0 billion $6.5 billion (Migrant Education) $305.4 million $310 million $305.4 million $305.4 million (Migrant Ed.HEP/CAMP) $10.2 million $0 $0 $9.4 million Impact Aid $728 million $619 million $645 million $677.9 million Professional Development $598.5 million $735 million $550 million $550 million Safe and Drug Free School $465.9 million $500 million $200 million $400 million Magnet Schools Assistance $111.5 million $111.5 million $95 million $95 million Training & Advisory Services (CRA IV) $21.4 million $14 million $0 $14 million Education for Native Hawaiians $9 million $9 million $0 $12 million Foreign Language Assistance $10.9 million $10.9million $0 $10 million Comprehensive Regional Assistance Centers $29.6 million $55 million $0 $21.5 million Indian Education** $81 million $84.7 million $52.5 million $54.6 million Bilingual and Immigrant Education $206.7 million $300.0 million $103 million $172.9 million Title VII Student Services $117.1 million $155.6 million $53 million $107.8 million Title VII Support Service $14.3 million $15.3 million $0 $0 Title VII Professional Development $25.1 million $28.9 million $0 $15.1 million Emergency Immigrant Education $50 million $100 million $50 million $50 million Special Education & Rehabilitation $5.8 billion $5.9 billion $5.7 billion $5.8 billion Vocational and Adult Education $1.4 billion $1.6 billion $1.2 billion $1.3 billion Postsecondary Education $14.9 billion $12.6 billion $12 billion $11.9 billion Educational Research and Improvement$468.1 million $540 million $351.5 million $454.1 million Office for Civil Rights $58.2 million $62.8 million $54 million $55.5 million

Revised to include cuts from FY1995 Rescissions bill ** The majority of funding for Indian education comes from the Interior Department.

BUDGET FROM PAGE 1

gress passed a budget reconciliation bill ing for federal education programs over federal programs in the context of balanc- that would set broad spending and revenue seven years. Education was the only dis- ing the budget in seven years. For political goals for balancing the budget in seven cretionary domestic spending area to re- and procedural reasons, the President had years. The President vetoed it. ceive a funding increase. All other federal to agree. The Republican plan would have made discretionary spending programs - en- So the fate of FY 1996 funding for massive cuts to every area of federal dis- ergy. environment, transportation, veter- education now hinges on the President and cretionary spending except defense spend- ans hospitals. etc. would be cut by 5 Republican Congress forging a deal to ing which would have increased. The plan percent. The President's budget also pro- balance the budget. In addition to deter- would also have made large cuts to Medi- vides a much smaller tax cut and Medi- mining how much money to spend on care and Medicaid and cut $245 billion in care/Medicaid cuts than the Republican education in FY 1996, the current talks on taxes. plan. balancing the budget will affect education On December 7, the President made a funding for the next seven years. Negotia- major concession to the Republicans, of- tors will decide how much to cut from the Options for fering his own seven year balanced budget federal budget and from where. Judging Protecting Education Funding plan. Earlier in the year, the President had from earlier House and Senate action, the As the President and Congress struggle proposed to balance the budget in 10 years. Republican Congress believes education to forge a compromise budget, there are Lengthening the time period for balancing can be sacrificed to balance the budget. three ways they could choose to protect the budget. he had argued then, reduced federal education funding. Both sides could the pressure to make large cuts in any agree on a smaller tax cut. Such a move Current Negotiations and The single year. could free up hundreds of billions of dol- President's New Seven Year Budget In his new budget, the President has lars in federal funding over the next seven In late November. the Republican Con- again proposed to slightly increase fund- CONTINUED ON PAGE 28 121 NABE NEWS DECEMBER 15, 1995 PAGE 27 BUDGET FROM PAGE 27 years, a portion of which could be used to protect or even increase federal education funding this fiscal year and beyond. Things You Can do to The two sides could also agree to make education funding a priority and shift dol- Save Education Funding lars among the various federal programs. Such an agreement could be combined Schedule an appointment to meet with your Representative/Senator while with shrinking the Republican tax cut pro- they are home in the district. Organize a group of educators and parents to posal. The President has proposed that visit Members of Congress. Members return to their districts on weekends. Medicare. Medicaid, and education be his 4 Meet with the editorial board ofyour local newspaper or TV station. priorities. The Republicans have proposed Organize a small team of leaders and schedule an appointment. Request an defense spending as a priority. It is not editorial urging Congress to keep education, including bilingual education, off clear which of these programs will ulti- the budget cutting table, and give them real stories about the impact of federal mately win out. education budget cuts on students and families in your communities. A third option would be to adjust the Start a letter writing campaign. Mobilize your networks to write as many Consumer Price Index (CPI), as suggested letters as they can or have them call in. by the President's advisors and the Wall 4 Recruit bilingual education spokespersons, includingcurrent and former StreetJournal. The CPI, they argue, over- students to put a human face on federal education budget cuts. Forward their states inflation and artificially swells cost stories to NABE. of living adjustments for federal entitle- 4 Askyour school board and local government officials what they will have ment programs. Reducing the basis for to do make up for federal education budget cuts. Ask them what services annual CPI calculation would reduce the they will cut or what taxes they will raise. Use the information to buttress your cost of entitlements. like Social Security, arguments. and free up funds for education and other Al Write the President urging him to hang tough and veto any spending bill priorities. that cuts education, especially bilingual education. The President initially vetoed the Rescissions bill but later sacrificed bilingual education funding. Don't let this happen again. The Cost of Not Reaching Agreement 4 Letus know what you plan to do and what you accomplish so we can tell There is a possibility that the President others around the country. Send us copies of your letters, the replies, and any and Congress will never reach an agree- newspaper stories. ment. The deadlock could conceivably continue until the 1996 Presidential elec- tion when each side could take its case to the voters. A prolonged deadlock would education, were funded at 75 percent of cials get the message that voters believe be very costly for education and other their levels from last year. a 15 percent education funding must be a priority, they federal discretionary spending programs. decrease from the first Continuing Reso- will find a way to protect education. The authority for federal agencies to lution and 25 percent cut from last year. You can make a difference in how much spend money expires every September 30 Since it does not appear that the Presi- funding federal education programs re- the end of the fiscal year unless dent and Congress will reach a budget ceive in the budget deal. The President and Congress passes and the President signs a agreement by the time the current Con- Congress are listening closely to the vot- new appropriations bill. In order to keep tinuing Resolution expires on December ers to ensure the maximum political lever- the government running this year, the Presi- 15, they will have to resort to yet another age. Consult the accompanying "Things dent and Congress agreed on a band-aid Continuing Resolution. It is likely that to Do to Save Education" sidebar for ways spending measure a -Continuing Reso- federal programs will be funded at an even to communicate your sentiments to the lution" to fund the government until lower level, lower than the 90 percent President and Congress. November 15. Federal programs, includ- level of the first Resolution and the 75 The message you need to convey to the ing education, were funded at 90 percent percent level of the second one. The Reso- President and Congress is very simple: of their funding levels from last year. a ten lution may also run for a longer period of don't cut education. If enough NABE percent cut. time until March 1996 or later. members and other education supporters The two sides were hoping that the repeat the message often enough and loudly month and a half would be enough time to What You Can Do: Tipping the enough, the President and Congress will negotiate a budget bill. It wasn't, so the Scales Toward Education listen. government shut down. Government re- Because education comprises only 2 percent of the federal budget, adequate opened a week later when the two sides Rick Lopez is NABE's Associate director and growing funding for federal education agreed on another Continuing Resolution for legislation, policy, and public affairs to fund the government for another month. programs can easily be accomplished if it This time, federal programs, including is a high political priority. If elected offi- IVABE 122 BEST COPY AVAILABLE NABE NEWS DECEMBER 15, 1995 PAGE 28) 25 YEARS OF SUCCESS Connecting U.S. Schools with Language-Minority Americans NABE '96 25th Annual International Bilingual/Multicultural Education Conference March 12 -16; 1996 Orlando, Florida 123

NABE NEWS DECEMBER 15, 1995 PAGE 29 TECHNOLOGY FROM PAGE 10 MESSAGE FROM THE PRESIDENT FROM PAGE3 its information offerings in the form of menus for you to select further exacerbated by the fact that fewer than 50% of these from. Once you find some information you want. you can have it paraprofessionals are proficient in the LEP students' native lan- mailed back to you electronically, instantly. guages. Only 15% of LEP students in the study are taught by The World Wide Web (WWW or "The Web ") information teachers who have ESL certification, and only 25% are taught by displayers are based on the concept of "hypertext.- Instead of the teachers with bilingual certification. menus that Gopher provides, the Web uses "browsers" which The above findings are important for several reasons. While the -*highlight key words in its "home pages." By clicking on these key additional resources provided by the new Title I law are badly words, a parent or educator can be linked to another computer needed. they will not likely improve academic achievement of resource anywhere in the world. While Gophers handle mostly LEP students as the programs are currently being implemented. "text documents.' composed of nothing but letters, numbers, and Current practice has significant problems in the areas of assess- punctuation. the Web also allows the well-equipped user to see ment. curriculum, language of instruction and teacher preparation. graphic displays. even video clips, and hear sound that is linked to These issues must be addressed quickly and thoroughly if Title I a text the Internet version of a "slide/tape show." is to become a program that works for LEP students. Gophers and World Wide Web sites can be reached by typing One of our national goals calls for helping families get children their correct addresses (called Universal Resource Locators or ready for school. I would add that it is equally important to get URL's) in the information browser that is available from your schools ready for children all children. As we celebrate the fact Internet service provider. For example, the URL of the Gopher of that Title I funds are now available to serve LEP students. we must the National Clearinghouse for Bilingual Education isgopher:// also acknowledge that much work remains to be done to turn gophermcbe.gwa.edu:to reach the World Wide Web site for the friendly federal policy into effective instructional practice. I close National Center for Research on Cultural Diversity and Second this column with a reminder that NABE '96 will be held from Language Learning you type in the Universal Resource Locator March 12-16 in Orlando. Florida. It will be NABE's 25th anniver- http://zzyx.ucsc.edu/Cntr/cntr.html.Once connected to a Gopher sary and promises to be our best conference yet. NABE '96 is the or Web site, look for commands on your screen which permit you premier professional development opportunity for educators of to send back the valuable information resources you have found to language-minority students and there will be sessions specifically your home/school computer via electronic mail in as little as three designed for Title I personnel. Make plans now to attend! seconds but rarely more than half a minute! NABE

Editor's Note: Contributions to theTechnology and Language-Minor- ity Students column should be sent to Dr. Dennis Sayers, University of WESTERN NEWS FROM PAGE 25 California Educational Research Center, 351 E. Barstow Avenue, #101. Fresno, CA 93710. (209) 228-2050: FAX (209) 288-2055. E-mail: by American historians, is calledLa invasion norteamericana DSAYERS@pana. corn (The North American Invasion) by Mexican historians. How can NABE the same event have two completely different interpretations? What usually happens in historical accounts is that one is real and one is an invention through justification. In the United States this Tucker Summer Fellowship has happened to the Spanish language over and over again to the point where even a significant number of native Spanish speakers Applications Being. Accepted do not fully appreciate the contributions of their ancestors' lan- guage and culture. Yet, most informational documents will not The Center for Applied Linguistics (CAL) invites applica- report that there are more speakers of Spanish in this hemisphere tions for the 1996 G. Richard Tucker Summer Fellow- ship. The fellowship pays a stipend plus travel expenses than any other language including English: that in this century for an eight-week summer residency in Washington, there are more Nobel Laureates in literature from the Spanish DC, while the Fellow works with CAL senior staff mem- language than any other language; that there are more Spanish bers on one of CAL's existing research projects or on a language works of arts such as Don Quixote. La Celestina and suitable project suggested by the Fellow. In 1996, prior- others that have been translated into other languages: and that in ity will be given to proposals that focus on language the United States there are over 3.000 names in the Spanish issues related to minorities or on language education. language of sites. rivers, mountains, villages, towns, cities, states, The competition is open to candidates for a master's and local. state. and national monuments and other things; and that or doctoral degree in any field which is concerned with the United Sates is the fifth largest Spanish speaking country in the the study of language. Minorities are especially encour- world. This is what frightens people like Judge Kiser. Can you aged to apply. Applicants must have completed the imagine what might happen if this information entered the general equivalent of at least one year of full-time graduate public's consciousness? Can you imagine what might happen if study. Deadline: April 26,1996. For information contact, Grace S. Burkart at CAL, 1118 22nd Street, NW, Wash- the general public all of sudden realized that we are geographically ington, DC 20037. Telephone: (202) 429-9292. Internet: connected to the largest part of the Spanish-speaking world? grace @cal.org 124 NABE .

NABE NEWS DECEMBER 15, 1995 PAGE 30 Release of National Standards for Intern and Fellow Positions Foreign Language Available at NABE Education Winter, Spring, and Summer 1996 V_-.:- oluntary standards for the teach- ing of languages other than En- The NABE Policy Internship and Fellowship Program is a rigorous glish in U.S. classrooms were re- apprenticeship for individuals interested in policy issues of education, multi- cently released at the annual convention of culturalism, language diversity or civil rights. Interns become short-term the American Council on the Teaching of members of the NABE team, while fellows are longer term participants. Foreign Languages (ACTFL). The stan- dards ask students to learn a minimum of The heart of the NABE Policy program is direct participation of interns and one second language and emphasize the fellows in NABE's central policy activities including: development of communicative skills policy research and analysis rather than the ability to memorize gram- maintaining NABE policy materials matical rules. Understanding and respect advocacy before Congress and the federal government for other cultures is also an integral part of interaction with the 15,000 members of NABE and its state affiliates the standards. development of multimedia presentations The five goals for what students learn- collaboration with other national education or civil rights organizations ing a foreign language should be able to do administrative duties are as follows: (I) Communicate in languages other Policy interns and fellows must have a commitment to linguistic and cultural than English; diversity and social justice, excellent writing and communication skills, the (2) Gain knowledge and understanding ability to work in teams, and strong computer skills. of other cultures; (3) Connect with other disciplines and Program terms run concurrent with academic year, although special acquire information; arrangements are possible. Interns and fellows must have outside support (4) Develop insight into own language to participate; no financial assistance is available from NABE. and culture; (5) Participate in multilingual commu- To apply, please send a cover letter about why you want to join NABE, a nities at home and around the world. resume, a short writing sample, and letter(s) of recommendation to: Within each of these five areas, more Richard V. Lopez, Associate Director for Legislation, Policy, and Public explicit standards and progress indicators Affairs at the National Association for Bilingual Education, 1220 L Street are given. NW, #605, Washington, DC 20005-4018. Copies of Standards for Foreign Lan- guage Learning: Preparing for the 21st Century are available from the ACTFL, 6 Executive Plaza. Yonkers, NY 10701- 6801; (914) 963-6801. The standards are ENGLISH-ONLY FROM PAGE6 available for $17 each through Dec. 31. In January the price per copy increases to Although Senator Shelby testified of Join NAB $20. the "expenditures and duplicate services in the linguistic bureaucracy." a General fight Originally published by the National Accounting Office report released in Sep- Clearinghouse on Bilingual Education tember found that less than 0.06% of fed- Official Eti LISTSERV, a free periodic update via e- eral documents are printed in a foreign mail on various topics in bilingual language. The GAO is the nonpartisan education. For more information, contact "auditor" of the U.S. Congress. Return the's: NCBE at (202) 487-0867. Shelby's is the only "English-Only" Source: "Education Week." Vol. XV. No. measure in the Senate, but seveTal -similar Petition prink 13. Nov. 29, 1995. bills are under consideration in the U.S. House of Representatives. on page 16a

NABE '96 - March 12-16, 1996 Reprinted from Hispanic Link Weekly Re- this-issuer port, Vol. 13, #49, December 11. 1995. 125 NABE NEWS DECEMBER 15. 1995 PAGE 31 RESOURCES FROM PAGE 24 grams. The proceedings also highlight the effective strategies she employs in but which are coming to be used for peda- successful practices and positive alterna- math, social studies. and language arts gogical assessment as well. $29.95 tives around the country. It contains a classes to develop her students' language (#1853592536). Multilingual Matters, c/ summary of the presentations and discus- skills, content knowledge, and learning o Taylor & Francis, 1900 Frost Road. sions and concludes with a list of recom- strategies. The accompanying guide pro- Suite 101, Bristol, PA 19007-1598, (800) mendations for action in the areas of cur- vides trainers with background informa- 821-8312/(215) 785-5515 Fax. riculum development. teacher preparation. tion and suggestions for using the video in collaboration, advocacy, policy develop- a wide variety of formats. $40.00 plus Reconsidering Children's Early Devel- ment, funding and technology. $7 prepaid 10% shipping and handling. NCRCDSLL, opment and Learning: Toward Common (order no. PR94-03). The National Center 1118 22nd Street, N.W.. Washington, DC Views and Vocabulary, issued by the on Adult Literacy, 3910 Chestnut Street. 20037, (202) 429-9292. National Educational Goals Panel. This University of Pennsylvania. Philadelphia, report reviews recent research on the learn- PA 19104-3111. Quantifying Language: A Researcher's ing of young children, defining key ele- and Teacher's Guide to Gathering Lan- ments in an attempt to encourage parents Profile of Effective Teaching in a Multi- guage Data and Reducing it to Figures, and schools to work together to meet Goal lingual Classroom, produced by the by Phil Scholfield. This book offers the 1: "by the year 2000, all children in America National Center for Research on Cul- would-be language researcher an over- will start school ready to learn." The report tural Diversity and Second Language view of ways of gathering and turning into contains a section devoted to culturally and Learning (NCRCDSLL). The fourth figures data from a wide variety of subdis- linguistically diverse young children which video in the series Meeting the Challenge ciplines of linguistics, with numerous ex- supports the research regarding the impor- of Teaching Linguistically Diverse Stu- amples and onward reading references. tance of the native language to the develop- dents, this video showcases middle school The book places "language testing" within mentof academic. social and linguistic skills. teacher Robin Liten-Tejada and the lin- the wider context of language measure- The National Education Goals Panel. 1850 guistically and culturally diverse students ment in general, and draws attention to M Street, N.W.. Suite 270, Washington, DC in her High Intensity Language Training some ways of measuring language that 20036, (202) 632-0952. (HILT) class. Ms. Liten-Tejada explains have been more associated with research, CONTINUED ON PAGE 34

Now available from Bilingual Educational Services... THIRD EDITION . . Bilingual Education: History, Politics, Theory, and Practice by James Crawford This bestselling introduction to the field, completely revised and expanded, incorporates the latest developments in legislation, research, pedagogy, and school reform. 313 pages What experts said about the first edition... SPC29 "Highly readable and engaging. .. A fascinating glimpse into this complex policy issue." Order From Kenji Hakuta, Standford University BILINGUAL EDUCATIONAL SERVICES, INC. 2514 South Grand Avenue "The best documented, most complete, and most Los Angeles, CA 90007-9979 useful book on the issues facing bilingual (213) 749-6213(800) 448-6032 educators today." FAX (213) 749-1820 Jim Goss, Texas Tech University 12G

(NABENEWS DECEMBER 15. 1995 PAGE 32 Hold Your Tongue: Bilingualism and the Politics of "English Only" by James Crawford Now in paperback, this award-winning exposé of the English Only campaign traces the hidden agenda and social consequences of today's backlash against bilingualism.

"A very timely book that is more timely than ever." Los Angeles Times 324 pages "A valuable discussion of the United States' past and SPC30 present difficulties with intolerance and discrimina- I' I tion against immigrants." Harvard Educational Review "Jim Crawford's news-gathering prowess and Order From insider's knowledge shine throughout Hold Your BILINGUAL EDUCATIONAL SERVICES, INC.Tongue. Rich in anecdotes, majestic in its sweep and 2514 South Grand Avenue scope .. . a ground-breaking study of the English Los Angeles, CA 90007-9979 Only movement." (213) 749-6213(800) 448-6032 Henry Cisneros, U.S. Secretary of Housing FAX (213) 749-1820 and Urban Development

ASIAN FROM PAGE12 WAGGONER FROM PAGE7

feeling of self-worth. Every one of them classroom as a community in which people cent. Among recent immigrants, the num- knew that it was not easy to leave everything learn to accept the fact that learners can ber reporting English-speaking difficulty behind and start all over again in a strange move at different paces and have different increased from 3.1 to 4 million but their land, but they were willing to make the ways of knowing. In today's classrooms. proportion of all recent immigrant home sacrifice for democratic values and for the we should prepare them by letting them speakers of non-English languages de- chance that their children might have a better experience the quality of democratic val- creased from 70.3 to 67.7 percent. life than they had had before under a non- ues manifested in their literacy learning democratic system. activities for their lives tomorrow in the Reprinted from the November, 1995 All teachers need to inculcate in all democratic world. issue of Numbers and Needs, Vol., 5, no. 6. their students a genuine appreciation for References Numbers and Needs is a newsletter on the richness of American culture and the Britton, James. (1972). Language and ethnic and linguistic minorities in the democratic values of freedom. This should Learning.Harmondsworth, En- United States published six times a year by be integrated into the instructional mod- gland: Penguin Books. Dorothy Waggoner. Subscriptions are Fu, Danling. (1995). My Trouble is My $20.00 and checks should be made pay- els.For example, we could introduce English: Asian Students and Ameri- students to the values of freedom and able to Dr. Waggoner, 3900 Watson Place, can Dreams. Portsmouth. NH: N.W., Washington, D.C. 20016. individuality by giving them freedom to Heinemann. choose which books to read and what topics to write on, building on what they Danling Fu is Assistant Professor in the know and discovering what they want to Department of Instruction & Curriculum. Readers are welcome to find out, and using their own voices. In- College of Education, University of reprint any NABE NEWS stead of tracking students into ranked Florida, Gainesville. original material free of groups in their school learning, we should Editor's Note:Contributions to theAsian/Pa- charge as long as proper encourage them to collaborate with each cific American Education Concernscolumn credit is given to both other in an equal relationship where each should be sent to Janet Lti, MRC/NC, 1212 Broad- way #400, Oakland. CA 949/2. (510) 834 -9458. the author and NABE individual contributes to meaning-mak- FAX(5101763-1490. JANET_LU @arcoakland.org NEWS as the source. ing. We should consciously create our 127 NABE BEST COPY AVAILABLE NABE NEWS DECEMBER 15, 1995 PAGE 33 RESOURCES FROM PAGE 32 POMPA FROM PAGE 1

Second Language Practice: Classroom -> Elementary and Secondary Education for the Children's Defense Fund in Wash- Strategies for Developing Communica- (OESE). and Early Childhood/ -> Special ington. DC. As an assistant commissioner tive Competence, edited by Georges Strategies for Educating Disadvantaged at the Texas Education Agency in Austin. Duquette. This book suggests strategies Children/. from 1985-1990, she developed and imple- for implementing a communicative ap- mented policies affecting bilingual. mi- proach to second language acquisition. It Success in School: the Journey of Two grant. at-risk and gifted/talented students. provides ideas on how to develop second Chinese-American Fcimilies, by Sau- She was the Houston Independent School language skills in students at various lev- Fong Siu and Jay Feldman. This re- District's executive director for bilingual els of competence development, and in- search report examines parental back- programs and early childhood education cludes clear theoretical directions and prac- ground. practices and beliefs as factors in and performed Chapter 1 and bilingual tical examples. $24.95 (#1853593052). Chinese-American students' success in program evaluations from 1981-1985. Multilingual Matters. c/o Taylor & Francis. school. the parents of one of the students in 1900 Frost Road. Suite 101, Bristol. PA the report are immigrants while the par- Pompa has also served on various advi- 19007-1598. (800) 821-8312/(215) 785- ents of the second student were born and sory committees and task forces concerned 5515 Fax. educated in the US. Language use in the with language minority students and early home. parents' role in their child's educa- childhood education, including advisory Special Strategies for Educating Disad- tion. and their concepts of cultural identity panels for the National Clearinghouse on vantaged Children, by Sam Stringfield and success are factors which are consid- Bilingual Education and the National Cen- and Linda Winfield. This research docu- ered in light of the students' success in ter for Research on Cultural Diversity and ment presents first-year findings from a school. Report #6, September 1995. The Second Language Learning; the Center three-year study of 25 sites implementing Center on Families, Communities, for Applied Linguistics; advisory com- education reform strategies to improve Schools. and Children's Learning. (410) mittee to the Program in Immigrant Edu- teaching and learning for disadvantaged 516-8808/(410) 516-8890 Fax. cation: the Stanford Working Group on children. Fourteen conclusions regarding Language Minority Students; and the Qual- reform strategies, their implementation. .411 resources are listed solely for the information of ity 2000 task force on early childhood and their success are included. Call 1-800 - the NABE membership.Listing does not imply education in the United States. endorsement of the resource by the National Asso- USA -LEARN or use the U.S. Dept. of A former bilingual Kindergarten teacher Education Online Library: gopher.ed.gov- ciation /Or Bilingual Education. For more informa- tion on a resource. contact the publisher directly. and Title VII teacher training project in- structor. Pompa holds a master's degree in early childhood education from the Uni- versity of Texas at San Antonio: a bach- elor degree in sociology and early child- hood education from San Antonio's Trin- ity University; and has completed FORT LUPTON COLORADO coursework toward a doctorate in curricu- lum and instruction with a specialization in early childhood education at the Uni- 30 min. drive from Greeley, Denver, Boulder, Rocky Mountains versity of Houston. NABE welcomes Ms. Pompa and looks IthatiattdekballeAk forward to working with her. ,VABE - Weld County School District Re-8 Seeks quality teachers P-12 including ADMINISTRATION FROM PAGE 14 ESL, Bilingual Ed, Special Ed, Coaching And the school district inspires me by providing knowledge and opportunity. I Forapplicationcontact: love being a principal. Dr.AnitaSalazar,Assistant Superintendent 301Reynolds Street Editor's Note:Contributions to the Fort Lupton, CO 80621 Administration of Bilingual Educa- (303)857-6291 tion Programscolumn should be sent to the column editor. Dr. Jaime A. Castellano. at Palmetto Elementary School. 835 Palmetto Street. West Palm 128 Beach, FL 33405. (407) 533-6372.

VABE

NABE NEWS DECEMBER 15, 1995 PAGE 34 NATIONALASSOCIATION TOR BILINGUALEDUCATION MEMBERSHIP APPLICATION 1 0 Membership Type (check one only) QI am involved with bilingual education as $48 Individual Membership (check one) $30 Discounted Individual Membership P Administrator Parent: must not be professional educator and must have a child currently enrolled in a 0 College Instructor bilingual education program. A letter written on school stationery from either the teacher 1:1 Consultant or a school administrator must accompany the NABE membership application. 0 Full-Time Student College/University Student: must not be professional educator and must be enrolled U Paraprofessional on full-time basis. A copy of an official college or university document showing current 0 Parent/Community member enrollment status must accompany the NABE membership application. U Publisher Staff Paraprofessional: Must be working as an instructional aide in a public school system. School Board Member A letter on school stationery from the supervising teacher or a school administrator must 0 Teacher accompany the NABE membership application. Other $43. Combined Membership Name of Affiliate: I work In this type of $125 Institutional Membership organization $1000 Lifetime Membership 0 (check one) Commercial organization Memberships are valid for one year from the date of processing, and include one year subscription to College/university NABE publications (except Lifetime, valid for life of member and includes lifetime subscription). Local school district Organizational membership is non-voting; all other memberships are voting. 0 State education agency All memberships are non-transferrable and may not be cancelled. Membership dues are non-refundable. 0 Other I usually work with this Name and Address Information 0 level of student (check one) Mr. Early childhood Mrs. 0 Elementary 0 Ms. 0 Secondary Dr. Last First Middle 0 Higher education Adult Preferred Mailing Address: Business Home OI want to participate in Business Address the following Special Interest Group Position: (check one) Division: Adult/Vocational Education 0 Asian & Pacific Islanders Organization: Critical Pedagogy Early Childhood Education Street Address: 0 Elementary Education 0 ESL in Bilingual Education Zip: City: State: 0 Gifted Education Phone: ( Ext. Global Education Higher Education Fax: ( E-Mail: 0 Instructional Technology CI Language/Culture Retention Home Address 0 Language Policy 0 Parent & Community Street Address: Policy Makers P Professional Development Zip: City: State: 0 Research & Evaluation 0 Secondary Education Phone: ( LI Special Education

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NABE X96 CONFERENCE UPDATE

NABE '96, the twenty-fifth annual International Bilin- ExmBrroRs -ual/Multicultural Education Conference, will be held from ---,Exhibitor materials were automatically mailed to all 1995 March 12th through March 16, 1996, at the newly-expanded participants in October. If you did not receive materials, call Orange. County Convention Center in Orlando, Florida! NABE at (202) 898-1829 and dial extension 131 for instruc- tions about requesting them. NABE is currently accepting contracts from prospective If you have already received materials, and have ques- exhibitors; for further information, see Exhibitors at right. tions concerning the conference, dial extension 131 to reach the Exhibitor Information area; this is the quickest way to The attendee preregistration period has begun and will reach conference staff, and the latest exhibitor information close on January 23, 1996. For further information, see will be available there 24 hours a day. Registrants at right.

The Silver Anniversary conference will be- bigger and REGISTRANTS more spectacular than ever! There will be 200+ workshops Registration materials have been sent to all current mem: and demonstrations, an Institute cosponsored by OBEMLA/ bers and all attendees of NABE '95.

US Department of Education, a 375+ booth ahibit Hall ryY, Check the first line of the mailing label on this issue. of featuring the latest in educational materials & products, a NABE NEWS to find out your membership expiration date! Job Fair, and, as we're in Orlando, gala opening night If you want to receive a packet, call NABE at (202) 898- ceremonies at Walt Disney World's EPCOT Center! 1829 and dial extension 132, 24 hours a day, to access the.. registrant mailing list. It's the largest gathering of its kind in the country: Or, you can send an e-mail (including your posialmailing don't miss it! address) to the attention of NABE '96 at [email protected]: at this time, NABE cannot send registration materials by e- mail or by fax.

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11111111t1111 7111"1 711.11 ACM. J/11.3 I V V The news magazine about educational equity and excellence throughbilingual education

February 1, 1996 National Association for Bilingual Education Volume 19, Number 4 Bilingual Jobs Growth Brings Demandsfor More Pay whom are Hispanic, were joined in their some law enforcement agencies. But it is a by William Booth demands by bilingual Customs officers growing phenomenon, said Tony Washington Post staff writer around the country. Copeland. a spokesman for the American "I' m working three times as much as Federation of State, County and Munici- Amgrowing number of American the person who just speaks English," said pal Employees, which has helped negoti- workers, including many govern- George Rodriguez, a leader of the Cus- ate a number of contracts to garner extra ent employees, have begun to toms agents, who are seeking compensa- wages for bilingual government workers demand more pay for speaking languages tion for their language skills promised by in the last few years. other than English on the job, a tacit ac- Congress almost two years ago. Moreover, the workers are not only knowledgment that America is becoming The compensation demands, however, those in gateway cities traditionally asso- more multilingual, not less. are generating controversy. In Miami, ciated with immigrants. such as Los Ange- The controversial trend flies in the face where many non-Spanish speakers feel les or Miami, but also may be public de- of the "English only" movement, which that Hispanics already dominate the city fenders in Chicago, social workers in has come during a huge wave of immigra- and are given preferential treatment in Cleveland or clerical workers in rural Cali- tion and holds that English should be the hiring, critics say other languages should fornia. official language of government and pub- not be encouraged and certainly should "As the population becomes increas- lic life. Instead, American workers who not be a source of extra income. ingly multilingual, the work force will be speak other languages argue they should "Speak the language of our Constitu- called upon to meet that need, and so it be paid extra to handle the increased work tion. That's the bottom line," said Enos stands to reason that [bilingual workers] of dealing with fellow citizens and visitors Schera, a leader of Citizens of Dade United, should make more," Copeland said. Usu- who do not speak adequate English. which in the1980s successfully pushed to ally, the increased wages are only a few Among those seeking compensation for make English the official language of Miami's percent, he said, "not enough to change their multilingualism are emergency room Dade County. "You don't come here and anybody's standard of living." nurses, clerical workers, public defenders, refuse to speak English or come here and Rodriguez, the Miami Customs agent, phone operators, meter readers and social demand to get paid more to speak Spanish." says it is not just money, but a principle workers, as well as many law enforcement The call for more pay to speak Spanish that is at issue: an acknowledgment that officers. here has been embraced by such groups as language skills are important and that the In one of the most recent cases, U.S. the conservative anti-Castro lobby, the U.S. government needs to recognize that Customs inspectors here in Miami threat- Cuban American National Foundation, and the world, and the nation, are polyglot ened this week to stop speaking Spanish the Spanish American League Against Dis- places. and other languages unless the Treasury crimination. "I can go hours at the Miami Interna- Department increased their salary by 5 The demand for extra compensation is tional Airport without ever speaking En- percent. The Miami inspectors, many of not completely new, especially among CONTINUED ON PAGE 46

ISSUE HIGHLIGHTS Budget: latest news on page 5 NABE '96 Conference New! ESL in Bilingual Education column on page 11 Overview and Schedule New! Parental Involvement column on page 13 begin on page 23 of this issue! Technology: Internet Resources begin on page 21 131 NABE NEWS NABE EXECUTIVE BOARD 1995 - 1996 Published by the PUBLICATION SCHEDULE National Association for President Bilingual Education Volume 19 of NABE NEWS will be Kathy Escamil la P.O. Box 173364. School of Education Editor: published in 8 issues: publication dates are: Issue I 09/15/95 Issue 5 03/15/96 University of Colorado at Denver Nancy F. Zelasko, Ph.D. Denver. CO 80217-3364 Issue 2 II /01 /95 Issue 6 05/01/96 Desktop Publishing & Layout: (303) 556-4908 Jeff Spence Issue 3 12/15/95 Issue 7 06/15/96 Issue 4 02/0 /96 Issue 8 08/01/96 Vice President All advertising and copy material must NABE NEWS REPRINT AND David E. Baez be received in the NABE office ONE 291 Baynes Street EDITORIAL POLICY MONTH prior to publication date Buffalo. NY 14213 Readers are welcome to reprint non-copy- to be considered for inclusion. (716) 851-3704 righted articles which appear in NABE NEWS at no charge, provided proper credit is given NABE NEWS ADVERTISING Secretary/Treasurer Mary F. Jew both to the authors) and to NABE NEWS as Display Advertising Rates the source publication. San Francisco USD (Camera-Ready) 300 Seneca Avenue. Room 6 All articles printed in NABE NEWS. unless Full Page (7.5" x 10") $850 San Francisco. CA 94112 written by an Association staff person or a 2/3-Page (4.75" x 10") $700 (415) 469-4781 memberof the current NABE Executive Board I/2 -Page (7.5" x 4.5") $550 of Directors, are solely the opinion of the I/3 -Page (4.75" x 4.75") $425 Member-at-Large author or authors, and do not represent the I /3-Page (2.25" x 10") $425 Janice Jones Schroeder official policy or position of the National As- 1/4-Page (3.5" x 4.75") $325 732 '0' Street. Apt. #2 1/6-Page (2.25" x 4.75") sociation for Bilingual Education. Selection of $250 Anchorage. AK 99501 articles for inclusion in NABE NEWS is not Classified Advertising (907) 276-4684 an official endorsement by NABE of the $1.25 per word; maximum 100 words Member-at-Large poinns I of view expressed therein. Advertising Discounts Nga Dinh Duong (for multiple insertions) 21724 58th Avenue West TABLE OF CONTENTS 10% for second-third insertion Mountlake Terrace. WA 98043 15% for fourth-fifth insertion (206) 771-2095 Bilingual Jobs: More Pay 1 20% for sixth-eighth insertion Message from President 3 For additional information about advertising, Eastern Regional Representative View from Washington 5 contact Jeff Spence at NABE. 1220 L Street. Maria Estela Brisk NABE Interns Wanted 6 N.W. Suite 605, Washington. DC 20005. School of Education Key Reasons to Save Education 7 (202) 898-1829: fax at (202) 789-2866. Boston University Bilingual Ed Petition 8 605 Commonwealth Avenue Boston. MA 02215 Fact and Fiction 9 NABE (617) 353-3260 NEW: ESL in BEcolumn 11 The National Association for Bilingual NEW: Parental column 13 Education ( NA B El is a tax-exempt. non-profit Central Regional Representative Upcoming Events 18 professional association founded in 1975 to Joe J. Bernal GOALS 2000: IHE's Role 19 address the educational needs of language- 6410 Laurelhill Technologycolumn 21 minority Americans. San Antonio. TX 78229 NABE '96 Conference Overview NABE NATIONAL OFFICE (210) 342-8026 Overview 23 1220 L Street, N.W.. Suite 605 Western Regional Representative Fees /4 Washington, DC 20005-4018 Herman S. Garcia Schedule 25 PHONE (202) 898-1829 Department of C & I Resolutions Requested 26 FAX (202) 789-2866 College of EduCation Book Review column 31 E-mail: NABE 1 @aol.com New Mexico State University American Indian column 33 James J. Lyons, Executive Director Las Cruces, NM 88003 School Board Candidate? 35 Nancy F. Zelasko. Deputy Director (505) 646-2115 Administration column 37 Rick Lopez. A.D. for Legislation & Policy Educator Resources 39 Carolyn Riddick, Office Manager Parent Representative Asian/Pacific column 41 Jeff Spence. Information Systems Manager Susan Garcia Assessment Principles 44 Celia Torres. Member Services 18094 East Ohio. #IO2 Membership Application 47 Mina Cousins. Member Services Aurora. CO 80012 Ronald Williams. Office Assistant (303) 745-7116 NABE' 96 Sponsors 48 132

NABE NEWS FEBRUARY 1, 1996PAGE 2 Message From The President

NABE '96 Don't Miss It!

"P. tion in a particular area of focus. NABE by Dr. Kathy Escamilla has 18 special interest groups. Each of these groups will have a meeting during the conference. Their foci are diverse and Ams I write this column, I am sitting in my office in Denver watching a include areas such as early childhood edu- ajor snow storm blanket the city. cation, instructional technology, special While the snow is beautiful, I can't help education, and adult and vocational edu- but think about how nice it will be to get cation. out of the snow and down to Orlando. NABE also is not just about work. In Florida. Orlando. as you know, is the site Orlando there will be many opportunities of the 25th NABE Conference, March 12- to meet, relax and enjoy the camaraderie 16. This will be a historic conference in of colleagues and friends, and to create many ways. First, this is NABE's silver new friendships and networks. At NABE `96 you will find the most dedicated, hard- anniversary conference!Looking back 1995-1996 NABE Executive Board President, over NABE's short history, we see that we Kathy Esaunilla working, passionate and committed edu- have many accomplishments to celebrate cators in the field of education today (I and, of course, much work left to do. debate includes questions about federal guarantee it and I'm not a bit biased)! NABE '96 will provide opportunities for policies and mandates for education, as As I have practiced my profession as a us not only to celebrate the past, but also to well as federal resources for education. bilingual educator and a NABE board shape the future. This question. better stated, might be what member, I have met many bilingual edu- To celebrate the past, NABE '96 will role the federal government should take in cators who feel isolated and undervalued honor all former members of the NABE developing the future of our country and in their individual districts and communi- Executive Board. Those of us currently our society. ties. When I see these same people at serving on the Board are greatly indebted These issues, and how they are ad- NABE conferences they often tell me that to our predecessors. Their dedication, lead- dressed, will have a significant impact on they were burning-out and ready to quit. ership and perseverance (at many times in the direction of our country, and will be However, attending the NABE confer- the face of great adversity) provided the prominent in the November elections. ence gave them the renewed energy to go foundation for the thriving organization NABE '96 will provide multiple opportu- back to their communities and continue NABE is today. nities to discuss these and many other the struggle. Aside from the exhibits, the To plan for the future, NABE '96 will significant issues vis a vis the children and sessions. the politics, and the learning, one actively engage you in discussions of the families we serve. of the most beneficial aspects of the NABE issues of our times. Many of you are aware However, NABE is not just about poli- conference is the sense of shared purpose that there are several significant debates tics. NABE is the premiere national pro- and affirmation that comes from being in occurring in our country at the national fessional organization related to education a place with thousands of other bilingual level. These debates, should they become and linguistically and culturally diverse educators. NABE is good for the spirit as mandates, have the potential to greatly people. NABE '96 will provide partici- well as the mind. impact linguistically and culturally diverse pants opportunities to learn results of the If you have already pre-registered and children and their families. most recent research in our field; to take made plans to attend NABE '96, we're One significant issue being debated at part in demonstrations of the most effec- looking forward to seeing you. If you have the national level, of course, is the En- tive instructional strategies and practices not yet made plans to attend, it is not too glish-Only initiative. Better stated. it is the designed to improve academic perfor- late. Conference information is available question of whether or not the United mance and school holding power; and to from the NABE office, so please call. States should reverse a 219 year old policy visit the exhibit hall which will be packed NABE's Silver Anniversary Conference of language freedom and replace it with a with state of the art instructionatmaterials. promises to be our best ever. Join us in policy that restricts individual freedom If this isn't enough, NABE '96 will feature Orlando!

and mandates one official language. a job fair for educators who are thinking of NABE An equally important issue that is being relocating or are simply looking for career widely debated in Washington. and in each ladder opportunities. of our states. is the issue of the role of the For people who are looking for specific NABE '96 - March 12- 16,1996' federal government in education. This information or who would like informa- 13 (NABENEWS FEBRUARY 1, 1996PACE3) WITH PERMA-BOUND BOOKS FORYOUR BILINGUAL STUDENTS

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Large Education Cuts Loom for FY '96 Full Impact Won't Make Itself Felt Until Next Year

government at 75 percent, a whopping 25 grams. eight at the Department of Educa- by Rick Lopez percent cut! The Department of Education tion and two at the Department of Health has estimated that if the current Continu- and Human Services (HHS). It also freezes Even though congressional balanced ing Resolution were extended for the rest new grant activities of 23 programs at 75 budget proposals that included mas- of the year, education would be cut by $3.1 percent of the prior monthly rate. sive. multiyear education cuts ap- billion the largest cut in history. Amend- In a perverse political twist, education pear to be dead. large cuts have already ments in the House and Senate to the programs, because they are a favorite of been enacted through temporary spending current CR which would have provided the President, have become a Republican measures agreed to by the President and 100 percent funding for education were target. All of the terminated or frozen Congress. Most schools will not begin to defeated largely along party lines. programs are at the Departments of Edu- feel the effect of the cuts, however, until The third and fourth CR's went further cation or HHS. Terminated programs in- next school year because of a federal bud- than an across the board cut. The third CR clude Child Development Associate Schol- get technique called "forward funding." terminated eight small programs. The arships, Dependent Care Planning and fourth and current CR terminates 10 pro- CONTINUED ON PAGE6 Education Cuts Enacted Through "Continuing Resolutions" Normally, Congress passes 13 appro- priations bills that fund federal agencies Things You Can Do to and programs for one fiscal year. The President has signed seven into law but six Save Education Funding including the Labor-HHS-Education appropriations bill for fiscal year (FY) 4Schedule an appointment to meet with your Representative/Senator 1996 remain unsigned. The remaining when they are home in the district. Organize a group of educatorsand appropriations bills have stalled amidst parents to visit Members of Congress. Members return to their districts on irreconcilable differences over how to bal- weekends. ance the budget in seven years. 4Meet with the editorial board of your local newspaper or TV station. The two sides have agreed to four tem- Organize a small team of leaders and schedule an appointment. Request porary spending measures, "Continuing an editorial urging Congress to keep education,including bilingual Resolutions" or "CR's," that have kept education, off the budget cutting table, and give them real stories about in open the agencies lacking appropriations the impact of federal education budget cuts on 'students and families for FY '96. (FY '96 began on October 1. your communities. Start a letter writing campaign. Mobilize your networks to write as many 1995, and ends on September 30, 1996.) letters as they can or have them call in. The fourth and last CR was signed by the Recruit bilingual education spokespersons, including current and President on January 26th.It will keep former students to put a human face on federal education budget cuts. those agencies open until March 15. The Forward their stories to NABE. Senate and President are expected to agree Ask your school board and local government officials whatthey will to the House-passed bill. Each CR the have to do make up for federal education budget cuts. Ask themwhat Republican Congress has sent the Presi- services they will cut or what taxes they will raise. Use theinformatiOn to dent has included successively larger cuts. buttress your arguments. The President has stated that he disliked ^4 Write the President urging him to hang tough and veto any spending the Republican approach but, for fear of bill that cuts educationespecially bilingual education. ThePresident shutting down the government again, he initially vetoed the FY '95 Rescissions bill but later sacrificedbilingual signed them as temporary compromises. education funding. Don't let this happen again. The first CR funded the government. Let us know what you plan to do and what you accomplish so we can including education, at 90 percent of last tell others around the country. Send us copies of your letters, thereplies, year's level or a ten percent cut.The and any newspaper stories. second, third, and fourth CR's funded the 1 3 S (NABENEWS FEBRUARY 1. 1996PAGE5) VIEW FROM WASHINGTON FROM PAGE 5

Development, Dropout Prevention, Inno- Lay off teachers? Cancel computer pur- maintained in any Continuing Resolution vative Projects in Community Service, chases? Enlarge class sizes? or appropriations bill. Both the President Cooperative Education,and Douglas These are the questions that must be and Congress have now submitted bud- Teacher Scholarships. Frozen programs asked. And these are the questions that gets which will balance the federal books include Title I State School Improvement, most frighten many elected officials in in seven years, certified by the Congres- National Program of the Safe and Drug Washington. If schools and communities sional Budget Office. The issue is how to, Free Schools Act, Faculty Development see the shutdown of the federal govern- not should we, balance the budget. An- Partnerships,Bi/ingua/EducationSupport ment as not impacting education in their other article in this issue, "Four Key Rea- Services, and others. area, the Republican Congressional plans sons to Save Education," addresses educa- There will be more CR's sent to the to slash education will succeed because tion in the context of the budget. And, as President by Congress. Each will prob- the cuts won't take effect until after the always, you should call the NABE policy ably be a little tougher on education. The election. And by then, it will be too late to and budget hotline for the latest informa- good news is that the approach of the repair the immediate damage. tion ,on the budget at (202) 898-1829, November election makes any plan to tar- extension 777. get education very datfgerous. Education What To Do tops voters' list of concerns for the first Follow the suggestions in the accompa- Rick Lopez is NABE's Associate Director time in some polls. NABE members and nying sidebar, "Things to Do to Save Edu- for Legislation, Policy and Public Affairs. cation," to convey the message that educa- education supporters are in an excellent HARE position to influence the outcome and en- tion funding must be a priority and must be sure that both sides make education a na- tional priority, not a target for elimination. Intern and Fellow Positions "Forward Funding" of Education Demands that We Look Ahead Available at NABE Many schools and communities have . . incorrectly concluded that federal educa- Spring and Summer 1996 tion cuts are unimportant because the fed- eral government shutdown scarcely af- The NABE Policy Internship and Fellowship Program is a rigorous fected most schools. In reality, education apprenticeship for individuals interested in policy issues of education, cuts will be extremely painful but will not multi-culturalism, language diversity or civil rights. Interns become short- hit schools until next school year. term members of the NABE team, while fellows are longer term participants. Unlike many federal programs, federal education programs are "forward funded." The heart of the NABE Policy program is direct participation of interns and Elimination of funding for federal pass- fellows in NABE's central policy activities including: port offices, as happened during the gov- policy research and analysis ernment shutdown, was felt immediately maintaining NABE policy materials .;., by travellers seeking visas or renewals. In advocacy before Congress and the federal government contrast, federally-supported Title I and interaction with the 15,000 members of NABE and its state affiliates Title VII teachers stayed on the job. Fed- development of multimedia presentations eral funds spent by the government in one collaboration with other national education or civil rights organizations fiscal year go to operate programs during administrative duties the next fiscal year. In other words, Title VII programs operating now, in FY '96, Policy interns and fellows must have a commitment to linguisticand cultural were funded with FY '95 monies. This is diversity and social justice, excellent writing and communication skills, the why Title VII classrooms weren't affected ability to work in teams, and strong computer skills. by the shutdown. Many administrators will soon begin to Program terms run concurrent with academic year, althotigh 'special confront federal education cuts as they arrangements arepossible.Interns and fellows must have outside plan for next year. Administrators typi- support to participate; no financial assistance is available from NABE. cally decide their fall budget and person- nel needs in February and March. Next To apply, please send a cover letter about why you want to join NABE, a month, many administrators will have to resume, a short writing sample, and letter(s) of recommendation to: consider what to do if federal education Richard. V. Lopez, Associate Director for Legislation, Policy, and Public funding is cut by one-sixth, the result of Affairs at the National Association for Bilingual Education,-..122q ILStreet- extending the current Continuing Resolu- NW, #605, Washington, DC 20005-4018. tion. What would most administrators do? I6 NABE NEWS FEBRUARY 1, 1996PAGE6)t- Four Key Reasons To Save Education by James J. Lyons, NABE Executive Director

0 Education can remedy one of America's gravest economic problemsthe widening gap between rich and poor and the nation's growing underclass. Steven Rattner, managing director at Lazard Freres & Co., recently wrote in the Wall Street Journal that "Income inequality has worsened dramatically over the last 20 years and now stands at its greatest level since records have been kept. Among industrialized nations, America has the greatest division between rich and poor (and the greatest degree of deterioration over the past two decades)."' This widening gap between the rich and poor in America and growth in the number of poor Americans reflects the impact of education on personal income during a period of increasing skill demands. Between 1973 and 1992, high school dropouts saw a 35% reduction in their inflation-adjusted annual income, and high school graduates saw an 18% reduction. Those with some college lost 11%, while wage earners with a college degree lost only 2.3% of their income. Only Americans with graduate degrees saw an increase (17%) in their net income after inflation, because their skills related directly to productivity in the knowledge economy.'

The cost of public elementary and secondary education will grow substantially during the next decade. Higher costs reflect substantial growth in the student population. Expenditures for public education are slated to grow by almost a third during the next 12 years from $227 billion in 1993-94 to more than $300 billion in 2005. These additional costs reflect a14 percent growth in projected K-12 school enrollments between 1993 and 2005, amounting to nearly 7 million additional students. K-8 enrollments are projected to increase by 11 percent and grades 9-12 enrollments are slated to increase by 21 percent by 2005. Growth in student enrollment will cause the number of teachers to grow by nearly one-half million by 2005, bringing the nation's K-12 teaching force to more than 3.3 million.' Postsecondary school enrollments and costs will also grow substantially during the next decade. Postsecondary enrollments are projected to increase from 14.7 million students in 1993 to nearly 16 million students in 2005.4

Education spending strengthens the Social Security program. Most Social Security benefits are paid to retirees not from the money they contributed to the Social Security system, but rather from the contributions of younger people who are working and paying FICA taxes. The problem is that fifty years ago there were forty-two workers for every beneficiary, whereas now there are only 3.2 workers for every beneficiary, and in 2010 there will be only 2.9. By the year 2013 Social Security will be paying out more than it takes in.' Education spending strengthens the financially troubled Social Security program by boosting worker productivity and wages to compensate for the growing retiree population.

o Public schools suffer from a backlog of physical repairs and capital improvements. According to a 1995 General Account Office Report, the U.S. needs to spend $112 billion to repair or upgrade dangerous, substandard school facilities.' $112 billion is just a fraction of the amount American taxpayers spent bailing out the savings and loan industry. If the federal government can bail out an industry like the so-called "thrift" industry, accompany such as the Chrysler Corporation, or a city such as New York, why can't the government help to bail out the school systems of America whose physical plants threaten the safety and well-being of millions of school children?

Endnotes "`GOP Ignores Income Inequality," Wall Street Journal, May.23, 1995. 'Final Summit Report "Key to the Future: National Summit on World-Class Education for All America's Children," by Terrel H. Bell and Kent Lloyd, June 1995. 'U.S. Department of Education, Projections of Education Statistics to 2005. 'Ibid. 5"How to Save Social Security," The Atlantic Monthly, June 1995. 6"Will Schools Ever Get Better?" Business Week, April 17, 1995, p. 66. NABE . This NABE NEWS issue contains a petition supporting bilingual education. Before completing and returning the petition yourself, please makes copies of it and distribute them to your colleagues and friends. This is an,opportunity to let national decision-makers and legislators', know your feelings make your opinion count! For camera-ready copy in order to. reprint, please call NABE at (202) 898-1829 x106.

(NABENEWS FEBRUARY 1, 1996PAGE 7 41111111q. E PETMN 480 G L E UCATI

C dent of niteb = tote, erg of die e fRember5 of the li)ott5e of Mental-OKI

I SUPPORT BILINGUAL EDUCATION BECAUSE IT:

I ENABLES STUDENTS TO LEARN CONTENT AREA MATERIAL WHILE THEY ARE LEARNING ENGLISH, SO THEYDON'T FALL BEHIND ACADEMICALLY;

2. FACILITATES THE ACQUISITION OF ENGLISH LANGUAGE SKILLS;

3. DEVELOPS THE LINGUISTIC RESOURCES OF OUR NATION; AND

4. CONNECTS SCHOOLS WITH FAMILIES AND ALLOWS PARENTS TO BE ACTIVE PARTNERS IN THEIR CHILDREN'S EDUCATION.

NAME:

ADDRESS:

TELEPHONE: FAX:

RETURN THIS FORM TO NABE 1220 L STREET, N.W. SUITE 605 WASHINGTON, DC 20005-4018

YES!I WANT TO HELP PRESERVE FEDERAL BILINGUAL EDUCATION PROGRAMS. I AM CONTRIBUTING:

1.3$ 10 $25 $501:1 $100 $500 1000 $ 13

(NABENEWS FEBRUARY 1, 1996 PAGE8) iiinguI Education: Separating Fact froFiction

Myth #4 Disproved:. Myth #6 Disproved: "How difficultcan it be to learn "Kids are being placed in English if Berlitzcan teach someone bilingual education whocan to speak English in 30 days?" already speak English fluently is a great difference between the conversational phrases just because they havean Hispanic taught by Berlitz and the high-level academicEnglish needed to succeed in school, college, and high-skillsjob or ethnic minority surname." markets. The conversational phrases taughtat Berlitz and other necdotes of inappropriate misplacement of non-LEP short-term language programs permit the studentto order food, students in bilingual education are tragic. They reflect make hotel reservations, or locatea train station. They do not claim errible education policy that no bilingual educatorwould to equip students with the ability to writea high school paper, for condone and are against federal law. There have beenno national studies nor evaluations that have even suggested that example, on the symbolism of the white whale in HermanMelville' s inappropriate Moby Dick, at the same level asa native English speaker. In a soon- misplacement of non-LEP students into bilingualeducation is to-be-published study that mirrors the findings ofstudies validated anything but an abhorrent aberration. What hasbeen well by the NAS and many, many otherson the length of time for documented is that there are millions of LEP studentswho are not English acquisition, two researchers from GeorgeMason University provided with any services that enable themto understand examined school records of approximately 24,000language- instruction. More than a quarter (26.6 percent) of LEPstudents minority student records per schoolyear with six to ten years of currently receive no tailored educational servicesto allow them to data on achievement in standardizedtests, performance assessment understand instruction, in violation of federal law.Even more measures, grade point averages, and high schoolcourses in which troubling is the misplacement of LEP students into specialeducation enrolled. Students reached English fluency,as measured by the classes. A class action suit on behalf of over 1,000 Asianimmigrant 50th percentile on an English standardizedtest, in 5 to 10 years if families accused the City of Philadelphia of misplacingtheir LEP taught in English only and in 4 to 7years if taught in bilingual children into special education classes without parentalknowledge education. or consent in the late 1980's. In the initial case that led to the class action, an Asian refugee child was transferredto three separate Myth #5 Disproved: middle schools but never receivedany assistance in learning English, in violation of state and federal law. Afteryears in which "Language- minority parents the child failed to make any academicprogress, the school tested and communitiesoppose him, found him to be mentally disabled, and placed himin a special education class, all without the knowledgeor consent of his bilingual education. parents. polls show that language-minority communitiessolidly supportbilingualeducation.More than 80% NABE of the Latinos interviewed back bilingualeducation, according to a Los Angeles Times poll. Surveyscited by bilingual education opponents always use loaded questionsthat border on silliness. For example, English First,a national lobbying This NABE. NEWS article is the: second` organization that helps to funnel campaign contributionsto English- a series;.upcoming issues will continue to only supporters, offers this survey questionresult in their print excerpts from Bilingual Edirdation: promotional material: "the great majority of Hispanicparents Separating Fact from FiCtion; a short report more than three-fourths of Mexican-American parents andmore that helps policy makers; the media,. arid- than four-fifths of Cuban-Americanparents are opposed to the the public better understand!, teaching of Spanish at the expense of English." [emphasisadded] education. This NABE REPORT drawson It is almost surprising that only 75percent of Hispanics affirmatively current- government- data an&scholarly, answered such a loaded question thatway. The question is not independent research to-identify what is whether Hispanic or other language-minoritycommunities want fact and- fiction in a diScussiorrof :the= their children to speak Spanishor another native language only, education of limited-English- proficient but rather what is the bestway to teach an LEP student and does students- and includes detailed noteson it produce students who speak both Englishand their native research sources: it is available:free of charge from NABE tongue. Bilingual education teaches English and is themost effective way to teach children academiccontent areas. 139 (NABENEWS FEBRUARY 1, 1996PAGE9) Cursos para Profesores de Espanol en Programas Bilingues

El Ministerio de Educacion y Clencia de Espana anuncia la convocatoria de becas para participar en un curso de literatura infantil durante el proximo verano:

Participantes: 50 Profesores estadounidenses de espaiiol en programas Embassy of Spain bilingiies, grados K-8. Education Office 2375 Pennsylvania Ave. N.W. Washington, D.C. 20037 Lugar: Universidad Complutense de Madrid, Espana. Tel.: (202) 728-2335/6 Fax: (202) 728-2313 Fechas 8 al 26 de Julio de 1996, ambos inclusive.

Contenido: 60 horas de clase: enfoque metodologico de la Education Office 6300 Wilshire Blvd., Suite 1740 literatura infantil; talleres sobre teatro, lectura, Los Angeles, CA 90048 musica; conferencias; organizacion de bibliotecas. Tel.: (213) 852-6997 Fax: (213) 852-0759 Precio: US $2,000, de los cuales cada participante debera pagar solo US $ 950, ya que el gobierno espanol concede una beta de US $1,050. En el precio Education Office 150 Fifth Ave., Suite 918 estan incluidos matricula, materiales, algunas New York, NY 10011 actividadesextraacademicas,alojamientoy Tel.: (212) 741-5144 manutencion. No incluye el viaje, que sera por Fax: (212) 727-0849 cuenta del participante.

Alojamiento: En habitacionesindividuales,en residencias Education Office 2655 Lejeune Rd., Suite 1008 universitarias. Coral Gables, FL 33134 Tel.: (305) 448-2146 Meritos: Seconsideraramerit°preferenteestaren Fax: (305) 445-0508 posesi6n del Diploma de Espanol como Lengua Extranjera (DELE). Education Office 1405 Sutter St. Solicitudes: Se pueden conseguir en cualquiera de las Oficinas San Francisco, CA 94109 de Educacion de Espana en Estados Unidos, Tel.: (415) 922-2038 cuyas direcciones figuran a la izquierda. Fax: (415) 931-9706 140

(NABENEWS FEBRUARY 1, 1996PAGE 10 ESL in Bilingual Education Column Editor: Dr. Jack Milon, University of Nevada, Reno

Collaboration Leads to Authentic Bilingual EducationPrograms

It is discouraging that we have not found Robertson and Hutchinson have some by Dr. Jack Milon a way to more effectively realize the po- marvelous video tapes that we hope to tential for the two populations to learn show at NABE '96 in Orlando. Robertson's Column Editor's Note: This is the first from each other inside classrooms. But we native Spanish-speaking ESL students are article in anew regular column which will can be optimistic because we have an working with their native English-speak- focus on the role ESL plays in the education undeniably splendid opportunity to under- ing colleagues in Hutchinson's Spanish of linguistically and culturally diVerse. take a collaborative effort that could result class to help them put together an original Whether the ESL program is a component in de-facto bilingual education. and hopefully amusing story in Spanish of a bilingual education program. or it is One school where opportunity has been for young children. Their motivation to do a stand-alone program for students from translated into reality is Tahoe/Truckee this task well and their commitment to it multiple language groups. there are many High School in Truckee, California. There are entirely genuine and authentic. Neither innovative ways we can ensure that our Barbara Robertson. a teacher of ESL. and group is driven by a desire for grades or a students progress academically while they Karen Hutchinson. a teacher of Spanish, desire to please a teacher. Robertson's are learning English. I hope that you will engage in a collaboration which results in ESL students understand that Hutchinson's share your experiences with your authentic bilingual education their stu- students are working on individual books colleagues through this column. dents are using two languages in their in Spanish which they will present to na- classrooms in order to achieve pedagogi- tive Spanish-speaking second grade "bud- t is not unusual to walk into a second- cal goals the students themselves have dies" at Truckee Elementary School. ry school in the United States and find invested psychological capital in. The col- Robertson's students know that in a few at Spanish language classes consist- laborative teaching relationship between short weeks Hutchinson's students will be ing almost entirely of monolingual En- Robertson and Hutchinson results in in- standing in front of 25 native Spanish- glish-speakers and ESL classes consisting tense social interaction among Robertson's speaking seven year olds (including per- mainly of native Spanish-speakers are be- native Spanish-speaking students on the haps. their own brothers or sisters) trying ing conducted across the hall from each one hand and the native English-speaking to amuse them with stories in Spanish. other. The Spanish-speakers are being students in Hutchinson's class on the other. Those stories will be a result of the col- urged to speak English and the English- After a critical period of preparation laboration between the native Spanish- speakers are being urged to speak Spanish. and socialization, Hutchinson and Robertson speaking ESL students and the native En- The students in the Spanish classes have combine the students in their classes on a glish-speaking students in the Spanish very little contact with native speakers of continuous, intensive, scheduled basis. The class. The tapes also show the culmination Spanish and the students in the ESL classes native Spanish-speakers in Robertson's of the interaction. Hutchinson's students have limited contact with native speakers ESL classes and the native English-speak- are seen beaming with varying degrees of of English. It is a particular kind of inane ers in Hutchinson's Spanish language confidence and pride as they read the sto- pedagogy driven by social rather than lin- classes appear in each others' classrooms ries they have written in Spanish (with guistic considerations. Schools sometimes with some frequency as they work to- some help from their friends) to an assem- seem to have a difficult time supporting gether. Sometimes Hutchinson and bly of enthralled second graders. social interaction if it is intended to occur Robertson teach each others' classes. For It is difficult to imagine a more effec- across racial orethnic lines. When she was example, during one of my visits, students tive context for the authentic use of two in middle school in California, my daugh- passed by where Hutchinson and I were languages in secondary education than ter took "advanced placement" Spanish at talking to report whether they were going these kinds of tasks. Both sets of high the high school across the street. She does to go to Robertson's room to videotape school students were clearly engaged in not recall ever having had contact with a projects in Spanish or stay in Hutchinson' s developing or increasing their competence native speaker of Spanish inside her class- room to prepare after-the-field-trip thank in both Spanish and English. I have spent room, although both of the schools had you letters in English. Hutchinson was many weary hours watching bored ESL sizable native Spanish-speaking minori- less interested in their particular destina- students struggle to please their teachers ties. Her Spanish teacher left the class- tion than in keeping some semblance of while down the hall equally bored Spanish room with some regularity in order to balance so that there were enough native II students struggled to please their teach- demand that the smokers behind the build- speakers of each language in both class- ers. It is wonderfully energizing to watch ing they were in "keep it down" "it," rooms to ensure that the tasks could be students struggling in support of each other ironically, being Spanish. accomplished cooperatively. CONTINUED ON PAGE12 141 (NABENEWS FEBRUARY 1, 1996PAGE 11 iM1111111111=1 ESL IN BILINGUAL ED FROM PAGE 11

in two languages in order to produce genu- tice. and research. Chicago: National RESEARCH ine pieces of text which have a social Society for the Study of Education. purpose far beyond any possible class- Baker. C. (1993) Foundations of bilin- FELLOWSHIP room objective put in place by a teacher. gual education and bilingualism. One of the challenges that ESL teachers Clevedon: Multilingual Matters Ltd. face is answeringwhy our classroom prac- Freeman. Y. & D. Freeman. (1992) tice can not demonstrate more of the col- Whole language for second lan- laborative techniques which our method- guage learners.Portsmouth. NH: ologies call for (Freeman & Freeman. 1992: Heinemann. TEACHING Peregoy & Boyle, 1993). I hope one of the Peregoy. S. & 0. Boyle. (1993)Reading, TOLERANCE topics to be addressed through contribu- writing and learning in ESL: A re- Teaching Tolerance, a national educa- tions by the members of NABE's ESL in source book for K-8 teachers. New tion publication based in Montgomery, Bilingual Education Special Interest Group York: Longman Publishing Group. Alabama, is seeking a full-time re- is attempts by ESL teachers to find ways to search fellow with a background in education and an interest in equity implement genuine social interaction and Editor's Note: NABE is pleased to wel- issues. Classroom teachers are academic collaboration in the classroom. come Dr. Milan, Chairperson of NABE's encouraged to apply. In communities where the primary minor- ESL in Bilingual Education Special Inter- One-year position Full benefits ity language is Spanish this could mean est Group. as editor of this new regular Relocation required very close cooperation between the Span- column.Contributions to the ESL in Send resume and writing samples by March 1, 1996, to: ish language teachers and the ESL teach- Bilingual Education column should be Research Fellowship ers. Surely, in a world of rational peda- sent to Dr. Jack Milon. Department of Teaching Tolerance gogy, both programs would be expected to Curriculum and Instruction/282. College The Southern Poverty Law Center measure their effectiveness in terms of of Education. University of Nevada. Reno. 400 Washington Ave. Montgomery, AL 361.04 their ability to produce bilingual students. Nevada. 89557-0214: fax: 702-784-6298: or e-mail: [email protected]. Totality To know Is an equal opportunity en Honer. References Arias, M. B. & U. Casanova. (1993) NABE Bilingual education: Politics, prac-

PRENTICE HALL REGENTS Setting the Standard for K-12 ESL Materials ..,-,or=4.3m,snatimmisTri50 & High ForMiddle Schools! For K-6! ForMiddleSchools! Prentice Hall Regents ESL In the Middle Side by Side/Classmates by Steven J. Molinsky & Complete theme-based by Thomas J. Bye Bill Bliss program with innovative The only ESL series multimedia! specifically for middle A new generation of exciting, full-color, content-based "Literature- and proficiency-based. school students! -level, task-based, geared to ESL texts! -Integrates listening, speaking, "Content-based instruction relates reading, and writing across the students' physical, cognitive, and directly to issues and interests in curriculum. emotional/social development. students' lives as it helps develop CD -ROMs fully integrated with "Combines content-area instruction with language- language skills. student and teacher materials. acquisition activities. For more information on this For more information on these middle/high school programs K-6 program call: and/or on PHR's adult education ESL materials, call: 1- 800 - 548 -6899 1 ;800-E51.-2ESL (1-800-375-2375) 1 42 NABE NEWS FEBRUARY 1, 1996 PAGE12. Parental Involvement Column Editor: Dr. Aurelio Montemayor, Intercultural Development Research Associates, TX

Parents as First Teachers: Creating an Enriched Home Learning Environment

world (Scott, 1992; Villarreal. 1993). In Talk about the importance of by Abelardo Villarreal, Ph.D. other words, through interaction with their learning as a self-initiated children and the experiences that they pro- activity. y the end of the first semester of vide them, parents can influence and guide What Parents Should Avoid second grade, Emilio was so fed up children's growth and development. Interact with children only when with his performance in school that By age five children will be exposed to they ask a question ("I don't have he decided to play sick every morning. His school life. Parents can either provide learn- time to talk"). teacher blamed Emilio and his parents for ing experiences haphazardly or unknow- B.Children have a curiosity his poor performance, and his parents an- ingly (with good intentions, but with little for learning. grily accused school personnel for the in- knowledge and no plan) or they can con- Children test the world. When the child adequate education that he was receiving. scientiously plan for quality experiences jumps from a chair the first time and finds At the losing end of this dichotomy was to occur and exercise their obligation in a out that it hurts, he or she has learned the Emilio and his future. more responsible manner. There are three consequences of such an act. The respon- Unfortunately this is not uncommon. major tasks that parents can do to improve sibility of the parent is to teach the child 111-defined roles and responsibilities for the learning environment at home. These that risks need to be calculated. Killing school personnel and parents and an inad- tasks are discussed below. curiosity for learning will have serious equate instructional program for Emilio consequences later in life. kept his educational well-being in abey- Task 1: Learn More About How WhatParents Should Do ance. Numerous articles have been written Children Learn Take advantage of children's to help school personnel reform their prac- Parents who have been successful in questions to extend learning. tices to assume a more responsible role in their role as the first teachers of children Capitalize on children's interest the education of all children and, in par- share a similar philosophy about children's in selecting learning experiences. ticular, the children who speak a language learning. This philosophy is defined by Planthehomephysical other than English or who share a different eight key assertions about parenthood and environment with children's culture (TEA, 1994; Diaz-Soto, 1991; learning (Bredekamp, 1987). The follow- needs and desires in mind. Villarreal, 1993). Although schools are ing outlines these major thoughts that are Purchase toys that are specifically still struggling to become more responsive instrumental for parents to be successful designed to stimulate children's to all students, this lack of success is not as children's first teachers. thinking and creativity. always due to lack of information A.Children are always ready What Parents Should Avoid (Cardenas, 1995). to learn. Leave children's learning to Parents, on the other hand, decry the Children have an inborn capacity to chance. lack of access to information for them to learn (Forman and Kuschrer, 1983). They Tell children you are too busy to play their part as children's first teachers start learning from the time that they are in answer their questions. (Schoonmaker, 1992). The purpose of this the mother's womb. The fact that children C.Children learn from their article is to provide school personnel with ask many questions or are eager to touch environment. insights for use in parenting workshops on all that they see is an expression of their Children learn from all aspects of the enriching learning opportunities during readiness to receive input from the envi- environment (Greenman, 1988; Penny- their children's formative years (ages three ronment. This innate willingness to learn Velazquez, 1993; Adame-Reyna, 1995). to five). could be nourished or weakened by child- The environment is represented by people Parenting involves taking responsibil- hood experiences from the environment. and objects that surround them. Every ity seriously, taking advantage of every Parents must be vigilant and expose their experience, whether it is a positive or opportunity to enhance children's learn- children to the "right experiences." negative experience, will teach children ing, and providing children with chal- What Parents Should Do something. Some experiences that can be lenges. Children absorb life experiences Turn as many everyday life used to teach new concepts and develop indiscriminately. To a large extent, these experiences as possible into appropriate behaviors are the following: life experiences form children's character, learning opportunities. (1) child sees a mountain and asks about it; feelings and values, and they provide the Model learning from everyday (2) child is involved in a fight with another window through which they will view the. experiences. CONTINUED ON PAGE 14 143

(NABENEWS FEBRUARY 1, 1996PAGE 13 COPY AVAILABLE PARENTAL INVOLVEMENT

child; (3) sister is reading a book and child sits next to her; (4) child language users. Talking and reading with children develops their receives a ball of clay; (5) child accompanies parent to the doctor's control of the language. Once children have mastered one lan- office; and (6) child watches a cartoon on television. guage, they can learn a second one quickly. For example, children What Parents Should Do who have mastered the Spanish language well, have been exposed Expose children to experiences that teach social, academic sufficiently to the English language at the appropriate time, and are and motor skills. not forced to learn the new language, can become proficient users Capitalize on children's interest in selecting learning of both Spanish and English. Parents should ensure that children experiences. are not prematurely forced to learn a new language. Allow children to actively interact with the environment; What Parents ShouldDo allow them to explore and ask questions. Talk to children as often as possible. What Parents Should Avoid Engage children in conversations. Expose children to experiences that focus only on one set Ask for their views about certain topics of interest. of skills. Increase children's vocabulary on different topics. Only expose children to experiences interesting to parents. What Parents Should Avoid D.Children thrive in an environment of love and respect. Use language to request children's compliance only. Children need to feel secure in order to take risks and take Criticize children for the way they express themselves. advantage of a learning experience (Scott, 1992; Gonzalez-Mena, Turn down an opportunity to explain or respond to a I991; Allen and Mason, 1989). Children are unique individuals question. whose feelings evolve from their experiences with other people Expect children to listen passively. and with the environment that surrounds them. These feelings Dominate a conversation with children. form the basis for children's self-esteem, love, and an appreciation F.Children can communicate ideas in many different ways. and an acknowledgment of one's uniqueness. Children are versatile individuals who have learned to commu- Feelings can facilitate or hinder learning. Feelings that facilitate nicate ideas through language, behaviors and actions (Gandini, learning are based on love and respect. Children who feel a sense 1993; Greenman, 1988). Many have learned that they can commu- of belonging and feel like worthwhile individuals who have nicate ideas on paper. That is, children have learned that people's unique qualities and characteristics experience love and respect. scribbles communicate an idea. Children who are ready to dis- Parents have the responsibility to sustain an environment full of cover the excitement those scribbles represent begin to scribble love and respect and to nourish children's self-esteem when themselves. Soon, their scribbling begins to communicate a feel- confronted with a hostile or unfriendly environment (Bredekamp, ing or an action. When asked, children will talk about the scrib- 1987; Scott, 1992; Adame-Reyna, 1995). bling. Parents can help children master this form of communica- What Parents Should Do tion by reading and providing them opportunities to scribble and Show love for all their children equally. talk about their masterpieces. Displaying their work guarantees Celebrate the uniqueness of each child. acknowledgment of children's unique qualities and characteris- Respect children's views of the world. tics. Ask and value children's opinions. What Parents Should Do Provide opportunities to excel and experience positive Provide opportunities to communicate ideas through feelings about themselves. speech or writing. Model respect for other's beliefs and values. Show children ways they can communicate ideas. Expect children to respect other's beliefs and values. Encourage children to use acceptable behavior. What Parents Should Avoid Redirect unacceptable behavior. Be partial to some of your children. Provide opportunities to appreciate art and music. Criticize children for their actions and behaviors. What ParentsShould Avoid Impose your will without an explanation for your action. Criticize or demean cultures or languages that are different Demean children because of their actions or beliefs. from theirs. E.Children have a potential for acquiring language. Pressure children to react or respond in one specific way. Children learn from their parents or the persons with whom they G.Children can acquire a love and desire for reading. live. Children have an innate capacity to process and use language Reading is the most efficient way of acquiring information. (Sosa, 1993; Strickland, 1990; Gonzalez-Mena, 1991). Thepro- Reading is a skill that children can develop from a very early age cess for learning a language is complex, requiring at least 12 years (Strickland, 1990; Greenman, 1988). Children who are exposed to to formalize itself. In homes where the language is Spanish. prim at a very early age tend to become better readers and learners children will become proficient in Spanish. If children live in an when they go to school. They develop a thirst for information and environment where a wide variety of languages are used, they will knowledge. Parents can help their children by talking about the become very proficient in those languages. Parents, siblings and beauty of reading, by getting books for them to own, and by other adults who spend considerable time with the children be- reading signs, labels and a range of items that have print on them. come language models. What ParentsShould Do Parents should make sure that children are exposed to effective Stress the importance of comprehending what is read. OM COPY AVAILABLEt. 1 4 4 NBE NEWS FEBRUARY 1, 1996 PAGE 14 FROM PAGE13

Provide opportunities to select topics or 7 ...S. books to read. Contract with My Children Read to children starting at an early age. Have print materials (newspapers, books, letters, forms and in whatever language) During the next six`monihS, I (we),will try out,thefollOwing;five mat home at all times. activities: Read all labels and signs to and with 1: children. 2. Expose children to different literature styles at an early age. What Parents Should Avoid Ask children to conform with your selection of reading materials only. Force children to begin decoding works I (we) will find out if .I (we when they are not ready. do the following: "-, Criticize children for not liking to read. Compare children to other children's 2"; accomplishments. H.Children learn in different ways. Adults and children use the senses to learn (Forman and Kuschrer, 1983). Some learn by seeing. Others learn by hearing, reading or touching. Some of us are better at learning Signed: Date by using one particular sense or another. For example, some of us can learn better if the reading is accompanied by pictures. Reading about how to put a model together may be sufficient for some. others and will always be happy. He will be highly dominant in While other children may learn better if presented with a "hands Spanish, the language that we speak at home. He will be in the on" activity. Parents should keep this information in mind and process of learning English in a meaningful manner and not feel determine which is the preferred way of their children to learn. frustrated or hurried to learn English immediately. Provide more opportunities for children to learn in their preferred I challenge parents to do the same. Write or share with someone way. else a vision that will guide you and your children through the What Parents Should Do journey of childhood life. Provide learning opportunities using all the senses. The parent proceeded to write his goals in meeting this respon- Teach that some questions do not have a right or wrong sibility. Goals are like guideposts that define responsibility in answer. making a vision a reality. His goals were: Provide opportunities for problem solvingusing the Strive to learn more about how children learn by reading different senses. articles, books or watching informational television Provide with opportunities to role play. programs. What Parents Should Avoid Take advantage of every opportunity to engage my Teaching children tolearn only by reading and children in learning. memorizing materials. Create a home environment conducive to learning. Teach that one way of learning is better thananother. Instill in my children a desire for learning. These goals served him and his children well. The parent Task 2: Establish a Vision and Goals planned activities to ensure that goals were met and the vision was A vision is a mental picture of an event that has not yet occurred. realized. A mental picture allows us to define what children would be able to do within a period of time. Getting there does not happen Task 3: Reflect and Plan an Enriched Learning automatically; parents have to make sure that support is available Home Environment to help them to get to that point. After hearing about a successful The third major task is to take stock, reflect and plan the learner who entered school at age five, a parent decided to write improvement of the home learning environment. The chart on the down his vision for his three-year-old. The vision went. like this: facing page provides a checklist with activities that promote a My son will know about many things. He will be able to talk positive home learning environment. Parents can use this checklist about them and express his desire to know more about certain to reflect on what has been occurring at home. Allratings of things. He will not be afraid to ask if he is unsure of things. He will "never" or "sometimes" merit some attention by parents. After CONTINUED ON PAGE16 not be afraid of making mistakes. He will show respect and love for 145 BEST COPY AVAILABLE (NABENEWSFEBRUARY 1, 1996PAGE15.) FROM PAGE 15 PARENTAL INVOLVEMENT using the checklist, parents may identify criticize them. One of the major responsi- Penny-Velazquez, Michaela. "Yo Escribo: those activities that they propose to im- bilities of a parent is to initiate conversa- Promoting Interactions in the Early prove upon during the next six months. On tions and take every opportunity for their Childhood Classroom," IDRA News- this form, parents can write down their children to use language. letter (San Antonio, Texas: Intercul- commitments to improve the learning en- Secondly, parents who are resourceful tural Development Research Asso- vironment. They can share this contract promote learning in many different ways. ciation, August 1993). with their children and other adults and They have print available for children to Schoonmaker, Mary Ellen. "When Par- ask them to "check on them" periodically. see. They model the use of print to com- ents Accept the Unacceptable,"Early They should post this contract on the re- municate ideas. A resourceful parent cre- Childhood Education (Guilford, frigerator or a place where they will see it ates opportunities for learning. Conn.: the Dushkin Publishing Com- often. Repeat this process every six months. pany, 1992). Parents as effective teachers play sev- Resources Scott, Bradley. "Providing for Strong eral roles. First, they are good listeners. Adame-Reyna, Ninta. "What Parents Can Roots: The Teacher and Human Rela- They listen to everything-that children say, Do for Their Children's Mathematics tions in the Preschool" IDRA News- and they observe the environment that Learning," IDRA Newsletter (San letter (San Antonio, Texas: Intercul- surrounds them. They respect what chil- Antonio, Texas: Intercultural Devel- tural Development Research Asso- dren have to say. There are no absurdities; opment Research Association, Feb- ciation, April 1992). whatever is said is said with a reason. ruary 1995). Sosa, Alicia S. Questions and Answers Parents look for the message and question Allen, JoBeth and Jana M. Mason. Risk About Bilingual Education (San An- children when the message needs clarity. Makers, Risk Takers, Risk Breakers: tonio, Texas: Intercultural Develop- A good listener promotes the use of lan- Reducing the Risks for Young Lit- ment Research Association, 1993). guage by children. Children appreciate eracy Learners (Heinemann Educa- Strickland, Dorothy S. "Emergent Literacy: and are prompted to use language when tional Book, Inc., 1989). How Young Children Learn to Read they know that others listen and do not Bredekamp, Sue (editor). Developmen- and Write," Educational Leadership tally Appropriate Practice in Early (March 1990). Childhood Programs Serving Chil- Texas Education Agency. First Impres- dren From Birth Through Age 8 sions: Primeras Impresiones (Austin, (Washington, D.C.: National Asso- Texas: Texas Education Agency, ciation for the Education of Young January 1994). TEXAS WOMAN'S UNIVERSITY Villarreal, Abelardo. "The Challenge for DENTON, TEXAS Children, 1987). Site-Based Decision Making Coun- Position Availability Cardenas, Jose A. Multicultural Educa- tion: A Generation of Advocacy cil: Making Quality Preschool Acces- Associate Professor, Tenure Track, (Needham Heights, Mass.: Simon & sible to Language Minority Students," Department of Reading and Bilingual Schuster Custom Publishing, 1995). IDRA Newsletter (San Antonio, Texas: Education. Doctorate in curriculum Diaz-Soto, Lourdes. "Understanding Bi- Intercultural Development Research and instruction, second language lingual/Bicultural Young Children," Association, June 1993). acquisition, or allied area, emphasis in Young Children (January 1991). bilingual education. At least three Forman, George E. and David S. Kuschrer. Abelardo Villarreal is the director of the years teaching experience in elemen- The Child's Construction of Knowl- IDRA Division ofProfessional Development. tary/secondary education. Appoint- edge: Piaget for Teaching Children ment August, 1996. Salary competi- (Washington, D.C.: National Asso- Reprinted with permission from IDRA tive. Submit letter of application, ciation for the Education of Young Newsletter, April 1995. curriculum vitae, and three letters of Children, 1983). reference to Rudy Rodriguez, Bilin- Gandini, Lella. "Fundamentals of the Editor's Note: NABE is pleased to an- gual/ESL Search Committee Chair, Reggio Emilia Approach to Early nounce the appointment of Dr. Aurelio Department of Reading and Bilingual Childhood Education" Young Chil- Montemayor as editor of the nerw regular Education, College of Education and dren (November 1993). Parental Involvement column. Contri- Human Ecology, Texas Woman's Gonzalez-Mena, Janet. Tips and Tidbits: butions should be sent directly to Dr. University, P. O. Box 425769, Denton, A Book for Family Daycare Provid- Montemayor at: IDRA, 5835 Callaghan Texas, 76204-5769. (817)898-2227; TDD ers (Washington, D.C.: National As- Road, Suite 350, San Antonio, TX 78228. (817)898-3606. Application review sociation for the Education of Young (210) 684-8180; fax (210) 684-5389. begins March 1, 1996, continuing until Children, 1991). NABE position is.filled. Equal opportunity/ Greenman, Jim. Caring Spaces, Learning affirmative action employer. Women, Places: Children's Environments That See you at NABE296in minorities encouraged to apply. Work (Redmond, Wash.: Exchange Orlando, FLI Press, Inc., 1988). 146

CUBE NEWS FEBRUARY 1, 1996PAGE 16 Parents as First Teachers Checklist

Rate each item according to the degree that it is practiced in your household, by writingthe appropriate number in the blank to th eright of the statement. Use the following codes: Always = 1Sometimes = 2 Never = 3

1. I take advantage of as many learning opportunities for my children as possible.

2. I model by taking advantage of as many learning opportunities as possible.

3. I talk about the importance of learning from every experience with my children.

4. I take advantage of my children's questions by extending learning.

5. I capitalize on my children's interests in selecting learning experiences.

6. I plan my home physical environment with my children's needs and desires in mind.

7. I purchase toys that stimulate children's thinking skills.

8. I expose my children to experiences that develop social, academic and/or motor skills.

9. I respect my children's views of the world.

10. I ask children for their opinions.

11. I acknowledge my children's efforts.

12. I praise my children's accomplishments.

13. I model respect for other's beliefs and values.

14. I expect my children to respect others' beliefs and values.

15. I talk to my children as often as possible.

16. I engage in conversations and discussions with my children.

17. I ask for my children's views about certain topics.

18. I strive to increase my children's vocabularies in many different topics.

19. I provide opportunities for my children to express their ideas in different ways. 20. I model how ideas can be expressed in different ways. 21. I acknowledge my children's use of acceptable behavior. 22. I redirect my children's use of unacceptable behavior. 23. I provide opportunities for my children to appreciate art and music. 24. I probe to ensure that my children understand the importance of comprehending what is read. 25. I provide opportunities for children to select topics or books to be read. 26. I read to my children constantly. 27. I have print material available at home. 28. I read all labels and signs with my children. 29. I expose my children to classic literature. 30. I provide my children opportunities to use the different senses to learn. 31. I teach my children that some questions do not have a right answer. 32. I provide my children opportunities for problem solving using the different senses. 33. I provide my children opportunities to role play... 147

(NABENEWS FEBRUARY 1, 1996PAGE 17 Upcoming Events

February 7-9, 1996 - Alaska Association for Bilingual Educa- March 26-30, 1996 - The Art of TESOL. 30th Annual Confer- tion Annual Conference. Anchorage, AK. Call Anne Kessler at ence of Teachers of English to Speakers of Other Languages, (907) 465-8716. Inc. Chicago Hilton and Towers, IL. Call (703) 836-0774.

February 9-11, 1996 - South Dakota Association for Bilingual March 27-28, 1996 - Building Bridges. Annual Conference of Education Conference. Howard Johnson, Rapid City, SD. Call the Massachusetts Association for Bilingual Education. Call Pat Stewart at (605) 773-4257, Kate Fenton at (413) 787-7090.

February 16-18, 1996 - Quality Education for Minorities Net- March 28-31, 1996 - Equity: Excellence, Empowerment and Op- work 5th Annual Conference. J.W. Marriott Hotel, Washington, portunities through Language. Joint Conference of Central States DC. Call Arthur Jones at (202) 659-1818. Conference & the Kentucky Council on the Teaching of Foreign Languages. Louisville, KY. Call Jody Thrush at (608) 246-6573. February 17, 1996 - Education for Empowerment.Third Regional Conference: Focus on Haitian Educational Issues. March 31 - April 2, 1996 - The Third Decade: New Opportuni- Florida Atlantic University - Boca Raton Campus. Call Edwigh ties, Challenges, and Responsibilities. 16th National Confer- Joseph or Glennis Lyew at the FAU-MRC at (305) 351-4110. ence of the National Association for the Education and Ad- vancement of Cambodian, Laotian, and Vietnamese Ameri- February 21-23, 1996 - Contract ON America: The Cost of cans. Pontchartrain Hotel, New Orleans, LA. Call NAFEA at Exclusion in Higher Education.Hispanic Association for (312) 878-7090. Higher Education of New Jersey 18th Annual Conference. Sheraton Hotel & Conference Center, Eatontown, NJ. Call Albert April 10- 13,1996 - Conference of the National Association for Budet at (908) 932-7367. Ethnic Studies. Bellingham, MA. Call Otis Scott at (916) 278- 6645. February 21-24, 1996 - American Association of Colleges for Teacher Education Conference.Chicago, IL.Call Susan April 23, 1996 - A Legacy of Leadership: Rising to New Chal- Cimburek at (202) 293-2450. lenges. National Puerto Rican Forum 11th Annual Conven- tion. Grand Hyatt, New York City, NY. Call F. Esteban Bujarida February 25-28, 1996 - Association of Teacher Educators at (212) 685-2311. Conference. St. Louis, MO. Call Emily Patterson Harris at (918) 594-8070. April 26-27, 1996 -U.C. Language Minority Research Institute's Annual Conference. Hyatt Hotel, Sacramento, CA. Call LMRI February 28-March 1,1996 -Cuban American National Coun- at (805) 893-2250. cil 8th Annual Conference. Sheraton Biscayne Bay Hotel on Brickell Point, Miami, FL. Call (305) 642-3484. May 16-18, 1996 - Aspira National Education Conference. Omni Shoreham Hotel, Washington, DC. Call Rosie Torres at March 8-10, 1996 - Annual Conference of Asians and Pacific (202) 835-3600. Americans in Higher Education. Miyako Hotel, San Francisco, CA. Call-Melanie Hahn at (510) 642-3075. May 22-23, 1996 - Bilingual and ESL Education: The Past Reaffirming the Future.26th Annual Conference of New MARCH 12-16, 1996 - "CELEBRATING 25 YEARS OF SUC- Jersey Teachers of English to Speakers of Other Languages - CESS: CONNECTING U.S. SCHOOLS WITH LANGUAGE- Bilingual Educators.Brunswick Hilton and Towers, East MINORITY AMERICANS." SILVER ANNIVERSARY CON- Brunswick, NJ. Call Paul Hilaire at (908) 359-84194. FERENCE OF THE NATIONAL ASSOCIATION FOR BI- LINGUAL EDUCATION. ORANGE COUNTY CONVEN- May 22-26, 1996 - APA Education: Language and Culture in the TION CENTER, ORLANDO, FLORIDA. CALL NABE AT Age of Information. 18th Annual Conference of the National (202) 898-1829 or e-mail to [email protected]. Association for Asian and Pacific American Education. Westin Hotel San Francisco Airport, Milbrae, CA. Contact Janet Lu at March 23, 1996 - Expanding Horizons with Roots and Wings. (510) 843-9455. California Association for Asian and Pacific American Educa- tion Second Annual Conference.California State University, Dominguez Hills, Carson, CA. Call Yee Wan at (310) 516-4704. 148 NABE

(NABENEWS FEBRUARY 1, 1996PAGE 18 Goals 2000: The Role of Bilhigual and Bicultural Teacher Training Inrsiitutions of Higher Education By Dr. Eugene Garcia, Dr. Li lliam Ma lave, Dr. Li liana Minaya-Rowe, and Dr. Flora Rodriguez-Brown

Editor's Note: The following is a summary participate in presentations and workshops fessional development, parent and com- of a symposium sponsored by NABE's that provided a wide perspective of poli- munity involvement and IHE leadership Higher Education Special Interest Group cies and practices related to implementing in bilingual teacher training. at the NABE Conference in Phoenix in Goals 2000. For example, we insisted on February 1995. the inclusion of knowledgeable and con- Capacity Building and the cemed individuals in national, state, and "Promotion Game" s Goals 2000 is ir6plemented, we local panels to address the needs and IHE faculty are expected to research, bilingual educators can no longer strengths of bilingual students. Presenta- teach and provide services. Most faculty emain silently locked in battle tions reflected the best available knowl- members must meet a requirement to pub- with those who contend that bilingual edu- edge about how bilingual students learn lish papers yearly. The number of publica- cation is a backward step for America; that and about how the content can be most tions varies according to the IHE's mis- it is counter-productive for our students; effectively taught to them. Moreover, pre- sion, in addition to teaching and service and that it has no long-term benefits for senters stressed the incorporation of the commitments. For the bilingual training our society. We know that these foes are cultural background and life experiences program to be permanent, whether or not wrong, that they are armed with person- of bilingual students. We heard about the there is federal funding, faculty must be ally-biased, contentious and erroneous development of supplemental performance tenured or on tenure-track. The Title VII information about the nature of language and assessment standards, standards for program director must already be tenured acquisition, bilingualism, and the cogni- English as a second language teachers and because it is difficult for directors who are tive and affective domains. One of the for native language instruction, standards also junior IHE faculty at the assistant salient themes at the 1995 NABE Con- for high-quality instruction and for ac- professor level to succeed, since they are ference in Phoenix was the vision we countability of schools for the progress of expected not only to administer the Title need to have in order to meet the needs bilingual students, and standards for ca- VII- funded project but also to do research, of the next generation of American stu- pacity building for schools and local edu- teach and provide service. Program direc- dents. Thus it is incumbent upon us to cation agencies (LEAs). tors often spend much more time and en- always keep abreast of the latest devel- Within this context, the authors of ergy than do other faculty who just do opments in language acquisition and bi- this article four IHE researchers and what the IHE requires of them. Having a lingualism, and to link this research to practitioners participated in a sympo- director who is already tenured decreases the reality of the classroom. sium entitled "Goals 2000: The Role of the anxiety of going through tenure.If Bilingual and Bicultural Teacher Train- such is not the case, junior faculty need to The Role of IHEs ing Institutions of Higher Education." understand that the expectations from the One of IHEs' goals is responding to the Their research and training efforts have IHE are beyond the duties of a program educational needs of the increasing cultur- contributed to the development and director; that being a program director is ally diverse student population of our coun- implementation of bilingual teacher edu- not more important than being an assistant try. Their mission to research, to teach, cation programs and many programs professor. and to provide services cannot be sepa- throughout the country reflect their think- Becoming tenured can be an over- rated from the public needs because it is ing and published work in the field of whelming experience. Beyond publica- only to the extent to which they can satisfy bilingual education. tions, issues of gender and race can be- a wide spectrum of public needs that IHEs This article presents a summary of some come important elements against the jun- are worthy of public support.' Bilingual of the dialogue triggered by the presenta- ior faculty. For example, IHEs are; for the and bicultural teacher education programs tions on the role IHEs must have in Goals most part, male-dominated institutions and are important to IHEs because people from 2000: Educate America Act. We agreed women faculty might encounter problems diverse ethnic and linguistic backgrounds that Goals 2000 offers IHEs an opportu- in becoming promoted. Furthermore, the comprise a significant portion of the work nity to become involved in change and female faculty member applying for ten- force. IHEs have to do what they can to improvement of the nation's education ure may not be a native English-speaker promote the general welfare. system and to work beyond the IHE's and may have an accent which may put her During the 1995 OBEMLA National boundaries at the local, community and at a disadvantage in the eyes of the IHE's Professional Development Institute and state levels. Igsues discussed included ca- tenure committee. NABE Conference, we had a chance to pacity building, program integration, pro- CONTINUED ON PAGE 20 149 (NABENEWS 'FEBRUARY 1, 1996PAGE 19 GOALS 2000 FROM PAGE 19

Another consideration that may affect ated research projects competition because for solving school problems, particularly the tenure process is the fact that a junior it will give a chance to junior faculty to in areas integrating bilingual and regular faculty member *may be implementing a conduct research. Funding of this kind education programs and students. Teach- program that is not the favorite of the IHE. will allow us to move into the next stage of ers get to know each other, how the pro- IHEs take a long time to change, if ever. intellectual contribution in the field of grams work, and can talk about the stu- However, since IHEs like Title VII funds bilingual/ESL education. We still have dents they are serving. They develop plans very much, the program director can use lots to learn and many of these post-doc- for coordinating the two programs in their this for the benefit of the program by torate projects will yield that new knowl- schools; the IHE does not tell them what to asking the IHE to share its resources with edge. do. During the process of training and the program and by identifying non-bilin- reflection, the trainer tries to step back into gual faculty who have developed a feel for Program Integration within the IHE the role of moderator and becomes the the program and are supportive of it. The bilingual training program has to trainees' facilitator who attempts to pro- There is also the misconception that the be integrated with the regular program at vide them with a coaching environment. bilingual/ESL area of study and scholarly the school or college. One way to integrate Since they are with the students every day, papers on bilingual-education or second it is for the bilingual faculty to teach at they now feel they possess the knowledge language learning are not of the same least one course for the regular program and are able to decide what works best for quality as the other areas of study in the students at the graduate or undergraduate them. school or college. Non-bilingual faculty level. This practice may yield at least two Professional development as described may believe that bilingual education re- benefits: first, it proves that bilingual fac- above can be included in graduate fellow- lates to a small number of people, insig- ulty cannot only teach in the bilingual ship programs as a way to integrate the nificant when compared to the totality of program but also in all the other programs; program across different areas in the School U.S. student population, who are asking and, second, it ensures that all students are or College within the IHE. It will allow the for preferential treatment. This situation being trained about the needs of linguisti- training of personnel to achieve Goals requires the junior faculty member to work cally and culturally diverse students. 2000. Fellows can strengthen their knowl- harder to prove the value of his/her work. edge base and their native language skills (S)he represents a conflicting issue that Integration with the Community when writing to parents, preparing bro- may make other faculty members feel un- Through Professional Development chures, workshops, and so forth. comfortable. The IHE' s bilingual program needs to It was recommended that senior bilin- be integrated with the community around Parent and Community Involvement gual faculty take an assertive role, along it through professional development part- Goals 2000 also endorses the involve- with the NABE Higher Education Special nerships with school districts. Although ment of parents in the schools as educators Interest Group, to help expand the hori- school districts mandate in-service train- of their children. Their inclusion in the zons of junior assistant professors. There ing, teachers who receive the training of- educational process is crucial to a success- is a need to publish not only in NABE' s ten report that they do not learn 'anything ful school. Examples of actions that pro- Bilingual Research Journal, but also in from it; that it does not meet their needs, mote involvement of parents and commu- mainstream journals. It was pointed out partly because someone else has selected nity members include: (a) inviting them to that the American Educational Research the topic and because in-service is given the bilingual and mainstream classroom as Association (AERA) has still a long way on a one-shot deal basis with no provision cultural resources; (b) offering them En- to go because very few papers on bilingual for follow-up. A more acceptable in-ser- glish classes at their children's schools; (c) education or linguistic minority issues are vice training program is one which places conducting conferences on the transition published in their journals. Furthermore, emphasis on the process by which teachers into the mainstream program; and, (d) when they are published, the writings come acquire the knowledge, skills and attitudes making them more aware of education from the few people AERA has invited to necessary to be effective and how they goals for their children. submit papers. Mainstream journals are develop professional judgement about After the IHE bilingual training pro- very important; however, their editorial what works, with whom and why. This gram has been in place, a training program boards need to be expanded to have more type of program attempts to promote re- for parents and community members can language-minority representation. flection and collaboration with a focus on be offered. Such a program needs to be We applaud OBEMLA's funding of problem-solving. In this way teachers have very functional, based on what parents post-doctoral fellowships for the promo- the opportunity to converse with colleagues should know in order for them to help their tion of faculty scholarly work.It will in order to clarify rather than judge. For children. We at IHEs need to listen to them allow assistant professors to work in high- example, teams of teachers (one bilingual and never tell them what to do, but rather energy research situations with leaders in and one mainstream) come to the IHE share knowledge with them. it is very the field to get into the right network, once a week and receive training in the useful to involve IHE students graduate conduct research and published their re- areas related to bilingual education or sec- and undergraduate in this project. In search findings. ond language learning, such as language this way the students learn how to work We also applaud the OERI field-initi- and literacy education, and formulate plans CONTINUED ON PAGE 30 150 (NABENEWS FEBRUARY 1, 1996PAGE20) Technology and Language-MinorityStudents Column Editor: Dr. Dennis Sayers, University of California EducationalResearch Center

Annotated Listing of Internet Resources forBilingual/ESL Education: "People Connection" Tools

home network. The most common mailing list processors are by Dr. Dennis Sayers LISTSERV, Listproc, and Majordomo. Every discussion group, no matter which program manages its exchanges, has two addresses Technology Column Editor's Note: on the Internet: (a) the address of the mailing list management Last issue's technology column offered an overview of Internet program itself, which handles requests to subscribeand resources for bilingual/ESL educatiOn, and went on to concentrate "unsubscribe" from the discussion group, as well as requests to on one of the two major areas of Internet activity:connecting to adjust other parameters for receiving messages, such as once-a- information resources. This issue's column completes our tour of day "digests" for especially busy exchanges [see below]; and (b) Internet resources by considering "people connection" tools. the participation address, to which any subscriber may send a Again. I have relied extensively upon the "Guide to the Internet fOr message that is then bounced electronically to every othermember Parents and Teachers" found in "Brave New Schools: Challenging of the discussion group's mailing list which in many cases Cultural Illiteracy through Global Learning Networks," which I includes hundreds or even thousands of readers. co-authored with Jim Cummins (St. Martin's Press. ISBN 0 -312- The commands for subscribing, unsubscribing, and digesting for /2669-7).Future columns will also include a "sidebar" that the three major mailing list managers are listed in the accompanying describes new information resources which are constantly box. Remember, these commands should be included in the body appearing on the rapidly growing Internet. of an e-mail message that is sent to the mailing list management address, and not to the participation address. Of course, where Ans rich as the information resources available through the "listname" appears, you will substitute the name of the discussion Internet obviously are, the potential of this "network of group itself, that is, the first word given in each annotationbelow; etworks" to promote human interaction is even more for "Firstname" and "Lastname," your own name; finally, replace promising, especially as regards language acquisition and inter- "youraddress @provider" with your own e-mail address. cultural learning.And significantly, in an era of misplaced CONTINUED ON PAGE 22 government spending priorities and tight education budgets, this potential is principally activated through the humblest and most -A. v... . inexpensive of Internet communication tools: electronic mail. ,-...:Sample Mailing List Commands -. Unlike surface mail sent through national postal services, elec- tronic mail over the Internet is not merely the means for point-to- point, "fax-like" communication; an electronic message can be as FOR SUBSCRIBING: easily sent to thousands of readers simultaneously, making pos- LISTSERV and Listproc: sible broad and far-ranging communities of interest and learning. subscribe Iistname Firstname Lastname For language educators and teachers concerned with intercul- Majordomo: tural communication, therefore, some of the most important sites subscribe Iistname youraddress@provider on the Internet are not only distant computer networks thateduca- tors can visit for informational documents and graphics, but also FOR UNSUBSCRIBING: "virtual meeting places" where the curricular details of making LISTSERV and Listproc: critical teaching a reality are caringly considered, and where unsubscribe Iistname ft teachers find other educators with whom they can plan long- Majordomo: : distance team-teaching projects for their classes. These "sites" unsubscribe listname yOuraddress@providee' r for these are unlike true physical locations since the virtual reality of their conversation is shared across the globe are of three types:(a) special interest discussion groups, often called FOR DAILY DIGESTS (high-vcdurnegroups)

. LISTSERVs; (b) partner class clearinghouses and project-ori- LISTSERV: - - ented activities; and (c) electronic journals, also called e-journals. set Iistname digest Listproc: Special Interest Discussion Groups set listname mail digest The day-to-day mechanics of maintaining discussion groups over Majordomo: the Internet are handled automatically by "mailing list managers." subscribe listname-digest These are computer programs running at each discussion group's 151

_(NARF.NEWS FEBRUARY 1. 1996PAGE21) FROM PAGE 21 TECHNOLOGY

Some of the most active discussion groups for bilingual/ESL Participation: KIDCAFEH@ vm 1 .nodak.edu educators are annotated below. Included also are discussion KIDCAFEJ @ vm 1. nodak.edu groups for deaf educators, since these colleagues are extremely [email protected] active in advocating bilingual approaches for their students. KIDCAFEP@vm 1.nodak.edu KIDCAFES @ vml.nodak.edu BEN: One of the newest discussion groups, the Bilingual ESL Network KIDLEADH@ vm 1 .nodak.edu has an active membership. Its lively debate is spiced by a mix of veteran KIDLEADJ @ vm I .nodak.edu bilingual educators and those new to the field. KIDLEADN@ vm 1 .nodak.edu Management: LISTSERV @listserv.vt.edu KIDLEADP@ vm 1 .nodak.edu Participation: BEN @listserv.vt.edu KIDLEADS @ vm 1 .nodak.edu

BILINGUE-L: A forum concerned with developmental bilingual LCTL-T: Discussion group for Less Commonly Taught Languages, elementary education, or "two-way bilingual programs," where native including all languages except English, French, German, and Spanish. speakers of English learn all their regular subjects with native speakers This list complements the other lists at the University of Minnesota, of another language, witfi'the goal of both groups becoming bilingual including celtic-t, china-t, hindi-t, nordic-t, polish-t, as well as more while performing academically on grade level. Based on the premise, general lists for foreign language teachers like flteach, scolt. according to the organizers, that "a second language is best learned not Management: LISTSERV @ vm 1 .spcs.umn.edu as the object of instruction, but rather as the, medium of instruction, Participation: LCTL- T @vm1.spcs.umn.edu through a content-based curriculum." Management: LISTSERV @Reynolds.kl2.or.us LMRI Discussion Groups:The Language Minority Research Institute Participation: [email protected] at the University of California-Santa Barbara maintains a number of discussion groups. CHILD-LITERACY-AND-ESL-DEVEL:Discussion group based Management: LISTPROC @lmrinet.gse.ucsb.edu for all in Australia linking the teaching of reading and writing with the education the discussion groups. of immigrant children. Participation: AERA-BILINGUAL Management: LISTSERV @latrobe.edu.au @Imrinet.gse.ucsb.edu for BE research. Participation: CHILD - LITERACY -AND- ESL -DEVEL BTEACHER-ED @lmrinet.gse.ucsb.edu @latrobe.edu.au on issues of BE teacher education. CAAPAE- L @lmrinet.gse.ucsb.edu of the CHILDRENS-VOICE: An important initiative from the innovators California Association for Asian Pacific at Canada's SchoolNet which seeks to offer children an electronic American Education. publishing outlet for their writings. Teachers are encouraged to submit LANGPOL @lmrinet.ucsb.edu to discuss their students' best efforts and to share the writings they find on the language policy issues. LISTSERV with their classes. Writings in languages other than English and French are encouraged, as are writings of children learning English MUJER- L @lmrinet.ucsb.edu for as a second language. discussion of concerns pertinent to Management: [email protected] education and Latina women. Participation: [email protected] PARA- ED @lmrinet.gse.ucsb.edu to raise issues concerned with para-educator EDUDEAF: For teachers of the deaf and hard-of-hearing. professional development. Subscriptions: [email protected] Participation: [email protected] MULTI-L: Focusing on issues of language learning and education in multilingual settings. EST-L and EST-SL: Discussion LISTSERVs for teachers of and Management: [email protected] students of English for science and technology, respectively. Students Participation: [email protected] often use EST-SL to receive suggestions for improving their writing skills. NAT-LANG: Forum devoted to preservation of the languages of Management: [email protected] indigenous peoples. Participation: [email protected] Management: [email protected] [email protected] Participation: NAT-LANG @ tamv m 1 .tamu.edu

KIDCAFEH, KIDCAFEJ, KIDCAFEN, KIDCAFEP, NATIVEWEB: Discussion on using the World Wide Web to KIDCAFES: Modern Hebrew, Japanese, Scandinavian, Portuguese promote Native American education. and Spanish language LISTSERVs, respectively, for students from 10- Management: [email protected] 15 years old. For teachers of these languages there are the corresponding Participation: [email protected] LISTSERVs, KIDLEADH, KIDLEADJ, KIDLEADN, KIDLEADP, and KIDLEADS. Management: LISTSERV @ vm 1 .nodak.edu 152 CONTINUED ON PAGE 27

(NABENEWS FEBRUARY 1, 1996PAGE22) Keynote Speakers Featured Speakers

Thursday, March 14 Thursday, March 14 Santiago Rodriguez, Director of Multicultural David Berliner, educational psychologist, professor at Programs at Apple Computer Arizona State University and co-author of The Regis Pecos, Executive Director, New Mexico Manufactured Crisis: Myths, Fraud, and the Attack State Office of Indian Affairs on America's Public Schools Friday, March 15 David and Yvonne Freeman, professors/researchers Harold Hodgkinson, demographer and on second language acquisition at Fresno PacificCollege researcher, Institute for Educational Leadership Friday, March 15 Kathy Escamilla, NABE Executive Board President Alfredo Schifini, professor and literacy researcher at and James J. Lyons, NABE Executive Director California State University, Los Angeles Saturday, March 16 Virginia P. Collier, professor and bilingual program Gus Lee, novelist and lecturer, author of effectiveness researcher, George Mason University China Boy and Honor and Duty Raul Yzaguirre, President of the National Council of La Samuel Betances, sociologist, educator, Raza and Chair, President's Advisory Council on consultant to Fortune 500 companies on Educational Excellence for Hispanic Americans issues of diversity and professor at Northeastern Illinois University

Special Institutes Intensive Sessions

Wednesday, March 13 Tuesday and Wednesday, March 12 & 13 Developmental Bilingual Education OBEMLA National Professional Development Institute Assessment Thursday, March 14 Facilitators Orientation for Florida's 300-hour ESOL Early Childhood Education Inservice Program Research Cooperative Learning Special Education Friday, March 15 Multiple Language Groups Asian/Pacific American Education Native American Education Administrators Gifted & Talented Cooperative Learning Saturday, March 16: Haitian Education ESOL Training for Florida Administrators

25'YEARS OF-SUCCESS Connecting U.S. Schools NABE '96 with Language-Minority Americans 153

NABE NEWS FEBRUARY 1. 1996 PAGE231 E 696 Conferencever

School Visits Wednesday, Thursday and Friday, March 13-15 NABE '96 participants will be able to visit a variety of outstanding educational programs for linguisticallyand culturally diverse students at no additional charge. School visit tickets will be available at registration each dayon a first-come, first-served basis for the next day's visits. Opening Ceremonies at EPCOT Center in Walt Disney World Those participants registering for "NABE Conference," "Parent/NABE Conference," or "OBEMLAInstitute & NABE Conference" will receive a ticket to the NABE '96 Opening Ceremonies at EPCOT Center. Buses will leavefrom the Orange County Convention Center beginning at 3:30 pm on Wednesday. Explore Future Worldand the World Showcase between 4:00 and 7:00 pm. Then participate in the NABE Conference's OpeningCeremonies at the American Gardens Theater, where the winners of NABE's Nationwide Writing Contest for BilingualStudents will present their winning essays. The ceremonies will end in time for participants to observe Illuminations,a laser lights/ fireworks display unlike any other. The evening will end with a reception and performance by singer/songwriterTish Hinajosa.

Onsite Registration in Orlando at Hotel Reservations/Transportation Orange County Convention Center For the latest hotel information and Monday, March 11, 5:00 pm 9:00 pm to make reservations, call Tuesday, March 12, 7:30 am 7:30 pm VIP Meetings and Conventions Wednesday, March 13, 7:30 am 6:00 pm directly at (800) 926-3976, or (310) 459-0600. Thursday, March 14, 7:30 am 3:00 pm Shuttle bus service is available between all official Friday, March 15, 7:30 am 3:00 pm NABE '96 hotels and the Convention Center. Saturday, March 16, 7:30 am- noon

NABE '96 ON-SITE REGISTRATION FEES

REGISTRATION CATEGORY MEMBER JOINING/RENEWING NON-MEMBER

OBEMLA Institute ONLY $225 n/a $225 NABE Conference ONLY $245 $290 $295 OBEMLA + NABE $345 $390 $395 Parent - NABE ONLY $125 n/a $125 ONE Day- NABE ONLY $125 $170 $175

ADDITIONAL FEES: $20 ticket to Opening Ceremonies at EPCOT Center: One FREE OpeningCeremonies ticket is automatically included for the following three categories only: OBEMLA+ NABE, NABE Conference ONLY, and Parent- NABE ONLY.

NO MEAL TICKETS ARE AVAILABLE AT ONSITE REGISTRATION. 154

NABE NEWS FEBRUARY 1, 1996PAGE 24 E 696 Conference Sche

MONDAY, MARCH 11 REGISTRATION 5:00 pm 9:00 pm

TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY MARCH 12 MARCH 13 MARCH 14 MARCH 15 MARCH 16

REGISTRATION REGISTRATION REGISTRATION REGISTRATION REGISTRATION ALL DAY 7:30 am - 6:30 pm 7:30 am - 6:30 pm 7:30 am - 3:00 pm 7:30 am - 3:00 pm 7:30 am - noon SCHOOL VISITS SCHOOL VISITS SCHOOL VISITS EXHIBITS 9:30 am - 1:00 pm 9:30 am - 1:00 pm 9:30 am - 1:00 pm 11:00 am 3:30 pm NABE DELEGATE EXHIBITS EXHIBITS JOB FAIR ASSEMBLY 11:00 am - 4:30 pm 11:00 am - 4:30 pm 11:00 am - 3:30 pm 10:00 am - 2:00 pm JOB FAIR JOB FAIR OBEMLA INSTITUTE 11:00 am - 4:30 pm 11:00 am - 4:30 pm SESSIONS OBEMLA INSTITUTE OBEMLA INSTITUTE 8:30 am - 3:30 pm SESSIONS SESSIONS SPECIAL INSTITUTES 8:30 am - 4:30 pm 8:30 am - 4:30 pm 8:30 am - 3:30 pm SPECIAL INSTITUTES SPECIAL INSTITUTES 8:30 am - 4:30 pm 8:30 am - 4:30 pm

OBEMLA NATIONAL OBEMLA NATIONAL PAPERS & DEMOS PAPERS & DEMOS PAPERS & DEMOS MORNING PROFESSIONAL PROFESSIONAL 8:30 am 9:15 am 8:30 am 9:15 am 8:30 am - 9:15 am DEVELOPMENT DEVELOPMENT PRODUCT PRODUCT PRODUCT INSTITUTE INSTITUTE DEMONSTRATIONS DEMONSTRATIONS DEMONSTRATIONS 10:00 am - 12:30 pm 8:30 am - Noon 8:30 am 9:15 am 8:30 am 9:15 am 8:30 am 9:15 am KEYNOTE SPEAKER KEYNOTE SPEAKER KEYNOTE SPEAKER 9:30 am - 10:45 am 9:30 am - 10:45 am 9:30 am - 10:45 am PAPERS & DEMOS PAPERS & DEMOS PAPERS & DEMOS 11:00 am - 11:45 am 11:00 am - 11:45 am 11:00 am - 11:45 am NABE GENERAL PRODUCT PRODUCT MEMBERSHIP DEMONSTRATIONS DEMONSTRATIONS MEETING - PART 1 11:00 am - 11:45 am 11:00 am - 11:45 am 11:00 am - 11:45 am

LUNCH OBEMLA LUNCH AWARDS LUNCH MID-DAY (ON OWN) LUNCHEON (ON OWN) LUNCHEON (ON OWN) 12:15 pm - 2:15 pm NABE GENERAL MEMBERSHIP MEETING - PART II Noon - 1:15 pm

OBEMLA NATIONAL NABE INTENSIVE SIG MEETINGS DEDICATED TIME FOR WORKSHOPS AND AFTERNOON PROFESSIONAL SESSIONS 1:30 pm - 2:15 pm EXHIBIT VIEWING SYMPOSIA DEVELOPMENT 12:00 noon - 4:00 pm DEDICATED TIME FOR 1:30 pm - 2:15 pm 1:30 pm - 3:30 pm INSTITUTE OBEMLA NATIONAL EXHIBIT VIEWING NABE RESOLUTIONS PRODUCT 2:00 pm 5:30 pm PROFESSIONAL 1:30 pm - 2:15 pm COMMITTEE DEMONSTRATIONS DEVELOPMENT WORKSHOPS AND 2:30 pm - 4:30 pm 1:30 pm - 3:30 pm INSTITUTE SYMPOSIA NABE NOMINATING KEYNOTE SPEAKER 2:15 pm -3:30 pm 2:30 pm 4:30 pm COMMITTEE MEETING 3:45 pm - 5:00 pm PRODUCT 2:30 pm - 4:30 pm NABE '96 OPENING DEMONSTRATIONS WORKSHOPS AND CEREMONIES 2:30 pm 4:30 pm SYMPOSIA 7:00 pm KEYNOTE SPEAKER 2:30 pm - 4:30 pm 4:45 pm 6:00 pm PRODUCT DEMONSTRATIONS 2:30 pm - 4:30 pm KEYNOTE SPEAKER 4:45 pm-6:00 pm

OBEMLA CULTURAL PUBLISHER/ ANNUAL EVENING RECEPTION EXTRAVAGANZA SPONSOR AWARDS 5:30 pm - 7:00 pm 8:00 pm RECEPTIONS BANQUET & DANCE 7:30 pm 155 BEST COPY AVAILABLE NABE NEWS FEBRUARY 1. 1996PAGE 25 RESOLUTIONS REQUESTED

Resolutions to be considered at the NABE General Membership Meeting on Saturday. March 16, 1996. during the 25th Annual nternational Bilingual/Multicultural Education Conference in Orlando. Florida. should be submitted in advance to Jose Delgado.Chair of the NAB E Resolutions Committee. N ABE procedures state that "the Maker and the Seconder of the proposed resolution must be NABE members in good standing." The 1996 ResolutionsCommittee."composed of the appointed chair and a representative from each affiliate in good standing," will be considering resolutions for presentation to the NABE membership. All members and affiliates wishing to submit resolutions should follow the format presented below and either mail them to the addresses printed below to be received by March I. 1996. or bring them to the NA BE Conference Office in the Orange County Convention Center by noon on Wednesday. March 13. 1996.

National Association for Bilingual Education: 1996 Resolutions

Mr. Chairman. Uwe wish to submit the following resolutions:

Whereas:

Be it resolved that:

Rationale:

Submitted by: Seconded by:

If other than individual, submitted by (name of group):

Person to be contacted regarding resolution:

Name: Phone:

Address:

City: State: Zip:

Attention: Two copies of this form are to be brought to the NABE Conference Office in the Orange County Convention Center by NOON on March 13, 1996, or mailed to arrive no later than March 1, 1996, to Jose Delgado, Jr. Chairman. NABE Resolutions Committee 1220 L Street, NW #605 Washington, DC 20005-4018

FOR NABE OFFICIAL USE ONLY

RESOLUTIONNo.: Approved:_ Disapproved:

REASON FOR DISAPPROVAL:

AMENDMENT FOR RE-EDITING NEEDED:Yes No NABEMEMBERSHIPAc-rioN: Carried Failed Date / /

1.5G NABE NEWS FEBRUARY 1, 1996PAGE 26 TECHNOLOGY FROM PAGE 23

NCBE'S Electronic Discussion Groups: The National Clearing- SLLING-L: The "Sign Language Linguistics List." house for Bilingual Education maintains a number of specialized discus- Management: [email protected] sion groups, focusing on: early biliteracy, education reform, educational Participation: [email protected] personnel training, educational technology, language preservation, refu- gee and immigrant education, research, special education, and a teacher TESL-L suite of discussion groups: English as a second or foreign roundtable. In addition, NCBE reference librarians staff a question- language discussion group, with numerous subLISTSERVs. Subscribe answering service via e-mail . to TESL-L before subscribing to the subgroups, which are: TESLCA-L Management: MAJORDOMO @c is.ncbe.gwu.edu (computer-assisted language learning), TESLFF-L (fluency first and Participation: [email protected] whole language), TESLIE-L (intensive english programs), TESLIT-L [email protected] (adult education and literacy), TESLJB-L (jobs and employment issues), [email protected] and TESLMW-L (materials writers). Note:These are high-volume [email protected] LISTSERVs, so you will want to "digest" them immediately. LANGPRES @cis.ncbe.gwu.edu Management: [email protected] [email protected] Participation: [email protected] RESEARCH @cis.ncbe.gwu.edu [email protected] [email protected] [email protected] TEACHER @cis.ncbe.gwu.edu [email protected] [email protected] NIFL-ESL: The National Institute for Literacy (NIFL) maintains a [email protected] LISTSERV on the learning of English as a Second Language for adults that is moderated by staff from the National Clearinghouse for ESL TESLK-12: A separate forum for ESL teachers at the elementary and Literacy Education. secondary school levels run by TESL-L, but not as a "subLISTSERV"; Management: LISTPROC @novel.nifl.gov subscribe directly. Participation: NIFL-ESL@ novel .nifl.gov Management: [email protected] Participation: [email protected] "SL" LISTSERVs: Originating in Latrobe University in Australia, these "student learner" LISTSERVs offer English language students a chance to sharpen their emerging skills around a common topic of PARTNER CLASS CLEARINGHOUSES & interest. While designed for college students, parents and secondary students can benefit from participation by working with their teachers to PROJECT-ORIENTED ACTIVITIES send polished texts. In addition to engaging in discussions with colleagues on topics of Management: MAJORDOMO ®Iatrobe.edu.au common interest, bilingual/ESL educators can also establishteach- Participation: [email protected] ing contacts with their counterparts throughout North American (Beginners' Discussion List) and in countries around the world in many cases, with class- [email protected] rooms from the nations of origin of their students in order to (Advanced Discussion List) plan joint curricular projects. To do so, teachers can contact any BUSINESS-SL @latrobe.edu.au of several clearinghouses which set up partner classes and project- (on Business & Economics) oriented activities. Four of the most important clearinghouses are [email protected] described below. (On learning English) EVENT-SL @latrobe.edu.au 1.Orillas (On Current Events) De Orilla a Orilla [Spanish for "from shore to shore"] is an [email protected] international teacher-researcher project that has focused on docu- (On the Cinema) menting through serious research directly involving teachers MUSIC-SL @latrobe.edu.au promising practices for intercultural learning over global learning (On Music) networks. Since 1985,Orillas has employed modern telecommu- [email protected] nications to extend an educational networking model first devel- (On Science & Technology) oped by the French educators Celestin and Elise Freinet in 1924. SPORT-SL @latrobe.edu.au Following the Frienet model,Orillas is not a student-to-student (On Sports) penpal project but rather clusters of class-to-class collaborations designed by two or more. partner teachers who have been matched SLART-L: Forum for teachers and researchers interested in second- according to common teaching interests and their students grade or foreign-language acquisition. level. Orillas has been an international clearinghouse for estab- Management: [email protected] lishing long-distance team-teaching partnerships between pairs or Participation: [email protected] groups of teachers separated by distance, forming "sister" or "partner" classes with a focus that is both multinational and CONTINUED ON PAGE 28 BEST COPY AVAILABLE 157 (NABENEWS FEBRUARY.1,1996 PAGE27), TECHNOLOGY multilingual (including primarily Spanish, English, French, Por- plinary projects. Project facilitators provide on-line support for tuguese, Haitian, and American and French Canadian Sign Lan- each project. Further, I*EARN uses extensive on-line conferencing guages). as a means of creating "rooms" for project work. The contents of The collaborating teachers make use of electronic mail and these rooms are shared automatically with all the international computer-based conferencing to plan and implement comparative networks that are part of the Association for Progressive Comput-. learning projects between their distant partner classes.Such ing, thus minimizing costs and maximizing involvement by stu- parallel projects include dual community surveys, joint math and dents and teachers around the world. Examples of recent student science investigations, twinned geography projects, and compara- projects include: tive oral history and folklore studies. Often teachers in Orillas "Planetary Notions," an environmental newsletter electronically publish their students collaborative work over the "Liberty Bound," a human rights newsletter Internet. "ICARUS," an ozone measurement proj ect and newsletter Research on Orillas has focused on those networking activities The Holocaust/Genocide Project and Newsletter which effect social change, validating community traditions in the The Rainforest Project schools, anti-racist eduction, and linguistic human rights, while Support for children in Bosnia and Somalia allowing teachers to explore the classroom practicalities of teach- Building wells for clean water in Nicaragua ing based on collaborative critical inquiry. Parents or teachers The Family Project, a cross-cultural comparison to should contact Orillas if they are interested in participating in promote intergenerational learning learning projects over global learning networks that: This is a moderate-cost project. For more information, contact Ed Promote bilingualism and learning another language. Gragert, I*EARN Director at [email protected] or Kristin Brown, Validate traditional forms of knowledge, such as the oral project coordinator, at ; or you can get traditions associated with folklore, folk games, proverbs, additional information, in English and in Spanish, through gopher and learning from elders through oral history. at gopher://gopher.iearn.org:7000 or write the International Edu- Advance anti-racist multicultural education. cation and Resource Network (I*EARN), 345 Kear Street, Develop new approaches to teaching and learning that Yorktown Heights, NY 10598 Phone: 914-962-5864. encourage students, parents, and communities to take action for social justice and environmental improvement. 3.IECC Intercultural Email Classroom Connections Lists Orillas operates over various networks; thus, cost for participa- IECC was originally a single LISTSERV but has grown so tion ranges from no-cost to low and moderate cost, depending on rapidly (presently, with 2,000 participants in 30 countries) that is the type of service provider available to a parent or teacher. For has subdivided into four LISTSERVs, which will be described more information, contact the co-directors: separately. They are: Kristin Brown , 5594 Colestine Road, IECC: Intercultural Email Classroom Connections Hornbrook CA 96044 IECC-PROJECTS: IECC Project Announcements Enid Figueroa , P.O. Box 7475, IECC-DISCUSSION: Discussion about Intercultural Caguas, Puerto Rico 00626 Exchanges Dennis Sayers , 351 East Barstow IECC-HE: IECC Projects in Higher Education Avenue, #101, Fresno, CA 93710 Each of these LISTSERVs is independent and has different goals; they may be subscribed to separately. A no- to low-cost project. 2.I*EARN: International Education and Resource Network The purpose of I*EARN (the International Education and IECC: Intended for teachers seeking partner classrooms for interna- Resource Network) is to enable elementary and secondary stu- tional and cross-cultural electronic mail exchanges. This list is not for dents to make a meaningful contribution to the health and welfare discussion or for people seeking individual pen-pals. of the planet. Its coordinators explain, "We want to see students Subscriptions: IECC-REQUEST @stolaf.edu go beyond both simply being 'pen-pals' and working on strictly Participation: [email protected] academic work to use telecommunications in joint student projects Once subscribed, teachers are welcomed to request a K-12 partner designed to make a difference in the world as part of the educa- classroom in an e-mail message to . Use a descrip- tional process." I*EARN is expanding to additional international tive subject. For example:, "Seeking Spanish-speaking 9th-grade class- sites daily and now includes hundreds of schools in over 20 room" or "Looking for 12 6th-grade students in Pakistan." In the body countries. of the message, be sure to include information about the local classroom and preferences for a partner classroom. I*EARN projects generally utilize three forms of interaction: IECC suggests giving the following details: (1) video-speaker telephones (low-cost, using regular telephone Who you are, where you are lines, slow-scan, black and white); (2) electronic mail; and (3) on- How many students you have line conferencing exchanges. How many students you would like to connect with Participants can join existing structured on-line projects or When you would like to connect work with others internationally to create their own projects within Other special interests the folloWing subject areas: environment and science; arts and Desired country/culture (area within a country if appropriate) literature; social studies, economics, and 'politics; and interdisci- Desired language 153

(NABENEWS FEBRUARY 1,' 19% PAGE 28)

I FROM PAGE 27

Since this is a busy LISTSERV, you may wish to request the DIGEST from its subscribers which are reviewed for accuracy and pertinence and format for IECC. Send a message containing the word "subscribe" to: then posted. IECC- DIGEST- REQUEST @stole edu Subscriptions: MAJORDOMO @cis.ncbe.gwu.edu Participation: NEWSLINE @ cis . ncbe.gwu.edu IECC-PROJECTS: An electronic mailing list where people may announce or request help with specific projects that involve e-mail, TESL-EJ: The refereed electronic journal of the TESOL professional internationally or cross-culturally. Subscribers automatically receive organization. IECC-SURVEYS which is devoted to student questionnaires on a variety Subscription: [email protected] of topics. Management: IECC-PROJECTS-REQUEST @ stole edu Wotanging.Ikche/Kanoheda Aniyvwiya: This newsletter includes Participation: IECC-PROJECTS @ stolaf.edu information drawn from various Internet sources relating to Native IECC-SURVEYS @ stolaf.edu American educational issues, including TRIBALLAW, NATCHAT and NATIVE-L listservers. To subscribe include, in the body of your IECC-DISCUSSION: Intended for general discussion about ques- message, the words "sub wotanging.ikche ". tions, issues, and observations in the Intercultural Email Classroom Connections. Editor's Note: Contributions to theTechnology and Language- Management: IECC-DISCUSSION-REQUEST Minority Students column should be sent to Dr. Dennis Sayers, @stolaf.edu University of California Educational Research Center, 351 E. Participation: IECC -DISCUSSION @stolafedu Barstow Avenue, #101, Fresno, CA 93710. (209)228-2050; FAX (209) 288-2055. E-mail: [email protected]. IECC-HE: The newest mailing list of the IECC suite of LISTSERVs intended for teachers seeking partner teachers in institutions of higher NABE education for international classroom electronic mail exchanges. Management: IECC-HE-REQUEST @ stolaf.edu Participation: IECC-HE @ stole edu The IECC Gopher (updated daily and searchable) can be reached at the URL gopher://gopher.stolaf.edu. Its World Wide Web URL You'll Always Benefit From Your Association address is http://www.stolaLedu/network/iecc/. With Avis.

4.TCHR-SL When it comes to association member benefits, "We Try For teachers of college-level learners of English as a Second or Harder" by offering you low, competitive daily business rates Foreign Language, this partner-class clearinghouse is based at along with special discounts for both leisure and vacation Latrobe University in Australia. By subscribing to this LISTSERV, rentals. Most Avis rentals at participating locations come an ESL or EFL teacher can find teacher collaborators for curriculum with free unlimited mileage, too! projects in countries around the world through which their students And now you can enjoy $10 off a weekend rental. See the coupon can perfectEnglish language skills while engaging in intercultural below for details. For information and reservations, call 1-800 - learning. To Participate, send a blank e-mail message to . Discount(AWD) number: T572100 ELECTRONIC JOURNALS AND $10 Off An Avis Weekend Rental! NEWSLETTERS Terms and Conditions Electronic journals represent a new way to disseminate up- Offer valid on an Intermediate (Group C) through a Full Size 4-door (Group E) car. Coupon must be surrendered at time of rental; one per rental. May not be used in to-date information and research, and the field of bilingual/ conjunction with any other coupon, promotion or offer. Coupon valid at Avis corporate and participating licensee locations in Canada & the contiguous US. Minimum 2-day rental ESL education has taken full advantage of this new medium required. Weekend rental period begins Thursday noon, and car must be returned by in the following publications delivered automatically to your Monday 1159 pm or coupon will not be valid. Offer not available during holiday and other blackout periods. Offer may not be available on all rates at all times. An advance e-mail box. reservation is required. Cars subject to availability. Taxes, local government surcharges and optional Items, such as LOW, additional driver fee and refueling, are extra. Minimum age is 25. LMRI Newsletter: The Language Minority Research Institute at Rental Sales Agent Instructions the University of California-Santa Barbara publishes a monthly At Checkout: newsletter in both print and electronic formats. In AWD, enter number printed below. In CPN, enter number printed below. Subscription: LISTPROC @lmri- news.ucsb.edu RA# Rental Location NCBE NEWSLINE:In addition to discussion groups (see above), the National Clearinghouse for Bilingual Education main- Attach to coupon tape. AV /S. tains NEWSLINE as a:mechanism for providing up-to-date infor- AWD # ism® mation on news and resources relating to the education of linguis7.,. cpN# MUGF043 tically and culturally diverse students in the U S Unlike many.e- Offer, ires .12J3f/96 journals, NEWSLINE is "moderated;" that is, it invites comments '01995171=1 co, Inc. 15-9

(NABENEWS FEBRUARY. 1, 1996PAGE 29

It GOALS 2000 FROM PAGE 20

with parents and the community and how quantitative, more empirically-driven re- establish regulations for certification. SEAs to involve parents in the school curricu- search. For example. part of our research must approach IHEs to develop programs. lum. Parents have a lot of knowledge and could include the observation of _general The representation of linguistic-minority they need to be told so. They sometimes patterns, trends and tendencies, as well as people on SEA committees is very impor- feel that they can not help their children minute details of language behavior usage tant. because they feel that: ( a) it is the school's of students, one-on-one. in various and IHEs need to show intellectual leader- role to educate their kids: (b) they do not diverse settings. Hopefully the kinds of ship as part of their mission of intellectual know English: and. ici they do not have information that we collect do not uniquely excellence. We know so much more now any knowledge. Parents can work with apply, in an idiosyncratic fashion, only to of what is good for our students. We have their children and with the schools if they these students but. instead, we will be able to come to the table with the federal gov- are permitted to do so. A series of bro- to make higher-order generalizations from ernment as intellectual leaders and share chures for parents could be developed to the data obtained. Quantification provides our knowledge in discussions of Title I help them to work with their children in one kind of credibility but often remains and Title VII matters at the federal and different areas: for example. in sheltered unconvincing unless supported by ad- state levels. We know about language and English or in reading in the native lan- equate qualitative. descriptive statements culture. how they come together in teach- guage. Parents should be invited to review which add validity to the quantitative data. ing and learning. We need to apply this the brochures and provide feedback be- We need to continue to consider the knowledge when we discuss how we are fore publication. diversity of interdisciplinary involvement. going to shape policies and practices for These professional development col- For example, a research project within the the next generation of funding from the laborations with school districts. with field of developmental psycholinguistics federal government, or from partnerships teachers. students, parents and commu- may be related to sociolinguistics to un- developed with the SEA's and LEA's. In nity members are also great opportunities derstand the totality and diversity of the this way we become engaged. for bilingual faculty to get research data development of bilingualism in our stu- The knowledge we bring to discussions and to publish. dents. More and more research conducted of policies and practices is research-based in bilingual education reveals the interdis- and as such it allows us to present clearer Action Research ciplinary perspective in the conception of pictures and insights about many concerns Research findings in bilingual educa- research projects. Psychologists, linguists such as: (a) equity issues, to empower tion need to be implemented in instruc- and anthropologists are talking to each bilingual instruction and to challenge the tional activities, teacher training, and pa- other, at least with respect to certain kinds societal power structure of English-speak- rental involvement programs. among oth- of phenomena they are studying. This is ing America: (b) policy practices. for ex- ers. We need to continue to conduct short- not a small issue at IHEs. We feel it is ample to address the assessment of bilin- and long-range or longitudinal research. important to use our speaking skills and gual students' achievement for the valid- For example. if we want to collect infor- our writing skills through the prompt pub- ity of certain kind of instruments; (c) the mation and be able to take a retrospective lication of research. role of the federal government, to look at look at the cumulative impact of a student's We need to continue to conduct research continuity in funding efforts: (d) faculty becoming bilingual. we must have a com- in the classroom and in the broader context who may not be very famous but who are mitment to follow students over periods of of the home and the community. What hap- right there at the heart of the problem and time as they are involved in different inter- pens in the classroom, in very specific inter- are committed to doing a good job: and. (e) actions in the community, school, home actions, is only one aspect. The understand- coordination nation and state-wide to en- and other places. ing of that interaction does not account for sure that funding is spent on training and We need to continue to apply the diver- what happens in the broader context of the research projects that are practical that can sity of methodological approaches and the school and outside of the school. have an impact in the school and the com- complementary roles to be played between State education agencies ( SEAs ) have munity. qualitative, ethnographic research and an impact in IHEs' work because they Dr. Eugene Garcia, is the former OBEMLA Director and is now at the University of Californiaat Berkeley. Dr. FloraRodriguez- NABE NEWS welcomes hearing from readers Brown is at the University of Illinois at by electronic mail. Chicago. Dr. Gilliam Malaya is at the State University ofNew Yorkat Buffalo. Dr. Lilian Minaya-Rowe, the chairperson of NABE's Write to us at our NEW Internet address: Higher Education Special Interest Group and symposium organizer, is at the Univer- NABE EWS org sity of Connecticut.

;J Mr...11.1...i 74e Zr Car....aPJa610;114 01;4{4 S ..1 1:71:i. AY: CI. 0 NABE

(NABENEWS FEBRUARY 1, 1996PAGE 30 NABE NEWS Book Reviews Column Editor: Dr. Antonio Simoes, Fairfield University, CT

Building Bridges: Multilingual Discovering Our Experiences: Resources for Children Studies in Bilingual/ESL

Reviewed by Dr. Rosa Castro Feinberg Education

Building Bridges: Multilingual Resources for Children. Reviewed by Dr. Susan Randolph Moore Multilingual Resources for Children Project, (1995). Clevedon, England: Multilingual Matters, Ltd., 109 pp., Discovering Our Experiences: Studies in Bilingual/ESL Education. Texas Woman's University, Fall 1993 and Spring 1995. Multilingual Resources Project for Children carried out at The University of Reading in the Departments of Arts and Discovering Our Experiences: Studies in Bilingual/ESL Humanities in Education and Typography and Graphic Education is a serial publication under the editorship of Communication brings together ideas from three disciplines: Dr. Irma Guadarrama at Texas Woman's University. education, linguistics and typography. In Building Bridges: According to Guadarrama, its purpose is "to provide a forum for Multilingual Resources for Children, the authors offer insights presenting innovations, concerns and recommendations related to stemming from that interdisciplinary mix on languages in contact the schooling of language-minority students." Published in a state and in conflict. The following themes are considered: in which over 400,000 young people need bilingual/ESL instruction, The range and quality of resources in languages other the journal fulfills an important function in influencing public than English in school and ways to use them; attitudes about procedures for educating children for whom English Design and typography in the effectiveness and usability is not a native language. Thus far two issues have been published, of multilingual resources, issues of importance in selecting Fall 1993 and Spring 1995. The Fall 1993 issue focused on and producing materials in different languages; leadership, specifically the role of the principal in changing The place of illustration in the teaching of reading; perceptions and practices related to the education of language- The role of typography in avoiding the appearance that minority students. The Spring 1995 issue shifted the focus to one language is more important than the other-in dual bilingual/ESL teachers and their challenges as educators in today's language texts; multicultural-multilingual society. CONTINUED ON PAGE 38 CONTINUED ON PAGE 32

Tito, Tito: Rimas Adivinanzas y Juegos Infantiles

games, traditionally passed from genera- guage education for beginners, basal read- Reviewed by Sylvia M. Vila-Dcivila tion to generation among Spanish-speak- ers for younger children, and for native ing children in most Spanish-speaking language arts classes. Schon's book can Tito, Tito: Rimas Adivinanzas y Juegos countries. This book preserves and per- encourage the exploration of other cul- Infantiles, by Isabel Schon. Illustrations petuates the innocence of a child's world tural expressions, similar games, and ideas. by Violeta Monreal. Editorial Everest, of games, words, and thoughts such as, The illustrations by Violeta Monreal Spain, 48 Pages. "Yo soy la Viudita," "Los Pollitos Dicen," are absolutely superb in portraying mo- and "Arroz con Leche." The beauty of this ments that enlighten the meaning, mood Tito, Rimas, Adivinanzas y book is that it may be understood by chil- and expressions contained in every pas- JuegosJuegos Infantiles (Tito, Tito: dren from almost any country in the Span- sage. The biographical notes on the author Rhymes, Riddles and Children's ish-speaking world. The book facilitates and the illustrator are friendly reminders Games) by Isabel Schon is a refreshing the solutions to the riddles by enclosing a of the wonderful presentation of this book. and captivating piece. It brings wonderful page providing the answers, even though memories from. childhood and the the answers have been hidden in the illus- Sylvia M. Vila-Davila is affiliated with incredible drive to share the great mysteries trations. New York University. of sounds, images and color. This book would be appropriate as a NABE This book compiles.some of the most supplement for enrichment activities, in popular and favorite rhymes, riddles and two-way. bilingual classes, .foreigniat 1

(NABENEWS FEBRUARY 1, 1996PAGE 31

A BOOK REVIEW: DISCOVERING FROM PAGE 31

The format for many of the articles was not their unorthodox style in combination munities they had become families. "the narrative of experience" in which, in with their leadership education that en- In addition to the principals' interviews, response to interview questions, princi- abled them to ignite staffs, parents and the issue features the Executive Assistant pals and teachers reflected upon their back- communities to work together to create to the Commissioner of the TEA, Dr. grounds, their school environments, their better schools. Roberto Zamora, who outlined TEA ac- efforts as agents of change and their hopes Programmatically what each wanted to countability plans, restructuring, and the for the future. In addition, the publications accomplish for the language-minority stu- training needs of principals. In discussing contain articles explaining, as well as es- dents in his or her school varied. It is in this the training of principals, he stated that pousing, various forms of qualitative re- description of the program variations and they needed to be "instructional leaders search, with an emphasis on narrative struc- the reasoning behind those variations that and managers knowledgeable of curricu- ture. The first issue also contains a pro- Discovering Our Experiences makes one lum, instruction and assessment...and fa- vocative position paper by Dr. Guadarrama of its contributions to educators working miliar with the concepts of staff develop- on the Texas Education Agency's (TEA) with linguistically and culturally diverse ment, site-based management, consensus procedures for assesspg the educational students. In one elementary school, devel- decision making, developing partnerships progress of language-minority students. oping a comprehensive bilingual program and collaboration." Ironically, the four In discussing the publications I will re- dominated action plans. In two others it non-conforming principals in this issue view the Fall and Spring issues separately was multi-age grouping or clustering. In appeared to have conformed to the expec- and then summarize overall impressions the high school it was establishing a strong tations for all principals. about the publications. ESL program with consistent delivery throughout the content areas as well as Spring 1995 Issue Fall 1993 Issue designing a fifth year component for the The theme of second volume is The first issue of Discovering Our Ex- many preliterate students who entered the "Reflective Practice for Teacher Change." periences highlights four Hispanic princi- school each year. This issue includes interviews with six pals, three elementary and one secondary, The inclusion of multiple interviews teachers involved in educating language- who assumed leadership of schools with makes yet another contribution to the field minority students and some background large language-minority populations. Their the identification of some common on teacher research. Its message is that reflections indicate that the educational core changes that synergized their schools; teacher practitioners are researchers and programs in most of these schools were core changes which were achievable be- that education benefits when teachers ap- grossly inadequate for meeting the needs cause of the flexibility allowed under site- proach their work from this paradigm. of their constituencies. In addition, they based management. According to the prin- One might expect considerable overlap faced formidable obstacles both within cipals one change needing top priority was in the challenges faced by bilingual/ESL and outside of their schools in order to staff development. Staff development took teachers. However, the teacher narratives provide viable programs. Among these the form of systematic education related reveal the fallacy of that expectation. All obstacles were intransigent teachers (many not only to bilingual/ESL research, but of the teachers featured struggled with of whom were hostile to the concept of also to the content areas such as reading, problems unique to their own schools. bilingual education), inappropriate cur- writing, science and math. For example, in One was faced with reconciling her belief ricula, and equally inappropriate assess- a couple of schools staff development was that her kindergarten children needed na- ment techniques. For some there was also used to introduce whole language. In an- tive language development with the a steady influx throughout the year of other it provided teachers with tools for school's developmentally inappropriate students, frequently preliterate, having no writing a phonics curriculum and integrat- expectation that her students be able to knowledge of English. From the inter- ing it into thematic units. Another core function normally in a regular first grade views we learn that each of the principals change was establishing a collaborative classroom the following year. Another marched to a different drummer. As one working relationship both with and among needed to find a grouping combination principal said, "I do not agree with the teachers. One of the ways in which this which encouraged the speaking of English approach that the district and the state are relationship was utilized was to develop among peers yet provided sufficient op- promoting. In fact, I am trying to get them strategies for eliminating teachers from portunity for cognitive development in the in line with me!" Another refers to the the school who would not buy into a shared students' native language. Two other teach- importance of "stepping outside the lines." vision and acquiring teachers who would. ers, in response to the problems they iden- Doing so, of course, invited criticism but A third change that evolved from the col- tified, created and guided the development that did not seem to deter these leaders. laborative relationships was the empow- of the International Newcomer Academy One principal laughed that her colleagues erment of teachers. With this empower- in Fort Worth which brought together all found her "different crazy," while a ment of their teachers came an empower- beginning level students in the district. second shook off problems she's had be- ment of students and parents as well. As a One challenge they faced was providing cause of others thinking her to be too result of the core changes, one image an education for older adolescents, many unorthodox.After reading about their seemed to surface repeatedly in the princi- of whom were preliterate or struggling accomplishments, one wonders if it were pals' reflections about their school cor, CONTINUED ON PAGE 36 t.)

(NABENEWS FEBRUARY 1, 1996PAGE 32

1 , American Indian BilingualEducation Column Editor: Jon Reyhner, Northern Arizona University

Bilingual Education in Lower Kuskokwim: Revitalizing,Stabilizing, and Developing the Yup'ik Language and Culture

ciency. One of the district's goals is to guage skills by using the native language by Beverly Williams, Kathy Gross, produce students fluent in both the first only when necessary. Other villages are and Duane Magoon and second languages. With this funding considering Two-way Immersion programs comes the tremendous obligation to de- to counter this trend. Te Lower Kuskolcwim School Dis- velop and measure student proficiency in Where a village has few children who trict (LKSD) is Alaska's largest rural both English and Yup' ik. In order to iden- speak the indigenous language, there is a school district in terms of number tify each student's initial language profi- Yup' ik as a Second Language (YSL) pro- of sites, teachers, and students. The dis- ciency and to document language growth, gram designed to reintroduce it. Also, in an trict is comprised of 21 village schools as the LKSD has selected and developed lan- effort to reverse language loss, the LKSD well as three schools in the city of Bethel, guage assessment instruments in both recently began a Yup'ik Immersion pro- the largest community in western Alaska. Yup'ik and English. In addition, the dis- gram in Bethel under the state's Language The LKSD covers an area approximately trict has created English Language Leader Other than English a a Second Language the size of Ohio and is located along the and Yup' ik Language Leader positions at program option. Thirty-two Kindergarten Bering Sea coast and Kuskokwim River. each school. These individuals are trained children are enrolled in this program. A Two-hundred forty teachers serve more to administer language assessments, assist Parent Steering Committee oversaw the than 3,000 K-12 students of mostly Yup'ik the district's Bilingual Department in selection of the Yup' ik instructors and Eskimo background. One-fourth of the record keeping, help to develop new cur- continues to play an integral part in the district's certified teachers are Yup'ik, the ricular units (especially in Yup'ik), and planning process. As this pilot project pro- largest percentage of indigenous teachers work with colleagues to improve language ceeds, plans are to add an additional year to in any Alaskan school district. learning in the "mainstream" classroom. the program until the year 2000 when the The district's mission is to promote the The LKSD offers a variety of bilingual sixth graders will begin their transition to indigenous languages of the region as well programs to meet the unique linguistic the English program. Additional Yup' ik as to ensure equitable, culturally-appro- Deeds of its various communities. These staff will be hired and materials will be priate, and effective educational opportu- programs are outlined in a state-approved developed as this program evolves. Even- nities for all its students, thereby enabling Bilingual Plan of Service which is revised tually, the district plans to expand the them to succeed in a rapidly-changing every three years. Since the majority of program to several villages that are expe- world. It also seeks to ensure the develop- LKSD students come to school speaking riencing the same threat of language loss. ment of English for both social and aca- their indigenous language, many commu- With this effort, it is hoped that the Yup'ik demic purposes. nities have chosen the Yup'ik First Lan- language will be revitalized in Bethel and Alaska's schools are fortunate to re- guage (YFL) program. Students in this its surrounding communities. ceive bilingual funding from the state, in program begin Kindergarten with all in- One of the many challenges faced by the addition to federal funds. The LKSD has struction delivered in the heritage lan- LKSD continues to be increasing the ef- received a larger share of state funding for guage by a certified fast- language teacher. fectiveness of its overall educational pro- rural districts because of its large number The transition to English gradually in- gram. One way the district is attempting to of "language-minority" students who are creases each year at a rate determined by accomplish this is to re-think its approach classified as "limited English proficient." each school's plan of service. (The full to education, particularly with regard to Until recently, LKSD bilingual programs transition to English can occur anywhere the curriculum. Although there have been were, for the most part, transitional, with from the third to sixth grade.) well-intentioned attempts to bring Yup'ik their primary goal being English language Unlike these Yup' ik-speaking villages, language and culture into the classroom, proficiency. However, last year the State there are some communities (generally much of what we have called "school" in of Alaska agreed to LKSD's request to speaking, those closer to Bethel) where western Alaska has looked and sounded change its bilingual education funding for- English is becoming the language of pref- like any school in the Lower 48, particu- mula to a dual-proficiency model allowed erence. Several of these villages have cho- larly at the secondary level. Activities such under current regulations. This, in effect, sen to implement a bilingual/bicultural as "heritage weeks," native dance festi- puts the "bi-" back into bilingual educa- program with instructional support given vals, language classes, and so forth are not tion, as schools now receive funding based by Yup'ik-speaking instructors who focus the sum total of Yup'ik culture and iden- upon students' language of least profi- ott the quick development of English Ian- CONTINUED ON PAGE 34 . 163 (NABENEWS -FEBRUARY. 1996 7 PAGE/13). AMERICAN INDIAN FROM PAGE 33 tity. It is not even enough to translate Western curricula into bers, for instance, mistakenly feel they must choose between the Yup'ik; nor is it enough to have Yup'iks teaching Western desire to have an indigenous curriculum and feelings of loyalty to concepts in Yup'ik using English-language materials. Many the Western curriculum they grew up with. Others are suspicious Yup' iks are calling for a curriculum which reflects a Yup' ik world that bilingual education may be yet another way to keep Yup'iks view. To that end, a Yup'ik Framework Committee has been from experiencing academic success. This perception is sometimes established to identify cultural values, beliefs, and essential con- reinforced by those teachers and principals who neither view them- cepts. Once this culturally-based curriculum framework is identi- selves as English as a Second Language (ESL) teachers nor feel fied, subsequent revisions to district curricula will adhere to it. bilingualism will benefit Yup'ik children. This curriculum will, when finished, reflect a culturally-appropri- In support of bilingual education, the district provides various ate world view that meets Alaska "Goals 2000" standards. services to each community. At the invitation of interested school Already there are groups that are getting a head start on boards and community members, staff from the LKSD's Curricu- developing this "new" curriculum. For example, the village of lum-Bilingual Department travel to villages to provide informa- Kasigluk has begun developing a performance-based Yup'ik tion about current bilingual methods and theories and inform them Studies Program curricula with identifiable outcomes. Last sum- of the benefits of bilingual programs. With this help, each commu- mer a group of Yup'ik teachers and elders met to develop dozens nity determines a three-year Plan of Service appropriate to their of Yup' ik-language materials in the content areas of language arts, unique linguistic and educational needs. Regional and site- science, and math. Additional Yup'ik materials developers and based inservices are offered periodically and courses for col- graphic artists have been hired to speed the production of high- lege credit are provided via the district's distance delivery quality Yup' ik-language materials. These efforts recognize Yup' ik (satellite) system and telephone audioconferencing. ESL meth- as a legitimate language of instruction and will help ensure the odology, the writing process, classroom management, coop- survival of Yup'ik into the next century. erative learning, and other appropriate-topics provide district The progress that has been made over the past several years has teachers and paraprofessionals with professional growth op- not come easily. These efforts are not always easily accepted by portunities in bilingual education. those who have been educated under the old Bureau of Indian Because many of the district's Yup'ik paraprofessionals are Affairs (BIA) system or who take at face value the arguments uncertified (serving either as associate teachers who have some presented by "English-Only" advocates. Some community mem- post-secondary education or as teacher aides), programs are being developed in association with the University of Alaska to grant academic credit leading toward a teaching certificate. Classroom experience will count toward a degree, as will summer institute courses and satellite courses. In partnership with each community, the LKSD plays a sig- nificant role in maintaining and developing the Yup'ik language. The district points with great pride to the bilingual education program, the increasing participation of community members, the greater number of Yup'ik certified staff, the rapidly-increasing amount of Yup'ik language materials, and to increased training of HOW CAN YOU all district instructional staff in bilingual methods and theory. Collectively, these help to symbolize the LKSD's commitment to TAKE A BI IE the revitalization, stabilization, and development of the Yup'ik OUT OF YOUR language. For more information contact Duane Magoon, Language De- TRAVEL EXPENSES? velopment Specialist, Lower Kuskokwim School District, Box 305, Bethel AK 99559. Phone (907) 543 4849, FAX (907) 543 4924, e-mail: [email protected]. JUST ASK ALAMOS'" Beverly Williams, Kathy Gross, and Duane Magoon work in the Lower Kuskokwim School District Curriculum-Bilingual Depart- As a member, you can enjoy great rates, quality cars, ment. and friendly service. Look to Alamo to meet your travel Editor's Note: Contributions to theAmerican Indian Bilingual needs. For reservations, call your Professional Travel Agent Education column should be sent to Jon Reyhner, Center for or access us at http://www.goalamo.com or call Alamo Rent A Car. Be sure to request Excellence in Education, Northern Arizona University, P.O. Box I.D. Nutnber 1 9 5 1 6 7 and Rate Code BY. 5774,Flagstaff,AZ 86001-5774,orE-mailto: JON [email protected], (520) 523-0580, fax: (520) 1-800-354-2322 523-1929.

164 NABE

(NABENEWS FEBRUARY 1, 1996PAGE 34 What if I Were a Candidate forthe School Board? by Joe J. Bernal, Ph.D., NABE Executive BoardCentral Regional Representative

ODn December 28, 1995 I filed for that it would run counter to the Agency's eluding the Hispanic Chamber); race and istrict #3 of the Texas State Board efforts to allow local control in schools. ethnic community groups; and precinct or of Education (SBOE), mostly be- Dean of the Texas Senate, Carlos Truan Ward representatives within the political cause I felt we needed a strong voice, (D-Corpus Christi) expressed his dismay party. Make contact with leaders from especially on behalf of children who come and urged the Commissioner to reverse his such groups and get to know from them the from low-wealth districts, from families decision. Recently, the Commissioner re- issues they support and those they oppose. with low-incomes, and who may be cul- canted, stating that federal officials had This takes much time and study. turally and linguistically different. Dis- allayed his concerns and that he was now Fourth, consideration must be given to trict 3 is one of three South Texas districts accepting the money how you intend to reach the public. Cam- heavily populated by Hispanics and in- The primary elections for both political paigns are usually won by those who reach cludes San Antonio plus 11 counties to the parties will be held on "Super Tuesday," the voter best, and such efforts cost money. south. March 12, 1996. The winners from both Consequently, there has to be a decided Three Hispanics presently serve on the parties will face each other in the general effort to raise funds. While some may get SBOE. Mary Helen Berlanga (D-Corpus election on November 6, the same day elected by limiting their efforts to walking Christi) represents the counties along the Texans will cast their votes for President, and talking, and shaking hands with people coastal area, while Rene Nuiiez (D-El Paso) for one of the Texas U.S. Senate seats, and in the district, such successes are not the represents the counties contiguous to the for 30 members of the House of Represen- norm, especially if the district has a large Rio Grande. Esteban Sosa (D-San Anto- tatives. population. Personal contact, however, is nio), who represented District #3 includ- If you ever decide to run for public most important to the success of any cam- ing the south central counties, resigned in office there are several issues you must paign. September 1995 due to health reasons. He consider. The following are some ! thought Some of the needs which are basic to was replaced by architect Jose De Lara, important in my race, and they would be any campaign and which require funding named by Governor George Bush, Jr. to similar if you decided to run. are as follow: serve the rest of Sosa' s term, until Novem- The very first issue was whether I would printed campaign literature to ber 1996. De Lara has filed as a Republi- have the time to run and whether I really distribute to people or to use in can candidate and has stated publicly that wanted the position. The second consider- mailing to voters; public schools had failed him and that he ation was qualifications. I knew I qualified stamps and envelopes and the favors vouchers. My Democratic oppo- on age and citizenship, but I wasn't quite volunteers to do mailouts; nent is a male Hispanic who is in the food sure about residency. I found out that resi- voter lists, especially of those who processing business. dency in the district was a requirement. regularly vote and those who you The SBOE has 15 members elected Finally, you need to check about prohibi- wish to target as likely voters for from their respective districts, each repre- tions against being an employee of a school you; senting more than one million (Texas has district and running for the local board that computer databases which can 17 million) people. Candidates must de- employs that individual. best serve your purposes; clare as Democrats, Republicans, or a third A third consideration is whether you copies of targeted voter lists to be party when they file to run. With Sosa' s think the campaign would be a "winnable" used by phone bank volunteers; Republican replacement, the composition effort. How strong is your opponent? Is advertisements through the of the SBOE is now 9 Republicans and 6 your opponent an incumbent? Incumbents newspaper and electronic media; Democrats. Recent law changes have al- usually have an edge because they are and lowed the Governor to name his two key already in office and are generally more if enough money is raised, a hired players in education: the Chairman of the acquainted with the issues. Being that the professional public relations SBOE and the Commissioner of Educa- overall public is made up of many "pub- group to help you with all of the tion. lics," consideration should be given to above. The November 1995 announcement by whether large constituency groups will Last, but certainly not least, one's de- Commissioner Mike Moses that he was endorse your candidacy. Among such sire to run must include why you're run- rejecting $1.2 million in federal grants for groups are teacher organizations (NEA ning for office. In my case, monetary gain programs that included AIDS prevention affiliates or AFT affiliates); administrator is not part of it because the position is non- explicitly reflected the political orienta- groups; school boards; affiliate groups rep- paying. On the other hand, serving on the tion of the current state administration. resented by student groups such as Young SBOE gives me an opportunity to do many Moses justified his position by saying that Democrats or Young Republicans; labor things I consider important, including the the grants could place mandates on how groups such as the AFL-CIO and its many following: local schools must teach sex education and affiliates; Chambers of Commerce (in- CONTINUED ON PAGE 36

(NABENEWS FEBRUARY 1, 1996PAGE35) CANDIDATE FROMPAGE 35 BOOK REVIEW: DISCOVERING FROMPAGE 32

being able to pay back what the with difficult family and economic situa- issue introduces the principals' interviews teaching profession has given me tions. as "case studies" and unconvincingly ar- for more than 30 years; Although the problems for which teach- gues for the acceptance of this format as providing me an opportunity to ers sought solutions differed, the inter- legitimate research. By placing the inter- voice my concerns on how best views reveal similarities in the lessons views in the second issue in the framework our public school system can be learned from trying to resolve them. Echo- of the narrative of experience process and improved; ing the comments of the principals in the providing a means of analysis, the argu- giving me any opportunity to vote previous issue, each found the need for ment acquires greater credibility. From a on educational policy which collaboration with their colleagues within research perspective, the narrative struc- would provide equality of their own schools as well as in the rest of tures would yield even greater meaning if opportunity and educational the district. Working in isolation increased teacher reflections were juxtaposed with excellence for all children; the difficulty of their tasks and at times led narratives of others within the institution being supportive of religions, but to logistical problems which could have in which the individual teacher's experi- maintaining separation of church been avoided. Secondly, to cope with the ence is "nested." Discovering one's own and state; responsibility they felt for all of the lan- meaning is important. Understanding it in providing content standards guage-minority students within their relationship to others provides even greater which are rigorous forall schools, they realized they had to share depth to the story. students; their knowledge with their colleagues in A minor weakness of the journal is its supporting the belief thatall order to change attitudes of hostility to- failure to consider a readership outside of children can learn; ward bilingualism and raise levels of ex- Texas. This is seen in the use of multiple using the same accountability pectations. Thirdly, and probably most acronyms which Might be familiar to Tex- system tomeasurethe importantly, they learned that a strong, ans but unknown to those outside of the performance of all children; supportive principal with background in state, as well as in the focus on issues providing for orderly schools so bilingual/ESL education was crucial to the primarily from the perspective of a Texas that learning can be facilitated; success of their efforts. This insight served practitioner. Since the publication has promoting content standards that to bring this issue full circle with the first. importance not only for Texans but also incorporate the cultural The Spring 1995 issue gave almost equal for the whole Southwest, if not the entire background and life experiences attention to the concept of teacher research country, future issues should give some of linguistically diverse children; or practical inquiry. An introductory ar- recognition to needs of a wider audience. strengthening the relationship ticle speaks of the need to train teachers in In many respects Discovering Our Ex- between the home and school; various forms of qualitative research and periences reflects a personal mission of supporting quality bilingual to help them recognize that as teachers Dr. Guadarrama to "improve the educa- education programs where the they are conducting research each time tional process of language-minority stu- goal is not only to be bilingual they conceptualize a problem, collect data dents." Her voice dominates the journal but to also be biliterate; and and use it to resolve the problem they have from its conception to its aesthetics. The providing teacher salaries identified. Another article explains the interviews with principals and teachers commensuratewithother research technique of narrative structure give substance to her position and assist in professions. or narrative process which, according to promoting the changes she advocates by It is important to have people who un- Guadarrama, "allows teachers the oppor- providing other practitioners perspectives derstand the educational needs of linguis- tunity to reconstruct or rebuild an experi- from which to view their own experiences. tically and culturally diverse children and ence with the result of clarification of Discovering Our Experiences is a power- families in policy-making positions. I en- existing knowledge or new understand- ful voice for language-minority students. courage you to seriously consider running ings." Through this process they are dis- This voice is critical at a time when policy for office you can make a difference! covering the meaning of the experience. makers are becoming more vocal about

NABE The article provides an instrument for ana- eliminating bilingual education and mak- lyzing narrative structures. Guadarrama ing the United States an English-only na- then uses this heuristic for analyzing the tion. Future issues of the publication hold Book Review Guidelines narratives of the teachers in the previous promise of serving a very important func- Reviews for publication in the Book Review interviews. Additional articles discuss tion in enfranchising and empowering a column should be sent to Dr. Antonio Similes teacher research specifically as it applies large portion of our population. at Fairfield University, Graduate School of Education and Allied Professions, N. Benson to bilingual/ESL classrooms and provide Road. Fairfield, CT 06430. (203) 254-4250. resources for teachers to get started. Susan Randolph Moore, Ed.D., is an Materials from publishers should be sent to Assistant Professor in the Graduate School NABE, care of the NABE NEWS editor. Packages should be clearly marked BOOK Conclusion of Education and Allied Professions of REVIEW MATERIAL; two complete sets of Discovering Our Experiences matured Fairfield University in Connecticut. materials must be submitted. from the first issue to the second. The first NABE 16© (NABENEWS FEBRUARY 1, 1996PAGE36)- Administration of Bilingual Education Programs Column Editor: Dr. Jaime A. Castellano, Palmetto Elementary School, West Palm Beach, FL

The Ups and Downs of Applying for a Dual-Language Magnet School: One School's Story

ings, I have updated members on the status requires careful planning and analysis. It by Dr. Jaime Castellano of the magnet school application. Even also requires feedback and input from other during the arrival and dismissal of stu- parties. Through the "grapevine," I have

Ans a principal of an elementary dents, I have spoken to dozens of parents been told by parents and teachers that they school applying for dual-language outlining my expectations for the future. heard the application was completed and agnet school status, I have had A definite double standard exists. On approved by the school board. Despite all an opportunity to interact with supporters the one hand, one of the education goals in I have done to reassure my school commu- and opponents of bilingual education. Sup- the state of Florida is to promote the learn- nity that I would inform them about the porters agree that with a building where ing of a language other than English at the process all along the way, rumors and 70% of the students are Hispanic, the vast elementary level, along with other multi- innuendo prevail. All of this is happening majority of whom are bilingual, institut- cultural issues. The Palm Beach County despite the fact that the application had not ing a dual-language program makes sense. School District has adopted a similar goal. even been submitted as of the writing of Current quantitative and qualitative As the instructional leader of an atten- this column. All of this is going on despite measures document the ineffectiveness of dance center, I have been asked to docu- the fact that I requested to begin the mag- attempted initiatives over the past few ment the progress that we have made in net school in FY '98. All of this is taking years. Palmetto Elementary School in West this area. On the other hand, there are place despite the fact that I have informed Palm Beach, Florida, has tried its fair share educators who believe that this should not the school community that before imple- of bandwagon educational fads. Results be one of our goals or priorities for lan- menting a full-blown program we would indicate little to no gain in cognitive abil- guage-minority children. be piloting the dual-language concept in ity and academic achievement. All of the Change is difficult for many educators four targeted classrooms next year. I guess programs were instituted strictly in the to accept. This has also been well-docu- people believe what they want to believe, English language. Despite repeated fail- mented in the literature. I hear this on a or practice "selective listening." ures, there are those who still believe that regular basis from top level central office Included in the mix of issues are teach- English should be the only language used administrators, other principals, and even ers, primarily Hispanic, who are bilingual for instruction, saying that because they teachers themselves. Our "in-tune" par- with highly proficient literacy skills in two live in the United States, students and their ents also realize that teachers don't accept languages, but who lack a knowledge base parents should speak only English. And if change easily. And when you compound in the area of bilingual education, second "my" grandparents and parents were able the degree of change by advocating a pro- language acquisition, etc. Being of His- to learn English when they arrived as im- gram delivery system to be implemented panic descent and fluent in Spanish does migrants, then today's immigrants and non- in another language other than the one not necessarily predispose one to becom- English speakers should be able to do the they are accustomed to, defense mecha- ing an advocate for bilingual education. same. These arguments, or myths, have nisms are quick to arise. Assumptions can sometime cause a school been disproved in the research time and What I have done to address this area of organization heartache and headaches. time again. I believe that most of the argu- concern is to educate as many people as These truly bilingual teachers, who will ments coming from the opposition are possible about the benefits of dual-lan- be major players in the dual-language pro- based on ignorance; they simply do not guage programs with the hope that I will gram, need even more intense staff devel- know the facts. But this can present some be able to convince them to buy in to my opment. They need to be convinced that real problems for a school organization vision for the school. A friend even sug- dual language instruction will result in and its culture. gested that an outside consultant come in long-term academic success for partici- When individuals intentionally misin- and do some type of orientation with the pating students. They need to be con- form others, the school's climate is ad- staff, believing that an individual with no vinced that creating highly proficient versely effected. I have been able to deter connections to the school might have a speakers, readers, and writers of two lan- the negativity by publicly and repeatedly better opportunity to "sell" the program, guages will contribute to the global soci- stating my position before multiple audi- or vision. The faculty and staff would feel ety, as well as to the local community. ences. At faculty meetings, I have taken freer to ask more pointed questions of a Politically, the issue of dual language the opportunity to clarify any questions or consultant than they would of the princi- instruction can be a "hot potato" for the concerns that teachers may have. At the pal. I am in the process of completing the local school board and community. I have School Advisory Council (SAC) meet- magnet school application. It is a task that CONTINUED ON PAGE47 167 (NABENEWS FEBRUARY 1, 1996PAGE37) BOOK REVIEW: BUILDING FROM PAGE 31

The value of diversity for all our own policy makers. In New Zealand, addition, the links between language, iden- children; for example, the Ministry of Education tity, and positive self-concept are speci- The perspicacity of children as produces a wide range of outstanding books fied, and illustrated with comments from users of multilingual resources; in a number of languages, including En- the children included in the various field and glish, Cook Islands Maori, Samoan, studies which support the conclusions of The potential of multilingual Tuvaluan and Tongan (p. 47). this volume. resources for building bridges The most important multilingual re- The monolingual teacher in a multilin- between monolinguals and source, we are reminded, is the bilingual gual environment will often not know how bilinguals, and between home and adult. Bilingual teachers, teacher assis- to utilize multilingual resources. Sugges- school. tants, other staff members, and parents all tions are provided to help that teacher Resources for speaking and listening, have contributions to make. Among the develop a greater comfort level and an for reading, and for writing are described. strengths of this slim volume is the set of expanded array of strategies. Specifically, The authors emphasize that "our explora- specific recommendations for tapping the sources of multilingual resources for tion of multilingual resources assumes that resources of parents and family members. teacher an student production of materials it is not enough to prace books in other To reduce feelings of intimidation on the are provided, along with reference leading languages on library shelves; we also need part of parents, schools can insure that the to identification of multilingual word pro- to look to the attitudes, ethos, and organi- visual environment reflects the linguistic cessing programs. The value of multilin- zation which encourage their effective use and cultural diversity of the student popu- gual resources to English-language-origin (p.16)" as well as to crucial practical as- lation. Administrators can provide sup- students is described in several ways. In pects of school organization such as visual port that enables teachers to be accessible discussing how the language books can environment, policies on equal opportuni- to parents, on a schedule which takes into promote pride in cultural identity, an ESL ties, and encouragement for family sup- account the realities of the parents' lives teacher notes "Children see the world from port in the production and promotion of and responsibilities. School policies and a different perspective. They are intrigued resources in other languages. practices can insure that all written mate- by the different sounds. I think there is a In a gentle tone, with ample illustrative rial is translated into the home languages value in that. To know that there are many material using the comments of students of the school community, and that transla- different languages in the world and to and teachers working with multilingual tors are available at school events. As a realize that ours is just one. It's a humbling resources, the authors have provided an consequence of implementing these rec- experience" (p. 54) . excellent handbook on the role of lan- ommendations, there will be an increase in The authors point out that multilingual guage and culture in multicultural educa- parental involvement and in the diversity materialS have the effect of raising mono- tion. The emphasis, therefore, on equity of linguistic human resources available to lingual children' s awareness of, and inter- considerations, formalized in written poli- the students. est in, other languages. Further, their specu- cies, is well placed. Both the commonali- Also of great importance is the repeti- lations prompted by review of multilin- ties and the differences in the schooling tion of the concept of transfer in literacy gual material constitute hypotheses about experience of language minority students learning across languages. Teachers who the nature language which can spark fruit- in Australia and the United Kingdom (the feel responsibility for developing English ful class discussions on this topic. In schools source of the majority of the examples) language literacy skills are often reluctant where linguistic diversity is treated as an and the United States are instructive. to spend time on any other language. They asset and resources are seen as no more Teachers in the US will profit from the feel that activity in languages other than than a part of a teaching strategy, books in knowledge that their efforts to provide English detracts from the English lan- other languages offer cognitive benefits access to quality education to their stu- guage learning goal. English-Only cam- and raise the status of bilingual pupils, dents is similar to that of their colleagues paigns in this country, and the pressures of while at the same time broadening the in other countries. For example, "classes preparing students for standardized tests, horizons of their monolingual peers (p.18). in eighteen different languages were being have added weight to this point of view. Building Bridges: Multilingual Resources offered to over 8,500 pupils in just three Even so widespread a reform as the use of for Children offers useful suggestions for English local education authorities...and cooperative learning activities can fail in teachers seeking to celebrate linguistic seventy-two school boards in Ontario were multilingual classroom settings if the diversity, and ways to use multilingual offering 4,364 classes in fifty-eight differ- teacher fears that students who use their materials as a bridge to increased com- ent languages to 91,110 students (p. 14)". home language during such activities are mand of literacy skills for students and to Educators in general will benefit from somehow cheating, or at the very least, closer collaboration with parents. the reminder that ours is not the only wasting instructional time. country to focus resources on the accom- However, Cummins and others are Dr. Rosa Castro Feinberg is a professor at plishment of equity goals. In fact, several quoted to good effect to support the argu- Florida International University and a examples of government support for lan- ment that a solid foundation in the first member of the Dade County Public Schools guage diversity in other countries point to language is essential for success in second School Board. programs that could well be adopted by and subsequent language instruction. In NABE 168 (NABENEWS FEBRUARY 1, 1996PAGE38) Resources forBilingual Educators

myth, fable, and legend. Also includes a Assessment and Evaluation Handbooks. all over the world. Contact http:// brief history of Filipino languages and a A series of six handbooks containing ma- www.ed.uiuc.edu/exchange/main.html. terials developed by the Evaluation Assis- glossary of each story's main words in tance Center-West. The first threehand- Fraction-oids7m3. The newest addition to English and Tagalog.Accompanying books are available now and the second set the Visual Math Series. Fraction-oids are teacher's guide and bilingual audiotape of three handbooks will be available by space-beings who care about others and with traditional Filipino Music are also March 29,1996. Contact the EAC-West at use their knowledge of fractions to share available. $18.95 Hardbound; $12.95 Pa- perback; $15.00 Audiocassettes (2); $5.00 (800) 247-4269. things. The lessons and the game increase in complexity based on the ability of the Teacher's Guide. Contact Jean Tepperman Conceptualizing AcademicLanguage, by player, providing the right mix of chal- at 415-626-1650 or Many Cultures Pub- Nancy Rhodes and Jeff Solomon. Draw- lenge and fun in each session. Available lishing at 800-484-4173 x1073. ing upon linguistic data from two fifth- for Macintosh and Windows in diskette or grade bilingual classrooms, the authors CD-ROM. Teacher Edition $69.99, Lab Mountain's Mist and Mexico. A video which provides a portrait of Mexican im- show that academic language is comprised Pack $185, Network $499. Spanish/En- of various discourse-level features (or "sty- glish version: $99 Teacher Edition; $249 migration to the Midwest. This personal listic registers") which are influenced by Lab Pack; $599 Mac Network. Contact documentary examines issues of assimila- academic tasks. The authors discuss how Mindplay, 160 W. Fort Lowell, Tucson, tion, class structure, language, and ethics students often have different interpreta- AZ 85705 (800) 221-7911. on both sides of the border. Comes with a tions from teachers regarding what styles study guide which provides a glossary of of language are appropriate for carrying La Telarana. An on-line directory of His- terms, bibliography, discussion starter out certain academic tasks. $4.40.Con- panic/Latin American resources which questions and homework assignments. It tact the National Center for Research on features links to resources on art, busi- is divided into seven distinct sections for Cultural Diversity and Second Language nesses, events, news, organizations, and easy classroom usage. Contact Bandana Learning, 1118 22nd Street, N.W., Wash- Latin American countries. Contact http:/ Productions, 909 E. Glendale Avenue, ington, DC 20037 (202) 429-9292. /www.acprog.ifas.ufl.edu/hltela/. Shorewood, WI 53211, Phone: (414) 964- 3742 Fax: (414) 964-5484. Endangered Native American Lan- Language Minority Students in the Main- guages: What Is to Be Done, andWhy? stream Classroom, by Angela L. Multicultural Education: A Generation by James Crawford.This article ad- Carrasquillo and Vivian Rodriguez. of Advocacy, by Jose A. Cardenas. A dresses the alarming fact that 90 percent of This book emphasizes that, at the class- historical overview of the most significant existing native Aemrican languages today room level, modifications are needed in issues in multicultural education during are likely to die or become seriously em- the content and the manner teachers orga- the unique period of U.S. education be- battled within the next century. Focusing nize and deliver instruction to students and tween 1968 and 1993. During this time, specifically on the situation of Native the way teachers assess language content the country began to craft policies for American languages in the United States, and learning. The focus of the 12 chapters previously disenfranchised segments of Crawford explores three principal ques- is on providing theory and practical strat- the school population. Each chapter is tions with regard to the language crisis: 1) egies to make content relevant and under- accompanied by a bibliography and ap- What causes language decline and extinc- standable to students who may lack En- propriate discussion questions. It also has tion? 2) Can the process be reversed? and glish language experience, background and five cumulative indices of authors, court 3) Why should we concern ourselves with proficiency.$24.95 ISBN 185392978. cases, legislation, organizations and top- this problem? Contact NCBE's On-Line Contact Multilingual Matters/Taylor & ics. $38ISBN 0536587604. Contact Intercultural Development Research As- Library at http://www.ncbe.gwu.edu. Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007-8312 (800) 821-8312. sociation, 5835 Callaghan, Suite 350, San EXCHANGE. An electronic magazine for Antonio, TX 78228-1190 (210) 684-8180. ESL students. The University of Illinois at Mga Kuwentong Bayan: Folk Stories Urbana-Champaign offers access through from the Philippines. Provides informa- Multilingualism for All, edited by Tove the World Wide Web to "EXCHANGE." tion and material for Filipino students as Skutnabb-Kangas. A synthesis of knowl- This project provides opportunities for well as teachers and fellow classmates in edge of the principles that education should non-native English speakers to improve 'middle school through high school about follow in order to lead to high levels of their language skills and. provides users Filipino culture. The book includes three multilingualism. The book combines re- with a source of information on the cul- stories in both English and Tagalog from search with practical applications and tures of non-native English speakers from the Philippines pre-colonial days: creation CONTINUED ON PAGE 40. 16J (NABE.NEWSFEBRUARY 1, 1996PAGE 39 RESOURCES FROM PAGE 39 makes international comparisons in an attempt to arrive at possible fish want to be his friend until he learns to give away some of his universal principles. The intent is to contribute to the planning of most prized possessions. Recipient of several awards for children's a school which can make everyone multilingual, not just minori- books. Available in English or Spanish at $17.95 each. Bilingual ties or majority elites.It offers detailed plans for theoretically- versions: English/Chinese, English/Vietnamese, English/Korean, based educational language policies for the entire school popula- English/Tagalog, English/Khmer, and English/Hmong available tion. $59 - ISBN 9026514239. Contact Multilingual Matters/ at $18.95 each. Contact Pan Asian Publications, 29564 Union City Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007- Blvd., Union City, CA 94587 (510) 475-1185. 8312 (800) 821-8312. Responding to Linguistic and Cultural Diversity. The January Native American Home Page. A new World Wide Web home 1996 issue of Young Children, the Journal of the national Associa- page which provides links to more than 33 Native American sites tion for the Education of Young Children, focuses on language, on the web, the majority of which have been established by Native listening, and literacy. It contains the recently-released NAEEYC people.Included are individual nations, such as the Oneida position statement on linguistic and cultural diversity and effec- Nation, the Nation of Hawai'i, and United Keetowah Band of tive early childhood ducation.Single copy $5.00.Contact Cherokees; museums, such as the National Museum of the Ameri- NAEYC, 1509 16th Street, N.W., Washington, DC 20036 (202) can Indian; tribal colleges, such as Fond du Lac and Salish 232-8777. Kootenai; and Native-interest organizations, such as the National Indian Policy Institute, the Dene Cultural Institute and the Ameri- School-to-Work Curriculum. Includes "Career Discovery," "Com- can Indian College Fund. More subject-oriented sites include puter Discovery," and "Technology Discovery." Each are one Indian education, Native languages, health concerns, stereotypes, year courses for 7th9th grade students. Cluster based and use and Indians and telecommunications. Contact http://www.pitt.edu/ interest inventories, computer based resources or paper resources. ltnitterVindians.html. Modular. Can be used either as a stand alone courses or integrated within other programs and courses. Also available is "Applied and Noteworthy: Achieving Excellence: A Parent's Guide to Site- Integrated Academics," an outline series of three IBM disks that Based Decision Making. A publication that prepares parents to tackle Applied Communications, and COMPUTERguard, a block- participate in their local schools' site-based decision-making ing program used internationally to block access to suspect files, councils.Information on motivation and other strategies that known 'bad' sites, foul language and much more. "Instructional promote school improvement is included. Discusses establish- Design System" is a school-to-work design tool for all curriculum ment of school policies in areas of developing leadership and designers. "School-To-Work News" is a brand new resource for organizational skills; maximizing the time students spend learn- administrators, teachers, business and parents involved in School - ing; improving student success; and redesigning schools to make To -Work and workforce development. Curriculum Disk ($53); instruction relevant to the needs of today's students.English Applied STW Set ($38); COMPUTERguard ($38); Instructional version: order no. ML-992-MW, 62 pages, $7.95 prepaid; Spanish Design System ($309); and STW News ($75 OR $200). Contact version: order no. ML-494-MW, 62 pages, $7.95 prepaid. Contact The Paradigm Marketing Group, Inc., 450-A Overland Trail, the Mid-Continent Regional Educational Laboratory, 3100 Broad- Prescott, AZ 86303-5880. [email protected]. way, Suite 209, Kansas City, MO 64111-2413. Spanish/English Software Guide, by Ana Bishop. One guide to Philosophies and Approaches in Adult ESL Literacy Instruc- Spanish/English software for bilingual teachers and one for ESL tion, by Joy Peyton and JoAnn Crandall. This ERIC Digest teachers. Guides include the top 25 software programs for either discusses participatory approaches, whole language, the language the IBM or Mac platforms. Information is provided on grade level, experience approach, learner writing and publishing, and compe- content area, addresses of the companies that make them and tips tency-based education. Free. Contact National Clearinghouse for on how to select what is best for your students. Each guide ESL Literacy Education, 1118 22nd Street, N.W., Washington, available by annual subscription at an institutional price of $125 DC 20037 (202) 429-9292, ext. 200. per year, which includes the main guide and two annual updates. Both the bilingual and ESL guide may be ordered for $200. Promoting Academic Success for ESL Students: Understanding Contact Ana Bishop, Multilingual Education Technology, 375 Second Language Acquisition for School, by Virginia P. Collier. South End Ave., Suite 18D, New York, NY 10280. (212) 488- A no-nonsense, down-to-earth discussion of how one learns a 9022 or abi shop @ interport.net. second language for school. Provides an overview of language acquisition and chapters on the linguistic processes, social and Technology and Language Learning Yearbook: Volume 6. An cultural processes, cognitive and academic development.$8. on-line version which contains listings of information about Contact New Jersey TESOL/BE at P.O. Box 2293, Elizabeth, NJ companies and organizations involved in language teaching with 07207 (800) 95-EBESL. the use of software, videos, CD-ROMs, language laboratories etc. Contact Asthelstan at http://www.nol.net/athel/tall.html. The Rainbow Fish, by Marcus Pfister. The story of the most beautiful fish in the ocean who is proud and vain. None of the other CONTINUED ON PAGE 44 11

GABE NEWS FEBRUARY 1, 1996PAGE 40 Asian/Pacific American Education Concerns Column Editors:Ji-Mei Chang, San Jose State University, CA, and Janet Y. H. Lu, ARC Associates, Inc., Oakland, CA

The Hmong Experience: Implications for School andClinical Assessment and Intervention

by Li-Rong Lilly Cheng, Ph.D. trauma and/or physically handicapping first wave of Southeast Asian refugees to events; and 3) communicating to parents the United States. After Hmong leader all of the information they might need to General Vang Pao fled to Thailand in 1975 Tins article provides a brief history make informed decisions about their to escape the Pathet Lao takeover of Laos, of the Hmong, as,well as a descrip children's education (Lewis, Vang, & the United States accepted approximately tion of the challenges they face as Cheng, 1989). Furthermore, the Hmong's 5,000 Hmong for resettlement. they enter the American educational sys- long struggle for survival provides the key The first refugee wave had strong con- tem. The information is intended to bridge to their culture and identity, as they have nections to Vang Pao and the U.S. govern- cultural and communication gaps between lived at odds with or isolated from existing ment. Vangyi (1980) identifies the Hmong field practitioners and Hmong families in powers for a long time (Walker, 1988). who came in 1977-1978 as the second order to help Hmong children achieve wave, and the majority of Hmong refugees educationally in American schools. The A Brief Account of Modern who came in 1979-81 as the third wave. content of this article is based largely on a and Immigration History According to Vangyi, the first and second chapter entitled "Assessing Asian students Between 1960 and 1975, the U.S. Cen- waves of Hmong had some education, but for special services: A pre-assessment con- tral Intelligence Agency recruited thou- the third wave brought soldiers, peasants, sideration" (Cheng, 1995). sands of Hmong to conduct clandestine farmers, and other working groups who The Hmong moved from China to the maneuvers in their region against the had had no formal education, no language mountainous area of northern Laos in the Vietcong and the Communist Pathet Lao training, and no experience with Western 19th Century. They were widely dispersed, (Cheng, 1987). Years of conflict originat- societies. with a variety of traditions and customs, ing during the closing days of World War Some researchers assert that the Hmong which makes it difficult to make generali- II led to this involvement with the CIA. arriving since 1986 constitute a fourth zations about them. They have moved This connection not only implicated mer- wave. This wave has brought those indi- from place to place to look for land and cenary arrangements, but also involved a viduals least willing to give up hope of other Hmong, both of which are prerequi- history of conflict between various Hmong returning to Laos. They have been the sites for the concept of a future to the (and Lao) factions. most exposed to war and spent the longest minds of older members of this group By March of 1970, the Hmong popula- time in refugee camps. The fourth wave (Walker, 1988). tion in Laos had dropped in number by may resemble the second wave in that the Most Hmong farmed and few went about 100,000 as a result of war, massacre, adults once held relatively privileged po- through formal schooling. Many Hmong hunger, and disease. Under their patrilineal sitions. The fourth-wave children have children received their education at home system a belief that fathers serve as key been internationalized by the camp expe- through generations-old oral history les- figures to their families' survival deaths rience (Moffat & Walker, 1986); the sons. Members of the Hmong community threatened the family continuity of the Hmong who come during the fourth wave take part in teaching their children about Hmong. After the fall of the noncommunist are more prepared for the transition and their culture.Most Hmong know how Laotian government in 1975, approxi- have received educational programs de- things were done in their own region but mately 100,000 Hmong fled Laos to es- signed for refugees. However, the limited cannot speak for those of other regions. cape retaliation for their support of the range of opportunity available in refugee Indeed, most documents on the Hmong defeated government. Most were illiterate camp's inadvertently reduced the younger are written by non - Hmong's, despite a and had never before been outside their generation's education and exposure to recent trend to the contrary (Bliatout, mountain homeland. The average educa- technology. Downing, Lewis, & Yang, 1988). tion level of the male refugees was first When the first Hmong groups came to Although Hmong children in the U.S. grade (Rumbaut & Ima, 1987). the U.S. in 1975, they were scattered in rarely come from "usual" Laotian life ex- The year of the Hmong's arrival in the groups to small communities of several periences,- knowing about their parents' U.S. permits a rough characterization of hundred people across the country. They backgrounds can facilitate: '1) assessing the families' educational and vocational were settled in California, Colorado; Ha- whether or not children are functioning histories and socioeconomic status. The Waii, Minnesota, Montana, Pennsylvania; within the expected range of .the home evacuation of U.S. troops from Saigon in and South Carolina. Following a massive context; 2) looking for clues as to possible April of 1975 marked the beginning of the CONTINUED ON PAGE 42 171 (NABSNEWS -iEBRUARY, 1, 1996PAGE;41 ASIAN/PACIFIC AMERICAN FROM PAGE 41 influx between 1979 and 1980, major Implications What kinds of interaction does changes occurred in their distribution. What do these observations imply for the child expect to have with Hmong communities began appearing in a teachers or clinicians? Language form, teachers, i.e., does he/she consider number of new states, and some who had content, and use give rise to a style which it disrespectful to contribute to been placed in specific communities is unique to Hmong culture. These stu- discussions or to directly ask through government resettlement programs dents will perform well in preparing questions? undertook secondary migrations. This speeches, reports, letters, or essays if given Is the student literate? (According raised the Hmong population in California memorizable samples of varying topics to Lewis, personal communi- to more than 47,000 by the end of 1986, and contexts. Although this technique may cation, May 1990, only 10% of the largest in the country. In all, more than run counter to American teachers' approach the Hmong are literate.) 60,000 Hmong from Laos resettled in the to encouraging creativity in that it doesn't United States between 1975 and 1987. provide structure, it will provide assessors References An estimated 25,000 or more Hmong a proper view of children's abilities to Bliatout, B., Downing, B., Lewis, J., & children have been born in this country. learn the school language, whether oral or Yang, D. (1988). Handbook for Most Hmong children in American schools written. It will provide a context for suc- Teaching Hmong-SpeakingStu- do not remember the war or life in Laos; cess and form a scaffolding to be gradually dents. Folsom, CA: Southeast Asian some were born and grew up in refugee withdrawn as children become more pro- Community Resource Center camps in Thailand. These children were ficient in English skills. This same strat- (Folsom Cordova Unified School influenced by "camp culture" which refers egy can be applied to other kinds of learn- District). to influences modern and old, local and ing. Auditory, tactile, and visual modali- Cheng, L. (1987). "English communica- global that dominated children's lives ties should be included when designing tive competence of language minor- in refugee camps (Moffat & Walker, 1986). classroom activities for Hmong children. ity children: Assessment and treat- More than 25% of Hmong children now in Facts, verses, and figures can be taught by ment of language 'impaired' the U.S. were born here after their families assigning recitation. Any kind of patterned, preschoolers." In H. T. Trueba (ed.). arrived as refugees from Laos. rhyming or rhythmic speech will comple- Success or Failure: Learning and ment the Hmong traditional ways of learn- the Language Minority Student. (pp. Oral Tradition and Implications ing information. Visual aids are also help- 49-68). New York: Newbury House for Intervention ful. Shapes, symbols, and colors from tra- Publishers. The Hmong, like many Native Ameri- ditional Hmong costumes may aid in dis- Cheng, L. (1995). "Assessing Asian stu- cans, have always emphasized oral skills crimination and memory when paired with dents for special services: A pre- and had no written language until recent visual material (Bliatout et al., 1988). assessment consideration." In L. years. They achieved high social status Recognizing the Hmong reliance on Cheng (Ed.) Integrating Language not because of wealth or education, but oral tradition is especially important, since and Learning for Inclusion: An rather because of speaking skills, which Americans generally rely on written com- Asian Pacific Focus (pp. 213 - 264). are considered extremely desirable for munication. For example, American San Diego, CA: Singular Publish- social functions, religious ceremonies, schools commonly use printed notes which ing Group, Inc. group meetings and other events. In tra- many Hmong parents ignore. Knowing Lewis, J., Vang, L. & Cheng, L. (1989). ditional Hmong society, one learned how the Hmong reliance on oral communica- "Identifying the Language-Learn- to speak well from elders. Furthermore, tion, teachers and school personnel should ing Difficulties of Hmong Students: people could become community lead- instead identify individuals in the commu- Implications of Context and Cul- ers only if they possessed formal speak- nity with access to the local Hmong oral ture." Topics in Language Disor- ing skills. network and use them to communicate ders, 9(3), 21-37. Learning how to create verses is con- with Hmong parents. Moffat, C. & Walker, C. (1986). "Ban sidered an important part of Hmong cul- V inai A changing world for ture. Children begin this at an early age, Critical Questions for Assessment Hmong children."Cultural Survival, creating verses at social functions such The following questions are suggested 10, 4. as weddings and namings, as well as to enhance the field practitioners' ability Rumbaut, T. & Ima, K. (1987). The Ad- religious and funeral services (Bliatout to focus on important aspects that may aptation of Southeast Asian Refu- et al., 1988). Moreover, the Lao school have influenced a Hmong child's language gee Youth: A Comparative Study. system emphasizes the traditional belief or learning behavior(s) in schools: San Diego: San Diego State Univer- that success in life depends on the ability Was the Hmong child born sity. to communicate well on social occa- outside the U.S.? Vangyi, X. (1980, October). The Needs sions in front of family, clan, village Did he/she come from a refugee for the Education of Laotian Refu- members and government authority. It camp and if so, what was life like gees. First National Indochinese also places great emphasis on rote memo- there and was the student taught Conference. Santa Ana, CA. rization. English in the refugee camp? 72 CONTINUED ON PAGE 44

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173 ET COPY AVAILAB ,f,44tw,pipws,:forpn,w,ARxi,1996 PAGE A3, RESOURCES FROM PAGE 40 Principles for Assessment Reform Released Writing in Multilingual Classrooms, by pinciples and Indicators for Student Assessment Systems, a 36-page guide to Viv Edwards. A training package focus- assessment reform, was recently released by the National Forum on Assessment, a ing on practical strategies which help chil- coalition of education and civil rights organizations, of which NABE is a member. dren to develop as writers. Issues explored The Principles propose a radical change in assessment practices, away from an emphasis include the writing process, approaches to on standardized testing toward a wide array of educationally useful, classroom-based the teaching of writing, ways of support- procedures, including portfolios, projects, exhibitions, and essays. ing children's development as writers, the The Principles call for focusing assessment systems on practices that assist student use of other languages in writing to the learning and are integrated with curriculum and instruction. The Forum believes that other benefit of both monolingual and bilingual important assessment uses, such as providing public information, should support and not children, the secretarial skills of writing, undermine this central purpose. Designed to assist broader school improvement, the and assessment. Package includes course Principles also stress equity for all students, professional development for educators, leader's handbook, overhead transparen- community participation, and clear communication in assessment. NABE and more than cies, and handouts. Also available Read- 80 organizations and 120 individuals have signed on to the Principles. ing in Multilingual Cldssrooms andSpeak- The seven Principles are: ing and Listening in Multilingual Class- The primary purpose of assessment is to improve student learning rooms. $179 each. Contact Multilingual Assessment for other purposes supports student learning Matters/Taylor & Francis, 1900 Frost Assessment systems are fair to all students Road, Suite 101, Bristol, PA 19007-8312 The broad community participates in assessment development (800) 821-8312. Communication about assessment is regular and clear Assessment systems are regularly reviewed and improved All resources are listed solely for the infor- The Principles were prepared with primary support from the John D. and Catherine T. mation of the NABE membership. Listing MacArthur Foundation and the Joyce Foundation, with additional funding from the Ford does not imply endorsement of the re- Foundation. FairTest provided staffing for the project. source by the National Association for Copies can be ordered for $10 each from the National Center for Fair & Open Testing Bilingual Education. For more informa- (FairTest), 342 Broadway, Cambridge, MA 02139. tion on a resource, contact the publisher NABE directly.

NABE

FORT LUPTON COLORADO ASIAN/PACIFIC - FROM PAGE 42 30 min. drive from Greeley, Denver, Boulder, Rocky Mountains Walker, C. L. (1988).An introduction to the Hmong. Unpublished manu- script. ..ssittagAgabigassiAktrt. Dr. Li-Rong Lilly Cheng is a Professor of Communicative Disorders and Assistant Weld County School District Re-8 Dean of Student Affairs and International Seeks quality teachers P-12 including Development of the College of Health and ESL, Bilingual Ed, Special Ed, Coaching Human Services at San Diego State University.

Editor's Note:Contributions to the Forapplicationcontact: Asian/Pacific American Education Dr.AnitaSalazar,Assistant Superintendent Concerns column should be sent to Janet 301Reynolds Street Lu, MRC/NC, 1212 Broadway #400, Fort Lupton, CO 80621 Oakland, CA 94912. (510) 834-9458, (303)857-6291 FAX (510) 763-1490. You may send E- mail via the Internetto: JANET LU @arcoakland.org

NABE r7 4

(NABENEWS FEBRUARY 1, 1996PAGE 44 25 YEARS OF SUCCESS Connecting U.S. Schools with Language-Minority Americans NABE '96 25th Annual International Bilingual/Multicultural Education Conference March 12-16, 1996 Orlando,Florida 175

(NABENEWS FEBRUARY 1, 1996PAGE45) BILINGUAL JOBS FROM PAGE 1

glish," said Rodriguez. He speaks four languages and says he Special correspondents Kathryn Wexler in Los Angeles and resents the nativist and xenophobic politicians who want to ignore Catharine Skipp in Miami contributed to this report. the fact that the world is not only English speaking. "We should all be speaking more languages, not less," he said. William Booth is a Washington Post staff writer. The U.S. Customs workers had threatened to stop speaking Span- ish and other languages starting Wednesday if their money demands Copyright 1996; The Washington Post were not met. They agreed to postpone any action until the end of the Reprinted with permission. month after the Treasury Department agreed to negotiate new pay- ment rules to pay bonuses to some of the workers. Other federal law enforcement agents, including officers from the Immigration and Naturalization Service and the Department of ADMINISTRATION FROM PAGE 37 Agriculture, have begun to explore ways to demand extra pay, too, for speaking languages other than English. been advised by long-time employees of the system to tread Compensation fdf those who use other languages in their work lightly. Even some of my fellow principals whisperamong them- varies greatly around the country. selves, questioning what I am attempting to accomplish. Character "The situation is yes and no. Yes, we speak two languages and and conviction will get you through difficult meetings andcon- no, we don't get compensated," said Miami police officer Elio frontations. I believe the focus should always be the children, first Tamayo, a board member of the city's Police Hispanic Officers and foremost. Association. Probably the biggest fear that current staff members have But in Los Angeles, Jacqueline Vernon, the bilingualcoor- regarding the dual-language magnet application is job security. dinator for the Los Angeles Police Department, said that in the Many are fearful that they will be excessed or transferredto early 1970s, the police force there created a certain number of another school if our application is approved. While this isone of bonus pay positions for officers who use a second languageon the options that schools are allowed to consider, Inever said that the job. monolingual English teachers would not be rehired. Excellence is Today there are nearly 1,400 such positions in the force fora rewarded, mediocrity is not. I am positive all educators would total of 16 languages. At least 80 percent of these specially paid agree with this. Besides, I would never say something that could language jobs go to Spanish speakers. They're trying to expand the be perceived as discriminatory. program every year, Vernon said. Deadlines, competition for magnet school status, public rela- "It's so obvious that the communication skill [of speaking tions, marketing, staffing, recruiting, and budget-related itemsare Spanish] is a tool for the police officer," said Sgt. Ruben Padilla, other major areas of concentration. There will be days when the vice president of the Latin American Law Enforcement Asso- everything you set out to do gets accomplished, and other days ciation in Los Angeles. "If you want to help or communicate with when absolutely nothing goes your way. In my opinion, thoseups someone you have to speak the language or it's very difficult to do and downs are what make a principal's job exciting and challeng- your job. If the officer is utilizing the language it's very reasonable ing. My experiences in going through the magnet school applica- to get compensated for that. It's common sense." tion process have validated the acceptance and sensitivity of those But in the police force as well as public service, the number of individuals who are "in tune" with meeting the needs of a given positions with extra pay are determined by policy makers, not student population. Validation has also been imposed on those Spanish-speaking employees. individuals who choose to remain in the dark, fear change, and Gilbert Cedillo, the general manager of the Service Employees who may not necessarily be advocates of children; for they have International Union's Los Angeles 660 Chapter, which represents made their position abundantly clear. county employees, said interaction with a public as diverse as Los In summary, the ups and downs go with the territory. As they Angeles's often requires use of another language,even when say, "If you can't stand the heat get out of the kitchen." I believe workers do not have one of the coveted bonus-pay positions. I will be successful in my bid to become an acclaimed magnet "A lot of time the workers just trying to do their jobs willuse the school in the area of dual-language instruction. This is about doing skills generously but won't be compensated for it," he said. what's right for the children and community wheremy school is Though it's "commonplace" that workers are paid extra for their located. Time will tell who shares my vision for a world-class linguistic skills, he said, "the shortcoming is that it's notcommon education through a dual-language approach. In the meantime, I enough." sleep well knowing that children come first. Discussions of whether such positions should exist, and to what extent, often are mired in anti-immigrant sentiments rather than Editor's Note: Contributions to the Administration of Bilin- focused on efforts to provide better service toa community, gual Education Programs column should be sent to the col- Cedillo said. umn editor, Dr. Jaime A. Castellano, at Palmetto Elementary "I think we have to take it out of a context of the nativism and School, 835 Palmetto Street, West Palm Beach, FL 33405. racism that cloud the issue," he said. "This is a skill that public (407) 533-6372. employees need to utilize to provide service for the residents." NABE

(NABENEWS FEBRUARY 1, 1996PAGE 46 47, ''NATIONALASSOCIATION FORBILINGUAL EDUCAT MEMBERSHIP APPLICATION

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7 T BEST COPY AVAILABLE I - T o NABE NEWS The news magazine about educational equity and excellence through bilingual education

A Report on Federal English-OnlyLegislation

cussed and discarded proposals to desig- state and local English-only mandates, by James J. Lyons,,Esq. nate an official language. And with a few Congress declined to pass a national En- NABE Executive Dii-ector & important exceptions, the federal govern- glish-only law. Legislative and Policy Counsel ment has accepted, accommodated and Congress' wisdom in rejecting a na- respected language differences in much tional English-only mandate during the the same way as it has religious differ- First World War period was proved by Editor's Note: This document was pre- ences. These differences were the natural U.S. experience in the Second World War. pared at the request of the Association's consequence of the fact that the American In that war, the bilingualism of Native Executive Board of Directors for a con- people were drawn from all parts of the American "code-talkers" combined with cise factual report, written in layman's world. the bilingualism of Italian-English, Ger- language, on the most popular English- The exceptions to this benign federal man-English, and Japanese-English speak- only bills currently pending in the United language policy were directed against mi- ing Americans proved invaluable to the States Congress. The Board asked that the nority Americans. Shortly after the Civil nation. report include an historical overview of War, Congress set up a system of boarding U.S. language policy and address four schools where Indian youth, children of Legislative Substance and Specifics areas: (1) the substance and specifics of the first Americans, were sent to be The first English-Only bill to be intro- pending English-only legislation; (2) con- "stripped" of their native language, cul- duced in United States Congress since the gressional action on English-only man- ture, and religion. Only the current gen- First World War era was sponsored by the dates; (3) legal ramifications of a federal eration of students attending federal In- late Senator S. I. Hayakawa in the 97th English-only enactment; and most impor- dian schools has been spared from this Congress. English-Only bills have been in- tantly, (4) the impact a federal English- English-only policy which was not for- troduced in each subsequent Congress, but only law would have on the American mally repudiated by Congress until 1990. have not been the subject of formal legisla- people. Even earlier, Congress countenanced state tive action until this, the 104th Congress. laws designed to prevent African Ameri- The two most "popular" English-only nglish is spoken by 97 percent of cans from becoming literate in English. bills in the 104th Congress are H.R. 123 the American people, according to And later, during the first half-century of and its Senate companion measure, S. 356. the 1990 Census, and is universally U.S. control of Puerto Rico, the federal H.R. 123 was introduced on January 4, recognized as "America's language." Yet, government imposed seven different lan- 1995 by Rep. Bill Emerson (R-MO), and at no time in American history has the guage-of-instruction mandates on the has, as of February 25, 1996, 193 cospon- United States had an official national lan- island's public schools. sors. S. 356 was introduced by Senator guage. In each of these instances Congress Richard Shelby (R-AL) on February 3, When the United States government deviated from America's prevailing na- 1995, and as of February 25, 1996, has 21 was formally established, Congress dis- tional policy on language, a policy which cosponsors. H.R. 123 and S. 356 are iden- accepted and accommodated diversity. tical measures. ISSUE HIGHLIGHTS And in each of these instances of federal H.R. 123 and S. 356 would add a new language restrictionism, Americans were chapter to the U.S. Code entitled the "Lan- hurt and the nation suffered. guage of Government Act." The bills em- Call for 1997 Conference papers! - page 23 The closest the United States came to ploy four mechanisms a new federal becoming an officially English-only coun- mandate, a new "nondiscrimination" pro- How to Buy Bilingual try occurred around the First World War vision, a new federal entitlement, and a Classroom Software - page 7 when a false equation between language new private right of legal action in federal and loyalty developed in the public con- courts to effectuate an English-only Hawaiian Language sciousness. Although war-time hysteria policy in the United States. Programs - page 13 and nativism propelled the enactment of CONTINUED ON PAGE28 179 BEST COPY AVAILABLE NABE NEWS NABE EXECUTIVE BOARD 1995 - 1996 Published by the PUBLICATION SCHEDULE National Association for President Bilingual Education Volume 19 ofNABE NEWSwill be Kathy Escamilla Editor: published in 8 issues: publication dates are: P.O. Box 173364, School of Education Issue I 09/15/95 Issue 5 03/15/96 University of Colorado at Denver Nancy F. Zelasko, Ph.D. Denver. CO 80217-3364 Issue 2 11/01/95 Issue 6 05/01/96 Desktop Publishing & Layout: (303) 556-4908 Issue 3 12/15/95 JeffSpence Issue 7 06/15/96 Issue 4 02/01/96 Issue 8 08/01/96 VicePresident NABE NEWS REPRINT AND All advertising and copy material must David E. Baez be received in the NABE officeONE 291 Baynes Street EDITORIAL POLICY MONTH prior to publication date Buffalo,NY14213 Readers are welcornes to reprint non-copy- to be considered for inclusion. (716) 851-3704 righted articles which appear inNABE NEWS at no charge, provided proper credit is given NABE NEWS ADVERTISING Secretary/Treasurer Mary F. Jew both to the author(s) and toNABE NEWSas Display Advertising Rates the source publication. San Francisco USD (Camera-Ready) 300 Seneca Avenue, Room 6 All articles printed inNABE NEWS,unless Full Page (7.5" x 10") $850 San Francisco, CA 94112 written by an Association staff person or a 2/3-Page (4.75" x 10") $700 (415) 469-4781 member of the current NABE Executive Board 1/2-Page (7.5" x 4.5") $550 of Directors, are solely the opinion of the 1/3-Page (4.75" x 4.75") $425 Member-at-Large author or authors, and do not represent the I/3-Page (2.25" x 10") $425 Janice Jones Schroeder official policy or position of the National As- 1/4-Page (3.5" x 4.75") $325 732 '0' Street, Apt. #2 sociation for Bilingual Education. Selection I/6 -Page (2.25" x 4.75") $250 Anchorage, AK 99501 of articles for inclusion inNABE NEWS is Classified Advertising (907) 563-7787 not an official endorsement by NABE of the S1.25 per word; maximum 100 words point(s) of view expressed therein. Member-at-Large Advertising Discounts Nga Dinh Duong (for multiple insertions) 21724 58th Avenue West TABLE OF CONTENTS 10% for second-third insertion Mountlake Terrace, WA 98043 15% for fourth-fifth insertion (206) 771-2095 20% for sixth-eighth insertion Federal English-Only Legislation 1 President's Message 3 For additional information about advertising, Eastern Regional Representative In Memoriam 5 contact Jeff Spence at NABE. 1220 L Street. Maria Estela Brisk Technologycolumn 7 N.W. Suite 605, Washington. DC 20005. School of Education (202) 898-1829: fax at (202) 789-2866. Boston University Elementary Education SIG 9 605 Commonwealth Avenue NABECARESupdate 10 Boston, MA 02215 BE Fact and Fiction 11 NABE (617) 353-3260 BE Petition 12 The National Association for Bilingual American Indiancolumn 13 Education (NABE) is a tax-exempt. non-profit Central Regional Representative Caring, Sharing & Giving 15 professional association founded in 1975 to Joe J. Bernal Upcoming Events 17 address the educational needs of language- 6410 Laurelhill minority Americans. NEW: NABE Internet Info 18 San Antonio, TX 78229 Bilingual Resources 19 NABE NATIONAL OFFICE (210) 342-8026 NABE'97 Call for Papers 23 1220 L Street. N.W., Suite 605 Western Regional Representative ESL in BEcolumn 29 Washington. DC 20005-4018 Herman S. Garcia English-Only Petition PHONE (202) 898-1829 31 Department of C & I FAX (202) 789-2866 Parental Involvementcolumn 33 College of Education Asian/Pacificcolumn 35 E-mail: [email protected] New Mexico State University BookReviewcolumn 37 James J. Lyons,Executive Director Las Cruces, NM 88003 Educators Educating Congress: Nancy F. Zelasko, Deputy Director (505) 646-2115 Letter to ...... 39 Rick Lopez, A.D. for Legislation & Policy Eastern Region News 41 Carolyn Riddick, Office Manager Parent Representative Jeff Spence, Information Systems Manager Susan Garcia Research /Evaluation SIG 45 Celia Torres, Member Services 18094 East Ohio, #102 Membership Application 47 Mina Cousins. Member Services Aurora, CO 80012 Conference Sponsors 48 Ronald Williams, Office Assistant (303) 745-7116 Elena Williams, Management Intern 4 ° BEST COPY AVAILABLE

NABE NEWS MARCH 15,1996 PAGE2.1.1 Message From The President

The Struggle Continues

chusetts, for example, the current gover- by Dr. Kathy Escamilla nor has tried to pass legislation that would eliminate equal educational opportunities of us who have spent any for language-minority children. Under his Thoseamount of time in the field of bilin- plan, school districts would have several gual education know that the word options for serving language-minority stu- "struggle" is a particularly apt one to de- dents. These include several types of bi- scribe our experiences. 1n the short 28- lingual education, ESL, or nothing at all year history of modern-day bilingual edu- (included in "bilingual options" were struc- cation, nothing has been easy and little has tured immersion programs which, of been accomplished without great struggle course, are not bilingual at all). Thanks to and sacrifice on the part of many of our the leadership and dedication of the Mas- colleagues and constituents. We are greatly sachusetts Association for Bilingual Edu- indebted to all who struggled before us to 1995-1996 NABE Executive Board President, cation, the governor did not succeed in his provide the opportunities to practice bilin- Kathy Escamilla efforts. However, thiS anecdote is indica- gual education and provide equitable edu- tive of several of our struggles the cational opportunities to language-minor- Those of you who keep up with policy struggle for continued support from our ity children. and legislative issues know that our policy makers, and the struggle for con- During my four years on the NABE struggles in these areas continue to grow ceptual understanding of our field. It is Board, I have traveled and visited bilin- and expand. The proposed English-Only also indicative of the struggles many of gual classrooms, Congress, state depart- initiatives in the U.S. Congress, in the our state organizations have had to face. ments of education and school boards. I form of H.R. 123 and S. 356, require that On a more local level, teachers and have interacted with language-minority we continue to struggle for some very paraprofessionals in our schools and com- children, their teachers and families. In basic rights for our language-minority chil- munities continue to struggle to imple- each of these areas and venues I have seen dren and their families their right to ment sound bilingual programs. Their persons who are totally committed to our linguistic freedom, and equitable and sound struggles often occur in educational envi- field and who are struggling, and I see that educational programs. Our struggle to be ronments that are hostile to bilingual edu- our struggles are far from over. understood here requires that we continue cation, in buildings that are in need of What exactly is this struggle? The to advocate that linguistic rights are basic repair, and with minimum access to appro- struggle takes many shapes and manifests human rights. priate educational materials. Recently, I itself in many ways, but it begins, in my The struggle at the federal level is also had the misfortune of being in a school view, with a general struggle to be under- over funding. Equal rights to a quality where a principal told me that she was stood. Embedded in the need to be under- education for language-minority children really torn about staffing in her building. stood is a struggle to succeed, to be ac- are of little value if such rights lack the In her words, "I really need more bilingual cepted for who you are, recognized as backing of finahcial resources needed to teachers. But if I have to choose between someone having value and talent, and a design and implement quality bilingual having a bilingual teacher and hiring a struggle to excel. education programming. Congressional really excellent teacher, I'm going to go In spite of a quarter-century of success proposals to slash federal education fund- for excellence. The district may not like and promise, it seems that each time I am ing and the federal Bilingual Education it." The continued devaluing and under- asked to speak to a group of educators Act threaten some of the best bilingual valuing of the strengths and contributions outside our field the first question I am education programs in the nation. We must that our bilingual teachers and paraprofes- asked is, "What exactly is bilingual educa- continue to struggle, with the broader edu- sionals make in our schools is a struggle tion?" This question is generally followed cational community, to help Congress that often demoralizes and burns-out the by the usual misinformation such as that understand that federal investments in edu- very people in our field who are closest to bilingual education is only for Spanish- cation are evenmore important because of the children. The struggle to legitimize the speakers, that it does not teach English, the current fiscal crisis. teaching of bilingual education and to etc., etc. I need not go on for you have all Our struggles in many states also con- value bilingualism continues. had similar experiences. So our struggle to tinue as we see state legislatures consider Perhaps, most tragically, are the explain our mission and vision as bilin- policies that would greatly weaken or even struggles that daily face our language- gual educators continues. eliminate bilingual education. In Massa- CONTINUED ON PAGE 16 181 NABE NEWS MARCH 15, 1996PAGE 3

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Senator Ralph Yarborough

" believe that the teaching-learning pro- cess is most exhilarating, but the elation has been absent too long in the schools of the Spanish-speaking," Senator Ralph Yarborough told the 1967 Texas Conference for the Mexican-American. Yarborough had introduced the first federal Bilingual Educa- tion Act three months earlier and would, within a year, steer the bill to enactment.

From the day he first taught in a one-room school as a 17 year old in Chandler, Texas, through his career as Texas state official and U.S. Senator, Yarborough was an outspoken and dogged champion of education, environ- mental, and social issues. As a member and later Chair of the Senate Labor and Public Welfare Committee, Yarborough authored the National Defense Education Act of 1958 (the first federal law to support general education), the Cold War GI Bill, andmore national legislation than any other Texas Senator in the twentieth century.

Ralph Yarborough was the only Southern Senator to vote for the 1964 Civil Rights bill, one of many courageous acts that earned him the nickname, "the people's Senator."

NABE honored Senator Ralph Yarborough with a Pioneer Award on the 25th Anniversary of the original Bilingual Education Act in 1993. Indeed, his leadership on bilingual education at the federal level sparked many states, inspired by the promise of federal monies and guidance, to pass their own bilingual education statutes.

Ralph Yarborough died at his home in Austin, Texas, on January 17, 1996, at the age of 92. He will be deeply missed by grateful NABE members, language-minority students and their teachers, and all Americans who understand the importance of bilingual education and federal education programs.

183

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NABE NEWS MARCH 15, 1996PAGE 6 Technology and Language-Minority Students Column Editor: Dr. Dennis Sayers, University of California Educational Research Center

How to Select Software for the Bilingual Classroom

the few educational products for bilingual other languages. However, it is crucial by Ana Bishop use in the U.S. were IBM's Voy a Leer that we as educators learn to fish, not just Escribiendo (VALE) and the Learning be given the fish someone else caught. To Column Editor's Note: The author of Companys Bilingual Writing Center for that end, here is a list of criteria that, in my this month's column, Ana Bishop, is a the Apple Computer we were so hungry experience and that of many of the educa- multilingual education technology con- for product that we latched onto almost tors I work with across the country, should sultant who focuses on bilingual and ESL anything. Fortunately, both these pioneer- be used in determining what is high-qual- uses of technology for ,education, from ing products were as competently pro- ity software. In fact, both Apple and IBM long-range planning and teacher training grammed as their English counterparts. have put out a set of criteria that is very to classroom use. She is a former Title VII As our knowledge of computers and similar in scope and which they provide to Fellow at Michigan State University and experience with software grow, so does software developers who are contemplat- has taught at the elementary and univer- our sophistication. But the average teacher ing creating bilingual software. sity levels. She has done publishing for in the average classroomor, for that McGraw-Hill and software support and matter, the average administrator or su- Selection Criteria marketing with development support in perintendent who is reaching out into There is a range of software available, the area of bilingual products for IBM. the world of technology has few ways to some of it beautifully made software, and She consults for the New York City Board gauge the quality of a software product other software that is full of quality con- of Education, the New York State Educa- and its effectiveness or appropriateness tent but with no visual appeal. And in- tion Department, and City University of for the bilingual classroom. I will offer creasingly there is "edutainment" soft- New York . Her long-range technology- some guidelines on how to evaluate bilin- ware that is lots of fun and flashy but planning clients include districts across gual software, and then use these guide- requires an adult to focus the child on the the Northeastern U.S. and Puerto Rico. lines to discuss two new bilingual and ESL educational aspects. Besides looking for English is the second of herfive languages. products that can be of use. the following elements, I also constantly She is the author of two guides to educa- check with bilingual teachers to see if tional software: "The Top 25 Spanish- Recent Developments what my experience has taught me is con- English Bilingual Programs" and "The . The past two years have seen the pro- firmed or denied by their day-to-day work Top ESL Programs". She is assisting in duction of larger volumes of bilingual in the classroom. the establishment of NABE's Technology software than we have seen in the history Consortium. of personal computers. A shrinking planet 1. Accuracy, Correctness of Content made smaller by telecommunications, This includes not only facts, but also year NABE is placing particular the Internet, international travel, trade and grammar and spelling. Software is a an Thisemphasis on technology for bilin- industry has brought to the attention of expensive commodity. There is no reason gual education. This column will businesses in the United States that this why educators should accept a piece of launch an ongoing feature of periodic country itself carries the seeds of almost software that is full of inaccuracies and sidebars that will attempt to keep at the all languages frOm around the world. More errors. Most reputable companies offer a forefront new developments in software and more educational software developers 30-day trial period to educators. Some for languages other than English and in have been producing products in Spanish companies that offer more sophisticated ESL. My hope is that educators who are and other languages. Most of them were and complicated programs even offer 3- eager to provide technology access to chil- marketed by two of the major hardware month trials. Take advantage of those of- dren who speak more than one language makers: IBM and Apple Computer. In- fers and try before you buy. can always have somewhere to turn for deed, Apple puts out a list of products that ideas, direction, product evaluations and it has helped develop in Spanish and even 2. Not Limited by Regionalism or Dialect listings, and even teacher experiences. bundles some of these under a hardware Because no program can include every Before we get into the nitty-gritty of packet called Spanish Language Connec- iteration of a language, it is important that, software for bilingual students and teach- tions. And IBM's EduQuest division still whenever possible, a product be based on ers, it is critical to clarify that there should markets its own Spanish literacy and math a "standardized" version of the language. be no difference in the expectations that software, while also selling the products If the software is also open-ended (see we as bilingual educators have of software made by other companies in Spanish. next heading), it will allow for diversity of in English and of software in any other Future sidebars will detail existing soft- dialects, colloquialisms and regional dif- language. A few years ago, when some of ware that is available today in Spanish and CONTINUED ON PAGE8 1R NABE NEWS MARCH-15,-1996PAGE 7 TECHNOLOGY FROM PAGE 7

ferences that can be entered by the teacher, or by materials Councils of Teachers of Math, of English, and so on. developers at the school or district level. However, just as radio and television news in the U.S. and most of Latin America tends 7. Ease of Use by Students toward "broadcast" Spanish, software in Spanish should contain a The more a teacher has to hover over the children in the similar language base to appeal to the broadest population pos- classroom to explain the program, the less of a useful tool the sible. This is especially true within the U.S., where many more program is. However, the initial implementation of many high- diverse Spanish-speaking populations are likely to be attending quality programs invariably calls for some teacher instruction. the same school. And the integration of a software program into the rest of the This is not to say that a bland "homogeneity" of language curriculum is definitely teacher-driven. But don't be fooled by too should pervade. In fact, just as in literature or in viewing movies, much ease of use, as some very easy programs are also some of the we can easily accept, digest and even celebrate regional and least educational. On the other hand, just because a software national variations in our native language. Our students should program seems too complicated to you, it does not follow that it is learn their native language well enough that they can tap into the complicated to the child. Children have a knack for catching on to richness of a software-- product written for an Argentinean or software programs that is astounding, especially when compared Mexican school system and get the meaning of uncommon words to many adults! from the context or by using a dictionary skills that all students need to develop. The better programs offer glossaries that assist in 8. Ease of Use by Teachers this effort. If a teacher is dumbfounded by a program, it is not likely to be used often. For highly sophisticated, content-rich programs, over- 3. Open-Endedness coming the initial learning cycle may require some training and Software that allows a teacher to make changes which enhance should probably include follow-up in the form of on-the-job its use with his or her students has immeasurable flexibility. So training. Often the payoff for the effort is proportional to the does software that allows students to play as they learn, or to quality of the training and the commitment of the teacher. manipulate the content, experiment, explore, and create. 9. Age-Appropriateness 4. Interactivity Because ESL literacy products for older children and adults are Not all software that claims to be interactive is truly so. In fact, often unavailable in English, many dedicated teachers select the term has almost lost its meaning as companies have tried to software that was designed for use by much younger children, but pass off digitized workbooks as interactive software. To meet the which seems to accomplish the job. This may function adequately interactivity requirement, software must truly allow the student when we are desperate, but there is enough good software out there and teacher to go directly to an area of interest, or where the teacher now that there is little justification for not providing students with wants the student to work. It must allow more than one correct products at their grade and age level. When I review software, I answer whenever possible, and it must not progress linearly note what age or grade the manufacturer advertises for the pro- like a high cost electronic workbook. In that case, you might as gram, but I temper this age rating with which age and grade other well have a workbook, since it's more portable. teachers and I have seen it work effectively.

5. Depth of content 10. Cultural Sensitivity This is a critical element in software. Depth of content allows Programs that stereotype and misrepresent cultural difference software to be used over and over again without losing its fresh- whether intentionally or not have no place in our classrooms. ness for students who must sometimes return to it for practice or I watch out for programs that not only respect diversity but research. Providing the same exercise over and over in varying actually use it to enrich the content. These are rare, and I often have graphic or video formats does not constitute richness of content. to settle for what is not offensive. As the years go by, I see more A high-quality product has depth that only prolonged use will of the really culturally-rich programs and less of the limited ones. reveal. But it should also be simple enough (see "Ease Of Use," That's definite progress. One bit of cultural awareness that by- below) to allow almost immediate implementation in cases where passes many users is the gender bias a program may contain. We funding and time for training is limited or unavailable. It is not need to look for this type of stereotyping, as well as of the use of recommended that teachers forego training; but in view of the violence. stringent constraints that many schools face today, I usually note those programs that can forego formal training if the teacher has 11. Visual Appeal time to practice on his or her own, as a minimum. If the product lacks this seemingly superficial element, it will fail to compete for the attention of the student. In rare cases, the 6. Educationally Sound content may be so educationally rich as to overcome any aesthetic A truly high-quality program should contain elements es- objections. In any case, fancy graphics should not blind the poused by most accredited educational institutions and profes- purchaser to limitations that a program may have in other, more sional associations that have generated "standards." Many are important areas. even written to national standards, such as those of the National 186 CONTINUED ON PAGE 14

NABE NEWS MARCH 15, 1996PAGE_8-1) Elemen Education SIG SIG Chair: Stephanie Dalton, University of California, Santa Cruz

Social Reorganization: Uses in Language Diverse Classrooms

rooms. socially organized to break the traditional by Dr. Stephanie S. Dalton Teachers using instructional approaches patterns of powerful social forces by redi- that emphasize the student role in con- recting them towards inclusive social prac- Social reorganization refers to the structing understanding are focusing more tices that envelop every student in the way students are clustered for teach- on socially reorganizing their classrooms. process, and result in a love of learning ing and learning activities in class- Teachers' critical task is to assure that and the fulfillment of potential. rooms. Socially reorganizing classrooms patterns of classroom social organization fosters expanded opportunities for stu- ensure that all students are included in the How Does It Work? dents to learn through joint productive active learning process. Students, particu- Although there is no single correct way activity with teachers and peers and pro- larly language-minorities, are often ex- to socially reorganize classrooms, teach- vides equity for all students in those op- cluded from classroom opportunities by ers can cluster students and arrange activ- portunities. These two criteria of effective social forces reflecting those in the world ity settings to foster inclusion, interaction, education for diverse students' promote outside the classroom. Those social forces and academic assistance. From the first practice that is inclusive, interactive, and influence students' opportunities for in- meeting with students; teachers can begin academically productive. In classrooms teraction and activity based on what lan- to think about the ways students can be today, yesterday's practices of exclusion, guage they speak, where they live, clustered to encourage collaboration and of cemetery-like rows and columns, and ethnicity, and economic situation. Teach- academic progress. Teachers can select competitive structures are replaced with ers can interrupt the social forces' effect themes and plan activity settings long be- maximized opportunities for interaction by affording all students equal opportuni- fore they set up their classrooms; they can and activity. Now, students as well as ties for learning in activities with their even be planned with students. A veteran teachers serve as language and academic peers and teachers through joint produc- teacher said she invested considerable time models and tutors. tive activity. brainstorming with her students because the students have good ideas. Some teach- What Is It? Why Try It? ers describe having their students help Socially reorganizing classrooms means Teachers have been using centers, co- design activities, move classroom furni- focusing on clustering all students to em- operative learning, and other small group ture and materials into suitable positions, ploy their strengths and assure the broad- activities for decades, so what's new and and appropriately decorate them. est social contact. In a variety of activity interesting about a focus on social reorga- Although a classroom may be physi- settings, clustered students participate in nization of classrooms? Teachers agree cally arranged for complex activity set- teaching and learning activities with and that the social and emotional quality of tings from the first meeting, students are without the teacher. An activity setting teacher-student relationships and peer re- phased-in to them gradually. At the first, may be a classroom library corner where lationships have consequences for what activities are carried out at homeroom students gather in various groupings for happens in classrooms. Research indicates seats or other convenient sites until activ- recreational reading or a journal writing that the quality of these social and emo- ity settings are introduced, usually one at station where students compose journal tional relationships are partially deter- a time. At first, clusters can be the halves entries, talk about, and respond to teacher's mined by the ways schools and teacher of the class, then thirds, and so on. Or, and peers' entries. An activity setting may socially organize the teaching and learn- students may be selected for a particular be an observation station with flora or ing environment. Throughout the school purposes such as heterogeneity, language, fauna to view for data collection and re- day, the social forces that sort students academic interest, friendship, gender, or cording or keyboarding, gaming, editing, into affinity or preference groups, into research topic, to work in small clusters and other shared endeavors at computer interactions with the teacher and peers, or with the teacher or in student-directed stations. It may also be a small group of preclude such interaction and activity re- clusters. In teacher-guided clusters and students having conversation with the flect those of the world outside the class- student directed clusters, teachers observe teacher. Whole class or large group in- room. Many of the forces are out of the students responding as leaders, language struction is also an activity setting where teacher's control tracking or depart- developers, learners, and academic sup- instructional activity is introduced, per- mentalization, for example. But classroom ports for their peers. As the teacher comes formed, and debriefed. A more complex social reorganization can mitigate some of to know students, clusters are formed to social organization allows for multiple, these effects through opportunity, interac- draw on students' strengths and increase simultaneous activity settings in class- tion, and reflection. Classroomscan be CONTINUED ON PAGE 43 187

NABE NEWS MARCH 15,1996PAGE 9) Campaign Against Racism and Extremism NABE CARES Legislation Being Considered by Congress Would Hurt Immigrants

Editor's Note:The following article is reprinted with the Immigration Forum, a pro-immigrant nonprofit organization in express permission of the National Immigration Forum. Washington, DC. "But if affected communities stand up and speak out, we have a chance to defeat many of the proposals." She entered the country legally in1981.She worked hard and Opponents of the bill were scheduled to visit in Members of earned degrees in business and nursing. She raised children Congress and the press during "National Lobby Days to Defend who became doctors, nurses, and engineers.But now Legal Immigration" in early March to explain how the controver- Leticia is afraid for one of her kids and angry at Congress. sial measures will do more harm than good. Why? Because Congress is considering legislation which Opposition to anti-immigrant bills has grown steadily in recent would change America's immigration laws.If that happens, months and spans the political spectrum. Vocal opponents of HR Leticia' s son, Mike, would have to leave college (where he's 2202 and S1395include Mayor Rudy Giuliani of New York City, studying to become an engineer), leave his home, leave his friends, Governor George Bush of Texas, AFL-CIO president John Sweeny, and return to a homeland he hasn't seen since he was 11 years old. and retired general Colin Powell. Their rallying cry is the same: Leticia is not alone in her worry over legislation pending in don't cut legal immigration, don't separate families, and don't Congress. Because the bills on Capitol Hill would result in the introduce a national ID system. most extreme changes to our immigration policies in decades, the One of our best-loved Presidents, John F. Kennedy said it best: bills have sparked serious concern among immigrants throughout "There is no part of nation that has not been touched by our the country. immigrant background. Everywhere immigrants have enriched Thousands of immigrants, like Leticia, have decided to orga- and strengthened the fabric of American life." nize to defeat the legislation. And many of the newly organized For more information on how you can become involved in are becoming politically active for the first time in their lives. opposing anti-immigrant legislation, please call the National The most important time for immigrants to add their voice to the Immigration Forum at (202)544-0004. chorus of opposition to anti-immigrant legislation is now before it's too late. The bills will be voted on by Congress in March and April.After that, America may close its doors to Language Learning in newcomers and may deny assistance to many immigrants who are already here. a Multicultural Society The bills HR 2202, sponsored by Rep. Lamar Smith (R-TX), Conference: April 27, 1996 and S1394,sponsored by Senator Alan Simpson (R-WY) would: Add a New Dimension to Your Teaching prohibit U.S. Citizens and legal residents from sponsoring Sponsored by New York University's School of Education their sons and daughters over the age of 21 including Department of Teaching and Learning and Office of applicants who have already been approved and are Special Programs, in cooperation with the New York City waiting for their visas; Board of Education. prohibit U.S. citizens from sponsoring their brothers and For K-12 teachers and university faculty: sisters including applicants who have already been Bilingual educationForeign languagesEnglish as a approved and are waiting for their visas; second language make it extremely difficult for U.S. citizens to sponsor Keynote speakers: their mothers and fathers; Carolyn Graham, noted author ofThe Jazz Chant Series reduce or eliminate assistance to needy legal immigrants Eric Nadelstren, principal, the International School and some naturalized citizens; cut back on admissions of refugees who are fleeing Workshops: Test Skills and BiasRole of GrammarIssues on political and religious persecution; and Certification and LicensingVideos and Language Learning introduce a controversial national ID system. Technology in the Classroom "This is the most restrictive immigration introduced in over 70 Location: New York University, Washington Square campus years," stated Frank Sharry, the executive director of the National Registration Fee: $25 per person For information, contact the Office of Special Programs: NEWYORK (212) 998-5090; fax: (212) 995-4923. UV MmYorkUmityismAillomemwdorOmpodeppcnnignviamig. 168 NABE NEWS MARCH 15, 1996PAGE 10) Bilingual Education: Separating Fadt from Fiction

represented in the Tucson public schools, however, no single Myth #7 Disproved: school has more than four languages represented. In Denver. there "LEP dropout rates remain very- are 60 identified language groups. yet no more than three lan- high despite the widespread guages are spoken in any given school. In these situations, there 1/ is no question that bilingual education can, and should. he pro- application of bilingual education. vided.Nationally, only one quarter of LEP students attends igh dropout rates of limited-English proficient (LEP) schools in which the numbers and diversity of LEP students would students cannot be blamed on bilingual education because make it impossible to carry out a bilingual education program. over three-quarters of LEP students are not taught through according to data from the General Accounting Office. bilingual education. Bilingual education is used to instruct only Even when the numbers are not large and certified teachers about one in four LEP students.English as a Second Language sparse, there are many ways to use the students' native language (ESL) instruction, in which the student's native language is not and culture by drawing upon the resources of the language minor- used for academic instruction, is used to teach just less than half ity communities.In Fountain Valley. California. for example. of LEP students. Over a quarter of LEP students receive neither Project GLAD students, who come from 12 different language services to teach them English nor assistance tailored to help them groups, receive one hour each day of content and literacy instruc- understand what is being taught to them. This is often called a tion in the native language, taught by paraprofessionals from their "sink-or-swim" approach toteaching LEP students and is in viola- communities. Bilingual education in most U.S. schools is not only tion of federal law. If a reading of this data suggests anything. it desirable. but is also possible. is that lack of bilingual education, an overeliance on ESL, and the More important, arguments against the practicality of bilingual prevalence of sink-or-swim approaches to teaching LEP students education forward the absurd proposition that because one LEP may be the real culprits in high LEP dropout rates. student cannot be served, no LEP students should be served. The Supreme Court in Lau V. Nichols. the landmark case that requires schools to ensure that LEP students can understand instruction, wrote that states can and should consider the numbers and diver- Myth #8 Disproved: sity of their LEP students when considering what services schools "Bilingual education is impractical can reasonably offer LEPstudents. because it costs $8 to $11 billion and NAB!: there are 180 languages spoken by America's students." This article is the third in a NABE e $8 to $11 billion estimates of the costs of bilingual NEWS series. education offered by opponents are outrageous but simple Upcoming issues will continue to print to understand. The number reflects the cost of educating excerpts fromBilingual Education: LEP students whether or not they are taught using bilingual education instructional techniques. There are approximately 2.3 Separating Fact from Fiction, a short million LEP students in the U.S.. according to the U.S. Depart- report that helps policy makers, the ment of Education. If this number of students is multiplied by the media, and the public better understand average cost of educating a student in the U.S.. about $5,000. one bilingual education. arrives at the often repeated $8 to $1 1 billion estimates. As one can This free NABE REPORT draws on see, $8 to $1 I billion would be spent on instructing LEP children even if every school in the U.S. chose to use neither bilingual current government data and scholarly, education nor ESL. The true cost of bilingual education is the independent research to identify what additional amount of funds that a school expends to change a is fact and fiction in a discussion of the monolingual English program to a bilingual educational program. education of limited-English proficient This additional cost is limited primarily to the purchase of addi- students and includes detailed notes tional instructional materials. which is marginal. The large number of language groups would only be a problem on research sources. for schools if each school had to instruct students from many The report is available free of charge different language groups. While it is true that most major school from NABE. districts have many language groups, most schools are linguisti- cally homogeneous. For example. there are over 75 languages 189 _NABE NEWSMARCH_15.1996--PAGE-4-1) BE PETITIO !LINGUAL DUCATION .- ,.. .

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I . ENABLES STUDENTSTO LEARNCONTENT AREA MATERIAL WHILE THEY ARE LEARNING ENGLISH,SOTHEY DON'T FALL BEHIND ACADEMICALLY;

2. FACILITATES THEACQUISITIONOF ENGLISH LANGUAGE SKILLS;

3. DEVELOPS THE LINGUISTICRESOURCES OF OUR NATION; AND

4. CONNECTS SCHOOLSWITHFAMILIES AND ALLOWS PARENTS TO BE ACTIVE PARTNERSIN THEIRCHILDREN'S EDUCATION.

NAME:

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TELEPHONE: FAX:

RETURN THIS FORM TO NABE 1220 L STREET, N.W. SUITE 605 WASHINGTON, DC 20005-4018

YESII WANT TO HELP PRESERVE FEDERAL BILINGUALEDUCATION PROGRAMS. I AM CONTRIBUTING:

D$ 10 $25 $50 $100 $500 $t000 $ 190 NA tF\PACMAW-3414100KPACIll) American Indian Bilingual Education Column Editor: Jon Reyhner, Northern Arizona University

Hawaiian Language Programs Revisited

their home and children. They are found- demic. and family-involvement goals and by Kauanoe Kamana ing members of the non-profit language has long waiting lists. The administration and William H. Wilson revitalization group 'Aha Punana Leo and of the schools is through Hawaiian and are both faculty members in the Hawaiian most of the employees are parents of former Studies Department at the University of and current students. The Papahana Column Editor's Introduction: In the Hawaii at Hilo. Kauanoe Kamana is the Kaiapuni Hawaii (Hawaiian Immersion December 15. 1991 issue ofNABENEWS. president of the `Aha Punana Leo and past Public Schools) grew Out of the Punana Bill Wilson published a column titled "Ha- director of the Hale Kuamo'o Hawaiian Leo. serves Punana Leo graduates. and waiian Parallels" that described Native language center at the University of receives financial and other support from Hawaiian efforts to save their language. Hawaii at Hilo. She is currently on leave 'Aha Punana Leo. This column reports on the progress made from the University teaching in the first .since then. intermediate and high school Hawaiian Papahana Kaiapuni Hawaii medium classes in one hundred years. Bill (Public School Hawaiian During the first two decades of this is on the legislative committee of the State's Immersion Program century Hawai. i underwent a mas- Hawaiian Immersion Advisory Council. The Hawaii public school system. in- sive language shift from its indig- cluding the first high school west of the enous Polynesian language to Pidgin Punana Leo Hawaiian Medium Rocky Mountains, was once taught and ( Hawai' i Creole English) as the primary Preschools operated entirely through the Hawaiian home language of Native Hawaiians as In 1983. we were part of a small group language. The Hawaiian language was well as large numbers of locally-born non- of Hawaiian-speaking educators who banned in all private and public schools in Hawaiians. This shift was the result of formed the 'Aha Punana Leo to reestab- 1896 and this ban continued until 1986 English-Only legislation that closed down lish Hawaiian medium education. At that when it was rescinded through Punana the Hawaiian-medium public schools of time. the Hawaiian medium public school Leo lobbying. In 1987. parents and admin- Hawai'i. The legislation not only nearly system of Hawai'i had been closed for istrators from the Punana Leo preschools exterminated the Hawaiian language and nearly 90 years and the last generation in persuaded the State Board of Education to culture but also had disastrous effects on which Hawaiian was the common lan- open two Kindergarten-first grade com- literacy. academic achievement, and even guage of all Hawaiians was in their seven- bined classes to serve Hawaiian-speaking use of standard English among Native ties. The focus of the 'Aha Punana Leo children from the Punana Leo. Hawaiians. Out of nearly 200.000 Native was to assist the few families trying to These initial children are now in ninth Hawaiians in Hawaii, the 1990 census revive Hawaiian in the home and the tiny grade Kaiapuni Hawaii classes and the listed only 8.872 speakers of Hawaiian. community that still used Hawaiian at all program has expanded to include eleven While there still remains one small island age levels by beginning family-run pre- official sites and two unofficial ones. One where Hawaiian is the language of the schools. Ours was the first family to re- thousand and one children were served in entire community, elsewhere Hawaiian establish Hawaiian as the sole language of the fall of 1995. Most of the children are speakers are scattered and often elderly. the home and we were determined that our educated in schools where a Hawaiian There is. however, a coordinated commu- children would attend preschool and pub- medium program shares a campus with an nity and state government effort to save lic school in Hawaiian. English medium program. but there are the Hawaiian language and culture from The `Aha Punana Leo now serves ap- two official totally Hawaiian medium extinction through reestablishing schools proximately 175 children in nine Punana schools. Children are educated entirely in taught in Hawaiian serving those who wish Leo preschools in the State and develops Hawaiian until fifth grade when English to continue to use or revive the language in materials and prepares teachers for them. language arts are introduced as a subject their homes. Instruction in these full-day eleven month often taught through Hawaiian. English The following information was pro- schools is totally through Hawaiian. Par- continues to be taught for one hour a day vided by Kauanoe Kamana and Bill Wil- ents must 1) pay tuition (based on in- through high schoolintermediate and high son in a conference on Native American come). 2) provide eight hours in-kind ser- school aged children are also taught a third languages held at Northern Arizona Uni- vice per month. 3) attend weekly language language. A long range study of the pro- versity. Kauanoe and Bill were the first of lessons. and 4) attend monthly governance gram has shown academic achievement a number of couples in Hawar i who have meetings. The program has been very suc- equal to. or above that. of Native Hawaiian revived Hawaiian as the first language of cessful in its language revitalization. aca- CONTINUED ON PAGE 42 191

NABE NEWS MARCH 15. 1996 PAGE 13 TECHNOLOGY FROM PAGE 8

Applying the Criteria to Existing Products a set of programs collected under the titleKidware 2+ (Two-Plus) In the following evaluations of two bilingual math products and from Mobius Corporation. Unfortunately, they only run in an a pre-K skills building program. I apply the criteria outlined IBM-compatible environment. But the ability to change the voice above. commands on which the program relies heavily (remember. they IBM's first foray into the bilingual mathematics arena pro- are for pre-schoolers) is easy and handy for teachers. or parents to duced a product called Explora las medidas, el tiempo v el dinero do. You can personalize the program for each child, but more than ( Levels I to III). The product also exists in English. but in Spanish. that, you can create the voice files and directions in any language the software developers have added an international- monetary you need. In fact. the voice files already exist in Spanish. Hmong. system that can be selected by the teacher in addition to the U.S. Finnish and Haitian Creole, and these were created in school dollar system. The three levels are aimed at the K- I2-3 and 4-6 settings all over the country and abroad. When ordering. you must grades and include colorful graphics. the ability to manipulate or specify what language other than English you need. If Mobius move objects around the screen (particularly useful when measur- doesn't have it. they will tell you what district may have developed ing against paperclips. a ruler or doing comparisons). In addition. capabilities in a particular language. The set of over 15 programs the lowest level includes voice commands in Spanish so the attempts to cover all the basic skills needed to be learned in youngest children can follow directions without necessarily know- preparation for Kindergarten and first grade. Programs and books ing how to read. Since the commands and icons (symbols for for simple counting. color-mixing, drawing, music. letter-recog- actions on the screen ) remain consistent throughout the levels, it nition. body-parts. facial expressions are included. So are a series is easy for children who grow through the program levels to of multicultural settings the city, the farm, an Alaskan Village, understand what is required of them. Simple graphing capability etc. where children can place their own characters (from a is included that can be used for comparison charts in the early selection of culturally and ethnically appropriate cross-genera- grades and get more sophisticated in features in the upper levels. tional graphics), and add their own voice. In these "neighbor- Consistent with the NCTM standards, the program is open ended. hoods" the students can "travel" across and around the location. and allows more than one answer to be correct. In addition. the placing objects where they belong (or where they please). creating software lets students create their own problems for others to their own little world. The set of programs is so culturally and solve. One disadvantage of the product is that, as originally content-rich that it would take more than the space here to describe designed. the voice capability only works with the IBM sound it. The latest addition to the set is an Aquarium science section. The card. But this disadvantage is offset in levels II and III, since audio bundle was originally designed for HeadStart and it relies heavily support is not needed. One major advantage for schools with older on early-childhood education research. Moreover, it is continually machines is that it operates under the DOS environment and can refreshed and upgraded as its customer base of pre-schools sug- work either standalone or in a network. IBM also offers the ability gests changes. Training is recommended, especially for the voice to integrate this and other math programs throughout the curricu- files and the teacher-controlled management and reporting facili- lum in a series of teachers' guides and training workshops called ties, authentic assessment and more. TLC. or Teaching and Learning with Computers. A similar but richer product that switches back and forth to Conclusion Spanish was introduced by MECC (developed in partnership with Future sidebars in this column will include a checklist of Houghton Mifflin) for the Macintosh environment. Math Keys has questions to ask as you review a piece of new software as well as many of the same features of the Explora series but adds elements lists of classic software, descriptions of new and exciting pro- that appear only in the English IBM program called Exploring grams. and even some teacher tips and ideas for curriculum Matlz with Manipulatives. The MECC Math Keys software was integration. Any ideas for inclusion in future sidebars can be designed expressly to meet the NCTM standards, and therefore directed to . offers the same open-ended. problem-solving environment that the IBM products provide, and for the same grade levels, K to 6. Editor's Note: Contributionsto theTechnology and Language- In addition, it ranges in scope from the simple arithmetic manipu- Minority Students column should be sent to Dr. Dennis Savers. lation of rubric cubes through sophisticated calculations for prob- University of California Educational Research Center. 351 E. ability (Unlocking Probability a fifth grade program in the Barstow Avenue. #101. Fresno, CA 93710. (209)228-2050: FAX series). Because of the ties to the Houghton Mifflin series, the (209) 288-2055. E-mail: DSAYERS @pani.s.com. software can be used with the textbook and other materials. or can he used alone. Again, training is an optional but highly desirable NABE. requirement. as the success of any program's use is dependent on the teacher's comfort level and knowledge of the material. Beau- tiful color graphics enhance this program. and its ability to switch Readers are welcome to reprint any NABE languages mid-action lend it even more flexibility. TheAlath Keys NEWS original material free of charge as series can be bought as individual packages. or as a bundle with the long as proper credit is given to both the Houghton Mifflin series. author and NABE NEWS as the source. For the Pre-K environment, where there is a critical demand to meet the native language development needs of children. there is

NABE NEWS MARCH 15, 1996PAGE 14 Caring, Sharing and Giving by Susan Garcia, NABE Executive Board Parent Representative

aring. sharing, and giving are three more about the responsibility of being supposedly had written. Consequently. he words that I use daily and have involved in my community. Fundraising stood in front of the press speechless and learned the true meaning of since is a job that requires everyone's involve- overwhelmed. becoming a NABE member and a part of ment and shouldbefun.Giving is personal It's such a shame that we didn't find the Executive Board. I've had the greatest and should be respected. Did you know him first: how sad it is that the system opportunities presented to me since I be- that if you give to any United Way, you failed this one parent. In the cab on the came your Parent Representative. I hope can designate your gift to any nonprofit way home, I couldn't hold back the tears youhave benefitted as much from my that meets certain criteria. NABE affili- of concern for the one parent that the service as I have from serving you. ates, please consider contacting your local English-Only people preyed on: the weak United Way office to find out what is soul with low self-esteem. A proud man. Caring required to enable your membership to who mistakenly believed he had to surren- I've learned first-hand the meaning of have the opportunity to give to the chil- der his language to be a part of the Ameri- caring as many NABE members have dren and families that they help everyday. can system. helped me to grow from being "just" a Sometimes it is easier to give when your Please don't ever let this happen to the parent with a child in a bilingual program gift can be a payroll deduction distributed parents of the students you teach every in a small town to being a responsible throughout the year. day. advocate foralllanguage- minority chil- Every day I ask people to volunteer and dren and their families. Your guidance give to help others. It only takes a small Sharing, Caring and Giving and encouragement have been with me gift to make the biggest difference. I find I took part in my first press conference over the years and I thank you daily for the the people closest totheneed are the with NABE President Kathy Escamilla on person I've become. Not being an educa- largest givers. Our children and families January 2. 1996 to announce the 1996 tor. I've come to realize how ignorant do give back when they can. I know how NABE Bilingual Teacher of the Year. Who many people are about education. Your much it costs to support legislation and would have ever imagined that one day a outreach to parents has always been evi- policy: remember that the English-Only NABE Parent Representative would feel dent and consistent. I know that what I've movement has lots of money and support. confident and brave enough to introduce learned would not have been possible with- Each NABE Board Member has made a an outstanding teacher to the national out people who cared. Caring can and will commitment to help with fundraising: I press? Maria Ramirez's story has reached continue to make a difference. need your help and I'll tell you why. people throughout the country as a result Last September I was invited to make a of stories inUSA Today. The Maui News. Sharing presentation on Capitol Hill on behalf of Seattle Times. TimeMagazine and front Every day we have the opportunity to the parents who support bilingual educa- page of theDenverPost! CNN will be share. I've been taught well by many of tion programs and policies. Our panel was doing a piece on her very shortly. you who took the time to share with me the outstanding and I'm sure that you read Maria's story is truly one of sharing. world of bilingual education. Sharing does about it in theNABE NEWS.That after- caring and giving. Her charm and dedica- take time and effort, but it's worth the noon. as I sat in the audience and waited to tion will make her a great representative satisfaction of knowing we have helped to hear the English-Only panel. I noticed the forNABE. Imay be a bit biased because spread the positive facts about bilingual press eagerly waiting for Linda Chavez Maria is a teacher in my school district. but education with people who don't know and Toby Roth to start. it has taken many years to build a support- who we are or what we do. At the same time. I noticed a shy man ive district. Maria's accomplishments are Be brave and bold and share your copy standing up front and was told that he a reflection of the caring, sharing and of theNABE NEWSwith people who are represented the parents in support of En- giving that goes on in the school district. not a part of the educational system. Find glish-Only. As I waited to hear this parent Our motto in Adams County School Dis- time to do a presentation to groups which can speak. I had his written testimony in my trict #I4 is "Reaching for the stars, touch- help our cause or just ask people to give you hands. I watched him approach the micro- ing the future." a few minutes to tell them about bilingual phone and could tell he was very nervous Language-minority children and their education. because he started to stutter. English clearly families depend upon NABE and the work was not his first language. He also had his NABE members do. Caring, sharing and Giving written testimony in his hands but was giving tales so little and returns so much. Over the past few years as a Division unable to read it. Obviously the story he I hope you will continue to care. to share Manager in the Campaign Department of was telling was not his, because he was and to give.

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PRESIDENT'S MESSAGE FROM PAGE 3

minority children and their families. bilingual educators, struggles to practice recognized for their extraordinary efforts. . NABE's 1996 Bilingual Teacher of the her profession in a state where many are The struggle to affirm diversity in our Year, Maria Ramirez. poignantly writes unsure whether bilingual education is theo- young people continues. about her struggles growing up in a mi- retically sound. and where children who I fully expect that the struggle that we grant farm worker family who spoke only don't speak English are made every day to face as bilingual educators will continue Spanish. Maria says that at school in Texas, feel ashamed and embarrassed about who into the future. For me, my travels and she and others like her were at the bottom they are. experiences have reaffirmed my personal of the social ladder for not only were they It came as no surprise to me to learn that commitment to be involved in this struggle "Mexicans -. they were "Migrant Mexi- all of NABE's writing contest winners this on many fronts. Indeed, it has been said cans.- Maria. of course. struggled to over- year wrote about their own personal that without struggle there can be no come the expectation that migrant Mexi- struggles in their essays. Their struggles change. Through NABE, I have come to cans cannot succeed. She triumphed over include frustrations about wanting to learn know that there are millions of others who abject poverty, a brain tumor. and institu- English and feeling they are not doing it are also willing to be engaged in the tional racism by becoming a teacher and fast enough. feelings of great responsibil- struggle, and we will continue to need all earning an advanced degree. Despite of ity to their families; hence, a need to bal- of our collective energies and commit- incredible odds. Maria has become an out- ance work with school, feelings of not ment in the months and years ahead. It is standing educator and community leader. belonging in school, and not being valued my hope, however, that our struggles as She gives of her time freely to her profes- as human beings. It is noteworthy, more- policy-makers and practitioners will some- sion, she teaches Spanish to other teachers over admirable, that these young people day ease the struggles that many of our at her school, and teaches adult ESL classes are succeeding in life and school in spite of children and their families face. This is, at night. She is also busy raising three the struggles they encounter daily. They after all, our mission and our challenge. daughters. Sadly. Maria. like many other quietly continue to struggle, seldom being VASE BEST COPY AVM 194 NABE NEWS MARCH 15, 1996 PAGE 16)6=1=====...... la Upcming Events

March 23, 1996 - Expanding Horizons Kentucky Council on the Teaching of April 23. 1996 Legacy of Leadership: with Roots and Wings. California Foreign Languages. Louisville. KY. Rising to New Challenges.National Association for Asian and Pacific Contact Jody Thrush at (608) 246-6573. Puerto Rican Forum 11th Annual American Education Second Annual Convention.Grand Hyatt. New York City. Conference.California State University, March 31 - April 2, 1996 - The Third NY. Contact F. Esteban Bujanda at (212) Dominguez Hills. Carson. CA. Contact Decade: New Opportunities. Challenges, 685-2311. Yee Wan at (310) 516-4704. and Responsibilities. 16th National Conference of the National Association April 26-27, 1996 -U.C. Language March 26-30, 1996 - The Art of TESOL. for the Education and Advancement of Minority Research Institute's Annual 30th Annual Conference of Teachers of Cambodian. Laotian, and Vietnamese Conference.Hyatt Hotel. Sacramento. CA. English to Speakers of Other Languages, Americans.Pontchartrain Hotel. New ContactLMRIat (805) 893-2250. Inc.Chicago Hilton and Towers. IL. Orleans. LA. Contact NAFEA at (312) Contact (703) 836-0774. 878-7090. May 16-18, 1996 -Aspira National Education Conference. OmniShoreham March 27-28, 1996 - Building Bridges. April 4-6, 1996 - 2nd Hmong National Hotel. Washington. DC. Contact Rosie Annual Conference of the Massachusetts Education Conference.Sacramento. CA. Torres at (202)835-3600. Association for Bilingual Education. Contact Chimeng Yang at (916 )278-4433. Contact Kate Fenton at (413) 787- 7090. ext. 13. May 30 - June 4, 1996 -National Conference on Race & Ethnicity in March 28- 31,1996 -Equity: Excellence, April 10-13, 1996 - Conference of the American Higher Education. Hyatt Empowerment and Opportunities National Association for Ethnic Studies. Regency. San Antonio. TX. Contact (405) through Language.Joint Conference of Bellingham. MA. Contact Otis Scott at 325-3936. the Central States Conference and the (916) 278-6645. .. NAB E We Speak urLanguage. Visit our booths and see the latest products for your Spanish-speaking learners.

For Instruction (lel° Abierto CI) Relatos de la historia ca) Matematicas a cualquier hora

For Assessment Aprenda: la prueba de logros en espaliol

(AS- Language Arts, Spanish Edition Naglieri Nonverbal Ability Test a)

HARCOURTSchool BStooth HARCOURT® Educational BRACEPublishers 110 BRACE Measurement 1-800-228-0752

113EST COPY AVAILABLE i9 NABE NEWS MARCH 15. 1996 PAGE 17 HELPS ALL SPANISH-SPEAKING STUDENTS AN INTERVENTION PROGRAM READ BETTERRIGHT FROMTHE START!

Visit the Houghton Mifflin booth for early intervention materials in

From Carlos, Level 1, Book 5.

This Spanish version of Early Success: An Intervention Program accelerates literacy growth in the primary grades with additional daily small-group lessons in reading, writing, and working with words. Lessons are based on small Story Houghton Mifflin Books that gradually increase in difficulty. Copyright © 1996 by Houghton Mifflin Company. All rights reserved.

NEW Electronic (Internet) Address For NABE

We're a new direct stop on the information superhighway!

NABE has a NEW Internet electronic mail address: NABE @ nabe.org

We've got other new electronic mailboxes, too. To reach the Newsletter Department, write to: [email protected] Conference-related mail should be sent to: [email protected], or [email protected] Membership-related questions should be sent to: [email protected] Finally, the new NABE Technology Consortium (NABETC) can be reached at: [email protected].

196

NABE NEWS MARCH 15. 1996 PAGE 18 Resources for Bilingual Educators

Editor's Note: This issue's Resources Col- Andujar Communication Committee for Children Lnn contains a list of companies exhibit- Technologies, Inc. 2203 Airport Way South, Suite 500 ing at the NABE '96 Conference. Readers 7946 Ivanhoe Avenue ,Suite 302 Seattle. WA 98134-2027 are encouraged to contact these compa- La Jolla, CA 92037 nies for information on the materials, prod- Continental Book Company ucts and services they provide. Apple Computer, Inc. 625 E. 70th Avenue, #5 900 E. Hamilton Avenue Denver. CO 80229 A & A Spanish Books M/S 73-EV 14030 S.W. 39th Street' Campbell. CA 95008 Creative Education Institute Miami. FL 33175 5000 Lakewood Drive Arte Publico Press Waco, TX 76710 AIMS International Books. Inc. University of Houston 7709 Hamilton Ave. Houston. TX 77204-2090 Creative Publications Cincinnati, OH 45231 1300 Villa Street Ballard & Tighe. Inc. Mountain View, CA 94041 AMTEX Software Corporation 480 Atlas Street P.O. Box 572 Brea. CA 92621-3117 Crizmac Art Belleville. Ontario & Cultural Education Materials Canada K8N 5B2 Bilingual Communications P.O. Box 65928 P.O. Box 649 Tucson, AZ 85728-5928 AWAIR Odessa. TX 79760 1865 Euclid Avenue. Suite 4 Cultural Resources Berkeley, CA 94709 Bilingual Educational Services, Inc. 650 Columbia S.. #212 2514 So. Grand Avenue San Diego, CA 92101 Academic Excellence Programs Los Angeles. CA 90007 600 SE 3rd Avenue Curriculum Associates, Inc. Fort Lauderdale, FL 33301 Bilingual Resources, Inc. 5 Esquire Road 1040 Plover Avenue North Billerica. MA 01862-0901 Accu-Cut Systems Miami Springs, FL 33166 1035 E. Dodge Street Davidson & Associates 19840 Pioneer Avenue P.O. Box 1053 CTB McGraw-Hill Torrance, CA 90503 Fremont, NE 68025 20 Ryan Road Monterey. CA 93940 Del Bilingual Publications Addison-Wesley Publishing Co. 2677 W. Foxborough Place Route 128 California Association for Fullerton, CA 92633 A-W I Jacob Way Bilingual Education Reading, MA 01867 320 W. G Street Desegregation Assistance Centers Suite 203 1100 Storet Street. Suite 800 Alta Book Center/Alta Book Company Ontario, CA 91762 Denver, CO 80217 14 Adrian Court Burlingame. CA 94010 Centro Educativo -Juan de Dios Peza" Designs International, Inc. P.O. Box 8671 P.O. Box 1503 Albuquerque Hispano El Paso, TX 79923 Chatsworth, GA 30705 Chamber of Commerce 1600 Lomas NW Charlesbridge Publishing Dexter Educational, Inc. Albuquerque, NM 87104 85 Main Street P.O. Box 630861 Watertown, MA 02172-4411 Miami, FL 33163 American Federation of Teachers Human Rights and Close Up Foundation - Dominie Press, Inc. Community Relations Dept. Program for New Americans 5945 Pacific Center Blvd., Suite 505 555 New Jersey Avenue. NW 44 Canal Center Plaza San Diego, CA 92121 Washington. DC 20001 Alexandria. VA 22314 CONTINUED ON PAGE20 197

NABE NEWS MARCH 15, 1996,,4= PAGE 19., EDUCATOR RESOURCES

DynEd International FundaciOn Solidaridad Intercultural Development 989 E. Hillsdale Blvd.. Suite 130 Mexicano Americana Research Association Foster City, CA 94404 Insurgentes Sur 1783. e PasoCol., 5835 Callaghan Road, Suite 35 Guadalupe Inn San Antonio. TX 78228 Editer Mexico. D.F., 01020 2059 Village Park Way, #222 Jostens Learning Systems, Inc. Encinitas. CA 92024 Global Ideas 9920 Pacific Heights Blvd., Suite 500 614 W. Main San Diego, CA 92121 Educational Testing Service Houston. TX 77006 Southwest Field Office Juniper Learning, Inc. 40 N. Central Greater Dallas P.O. Drawer 0 Suite 700 Hispanic Chamber of Commerce Espanola, NM 87532 Phoenix. AZ 85004 4622 Maple Avenue Suite 207 Kagan Cooperative Learning Embassy of Mexico Dallas. TX 75219-1001 27134 A Paseo Espada PCME Suite 302 Homero 213, Piso 13 Grupo Anaya San Juan Capistrano, CA Chapultepec Morales, MX 11570 Juan Ignacio Luca de Tena. 15 28027 Madrid Kaplan School Supply Corp. Embassy of Spain Spain 1310 Lewisville-Clemmons Rd. Education Office Lewisville, NC 27023 2375 Pennsylvania Ave.. N.W. Grupo Editorial Norma Washington, DC 20037-1736 P.O. Box 195040 LIBROS, U.S.A. San Juan. PR 00919-5040 67 Meadowview Road Estrellita Orinda, CA 94563 P.O. Box 20803 Haitiana Publications Oxnard. CA 93034-0803 224-08 Linden Blvd. Lectorum Publications. Inc. Cambridge Heights, NY 11411 I 1 1 8th Avenue. Suite 804 Fairfield Language Technologies New York, NY 10011 122 S. Main Street Hampton-Brown Books Suite 400 26385 Carmel Rancho Blvd.. Suite 200 Lindy Enterprises, Inc. Harrisonburg, VA 22801 Carmel. CA 93923 506 Main Street Humble, TX 77338-4659 Fannie Mae Harcourt Brace ESL 3900 Wisconsin Avenue, NW ESL/LEP Los Andes/BINET Washington, DC 20016 6277 Sea Harbor Drive P.O. Box 2344 Orlando. FL 32887 La Puente. CA 91746 Fernandez USA Publishing Co. 1210 East 223rd Street. Suite 309 Heinemann Macmillan/McGraw-Hill Carson, CA 90745 361 Hanover Street 1221 Avenue of the Americas Portsmouth, NH 03801-3959 13th Floor Firefly Books Ltd. New York. NY 10020 250 Sparks Avenue Heinle & Heinle Publishers Willowdale, Ontario 20 Park Plaza Mariuccia laconi Book Imports, Inc. M2H 2S4. CANADA Boston, MA 02116 970 Tennessee Street San Francisco, CA 94107 Flame Co. Houghton Mifflin Company 31 Marble Avenue 222 Berkeley Street Mimosa Publications Pleasantville. NY 10570 Boston. MA 02116-3764 Customer Support Services P.O. Box 26609 Fondo de Cultura Econ6mica, USA Ideal Learning San Francisco, CA 94126-6609 2293 Verus Street 8505 Freeport Parkway San Diego, CA 92154 Irving, TX 75063 Mindplay Software 160 W. Fort Lowell Road Tucson. AZ 85705 BEST, COPY AVAILABLE 1 98 NABE NEWS MARCH 15. 1996 PAGE 20) FROM PAGE19

Modern Curriculum Pan Asian Publications (USA), Inc. Santillana Publishing Company 299 Jefferson Rd. 29564 Union City Blvd. 2043 NW 87th Avenue Parsippany. NJ 07054 Union City, CA 94587 Miami. FL 33172

Multilingual Matters/Taylor & Francis Peace Works. Inc. Scholastic. Inc. 1900 Frost Road, Suite 101 3812 North First Street 555 Broadway Bristol, PA 19007-1598 Fresno. CA 93726 New York. NY 10012-3999

National Association for Penguin Ediciones ScottForesman Bilingual Education/ 375 Hudson Street 1900 East Lake Avenue Bilingual Association of Florida New York, NY 10014 Glenview, IL 60025 1220 L Street. N.W., Suite 605 Washington. DC 20005-4018 Perma-Bound Books Seiko Instruments, USA National Marketing 2990 W. Lomita Blvd. National Clearinghouse for Vandalia Road Torrance. CA 90505 Bilingual Education Jacksonville. IL 62650 1118 22ND Street NW Silver Burdett Ginn Washington. DC 20037 Pin Man PR Incentives 299 Jefferson Rd. 3739A S. Peoria Avenue Parsippany. NJ 07054 National Educational Systems, Inc. Tulsa, OK 74105 1711 Grandstand Drive Sing Spell Read & Write San Antonio. TX 78238 Polaroid Education Program 1000 112th Circle North Suite 100 72 Elizabeth Street, #3 St. Petersburg, FL 33716 National Latino Children's Agenda Salt Lake City, UT 84102 1611 West Sixth Street Southwest Desires Austin. TX 78703 Prentice Hall Publishers 2025 North Main College Exhibits San Antonio, TX 78212 National Textbook Company One Lake Street 4255 West Touhy Ave. Upper Saddle River, NJ 07458 Span Press. Inc. Lincolnwood. IL 60646-1975 2722 S. Flamingo Road Suite 277 REI America, Inc. Copper City. FL 33330 Nestle 6355 N.W. 36th Street, 5th Floor Community Affairs Miami, FL 33166 Steck-Vaughn/Raintree 800 North Brand Blvd. P.O. Box 26015 Glendale. CA 91203 Rigby Austin, TX 78755 P.O. Box 797 New Castle Communications. Inc. Crystal Lake. IL 60039-0797 Successful Parenting 229 King Street P.O. Box 11851 Chappaqua. NY 10514 Riverside Publishing Company Winston Salem, NC 27116 8420 Bryn Mawr Avenue, #1000 Newsweek Chicago, IL 60631 TLC Espinosa & McCormick Education Programs for English/ESL 619 Via Vista P.O. Box 791529 Rourke Publishing Group Redlands. CA 92373 San Antonio. TX 78279 Marketing and Sales P.O. Box 3328 The Learning Company Nienhuis Montessori USA, Inc. Vero Beach. FL 32964 6493 Kaiser Drive 320 Pioneer Way Fremont. CA 94555 Mountain View, CA 94041 SITESA/MEXICO International Operations Department Tilbury House Publisher Optical Data School Media San Marcos 102 132 Water Street 30 Technology Drive Mexico City. D.F. 14000 Gardiner, ME 04345 Box 4919 Mexico Warren. NJ 07059 Tom Snyder Productions SRA - McGraw-Hill 80 Coolidge Hill Road 250 Old Wilson Bridge, Suite 310 Watertown, MA 02172 Worthington. OH 43085 CONTINUED ON PAGE 22 199 NABE NEWS MARCH 15. 1996 PAGE 21)...... =...... ,,,,,,,,=°"======,°1 RESOURCES FROM PAGE 21

Transact 8490 Mukilteo Speedway Suite 212 OVER 3,000 VERBS Mukilteo. WA 98275

Troll Associates CONJUGATED INSTANTLY! 100 Corporate Drive Mahwah. NJ 07430 Smaller than verb conjugation books, easier to use, and with much more information; U.S. Department of Education it's ideal for educators and students alike. Office of Bilingual Education & Minority Languages Affairs 600 Independence Ave., S.W. Switzer Bldg.. Rm. 5090 Washington. DC 20202

United Farm Workers of America P.O. Box 59 Greensboro. FL 32330

United States Patent and Trademark Office Rr 2121 Crystal Drive, Suite 0100 Arlington, VA 22202

Vision Wear International Spanish «. English 1080 So. State St. #2 Dictionary Orem, UT 84058 -0 Advanced Verb Translation

Williams Sound Corporation I am studying Comprehensive Knowledge and Handling of Verbs: 10399 W. 70th Street yo estoy estudiando Directly translates conjugated verb forms in 17 tenses. Eden Prairie, MI 55344 Verbal Phrase Correction: Checks & corrects conjugated verb forms. .I nosotrosvoy Conjugates verbs. regular & irregular. Scrolls by tense & person. Displays tense, person & gender. nosotros vamos World of Reading, Ltd Corrected . Additional Features: P.O. Box 13092 EZ-Leam Teaching Systeni Flash card quiz helps build vocabulary skills. he was studying Atlanta. GA 30324-0092 el estudiaba Phonetic Spelling Correction: Simply enter words as they sound in English Imperfect Indicative or Spanish. Over 70,000 word translations. Calculator with currency 3rd Sing Masc & 26 metric converters. Large character display. Wright Group 19201 120th Avenue. NE ___IntroductorLoffer for educators Bothwell. WA 98011 Please send me Spanish/English Translator(s). Enclosed is 45.00 plus $4.95 shipping & handling for each product ordered. Call 1(800) 775-8666 to order by phone. *Plus state sales tax where applicable. Publishers and Please Check One:[Z1 Visa MasterCard Check Money Order Materials Developers CARD NO.

Do you have new products to tell EXP. DATE SIGNATURE Make checks payable to: Seiko Instruments NABE members about? Mail checks to:Specialized Marketing Services Send a sample of your material to P.O. Box 52950 the NABENEWS Editor at NABE, Irvine, CA 92619-2950 1220 L Street, NW, Suite 605, NAME

Washington, DC 20005:4018. ADDRESS Materials will be listed ONCE, CITY STATE ZIP free of charge, in theResources for Bilingual Educatorscolumn. PHONE ,,__ 'Residents of the followistates please include sales tax: AL, AZ, CA, CO, CT, FL, GA, IL, IN, LA: KS, LA, MD, MA, MI. Nrwriehli,T NM, NY, NC, OH, OK, PA, RI, SC, TN, TX, VA, WA, WI 200

NABE NEWS MARCH 15, 1996 PAGE 22 February 4, 1997 - February 8; 1997 NABE '97Albuquerque, New Mexico

A CALL FOR PAPERS AND PRESENTATIONS FOR NABE '97

The 26th Annual Conference of the National Association for Bilingual Education will be held February 4-8, 1997, at the Albuquerque Convention Center in Albuquerque, New Mexico. In addition to inviting nationally and internationally known keynote and major speakers, NABE is soliciting presentations from the field, including collaborative presentations which include teachers and students, which focus on the following:

PEDAGOGICAL PRACTICES IN BILINGUAL EDUCATION Models, methods and materials for teaching students using the native language throughout the curriculum

PEDAGOGICAL PRACTICES IN TEACHING ENGLISH AS A SECOND LANGUAGE Models, methods and materials for teaching English as a second language

DEVELOPMENTAL BILINGUAL EDUCATION Models, methods and materials for bilingual education programs with the goal of bilingualism, including two- way bilingual education

EDUCATIONAL REFORM AND LINGUISTIC MINORITY STUDENTS School-based management, competency testing, competency-based curriculum, effective schools

BILINGUAL EDUCATION PERSONNEL Demand for, training, certification, recruitment and retention of qualified bilingual education teachers, instructional assistants, administrators, professors and other personnel

LINGUISTIC MINORITY FAMILIES AND EDUCATION Adult literacy, parents as partners in education, home-school language use and development, early childhood education

TECHNOLOGY AND LINGUISTIC MINORITY STUDENTS Accessibility to and applications of various types of high technology in teaching non-English-language- background students

LINGUISTIC MINORITY STUDENTS AND OTHER EDUCATION PROGRAMS Special Education, Title 1, Migrant Education, HeadStart,Vocational Education, Adult Education, Foreign Languages, Native American Education, Refugee and Immigrant Education

POLICIES AFFECTING BILINGUAL EDUCATION AND LINGUISTIC MINORITY AMERICANS Demographic trends, dropouts, English-Only/English-Plus movements, health, social and economic issues, international perspectives, refugees, school finance 201

-,-. NABE NEWS MARCH 15. 1996 PAGE 23 NABE 97 :Ca Ilfor Presentations instructions

Proposal Preparation Guidelines policy studies. well-documented historical studies, critiques. etc. Both qualitative and quantitative research from all disciplines are acceptable. The abstract should I. PROPOSAL FORM (attached): Submit FOUR (4) copies with all items include the main premise of the paper. a summary of supoortinz evidence, and the completed and carefully proofread for publication in program. conclusion. Presenters are encouraged to use handouts and audio-visual aids and to present a summary of the paper rather than reading a prepared text. 2. ABSTRACT: Submit FOUR (4) copies of a 3(M-word abstract of the presentation for review by readers. Abstracts, except those for symposia. DEMONSTRATIONS (45 Minutes):Presentations which show a specific should have no author identification or affiliation either in the title or in the teaching or testing technique. After a brief description underlying theory. the body of the abstract in order to ensure anonymous review. Abstracts should session is devoted to demonstrating how something is done. Presenters are he typed on one 8-1/2" x II" paper (one side only ). All abstracts should define encouraged to use handouts and audio-visual aids. The abstract should include an the title or topic of the presentation, objectives. methodology, significance. explanation of the purpose of the demonstration and a description of what will he and other pertinent information. At the top of the page. state the title/topic demonstrated and how it will be done. of the presentation and the type of session. SYMPOSIA (2 Hours): Panel presentations which provide a forum for a group NOTE: Please keep in mind that NABE receives far more proposals than it of scholars. teachers. administrators. politicians. or busineXs and government can accept. In order for the readers to fairly judge the quality of a proposed representatives to discuss specific pedagogical. policy. or research issues from a presentation. proposals should clearly indicate what the session will cover variety of perspectives with alternative solutions presented. Symposia allow for and how: the title should reflect what is to he done in the presentation: and the large group settings. The abstract should include a description of the tonic. along appropriate type of presentation should he selected. with the names, titles. affiliations and specific contributions to the symposium of each of the presenters. The symposium should provide sufficient time for presenta- 3. NABE encourages presentations in languages other than English. In these tion and discussion. cases. the title and the 50-word description should be in the language of the presentation. However. the abstract must he submitted in English. General Policies

4. Conference registration material is automatically sent to current NABE I. The Program Committee will select presentations based on the quality of the members. If any proposed presenter is not a current NA BE member, attach proposal. as well as the need for ethnolinguistic. geographic. and topic represen- a sheet of paper containing the names) and mailing addresstes ). tation in the program.

5. POSTCARD: Please enclose a self-addressed stamped postcard to receive 2. It is the responsibility of presenters) to appear at the NABE Conference and acknowledgement of receipt of your proposal. make the agreed upon presentation. If unforeseen circumstances arise which prevent the presenter( s ) from appearing at a scheduled session. it is the presenter's 6. Submit all proposals to: responsibility to arrange for someone to take his/her place and to send notice of the replacement to the NABE '97 Program Committee. NABE '97 PROGRAM COMMITTEE NABE National Office 3. ALL PRESENTERS WILL BE REQUIRED TO REGISTER FOR THE NABE 1220 L Street. NW. Suite 605 CONFERENCE. There will be NO complimentary registration for presenters nor Washington. DC 20005-4018 will any honoraria be paid to presenters. (202) 898-1829 4. All meeting rooms will he equipped with an overhead projector and screen. ALL PROPOSALS MUST BE POSTMARKED NO LATER THAN Other audio-visual equipment may he rented through NABE by indicating the JUNE I. 1996. type of equipment needed on the proposal form. Payment must be made to NABE Notification of acceptance or rejection will be sent by Nov. 15. /996. prior to the conference.

Types of Presentations 5. Publishers and commercial developers of educational materials wishing to make presentations must be NABE '97 Exhibitors or Sponsors in order to be considered for inclusion on the program. Commercial session slots are allotted on 1VORKSHOPS (2 Hours): Intensive sessions in which participants develop the basis of sponsorship level. methods or materials. design research studies, analyze research data. con- front and solve actual teaching or research problems. Workshops provide 6. Only proposals which conform to all the requirements stated in this Call for participants with the opportunity to actively participate. Emphasis is on Papers will be considered for inclusion in the program. Severe constraints on time providing hands-on experiences. Typically there is little lecturing: the work- and funds do not allow for follow-up calls or correspondence. Presenters should shop leader structures the activity and guides the work of the participants.he READ INSTRUCTIONS CAREFULLY and follow them exactly. abstract should include the goal of the workshop. a summary of the theoreti- cal background. and a description of activities to be conducted during the workshop. 7. NABE reserves the right to edit material for the conference program. including presentation titles and descriptions. as necessary. PAPERS (45 Minutes): A description and/or discussion of something the 8. NABE reserves the right to videotape. audiotape. and/or publish conference presenter is doing or has done relating to the theory or practice of bilingual presentations. Submission of a proposal for presentation indicates the presenter's education. Emphasis is on empirical research or well- documented theoreti- permission to do so without further written approval. cal/practical perspectives. Also acceptable are critical reviews of literature. 2 02 BEST COPY AVAILABLE NABE NEWS MARCH 15. 1996 PAGE 24..) NABE.:97'-Call for PreseOtati _- DEADLINE: JUNE 1, 1996 PLEASE TYPE OR PRINT CAREFULLY COMPLETE BOTH SIDES OF THIS FORM

A. TITLE: (limited to 15 words)

B. NAME(S) AND AFFILIATION(S) OF PRESENTER(S): NABE Member? Yes No

I.

3.

4.

5.

C. DESCRIPTION 50-WORD DESCRIPTION FOR PUBLICATION IN THE PROGRAM: (DESCRIPTIONS LONGER THAN 50 WORDS WILL BE EDITED)

D. PLACE AN "X" BEFORE THE TYPE OF PRESENTATION SUBMITTED :

DEMONSTRATION (45 minutes) [ ] PAPER (45 minutes)

I 1 I SYMPOSIUM (2 hours) F WORKSHOP (2 hours)

E. LANGUAGE(S) OF PRESENTATION:

F. LANGUAGE GROUP(S) COVERED IN THE PRESENTATION:

[ All Language Groups

[ Some Language Groups (specify):

[ ] One Language Group (specify):

(COMPLETE OTHe151:11f3E) 203

NABE NEWS MARCH 15, 1996 PAGE 25 NABE '97 Call for Presentations

G. PLACE AN "X" BEFORE THE TOPIC OF THE PRESENTATION:

[ Pedagogical Practices in Bilingual Education 1 Technology and Linguistic Minority Students

[ 1 Pedagogical Practices in Teaching ESL I I Linguistic Minority Students and Other Education Programs

1 Developmental Bilingual Education

I 1 Policies Affecting Bilingual Education and

1 Educational Reform and Linguistic Minority Students Linguistic Minority Americans

[ 1 Bilingual Education Personnel I I Other (specify):

[ 1 Linguistic Minority Families and Education H. SESSION SPONSOR (Check if any apply):

] 1 NABE SIG (Name of SIG and Chairperson):

NABE '97 Exhibitor (Name of Company and Contact Person):

NABE '97 Sponsor (Name of Company and Contact Person):

I. AUDIO-VISUAL EQUIPMENT ORDER: All rooms will he equipped with an overhead projector and screen at no cost. Presenters needing other a-v equipment must indicate on this form and submit payment prior to the conference. Requests for equipment made after June I. 1996. cannot be guaranteed and will be charged at a higher rate.

I VHS Cassette Videotape Player/Monitor ($25)

I I Slide Projector ($10)

I I Audio Cassette Player ($5)

I I Microcomputer/LCD Projection to Screen ($40) Type of computer needed: IBM Compatible Apple/Macintosh Model and configuration:

I 1 Other: (Specify - Information on price will be included with acceptance letter):

J. CONTACT PERSON (Mailing address of presenter to whom all correspondence should be sent):

Last name: First name:

Affiliation:

Street:

City: State: Zip:

Work Telephone: Home Telephone

Fax:( Email:

Remember to attach a list of the names and addresses of presenters if they are NOT members of NABE.

RETURN PROPOSALS POSTMARKED NO LATER THAN JUNE I. 1996 TO: NABE '97 PROGRAM COMMITTEE 1220 L STREET. N.W. SUITE 605 WASHINGTON. DC 20005-4018 2o4 NABE NEWS MARCH 15. 1996PAGE 26) ESL in Bilingual Education Column Editor: Dr. Jack Milon, University of Nevada, Reno

Native Language Use in the ESL Classroom

the following options: Should they demand or supply an English by Dr. Jack Milon Use the native language(s). translation of whatever is said or written in Respond to the native language(s) the native language? e know that the use and devel- without using them productively. I believe we should approach these ques- opment of a student's native Accept oral and/or literacy tions taking into consideration that lan- language significantly contrib- displays in the native language(s). guage is a system of communication among utes to his/her acquisition of the English Display text in the native lan- human beings. If the teacher makes it language. While native language use is a guage(s) inside the classroom. impossible for one group of human beings given in a bilingual education program. Arrange for the frequent presence to communicate in theirown language and there are a number of factors which must of native speakers of the requires them (no matter how ingratia- be taken into consideration with regard to childrens' native language(s) in tingly) to communicate in another, the native language use in the ESL classroom. the classroom. teacher becomes part of a majority lan- One factor which contributes to the com- These are not likely to be yes/no deci- guage societal superstructure threatening plexity of language use in ESL classrooms sions. Each of the choices is probably their students' cultural and linguistic iden- is the variety of linguistic relationships going to be made along a shifting con- tity. Regardless of the ESL teacher's own that can exist between ESL teachers and tinuum created by all kinds of sociolin- linguistic capabilities, he/she can acknowl- their students: guistic factors that would be impossible to edge their students' native languages by I) The teacher could be bilingual predict precisely. Take the first item as an finding ways to incorporate their use and ( English and X) to varying example. It is clearly not just a matter of display in class as much as possible. degrees of fluency in the native whether to use the native language(s) of language of ALL the students: a the children, but also of how much to use References Spanish/English bilingual teacher it, under what circumstances, with whom. Auerbach. E. (1993). "Reexamining with only native Spanish- etc.There are layers of complexity em- English only in the ESL classroom." speaking students. bedded in concerns such as culturally- TESOL Quarterly.27, 9-32. 2) The teacher could be bilingual appropriate pragmatics and authentic dis- Auerbach. E. (1994). "The author re- (English and X) to varying course. sponds..."TESOL Quarterly,28, degrees of fluency in the native If I teach an ESL class at the local high 157-161. language of SOME of the school which has half a dozen speakers of Polio. C. (1994). "Comments on Elsa students: a Spanish/English Kurdish in it. how will I react to them Roberts Auerbach's Reexamining bilingual teacher with native when I realize that they are using a stan- English only in the ESL classroom." speakers of Spanish. Japanese dard Kurdish greeting each time they enter TESOL Quarterly,28. 153-157. and Tongan. the room? Will I encourage them to greet Skutnabb-Kangas, T. (1994). "Mother 3)The teacher could be bilingual me in English. accept the Kurdish greeting tongue maintenance: The debate." (English and X) to varying and respond in English, learn the standard TESOL Quarterly,28, 625-628. degrees of fluency in the native Kurdish greeting and use it. etc.? The Lucas, T. & Katz. A. (1994). "Reframing language of NONE of the reactions of colleagues and supervisors to the debate: The roles of native lan- students: a Spanish/English ESL teachers who use the students' native guages in English-only programs for bilingual teacher with native language(s) in class are also uncertain. language minority students.-TESOL speakers of Ilocano. Tagalog, and (Auerbach. 1993: Auerbach. 1994: Lucas Quarterly,28, 537-561. Mandarin. & Katz, 1994: Polio, 1994: Skutnabb- 4 )The teacher could be a mono- Kangas. 1994) Editor's Note: Contributions to the ESL lingual speaker of English. ESL teachers who are speakers of the in Bilingual Education Column should be No matter what language abilities the students languages face other, equally com- sent to Dr. Jack Milon, Department of ESL teacher possesses. he/she has to make plex, decisions. Will they make their stu- Curriculum and Instruction/282, College decisions about how to use those abilities. dents aware of the fact that they them- of Education. UniversityofNevada, Reno, Even an ESL teacher who has had no selves are speakers of the native language? Nevada. 89557-0214: fax: 702-784-6298: exposure at all to the language(s) spoken Will they choose to understand authenti- or e-mail: [email protected]. by his students has to make conscious cally but respond only in English? Will choices from a menu that contains at least they pretend that they do not understand? NAM

206 BEST COPY AVAILABLE NABENEWS MARCH 15, 1996 PAGE 27 ENGLISH-ONLY

The new federal mandate is set out in section 163 (a) of the legislation. It provides: Congressional Action on English-Only Mandates CONDUCT OF BUSINESS - The Government shall conduct its official Although federal English-only man- business in English. dates impact the jurisdiction of multiple congressional committees. both H.R. 123 The Definitions section of the legislation. section 165. defines the broad scope of this and S. 356 were referred to a single com- new federal mandate and its narrow specific exceptions. Section 165 states: mittee in each chamber, the House Com- mittee on Economic and Educational Op- For the purposes of this chapter: portunities and the Senate Committee on Government Operations. (I) GOVERNMENT - The term "Government" means all branches of the In the House. Representative Randy Government of the United States and all employees and officials of the (Duke ) Cunningham ( R-CA), Chair of the Government of the United States while performing official business. Economic and Educational Opportunities Subcommittee on Children. Youth, and ( 2) OFFICIAL BUSINESS The term "official business" means those govern- Families, has convened and presided over mental actions. documents. or policies which are enforceable with the full two hearings on English-only legislation. weight and authority of the Government. but does not include Of the witnesses invited by the subcom- ( A) teaching of foreign languages: mittee to testify at the hearings, propo- ( B ) actions. documents. or policies that are not enforceable in the United States: nents of English-only mandates outnum- (C) actions. documents. or policies necessary for international relations, trade, bered opponents 13 to 5. Chairman or commerce: Cunningham's hearings did not focus on (D) actions or documents that protect the public health: the specific provisions of any bill and did (E) actions that protect the rights of victims of crimes or criminal defendants: not delve into the legal or practical impli- and cations of a federal English -only mandate. ( F) documents that utilize terms of art or phrases from languages other than In the Senate. Ted Stevens (R-AK ). English. Chair of the Committee on Governmental Affairs, held a hearing on English-only This broad mandate is functionally expanded by a new federal "nondiscrimination" legislation on December 6. and has sched- provision set out in section 163 ( b) of the legislation which states: uled a second hearing for March 7th. Chair- man Stevens' December 6th hearing was DENIAL OF SERVICES No person shall be denied services, assistance. or remarkably similar to those conducted by facilities. directly or indirectly provided by the Government solely because the Chairman Cunningham. with all invited person communicates in English. witnesses testifying in support of federal English-only mandates and with little at- This new "nondiscrimination" provision enlarges the ban on the use of non- English tention paid by witnesses or committee languages to cover state and local government officials and employees. and possibly members to the substance of the legisla- private contractors. whose services, assistance. or facilities are even indirectly provided tion or its legal and practical implications. by the federal government. The Republican leaders of Congress The new federal entitlement. established by section 163 (c) of the legislation. reads as have come out in favor of making English follows: the official language of the United States. House Speaker New Gingrich (R -GA) ENTITLEMENT - Every person in the United States is entitled to devoted a 4 -page chapter of his book. To (I) communicated with the Government in English: Renew America.to "English as the Ameri- (2) receive information from or contribute information to the can Language." Senate Majority Leader Government in English: and Bob Dole (R-KS ) called for the enactment (3) be informed of or be subject to official orders in English. of official English legislation in a 1995 Labor Day speech at the American Legion The new federal private right of legal action is authorized by section 164 which provides Convention. that: The public pronouncements of both Representative Gingrich and Senator Dole Any person alleging injury arising from a violation of this chapter shall have on the subject of English -only mandates standing to sue in the courts of the United States under sections 2201 and 2202 are brief. general. and largely rhetorical: of title 28. United States Code, and for such other relief as may be considered they do not address the history of U.S. appropriate by the courts. language policy. the legal ramifications of federal English-only mandates, or the im- 206 pact a federal English-only law would

NABE NEWS MARCH 15. 1996PAGE 28 FROM PAGE 1 have on the United States and the Ameri- language. In so doing. the Court declared: Impact of an English-Only Law can people. The protection of the Consti- on the American People Although a preponderance of the Mem- tution extends to all, to those Language-Minority Americans bers of Congress who support federal En- who speak other languages At first glance.. it would appear that glish-only laws are Republican, language- as well as those born with language-minority Americans. especially restrictionism is not a partisan issue. Sev- English on the tongue. Per- those who are limited in their English eral Republican members of the House haps it would be advanta- proficiency. would be the principal vic- Subcommittee on Early Childhood. Youth. geous if all had reads' under- tims of a federal English-only mandate. and Families expressed serious doubts standing of our ordinary These Americans include six million-plus about the need for a federal English-only speech. but this cannot he people who reported in the 1990 Census law and grave reservations about its im- coerced by methods which that they don't speak English and millions pact. Other House Republicans have pub- conflict with the Constitu- of additional language-minority individu- licly spoken out against language-restric- tion.... als who are illiterate in English. tionist legislation. Republican Senators The presumptive unconstitutionality of A national language policy similar to have expressed similar sentiments. Out- H.R. 123 or S. 356 is fortified by last H.R. 123 and S. 356 would terminate side of Washington. Republican leaders year's ruling of the U.S. Circuit Court of bilingual education in the public schools including Texas Governor George W. Appeals for the Ninth Circuit in the case of of the United States. Federally-supported Bush. New Jersey Governor Christine Yniguez. v. Arizonan.s.fOr Official English. bilingual education programs would be Todd Whitman. and San Antonio Mayor In that case. all Justices of the Ninth Cir- banned by the legislation, and state and William E. Thorton have spoken out cuit Court of Appeals heard a challenge. local bilingual education programs would against English-only mandates. under the U.S. Constitution. to a newly- be open to legal challenge under the "De- The chances for enactment of federal enacted provision of the Arizona Consti- nial of Services" provision governing ser- English-only legislation are higher in the tution which prohibited state officers and vices and assistance "indirectly provided House than in the Senate because of the employees from using non-English lan- by the Government." relatively greater number of English-only guages in the performance of their official The termination of bilingual education bill cosponsors in that body and because duties. The Court of Appeals' ruling that in U.S. public schools would have drastic under House rules, debate on controver- Arizona's English-only mandate "is fa- negative educational consequences for lim- sial measures can be severely limited. cially overbroad, violates the First Amend- ited-English-proficient students. Based on Additionally. the Senate, as a body, is ment. and is unconstitutional in its en- both historical and contemporary Ameri- generally more concerned about the im- tirety" would undoubtedly apply to the can experience, we can confidently pre- pact of federal mandates on the states. federal English-only bills before Congress dict that the abolition of bilingual educa- Whether a federal English-only man- under the strictures of the Fifth Amend- tion would: increase student grade- reten- date bill is brought to a vote depends upon ment. tion and dropout rates, decrease student the priorities of Congress' leaders. Con- Federal English-only mandates could academic achievement, retard student ac- gress has yet to complete action on the also expose the United States to World quisition and mastery of English. and ef- federal budget for fiscal year 1996. and Court sanctions for violating international fectively bar limited-English-proficient now must begin working on a budget for accords on fundamental human rights to parents from participating in their fiscal year 1997. The impasse over the which the United States is a signatory. children's schooling. federal budget has diverted time and en- Similarly. domestic Courts could find that A federal. English-only mandate would ergy away from a wide-range of major English-only mandates abrogate treaties also negatively affect the educational op- hills which are still on the action agenda between the United States and American portunities of English-language-back- set by the leadership at the outset of the Indian Nations. ground students in America's public 104th Congress. Finally. the private right of action pro- schools. Although H.R. 123 and S. 356 vided inH.R.123 and S. 356 would open provide an exception for the teaching of Legal Ramifications of a Federal a veritable Pandora's box of litigation. foreign languages. the banning of bilin- English-Only Mandate What is the full reach of the English-only gual education programs. including two- The legal ramifications of a federal mandate applicable to "services, assistance, way bilingual education programs. would English-only mandate similar to that set or facilities. directly or indirectly pro- drastically limit the opportunities for En- out inH.R.123 or S. 356 are many. vided by the Government." and how broad glish-language-background students to First, such an enactment is presump- is the exception to the mandate for "public achieve full proficiency in a language other tively unconstitutional. In 1923. the United health"? The litigation needed to resolve than English. States Supreme Court found unconstitu- these and literally hundreds of other ques- The negative impact of a federal En- tional a Nebraska law which prohibited tions about this sweeping mandate would glish-only policy on language-minority teachers in both public and private schools tax the federal courts and increase the Americans would not be limited to educa- from teaching children who had not yet legal costs of government and business tion or the nation's youth. Many of the completed the 8th grade in a non-English operations. CONTINUED ON PAGE30 207

NABE NEWS MARCH 15, 1996 PAGE 29 ENGLISH-ONLY FROM PAGE 29 A the activities of international drug cartels three and one-half million native Spanish- Provocative or multi-national organized crime syndi- speaking residents of Puerto Rico. U.S. New Study on citizens all. would be effectively discon- cates. Unless a particular crime victim was Bilingual Education nected from their national government. identified. criminal conspiracies conducted Many other senior citizens. including both in non-English languages would be effec- BILINGUAL immigrants and Native Americans. who tively immunized from federal investiga- have not had an opportunity or been able tion and prosecution. Thus the enactment EDUCATION \V to learn English would also be discon- of a federal English-only mandate would REFORM IN nected from their government. Indeed. be tantamount to surrender in the nation's some language-minority Americans would war on drugs and fight against interna- MASSACHUSETTS be disenfranchised since the mandate tional organized crime. by Christine Rossell and Keith Baker would effectuate a repeal of the bilingual Similarly, agents of the Immigration History of Bilingual Education provisions of the Voting Rights Act. and Naturalization Service ( INS) would Review of Current Literature For language-minority Americans who be barred from using a language other than Cost and Enrollment are limited in their English proficiency. English in their efforts to secure the Parents' Opinions the harm caused by a federal English-only nation's borders. While U.S. Customs Classroom Observations mandate could literally prove fatal. While agents would be permitted to use non- Prrhliurlinu bale': April /996 federally-employed physicians would. English languages under the exception for under one of the exceptions set out in H.R. "actions. documents, or policies neces- Special NABE Price: 123 and S. 356. be able to use a non- saryfor international relations. trade, or $12.00postpaid English language to "protect the public commerce." INS agents would be barred health." they might not be permitted. and from doing so to protect our borders or to Pioneer Institute for PublicPolicy Research might be afraid to use, a non-English lan- deport aliens who entered the United States 8i Devonshire Street. 8th Flow guage to save the life of an individual illegally. Boston. Nlassachusetts 02109 American whose condition does not pose The activities which would be banned 617-723-2277 Fax: 617-723-1880 a risk to "public health.". by a federal English-only mandate similar Email: [email protected] to H.R. 123 and S. 356 are many and English-Language-Background varied. They include a military chaplain Americans performing. in Spanish. a funeral for a HOT! HOT! HOT! Neither Congress nor the press have Puerto Rican soldier killed in combat: a devoted attention to the impact of a federal federal judge conducting a Jewish wed- Isaac School District is located in English-only mandate on the vast major- ding in Hebrew: and sign-language teach- the heart ofTHE VALLEYOF THE ity of Americans whose native language is ing at federally-funded Galludet Univer- SUN - Phoenix, Arizona. English. Indeed. the impression generated sity in the nation's capitol. HOT: Home of the Phoenix Suns by media coveraee of the controversy over Finally, a federal English-only man- HOT: New Arizona Diamondbacks U.S. language policy is that the issue is date would extend the range and reach of HOT: Arizona State University largely symbolic. and that English-only eovernment regulation into new areas of HOT: 350 days of sunshine a year mandates would not affect most Americans. contemporary American life. generating HOT: Isaac School District In fact. a federal English-only mandate economic uncertainty and potential social If you wish to liv and work in a such as that proposed in H.R. 123 and S. conflict. Would federally-licensed televi- diverse, exciting, and growing 356 would jeopardize the well -being of all sion and radio stations be permitted to school district, apply for a Americans. Basic federal functions in- broadcast in non-English languages? rewarding career with cluding law enforcement and border secu- Would all new televisions sold in America Isaac School District. rity would be jeopardized. and a wide have to contain a "L" or "language" chip to array of beneficial and socially-accepted screen out non-English broadcasts? What Remember. Phoenix. Arizona is activities conducted by federal employees about non - English e-mail transmitted on definitely a HOT place to live! and officials would be outlawed. the Internet via federal computers? And Under the English -only mandate of H.R. should a mother who insists on raising her For more information, 123 and S. 356. agents of the Federal child in the lanszuaee of the child's mate- please call or write: Bureau of Investigation and the Drug En- rial grandparents be awarded custody if Dr. Jose Leyba forcement Agency could not utilize a lan- the father insists that the child be reared in Asst. Superintendent for Personnel guage other than English except to per- an English-only environment? If these Isaac School District 3348 W. McDowell Road form "actions that protect the rights of questions seem far-fetched today,itis Phoenix. AZ 85009 victims of crimes or criminal defendants.- only because our government has never (602) 484-4700 Federal agents could not use non-English adopted a one - language policy. FAX: (602) 278-1693 languages to develop intelligence files on BEST COPY AVAILABLE NABE NEWS MARCH 15. 1996 PAGE 30 etition to Cie ei0ent of theniteb -"z)tattt, Iftember5 of diemate art ,fillember5 of die li)ou5e of Atpre5entatibefi

I OPPOSE ENGLISH-ONLY BECAUSE IT:

I VIOLATES THE BASIC VALUES OF FREEDOM AND MUTUAL RESPECT WHICH UNIFIED THE NATION;

2. VIOLATES BASIC HUMAN RIGHTS AND RESTRICTS LIFE OPPORTUNITIES;

3. WASTES VALUABLE LINGUISTIC RESOURCES; AND

4. FOSTERS DISCRIMINATION AND DIVISION.

NAME:

ADDRESS:

TELEPHONE: FAX:

RETURN THIS FORM TO NABE 1220 L STREET, N.W.SUITE 605 WASHINGTON, DC 20005-4018

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NABE NEWSMARCH 15. 1996 PAGE 31 4 v- -; tti ,

;: 14 i 1 , . 4 .4'41.1t-1,,,,,,, , '.;: .'° - 4I 4 ' % ',0 ' ' I al l' 4 , it ' . ' 4 --z. '. . 0... ,Ny... 'it it , i , , 4 e. gib ,1147,, t 1. ,, y )41 r elm s'r.rs rjI1$jg$Jjgf fiis.:-.;i61lit/tit/lira/Nein); nj a -- -411 I: C -p taming:At. v ;r3-riat,ucbcio ; 11145t A 7';:i Parental Involvement Column Editor: Aurelio Montemayor, M.Ed., Intercultural Development Research Associates, TX

The Parent Connection in Language Acquisition

best supported by using English in the dents only learn to read once. Students by Ninta Adame-Reyna, M.A. home while ignoring literacy development who have been taught to read in their first in native languages. language do need to learn a new set of s the numbers of second language There are now more than 1.000 literacy sound-letter correspondences, but they do students in classrooms continues programs serving families throughout the not have to relearn the whole process of o increase. teachers are preparing United States which are based on the reading. This explains why students with themselves by attending, workshops and premise that parents. as they are, can con- previous education in their own country reading articles on second language ac- tribute to their children's language devel- often do better academically than students quisition. ESL methods and linguistics. opment by making reading and writing an who have been in English-speaking schools One of the most important resources to integral part of family life and by playing longer but who never received any school- teachers has received little attention: the an active role in children's education in ing in their native language. Students who students' parents. But interest has been whatever language is used in the home receive instruction from the beginning in a mounting in involving parents to help their (Einstein-Sh, 1992). The problem contin- language they can understand develop children build skills needed in language ues, though, with some of these programs concepts. negotiate'rneaning and learn to acquisition. because educators do not realize that the read. When they begin studying in an all- Many educators now believe that work- use of first language to teach the second English setting. they transfer these experi- ing with parents to promote early lan- language is 'an integral part of language ences to the new setting. When bilingual guage development. before problems oc- acquisition for the child who speaks a students receive support in their native cur. is desirable for at least two reasons. language other than English. Not being language, they develop academic concepts First. according to some authorities, aware of this, many educators feel that and English language proficiency. preventive programs are cost-effective in parents who are limited in the use of the the long term because they reduce the need second language have nothing to offer the Tips for Educators to Enhance Parent for expensive remedial education. Sec- childin the area of language acquisition. Involvement ond. a preventive approach forestalls the Research shows that the best literacy de- Some strategies educators can suggest emotional and academic distress children . velopment training programs for parents for parents to do at home to enhance the experience when they develop reading dif- are those programs that build on the language and literacy development of their ficulties in school (France and Hager, strengths and skills of the individual par- children include the following: 1993). ents and what they have to offer to their Ensure that home offers an child in their native language in acquiring environment that isrich in Valuing Parents and Their the new language (Lee and Patel, 1994). materials printed in the first Contributions D. Freeman and Y. Freeman state: al- language. Encourage parents to Traditionally. parent involvement and though the idea that "more English leads supply children with books. parent training programs have been de- to more English" seems logical, it is con- magazines. etc., written in the signed by educators in a manner that ap- trary to the research evidence which shows first language and to assist their proaches the training as a means to "fix" that the most effective way for bilingual children in reading in their first whatever is wrong with the parents. Many students to develop both academic con- language. The teacher, school and well-intentioned but misguided programs cepts and English proficiency is through public library may offer parents adhere to transmission types of frame- the use of their first language (1993). Us- material that can be used in the works for working with parents (Auerbach, ing the first language to teach the second home in the primary language. 1989). These consist of training parents to language is the underlying concept to bi- Read aloud to children in the first teach their children in ways that replicate lingual education. In bilingual classes. stu- language. Encourage parents to school practices. They are frameworks dents learn English while developing aca- read aloud to young children. This that characterize non-mainstream and lan- demic content through first language in- promotes listening compre- guage-minority families as "literacy defi- struction. First language instruction pro- hension and a knowledge of story cient." Assuming that literacy is acquired vides the comprehensible input students structure. only through formal schooling, the trans- need to develop academic concepts. Share stories about the family with mission model does not acknowledge the Cummins argues that a concept learned in the child in the first language. All work families do to provide an environ- one language transfers to the second lan- children love to be told stories about ment conducive to learning. Furthermore. guage because there is a common underly- their family history. Encourage it supposes that literacy development is ing proficiency (1989). For example. stu- CONTINUED ON PAGE34 211

NABE NEWS MARCH 15, 1996 PAGE 33 PARENTAL INVOLVEMENTS FROM PAGE33

parents to include their children in also keep in mind that many minority of All Students."The ReadingTeacher learning about a rich past. parents may not feel welcome in schools (April, 1993). 46(7), p. 553. Allow and encourage children to dominated by white. middle-class culture Green. Chris. "Myths in Bilingual Educa- read to parents in the first and values. However. research indicates tion.- Materials developed for train- language. Once materials are that a sense of shared responsibility for the ing. (San Antonio, Texas: Intercul- available in the first language. education of children is a determining tural Development Research Asso- children need help in using these factor in making parents more comfort- ciation. 1994 ). materials. Oral reading with able in the school setting. We must take Lee, Vivian W. and Neeta Patel. "Making children is recommended as a special care to empower the role of parents Literacy Programs Work for Immigrant strategy to involve youngsters in in their children's educational progress no Families.";Vew Voices(1994), 4(1). the reading experience. matter what language they may speak. Einstein-Sh, G. "Family Literacy in Mul- Talk to children in the first tilingual Families," Center for Ap- language. Encour)ge parents to Resources plied Linguistics, Temple University provide time when they and their Auerbach. Elsa Roberts. "Toward a So- (February. 1992). child can talk in the first language. cial-Contextual Approach to Family This can be around the dinner Literacy.- Harvard Educational Re- Ninta Aflame -Reyna is an education spe- table. driving in the car or simply view(May 1989), 59(2). cialist at Edgewood ISD in San Antonio, discussing what is happening on Crimmins. J.Empowering Minoriry Stu- TX. the television. To learn a language dents(Sacramento: California Asso- one must use the language. ciation for Bilingual Education. 1989 ). Editor's Note: COntributions for the Pa- Attracting parents and keeping them France. M.G. and J.M. Hager. "Recruit. rental Involvement column should be involved is a challenge when working Respect. Respond: A Model for Work- sent directly to the editor, Aurelio with any group of parents. Retention prob- ing With Low-Income Families and Montemavor, at: 1DRA. 5835 Callaghan lems do not stem from lack of parental Their Preschoolers." TheReading Road, Suite 350. San Antonio, TX 78228. interest in most cases. We. as parent edu- Teacher (April. 1993). 46(7). p. 568. (210)684-8180; Fax (210) 684-5389 cators, often fail to express the value of Freeman. D. and Y. Freeman. "Strategies parents in the learning process. We must for Promoting the Primary Languages NABE

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For more information on this For more information on these middle/high schoolprograms K-6 program call: and/or on PHR's adult education ESL materials, call: 1-800-548-6899 1-800-ESL-2ESL (1-800-375-2375) 212 NABE NEWS MARL 5,1996 PAGE 34,E Asian/Pacific American Education Concerns Column Editors: Ji-Mei Chang, San Jose State University, CA, and Janet Y. H. Lu, ARC Associates, Inc., Oakland, CA

Conflict Between Immigrant Korean Mothers and Their Adolescent Korean-American Children

phone directory for Santa Clara County in lege. cleaning up the bedroom. getting up by Chungsoon Kim and Irene Miura California. Forty-five pairs of immigrant in the morning, not putting enough effort Korean-American mothers and their IS- into school work, helping out around the number of Kgrean immigrants to-IS-year-old children (23 females and house. telephone calls, and putting away Thein the United States has more than 22 males) were interviewed. All the.moth- clothes. On most topics, the adolescents quadrupledsince1969 and ers in the study were born in Korea. Nine- perceived that conflicts were significantly continues to grow at a steady pace (Hing, teen adolescents were born in Korea. and more frequent than the mothers did. The 1993). There has been a corresponding 26 were born in the United States. The mean differences between the two groups increase in the population of Korean- educ'ational and occupational backgrounds on these sources were significant at .05 American children in U.S. schools. Despite of the mothers varied widely from high level. this population growth. little empirical school drop-outs and laborers to mothers research has been conducted on Korean- who were professionals with terminal de- Intensity of Conflicts Americans as a distinct group. Korean- grees. All 45 adolescents expressed an The eight areas of most intense conflict American adolescents struggle to balance intention to attend college. as reported by the adolescents and by the the traditional cultural values of their Data were collected through a 30-minute mothers were: not putting enough effort Korean parents with American attitudes personal interview with each mother and a into school work, talking back to parents, and values. Consequently. in addition to 20-minute interview with her child. All telephone calls, coming home on time. experiencing the typical conflicts that arise interviews were conducted by the first cleaning up the bedroom, how to spend from the generation gap that separates an author at the interviewees' homes in either free time, going to college, and putting adolescent from his/her parents, the English or Korean, depending on the sub- away clothes. Surprisingly, only five of Korean-American adolescentalso jects' linguistic proficiency: mother and the areas of most intense conflict coin- experiences conflicts arising from this adolescent were :interviewed separately. cided with the areas of most frequent con- culture clash. The interview form was a modified flict: thus, measures of frequency and in- A study was conducted in an attempt to version of the "Family Issues Checklist" tensity may differentiate between differ- provide insight into the potential sources (Prinz. Foster, Kent & O'Leary, 1979). ent kinds of mother-child conflicts. For of conflict between immigrant Korean Topics/issues considered to be potential instance, "getting up in the morning" may mothers and their adolescent children. sources of parent-child conflict specific to be a frequent but mild problem while "talk- Findings might enable educators and par- Korean families were added to the original ing back to parents" is a less frequent ents to assist students in developing con- instrument. Interview questions were re- occurrence but sparks a heated conflict. flict resolution strategies. Specific research fined during a pilot study. The final form As indicated by higher means. the adoles- questions were as follow: contained several questions on personal cents tended to perceive the conflicts as What are the most frequent and family background and a list of 50 more intense than did the mothers. The sources of conflict between areas of potential conflict (topics/issues). finding that the adolescents generally de- mothers and their adolescent For each area, the respondent answered on scribe the same mother-child conflicts as children? two measures: the frequency of conflicts being both more frequent and more in- What are the sources of most over the last four-week period and the tense than did the mothers suggests a sig- intense conflict? intensity of the conflicts on a scale of I to nificant difference in the perception of the Do mothers and children differ in 5 ( I = "calm" and 5 -= "very angry"). The frequency and intensity of conflict be- their perceptions of areas of topics of conflict centered around daily tween the two groups. conflict? schedules, household chores, manners and Do male and female adolescents customs, school-related concerns, illegal Mother-Adolescent Differences experience different conflicts activities, and issues of addestent self- Although some of the areas of conflict with their mothers? expression. are undoubtedly common to most parent- The search for and recruitment of pos- adolescent relationships, the scores on cer- sible mother-adolescent pairs for personal Frequent Areas of Conflict tain topics seem to reflect the particular interviews was done by selecting names at The seven most commonly reported problems of the culture clash between random out of the Korean-American tele- sources of conflict included: going to col- CONTINUED ON PAGE36 213

NABE NEWS MARCH 15,1996 PAGE 35, ASIAN/PACIFIC AMERICAN FROM PAGE35 immigrant Korean parents and their Korean-American children. With respect to intensity of conflicts, males and females indi- In particular. the exceedingly high value placed on education cated six common areas among the hottest of the ten topics. The seems to underlie the finding that conflicts about "not putting most heated issues unique to females were "not putting enough enough effort into school work" and "going to college" are effort into school work," "helping around the house." "bothering reported as being among the most frequent and most intense. The teenager when she/he wants to be left alone," and "using the high ranking of "not putting enough effort in school work" reflects television." The most intense issue unique to males was "putting the Confucian ethic widely-held among Korean parents that hard away clothes." work, more than talent or luck, leads to success. Although all of the Korean-American adolescents interviewed indicated a desire to Conclusion attend college. many reported that conflicts arose over the issue of The findings of this study may help professionals who work which college to attend and how to gain acceptance to the most with Korean-American children and families to understand the prestigious schools. nature of conflict between immigrant Korean mothers and their adolescent Korean-American children. These findings suggest Male-Female Differences that some of the most frequent and intense conflicts may stem from On the 50 issues/topics evaluated in this study, there was a culture clash between Korean and American values. considerable overlap in perceived areas of conflict between male That parents and adolescents appear to perceive conflicts dif- and female adolescents. There were, however, several topics ferently may be related to a difference in how parents and adoles- which revealed pronounced differences between the sexes. Al- cents are affected by and react to these conflicts. Clarifying these though male and female adolescents indicated seven common issues will enable educators to help adolescents to develop strat- topics.among the ten most frequently occurring areas of conflict. egies for resolving conflicts with their parents. Understanding females reported two "fighting with siblings" and "which these issues may also help immigrant parents adapt their parenting clothes to wear" much more frequently than did males; while to a new, foreign context. males reported three "getting up in the morning,- "putting away clothes." and "doing homework" more frequently than did References females. Prinz, R., Foster, S., Kent, J., & O'Leary, D. (1979). Multivari- ate Assessment of Conflict in Distressed and Non-dis- tressed Mother-Adolescent Dyads. J. of Applied Behav- ioral Analysis, 12, 691-700. Hing, B. 0. ( 1993). Making and remaking Asian America through immigration policy, 1850-1990. Stanford, CA: Did You know? Stanford University Press. You can assist Project TALK in Aurora, Colorado. was second language selected by the US Department of Education, learners without to be an Academic Excellence Program.It Chungsoon C. Kim is a professor of Child Development at San writing a new was able to teach children English while their Jose State University. Her research has been in the area of cross- curriculum. achievement test scores in content area subjects doubled and they retained their cultural studies on parenting. Irene T. Miura is the Director and language and culture. Project TALK has a a professor of Child Development at San Jose State University and great curriculum, can train your staff with You can set up a funds from the US government, can help you conducts cross-national studies of child development. program for replicate a proven program and has multilingual researched materials that can meet your students needs. Editor's Note: Contributions to the Asian/Pacific American without Education Concerns column should be sent to Janet Lu. MRC/ reinventing the You may save money, personnel and time by wheel. replicating Project TALK. To see how you can NC, 1212 Broadway #400, Oakland. CA 949/2. ( 510) 834- become eligible, contact: 9458. FAX (510)763-1490. You may send E-mail via the Internet to: JANET LU @arcoakland.org You can receive staff training RO RA NABE without incurring heavy expenses. Join NABE's fight You can own a catalog of against Official English materials that Tutors Assisting with Language will fit your and Knowledge needs. legislation! Project TALK 15700 E. First Avenue Return the Petition Aurora, Colorado 80011 (303) 340-0510 X 313 printed on page 31! 214- NABE NEWS MARCH 15, 1996 PAGE 36) NABE NEWS Book Reviews Column Editor: Dr. Antonio Sim-Oes, Fairfield University,CT

It's Up to Us: An AIDS Assessing the Needs of Education Curriculum for ESL Bilingual Pupils: Students. Living in Two Languages

Reviewed by Alise M. Beerman Reviewed by Karen O'Connor

It's Up to Us: An AIDS Education Curriculum for ESL Students. Hall. Deryn. ( 1995 ) Assessing the Needs of Bilingual Pupils: Lesnick. Henry. (1995) New York: City University of New York. Living in Two Languages. London: David Fulton Publishers.79 pp. HIV and AIDS viruses know no boundaries. They can. issues surrounding Theand do. affect people from all walks of life married or Deryn Hall has carefully explored the single, rich or poor. black or white. homosexual or hetero- the educational needs of bilingual students and has de sexual. However. young people seem to be at particular risk. vised a "workbook" for teachers and school personnel that In his introduction. Henry Lesnick quotes an excerpt from the is useful in assessing the needs of this specialized schoolpopula- January 1995 issue of Pediatrics: tion. In her book Assessing the Needs of Bilingual Pupils: Living According to the World Health Organization. half of In two Worlds. Hall examines the cultural and linguisticdiffer- the 14 million people with human immunodeficiency ences exhibited by bilingual pupils and presents avariety of virus ( HIV ) worldwide were infected between the ages methodologies useful in differentiating between special education of 15 and 24. the majority through unprotected het- needs and those educational needs related to language acquisition. erosexual intercourse ( p. 1). In this brief but valuable text. Hall presents a rationale for a more Lesnick created this curriculum in response to the great need for specialized assessment of bilingual students by school systems AIDS education for ESL students. particularly those at the 15-24 and teachers alike. She suggests that available informationbe age level. Furthermore. this need has also been addressed bythe collated into a meaningful profile and supplemented with lan- international TESOL organization. which. according to Lesnick. guage and cultural information gatheredfrom teachers, parents. recently declared that language minority people in the U.S. and students and other community sources. Hall. an ESL teacherin the other English- speaking countries "are less well-informed about British school system. maintains her focus on the educational and more vulnerable to AIDS because they are linguistically and needs of bilingual students and the necessity forproductive economically more removed from mainstream AIDS education- collaboration between teacher, parents and schools to accomplish ( p. I ). the successful educational evaluation of these students. The curriculum written by Lesnick incorporates five hours Hall describes the multicultural composition of mostclass- worth of lessons of AIDS education for high school aged and rooms and advises that "teachers acrossthe country can expect to young adult ESL students. Lesnick's goals for the curriculum are have some experience with pupils whose first language isother language as follows: than English" ( p. 6). Hall admits that tryine to separate The curriculum helps students develop English lan- acquisition difficulties from true learning disabilities canbe guage skills as it helps them understand AIDS risk problematic. but she urges that this differentiation be madein factors. It helps them develop skills to cope with social order to provide the appropriate intervention and remediation.She pressures that might lead to behaviors that would put also notes that these distinctions will provide protectionfor them at risk for HIV infection. and it helps them make second language learners from the ego-damagingdiscrimination decisions that will preserve their health and the health of "teachers who still equate a lack of English languageskills with of their families and communities ( p. 1 ). 'learning problems' and low intelligence- (p. 7). Each of the five lessons included in the curriculum are orga- In her discussion of the needs of the bilingual student. Hall uses nized by Lesnick into five sections: I ) the lesson's rational 2) the the London school system's definition of bilingual pupils asthose lesson's AIDS education objectives. 3) the ESL objectives. 4) who while they "live in two languages" are not necessarilyfluent. procedures. or activities. and 5) homework. The lessons' rationale competent or literate in the two languages ( p.10). Focusing the are clear and flow in a natural progression. Lesson One's rationale attention on students from linguistic minorities who represent is aimed to aid students in understanding how quickly HIV can group "of most concern to teachers"(p. 10). Hall describes the spread from person to person. and how exposure or avoidance of home language of these students as undervalued bythe majority CONTINUED ON PAGE 38 CONTINUED ON PAGE 40 2 5 NABE NEWS MARCH 15. 1996 PAGE 37 BOOK REVIEW: AIDS FROM PAGE37

the HIV infection is within the student's brainstorming, problem solving, discus- realistic, interesting, and least threatening control. The rationale for Lesson Two is sions, verbal and written interviews, manner possible. An ESL instructor "does the understanding of the consequences of "games." short essays, and role playing. not need to be an AIDS expert" (p. 3) in our own behavior as a crucial key to reduc- As Lesnick notes himself, small group order to use this curriculum. While some ing the risk of HIV/AIDS infection. Les- learning strategies are the core of his cur- of the activities might have to be revamped son Three's objective deals with the stu- riculum. Not only are small group activi- for a class size of less than 25, and time dents' recognition and understanding of ties less intimidating for the ESL student allotment for certain activities modified. the obstacles that exist to AIDS preven- (especially with such a sensitive topic), overall I feel that this curriculum is a must tion strategies.Lesson Four's rationale they also achieve, according to Lesnick, for all ESL instructors of students aged concerns the importance of openly dis- the following: 15-24. Lesnick has done the legwork for cussing sexual matters with a partner as a Role playing small group dis- a highly useful "integration of AIDS edu- way to preserve the health of the students cussions, and problem solv- cation into the ESL program" (p. 6). Now, and that of their partners.Finally, in ing activities give students the to quote Lesnick. "It's up to us." Lesson Five, the rational is that if these opportunity to anticipate and The curriculum is available at no charge students now go out into their communi- analyze the high risk situa- on 3.5" floppy disk (both MS Word for PC ties and share their knowledge of AIDS, tions that they face beyond the and Quark Express for MACINTOSH for- they "will help clarify the personal and classroom. They are able to mats) for reproduction. Please contact the social value of these AIDS education les- formulate decisions and prac- U.S. Centers for Disease Control, Na- sons as it contributes to AIDS prevention tice responses that they will tional AIDS Clearinghouse. ONLINE, I in the community" (p. 35). use in real life situations. No 800 -851 -7245, or send a self-addressed, Lesnick's AIDS education and ESL student who is exposed to this stamped floppy disk mailer to the author at objectives are also very realistic and di- curriculum should become in- the following address: rect.As with the rationale section, the volved in high risk behavior objectives appear to flow logically from because of a lack of prepared- Henry Lesnick. Dept. of English basic concepts or tasks in Lesson One to ness (p. 4). Hostos Community College the more complex in Lessons Four and The homework section in the curricu- City University of New York Five.For example. an AIDS education lum serves to reinforce the activities per- Bronx, NY 10451 objective for Lesson One is that the stu- formed during class time. For example, dents "will learn that a person cannot tell Lesson Two's homework assignment re- Alise Beerman is affiliated with Fairfield by appearance whether someone is in- quires each student to reflect upon and University in Connecticut. fected with HIV" (p. 7), whereas in Lesson write about HIV and AIDS prevention Five an objective is that "students will strategies as they relate to him or herself as NABE practice effectively communicating health an individual. At a more complex level, in preserving responses to a series of typical Lesson Five the students are asked to ad- high risk situations "(p. 35). Similarly, an minister the MV Risk Behavior Question- Book Review ESL objective in Lesson One involves the naire and interview someone they know Submission Guidelines use of simple present and past tense verbs. (outside of class): assess how much the However, by Lesson Five two of the ob- interviewee understands HIV risk behav- jectives involve the students' interview- ior; and write a formal report based on the Reviews for publication in the ing members of the community and, based information gathered.It is important to Book Review column should upon their interviews, writing a formal note here that Lesnick has also included an be sent to Dr. Antonio Simoes report "in which they assess the AIDS Appendix Section after Lesson Five, which atFairfieldUniversity, awareness of their interviewees and the includes exercises and copy-ready hand- Graduate School of Education AIDS education needs of their commu- outs that can supplement both the proce- and Allied Professions, N. nity" (p. 35). dures and homework sections of the cur- Benson Road, Fairfield, CT The ESL instructor is guided towards riculum. Some of the exercises included 06430. (203) 254-4250. achievement of the ESL and AIDS educa- here include a lesson on how to correctly Materials from publishers tion objectives through Lesnick's proce- use a condom, how to clean needles, and a should be sent to NABE, care dures and homework sections.Lesnick "Dear Abby" column, in which the stu- utilizes many interesting and effective ac- dents. in groups of three or four, attempt to of the NABE NEWS editor. tivities that are geared towards developing discuss and then write sound advice for a Packages should be clearly and enhancing the students' understand- teenager/adult caught in a potentially high marked BOOK REVIEW ing of HIV and AIDS, and their ability to risk sexual situation. MATERIAL; two complete cope with the obstacles to the prevention Lesnick does an excellent job of pre- sets of materials must be of these viruses. Some of the many activi- senting a potentially overwhelming topic submitted. ties included in the curriculum include for ESL students and instructors in a clear, 216 NABE NEWS MARCH 15, 1996 PAGE 38 Educators Educating Congress About BilingualEducation

ABE members across the nation have mobilized to educate policy makersabout the importance of bilingual education. Nellie Garcia, a teacher at Darwin Elementary School in Chicago, Illinois.generated nearly 300 signatures on a petition in support of bilingual education. The petitions were faxed to House Speaker Newt Gingrich (R-GA).Her letter is printed below:

Nellie Garcia Darwin Elementary School 3116 West Belden Chicago, IL 60647

NABE 1220 L Street. N.W., Suite 605 Washington, DC 20005-4018

To Whom It May Concern:

My name is Nellie Garcia, and I am the Bilingual Lead Teacherat Darwin Elementary in Chicago. Illinois. The community at Darwin hasa high percentage of Mexicans. Puerto Ricans, and immigrants from Latin America.I believe Darwin has a student body of which 84%are Hispanic. Unfortunately. many of our students have forgotten the Spanish language thatat one time was spoken at home in some cases or in othercases is still spoken at home: but since they only received instruction in English in monolingual classrooms, theynow only speak English. Presently, Darwin Elementary only offers the bilingual transitionalprogram. It is open for enrollment by limited English students only. Despite the shortcomingin this program, these are the students who are doing better in the long run in their education. It makesyou wonder about what could be accomplished if the problems in this program were to be resolved. Our new principal has plans to offernew programs at Darwin that will better prepare our students for the future. She plans to offer bilingual dualprograms as well as Spanish as a second language. computer programs which will link students to the Internet, and she also plansto enhance the existing math and science programs. The parents of the Darwin studentsare supporting education by participating in parent patrols and parent volunteer programs. They are also participating in Spanishas a second language and ESL programs offered at Darwin. Teachers are participating in more staff development workshopsto continue to grow as teachers. Many teachers are enrolled in our Spanishas a second language class at Darwin after school, and take computer classes as well. There is no question that the community at Darwin supports expandingour horizons for our future citizens who are our children. Enclosed is a petition that was faxed in November, 1995to Mr. Gingrich. I send to you the original signatures of parents of students attending Darwin School. Please forwardthese signatures to the President of the United States from NABE headquarters. I was encouraged by the President's speech last night. He believesthat parents should have the last word in their children's education.I agree that. "That right should never be taken away from parents". Thank you for always supporting bilingual education.I appreciate all the efforts put forward by NABE in fighting legislation that makes it difficultto offer instruction in the native language to limited English students.

Sincerely,

GULCAC-- Nellie Garcia NABE Member 21:7

NABE NEWS MARCH 15, 1996 PACE 39 BOOK REVIEW:ASSESSING FROM PAGE37

language society. In addition, students from them cultural bias, language bias, and con- and about bilingual students, presenting language minorities struggle. for educa- fusion or inaccuracy in translation. She several useful worksheets (photocopiable tional and economic reasons. to learn En- advocates, instead, the use of her own examples are included at the end of the glish. but stillfeel "strong pressure to devised "identification and assessment text). She advocates the Hutchins-devised retain their first language and culture" (p. map" for each bilingual learner which five-stage hypothesis testing method which II ). Emphasizing the need for proper edu- organizes student information from a vari- affords the teacher a continuum of assess- cational assessment of these students, Hall ety of sources into a meaningful whole (p. ment options and remediation possibili- warns that 18). Sources of this information are varied ties to help solve the educational problems If second language acquisi- and include health records. teacher logs. of the bilingual student. The author en- tion is confused with cognitive student portfolios, school records, as well courages teachers to gather as much infor- learning difficulties; or cul- as student and parent questionnaires and mation as possible from other teachers and tural adjustment with social exploring all of the possible factors related school staff with regard to the common adjustment and behavior dif- to learning in a second language. This problems of language acquisition within a ficulties: we risk failing into results in an "individual action plan" (the specific language group. She includes, as the trap of falsely labeling educational plan ) to be used by the teacher an example, a fact sheet of common En- and inappropriately educat- and bilingual school support staff. glish language errors made by students ing young people who will ei- Hall suggests that such a "map" can whose first language is Bengali which ther underachieve or suffer en- presenting difficulties to the student map includes such simple language mistakes as trenched difficulties as a re- should also include the formulation Brit- putting a verb at the end of a sentence or sult of being falsely labelled ish version of an individual regular class- overusing the third person pronouns. An- (p. 14). room teacher as well as ESL. other useful inclusion in this text is a Hall eschews using standardized tests Hall explores, in detail, the rationale multi-level learning matrix focused on the in assessing bilingual students for a vari- and different methodologies for gathering context-embedded language instruction ety of well-documented reasons among information and formulating questions of approach advocated by Jim Cummins, to which she appends workshop-originated applications for use in science, literature FACULTY POSITION IN and geography classrooms. Hall's book is a valuable addition to the LITERACY/BILINGUAL EDUCATION/ESL field of bilingual education and is particu- University of Colorado at Denver larly useful in the areas of assessment and School of Education planning for bilingual students. The writ- ing is clear, showing insight into both the The University of Colorado at Denver, School of Education announces language and cognitive learning needs and a tenure-track position, at the assistant or associate professor rank, problems of the individual student. The in literacy/bilingual education/English as a second language. This author gives specific advice and guidance appointment will be to the Division of Language, Literacy and Cul- to teachers in developing questionnaires, ture. A doctorate in a related field is required. The position will be gathering and collating useful student in- effective August of 1996. formation and formulating individual ac- tion plans which she describes as SMART The position will require teaching at three program levels: the initial (Specific, Measurable. Attainable, Rel- teacher education program, the M.A./endorsement programs, and evant, and Time-constrained). American the doctoral program.The position will also require working with readers might become confused, at times. school districts and communities to develop and sustain partnerships by the author's use of British acronyms concerning teacher development and research assignments. The but many of the British educational groups successful candidate's research agenda will need to complement the and assessment devices translate easily foci of the position. For a detailed position description and qualifica- into similar American organizations and tions, contact Lorrie Spears, Secretary to the LLC Search Commit- tests. Assessing the N eeds of Bilingual tee, CU-Denver School of Education, Campus Box 106, P.O.Box Pupils: Living in Two Languagesis a use- 173364, Denver, CO 80217-3364. (303) 556-3041. Fax (303) 556- ful text for all who face the challenge of 4479. Review of applications will begin on April 1, 1996 and continue teaching in today's multicultural class- until the position is filled. room.

The University of Colorado at Denver is strongly committed to enhancing the Karen O'Connor is affiliated with Fairfield diversity of its faculty and staff and invites and encourages nominations of. and University in Connecticut. applications from, women and members of ethnic minority groups, persons with disabilities, and veterans. Alternative formats of this ad are available upon request. 1 BEST COPY AVAILABLE NABE NEWS MARCH 15, 1996 PAGE 40 News from. NABE's Eastern Region An Update on People, Places and Policies

Education. They have also planned visits dents." "Two Way Bilingual Education by Maria Este la Brisk to legislators. the major. and the superin- Grants." "Bilingual Education Technical Eastern Regional Representative tendent. (d) Education: dissemination of Assistance Centers." "Intensive Teacher results of research supporting bilingual Institute for Bilingual Education and ESL Massachusetts education. One community coordinator.. Teachers." and "Statewide Special Initia- Bilingual Education Advocates Net- for example. took a paper on effective tives for LEP Students." A number of the working Statewide (BEANS) is the bilingual education and discussed it dur- legislators interviewed were supportive. initiative of a group of parents in ing a meeting with parents of the bilingual Continuous contact from constituents is the Boston. MA area interested in bilin- program. The group hopes to organize recommended. gual education. The purpose of the group more ot' this type of sessions to insure that NYSABE President Susan Pien Hsu is to network statewide with parents, edu- parents are current with research findings. organized a combined American and Chi- cators. community. and parent organiza- ( e ) Support: Members of the network will nese chorus for the Chinese New Year to tions as well as researchers to work toward visit towns when there is need for support sign at a concert named "New Year. New improving education in general and sup- for bilingual education. They will help Beginnings" on February 24 at the porting bilingual education in particular. locals to plan strategies. Queensborough CoummunityCollege The organization emerged from the need It is the hope that a concerted effort of Theatre. About 100 members performed to keep a network alive to be able to do parents and educators throughout the state Chinese Songs and American Broadway ongoing support as well as mobilize com- will drive the quest for better education for numbers. Many of the chorus members munities statewide quickly when there is bilingual students. The organizers of the had just returned from China where they an urgent matter. The group has a number network have enlisted the support of performed at the Great Wall.Dr. Hsu of goals. (a) Communication and Informa- MABE to help disseminate the idea presented community awards to: Mr. Mark tion dissemination: using internet, devel- throughout the state through their news- Lii, Community leader: Dr. John Specht, opment of a fax tree. and a newsletter. (b) letter and state conference. Mr Xue-Yan Yao. and Ms. Esther Lin. Clearinghouse:Creation of a Bilingual Anyone interested in further informa- conductors: and Pei-Lan Ku, dance stu- Education Directory which will include tion should send a fax to Juan Rosado at dent. educators, parents. organizations, parent (617) 635-8027. The NYSABE Conference, "20 Years coordinators. community agencies. and Advocating for Educational Success." will researchers. (c ) Advocacy: informing leg- NewYork take place April 19-21 at the Concord islators, majors. superintendents. and other NYSABE sponsored 20 members to go Hotel in Kiamesha Lake. For information. policy-makers of community concerns. In to Albany to talk to 30 legislators. The contact Conference Chairperson Maryellen cooperation with English-Plus, parents in issue was support for programs that are Whittington-Couse (914) 255-1402.

the Boston area have written letters to the under the threat of being cut including VA BE - members of the State Joint-Committee on "Improved School Services for LEP Stu-

Eastern Region Central Region Western Region (Connecticut. Delaware. District of (Alabama. Arkansas. Illinois, Indiana, (Alaska. Arizona. California. Colorado, Hawaii. Idaho, Montana. Nebraska. Columbia. Florida. Georgia, Maine. Iowa, Kansas, Kentucky, Louisiana. Nevada. New Mexico, Oregon, Utah, Maryland. Massachusetts. New Michigan, Minnesota. Mississippi, Washington, Wyoming and the Trust Hampshire. New Jersey, New York, Missouri, North Dakota, Ohio, Territories of the Pacific Islands) North Carolina. Pennsylvania. Oklahoma. South Dakota, Tennessee, Puerto Rico. South Carolina, Rhode Texas. and Wisconsin) Island. Vermont. Virgin Islands, Dr. Herman Garcia Virginia. and West Virginia) Dr. Joe J. Bernal Associate Professor 6410 Laurelhill Department of C & I Dr. Maria Estela Brisk San Antonio, TX 78229 College of Education School of Education New Mexico State University Boston University Las Cruces, NM 88003 605 Commonwealth Avenue Boston, MA 02215 BEST COPY AVAILABLE q

NABE NEWS MARCH 15. 1996 PAGE 41) AMERICAN INDIAN FROM PAGE 13 children enrolled in the state's typical Hawaii and at all state community col- also the site of the State's Hale Kuamo'o English medium programs. even in the leges. It is also offered at most private Hawaiian language center. The Hale area of English language arts. Problems colleges and universities in Hawai'i as Kuamo'o produces curriculum materials include finding and developing teachers well as at most high schools. Total univer- for Hawaiian medium schools including and materials and assisting a public school sity enrollments for the fall of 1994 were math and science texts. Besides curricu- administration that does not know Hawai- approximately 2.300. In the spring of 1995. lum materials the Hale Kuamo'o produces ian and has institutionalized barriers to students at the Manoa campus lead a sys- a newspaper in Hawaiian and two com- enrollment and development of the schools. tem-wide protest against budget cuts to puter services in the language. A lexicon Strengths are strong interest in revitaliz- Hawaiian language classes that lead to a committee is responsible for coining new ing Hawaiian in the community, strong promise from the University of Hawai'i terms and disseminating them to the pub- parent leadership. and cooperative work president that Hawaiian language would lic. The State of Hawai'i is a member of with the Punana Leo preschools. the state be a protected area of study during this the Polynesian Languages Forum through Office of Hawaiian Affairs, and the Uni- time of state fiscal difficulties. the Hale Kuamo'o. The Forum is a coop- versity of Hawaii system. The University of Hawai'i at Hilo has erative effort among the different govern- special responsibility for the Hawaiian ments within Polynesia focusing on the Hawaiian Language at the language within the University of Hawai' i promotion of their indigenous languages University Level system. We are not only the largest Ian- for use in government and private busi- The Hawaiian language has been taught . guageoffered on campus. we are also the ness. at the University level since 1921 when all largest major in Humanities with 116 ma- Hawaiian adults and many non-Hawaiian jors on a campus with about 3.000 stu- Conclusion adults were both fluent and literate in the dents. All upper division course work in 1996 was officially declared by the language but young children had shifted to the Hawaiian Studies Department is taught governor of Hawai'i the Year of the Ha- Hawai'i Creole English. In the 1970's a through the medium of Hawaiian. The waiian Language in commemoration of cultural renaissance resulted in more young University of Hawai'i at Hilo has also the 100th anniversary of the banning of Hawaiians studying the language in order been charged with establishing the first Hawaiian in the schools by those who to compose music and learn their culture masters degree in Hawaiian language and overthrew the Hawaiian Monarchy. The from elders. This developed in the eighties literature within the next few years and has observation from Hawaii is that in order and nineties into a language revitalization also been approved to develop a teacher for our languages to survive they must be movement associated with the Punana Leo certification program for teachers plan- used in all facets of our contemporary life preschools and Kaiapuni Hawai'i public ning to teach in those public schools taught and we must take responsibility for using schools. Hawaiian is offered at the two through the medium of Hawaiian. and developing them. We cannot depend four-year campuses of the University of The University of Hawai'i at Hilo is of having elders forever. In this regard. Hawaiian is one of the languages in most danger as most Hawaiian elders today cannot speak Hawaiian. On the other hand. Intern and Fellow Positions Available at NABE in the last fifty years, there have never been as many families as there are now TheNABEPolicy Internship and Fellowship Program is a rigorous who are actively using Hawaiian as the apprenticeship for individuals interested in policy issues of education, language of the home. Much of the progress multi-culturalism, language diversity or civil rights. Interns become short- in Hawai' i has been made by insisting that term members of the NABE team, while fellows are longer term participants. policies and laws reflect the desire of the Hawaiian people that the Hawaiian lan- The heart of the NABE Policy program is direct participation of interns and guage be a living language for Hawaiians fellows in NABE's central policy activities including: today. policy research and analysis advocacy before Congress and the federal government Kauanoe Kamana and William H. Wilson collaboration with other national education or civil rights organizations works at the University of Hawai'i at Hilo. administrative duties Editor's Note:Contributions to the Interns and fellows must have outside support to participate; no financial American Indian Bilingual Education assistance is available from NABE. To apply, please send a cover letter column should be sent to Jon Revhner. about why you want to join NABE, a resume, a short writing sample, and Center for Excellence in Education. North- letter(s) of recommendation to: Richard V. Lopez, Associate Director for ern Arizona University, P.O. Box 5774. Legislation, Policy, and Public Affairs at NABE, 1220 L Street NW, #605, Flagstaff: AZ 86001-5774. or E-mail to: Washington, DC 20005-4018. [email protected]. 220 (520) 523-0580. fax: (520) 523-1929.

NARE NABE NEWS MARCH 15. 1996 PAGE 42 ELEMENTARY EDUCATION SIG FROM PAGE9 the variety of students' opportunities to What Does The Research Say? sentedin such classrooms. Teachers, like interact with each other. The teacher con- Theory informs us that social processes their students, need time to confer with tinues to monitor the clusters changing influence the formation of thinking. Re- their peers to plan. develop materials and their membership to increase students' search shows that students, particularly strategies. and reflect. interaction on joint productive activity language-minority students. have limited and ensure that all students are included. opportunity to use any language in class- What Teachers Say The first stand-alone activity setting rooms where teachers do most of the talk- Teachers who use social organization might be introduced within the first two ing. Students there have such passive roles as an instrument of their pedagogy report weeks depending on teachers' familiarity that they do not even interact with all their the extra effort is well worth it. In fact, with students and students' confidence in classmates. Without systematic. intentional some teachers expressed their surprise their independent role. With such infor- classroom social organization. many stu- when their students wanted to do activity mation about students. the teacher sends dents are excluded from the kinds of interac- settings in clusters while they were riding clusters of students to an activity setting tion with teacher and peers that leads to the bus on field trips! for a set period of time (perhaps 20 min- language proficiency and academic success. utes). As a result, phase-in of all activity Editor's Note: Stephanie Dalton works settings and experiments with clustering What Are The Drawbacks? at the National Center for Research on may continue for six to eight weeks while A reformed social organization of the Cultural Diversity. and is Chairperson of the class builds skill and feels comfortable classroom does not happen without con- NABE's Elementary Education Special about their socially reorganized setting. siderable effort on the part of teachers. Interest Group. Material for this column When multiple activity settings have Activity generated in complex classrooms may be sent directly to her at: UC- Santa been introduced and have been visited by (often noisy and vigorous) needs to be Cruz Nat'! Ctr. for Research on Cult. Div., all the student clusters, students and teach- supported by administrators and parents. 141 Clark Kerr Hall. Santa Cruz, CA 95064. ers are usually ready to systematize their Teachers need pedagogical skills that are (408) 459-3500: fax (408) 459-3502. social organization. The social organiza- adaptable to the innovative conditions pre- NAHE . tion system is a sequence of activity set- tings through which students rotate. One model has student clusters proceed round- robin fashion through a sequence of activ- Boston University ity settings. In addition to meeting in as- signed clusters with the teacher, each stu- School of Education dent is assigned or chooses other class- room activity settings to attend during a Bilingual Education cycle. A cycle in a two-hour period, might consist of 2 to 5 twenty-minute activity The Department of Development Studies and Counseling offers a degree program settings with additional time for introduc- in Bilingual Education at the undergraduate and masters level.The doctoral ing and debriefing. The cycle is expanded program in Developmental Studies offers a specialization in literacy, language or contracted for the time period available. and cultural studies applied to bilingual and second language education. After some experience, a more com- plex model can be used where students The Bilingual and Second Language Education programs have earned distinction change clusters from one activity setting for academic excellence at the national and international levels. The doctoral to the next. In this model, the students program is a pioneer in the field of bilingual education. participate in a different cluster at each The School of Education has a faculty position open in Bilingual and Second activity setting except the one in which the Language Acquisition to be filled at the rank of Assistant Professor. Candidates teacher meets regularly with a cluster of must have an earned doctoral degree with related fields, teaching experience, students. In the teacher-guided activity and competence in a second language. Candidates must also have a record of setting, students and teacher interact over success in teaching, scholarship, and research productivity. text and discuss products from the other activity settings to inform the teacher of Send a letter of application, a current resume, sample publications, and the names, students' progress. Based on students' addresses and telephone numbers of three references to: products and interaction in the teacher- Ms. Elizabeth Austin guided activity setting, students are as- Boston University sessed and reassigned to clusters. In this School of Education 605 Commonwealth Avenue way, cluster membership stabilizes for a Boston, MA 02215 period of learning and then is reformed depending on the students' experience and Boston University is an equal opportunity, affirmative action institution. development. 221 BESTUOPTA71= NABE NEWS MARCH 15, 1996 PAGE 43 You'll Always Benefit From Your Association With Avis. When it comes to association member benefits. "We Try Harder" by offering you low. competitive daily business rates along with special discounts for both leisure and vacation rentals. Most Avis rentals at participating locations come with free unlimited mileal=e. too!

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.... BEST COPY AVAILABLE, A . . 222 NABE NEWS MARCH 15, 1996 PAGE 44 Research and Evaluation SIG SIG Chair: Anthony Sancho, Western Educational Regional Laboratory, Los Alamitos, CA

Bridging the Gap Between Research and Practitioners

lematic areas. This philosophy is evident the quality of bilingual instruction and by Dr. Anthony R. Sancho in the workshops and symposia this SIG showcase research that brings to light the organizers at the annual NABE confer- successes of instructional programs for uring this past year, NABE's Re- ence. language-minority students and particu- search and Evaluation Special In- In these times of adverse sentiments larly dual language programs that are ben- terest Group (SIG) has made it a toward bilingual education, it is important eficial to all students. priority to increase dialogue among estab- to keep the Research and Evaluation SIG At NABE '96 the Research and Evalu- lished researchers, doctoral students, and alive and active. For, as we all know. it is ation SIG will sponsor two sessions, one classroom practitioners. This effort stems only through research and hard data that on Friday afternoon and one on Saturday from the premise that quality education we can prove our successes and combat afternoon at the Omni Rosen Hotel in for language-minority students will occur the negative forces that are attempting to Orlando. One will be a two-hour poster when: quash our efforts. The unfounded non- session featuring some outstanding re- academicians set out to conduct sense of the English-Only supporters must searchers from throughout the nation. The solid research that documents be countered by quality research and evalu- other two-hour session will be a dialogue sound educational approaches. ations which prove them wrong. between researchers and graduate students. practices. and strategies; Additionally, this SIG is emphasizing Both of these sessions will highlight some graduate students purse and test the identification of "exemplary" bilin- of the outstanding work currently being new research questions that add gual education practices that have proven done in the field. The themes this year to the existing body of know- to be effective and can stand up to the range from "Screening Hispanic Gifted ledge; and scrutiny of friends and foes alike. For too Students" to "Literacy Development in practitioners in the field are long, we have carried many ineffective Asian Bilingual Classrooms," to "Lan- willing to risk the rigors of testing and mediocre programs and practices un- guage and Power." and trying new instructional der the banner of bilingual education. We also invite conference attendees to strategies of methods that lead to Given today's conditions, we can no longer participate in the Research and Evaluation improved achievement for afford to support or allow marginal bilin- SIG Business Meeting on Thursday. March students in bilingual education. gual programs to exist.Frequently. it is 14. 1996. It is at this meeting that we set Members of the Research and Evalua- these inferior programs that have caused our agenda for the SIG's activities for the tion (R&E) SIG feel very strongly that the opponents to validate their concerns coming year. these three groups fully participate in the about the value and legitimacy of bilin- research agenda that drives the collection gual education. Anthony Sancho works at the Western and analysis of sound data, and the imple- The emphasis on quality bilingual edu- Educational Regional Laboratory and is mentation of proven instructional prac- cation is gaining momentum and is em- the Chairperson of NABE's Research and tices.It is important to involve practitio- braced within the context of quality edu- Evaluation Special Interest Group. Con- ners in research and evaluation efforts in cation for all students. Recent studies by tributions for this column should be sent to order to have them reflect and/or improve David Ramirez. Virginia Collier and him directly at: Western Educational Re- on their classroom practices. This process Wayne Thomas prove that bilingual edu- gional Laboratory. 4665 Lampson Av- allows them to experience problem-solv- cation in its various forms can produce enue, Los Alamitos, CA 90720. (310) 598- ing, to search for solutions, and to positive results for limited-English-profi- 7661 : fax (310) 985-9635. strengthen the ability to diagnose prob- cient students. We must continue to study NABE

This NABE NEWS issue contains a petition supporting bilingual education. Before completing and returning the petition yourself, please make copies of it and distribute them to your colleagues and friends. This is an opportunity to let national decision-makers and legislators know your feelings - make your opinion count! ill 223 NABE NEWS MARCH 15. 1996 PAGE 45 Cursos para Profesores de Espanol en Programas Bilingiies

El Ministerio de Educacion y Ciencia de Espana anuncia la convocatoria de betas para participar en un curso de literatura infantil durante el proximo verano:

Participantes: 50 Profesores estadounidenses de espafiol en programas Embassy of Spain grados K-8. Education Office 2375 Pennsylvania Ave. N.W. Washington, D.C. 20037 Luxar: Universidad Complutense de Madrid, Espana. Tel.: (202) 728-2335/6 Fax: (202) 728-2313 Fechas: 8 al 26 de julio de 1996, ambos inclusive.

Contenido: 60 horas de clase: enfoque metodologico de la Education Office literatura infantil; talleres sobre teatro, lectura, 6300 Wilshire Blvd., Suite 1740 Los Angeles, CA 90048 musica; conferencias; organizacion de bibliotecas. Tel.: (213) 852-6997 Fax: (213) 852-0759 Precio: US $2,000, de los cuales cada participante debera pagar solo US $ 950, ya que el gobierno espafiol concede una beca de US $1,050. En el precio Education Office 150 Fifth Ave., Suite 918 estan incluidos matricula, materiales, algunas New York, NY 10011 actividadesextraacademicas,alojamientoy Tel.: (212) 741-5144 manutencion. No incluye el viaje, que sera por Fax: (212) 727-0849 cuenta del participante.

Alojamiento: En habitacionesindividuales,enresidencias Education Office 2655 Lejeune Rd., Suite 1008 universitarias. Coral Gables, FL 33134 Tel.: (305) 448-2146 Meritos: Seconsiderardmerit°preferenteestaren Fax: (305) 445-0508 posesion del Diploma de Espanol como Lengua Extranjera (DELE). Education Office Solicitudes: S-e pueden conseguir en cualquiera de las Oficinas 1405 Sutter St. San Francisco, CA 94109 de Educacion de Espafia en Estados Unidos, Tel.: (415) 922-2038 cuyas direcciones figuran a la izquierda. Fax: (415) 931-9706 224

NABE NEWS MARCH 15, 1996 PAGE 46 NATIONALASSOCIATION FOR BILINGUAL EDUCATION MEMBERSHIP APPLICATION

Membership Type (check one only) I am involved with bilingual education as S48 Individual Membership 0(check one) S30 Discounted Individual Membership Administrator Parent: must not be professional educator and must have a child currently enrolled in a College Instructor bilingual education program. A letter written on school stationery from either the teacher Consultant or a school administrator must accompany the NABE membership application. 0 Full-Time Student College/University Student: must not be professional educator and must be enrolled 0 Paraprofessional on full-time basis. A copy of an official college or university document showing current Parent/Community member enrollment status must accompany the NABE membership application. 0 Publisher Staff Paraprofessional: Must be working as an instructional aide in a public school system. 0 School Board Member A letter on school stationery from the supervising teacher or a school administrator must 0 Teacher accompany the NABE membership application. 0 Other 543 Combined Membership Name of Affiliate: I work in this type of $125 Institutional Membership organization 0 (check one) $1000 Lifetime Membership 0 Commercial organization Memberships are valid for one year from the date of processing, and include one year subscription to 0 College/university NABE publications (except Lifetime, valid for life of member and includes lifetime subscription). Local school district Organizational membership is non-voting; all other memberships are voting. State education agency All memberships are non-transferrable and may not be cancelled. Membership dues are non-refundable. D Other I usually work with this Name and Address Information level of student (check one) Mr. Early childhood Mrs. Elementary Ms. Secondary Dr. Last First Middle 0 Higher education CI Adult Preferred Mailing Address: Business F-3 Home fieI want to participate in Business Address the following Special Interest Group Position: (check one) Division: 0 AdultNocational Education Asian & Pacific Islanders Organization: Critical Pedagogy Early Childhood Education Street Address: 0 Elementary Education ESL in Bilingual Education Zip: City: State: Gifted Education -0 Global Education Phone: ( Ext. 0 Higher Education Fax: E-Mail: 0 Instructional Technology 0 Language/Culture Retention Home Address Language Policy 0 Parent & Community Street Address: U Policy Makers Professional Development City: State: Zip: 0 Research & Evaluation 0 Secondary Education Phone: D Special Education

Payment Information Check or money order Check# Institutional purchase order # Membership dues MasterCard VISA ExpirationDate: Contribution to help NABE counter the English-only ILIEM--EIME-01100--DMEI movement Renewal: Check this box ifyou are paying by c edit card. and you want NABE to riAutomaticautomatically renew your membership annually, charging your credit card the standard renewal amount. This permission will remain in effect until you cancel it in writing. TOTAL DUE SIGNATURE: 225 DATE: / / to: NABE, 1220 L STREET NW, SUITE 605, WASHINGTON, DC 20005-4018 41) Mail NABE NEWS 19(5) ANNOUNCEMENTS NABE gratefully acknowledges the support provided by our NABE '96 Conference Sponsors

25th Anniversary Sponsor Silver Sponsors Scholastic, Inc. Embassy of Mexico Hampton-Brown Books Platinum Sponsors Nestle, Inc. ScottForesman The Coca-Cola Company

Gold Sponsors Conference Supporters Addison-Wesley Apple Computer, Inc. Jostens Learning Corporation Harcourt Brace Optical Data Houghton Mifflin Rigby Macmillan/McGraw Hill Southwestern Bell Telephone Span Press

NABE NEWS NON-PROFIT ORG National Association for Bilingual Education U.S. POSTAGE Suite 605 PAID 1220 L Street. N.W. WASHINGTON. DC Washington. D.C. 20005-4018 PERMIT NO. 4555

226

. "--..N---.77,--7"F". aA I 11-1.2...) I _43.../V V The news magazine about educational equity' and excellencethrough bilingual education Volume 19, Number 6 May 1, 1996 National Association for Bilingual Education Legislative Battles Jeopardize VitalInterests

State. may be treated as a non-resident of len property. stolen from the students right- by James J. Lyons, Esq. the State for purposes of provision of such fully entitled to those resources." Although the Speaker of the House tra- NABE Executive Director & benefits." During my 25-plus years of work on ditionally does not take an active part in Legislative and Policy Counsel issues relating to equity in education. in- debates. Rep. Newt Gingrich went to the cluding bitter debates over school deseg- "well" to plead for passage of the Gallegly came back to Washington. following regation and "forced busing," I have not Amendment. Citing passage ofCalifornia's NABE '96 in Orlando. to face some of witnessed an uglier display in Congress. Proposition 187, the Speaker Gingrich said he most difficult legislative battles I Speaker after speaker rose to denounce "I think that this is a totally legitimate I request by the people of California, and I have experienced in nearly 15 years with and "demonize" undocumented school stu- the Association. While some of these dents. Rep. Gallegly stated that "illegal hope that every member will vote yes for conflicts have ended, others will continue immigrants in our classrooms are having Gallegly, because this is the right thing to throughout the Summer and Fall. At stake an extremely detrimental effect onthe do. to send the right signal around the is the future of bilingual education in the quality of education we are able to provide world. Come to America for opportunity. United States and the future prospects of to the legal residents." "When illegal im- do not come to America to live off the law- millions of language-minority Americans. migrants sit down in public school class- abiding American taxpayer." House mem- rooms." he continued. "the desk. text- bers responded to the Speaker's plea by Schooling of Undocumented Students books. blackboards in effect become sto- CONTINUED ON PAGE8 On March 20th. the week after NABE '96. the House of Representatives debated legislation designed to overturn the Su- preme Court's 1982 decision in Plvler NABE Celebrates Silver Doe which held that states may not deny public education to students on the basis Anniversary Conference of their immigration status. The legisla- tion was in the form of an amendment. tional products exhibition: school visits to sponsored by Rep. Elton Gallegly (R-CA), by Nancy F. Zelasko, Ph.D. exemplary programs for language-minor- to a bill aimed at reducing immigration to ity students, and a National Professional NABE Deputy Director & Development Institute sponsored by the the U.S.. The Gallegly Amendment gives Conference Coordinator states the right to "provide that an alien U.S Department of Education. Office of who is not lawfully present in the United Bilingual Education and Minority Lan- States is not eligible for public education ABE '96 the 25th Annual guages Affairs. benefits in the State or. at the option of the International Bilingual /Multicul- "This conference was a celebration of tural Education Conference bilingualism and its benefits to chil- ISSUE HIGHLIGHTS attracted more than 5.000 people to Or- dren, families, neighbors. schools, com- lando. Florida in March. Drawing upon munities. and the nation. NABE '96 was the most multicultural. multilingual gath- the antithesis of the flat-earth. one -lan- 11 Essay Contest Winners ering. in America, NABE '96 focused on guage vision of the globe promoted by the English-Only movement." stated James J. Bilingual Special Ed 15 the theme ofCelebrating 25 Years of Suc- cess:Connecting.S. Schools with Lan- Lyons. NABE Executive Director. Dissertation Contest. 25 guage-Mhzority Americans. Opening Ceremonies for NABE' s Sil- The five-day event included more than ver Anniversary Conference took place at Collier & Thomas Study 200 workshops. symposia. papers and dem- the American Pavilion in the World Show- Update 33 onstrations: a major materials and educa- CONTINUED ON PAGE 26 227 NABE NEWS NABE EXECUTIVE BOARD 1995 - 1996 Published by the PUBLICATION SCHEDULE National Association for President Bilingual Education Volume 19 ofNABE NEWSwill be Kathy Escamilla published in 8 issues: publication dates are: P.O. Box 173364, School of Education Editor: University of Colorado at Denver Issue 1 09/15/95 Issue 5 03/15/96 Nancy F. Zelasko,Ph.D. Denver. CO 80217-3364 Issue 2 11/01/95 issue 6 05/01/96 Desktop Publishing & Layout: (303) 556-4908 Issue 3 12/15/95 Issue 7 06/15/96 Jeff Spence Issue 4 02/01/96 Issue 8 08/01/96 Vice President All advertising and copy material must NABE NEWS REPRINT AND David E. Baez be received in the NABE office ONE 291 Baynes Street EDITORIAL POLICY MONTH prior to publication date Buffalo. NY 14213 Readers are welcome to reprint non-copy- to be considered for inclusion. (716) 851-3704 righted articles which appear inNABE NEWS at no charge. provided proper credit is given NABE NEWS ADVERTISING Secretary/Treasurer Mary F. Jew both to the author(s) and toNABE NEWSas Display Advertising Rates San Francisco'USD the source publication. (Camera-Ready) 300 Seneca Avenue. Room 6 All articles printed in NABE NEWS.unless Full Page (7.5" x 10") $850 San Francisco, CA 94112 written by an Association staff person or a 2/3-Page (4.75" x 10") $700 (415) 469-4781 member of the current NABE Executive Board 1/2-Page (7.5" x 4.5") $550 of Directors, are solely the opinion of the I /3-Page (4.75" x 4.75") $425 Member-at-Large author or authors. and do not represent the I /3-Page (2.25" x 10") $425 Janice Jones Schroeder I/4-Page (3.5" x 4.75") official policy or position of the National As- -$325 732 '0' Street. Apt. #2 I/6-Page (2.25" x 4.75") sociation for Bilingual Education. Selection $250 Anchorage, AK 99501 (907) 563-7787 of articles for inclusion inNABE NEWSis Classified Advertising not an official endorsement by NABE of the $1.25 per word: maximum 100 words Member-at-Large point(s) of view expressed therein. Advertising Discounts Nga Dinh Duong (for multiple insertions) 21724 58th Avenue West TABLE OF CONTENTS 10% for second-third: 15% for fourth-fifth: Mountlake Terrace. WA 98043 20% for sixth-eighth (206) 771-2095

Legislative Battles 1 NABE reserves the right to reject any

NABE '96 Summary 1 advertisements which it deems inappropriate Eastern Regional Representative Maria Estela Brisk Message from the President 3 and/or inconsistent with the goals of the Association. School of Education Krashen: Does Literacy Transfer? 5 For additional information, contact NABE at (202) 898-1829 x136. Boston University FY '96 Appropriations 7 605 Commonwealth Avenue Letter to US Senate 9 Boston. MA 02215 Table: Education Funding NABE (617) 353-3260 Comparison 10 The National Association for Bilingual Essay Contest Winners 11 Education (NABE) is a tax-exempt. non-profit Central Regional Representative NABE CARES 13 professional association founded in 1975 to Joe J. Bernal Special Education SIG 15 address the educational needs of language- 6410 Laurelhill minority Americans. Indiancolumn 17 San Antonio. TX 78229 (210) 342-8026 Technologycolumn 19 NABE NATIONAL OFFICE Bilingual Educator Resources 1220 L Street. N.W.. Suite 605 21 NVestern Regional Representative Upcoming Events Washington. DC 20005-4018 24 Herman S. Garcia DissertationContestRules.---- 25 PHONE (202) 898-1829 Department of C & I CA Bilingual Teachers 28 FAX (202) 789-2866 College of Education Honoring our Teachers 31 E-mail: [email protected] New Mexico State University Thomas & Collier: LM Program James J. Lyons. Executive Director Las Cruces. NM 88003 EffectivenessStudy 33 Nancy F. Zelasko. Deputy Director (505) 646-2115 Parental Involvementcolumn 39 Jaime Zapata. Associate Director for Legislation [email protected] Administrationcolumn 41 Jeff Spence.- Information Systems Director Carolyn Riddick. Office Manager Parent Representative Book Reviewscolumn 43 Celia Torres. Member Services Susan Garcia Membership Application 47 Mina Cousins. Member Services 18094 East Ohio, #IO2 Announcements 48 Ronald Williams. Office Assistant Aurora, CO 80012 Elena Williams. Management Intern (303) 745-7116

NABE NEWS MAY 1. 1996 PAGE 2 Message From The President

Orchids and Onions

States and the world..." by Dr. Kathy Escamilla These standards demonstrate an aware- ness of the changing student population in ABE has many friends around the the United States. They further acknowl- edge the role of a student's first language country. During my tenure on the ...wows. NABE board I have been blessed and culture in learning to be literate. to be able to learn from all of them..Among our many friends include the staff at the .'***.e.. Onions Periodi- I recently received a copy of the Feb. Hispanic Link Weekly Report. 0.Irgille;3109 cally. they write a column entitled. "Or- 1996 issue of the Research in the Teach- chids and Onions" to salute those who are ing of English Journal. The editors of this positive contributors to causes and to ex- journal introduce it by proudly proclaim- pose those whose agendas are negative. ing that for the first time they are publish- ing articles about bilingual education. For this column I'm borrowing (with /995 -1996 NABE Executive Board President. thanks) the idea of Orchids and Onions in Kathy Escarndla Happy to see a journal of this stature bilingual education. I will share a few with address bilingual education.Ieagerly you. Please note that the list is not exhaus- Because it is such a poor school, we set our turned to the first article which is entitled, tive and I invite you to nominate other goal at 54.800 we met our goal and "The Effectiveness of Bilingual Educa- events and people for orchids and onions surpassed it by $6,481! When St. Jude's tion."written by Christine Rosell and awards. I begin with orchids. received the money they presented us with Keith Baker. The article begins by stating an award. Their average donation from that while there are over 300 research Orchids any school is only $1.400! studies that establish the efficacy of bilin- Some time ago I spent a few days in El Orchids to Thomas Manor School. their gual education. 228 are methodologically Paso. Texas doing some professional de- generous parents and hard-working staff. unsound. The authors included in their velopment work. During my stay there I definition of "unsound" studies. any study spoke with a group of teachers and stated Orchids that utilized qualitative methodology to how strongly I feel that parents. no matter The National Council for the Teachers collect and analyze data. what language they speak. want to be of English and the International Reading I hope by now you are as troubled by the involved with their children. Further. some Association recently published a docu- premise of this article as I was. On the of our poorest communities are the most ment entitled. Standards for the English issue of qualitative research in our field. generous. During my presentation one Language Arts. The document includes we have found that some of the most woman kept writing and writing. and when twelve standards which are clearly writ- significant studies related to bilingual edu- the session was over, she gave me her ten. and represent high expectations for cation are qualitative in nature. These are notes and told me to read them later. I read the nation's students. They also include the studies that enable us to understand them and they become my first Orchid specific language relating relation to lin- what actually goes on in classrooms la- award. The following are the teacher's guistic and cultural diversity. Orchids to beled as bilingual: how languages are used notes to me: IRA and NCTE for Standard 10: "Stu- and misused in such classrooms: whether I work at Thomas Manor School. It is a dents whose first language is not English or not teachers are truly bilingual: whether grade K-6 school in the Ysleta Indepen- make use of their first language to develop or not sufficient materials exist: and dent School District. Our school is 99.9% competency in the English language arts whether or not the school climate is recep- Latino and 80% LEP. We are also 90% and to develop understanding of content tive to the bilingual program and lan- free and reduced lunch. Our school raised across the curriculum :" Standard 9: "Stu- guage-minority children. All of these vari- $11.281 forSt. Jude's Children's Research dents develop an understanding of and ables significantly affect the efficacy of Hospital. In order to raise the money. respect for diversity in language use, pat- such programs. No credible educational parents had to work 200 math problems terns. and dialects across cultures. ethnic researcher would tell people that you can with their children. The children had to groups. geographic regions. and social understand the ends (outcomes) of educa- sign up sponsors. and collect money to roles:" and Standard 1: "Students read a tional programs without understanding the send to St. Jude's. We told the parents that wide range of print and non print texts to means ( what goes on in classrooms to get St. Jude's is a hospital which helps chil- build an understanding of texts. of them- to the outcomes). Yet Rosell and Baker dren with cancer and terminal illnesses. selves. and of the cultures of the United CONTINUED ON PAGE 30 229 NABE NEWS MAY I. 1996 PAGE 3 ISCOVERPERMA-BOUND BOOKS FOR YOUR BILINGUAL STUDENTS

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cmajor principle of bilingual edu- #1: The underlying process of reading Even more interesting is the finding ation is that literacy transfers in different languages is similar. that readers of Chinese as a first language cross languages: If a child learns Evidence for this conclusion comes from show evidence of using the same reading A process. Chang, Hung and Tseng (1982) how to read in one language, that child studies of miscue analysis, predictors of knows how to read, and that general abil- reading scores, eye-fixation research, and performed a miscue analysis of the oral ity will facilitate learning to read in an- reading strategies. reading of third and fourth grade "normal" other language.' Miscue analysis: The major result of and "disabled" readers in Taiwan and re- The existence of transfer has been ques- miscue analysis (Goodman, 1979) is that ported that their subjects produced the tioned. Porter (1990) claims that there is a readers use semantic and syntactic cues to same kinds of miscues as readers in other lack of evidence supporting transfer. In construct meaning, in addition to languages. In addition, in agreement with addition, she states that "even if there were graphomorphemic (print) cues. In other research using other languages, better read- a demonstrable advantage for Spanish- words, readers do not simply "recode" ers made fewer miscues, showed evidence speakers learning to read first in their letters into sounds and then interpret the of processing larger units, and tended to home language, it does not follow that the resultant oral language. Their errors, or make more semantically and syntactically same holds true for speakers of languages "miscues," show that they make predic- acceptable miscues (see e.g. Devine, 1981). that do not use the Roman alphabet" (p. tions about the text they are reading based Predictorsof reading scores: 65). on previous knowledge and their knowl- Stevenson, Stigler, Lucker and Lee (1982) In this article, I argue that there is a edge of language, and use minimum visual reported that similar factors predicted good reasonable amount of evidence, direct and information to confirm these guesses. reading in very different languages. For indirect, supporting the transfer hypoth- When a reader. for example, reads "there fifth graders in Japan, Taiwan. and the esis. Specifically, studies show that was a glaring spotlight." instead of the text United States, the amount of general in- 1.the underlying process of reading "There were glaring spotlights." (example formation the children knew was a signifi- in different languages is similar, from Goodman, 1979), it is evidence that cant factor in predicting reading scores. even when the languages and "the reader is processing language, he is Contrary to what one might expect, ability writing systems appear to be very not just saying the names of words" (p. 6): to do spatial relations and perceptual speed different; and This reader has made a prediction about did not play a special role in predicting 2.the process of the development the sentence, has used his knowledge of reading scores for Chinese and Japanese of literacy is similar in different language to predict its form, and has con- children; rather, verbal abilities were more languages. firmed its form using only some of the important. Stevenson et. al. concluded that Points (1) and (2) allow the possibility of visual information available. His miscue their results suggest that "...the dominant transfer. If the process of reading and the is evidence of an efficient reading process. problem (in learning to read) is that of development of literacy were completely Goodman (1973) has proposed that the abstracting meaning from an abstract set different in different languages. it would process of reading is fundamentally the of symbols, and the characteristics of the be unlikely that transfer was possible. If same in all languages except for "minor orthography play a less critical role than transfer did exist, we would expect points degrees" of difference (p. 26). So far. has sometimes been proposed" (p. 1179). (3) and (4) to be true: research has confirmed that Goodman is This conclusion is very consistent with the 3. When confounding factors are correct. hypothesis that the process of learning to controlled, there are positive Of great interest to us is evidence show- read is universal. correlations between literacy ing that the same process is used in reading Eye-fixation: Gray (1956. cited in Just development in first and second languages other than English. confirming and Carpenter, 1987). examined eye fixa- languages. Goodman' s suggestion that the reading tion and reading speed among native speak- 4.Bilingual programs in which process is universal. Barrera (1981) and ers of 14 different languages, including children develop literacy in the Hudelson (1981) have shown that Spanish Arabic, English. Hebrew, Burmese, Chi- primary language are successful readers make similar miscues, while nese, Urdu, Navaho. and Yoruba. He found in helping children develop Romatowki (1981) and Hodes (1981) re- that despite the differences in orthogra- literacy in English. ported similar data for readers of Polish phies, the average number of fixations per In this article, I briefly summarize the and Yiddish, respectively. The latter find- word was very similar, and concluded that evidence for points 1, 2 and 3 (point 4 has ing is especially interesting because Yid- "fluent reading is roughly similar across been discussed extensively in the profes- dish does not use the Roman alphabet: languages and orthographies" (Just and sional literature; see e.g. Willig, 1985; Yiddish uses the Hebrew alphabet even Carpenter, p. 306). Krashen and Biber, 1988). though it is a Germanic language. CONTINUED ON PAGE36 231

NABE NEWS MAY 1, 1996 PAGE ite: .0 6''' ran, "AA S. 74.' la siAt= f e 6-14/4 am- 1 ity; 1.1

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232 BEST COPY AVAILABLE NABE NEWS MAY 1. 1996 PAGE6) FY96 Appropriations: Months Late,Millions Short Bilingual Education Takes a Hit, and Gears Upfor Reprogramming by Jaime A. Zapata

On April 24th, after two partial government shutdowns and months of drawn out negotiations, Table 1. Federal Funding Levels for FY'95 and FY'96 Congress and the White House finally came to an agreement on the FY 1996 FY'95 Funding Level FY'96 Funding Level Change In Funding AGENCY (in millions) (in millions) (in millions) omnibus appropriations bill which Department of Education 26800 25200 -1600 provides funds for nine federal agencies Department of Labor 8400 8000 -400 and hundreds of government programs. Dept. of Health and Human Servs. 179200 197400 18200 During the seven months since the Department of Commerce 4000 3700 -300 beginning of the current fiscal year, Dept. of Housing and Urban Dev. 24700 19100 -5600 Department of State 20130 18400 -1730 Congresspassed 13 Continuing Resolutions (CR' s). These measures were drafted to avoid any further government shutdowns, and provided temporary. albeit reduced, fund- ing for federal agencies and their pro- will impact their budgets beginning Octo- ming" of the $128 million appropriated grams. The omnibus bill puts an end to an ber 1, 1996. for bilingual education. It is expected that uncertain funding situation and provides the Department will provide some fund- for the normalized operations of the fed- Title VII Programs ing for Subparts (2) and (3) by making use eral government. The Conference Report on H.R. 3019 of this provision. A decision is forthcom- The compromise that was ultimately provides $128 million in FY 1996 funds ing, and NABE will continue working to reached came in the form of a Conference for Title VII bilingual education programs. ensure that all Title VII components re- Report on H.R. 3019, "The Balanced Bud- The figure is $28 million more than had ceive adequate funding. get Downpayment Act II". The bill, which been provided in either the House or Sen- Seven months into the fiscal year, we was signed by President Clinton on April ate Appropriation bills, but is still $28 have arrived at the conclusion of the FY 25, cuts domestic spending by $22 billion million short of the post-recission FY 1995 1996 federal budget debate. On the one dollars, but does not affect Medicare, funding level. The $128 million were allo- hand, we can claim a substantial victory in Medicaid, welfare and other similar ben- cated in their entirety to subpart (1) local the restoration of $28 million for bilingual efit programs whose financing is set by education agency program grants, and all education which occurred in conference permanent law. funds for subparts (2) and (3) of Title VII committee. On the other, H.R. 3019 cut The bill does deal severe cuts, however, were zeroed out. funding by over $28 million from FY to many federal agencies (see Table 1), This move places support services (the 1995 levels, and zeroed out subparts (2) including the U.S. Department of Educa- National Clearinghouse on Bilingual Edu- and (3) of Title VII. tion (DOE) and the U.S. Department of cation, state education agencies, research, This situation highlights the pressing Housing and Urban Development (HUD) and programs of academic excellence) and need for our joint efforts in helping to which lost $1.6 and $5.6 billion in funds professional development programs in secure FY 1996 funds for all the compo- respectively. Many programs serving the grave jeopardy, and threatens the very nents of bilingual education, and it under- disadvantaged were cut. infrastructure of bilingual education. lines the urgency of our work towards The conferees explained that they pro- increased funding in FY 1997. NABE Funding for Education vided no funding for support services or thanks all our members for their dedica- In the area of education. the bill brings training "given their belief that funds tion and their invaluable contributions. a mixed bag of news (see Table 2, on page should be focused on the education of and urges them to continue our common 10, for an overview of funding for selected children and [considering] the other fund- struggle for bilingual education. education programs). On the one hand, it ing sources available to the Secretary to provides increased funding for Title I pro- fund these activities." Jaime A. Zapata is NABE's Associate Di- grams, on the other, it cuts funding for a rector for Legislation and Public Affairs. number of elementary and secondary edu- A Call to Arms He can be reached at (202) 898-1829, cation initiatives, including Title VII bi- It should be noted that the Conference extension106,or by emailat: lingual education programs. Because these Report also includes a rather unusual invi- [email protected].

programs are forward funded, the changes tation to the Department for a "reprogram- N..1 BE 233 BEST COPY AVAILABLE (TUBENEWS MAY 1, 1996 PAGE 7 LEGISLATIVE BATTLES FROM PAGE 1 passing the Gallegly Amendment by a should not become, in effect, offices of the the Clinton Administration and their vote of 257 to 163. Immigration and Naturalization Service, elected representatives in Congress. Com- Together with other national education, need to communicate immediately with municate with your Representative and civil rights. and immigrant rights oreani- their Representative, Senators. and the Senators and the President: tell them your zations and key officials of the Clinton President. priorities: explain the importance of BEA- Administration, NABE worked to prevent funded support services and training.; share passage of an amendment similar to FY 1996 Appropriations with them the positive benefits of BEA- Gallegly when the Senate subsequently for Education funded programs in your schools and the began debate on its own version of immi- Nearly seven months into the fiscal high cost of neglect, both to individual gration legislation. While the immigration year. Congress passed and the President students and yourcommunity. Your wishes bill eventually passed by the Senate se- signed into law H.R. 3019, an omnibus as taxpaying voters count, especially in an verely restricts public benefits available to appropriations bill providing FY 1996 election year! both illegal and legal immigrants. we were funding for nine cabinet departments. The successful in preventing consideration of appropriations measure cut federal do- English-Only a Gallegly -like amendment. mestic spending by nearly $22 billion or Senator Ted Stevens (R-AK), chairman But the battle to preserve the right of 9.1 percent from FY 1995 levels. of the Senate Committee on Governmen- undocumented students to public school- Total funding for the Education De- tal Affairs, has held two committee hear- ing is far from over. Soon a House-Senate partment fell from $26.8 billion to $25.2 ings on S. 356. the "Language of Govern- conference committee will begin meeting billion, with $1.6 billion taken from dis- ment Act" bill sponsored by Senator Rich- to resolve differences between the immi- cretionary programs (see story on page 7). ard Shelby (R-AL). The legislation is iden- gration bills enacted by the two bodies. The final cut was less than half the size tical to H.R. 123, a House bill sponsored Political observers believe that Senate originally approved by the House of Rep- by Rep. Bill Emerson (R-MO). (See March Majority Leader and Republican presi- resentatives. 15, 1996 edition of the NABE NEWS for a dential candidate Bob Dole (KS) wants to H.R. 3019 provides $128 million in comprehensive report on both bills). use the Gallegly Amendment as -veto- appropriations for the Bilingual Educa- Senator Stevens scheduled and subse- bait" in his race against President Clinton, tion Act (BEA), a cut of $28.7 million quently cancelled a committee mark-up of and will work behind the scenes to secure from FY 1995 levels, with no funds pro- S. 356 in mid-April. When the Senate took its inclusion in the bill approved by the vided for Support Services or Training. up its immigration bill, congressional staff conference committee. This reduced level of funding represented believed that Senator Shelby would offer Neither the House nor the Senate has a partial victory for NABE, the Clinton S. 356 as an amendment. NABE represen- appointed conferees on the immigration Administration, and congressional sup- tatives, together with representatives of bill, but they are expected to be named porters of Title VII since it restored $28 dozens of other national education and soon. NABE members who support the million previously cut by both the House civil rights organizations, met with Senate right of undocumented students to public and the Senate. And in a further conces- staff during April to explain the dangers of education and who believe that schools sion, the conference report accompanying Official English /English -Only, and the the bill invited the Secretary to forward a Association sent a letter to all Senators "reprogramming" request to House and expressing NABE' s opposition to S. 356 Senate appropriators if he "feels that fund- (see reprint copy of letter on page 9 of this ing these [Support Services and Training] newsletter). activities within this account is justified." While Senator Shelby did not offer S. Contact Since H.R. 3019 has been signed into 356 as an amendment to the Senate immi- Information law, we have been working with Depart- gration bill. Governmental Affairs Com- ment staff and congressional supporters of mittee Chairman Stevens is said to be bilingual education on a reprogramming U.S. House of Representatives committed to enactment of Official En- request to continue funding for Support (202) 225-3121 glish legislation, and may attempt to mark- Services and Training, vital components up the bill as early as mid-May. Senate U.S. Senate of the BEA. At the same time. NABE has Majority Leader Dole's advocacy of Offi- started work on the President's FY 1997 cial English lends credence to the reported (202) 224-3121 budget request for the BEA $156.7 likelihood of congressional action on S. White House million, the same amouncappropriated in 356. Once aeain. NABE members who are FY 1995. (202) 456-1414 concerned about national language policy The Association's efforts to continue President @whitehouse.gov should immediately communicate their Support Services and Training activities wishes to their Senator, Representatives. in.FY 1996 and to increase BEA funding and the President. in FY 1997 will succeed only if NABE members communicate their support to NABE 234 NABE NEWS MAY 1, 1996 PAGE 8 ) April 15. 1996

Dear Senator:

I am writing to express the opposition of the National Association for Bilingual Education toS. 356. the "Language of Government Act." Our opposition to this measure reflects the following ten considerations.

First. S. 356 represents a radical change in federal policy respecting governmental regulation of language. a matterof fundamental importance to individuals and transcendent importance to society. For more than two centuries. the United States hasprospered without an official language. In place -of an "official language," the United States has had a tradition of linguistic freedom andJespect fordiversity which avoided governmental regulation or sanctions on language. This historical tradition has unified and strengthened the American people.yielding a nation in which English is spoken by 97 percent of its residents and recognized as "America's language" throughout the world.

Second. there is no evidence of any need to alter federal policy respecting governmental regulationof language. English is the de facto language of the United States government, the language in which 99.94 percent of its publications are printed according to a recent reportof the Government Accounting Office. During several days of hearings on S. 356. not a single person testified that they are unable tointeract with the United States government in English.

Third, S. 356 is presumptively unconstitutional. The United States Supreme Court has consistentlycondemned state action to restrict the use of non- English languages. As the Court declared in the 1923 case of Meyer v. Nebraska. The protection of the Constitution extends to all. to those who speak other languages as well as those bornwith English on the tongue. Perhaps it would be advantageous if all had ready understanding of our ordinary speech, but this cannotbe coerced by methods which conflict with the Constitution....

Fourth. enactment of S. 356 would serve to disconnect several million Americans from their government. Manyof the 3.6 million native Spanish- speaking residents of Puerto Rico. U.S. citizens all, would be effectively disconnected from their national government.Many senior citizens, including both immigrants and Native Americans. who have not had an opportunity or been able to learn English would alsobe disconnected from their government.

Fifth. enactment of S. 356 would curtail or eliminate federally-supported bilingual education programs withdrastic negative educational consequences for millions of limited-English-proficient students. Based on both historical and contemporary American experience. weknow that the abolition of bilingual education would: retard student acquisition and mastery of English. decrease student academic achievementin the content subjects. increase student grade-retention and dropout rates. and effectively bar limited-English-proficient parents fromparticipating in their children's schooling.

Sixth, enactment of S. 356 would jeopardize basic functions of the federal government including law enforcement andborder security. Under the legislation, agents of the Federal Bureau of Investigation and the Drug Enforcement Agency could not utilize alanguage other than English except to perform "actions that protect the rights of victims of crimes or criminal defendants." Federal agents could not usenon-English languages to develop intelligence files on the activities of international drug canels or multinational organized crime syndicates. Unless aparticular crime victim were identified, criminal conspiracies conducted in non-English languages would be effectively immunized fromfederal investigation and prosecution. Thus the enactment of a federal English-only mandate would be tantamount to surrender in the nation's war on drugsand fight against international organized crime.

Seventh, enactment of S. 356 would bar a range of socially-beneficial activities of federal officials and employeessuch as: a military chaplain performing, in Spanish, a funeral for a Puerto Rican soldier killed in combat: a federal judge conducting a Jewishwedding in Hebrew: and sign-language teaching at federally-funded Galludet University in the nation's capitol.

Eighth. enactment of S. 356 would open a veritable Pandora's box of costly and divisive litigation. What is the full reachof the English-only mandate applicable to "services, assistance, or facilities, directly or indirectly provided by the Government." and how broadis the exception to the mandate for "public health"? The litigation needed to resolve these and literally hundreds of other questions about this sweepingmandate would tax the federal courts and increase the legal costs of government and business operations.

Ninth. S. 356 would extend the range and reach of government regulation into new areas of contemporary Americanlife. generating economic uncertainty and potential social conflict. Would federally-licensed television and radio stations be permitted to broadcastin non-English languages? Would all new televisions sold in America have to contain a "L" or "language" chip to screen-out non-English broadcasts?What about non-English e- mail transmitted on the Internet via federal computers? And should a mother who insists on raising her child in thelanguage of the child's material grandparents be awarded custody if the father insists that the child be reared in an English-only environment? If thesequestions seem far-fetched today. it is only because our government has never adopted an official language policy.

Tenth and finally, the English-only mandate of S. 356 would weaken U.S. competitiveness in the global marketplace.The export of U.S. goods and services will suffer if Americans are unable to conduct market research and sales in the languages of prospectiveclients around the globe, a majority of whom speak a language other than English. Instead of discouraging the use of non-English languages in the United States. thefederal government should promote the mastery and use of all languages.

I thank you for your attention to this letter. If you have any questions. please have a staiimember contact me at (202)898-1829 extension 104 or Jaime Zapata on extension 106.

Sincerely,

James J. Lyons. Esq. Executive Director 235 BEST COPY AVAILABLE

NABE NEWS MAY 1, 1996 PAGE 9 Table 2. Overview of Federal Funding for Selected Education Programs

Fr95 Fr98 PROGRAM Appropriations AppropriationsChange in Funding (In millions) (in millions) (in millions)

BILINGUAL EDUCATION (TItle1/11) 158.70 128.00 (28.70) Instructional Services 117.20 128.00 10.80 Support Services 14.30 0.00 (14.30) Professional Development 25.10 0.00 (25.10)

EDUCATION REFORM 494.30 530.00 35.70 Goals 2000 371.80 350.00 (21.80) School to Work 122.50 180.00 57.50

EDUCATION FOR THE DISADVANTAGED (Title I) 7,217.80 7,218.60 Basic Grants (to local education agencies) 5.968.00 5.982.00 14.00 Concentration Grants (to local education agencies) 663.00 677.00 14.00 Migrant Education (state agency programs) 305.00 305.00 0.00

MIGRANT EDUCATION 10.20 9.40 (0.80) High School Equivalency Program (MEP) 8.00 7.40 (0.60) College Assistance Migrant Program (CAMP) 2.20 2.00 (0.20)

SCHOOL IMPROVEMENT PROGRAMS 1,328.00 1,223.00 (105.00) Professional Development 251.00 275.00 24.00 Safe 8 Drug Free Schools 465.90 465.90 0.00 Magnet Schools Assistance 111.50 95.00 (16.50) Women's Education Equity 3.90 0.00 (3.90) Training and Advisory Services (Civil Rts. IV-A) 21.40 7.30 (14.10) Education for Native Hawaiians 9.00 12.00 3.00 Foreign Language Assistance 10.90 10.00 _(0.90) Charter Schools 6.00 18.00 12.00 Technical Asst. for ESEA Prog. Improvement 29.60 21.50 (8.10)

IMMIGRANT EDUCATION 50.00 50.00 0.00

SPECIAL EDUCATION 3,252.00 3,245.00 (7.00)

REHAB. SVCS. 8 DISABILITY RESEARCH 2,393.00 2,458.00 63.00

SPECIAL INSTS. FOR PERSONS W/DISABILMES 129.90 128.40 (3.50)

ADULT EDUCATION 278.90 259.50 (19.40) Workplace Literacy Partnerships 12.70 0.00 (12.70)

STUDENT FINANCIAL ASSISTANCE 7,617.00 6,258.00 (1,359.00) Pell Grants 4,875.00 5.783.00 908.00 Perkins Loans 176.00 113.00 (63.00)

HIGHER EDUCATION 919.00 837.00 (82.00) Hispanic Serving Institutions 12.00 10.80 (1.20) Native Hawaiian & Alaska Native Culture Arts Development. 0.50 0.00 (0.50) Minority Science Improvement 5.80 5.20 (0.60) International Ed. and Foreign Language Studies 59.00 56.10 (2.90)

EDUCATION. RESEARCH. STATS 8 IMP. (ERSI) 323.90 351.20 27.30

NABE Legislative Policy and Budget Update Hotline

For the latest information about national English-Only legislation, Federal bilingual educational funding/budget negotiations, and other national educational policy matters, call the NABE Hotline.

Available 24 hours a day, the Hotline provides up-to-the-minute information about developments here in Washington, and offers suggestions as to how you can make a difference in the creation of national policy.

Call (202) 898-1829 and dial/ask for extension 138, the Legislative Policy section; follow the recorded instructions to access the Hotline. 236 NABE NEWS MAY 1, 1996 PAGE 10) NABE Nationwide Writing Contestfor Bilingual Students Winning Essays Sponsored by The Coca-Cola Company and AppleComputer

Cynthia M. Saenz Grade 4 La Uni6n Elementary Teacher: Olga E. Gonzalez Garciasville, Texas Principal: Elida V. Perla

"Why Bilingual Education Is Important to Me" .* School is a place for us to learn and to have fun learning in different languages. This is a story about me and why bilingual education is important to me. .61 When I started school, I did not speak English. I was very lucky that my Kindergarten teacher was a bilingual teacher. She made the lessons interesting and fun for me. She knew that I could do good work so we would practice and practice and work and work. Because I had a bilingual education teacher. I have been able to progress quickly. Bilingual education helped me tobuild a bridge to learn my second language- English. My achievement test results show that my English skills in reading and writing are improvingquickly and that I am an advanced student. Now that my English is so improved, I am listed in the honor roll at my school. I amalso able to participate in the University Interscholastic League Speaking and Writing contest. The third thing that happened and what is maybe the most important thing is that I am now teachingEnglish to my mother. My father is Mexican-American and speaks English. However, my mother is from Mexicoand speaks only Spanish. I was raised speaking Spanish. My beautiful mother is so smart that she has asked me to teach her English.When I take my books home from school and sit down to study, my mother sits by me and we study together. I know thatwith work and work and practice and practice she will be speaking English soon, too. Bilingual education has taught me a new language. I have also improved my skills and it has given me achance to do more and better things. I think bilingual education is so important to me and my school. Maria Zubia Grade 7 Ector Junior High School Teacher: Rebecca Baca Odessa, Texas Principal: Steve Brown

"Why Bilingual Education Is Important to Me"

Bilingual education is important to me, because this program is like being in Mexico. Not because you talk a lot of Spanish. but because the teachers are teaching you English through the Spanish language. If we didn't have bilingual education, a lot of the students like me would not pass to the next grade. I don't know what other students think about this program. but in my opinion, all of the students like myself, who are recent immigrants to this country, are very thankful and grateful for helping ussurvive. Bilingual education is also important to me because I'm learning more and comprehending what is being taught to mein my classes. This program allows me to make my dreams and goals come true. I thank God that I'm in this program soit can help me progress in life. One day I want to be a teacher, so that I can also help otherstudents learn English as I have! The great efforts of bilingual education and its teachers are making it possible for me to become educated, somethingthat probably wouldn't have happened in my country. If you come to the United States with a great willingness to learn andstudy. your dreams and goals can happen with the guidance of bilingual education and its teacher& Bilingual educationwill continue to help all the kids in the whole world. I also want to comment about the government. If the government does away with bilingualeducation. I would feel like my life would go down, because this program has helped me a lot! Many immigrant students will be verydisappointed, and their grades will suffer in regular classes. I hope that there will be Hispanic legislators. teachers. administrators. a President of the UnitedStates. and. in general. sensitive people who are willing to support the education of all children. CONTINUED ON PAGE12 23 7 NABE NEWS MAY 1, 1996 PAGE 11 WINNING ESSAYS FROM PAGE 11

Conrado Hernandez

Grade II

Sierra Vista Hieh School Teacher: Charlene Fried Baldwin Park, California Principal:- Marilyn Ghirelli "Why Bilingual Education Is Important to Me"

How many of you know what's it like to watch your parents suffer and face daily humiliation as they search for work in a country that no longer has any room for people like them? How many of you really know what a refuge and salvation bilingual education is to people like us? My family and I were living in Mexico. where we had a store. We worked very hard there formany years, but we could not compete with the national economy and our business failed. An uncle came to visit and convinced us that life would be better in the United States. We sold what was left of our business and left to California. our new home. When we arrived, my father worked with my uncle. But since he didn't speakany English. they let him go. He began to look for work, but all the doors were closed. Finally, he found a factory that offered him a job peeling onions, but he would have to work at home. The onions came in 50 pound bags, and he earned $4.00 for each bag he peeled. We all worked together: my father, mother, all my sisters and I. But, since the onionswere so small, we could only clean about 5 bags per day. My parents worked 14 to 15 hours a day, and we worked from the time we came home from schooluntil we went to bed. Late at night, we would go to the streets to collect aluminum cans and plastic bottles. On our first December here, my father became very ill with an eye infection. One of his eyes became infected from the acid that the onions produced when he peeled them. My mother worked harder, and so did we. I tell you this story not to make you feel sorry for me. Out this sadness, we learned a lot. Our family stayed together. Our love for each other was strengthened. As I shared in my parents' suffering and humiliation. I knew that I would have to be the one to live differently. I would have to change this cycle. I would have to become educated. Bilingual education is the institution that sustains and gives hopes to the immigrant in this country. As I worked nights peeling onions. I dreamed of the next day when I would attend my classes. In this wonderfulprogram. I have been able to participate since the moment I entered the first class. My desires to learn have always been recognized bymy teachers. I am learning two languages, and I am computer literate in two languages, as well. The walls we encountered when we came to this country have never been here at school. Bilingual education has made the difference in my life that will permit me to change my family's cycle. 1 can fight for my goals with pride and dignity. I will dominate two languages, both Spanish and English. and I will never have to peel onions again. The bilingual educationprogram may well be the one hope left for the immigrants who come to America.

Grades 3-5 Grades 6-8 Grades 9-12

Second Place: Second Place: Second Place: Jose H. Carmona Fernanda Ruiz Arrieta Guadalupe Ramirez Grade 3 Grade 7 Grade 11 Ashbel Smith Elementary ZIA Middle School Sierra Vista High School Baytown, Texas Las Cruces, New Mexico Baldwin , California Teacher: Suzanna Raymundo Teacher: B. Tarazona Teacher: Charlene Fried Principal: Lani Randall Principal: Dr. Hayes Principal: Marilyn Ghirelli Third Place: Third Place: Third Place: Kablia T. Lee Xiomary Colon Berlinda Gonzalez Grade 4 Grade 7 Grade 12 Hellgate Elementary Edison Middle School Rio GrandeHigh School Missoula, Montana Milwaukee, Wisconsin Albuquerque, New Mexico Teacher: Nor Jar Vang Teacher: Ms. Bronaugh Teacher: Gloria Baratta Principal: Bruce Whitehead Principal: Roy Robertson Principal: Eduardo Soto 238 NABE NEWS MAY 1, 1996 PAGE 12 Campaign Against Racism and Extremism NABE CARES Employers Need Illegal Immigrants But Not Their-Kids

undocumented workers. "Most everyone talks about getting by Robert Scheer So instead of eliminating the jobs that tougher on illegal immigration. and now are the magnet for illegal immigration. we we have a clear opportunity," Republican Hdouse Republicans didn't go nearly end the education of the kids whose par- presidential candidate Bob Dole said in far enough when they passed a bill ents take the jobs. support of the "end education" amend- enying education to the children The bill exempts employers, but it sends ment. of illegal immigrants. a harsh command to teachers. They will be He's absolutely right: This is a clear That's a half-baked measure that will required to turn in their students to the opportunity to talk tough about ending just leave kids hanging around street cor- Immigration and Naturalization Service. illegal immigration. ners. getting into trouble. To be consis- True, the Republican leadership is com- Gingrich is another tough talker. In one tent. they should have ordered that illegal mitted to getting the federal government of his rare speeches on the House floor, he kids be rounded up. forcibly separated out of the classroom, which is why it made it clear that he is sick and tired of from their parents and shipped in boxcars opposes national educational standards. illegal kids learning something. back to their country of origin. The box- But this is a matter of national security. And he's now figured out that it's not cars are important not just for nostalgic Those kids have invaded our country, and jobs but rather educational opportunity reasons but because all those airplane tick- teachers must take the lead in defending that lures those criminals to our shores. ets could be a budget buster. the homeland. "Offering free. tax-paid goods to illegals Because of the irrational prohibition on Grab any suspicious kid and turn him or has increased the number of illegals.... child labor pushed through by bleeding- her over to the INS. I can already visualize Come to America for opportunity. Do not heart liberals, illegal kids are of no use to the "Uncle Sam Wants You" posters with come to America to live off the law-abid- us. It's only the adults we need. The Re- a shivering kid at the end of his pointed ing American taxpayer." publican goal is to get rid of the children finger. You should quote Gingrich the next but keep their parents to pick crops. watch Finally, the Republicans have found a time you are in a restaurant or visiting a other people's kids and staff our finest useful role for the U.S. Department of home where you spot what may be illegal restaurants. Education. which could send out multime- immierants at work. That's why the new immigration bill dia kits on how to spot illegal kids. The Tell them you're pleased they have takes it real easy on employers who might kits could include charts featuring the rather seized the "opportunity" to bus yourdishes hire undocumented workers. extensive spectrums of the colors brown or diaper someone else's baby. Reassure Under House Speaker Newt Gingrich's and yellow. That's important. because we them that Gingrich's bill doesn't threaten leadership. the House eliminated a provision don't want teachers hassling Canadian and their jobs or employers. that would have required employers to check European children who might be here ille- But warn them, in no uncertain terms, the documents of workers they hire against gally through some minor oversight on the that they had better not have any kids of a national database. Such document checks part of their parents. their own at home. Don't you just love will be voluntary: business lobbyists con- The passion of the Republican legisla- those "family values" Republicans? vinced House members that getting tough on tors is understandable. They don't want illegal immigrants was a marvelous idea as those immigrant kids to learn English. Robert Scheer is a columnist with the San a long as it didn't cut into the pool of available math, science or other marketable skills. Francisco Examiner and also undocumented workers. When they grow up. they might compete contributing editor at the Los Angeles Thanks to those lobbyists and the Re- for good jobs with children of members of Times. publican leadership that feeds at their Congress and other "normal" Americans trough. the bill does nothing to strengthen to use Gingrich's favorite phrase. Reprinted with permission from the L.A. enforcement of labor codes. It also avoids Anyway. it's just the right approach for Times, March 29, 1996. © 1996. the issues of a tamper-proof identity card a get-tough politician. that job applicants would be required to produce and of criminal penalties for those who hire illegal immierants. Employers will continue to police them- NABE '96: February 4-8: Albuquerque, NewMexico selves. which means they will keep hiring, 239 NABE NEWS MAY 1, 1996 PAGE 13 Campaign AgainstRacism-and_Extremism NABECARES Mainstream Dailies Reject Official English as Divisive, Unneeded

by Fernando Trulin IV English by law is unfriendly and un-Ameri- Texas' cultural relationship with Mexico. can. It implies that people who speak a "It's considered an asset for an indi- foreign language are not welcome." vidual to speak other languages, so it's s the debate over Official English Nine newspapers had not taken a public strange to us that this is seen as negative in escalates this presidential election stance on the issue. Only The Chicago other parts of the country," she said. year. mainstream media polled by Tribune, said it supported Official En- Nearly all the respondents called the Week/ Report are lining up emphatically gl ish.Don Wycliff. Tribune editorial page media's role in educating the public on the against recognizing English as the official editor, told Weekly Report that the news- issue "very important," and suggested that language of the United States.Weekly paper endorsed Official English because more efforts should be taken to increase Report's survey included the nation's 20 there had to be one element of commonal- coverage. largest dailies and 10 others that serve ity in society if the United States was to Most indicated that they had carried large Hispanic populations. welcome immigrants. pieces by advocates on both sides of the Eighteen of 30 newspapers surveyed Three opponents of Official English issue on their opinion pages. said that they have published editorial legislation in Texas. The Dallas Morning One of them, The San Francisco positions against Official English legisla- News, Houston Chronicle and Amarillo Chronicle, said that while the paper has tion. They generally agree that such legis- Globe News, said they endorsed an En- not taken a public stance, the editorial lation would ignite societal divisions. vio- glish-Plus concept that promotes multilin- board does not favor Official English leg- late First Amendment rights and is unnec- gualism. islation. essary. New York Times deputy editorial Lynell Burkett, editorial page editor for "The media need to give both sides of page editor Phil Boffey said. "Requiring The San Antonio Express News, pointed to the issue and let the public determine what they want to support." saidChronicle opinion page editor Dean Wakefield. H.D.S. Greenway, editorial page editor Newspaper Positions on Official English for The Boston Globe, added. "We (the Summary of Editorial Positions: 1 in favor, 18 opposed, 9 no position printed media) have the resources where we can have an intelligent discussion." For: No Position: Gilbert Bailon, president of the Na- Chicago Tribune Charlotte Observer tional Association of Hispanic Journalists Cleveland Plain Dealer and deputy managing editor of The Dallas Against: El Nuevo Dia (San Juan) Morning News, said he feels the issue has Amarillo Globe News Houston Chronicle received insufficient analysis. Arizona Republic Kansas City Star "Though there isn't a void, the media Boston Globe New York Post has undercovered the issue. It should cover Chicago Sall-Times Philadelphia Inquirer it beyond the political realm and report on Christian Science Monitor San Diego Union-Tribune how it affects people. especially on the Dallas Morning News San Francisco Chronicle border." Detroit Free Press Mercedes de Uriate, associate profes- Houston Chronicle No Response: sor ofjournalism at the University of Texas Long Island Newsday Wall Street Journal at Austin, concurred. "When the press Los Angeles Times portrays undocumented immigrants nega- Miami Herald tively. it doesn't take much to make a Star Tribune correlation with language." Newark Star-Ledger New York Times Reprinted from Hispanic Link Weekly San Antonio Express-News Report. Vol. 14. No. 18. April 29. 1996. San Jose Mercury-News Staten Island Advance All Hispanic Link Weekly Report USA Today articles in this section ©1996, Washington Post Hispanic Link News Service, distributed 24.0 by the Los Angeles Times Syndicate.

CNABE NEWS MAY 1, 1996 PAGE 14 Special Education SIG SIG Co-Chairs: Lydia Cortes, NYC Board of Education, and Alba Ortiz, UT-Austin

Bilingual Special Education: Today and Beyond

(private and public) do not offer bilingual Shortage of Bilingual Special Educa- by Lydia Cortes services to culturally and linguistically tion Staff Coupled with Limited Funds and Frances Segdn diverse exceptional students. State guide- and Resources: There is a major shortage lines need to be strengthened to encourage of certified bilingual clinical (assessment) ilingual special education is a rela- bilingual preschool services in both gen- and instructional personnel in special edu- tively new field in which practitio- eral and special education. Bilingual pre- cation at all levels. pre K-Adult. The need ners are still attempting to inte- school service is an integral component in is even greater for the smaller, but grow- grate bilingual education and special edu- the child's transition to appropriate bilin- ing, minority language groups such as cation to achieve a cohesive, coherent sys- gual school-age services. A major staff Russian. Haitian Creole, Urdu and Arabic. tem to provide services for those students shortage area that must therefore be tar- as well as the various other Asian lan- who need it. It is important to stress the geted is increasing the numbers of bilingual guages. words "for those students who need it" special education preschool providers. States, cities, districts and schools are because bilingual special education is not Older Students with Minimum For- increasingly faced with leaner budgets. the answer for issues that need to be re- mal Schooling: Increasingly, the United There is a need for creative solutions such solved within general education. Special States is receiving immigrant students who as state and district collaborative funding, education services, in most cases, should have had little or interrupted formal school- and school projects with universities, busi- be considered only after all other possi- ing. This lack of schooling or access to nesses and community organizations. bilities and resources in general education educational programs by these students in Innovative planning for bilingual spe- have been exhausted. Often, students who their native countries may be due to di- cial education recruitment through high have not had the benefit of good, basic verse reasons such as war, poverty, or school internships, outreach to parents and education programs including bilin- isolated rural living situations. While edu- career ladder programs are strategies that gual education fall behind in academic cational systems may have bilingual gen- can be utilized to build and expand the subjects and are then inappropriately re- eral education or bilingual special educa- pool of qualified staff. ferred for special education services. In tion programs, there need to be other pro- Linking Bilingual Special Education addressing the needs and entitlement of gram options which support these stu- Personnel Preparation to the Reality of culturally and linguistically diverse stu- dents and their particular learning require- the School Setting: Some states have re- dents, prominent researchers (Cummins ments so they can succeed in a bilingual sponded to the shortage of bilingual spe- 1984. Fradd 1989 Ortiz. 1991) conclude general education classes with peers who cial education service providers by fund- that care must be taken to distinguish be- have had the benefit of on-going bilingual ing the establishment or expansion of clini- tween students who need bilingual/ESL services since early childhood. cal and instructional university programs. services in general education and those Teachers, in good faith, often refer these There needs to be an early symbiotic who have a true disability and need bilin- students for special education services relationship between schools and univer- gual special education services as a sup- when there is actually no true disability, sities for the planning and establishment port and link to educational and commu- believing that these students will receive of course content, real field experiences. nity environments. the additional support they need. In fact. and support/supervision to encourage bi- The field of bilingual special education these educational needs must be addressed lingual special education staff to join and faces many challenges today. One major through a variety of prevention and lit- stay within a school system. issue that frequently surfaces is the chal- eracy programs, as well as interventions in Collaboration needs to be ongoing and lenge from those who question why dis- the bilingual general education setting. continue through in-service professional abled students need to receive bilingual/ Transition Needs: For bilingual spe- development initiatives. When there is ESL services. This debate is similar to the cial education students who enter the cooperation between school systems and one that occurred in the field of bilingual United States close to the age of 21. there universities. schools benefit by maintain- general education during the 1960's over need to be transition linkages_between the ing stable personnel who remain knowl- whether there was any necessity for bilin- schools, private agencies, community and edgeable about current trends, strategies, gual/ESL services. businesses to provide bilingual training research and resources to best serve cul- Among the current multiple challenges, and special education services for adults. turally and linguistically diverse excep- there are several that stand out as key At the present time there are very few tional students. issues across the country: agencies that provide bilingual services to Preschool Services: Many preschools. meet these varied needs. CONTINUED ON PAGE16 241 BEST COPY AVAILABLE LABE NEWS MAY 1, 1996 PAGE 15) SPECIAL EDUCATION SIG FROM PAGE15

New York City Initiatives BUENO Modules focus on professional projects in their individual schools that The NYCPS Office of Bilingual Edu- development among all staff on such top- would foster collaboration. Each year cation recently spearheaded an initiative ics as Collaboration in the Mainstream; Share Fairs were held. Staff became more to identify and expand exemplary bilin- Cognitive Learning Styles and Strategies: aware of the needs of bilingual general gual general education and bilingual spe- Classroom Management and Curriculum education and bilingual special education cial education models. The initiative also Development: Second Language Acquisi- students. (Segall. 1994). served to meet the needs of the Jose P. tion and Communication and Learning; A similar multicultural/multilingual court case to develop additional bilingual Multicultural Assessment; Implications for project called "Team Works" (1995) was ESL designs for culturally and linguisti- Regular and Special Education: and Cul- developed in Chicago by the University of cally diverse exceptional students in the tural Pluralism. as well as Adapting In- Illinois by K. Sakash and F. V. Rodriguez- least restrictive environment. struction for Diverse Learners. Brown. One major goal of the initiative was to OLE (Optimal Learning Environ- All the teacher models highlight similar look at the New York City school system ment): Ruiz and Figueroa's model centers components: as one system serving bilingual students, around a rich learning environment that is Effective instruction in general in both general education and special edu- literature-based and parallels the curricu- education; cation through many program options. The lum for the gifted. OLE provides for inten- Cultural and linguistic (first and process included reaching out to a large sive direct services to bilingual students as second language) needs of the universe of constituencies, such as clinical students to be addressed within and instructional staff. unions. parents, general education; community groups, New York State Edu- Prevention and/or intervention cation Department representatives as well As we move into the strategies within general edu- as institutions of higher education. All 21st century, cation settings; were represented in the Bilingual Educa- educators have Importance of non-biased and tion Advisory Committee. informal assessment as links to Members of the Committee visited 29 adopted the belief that appropriate bilingual/ESL in- field sites (preK-12) to observe district/ "All students can learn," struction; and school bilingual/ESL designs in general Student-centered language and and special education settings. The com- as highlighted in literature rich learning environ- mittee members noted that many of the Goals 2000. ments. innovative bilingual/ESL designs in gen- Equally important is Given the climate of limited funding eral education could be applied success- and resources, the participation of all staff fully to varied special education settings. the belief that contributing their expertise. as well as Based on the field site visits, a compen- "all teachers can teach." taking responsibility for educating all stu- dium ofBilingtial/ESL Programs. Models dents is essential for an educational sys- and OrganizationalDesigns for Bilingual tem to function asone,rather than sepa- Students in General Education and Spe- rate entities of general and special education. cial Educationwas developed to reflect well as on-going professional develop- designs that promote prevention/interven- ment for staff. Summary tion in general education and also to en- AIM for the BESt: Ortiz (1991) at Educational systems across the country courage interaction and participation of University of Texas at Austin developed face many challenges to meet the needs of bilingual and monolingual staff to provide the Assessment and Intervention Model culturally and linguistically diverse stu- multiple options in the least restrictive for the Bilingual Exceptional Student. The dents preK-adult. Overall collaborative environment. model features professional development efforts among monolingual and bilingual for general and special education teachers staff as well as with universities, state Teacher Preparation Models on effective instructional strategies as part education departments. private agencies (Pre-Inservice ) of the prereferral process. Emphasis is and businesses will help to meet the mul- There have been several successful and also placed on Shared Literature and the tifaceted challenges as presented in this innovative teacher preparation models Graves Writing Workshop. article. developed nationwide that focus either on Project Unity (New York City) and As we move into the 21st century. edu- the preparation of bilingual special educa- Team Works (Chicago): New York City's cators have adopted the belief that "All tion personnel or the collaboration among Office of Bilingual Education used a spe- students can learn." as highlighted in Goals monolingual and bilingual general and cial Title VII Short Term Training Project 2000. Equally important is the belief that special education staff members. to bring bilingual and monolingual gen- "all teachers can teach." All teacherscan BUENO Modules: Baca and Cervantes eral and special education teachers and teach culturally and linguistically diverse (1989) provided the concept of the "Bilin- administrators together to develop cur- students in general and special education gual Special Education Interface." The ricular. professional or instructional CONTINUED ON PAGE 32 242 NABE NEWS MAY 1, 1996 PAGE 16 American Indian Bilingual Education Column Editor: Jon Reyhner, Northern Arizona University

Two Tribal Language Preservation Efforts

ing in the 1960s had limited effect but did The first language immersion camp was by Jon Reyhner result in the realization that the Karuk held in the summer of 1992. Karuk is also people and their history and culture were being offered in schools, but this instruc- National Indian Policy Center at alive and important to the area's history. tion is being threatened by budget cuts. TheThe George Washington University Not enough time was available in school The Master-Apprentice model was spe- recently published (February, 1996) to teach Kurok, the teaching methods were cifically designed for languages where Christine P. Sims'Native Language not always the best, and it was not used only a few elderly speakers survive (see Communities: A Descriptive Study of Two outside of school by the children. Hinton, 1990/91, 1992, 1994/95). The first Community Efforts to Preserve their Native The big change that occurred in 1988 Karuk master-apprentice teams consist- Languages. In this publication Sims. with the formation of the Language Resto- ing of an elder fluent Karuk-speaker and a Principal Researcher for The Linguistic ration Committee "was the personal com- non-fluent Karuk adult were formed in Institute for Native Americans (P.O. Box mitment that individual tribal members 1993. Training was received from a group 1 1339, Albuquerque, NM), examines the have made to ensure the continuance of called Advocates for California Indigenous language preservation efforts being made traditions that are a part of Karuk life" Language Survival, which met in 1992 to by the Karuk of Northern California and (Sims, 1996, p. 23). The new grass-roots discuss different strategies for reviving the Zia of New Mexico. efforts include Karuk Language Immer- California tribal languages. Trainers sug- The Karuk became a federally recog- sion Camps for children, Karuk language gest the following guidelines for Master- nized tribe in 1979 after surviving some of and cultural instruction for elementary Apprentice Language Learning Teams: the worst treatment of any tribal groups in school children, an adult Master-Appren- Use meaningful contexts in which the United States. During the gold rush tice Language Program, college classes in language can be heard and utilized period their villages were burned and they Karuk. involvement in native language in a natural way rather than were forcibly relocated. The Karuk lan- advocacy organizations, publication of through rote learning or through guage has suffered the fate of many Cali- Karuk language materials, and develop- memorization. fornia indigenous languages, and it is esti- ment of Karuk literature. Respond to and ask questions in mated that there are only ten or twelve More effective language instruction the Native language rather than fluent Karuk speakers today. methods now being used include Commu- relying on English to ask how A Karuk Language Restoration Com- nication-Based Instruction and Total something is said in the native mittee was formed in 1988 with a core Physical Response (TPR). "Karuk lan- tongue. membership of ten, and the committee guage lessons...follow a specific pattern Make "gentle" corrections during was sanctioned by the Tribal Council in of introducing children to vocabulary. language learning situations. 1993. The committee formulated five strat- phrases. questions, and commands requir- utilizing similar types of stra- egies to promote the use of Karuk: ing children to listen. observe, and act tegies in which first languages Recording of the elders; upon what they hear and see the teacher are acquired and learned, such as Developing new fluent speakers doing" (Sims, 1996, pp. 26-27). Students when corrections are embedded over an extended period of time; often rapidly master the language patterns in restatements of what the learner Community education about and vocabulary to the point where they is trying to say (Hinton, 1994/95). language restoration and cultural almost catch up to the instructors' lan- In addition to the Master-Apprentice preservation; guage abilities. Language lessons involve program, the provision of college classes Community involvement in as much time to plan as they do to teach. for adults created "a more visible status for designing and evaluating a Karuk Sims outlines a five step lesson plan being the language in public settings" (Sims, language restoration program; used that does not rely on either memoriz- 1996, p. 23). The publication ofNow and lastly, ing word lists or points of grammar. The You're Speaking Karuk: A Beginner's Promoting community partici- five steps include setting the stage, pro- Guide to Conversational Karuk in 1994 pation in activities where the viding comprehensible input, guided prac- was also useful. language could be used. (Sims, tice, independent practice, and assessment. The Zia situation is different because 1996, p. 20) "Children and teachers are taught how to the original Zia Pueblo has survived and An earlier twenty-year effort by use Karuk for the everyday purposes of almost all adults are fluent in the language. Humboldt State University in Arcata, Cali- communicating their needs and to con- However, children, while understanding fornia. to teach Kurok in the schools start: verse with each other" (Sims. 1996, p. 29). CONTINUED ON PAGE 32 243 (NABENEWS MAY 1. 1996 PAGE 17 Cursos para Profesores de Espanol an Programas =s ilingues EMU um EMI

El Ministerio de EducaciOn y Ciencia de Espana anuncia la convocatoria de becas para participar en un curso de literatura infantil durante el proximo verano:

Participantes: 50 Profesores estadounidenses de espanol en programas Embassy of Spain bilingiies, grados K-8. Education Office 2375 Pennsylvania Ave. N.W. Washington, D.C. 20037 Lugar: Universidad Complutense de Madrid, Espana. Tel.: (202) 728-2335/6 Fax: (202) 728-2313 Fechas: 8 al 26 de julio de 1996, ambos inclusive.

Contenido: 60 horas de clase: enfoque metodologico de la Education Office 6300 Wilshire Blvd., Suite 1740 literatura infantil; talleres sobre teatro, lectura, Los Angeles, CA 90048 milsica; conferencias; organizacion de bibliotecas. Tel.: (213) 852-6997 Fax: (213) 852-0759 Precio: US $2,000, de los cuales cada participante deberl pagar solo US $ 950, ya que el gobierno espanol concede una beca de US $1,050. En el precio Education Office 150 Fifth Ave., Suite 918 estan incluidos matricula, materiales, algunas New York, NY 10011 actividadesextraacademicas,alojamientoy Tel.: (212) 741-5144 manutencion. No incluye el viaje, que sera por Fax: (212) 727-0849 cuenta del participante.

Alojamiento: En habitacionesindividuales,enresidencias Education Office 2655 Lejeune Rd., Suite 1008 universitarias. Coral Gables, FL 33134 Tel.: (305) 448-2146 Meritos: Seconsiderardmeritopreferenteestaren Fax: (305) 445-0508 posesion del Diploma de Espanol como Lengua Extranjera (DELE). Education Office 1405 Sutter St. Solicitudes: Se pueden conseguir en cualquiera de las Oficinas San Francisco, CA 94109 de EducaciOn de Espana en Estados Unidos, Tel.: (415) 922-2038 cuyas direcciones figuran a la izquierda. Fax: (415) 931-9706 244

NABE NEWS N1AY 1. 1996 PAGE 18 Tedinology and Language-Minority Students Column Editor: Dr. Dennis Sayers, University of California Educational Research Center

Urban Education Resources on the Internet UEWeb (ERIC Clearinghouse on Urban Education): UEweb by Gan, Burnett was developed by the ERIC Clearinghouse on Urban Education (ERIC/CUE) to serve urban students, families. and educators. It Internet is rapidly becoming one of the most important contains ERIC/CUE digests, information alerts, and "reference Thevehicles for educators and others to communicate and share gems." that include information, annotated bibliographies, abstracts information. Because materials on it can be updated almost of documents in the ERIC databases. and other resources for urban instantaneously, the Internet is often the best source for up-to-the- educators. In addition, most of the other sites described in this minute information. Further, anyone who has the proper hardware, article can be accessed from UEweb: thus. this web should be the software, and access to the Internet can locate Internet resources first stop in any search for urban education information on the easily and at no cost. Internet. Information resources on the Internet are usually provided URL: http://eric-web.tc.columbia.edu/ using one of two vehicles: URL: http://ericps.ed.uiuc.edu/npin/npinhome.html GOPHER provides access to text-only information available anywhere on the Internet by means of simple Highlights of UEweb include: lists of materials from which users can choose whatever Urban/Minority Families.This section is part of the National interests them. Parent Information Network (NPIN), which is co-sponsored by THE WORLD WIDE WEB ( WWW), like Gopher, the ERIC Clearinghouses on Urban Education and on Elementary provides access to texts, but often supplements the words and Early Childhood Education. It includes "Strong Families, with graphics and sounds. Another important feature of Strong Schools." a handbook for families prepared by the U.S. the WWW is the presence of highlighted terms ( called Department of Education: "New Beginnings: A Guide to Designing "links") that allow the user to move to related texts and Parenting Programs for Refugee and Immigrant Parents," by other information elsewhere on the Internet. By using Daniel R. Scheinfeld of the Erikson Institute for Advanced Study software packages such as Netscape, Mosaic, or Lynx in Child Development: and "What Students Need to Know," a (commonly called "browsers"). users are able to follow manual for parents on how they can help with their children's these links to additional information. schooling, developed by the National Urban League and The Many organizations and individuals have developed their own College Board. "sites" within which they place their Gopher or WWW resources: Hot Topics.This section presents a changing series of documents others make use of sites provided by Internet access providers. and resources on timely issues. It currently contains information Each site can be reached by using its unique Internet address. on school reform. school safety. and technology in urban education. WWW users can access all types of Internet resources, including The HBCU Home Page. This page was developed as part of an Gopher and WWW sites, by using a type of computer address ERIC /CUE special project to assist Historically Black Colleges called a Uniform Resource Locator ( URL). Users with Gopher and Universities ( HBCU' s) gain access to the Internet. It contains access only are only able to use the resources whose URLs begin a project description, results of a technology survey of HBCU's, with "gopher://," and must use computer addresses that are slightly links to HBCU and other African American Internet resources. different from URLs. Users should check with colleagues experi- and "The Historically Black Colleges and Universities: A Future enced in using the Internet or with their Internet access provider to in the Balance." a report prepared by the American Association of find out which type of resources they will be able touse.Access University Professors. providers can also offer assistance in obtaining and using the Major Subject Areas.This section contains resources covering all proper software, and may be able to provide training in using both areas of ERIC/CUE' s subject scope, including equity and cultural Gopher and the WWW. diversity: urban teachers: curriculum and instruction: compensatory This article describes a sample of the best current Gopher and education: administration and finance: urban/minority student WWW resources devoted to urban and minority education, and services: urban/minority youth development: community provides Gopher addresses whenever applicable in addition to involvement: and post secondary. higher. and adult education. URLs. Because resources on the Internet change constantly, there .This section includes links to other ERIC system resources will be annual updates. on the Internet. as well as links to conferences and workshops.and other urban education resources. Urban Education Resources The following sites have been developed specifically to offer resources and support to urban K- 12 educators: CONTINUED ON PAGE 20 245

NABE NEWS MAY 1, 1996 PAGE19) TECHNOLOGY FROM PAGE 19

The North Central Regional Educational Laboratory (NCREL) The National Clearinghouse for Bilingual Education (NCBE) provides a number of services, including CITYSCHOOLS, a Gopher contains materials related to linguistic and cultural research magazine devoted to urban education, and the NCREL diversity. It includes a number of NCBE publications, selected Urban Education Monograph Series, a collection of nine substantive journal articles, a list of Frequently Asked Questions. and the documents on urban education. archives of NCBE's electronic discussion groups. URL: gopher://gopher.ncrel.org:3015/11/subjects/urban-ed/ URL: gopher://gopher.ncbe.gwu.edu/ Gopher Address: gopher.ncrel.org:3015 Gopher Address: gopher.ncbe.gwu.edu

The Pathways to School Improvement website, maintained by The LMRInet Gopher is maintained by the University of NCREL. contains an extensive online library of multi-media California Linguistic Minority Research Institute, and includes resources on a wide range of topics such as school-to-work the LMRI Newsletter, abstracts of research projects, links to transition. science and mathematics, instruction and assessment, funding and employment opportunities, and the archives of LMRI- teaching. parent and family involvement, school safety, and sponsored electronic discussion groups. At the same site. LMRI professional development. also sponsors the National Center for Research on Cultural Diversity URL: http://www.ncrel.org/ncrel/sdrs/pathways.htm and Second Language Learning Gopher, which includes related materials, such as a Bulletin Board of announcements and press The Urban Education Project of Research For Better Schools, releases, and research reports on linguistic and cultural diversity. Inc., includes articles on Title I/Chapter 1, magnet schools, and URL: gopher://LMRINet.gse.ucsb.edu/ other issues, as well as links to current news and announcements. Gopher Address: LMRINet.gse.ucsb.edu It also includes a link to the Urban Education National Network, a collaborative project with NCREL. The University of California at Los Angeles' Chicano/LatinoNet URL: 2opher://gopher.rbs.org:70/11/Urban contains information on Chicano/Latino research as well as research Gopher Address: gopher.rbs.org and curricular information on bilingual and language minority issues. It includes press releases, links to databases and special News From The Urban Education Front, sponsored by the library collections of interest to the Chicano/Latino community, Association for Supervision and Curriculum Development's Urban and directories of scholars and organizations. Education Advisory Board, provides press releases on school URL: gopher://latino.sscnet.ucla.edu/ reform for schools serving low-income and minority children. Gopher Address: latino.sscnet.ucla.edu URL: gopher://gopher.ascd.org:70/11/coll/urb Gopher Address: gopher.ascd.org Urban Schools and Districts on the Internet A growing number of urban schools and districts are showing The Center for Research on Human Development and up on the Internet, primarily on the WWW. Typically, these Education's Children and Youth at Risk Gopher, sponsored by WWW resources include local information on student and teacher Temple University, contains materials developed by the National projects, information on the history and neighborhoods of the Center on Education in the Inner Cities (CEIC), including schools, student publications, directories of faculty and adminis- newsletters, research abstracts, and announcements of upcoming trators, and links to a wide range of other Internet resources. The events. following is a partial list of resources developed by .urban K-12 URL: gopher://astro.ocis.temple.edu:70/11/CRHDE schools that can be used as models for other schools interested in Gopher Address: astro.ocis.temple.edu providing their own information:

The Pluribus Unum Gopher, developed by the National Center The Rice School/La Escuela Rice, Houston, TX for Restructuring Education, Schools, and Teaching (NCREST) is URL: http://chicosice.edu/armadillo/Rice/Rice_home.html devoted to the study of diversity and school administration. It contains a series of documents on diversity and leadership, includ- George Washington High School's George Web, Denver, CO ing a casebook and an overview of issues and ideas, as wellas URL: http: / /sol. gwhs .denver.kl2.co.us /index3.html several papers on the role of technology and networking in urban schools. Ralph Bunche School, Harlem, NY URL: gopher://128.59.202.223:70/00c%3A/welcome.txt URL: http://mac94.ralphbunche.rbs.edu/ Gopher Address: 128.59.202.223 Bronx High School of Science. Bronx, NY Resources For Bilingual and Language Minority Students URL: http://www.bxscience.edu/ and Educators A number of Internet resource sites provide information spe- Jean Baptiste Pointe Du Sable High School, Chicago, IL cifically for educators serving bilingual and language minority URL: http://www.dusable.cps.k12.il.us/index.html students: CONTINUED ON PAGE 28 246

NABE NEWS MAY 1, 1996 PAGE 20 Resources for BilingualEducators

The 1995-96 Guide to Multicultural Web site is gopher://gopher.ed.gov:70/11/ Changing Schools for Changing Resources. This guide lists over 3.000 programs/ERIC/searchs. The ERIC gopher Students: An Anthology of Research on African. Asian, Hispanic-American and site is gopher.ed.gov. To SUBSCRIBE to Language Minorities. Schools & Society, American Indian multicultural associa- EDInfo (or UNSUBSCRIBE), send an e- edited by Reynaldo F. Macias and Reyna tions. institutions, organizations as well as mail message to [email protected] and G. Garcia Ramos. This book has now been local, state and federal government write one of the following commands (and added to NCBE's bibliographic database agencies with a multicultural mission. nothing else) on the first line of the (NCBE# BE020385).This1995 Primary emphasis is on key national message: subscribe edinfo yourfirstname publication presents classroom research organizations serving the U.S., and major yourlastname or unsubscribe edinfo on bilingual classroom social dynamics, state and local agencies and groups serving (Please turn any signature block off, if and discusses the use of various teaching diverse individuals and communities. Each present). techniques. such as cooperative learning of the Guide's five major sections is and dialog journals, with language- supplemented by graphs that summarize Acquiring A Second Language for minority students. Also explores strategies population trends. The publication is School. by Virginia P. Collier. A 12-page fordropoutprevention,parent available for $39 from Highsmith Press. document which guides the reader through participation, higher education instruction. To order call: 800-558-2110. the substantial research knowledge base and implementing academic outreach that has developed over the past 25 years programs. To access NCBE on the WWW, 91 New ERIC Digests. More than 1.500 with regard to second language acquisition. point your browser to URL: http:// two-page syntheses of research on a range Describes a conceptual model that explains www.ncbe.gwu.edu/dbs.html. of education issues are available in a full- the process that students go through when text. searchable database in the U.S. acquiring a second language during the Chatka Puchatka (The House at Pooh Department of Education Online Library. school years; explores the length of time Corner), by A. A. Milne. The world's Ninety-one Digests dealing with the needed for students to achieve academic most loveable bear. Winnie the Pooh, now following issues are now available: proficiency in a second language; and recounts his adventures in the Hundred violence prevention, software selection, identifies key variables which impact Acre Wood in Polish! With all of the academic standards, school-based second language acquisition. Published original drawings by E. H. Shepard. E033 management, parent involvement. by the National Clearinghouse for ISBN: 83-10-09774-3. This book can be workplace literacy, performance indicators Bilingual Education. "Directions in purchased for $8.99. To order call AIMS in higher education, facilitative leadership, Language & Education", Vol. 1. No. 4. International Books. Inc. (513) 521-5590/ African Americans in science, dyslexia. Fall 1995.Contact NCBE, 1118 22nd (800) 733-2067 or write to 7709 Hamilton copyright issues for the electronic age. Street. N.W.. Washington. DC 20037 (800) Avenue. Cincinnati. OH 45231-3103. English as a second language instruction 321-NCBE/(202) 467-0867. for learning disabled adults. distance ESL Teacher's Holiday Activities Kit. by education and community colleges. American Indian Listservs The e-mail Elizabeth Claire. This resource is published frequently asked questions on early discussion groups listed pertain to by the Center for Applied Research in childhood education and the Internet. two- American Indian and Alaska Native issues. Education. Included in the Kit are over way bilingual education, mixed age nat-edu: NativeNet Education mailing 190 illustrated, reproducible student grouping, professional teacher Trt Moderator: Jay Brummett activity pages featuring over forty holidays development, program evaluation . To subscribe: and other events celebrated in the U.S. standards. cooperative learning in English ( a) send a message to: from Labor Day. Columbus Day and as a second language classrooms, prices listsery @indycms.iupui.edu (b) inside the Election Day to Independence Day and and productivity in higher education. and message include only this line: subscribe Arbor Day. Suitable for all ages and ESL other topics. More than half a dozen new nat-edu . language levels. from beginning to Digests look at some facet of performance NATIVEPROFS-L: Listsery by and intermediate, this Kit incorporates a spiral assessment: connecting it to instruction. about American Indian and Alaska Native approach to learning, with over 500 creating meaningful assessments. state and professors. Not intended for use by general illustrations that provide comprehensible national perspectives, usingitin public. Moderator: Michael Wilson input for over 3,500 new concepts and accountability systems. the working vocabulary terms. The Kit' s creative sampling system in early childhood To subscribe: (a) send a message to: activities also encourage students to share education. assessment for American Indian [email protected] (b) inside the their own native cultural celebrations with and Alaska Native learners. and assessment message include only this line: subscribe the class enhancing learning relevance, and evaluation on the Internet. The ERIC. NATIVEPROFS-L . CONTINUED ON PAGE 22 247

NABE. NEWS MAY 1. 1996 PAGE 21 RESOURCES self-esteem. and multicultural awareness. providing plenty of observation tasks to Distributors Limited, phone (01752) The price of this Kit is $29.95 plus state monitor their progress. This publication 695745 or write to PDL, Estover, tax. postage. and handling. To order call draws on the theoretical framework that Plymouth. PL6 7PZ, UK. ( 800) 288-4745 or write to 1 10 Brookhill made Marie Clay' sAn Observation Survey Drive, West Nyack, NY 10995. such a success. This book represents six Model Strategies in Bilingual Education: years of work which was developed and Professional Development, by Mary S. Hispanic American Athletes: Celebrating field tested with Spanish-speaking students Leighton. Amy M. Hightower, and Pamela the Achievements of Hispanics in Sports living and attending school in the United Wrigley. This title is a recent addition to 1996 Calendar. This calendar features States. ISBN: 0-435-08858-0. Contact the Department of Education's Online athletes who have enjoyed a prominent Heinemann, 361Hanover Street, Library. This report describes various place in the history of athletic competition Portsmouth, NH 03801-3912. projects in order to provide educators with in this country. The calendar includes information on how to develop a highly highlighted individual personal and athletic International, Multicultural, Cross- qualified instructional workforce for achievements, and is designed to inspire Cultural and Intercultural Development language minority students. To locate the Hispanics and people of all ethnic Education Web Site. URL: http:// full-text of this document online, point backgrounds. More importantly, their www.fiu.edu/escotet/ The Escotet your web browser to http://www.ed.gov/ accomplishments provide an example that International Link/OneWorld contains pubs/ModStrat/index.html. A limited personal effort and determination have more than 5.000 links to news sources number of copies of the document are also rewards. To order a calendar contact Miller from or about all five continents with available from NCBE (202) 467-0867. Brewing Company at (414) 931-2000 or special emphasis on Latin America and write to 3939 West Highland Boulevard. the Caribbean. The links point to education, The Multilingual Math Classroom: P.O. Box 482, Milwaukee, WI 53201- highereducation, newspapers. magazines, Bringing in the World. by Claudia 0482. arts, humanities, social and behavioral Zaslaysky. This new book introduces a sciences, philosophy, music. sports.world multicultural perspective to the elementary Inclusion of Limited English Proficient cultural areas. Latin American studies, and middle-grade math curriculum, Students in State Performance Standards intercultural studies. international studies revealing how such a perspective can enrich and Assessments, by Elena M Wiens. and organizations, libraries, quotes on the learning of all students, whatever their Stephen Arterburn. and Patricia A. education and much more. All menus are gender.ethnic/racialheritage,or DiCerbo. This book has now been added in English and Spanish. socioeconomic status. Students learn that to NCBE's bibliographic database mathematics was create by real people (NCBE# 8E020432).This 1995 Language Minority Students in the attempting to solve real problems. They're publication provides current data on state Mainstream Classroom, by Angela L. asked to solve the same kinds of problems efforts toward the development of Carrasquillo and Vivian Rodriguez. The and to extend their problem-solving skills statewide student performance standards purpose of this book is to make mainstream to issues within their communities. This and assessment systems. and the extent to educators aware that language minority book inspires cooperation. creativity and which limited English proficient (LEP) students, especially the limited English critical thinking. Students of diverse students have been included in these state proficient (LEP). need special attention: interests and achievement levels will take systems. The appendix provides state-by- appropriate assessment. appropriate pride in the contributions of their people state summaries of efforts to develop language environment, a challenging and learn to appreciate the accomplish- performance standards and assessments curriculum and a creative delivery of ments of others. ISBN: 0-435-08373-2. and the ways in which LEP students are instruction relevant to their English Contact Heinemann. 361 Hanover Street. incorporated in this process. To access the language development as well as their Portsmouth. NH 03801-3912. NCBE database on the WWW, point your performance in subject matter, content and Web browser to the following URL: http:/ skills. The book emphasizes that, at the Multilingualism For All. edited by Tove /www.ncbe.gwu.edu/dbs.html. classroom level, modifications are needed Skutnabb-Kangas. This book synthesizes in the content and the manner teachers our knowledge of the principles that Instrumento de ObservaciOn de Los organize and deliver instructions to education should follow in order to lead to Logros de la Lecto-Escritura Inicial, by students and the way teachers assess high levels of multilingualism. It combines Kathy Escamilla, Ana Maria Andrade, language content and learning. The focus research with practical applications and Amelia G.M. Basurto. Olivia A. Ruiz. in all the 12 chapters is sron providing makes international comparisons so as to This book is a conceptual re-creation from theory and practical strategies to make arrive at possible universal principles. The English to Spanish. based on extensive content relevant and understandable to intent is to contribute to the planning of a research in bilingual education. The survey these students. who may lack English school which can make everyone considers how children who come into language experience, background and multilingual, not just minorities or majority contact with two languages use those proficiency. PB ISBN: 1-85359-297-8. elites.It offers detailed plans for languages to make sense of their world. Contact Multilingual Matters, Plymbridge theoretically based educational language 2 4 8 NABE NEWS MAY 1, 1996 PAGE22) FROM PAGE21 policies for the entire school population. in rhythming verse by a popular Polish the main words found in the story. These ISBN: 90-265-1423-9. Contact Swets & children's author. E032 ISBN: 83 -71 15- booksaredistributed by AIMS Zeit linger B.V Publishers. 050-4. This book can be purchased for International Books, Inc. Cost for each $19.99. To order call AIMS International book is $2.95. Toua Lous Yo ISBN: 0- A Parents' and Teachers' Guide to Books, Inc. (513) 521-5590/(800) 733- 922852-39-1, Dubu Watatu ISBN: 0- Bilingualism, edited by Collin Baker. This 2067 or write to 7709 Hamilton Avenue, 922852-37-5, Tres Ursi ISBN: 0- 922852- book provides a readable introduction to Cincinnati, 01-1 45231-3103: 38-3, Three Bears ISBN: 0-922852-41-3. questions of bilingualism of practical value. To order call (513) 521-5590 or send orders It is for parents and teachers who are Science is Elementary, by the Museum to 7709 Hamilton Avenue, Cincinnati, OH bilingual themselves and also for Institute for Teaching Science. This science 45231. monolinguals who want to know more; for teacher's resource magazine provides those with some intuitive understanding activities,necessarybackground Unraveling the "Model Minority" of bilingual situations and for those who information, and extensions/integrations Stereotype: Listening to Asian American are starting from the very beginning. This and assessment suggestions for activities. Youth, by Stacey J. Lee. This book book poses questions that parents, teachers This publication is now available in examines the complex and diverse and others most often ask about raising Spanish to those who are looking for hands- experiences of Asian American students bilingual children and deals with family on and minds-on activities to add depth to in high school. The book addresses the questions, educational questions, language K-6 science curriculum. $24.00 for four impact that the model minority stereotype issues and problems that arise. The answers issues. Contact (617) 695-9771 or write to has on Asian American students and on to the questions will raise awareness of MITS/SIE, Suite 210, 79 Milk Street, race relations within the school. The what challenges may be faced as bilingual Boston, MA 02109-3903. experiences of the students provide an family life develops and what decisions inside perspective on identity and may have to be made. ISBN: 1- 85359- Stabilizing Indigenous Languages, edited interethnic relations in an American 264 -1. To order contact Taylor & Francis by Gina Cantoni. This publication is based community. PB, $17.95 ISBN: 3509-4, or at (800) 821-8312 or send orders to 1900 on two symposia sponsored by the Office CL, $39.00 ISBN: 3510-8. To order call Frost Road, Suite 101, Bristol, PA 19007- of Bilingual Education and Minority (800) 575-6566, or send order to Teachers 1598. Languages Affairs (OBEMLA) at Northern College Press, P.O. Box 20, Williston, VT Arizona University in 1994 and 1995. It 05494-0020. Prospects:TheCongressionally includes a survey of the historical, current, Mandated Study of Educational Growth and projected status of indigenous All resources are listed solely for the in- and Opportunity. First Year Report on languages in the United States as well as formation of the NABE membership. List- Language Minority and Limited English extensive information on the roles of ing does not imply endorsement of the Proficient Students, by Marco Moss and families, communities, and schools in resource by the National Association for Michael Puma. This book has now been promoting their use and maintenance. It Bilingual Education. For more informa- added to NCBE's bibliographic database includes descriptions of successful native tion on a resource, contact the publisher (NCBE# BE020434).This1995 language programs and papers by leaders directly. publication presents descriptive findings in the field of indigenous language study. NABE on the effects of the federal Chapter I (now This 256-page monograph is available for Title I) compensatory education program $2.00 mailing costs. Write Jon Reyhner, on language minority students. The Bilingual/MulticulturalEducation Publishers and findings come from the language minority/ Program Coordinator, Center for Materials Developers limited English proficient supplement of Excellence in Education, P. 0. Box 5774, "Prospects," a six-year longitudinal Northern Arizona University, Flagstaff, Do you have -new; products to evaluation of the impact of Chapter I. An AZ 86011-5774. Make checks out to tell NABS members about? executive summary of this document can Northern Arizona University. No purchase be found on the U.S. Dept. of Education's orders please. Quantity discounts on Send a sample of your material web site at: http://www.ed.gov/pubs/ shipping are available: phone (520) 523- to theNABE NEWS.Editor at Prospects/index.html. To access the NCBE 0580, FAX (520) 523-1929, or e-mail NABE, 1220 L Street, NW, Suite . database on the WWW, point your browser . 605, Washington, DC 20005-

to URL: http://www.ncbe.gwu.edu/ 4018. 4. dbs.html. Three Bears available in Haitian Toua Lous Yo, SwahiliDubu Watatu, and Materials will be listed ONCE, Przygoda Kilda Jegomosci (Adventures Latin Tres Ursi, adapted by Hanna freeofcharge,inthe of the King), by Jan Brzechwa. This big, Hutchinson. These titles are for all ages Resources for Bilingual colorfully illustrated hardcovered picture starting to learn a language. A picture Educators: column. book features three enchanting tales written vocabulary page introduces the reader to 2 4 EST COPY AVAILABLE NABE NEWS MAY 1, 1996 PAGE 23 Upcoming Events

May 16-18, 1996 -Aspira National June 7-9. 1996 -Southwest Voter Books in Spanish for Young Readers. Education Conference. Omni Shoreham Registration Education Project: Latino California State University, San Marcos, Hotel, Washington, DC. Contact Rosie Vote USA '96. The Biltmore Hotel and CA. Contact (619) 750-4070. Torres at (202) 835-3600. Union Station. Los Angeles. CA. Contact (213) 728-2706. Simultaneously being July 14-17. 1996 -Latinos at the May 22-23. 1996 - Bilingual and ESL held at The Marriot Hotel and Holiday Inn Crossroads: Time for Action. The Education: The Past Reaffirming the Riverwalk North, San Antonio. TX (210) National Council for La Raza's 28th Future. 26th Annual Conference of New 222-0224. Annual Conference. Colorado Jersey Teachers of English to Speakers Convention Center, Denver, CO. Contact of Other Languages-Bilingual June 15-21, 1996- 1996 World (202) 785-1670. Educators. Brunswick Hilton andTowers, Indigenous Peoples' Conference: East Brunswick. NJ. Contact Paul Hilaire Education. Albuquerque, NM. Contact: July 29-August 12, 1996 - Summer at (908) 359-8494. Association for Supervision and Curriculum Institute in Haiti. Sponsored by The City Development at (505) 277-8249. College of New York, School of May 30-June 2, 1996 -Creating Education: Bilingual Teacher Community Through Dialogue: Bridging June 21-23. 1996 - Annual TESOL Education Program. Call Prof. Carole Differences in a Multicultural Society. Academy. The Johns Hopkins University, Berotte Joseph at (212) 650-6240. The National Multicultural Institute's Baltimore. MD. Contact Carol Eppes, Annual Conference.Vista Hotel, TESOL Central Office, at ( 703) 836-0774. August 1-6, 1996 -American Federation Washington, DC. Contact National of Teachers Conference. Cincinnati, OH. Multicultural Institute at (202) 483-0700. June 22-25. 1996 -National PTA Annual Contact Diane Calvert at (202) 223-9669. Conference. Washington. DC. Contact May 30 - June 4. 1996 -National Vicki Loise at (312) 670-6782. August 5-9. 1996 - Summer Workshops Conference on Race & Ethnicity in 1996 Talleres de verano. La Literatura American Higher Education. Hyatt June 24-28. 1996 - Summer Workshops en Espaiiol Dirigida a los Lectores Regency, San Antonio, TX. Contact (405) 1996 Talleres de verano.TemasActuales: Infantiles y Juveniles. California State 325-3936. Libros en Espanol pars Lectores Jovenes University, San Marcos, CA. Contact (619) - el Desarrollo Emotional. California State 750-4070. May 31.1996-Bilingual/ESL Education University, San Marcos, CA. Contact (619) Technology Institute: Transformation 750-4070. August 6-10.1996-23rd Annual Linguistic Through TechnologyBilingual Association of Canada and the United Education in the New Millennium. The June 27-29, 1996 - Achieving Academic States' Forum. Brigham Young University, Bilingual/ESL Technology Institute's Excellence in Our Multicultural Schools. Provo. UT. Contact (313) 665-2787. Second Annual Conference. Hostos Conference sponsored by The Common Community College. Bronx, NY. Contact Destiny Alliance and the Center for August 7-10.1996 - The BUENO Center the Bilingual Multicultural Institute Office Multicultural Education. University of for Multicultural Education's 8th at (718) 935-3473. Washington. Washington Marriott Hotel. Annual Bilingual Special Education Washington, DC. Contact CODA, Trainer of Trainers Instil- Boulder. Benjamin Bldg., Room 4114. UMCP, CO. Contact Eleanor Baca at (303) 492- Special Events? College Park, MD 20742-1121. 5416.

June 28-29, 1996 -!VALE° Annual August12-16,1996 - Summer Send announcements Conference. Los Angeles. CA. Contact Workshops 1996 Talleres de verano. of upcoming events to Eileen Flores at (213) 262-8503. Tetnas Actuales: Libros en Espanol para Editor, NABE NEWS Lecotores JOvenes iTraduccion o at the national office, June 30-July 2, 1996 -National Interpretation?California State or email EducationAssociation Annual University, San Marcos, CA. Contact (619) Conference. Washington. -DC. Contact 750-4070. [email protected]. Larry Hughes or Joyce Mastro at (813) Events may be listed 530-0405. once free of charge. NABE '97 July 8-12. 1996 - Summer Workshops February 4-8, 1997 1996 Talleres de Verano. Current Issues:2&

NABE NEWS MAY 1, 1996 PAGE 24 1997 NABE Bilingual Education Outstanding Dissertations Competition

ELIGIBILITY

The competition is open to those who have completed doctoral dissertations in the field of bilingual education between June 1, 1993 and August 1, 1996. Studies using any research approach (historical, experimental, survey, etc.) are eligible. Each study will be assessed in light of the research approach used, the scholarly quality of the dissertation, and the significance of its contribution to knowledge in the bilingual education field.

APPLICATION

Those who wish to apply should seek application information from their professors or from: Alfredo G. de los Santos Jr., Chair NABE Outstanding Dissertations Competition1997 2411 West 14th Street Tempe, AZ 85281-6941 (602) 731-8101

RECOGNITION

In effect, there will be two types of winners: (a) the semifinalists the writers of the top seven to ten abstracts from which the three finalists will be selected, and (b) the three finalists the writers of the dissertations selected by a panel of judges as first, second, and third place winners.

The finalists will be presented at the 26th Annual International Bilingual-Multicultural Education Conference of the National Association for Bilingual Education in Albuquerque, New Mexico, from February 4-8, 1997. The National Association for Bilingual Education will pay for the travel expenses and per diem to the convention for the three finalists.

DEADLINE

Six (6) copies of the dissertation abstract prepared as directed in the guidelines must be received by September 6, 1996. Send them to the competition chair at the above address.

251

(NABENEWS MAY 1, 1996 PAGE251 NABE '96

case of Walt Disney World's EPCOT Cen- adults about the rich mixture of Latino and of the NABE Citizens of the Year ter. The ceremonies were emceed by American cultures and traditions. Award to Robert Underwood, Univision stars Paola Vazquez and Fran- The conference's keynote speakers all Member of the U.S. House of cisco Paz. While nearly 3.000 people sat emphasized the importance of bilingual Representatives, and Dr. Rosa under the starry skies, the three winners of education and bilingualism to the future of Castro Feinberg, professor at Florida International University and member of the Dade County, Florida School Board. Recognition of the 1996 Bilingual Teacher of the Year. Maria Ramirez from Commerce City, Colorado, is a former migrant farmworker who overcame a brain tumor before rising to the top of her profession. Stories about her have appeared inTime Magazine,theDenver Post,and other major publications. Recognition of the 1996 Bilingual Instructional Assistant of the Year. Antonia "Toni" Ramos from Milwaukee, Wisconsin, is more than an outstanding classroom professional she hosts a radio show, tutors on the NABE/Coca-Cola Nationwide Writ- the United States. Noted sociologist weekends, teaches parent courses, ing Contest for Bilingual Students demon- Samuel Betances. author Gus Lee, de- and coordinates a children's strated their accomplishment in a few short mographer Harold Hodgkinson, Native cultural dance group. years of what most Americans are unable American expert Regis Pecos. and Apple The Plaza ofDemocracy,a policy to do in a lifetime: achieve academic mas- Computer's director of multicultural af- resource center for the media and tery of English and another language. The fairs. Santiago Rodriguez, each stressed conference participants staffed by highlight of the evening was when fourth- the need for native language instruction experts from various national grader Cynthia Saenz from Garciasville. and development for the benefit of stu- Texas, seventh-grader Maria Zubia from dents. their families, and our country. Fea- Odessa, Texas. and eleventh-grader tured speakers included Dr. Virginia Conrado Hernandez from Baldwin Park. Collier, author of the largest and most California, read their winning essays in comprehensive study on the effectiveness English and their native language. Partici- of bilingual education; David Berliner, pating in the presentation of the awards authorof The Manufactured Crisis: Myth, were Assistant Secretary of Education for Fraud, and the Attack on Public Schools: Intergovernmental Affairs Mario Moreno, and Raul Yzaguirre. president of the Na- Corporate Manager of Hispanic Business tional Council of La Raza and former forThe Coca-Cola CompanyFrank Ros. Chair of the White House Commission on and Director of K-I2 Science. Bilingual. Educational Excellence for Hispanic ESL Literacy Solutions for Apple Com- Americans. puter. Javier Villalobos. The three first- Other conference highlights included place winners received a $5,000 educa- the following: tional scholarship provided byThe Coca- A press conference and release of Cola Companyand a computer system a new NABE report entitled, organizations with materials on furnished by Apple. Federal English-Only Mandates: bilingualism, naturalization, The Opening Ceremonies also included What They Would andWouldn't citizenship, and other important a performance by singer/songwriter Tish Do for America. issues. Hinojosa, who sang several songs from Presentation of the NABE Charter Meeting of a New Indus- her new children's recording.Cada Nino/ Honoree Award to Dr. Ramon L. try/Education Partnership on Every Childis a bilingual recording with Santiago of Lehman College in Educational Technology for Lan- eleven songs which teach children and New York and the presentation guage-Minority Students. Lead- 252 NABE NEWS MAY 1, 1996 PAGE 26 FROM PAGE 1 ers from the high- technology in- ibbean music; and Top dustry and the education com- Compas, music pro- munity met to form the NABE vided by Haitian mu- Technology Consortium, a new sicians. partnership to ensure that lan- As always, the NABE guage-minority students benefit Exhibit Hall with more from rapid advances in educa- than 300 booths was tional technology. one of the busiest places at "Orlando Community Day" for the conference. Exhibitors the general public. On Saturday, and job fair employers rep- March 16, members of the Or- resented showcased a wide lando community were admitted array of educational mate- free of charge to the conference rials, products and services exhibit hall ,Plaza of Democracy. as well as career opportu- and job fair so that they could nities. NABE would like learn more about the latest edu- to gratefully acknowledge NABE '96 25th Year and Bilingual Teacher of the Year cational technology, bilingual Anniversary Sponsor, Scholastic, Inc., and contests and the 1996 conference poster; education for both native-English Platinum Sponsor, The Coca-Cola Com- and Univision, sponsor of Paola Vazquez' speakers and language-minori- pany, for their continued generous sup- and Francisco Paz' appearance at the Open- ties, and language-policy. port. Gold Sponsors included Apple Com- ing Ceremonies. Outstanding school visits to puter. Harcourt Brace, Houghton-Mifflin. As you come into contact with these model programs for language- and Macmillan/McGraw-Hill. Among the companies throughout the year, express minority and language-majority Silver Sponsors were Coors Brewing Com- your appreciation for their support of students, a student artwork exhi- pany, the Embassy of Mexico, Hampton - NABE and bilingual education. bition and a variety of student Brown Books, Nestle. and ScottForesman. The conference would not have been a entertainment by Orlando-area Conference Supporters included Addison- success without the support of the Orange school children. Wesley, Jostens Learning Corporation, County Public Schools, which provided A "Multicultural Extravaganza" Optical Data, Rigby, Southwestern Bell countless contributions including trans- featuring the Eagle's Nest Dance Telephone, and SpanPress. portation for the school visits and the Group from Tuba City, Arizona. Additional support came from the Al- printing of the conference program up- which performed traditional Na- buquerque Hispano Chamber of Com- date, and the dedication of hundreds of ti ve American dances: San merce, which sponsored the exhibitors' volunteers who spent more than a year Tropez, a calypso, steel drum, lounge; Apple Computer, provider of com- planning for NABE '96. Deepest appre- and reggae musical group from puter equipment and technical support: ciation goes to Donald Shaw, Superinten- the Caribbean: ChaChaCha. an CelebrationPress, sponsor of Student En- dent of the Orange County Public Schools. educational show of Vietnamese tertainment;The Coca-Cola Company, and Irma Moss. NABE '96 Local Confer- culture: Sol Latino. a perfor- sponsor of the Nationwide Writing Con- ence Committee Chairperson, and direc- test for Bilingual Students; Compaq Com- tor of the Bilingual/ESOL Program of the puter, which donated computers for regis- Orange County Public School System. tration and concurrent sessions; Coors Special thanks also to Zaida Malave and Brewing Company, sponsor of the post- Aixa Perez-Prado, who managed the con- banquet dance; the Educators Federal ference office on-site and to Tomasita Credit Union, sponsor of registration schol- Ortiz (School Visits), Lissette Brizendine arships; the Embassy of Mexico, provider (Session Monitors), Lillian Lancaster (Spe- of an educational trip for the Bilingual cial Events), Elizabeth Heinzman (Stu- Teacher and Bilingual Instructional As- dent Artwork), Sarah Nyunt-Shin (Stu- sistant of the Year; the Embassy of Spain, dent Entertainment), Wilfred Still (Local which donated a scholarship to a summer Fundraising), and Sally Feemster (VIP institute in Spain for the Bilingual Teacher Committee).

e Jed of the Year; the Houston Independent NABE '97 NABE's 26th Annual School District, which proce.ssed and Conference will be held February 4-8, judged the essays for the Nationwide Writ- 1997 at the Albuquerque Convention Cen- ing Contest: Rounder Records, which sup- ter in Albuquerque, New Mexico. Mark mance which included a trip ported Tish Hinojosa's appearance at the your calendars now! around the Latin American hemi- conference: Scholastic, Inc., sponsor of VANE sphere with South American/Car- the Bilingual Instructional Assistant of the

NABE NEWS MAY 1, 1996 PAGE 27 Bilingual Teachers to be Recruited in C ifomia

Superintendent of Public Instruction "Our goal with bilingual education is to public schools. The districts will establish Delaine Eastin has announced that ensure that while children become profi- a consortia with community colleges and 23 local educational agencies have cient in English, they do not fall behind in universities to create a system to recruit been funded to implement and expand other academic coursework including and guide individuals with bilingual skills Bilingual Teacher Recruitment Programs math, science, social studies, and the arts," to pursue teaching careers. -to help remedy the shortage of teachers for the Superintendent noted. "Our intent is to Funded districts will provide financial limited-English-proficient students. effectively teach English and other sub- incentives to teacher candidates, prepare Eastin noted, "The number of limited- ject matter simultaneously with the ulti- them for the CBEST examination (the test English-proficient students enrolled in mate result being improved learning for required for teacher certification), provide California's public schools exceeds 1.25 more students. The best research indicates tutoring and teaching experiences. imple- million almost 25% of the total kinder- that this approach results in the highest ment recruitment programs to institute garten through grade twelve (K-12) stu- achievement levels for more students over teaching career ladders, and bring bilin- dent population. However, bilingual teach- time and creates the most proficient En- gual paraprofessionals into the credentialed ers make up less than ten percent of all glish language usage by our students." teacher force. California teachers. School districts receiving funds from "Through this program, 700 to 800 can- the California Department of Education For more information contact Dr. Maria didates with bilingual skills in Spanish, were selected by a panel of educators N. Trejo, Manager, Office of Academic Chinese. Vietnamese, Hmong, Punjabe, including representatives from the Cali- Support. High School Division at (916) Khmer. Laotian, Mixteco, Tagalog, and fornia Department of Education and K-12 657-3494. Mein will receive help to become bilin- gual teachers." More than three-quarters .VABE of limited-English-proficient students are Spanish-speaking. TECHNOLOGY FROM PAGE20

The School District of Philadelphia, PA This ERIC/CUE Digest #106 [ED 384 URL: http://www.philsch.k12.pa.us/ 6811 was developed in June 1995 with Green Bay Area funding from the Office of Educational Public Schools San Francisco. CA Unified School District Research and Improvement.U.S. Teacher Vacancies URL: http://nisus.sfusd.k12.ca.us/ Department of Education, under Contract No. RR93002016. Opinions expressed do Schools and districts interested in de- not necessarily reflect the position or High School Spanish Bilingual veloping their own Internet resources policies of OERI or the Department. Social Studies should look at Web66. A project sup- Digests may be freely reproduced. (Grades 9-12) ported by the University of Minnesota's College of Education. Web66 is devoted Gary Burnett works for the ERIC Elementary Spanish Bilingual to helping K-I2 educators establish their Clearinghouse on Urban Education at (Grades K-5 or 1-8) own links to the Internet and the World Teachers College, Columbia University. Wide Web, by assisting them in setting up in New York. Hmong Bilingual Teachers their own servers, and by training them in (Grades K-5, 6-8 and 9-12) finding and using WWW resources. It Editor's Note: Contributions to theTech- includes links to a Registry of K-12 schools nology and Language-Minority ESL Teachers on the WWW, a Cookbook, with step-by- untn should be sent to Dr. Dennis (Grades K-5, 6-8, and 9-12) step instructions for setting up Internet Sayers. University of California Educa- resources on a Macintosh computer. a tional Research Center, 351 E. Barstow Must be eligible for appropriate mail inglist for educators using the WWW, Avenue, #101, Fresno, CA 93710. (209) Wisconsin certification. and more. 228-2050: FAX (209) 288-2055. E-mail: URL: http://web66.coled.umn.edu DSAYERS@pan ix. com. Please send resume to: John Wilson NABE Green Bay Area Public Schools, P.O. Box 23387 Readers are welcome to reprint any NABE NEWS original Green Bay, WI 54305 material free of charge as long as proper credit is given to both the author and NABE NEWS as the source. 254 NABE NEWS MAY 1, 1996 PAGE 28 ESL in Bilingual Education Column Editor: Dr. Jack Milon, University of Nevada, Reno

Fluent Native Speakers Should Not Fail Spanish LanguageClasses

Family income levels, literacy levels in time. If they are also not literate by Dr. Jack Milan English and Spanish. number of years in in Spanish. they will have an even the United States, age of entry into the more difficult time. n high schools all across the United United States, and legal status are only a Dialect: Speaking a dialect of States. students are failing their Spanish few of them. It has been demonstrated Spanish different from the one courses or else dropping Spanish over and over (Romo and Falbo. 1996) used in the class text and/or by because they "know" they will fail the that students who do not succeed academi- the teacher seems to be counter- course if they remain in it. At first glance cally early in their high school careers productive. there is nothing especially interesting or (and therefore delay accumulating the cred- Standardized Tests: Native controversial about that. A certain number its they need for graduation) are very much speakers sometimeshave of students routinely fail courses in at risk for dropping out. No one knows difficulty identifying single best- Calculus. English, Geometry and French, what part of the dropout rate can plausibly answer responses in a context as well as in Spanish. in most American be blamed on bad grades or fear of bad which is probably somewhat communities. There is a good reason. grades. We are even less certain what ambiguous to them, but not to however why the failures in Spanish contribution had grades in Spanish classes, persons who are not fluent. courses are more problematic than failures in particular, make. But for the individuals Quizzes: Many text-generated in courses like Calculus or French. In too involved. failure and perceptions of fail- and teacher-generated quizzes many cases, the students who are getting ure certainly contribute to decisions to also reward a single, memorized, failing grades in Spanish classes are fluent. leave school or. if those decisions are unambiguous answer rather than native speakers of Spanish. made by someone else, make the decision more global fluency. to leave easier to accept. Absences: Some native speakers Failing And Dropping Out As a University supervisor of student who are failing in language Why is it that fluent native speakers of teachers, I observe high school Spanish classes have poor attendance Spanish have a difficult time succeeding language classes on a regular basis. One of records. when they take Spanish classes in high the most discouraging aspects of that task Homework: Some of the native school? This was one of the questions that is the frequency with which I see students speakers who are not succeeding was addressed during the ESL in Bilingual who are fluent, native speakers of Spanish are not turning in homework Education SIG group meeting at the NABE struggling to get passing grades in their assignments on time. '96 Conference in Orlando. The partici- Spanish classes. Ironically, this situation Study Habits: Native speakers pants tied that question in with a larger sometimes occurs in classrooms where the sometimes see no purpose in issue the devastating high school drop- teachers who are evaluating native speak- studying a language in which they out rates inflicted upon the Latino com- ers are themselves clearly less than fluent. are fluent, and thus do poorly on munity. There is some disagreement about More often than not the native speakers evaluations which reward just how horrendous the situation is in are surrounded by peers who are demon- displays of very particular pieces quantitative terms. Walter Secada of strably incapable of speaking or under- of discrete knowledge rather than OBEMLA' s Hispanic Dropout Project uses standing authentic Spanish but are getting overall knowledge of the a preliminary estimate approaching 50 better grades than they are. language. percent (Secada. 1996). In Latino High School Graduation Romo and Falbo (1996) Contributing Factors Collaborative Solutions use a more conservative figure for the What are some of the factors that seem As educators who are directly connected early nineties 35 percent. There is no to contribute to a language teaching situa- to the lives of Latino high school students, disagreement that dropout rates anywhere tion where native speakers of that lan- we simply must find pedagogical strate- near that range (Romo and Falbo estimate guage can be failing while non-speakers gies and practices that help Latino stu- it at four times the rate of non-Hispanic do reasonably well? The folloWing factors dents to stay in school until they graduate. Whites) are horrifying. Those estimates do not exhaust the possibilities by any One minor, direct action contribution reflect a totally unacceptable devastation means: would be for ESL teachers, foreign lan- of Latino communities. Literacy: If the native speakers guage teachers, all teachers working in Obviously there are many variables af- of Spanish are not literate in bilingual programs. and all school and fecting drop out rates among Latino youths. English, they will have a difficult CONTINUED ON PAGE30 BEST COPY AVAILABLE 255 (NABENEWS MAY 1, 1996 PAGE29) MESSAGE FROM THE PRESIDENT FROM PAGE 3 would have us believe that we can take a education produced significantly higher English at the expense of their first lan- look at outcomes in bilingual education English reading achievement than mainte- guage. without examining what goes on in class- nance bilingual education." (p. 23). It is most frustrating that Rossell and rooms to eet us to those outcomes. This statement is an outright lie! For Baker deemed our study to be an "accept- Assessing effectiveness, by definition, the record. Dr. Medina and I did not exam- able" one. and then proceeded to misinter- means examining all significant issues that ine English reading achievement in these pret and misrepresent the findings I impact end results. Stating up front that two programs. we simply studied oral lan- deem their review unacceptable! you are unwilling to examine all the is- guage development. Second, our findings Onions to both the authors and the jour- sues. particularly qualitative ones, is tan- indicated that students in both types of nal for an inadequate and inaccurate pre- tamount to admitting up front that you are programs were learning English at about sentation of the research evidence for bi- not interested in telling the whole story, the same rate, however the transitional lingual education. only selected sub-parts. students were beginning to lose their first The article gets worse. Later on, the language, and the maintenance program Onions authors discuss acceptable research stud- students were maintaining theirs. There- On Apr. 10. 1996, The Wall Street Jour- ies and include in this discussion an article fore, we concluded that maintenance pro- nal printed an article entitled, "Bilingual written by Marcello Medina and me in erams were more effective because they Ed's Abolitionists." This article congratu- 1992. Rossell and Baker claim that our provided opportunities for children to lates the Bethlehem, PA school district for study showed that. "transitional bilingual become bilingual, rather than learning dropping their bilingual education pro- grams and replacing them with English immersion programs. ESL IN BILINGUAL EDUCATION FROM PAGE 29 The article presented no hard data to support that the "new" immersion pro- district level administrators to commit and there is little indication that the situa- gram is better than the bilingual program themselves to working collaboratively until tion is improving. was. However, it did offer the following they come up with a pedagogy that makes anecdote. One parent was worried at first it possible for fluent native speakers of References that her fourchildren would not succeed in Spanish to be a lot more successful in their Romo, H. D. & Falbo. T. (1996). Latino school if they did not hear much Spanish. Spanish language courses in high school. high school graduation: Defying the However, she is no longer worried be- Surely we teachers can find ways to odds. Austin: University of Texas cause. in her words, "They now speak make use of the knowledge and talents of Press. English better than Spanish." native Spanish speakers in order to allow Secada, W. (1996). Presentation at We must continue to question educa- them to succeed in their Spanish classes at NABE Conference,Orlando. tional programs that take bilingual chil- the same time that they are assisting us in Florida. dren and eraduate children who speak helping non-native speakers of Spanish in English only (or fail to graduate them). those classes to succeed. Editor's Note: Contributions to the ESL Onions to The Wall Street Journal and Whatever strategies are used, there in Bilingual Education Column should be others who believe that it is better to edu- needs to be an institutional investment in sent to Dr. Jack Milan. Department cate children to be less than they could be. the procedure. The steps to be taken should Curriculum and Instruction/282, College Becoming less means learning only one be part of the institutional structure. They of Education. University of Nevada. Reno. language when you have the foundation should not depend on the personal or pro- Nevada. 89557-0214: fax: 702-784-6298: and potential to learn two. fessional idiosyncracies of the individual or e-mail: milon @scs.unr.edu. I could, of course, go on and on. In- teachers involved. The damage being done stead.Iwill close this column with an to Latino communities is much too serious invitation to you to send your orchids and onions stories to the NABE office. We will celebrate and cry with you. With your NABE '97 Preregistration Information permission we may even publish some of your stories. At any rate, we need to hear This summer, conference preregistration materials will be from the field. mailed to all current NABE members, and all NABE '96 I hope that the end of the school year is attendees (regardless of membership status). filled with orchids for all of the bilingual educators across the country who work so If you are not a member, or did not attend NABE '96 in hard to create equitable educational op- Orlando, you can add your name and address to the mailing portunities for millions of language-mi- list by telephoning NABE and dialing 130 for the Conference nority children and their families.

department. NABE 256 NABE NEWS MAY 1, 1996 PAGE Honoring our Teachers by Roberto Rodriguez and Patricia Gonzales

Acouple of months ago, Chicago columnist Mike Royko One could make a strong argument that the way to properly rankled Mexicans and Latinos so much that more than honor our educators is to pay them a wage commensurate to their 2,000 paid him a visit in front of the Chicago Tribune worth -to society. We agree that teachers. who mold minds. offices. Royko raised the ire of thousands and possibly millions perform a much more valuable service to society than, say, around the country by "satirically" asking: "Just name one thing lawyers or politicians. Yet, lawyers and politicians generally that Mexico has done this century that has been of any genuine use make substantially more than educators. Our society's values to the rest of this planet. besides giving us tequila?" appear to be skewed, Taking him up on his offer, we documented hundreds of Virtually everyone who has sacrificed and worked hard to scientific, medical. cultural, artistic and educational accomplish- achieve some kind of success in life attributes his or her success to ments by citizens of Mexico that have greatly benefited humanity. at least one good teacher. Honoring teachers would help their And just as we were going to mail him the list, we remembered morale and help address our nation's critical teacher shortage. another major Mexican contribution: the celebration of "El Dia del Many educators believe that many of the brightest minds do not go Maestro," or "The Day of the Teacher," which falls on May 15. into or leave the profession, not necessarily because of relatively In Mexico, this is the day the entire country pays tribute to its low wages. but because it is a thankless and much maligned educators. In fact. it is widely celebrated in Latin America. There, profession. students, parents and the community honor teachers through art. Rosa Guerrero, internationally renowned dancer and college poetry, drama, songs, essays and even gifts and meals. instructor from El Paso, Texas, says that a Day of the Teacher In the United States, we don't pay teachers proper respect. And should be celebrated not only in the United States, but worldwide. respect, of course, has little to do with money. Other than parents, she says, "Teachers are the most influential The teaching profession is a high-stress and often times a high- human beings. Often times, they spend even more time with risk occupation. notes Jose Govea, a bilingual coordinator for the students than their own parents." L.A. Unified School District. In many schools, teachers run a The beauty of our nation's schools is that they don't need to wait serious risk of getting shot or injured just from trying to break up for national proclamations to honor their teachers. brawls. "Some of the major incidents get publicized, such as L.A. Even Royko might agree that this is a great idea even if it did teacher, Alfredo Perez, who was recently shot in the head, but the originate south of the border. vast majority do not," says Govea. Also not publicized is the high stress that comes from the (Copyright Chronicle Features. 1996) pedagogical challenges of working in severely underfunded schools Reprinted with permission. and dealing with incredibly academically diverse students. Latino Spectrum is a nationally syndicated column, distributed by Many of our friends and family are in the profession. and we've Chronicle Features. Rodriguez/Gonzales can be reached at P.O. heard from them about the challenges they face. Says our cousin, Box 370394, El Paso, Texas 79937. You may E-mail the authors Margie Guzman-Quint, who teaches at Garden City High School at: [email protected] or [email protected] in Kansas: "Appreciation from my students would be [even 1 more important than having a day in my honor. When a student tells you thanks, you feel validated." NEW NABE e-mail address: We believe thanks should be given at a national level. Perhaps Congress and President Clinton (who disagree about virtually [email protected] everything) should follow the lead of Puerto Rico and California and declare a national "Teacher's Day." We've got other new mailboxes, too. In these budget-conscious times, such a proclamation would To reach the Newsletter Department, write to: not cost anything yet its benefits would be immeasurable by [email protected] sending a powerful message that we as a nation appreciate the invaluable efforts of teachers. And there's still time to do it for this Conference-related mail should be sent to: year. [email protected] Jamie Horowitz. a spokesman for the American Federation of Teachers, says that his organization promotes "Teacher Apprecia- -__,Membership questions should be sent to: tion Day" on May 7, but agrees that even though the concept is [email protected] borrowed from Latin America. it does not currently enjoy the same significance or national stature here. Finally, the NABE Technology Consortium It is not recognized everywhere and, in many U.S. schools, it is (NABETC) can be reached at: used to honor the "teacher of the year" as opposed to recognizing the value and dignity of all teachers. [email protected]. 257 NABE NEWS MAY 1. 1996 PAGE 31>-=,, SPECIAL EDUCATION SIG FROM PACE 16 AMERICAN INDIAN FROM PAGE 17 when they are supported and empowered with the appropriate the language, are not speaking it. They use conversational English skills and knowledge. Perhaps the greatest challenge is to help but lack academic competence in English that would allow them monolingual and bilingual teachers be well prepared to serve to be successful in school. The Zia Day School in 1990 had no bilingual/ESL learners in general and special education settings. certified ZIA teachers. Three Zia teacher aides were sent to the Summer Institute of Linguistics for Native Americans (SILNA) References for language training in 1991, '92, and '93, but administrative Baca. L & Cervantes. II. (1989).The Bilingual Special Educa- turnover at the school has prevented full implementation of a tion Interface.Columbus, OH: Merrill. bilingual program that supported both learning academic English Cummins. J. (1984)Bilingualism and Special Education: Is- and the conversational use of the Zia language. The Zia Head Start sues in Assessment and Pedagogy.Clevedon, Avon, En- program is staffed by fluent speakers of the language, but they lack gland; Multilingual Matters. training in how children acquire first and second languages. Fradd, 5. & M. J. Weismantel (Eds.) (1989).Meetingthe Needs Children are entering the program dominant in English. "No of Culturally and Linguistically Different Students: A systematic plan or methodology [is] in place to help children Handbook for Educators.Austin, TX: Pro-Ed. develop their Native language skills" and there is a lack of Office of Bilingual Education, Board of Education of the City intergenerational activities that would expose younger children in of New York,Title VII Project Unity.(1991-1994) the Head Start program to Zia speaking adults (Sims. 1996, p. 69). Office of Bilingual Education, Board of the City of New York, The Zia Day Care situation is similar. Bilingual/ESL Programs, Models and Organizational Efforts at indigenous language maintenance used to focus on Designs for General and Special Education Students.(I 995- bilingual education programs in schools after the passage of the 1996.) Bilingual Education Act of 1968 and the Indian Education Act of Ortiz, A. (1991)Handbookfor Teachers and Planners: AIM for 1972. However, there is increasing recognition that schools are not the BESt: Assessment and Intervention Model for the the best place to teach conversational language, especially if there Bilingual Exceptional Student.Austin, TX: University of is a desire to see the language used outside of school (Cantoni, Texas. 1996). Grass roots, bottom-up programs that encourage grandpar- Ruiz, N. & R. Figueroa (1995)Optimal Learning Environment ents, parents, and other adults to use indigenous languages with (OLE). Presentation at NABE '95 International Confer- young children outside of school have a better hope of success. ence Bilingual Special Institute. Phoenix, AZ. With the intergenerational transmission of tribal languages se- Sakash J. & P. V. Rodriguez-Brown (1995).TeamWorks: cured. schools can develop native language literacy in tribal Mainstream and Bilingual/ESL Teacher Collaboration. languages and do other things to help children maintain and Washington D.C.: National Clearinghouse for Bilingual develop what has already been learned. Education. References Lydia Cortes is a Bilingual Special Education Resource Specialist, Cantoni, G. (Ed.) (1996).Stabilizing indigenous languages. Office of Bilingual Education in New York City. She was among Flagstaff: Northern Arizona University. the first to receive a degree in bilingual special education from Hinton, L. (1990/91). "How to learn your language."News Fordham University. Her experience includes both clinical and from Native California,5(1), 34-36. instructional aspects in bilingual special education, as well as Hinton. L. (1992, Fall). "Keeping the languages alive."News having serve as project directorfor two Title VII Bilingual Special from Native California,6. 25-31. Education Projects. Ms. Cortes also teaches graduate level courses Hinton, L. (1994/95. Winter/Fall). "Preserving the future." on The Culturally and Linguistically Diverse Exceptional Student. News from Native California, 8,14-20. She co-chairs NABE's Bilingual Special Education Interest Group. Sims, C. (1996).Native language communities: A descriptive Frances Segtin is Director of Bilingual Special Education Services, study of two community efforts to preserve their native Office of Bilingual Education in New York City. She has served as languages.Washington, D.C.: National Indian Policy Cen- a Title VII project director for multilingual special education ter, The George Washington University. (2021 K Street, projects. including Project Unity. Dr. Segdn has extensive N.W., Suite 211. Washington, DC 20006, Phone 202 973- experience on the university level in the field of bilingual general 7667, FAX 202 973-7686, E-mail [email protected]) and special education teacher preparation Editor's Note: Contributions to the American Indian Bilingual Editor's Note:Lydia Cortes is Co-Chairperson of NABE's Education column should be sent to Jon Revhner. Center for Special Education Special Interest Group. She can be contacted Excellence in Education, Northern Arizona University, P.O. Box at: NYC Board of Education/Bilingual Special Education Depart- 5774,Flagstaff,AZ86001-5774,orE-mailto: mew. /31 Livingston Street. Room 501. Brooklyn, NY 11201. [email protected], (520) 523-0580, fax:(520) (718) 935 -389/. 523-1929.

NABE \MBE 58

NASE NEWS MAY 1, 1996 PAGE Language-Minority Student Achievement and Program Effectiveness by Dr. Wayne P. Thomas and Dr. Virginia Collier

itsseries of studies, conducted as collaborative research Cognitively complex academic instruction through with the bilingual/ESL school staff in each of five urban and student's first language for as long as possible and suburban school district sites in various regions of the U.S.. through second language for part of the school day: focuses on the length of time needed to be academically successful Use of current approaches to teaching the academic in a second language and the student. program, and instructional curriculum through both L Iand L2. through active, variables that influence language minority students' academic discovery, cognitively complex learning; and achievement. The school systems chosen have language minority Changes in the sociocultural context of schooling, e.g. programs that are well established and strongly supported. with integration with English speakers. in a supporting, experienced staff. The research extends the analyses by Collier affirming context for all; an additive bilingual context, in and Thomas (Collier, 1987. 1988. 1989. 1992; Collier and Thomas, which bilingual education is perceived as the gifted and 1988, 1989, 1991, 1992, Thomas, 1992, 1993, 1994) in the field talented program for all students; and the transformation of language minority education. The sample consists of of majority and minority relations in school to a positive approximately 42,000 language minority student records per school climate for all students, in a safe school school year. with from 8 to12years of data from each of the five environment. school systems. The data include language minority student Examples of programs that have the potential to incorporate background variables and student academic achievement as these three key factors are the following: measured by standardized tests. performance assessment measures. 1. For students who are schooled in the U.S. from kindergar- grade point average, and high school courses in which enrolled. ten on. the elementary school program with the most success Data sources are all central administrative student records, central in language minority students' long-term academic achieve- testing databases. and bilingual/ESL program databases, as well as ment. as measured by standardized tests across all the subject any additional data that the school staff decide to collect to answer CONTINUED ON PAGE 34 questions they want answered. Interviews with school staff provide additional information regarding, the sociocultural context of schooling and programmatic variations. In addition, we have General Pattern of K-12 Language-Minority acquired and re-analyzed portions of the Ramirez (1991) dataset, Student Achievement on Standardized Tests in to compare this data to our findings. English Compared Across Five Program Models Data analysis of the study includes the use of relational database Program 1: Two-way developmental bilingual education (BE) computer programs to match all historical records of student Program 2:Late-exit bilingual education + ESL taught through academic content background variables and educational program treatment vari- Program 3:Early-exit bilingual education + ESL taught through ables with outcome measures, in a series of longitudinal cohorts of academic content Program 4:Early-exit bilingual education + ESL taught traditionally 3-6 years. for a long-term look that is cross-sectional but that Program 5: ESL pullouttaught traditionally incorporates longitudinal data. Each school district's data has 70 been analyzed separately, using descriptive statistical analyses PROGRAMS: and hierarchical multiple linear regression. to assess relationships 1 - Two-way 60 BE between and among various student variables, program variables, 2 - Late-Exit and student outcomes. The interpretations of the data analyses 50 of native- kb BE+ 0.1.3.1 mt. pogress 1+1 each pude Content ESL have taken into consideration the sociocultural contexts in which - Early-Exit the language minority students function, through interviews and N 40 BE+ C collaborative analyses of the data conducted with school staff. Colton ESL E 4 - Early-Exit General patterns have emerged in program differences and stu- 30 BE + dents achievement across the five school district sites and are Trad. ESL 20 5 - ESL reported below. Pullout - traditional Key Findings 10 Three key predictors of academic success appear to be more K 2 4 6 8 10 12 important than any other variables. These features are more GRADE powerful than specific program type or student background vari- (Data aggregated from a series of 3-6 year longitudinal studies from well- ables. Schools that incorporate all three of these factors are likely implemented, mature programs in five school districts and from the Ramirez 1991 dataset) to graduate language minority students who are very successful ©1995. Wayne P. Thomas & Virginia P. Collier academically in high school and higher education: 259 NABE NEWS MAY 1, 1996 PAGE 33 COLLIER & THOMAS

areas, is two-way developmental bi- lingual education. As a group, stu- Table 1 dents in this program maintain grade- Length of Time for Students to Reach 50th Percentile level skills in their first language at least through sixth grade and reach on L2 Standardized Tests the 50th percentile of NCE in their second language generally after 4-5 When schooled L2 in the U.S. and tested in L2: years of schooling in both languages. Students with at least 2-3 years They also generally sustain the gains of L1 schooling in home country: 5-7 years they made when they reach second- Students with no schooling in L1: 7-10 years ary level. Program characteristics are: Integrated schooling, with When schooled bilingually in Li and L2 in the U.S.: English speakersand Students when tested in L1: on or above grade level language minority students Students when tested in L2: 4-7 years learningeachothers' languages; Perception among staff, students, and parents that it is a "gifted and talented" performance at secondary level in Secondary Education program, leading to high academic classes taught all in En- For students entering U.S. schools at expectations for student glish. secondary level, when first language in- performance; structional support cannot be provided, Equal status of the two Current Approaches the following program characteristics can languages achieved. to a The second predictive factor, use of make a significant difference in academic large extent, creating self- current approaches to language and con- achievement for English language learn- confidence among language tent teaching, provides a clear example of ers: minority students; feasible and effective program change. Second language taught through Healthy parent involvement Students do less well in programs that academic content; among both language minor- focus on discrete units of language taught Conscious focus on teaching ity and English-speaking in a structured, sequenced curriculum with learning strategies needed to parents, for closer home- the learner treated as a passive recipient of develop thinking skills and school collaboration: knowledge. problem-solving abilities: Instructional approaches Students achieve significantly better in Instructional approaches that em- emphasizing: whole lan- programs that teach language through cog- phasize activation of students' guage, natural language ac- nitively complex academic content in math, prior knowledge, respect for stu- quisition through all content science, social studies, and literature, dents' home language and cul- areas, cooperative learning, taught through problem-solving, discov- ture, cooperative learning, inter- interactive and discovery ery learning in highly interactive class- active and discovery learning, learning, cognitive complex- room activities. ESL pullout in the early intense and meaningful cogni- ity of all lessons. grades, taught traditionally, is the least tive/academic development, and 2. Students in well-taught bilingual successful program model for students' ongoing assessment using mul- classes that continue through at least long-term academic success. During grades tiple measures. sixth grade (late-exit or maintenance K-3, there is little difference between pro- How long does it take groups of stu- bilingual programs), with substan- grams, but significant differences appear dents to reach the 50th NCE or percentile tial cognitive and academic develop- as students continue in the mainstream at on standardized tests (including perfor- ment through both first and second secondary level, where the instruction and mance assessment) in their second lan- languages, are also able to reach the testing become more cognitively demand- guage (L2)? (See Table 1 above) 50th percentile of NCE within 4-7 ing. Both language minority and language years and maintain their academic majority students, in the very highest qual- ity programs, take this long to reach the level of a native speaker on school tests NABE '97 given in the students' second language. First language literacy and schooling in February 4- 8, 1997 first language (in home country or in the Albuquerque, New Mexico U.S.) are very important student back- ground variables that are predictors of 2G NABE NEWS MAY 1, 1996 PAGE 34 FROM PAGE 33 academic success in second language.

Theoretical Model Program Models in Language-Minority Education The research results to date validate our in the United States theoretical model illustrated in the form of (Ranging from the most to the least support through the minority language) a prism with four interdependent dimen- sions:social and cultural processes, as Immersion Bilingual Programs: well as language, cognitive, and academic Academic instruction through both L1 and L2 for Grades K-12. Originally development in L1 and L2.If schools developed for language majority students in Canada. Used as one model emphasize one dimension to the neglect of for two-way bilingual education in the U.S. another, this may be detrimental to a Early total immersion (in the U.S., often referred to as the 90-10 model, student's overall growth and academic or the Eastman model in California) success. Grades K-1: All of 90% of academic instruction through minority language Grade 2: One hour of academic instruction through majority language added Grade 3: Two hours of academic instruction through majority language added Grades 4-5 or 6: Academic instruction half a day through each language Grades 6 or 7- 12:60% of academic instruction through majority language and 40% through minority language. Partial-immersion (in the U.S., the 50-50 model) Grades K-5 or 6: Academic instruction half a day through each language Grades 6 or 7-12: 60% of academic instruction through majority language and 40% through minority language.

Two-way Developmental Bilingual Programs: Language majority and language minority students are schooled together C°026" in the same bilingual class, with many variations possible, including Dinviopenau Dereloptwat immersion bilingual education and late-exit bilingual education.

°Virginia P. Collier. 1994 Late-Exit or Maintenance Bilingual Programs: Academic instruction half a day through each language for Grades K-6. Ideally, this type of program was planned for Grades K-12, but has rarely Future Research been implemented beyond elementary school level in U.S. We will continue this research with data collection and analyses in the current Early-Exit or Transitional Bilingual Programs: research sites, and will add five new school Academic instruction half a day through each language, with gradual districts over the next five years. transition to all-majority language instruction in approximately 2-3 years.

Notes English as a Second Language (ESL) or English to Speakers of Other Figure 1 on page 33 shows the results of Languages (ESOL) Instruction, with no instruction through the minority some of the data analyses of this study. language.- - illustrating general patterns of student Elementary education achievement on standardized tests in En- Structured immersion glish. compared across several program Taught by a bilingual teacher, in a self-contained classroom, but all instruction models. The box on page 35 provides an is conducted through English (all day) overview of the major variations in pro- ESL or ESOL self-contained taught through academic content (all day) gram types that have been implemented in ESL or ESOL pullout the United States for educating language- Varying from 30 minutes to half a day minority students, focusing on the overall Secondary education distinguishing characteristic of the amount ESL or ESOL taught through academic content or sheltered English of instructional support in each language. ESL or ESOL taught as a subject

Drs. Virginia P. Collier and Wayne P. Submersion: Thomas are members of the faculty at No instructional support is provided by a trained specialist. George Mason University in Fairfax. VA. This is NOT a program model: it is illegal in the U.S. as a result of the Supreme Court decision in Lau v. Nichols. N.4BE

261 NABE NEWS MAY 1, 1996 PAGE 35) KRASHEN

In a more detailed study. Just. Carpen- sentence (1). their first language. Now university stu- ter, and Wu (1983: cited in Just and Car- (3) The subject sees red dots, reads dents. they both report that their Chinese penter. 1987), compared eye-fixations of sentence (2). literacy level has grown. J.L. reports that Chinese speakers reading scientific texts (4) The subject sees black dots, reads she used the dictionary at first in reading in Chinese with data from native speakers sentence (2). Chinese, but no longer needs it, while J.W. of English. They also concluded that de- For both languages. reaction times were reports that "...due to my habit of reading spite the differences in orthographies. the the same: Subjects responded to sentences Chinese comic books, I can now recognize two languages "are processed by similar similar to (1) the fastest, and then types many Chinese characters...that I did not types of mechanisms and they ultimately (2), (3), and (4) in order. Reaction times in learn in elementary school when I was in result in similar representations of the text English and Chinese. moreover, were Taiwan." content" (Just and Carpenter. p. 314). nearly identical. Carpenter and Just re- Just et. al. found that as in English. there ported similar results with Norwegian #3: When confounding factors was a clear relationship between Chinese speaking subjects reading in Norwegian, are controlled, there are positive word frequency and how long the Chinese using slightly different stimuli.' correlations between literacy readers looked at the word, suggesting development in first and similar mechanisms for lexical access. In #2: The process of the development second languages. addition. gaze duration was longer when a of literacy is similar in Studies attempting to simply show cor- Chinese word contained more characters. different languages. relations between first language reading and gaze duration for individual charac- Studies supporting the generalization ability and second language reading abil- ters was longer for characters that con- that learning to read is similar in different ity have not shown consistent results (e.g. tained more individual components languages include studies of vocabulary Trager and Wong, 1984). This is because (strokes). This is similar to findings in acquisition, the print environments of good the relationship between first and second English showing longer fixations for longer and poor readers, and cases of literacy language can be influenced by length of words. Finally, Just et. al. reported that development without instruction. exposure to the second language; as chil- "summaries of the texts that the readers Vocabulary acquisition: Research in dren stay in a country longer, their second produced were similar ...; both groups vocabulary development reveals clear language proficiency will increase, while recalled more of the high-level important similarities between English and other lan- their first language proficiency may de- information and fewer of the details and guages. Studies with English readers have crease, due to lack of first language printed elaborations" (Just and Carpenter, p.313). shown that readers show small, but sig- input (Cummins, Swain, Nakajima, Reading strategies: There is good evi- nificant gains in word knowledge even Handscombe, Green and Tram 1984). In dence that readers use similar strategies in after a single exposure to an unfamiliar studies in which both languages are al- learning to read different languages. Con- word in context (Nagy, Herman and Ander- lowed to develop, or there is control for sistent with children learning to read in son, 1985). Similar findings have been length of residence and/or age, relation- English, children learning to read in Dutch, reported for reading Chinese as a first ships between first and second language whether as a first or second language, have language (Shu, Anderson and Zhang, 1994) literacy are typically positive. less difficulty with words with CVC (con- and French as a second language (Dupuy First language reading has been shown sonant-vowel-consonant) patterns than and Krashen. 1993). to be a good predictor of second language words with CC clusters, had less trouble Good versus poor readers: Better En- reading ability for a wide variety of lan- with monosyllabic words than bisyllabic glish readers tend to live in more print-rich guages, including words, and were better at reading familiar environments (research reviewed in Chinese as a first language, than unfamiliar words (Verhoeven, 1990). Krashen, 1993). The same appears to be English as a second language Similar strategies for deriving meaning true with other languages: Chang and (Hoover. 1983); from text are used in different languages. Tzeng (1992) reported that "disabled" or Japanese as a first language, Carpenter and Just (1975) asked English nonproficient beginning readers in Chi- English as a second language and Chinese speakers to read sentences nese "had their very first and only experi- (Cummins et. al., 1984); such as ence with Chinese print through school Vietnamese as a first language, (1) It's true that the dots are red. textbooks" (p. 28). English as a second language (2) It's true that the dots are not red. Literacy development without instruc- (Cummins et. al.. 1984); in their own language, while showing them tion: There are also anecdotal reports of Turkish as a first language, Dutch pictures of red and black dots. Subjects readers who have succeeded in improving as a second language (Bossers, were asked if the sentences they read were their level of Chinese literacy by reading, 1991; Verhoeven, 1991a, 1991b); true or false. There were four possible without instruction, paralleling similar Spanish as a first language, combinations: cases in English (Krashen, 1993). J.L. English as a second language (I) The subject sees red dots, reads immigrated to the United States at age 1 I (Carroll, 1991); sentence (1). and J .W . came at age 12. Both continued English as a first language, (2) The subject sees black dots, reads their habit of pleasure reading in Chinese, Spanish as a second language 26Z CNABE NEWS MAY 1, 1996 PAGE 36 FROM PAGE 5

(Carroll. 1991). ability to read in English. One child asked L2 knowledge,"A/LA Review,vol. English as a first language. French Ms. Ruiz. "When did you teach us to read 8 (1991) 45-60. as a second language (Swain. in English?" The answer, of course, is that Carpenter, Marcel and Patricia Just. Lapkin and Barik, 1976). Ms. Ruiz helped them learn to read in "Sentence comprehension: A In summary, there is very good evi- Spanish, and once you can read, you can psycholinguistic processing model dence that reading in all languages is done read. of verification,"Psychological Re- in a similar way and acquired in a similar Of course. a more rigorous study could view.vol. 82 (1975) 45-73. way. Moreover, those who read well in the be done to tally the actual amount of En- Carrell. Patricia. "Second language read- first language tend to read well in their glish reading done and the actual degree of ing: Reading ability or language second language. This data provides very comprehension could be probed. But Ms. proficiency?"Applied Linguistics. strong support for Cummins' contention Ruiz' experience is not an isolated one. In vol. 12 (1991) 159-179. that a "common underlying proficiency" fact, this kind of transfer is reported very Chang. Ji-Mei and Ovid Tzeng. "Read- exists, that literacy development in one frequently. Literacy really does transfer ing ability and disability among language provides a clear advantage in across languages. Chinese beginning readers: Impli- developing literacy in any other language cations for educators." InProceed- (e.g. Cummins, 1981). Notes ings of Chinese Education for the I. Portions of this paper were originally 2 I st Century Conference.Edited by Seeing Transfer Happen published in the CAAPE Newslet- P. Hackett, X. Yu and L. Zhang. I have presented a theoretical argument ter, Krashen (1996). Charlottesville (University of Vir- for the transfer of literacy. Such abstract 2. While some processing operations ginia. Curry School of Education) evidence. however, is not as powerful as appear to be universal, others may 23-31, 1992. actually seeing it happen. In Lorraine be language-specific. In English, for Chang, Ji-Mei, Daisy L. Hung, and Ovid Ruiz's second grade class, transfer clearly example. the subject is typically the Tzeng. "Miscue Analysis of Chi- took place.' first noun in the sentence. that is. nese Children's Reading Behavior Ms. Ruiz' class consisted of 33 stu- English uses a word order strategy. at the Entry Level,"Journalof Chi- dents: All were Spanish speakers and only In other languages, other strategies nese Linguistics.vol. 20 (1992) I 19- three of their parents spoke English. All are more important. In Dutch. for 158. but one of the students were classified as example, morphological cues take Cummins. Jim. "The role of primary limited or non-English speaking. Nearly precedence over word order language development in promot- the entire curriculum was taught in Span- (McDonald, 1987). In a sentence ing success for language minority ish, including reading. which was done such as -Him saw I," English speak- students," InSchooling and Lan- with a "whole language thematic approach" ers tend to consider "him" as the guage Minority Students:ATheo- with "a little dab of phonics." Ms. Ruiz subject, while Dutch speakers would retical Framework.Edited by Of- read to the class frequently, both in Span- consider "I" as the subject. There is fice of Bilingual Bicultural Educa- ish and English, but the only English input good evidence, however, that while tion. State of California. Los Ange- the children had in class was oral. second language acquirers may ini- les (Evaluation. Dissemination and Ms. Ruiz included 20 minutes per day tially use their first language prefer- Assessment Center. California State of a free choice activity: one of the options ences when interpreting sentences University) 3-49. 1981. was to spend time in the classroom library. in the second language, over time Cummins. Jim. Merrill Swain. Kazuko which included books in both Spanish and they acquire the second language Nakaj i ma. Jean Handscombe, Daina English. From the beginning, Ms. Ruiz strategies (McDonald, 1987; Gass, Green and Chau Tran. "Linguistic noticed that the English books were more 1987: Harrington. 1987). interdependence among Japanese popular with the children. This was be- 3. This section was originally published and Vietnamese immigrant stu- cause there were more of them, and be- as Ruiz and Krashen (1995). I thank dents." InCommunicative Compe- cause the English books were of higher Lorraine Ruiz for her contributions. tence Approaches to Language Pro- quality than the Spanish books. ficiency Assessment: Research and At the beginning of the school year, the References Application.Edited by Charlene reading of the English books was corn- Barrera. Rosalinda. "Reading in Span- Rivera. Clevedon, Avon: Multilin- pletely "pretend" reading, with the child ish: Insights from children's mis- gual Matters (pp. 60-81), 1984. looking at the pictures and "reading" the cues,- InLearning to Read in Dif- Devine. Joanne. "Developmental pat- story out loud in Spanish. ferent Languages.Edited by Sarah terns in native and non-native read- But by the end of the year. the children Hudelson. Washington (Center for ing acquisition," InLearning to Read were clearly reading the English books Applied Linguistics), 1981. 1-9. in Different Languages.Edited by with good comprehension, and nearly all Bossers. Bart. "On thresholds, ceilings Sarah Hudelson. Washington (Center reading was real reading. and short-circuits: The relation be- for Applied Linguistics), 103-114. The children were quite amazed at their tween LI reading, L2 reading and CONTINUED ON PAGE 38 263 NABE NEWS MAY 1, 1996 PAGE 37 KRASHEN FROM PAGE 37

Dupuy, Beatrice and Stephen Krashen. ton, DC (Center for Applied Lin- Ruiz. Lorraine and Krashen. Stephen. "Incidental vocabulary acquisition guistics), 10-20. 1981. When did you teach us to read in in French as a foreign language." Just, Marcel and Patricia Carpenter.The English? Reading ability does trans- Applied Language Learning,vol. 4 Psychology of Reading and Lan- fer from Spanish to Enelish."CABE (1993) 55-63. guage Comprehension.Boston Newsletter.18, 3/4 (1996), 17. Gass. Susan. "The resolution of con- (Allyn and Bacon). 1987. Shu, Hua, Richard Anderson. and flicts among competing systems: A Krashen. Stephen.The Power of Read- Houcan Zhang. "Incidental learn- bidirectional approach."Applied ing.Englewood, Colorado (Librar- ing of word meanings while read- Psycho linguistics 8(1987). 329- ies Unlimited) 1993a. ine: A Chinese and American cross- 350. Krashen. Stephen. "Does Chinese lit- cultural study."Reading Research Goodman. Kenneth. "Psycho linguistic eracy transfer to English?"CAAPE Quarterly,vol. 30 (1995) 76-95. universals in the reading process." Newsletter(California Association Smith. Frank.Understanding Reading. In F. Smith (Ed.)Psycho linguistics of Asian Pacific American Educa- Hillsdale. NJ (Erlbaum), 1994. andReading. New York: Holt tion) Spring, (1996). 3-5. Stevenson, H.. J. Stigler. G. Lucker. S. Rinehart and Winston. pp. 21-27. Krashen. Stephen and Biber. Douglas. Lee. C. Hsu and S. Kitamura. "Read- 1973. On Course: Bilingual Education's ing disabilities: The case of Chi- Goodman. Kenneth. "Miscues: Windows Success in California.Ontario. CA: nese. Japanese, and English." Child on the reading process," InMiscue California Association for Bilingual Development.vol. 53 (1982) 1164- Analysis: Applications to Reading Education. 1988. 1181. Instruction.Edited by Kenneth McDonald. Janet. "Sentence interpreta- Swain. Merrill. Sharon Lapkin. and Goodman. Urbana, Illinois (ERIC) tion in bilingual speakers of English Henri Barik. "The cloze test as a 3-14. 1979. andDutch."Applied Psycholinguis- measure of second language profi- Harrington. Michael. "Processing trans- tics8 (1987) 379-413. ciency for young children,"Work- fer: Language-specific processing Nagy, William, Patricia Herman. and ing Papers on Bilingualism. vol. 11 strategiesas a sourceof Richard Anderson. "Learning words (1976) 32-42. interlanguage variation."Applied from context."Reading Research Trager. B. and B.K. Wong. "The rela- Psycho linguistics,8 (1987) 351- Quarterly,20 (1985), 233-253. tionship between native and second 377. Nagy, William and Patricia Herman. language reading comprehension Hodes. Phyllis. "Reading: A universal "Breadth and depth of vocabulary and second language oral ability." process." InLearning to Read in knowledge: Implications for acqui- InPlacement Procedures in Bilin- Different Languages.Edited by Sa- sition and instruction," In M. gual Education: Education and rah Hudelson. Washington, DC McKeown and M. Curtis (Eds.)The Policy Issues.Edited by C. Rivera. (Center for Applied Linguistics). 27- Nature of Vocabulary Acquisition. Clevedon. England (.Multilingual 31. 1981. Hillsdale, NJ (Erlbaum), 19-35, Matters) 1984. Hoover. Wes.Language and Literacy 1987. Verhoeven. Ludo. "Acquisition of read- Learning in Bilingual Education. Porter. Rosalie.Forked Tongue.New ing in a second language,"Reading Austin. Texas (Southwest Educa- York: Basic Books. 1990. Research Quarterly.vol. 25 (1990) tional Development Laboratory) Romatowski, Joan. "A study of oral read- 90-114. 1983. ing in Polish and English."InLearn- Verhoeven. Ludo. "Predicting minority Hudelson. Sarah. "An investigation of ing to Read in Different Languages, children' s bilingual proficiency: the oral reading behaviors of native Edited by Sarah Hudelson. Wash- Child, family, and institutionalfac- Spanish speakers." InLearning to ington (Center for Applied Linguis- tors." Language Learning,vol. 41 Read in Different Languages.Ed- tics). 21-26. 1981. (1991a) 205-233. ited by Sarah Hudelson. Washing- Verhoeven. Ludo. "Acquisition of lit eracy," AILA Review.vol. 8 (1991b) 61-74. Intern and Fellow Positions Available at NABE Willie. Ann. "A meta-analysis of se- The NABE Policy Internship and Fellowship Program is a rigorous lected studies on the effectiveness apprenticeship for individuals interested in policy issues of education, of bilingual education."Review of multiculturalism, language diversity or civil rights. Interns -and fellows Educational Research.vol. 55 must have outside support to participate; no financial assistance is (1985) 269-317. available from NABE. For further information, or to apply, please send a cover letter and resume, Dr. Stephen Krashen is a Professor of a short writing sample, and letter(s) of recommendation to: Jaime A. Education at the University of Southern Zapata, Associate Director for Legislation and Public Affairs, at NABE. California. vABE. 264 (NABENEWS MAY 1. 1996 PAGE 38) Parental Involvement Column Editor: Aurelio Montemayor, M.Ed., Intercultural Development Research Associates, TX

Parents Listening to Parents: Leadership, Listening and Action Research

are pivotal in creating family-school col- ents preaching to those present about by Aurelio M. Montemayor laboration. Effective parents who are lead- those absent. A berating and lecturing ers exhibit a fine balance of assertiveness leader needs support in becoming a com- was a dutiful altar boy at Guadalupe and compassion, especially with their passionate listener who can take the best Church in Laredo, Texas, in the 1950s. peers. The assertiveness is demonstrated ideas from the group and formulate a posi- ICertain images remain with me. I ob- both in dealing with the school and in tive plan of action. Action research con- served my community from a unique van- recruiting other parents. The compassion ducted by parents, with parents and for taee point, especially on Holy Days. Sit- is necessary for there to be real dialogue parents can accelerate the development of ting at the altar behind the pulpit, I ob- with teachers and administrators and for leaders who really listen. served a standing-room-only Mexican other parents to respond to the call for American congregation as our Castillian participation. If parents who are currently A Case inPoint parish priest reprimanded us. His Easter not active in school affairs are to become Two years ago IDRA launched a cam- Sunday sermons, in a Spanish somewhat dynamic partners with schools, they first paign to have greater parent participation strangely accented to us, included the ques- must be listened to. Seemingly uninvolved in schools. Parents from the Mexican tions: "Why do you only come on these parents need to attend meetings where American Legal Defense and Education days? Why don't I see you the rest of the they will be asked to share their aspira- Fund (MALDEF) leadership training pro- year?" I made no conscious assessment of tions for their children and their expecta- gram and from other organizations at- those words then. But now, as an adult. tions of schools. The bilingual education tended a planning and preparation session. memories are jogged by present events. community must support parent leader- At the meeting, we explained the context Those experiences of 40 years ago some- ship, and encourage parents who are lead- of a Parents Reclaiming Their Schools times resonate in current experiences. I ers to extend their outreach to those fami- Conference where a large number of fami- witness a parent leader addressing parents lies that are estranged from their schools. lies would be attending a series of meet- attending for the first time: "I'm tired of A key element of support is aware, com- ings on topics of interest to parents. working hard for the good of our children passionate "listening". The parents reviewed a list of ques- and not getting support. Why are parents tions, and they agreed on a set of questions so lazy? Why don't they care? Why is it so Parents as Researchers for the focus group interviews. The meet- hard to get parents involved?" Though The Intercultural Development Re- ing concluded with parents sharing their with different words and context, the scene search Association's (IDRA) research and reactions and expectations. The parents has a similar quality to the Easter sermons experience with families, especially with who would be interviewers were paired of my childhood. The listeners feel repri- those who are economically disadvantaged, and given copies of the questions so they manded. The words and the attitudes they minority. or speak a language other than could prepare for the conference. reflect bring similar results for this parent English. continually emphasizes the need Participants at the conference volun- leader, as with the parish priest of my for approaching the family with respect teered for the interviews, demonstrated a youth. If we could ask the parents present and high expectations. It is the hallmark of willingness to participate and were com- what they were thinking or feeling, what effective outreach to families. This has led fortable in responding to the questions. would they say? I do not recall any surveys us to focus on improving the quality of The parent facilitators were models of conducted with the parishioners of parental leadership through the leaders' listening and kept a balance in the partici- Guadalupe Church during my childhood. own qualitative research. pation so that no one dominated and each How interesting it would have been for Parents, regardless of educational back- person had ample opportunity to be heard. someone from the parish to ask randomly ground, can be leaders for educational The questions were in Spanish and En- selected parishioners what they thought change. At the same time. parents that take glish, and the interviewees were encour- and felt and what needs the church could on leadership need support for specific aged to respond in either language. address. Today, we can ask parents re- roles and skills. Effective leaders maintain garding the education of their children. peer support and organize a group into Findings of the Parent Facilitators collective action. One barrier has been Common themes emerged. The parents Parents as Leaders insensitivity among parents. The parent agreed that the schools are making efforts Schools need parents to become active leader who triggered my early memory is to include them more in the educational partners in education, and parent leaders exasperated with seemingly passive par- CONTINUED ON PAGE 40 265

GABE NEWS MAY 1. 1996 PAGE31) PARENTAL INVOLVEMENT FROM PAGE39 process. Frequency analysis of the ses- Schools' Needs and Parents' Desire to Be a Resource sions revealed "parent participation" and "Hay que trabajar junto con los maestros [We must work together "extensive communication" as interrelated with the teachers]." dominant concerns. A spectrum of con- "Hacen falta maestros y programas por lo que ha crecido la cerns were listed from the curriculum con- poblaciOn [We need more teachers and programs because of the tent beine taught to the variety of educa- population increase]." tional experiences. discipline and chal- "Schools should have parent-teacher conferences more often, lenges posed to their children. Not all more written communication." statements made were agreed to and some suggestions were unique. No attempt was Recognition That Schools Make Efforts to Communicate made to reach consensus or to debate is- "School is allowing for parents to get on a one to one basis with sues. Responses were clustered into four the teachers." categories and illustrative quotes are listed "Se nos permite que ayudemos en los salones de clase y in the accompanying box at right. observemos lo que ocurre [We are allowed to help in the classrooms and to observe what goes on]." Effect of the Action (Research) The experience of conducting these fo- Instructional Likes and Dislikes cus group interviews benefited the parent "Hacer que el nno desarrolle su mente, ahora se le da todo ya facilitators in several ways, including: contestado. Hay que hacerlos pensar y que desarrollen Bien la modeling leadership to other parents: en- mente [Have the child develop critical thinking rather than giving all hancing their ability to listen to their peers the answers. We have to make them think and develop their without making judgements or assess- intellectual capacities]." ments: gaining valuable insights, as quali- "Podemos enserlarles a usar la calculadora pero ensenales tative researchers, into issues that are of primero como se trabaja, lo basico [We can teach them how to use concern to other parents: identifying pat- the calculator, but first teach them the process, the basics]." terns of concern and issues where there is "Hay muy pocos libros que hablan de la cultura Mexico-Ameri- consensus and those that are unique to cana. Hay que aprender de nuestra cultura y herencia [Few books individuals: and clarifying which issues speak of our Mexican-American culture. We must learn about our require group action. culture and heritage]." Participants were grateful for the op- "To separate the children by social class or by language prefer- portunity to be heard. For many it was the ence (the higher class kids are taught more English) is discrimination." first opportunity of this kind: a sad but important insight for the facilitators.

Where and How Parents Can Help Action Required "El respeto para el nino y darse uno a respetar; estar pendientes This year. there is a concerted effort in de su trabajo escolar inculcarles que la educaci6n es lo principal the San Antonio area to support parent [Respect the child and be respected by the child; monitor their school leadership. Currently, IDRA is part of a work. Teach them to value education]." network of educational advocacy organi- "Find the factor that motivates the child to act the way he does." zations involved in "Mobilization For "Help your children build their self confidence." Equity," a national effort funded by the "Los ninos se animan al ver a las mamas participar [Children are Ford Foundation through the National motivated when they see their mothers participate]." Coalition of Advocates for Students (NCAS). In IDRA's ongoing efforts to Suggestions make schools work for all children. we have connected with projects that are di- Select motivated parents and give them support. rectly working with parents who have the same concerns. The project is an ongoing Plan the questions and process carefully. dialogue with several local organizations concerned with parent involvement and Provide an experienced facilitator to guide facilitating parents to plan a parent confer- parents through the process. ence. As part of the MFE project. and in keeping with a tradition begun several Provide technical support for logistical preparation years ago. we invited bilingual parents to and for documentation and interpretation of findings. volunteer to conduct focus group inter- CONTINUED ON PAGE50 266 NABE NEWS MAY 1. 1996 PAGE 40 Administration of BilingualEducation. Programs Column Editor: Dr. Jaime A. Castellano, PalmettoElementary School, West Palm Beach, FL

Is Good Teaching Simply GoodTeaching?

For example. some cultures predispose By the same token, children are what by Dr. Jaime Castellano a child toward competitive learning; oth- they learn to be since early on. primarily at ers toward cooperative learning; and still home. When they enter the classroom first impressions are crucial. Do they see mate- Do certain teaching techniques work others, toward both. Furthermore, a form better with students from a par- of cooperative learning that is successful rials and techniques (actions) that they can ticular cultural background. or is in one cultural setting cross-gender relate to or will they be turned off by good teaching simply good teaching? This groups will cause discomfort and con- something totally foreign? For example, if was the question asked in the March 1995, flict in another, where the adults don't they come from a highly social and inter- Volume 37, Number 3 issue of Education want boys and girls to study together. active culture, a cold business-like ap- Update, printed by the Association for Similarly, inquiry-oriented teaching proach to school may be a turn off. If they Supervision and Curriculum Development. strategies that promote a critical, open- come from a "get-down-to-work" culture, As a former Adjunct Professor for Na- minded posture toward established knowl- a hands-on or craft-like activity may seem tional-Louis University in Evanston. Illi- edge, and which encourage learners to like "fluff." nois, and current Adjunct at Florida Atlan- question the claims of authorities such as Ms. Silva believes the most important tic University in Boca Raton, Florida. and teachers. textbooks, and media pundits, aspect is to use a variety of teaching tech- Nova Southeastern University in Ft. Lau- could be construed as cultural assaults by niques in order to capture all the students' derdale. Florida. as well as ESOL instruc- students and parents who believe that the interest. And. one must al ways accentuate tor for the school district of Palm Beach content of some books (e.g., the Bible and that there is reason for pride in every County, Florida. I have asked this same the Koran) should never be questioned. culture. question to my graduate students pursuing Thus, the merit of a strategy is a func- On the other hand, Ms. Tami Gresham, advanced training in the area of English as tion of cultural context, and when consid- an elementary teacher seeking an endorse- a Second Language (ESL), and classroom ering the appropriateness of a strategy, ment in teaching English to speakers of teachers seeking endorsements and/or cer- one should evaluate the cultural prepara- other languages, believes good teaching is tification in teaching English to speakers tion of students as well as the cultural simply good teaching. Teachers may as- of other languages (ESOL). setting ( ASCD. p. 7). sume or generalize that a certain technique This question has produced many won- Herminia Silva. an elementary ESOL works best with a particular culture. This derful discussions among the talented teacher and program coordinator from viewpoint is not taking the individual child teachers 1 have been fortunate enough to Palm Beach County. Florida. believes that into account. train and instruct. Many do not see eye-to- certain teaching techniques work better An effective teacher who makes a dif- eye on this issue. The question forces with students from a particular cultural ference with his/her students will continue individuals to make value judgements group. All individuals have certain ways to make that difference yearly. It will be about children and the very job they have in which they learn better due to the dis- important for that teacher to reach each trained and studied so hard for. tinctive traits that make up who they are. and every student. Cultural background is Do certain teaching techniques work All cultures have certain characteristics not a stumbling block to teaching just better with particular ethnic groups? that are prevalent in a large portion of another tool or resource to use in order to Leonard Davidman. a professor of educa- those who compose the cultural group. reach children. tion at California Polytechnic State Uni- It is important that we analyze these Good teaching includes flexibility, ex- versity in San Luis Obispo. California. common characteristics and develop teach- perimentation. change, and warmth. Good maintains that the idea that a technique ing techniques that are sensitive to these teaching revolves around the needs of each which is successful in promoting learning traits, and which utilize them to their maxi- student. Any child can learn in the envi- in one culture will automatically be suc- mum potential. These efforts will be well ronment good teaching creates. There are cessful in all cultural settings is fallacious. received by the students, who will rise to teachers in school settings across the United All young learners grow up in cul- the occasion and to high expectations. States who are known for their "good tural contexts that shape their learning She goes on to say that we are all aware teaching" methods. These teachers make a preferences. The cultural conditioning of the various ways in which different difference with all the students with whome received at home influences what moti- people learn (e.g., auditory, kinetic, vi- they come in contact. No one teaching vates children to learn and the degree of sual...) The way children learn has a lot to technique is the cure. The teacher who comfort they feel in any given learning do with who they are and what their make- uses various methods and techniqueswith up is. CONTINUED ON PAGE 42 environment. 267

NABE NEWS MAY 1. 1996 PAGE 41 ADMINISTRATION FROM PAGE41

a lot of heart and flexibility will promote arrive at school each fall with a wide mine the effectiveness of a teacher with an success with good teaching skills! Janice variety of cultural differences. The differ- entire group of children. After repeated Di Lorenzo. an alternative high school ences can be a result of race. ethnicity, visits to the same classroom I can deter- teacher of students from diverse cultural socio-economic status, and the environ- mine if the teacher is reaching individual and socio-economic levels, states that ment in which they live. A teacher's re- students. I don't consciously characterize teaching techniques and style vary with sponsibility is to find an approach that individual children by their ethnicity or the individuals in front of her. She goes on meets the needs of each student, regard- surname, but rather by their level of cog- to say that a singular good technique or less of what itis or how it works. nition and ability to grasp the concept style seem to be terms relative only to a One example of how this applies is the being taught. particular situation. relationship between teaching style and Effective teachers will consider a child's Whether a particular culture is more Hispanic students. Research has indicated cultural background and promote flexibil- colorful in speech/language. physical that, generally speaking, many Hispanic ity of instruction in order to assure that movement. sensitivity, etc.. than another cultures value close friendships, working learning has taken place. After all, this is does not seem to be the key element of with people, and being in close proximity what education is all about. Teachers who successful teaching. Perhaps more impor- to others. Activities that involve coopera- say they are "color blind" with respect to tant is how students respond to respect for tive learning, peer tutoring, and other group race and ethnicity are denying themselves space. ideas. feelings, and abilities. Ev- activities would work equally well. the opportunity to use particular cultural eryone responds to success and positive Do certain teaching techniques work elements to heighten their teaching skills. reinforcement, love. caring. nurturing, and better with students from a particular cul- Our society is as multicultural as it's ever praise. Good teaching techniques are good tural background, or is good teaching sim- been. Every school has been impacted; human qualities! ply good teaching? There are as many from the private up-scale suburban school Finally, Daniel Perv, an elementary opinions as there are respondents. I don't to the rural backwoods of the midwest and gifted education teacher in an upscale Palm believe there is a right or wrong answer to south. Children of color are everywhere. Beach County school that is predominately this question. Teachers who take the time and make an white, maintains that all students. regard- As an instructional supervisor I can effort to learn about these students and the less of their background and experiences. walk into a classroom and quickly deter- cultures they represent will grow person- ally and professionally. They become the learners and their students become the teachers. In summary, what do you think? Is Did You know? good teaching simply good teaching? Or You can assist Project TALK in Aurora, Colorado, was does culture affect how and what we learn. second language selected by the US Department of Education, Your response could find its way into the learners without to be an Academic Excellence Program.It writing a new was able to teach children English while their next issue ofNABE NEWS.Mail your curriculum. achievement test scores in content area subjects doubled and they retained their manuscript to Dr. Jaime A. Castellano. language and culture. Project TALK has a Principal, Palmetto Elementary School. great curriculum, can train your staff with You can set up a funds from the US government, can help you The address is 835 Palmetto Street, West program for replicate a proven program and has Palm Beach, Florida. 33405. multilingual researched materials that can meet your students needs. without References reinventing the You may save money, personnel and time by wheeL replicating Project TALK. To see how you can Association for Supervision and Cur- become eligible, contact: riculum Development. Volume 37. Number 3, page7. Education Up- You can receive date(March 1995). smfl training R 0 RA , without Incurring heavy Editor's Note:Contributions to the expenses. Administration of Bilingual Education A Programs column should be sent to the You can own a column editor. Dr. Jaime A. Castellano. at catalog of Palmetto Elementary School. 835 Palmetto materials that Tutors Assisting with Language 2- will fit your and Knowledge Street. West Palm Beach. FL 33405. (407) needs. 533-6372. Project TALK 15700 E. First Avenue NARE Aurora, Colorado 80011 (303) 340-0510 X 313

BEST COPY AVAILABLE 268 NABE NEWS MAY T 1097 PAGE 42 NABE NEWS Book Reviews Column Editor: Dr. Antonio Simoes, Fairfield University, CT

A Parents' and Teachers' Guide The Age Factor in Second to Bilingualism Language Acquisition

Reviewed by Christie L. Ward Reviewed by Cally Ginolfi

A Parents' and Teachers' Guide to Bilingualism, by Cohn Baker. The Age Factor in Second Language Acquisition, by David Philadelphia: Multilingual Matters, 1995. pp. 240. Singleton. Great Britian: Cromwell Press, pp. 160.

Wat are the advantages of my child becoming bilingual? collection of six studies examines theories surrounding What effect will bilingualism have on my child's Thissecond language acquisition. Each paper presents a thesis intelligence? What types of bilingual education exist? with regard to second language acquisition vis-à-vis the Is there a future for bilingualism in the world? These are some of Critical Period Hypothesis (Krashen, 1979). The material in these the typical questions that concern parents when they consider studies is esoteric, in that it clearly targets professionals in the whether or not to raise children bilingually. Colin Baker, Profes- field, but Singleton's efficiently written introduction serves as an sor of Education and father of three bilingual children, addresses appropriate framework within which any interested party can these questions and more in his helpful book, A Parents' and benefit. In order to put the collection of papers in the appropriate Teachers' Guide to Bilingualism. Baker's book is an accessible perspective, Singleton reiterates Krashen's theory: introduction to the benefits and challenges of bilingualism. As a ( 1 )Adults proceed through early stages of syntactic and proponent of bilingualism, Baker writes convincingly about the morphological development faster than children (where potential intellectual, social, cultural and economic advantages of time and exposure are held constant). knowing more than one language. At the same time, he openly (2) Older children acquire the early stages of syntactic acknowledges and attends to the particular problems and preju- and morphological development fasterthan younger dices that are often faced by bilingual individuals in societies children (again, where time and exposure are held traditionally dominated by monolingual ideology. constant). The format of the book is to pose questions that people most (3) Acquirers who begin natural exposure to second often ask about raising bilingual children.Each question is languages during childhood generally achieve higher followed by a clear and persuasive answer with numerous support- second language proficiency than those beginning as ing examples and applications. Baker begins with an introduction adults. which provides an overview of the language of bilingualism, the It is noted that findings in relation to short-term outcomes types of family bilingualism, different bilingual situations (i.e. appear mixed, and that the collection of papers presented "...pro- minority language background vs. majority language background), vide expansions of and additional arguments for the above quali- and the content of the book. Following the introduction, the book fications" (p. 4). The non-monolithic nature of second language is divided into six sections of questions:Family Questions, acquisition is underscored in these diverse papers, providing Language Development Questions, Questions about Problems, stimulating views of a timelyissue. The material presented Reading and Writing Questions, Education Questions, and Con- challenges the assumption that L., learning is different in nature cluding Questions. None of these sections of questions is exclu- than language acquisition (L1) in childhood. sive; in fact, there is a significant amount of overlapping informa- Chapter One: Can Late Starters Attain a Native Accent in a tion found in each section, making the knowledge that Baker Foreign Language? A Test of the Critical Period Hypothesis, by hopes to share even more accessible to those intend to read only Theo Bongaerts, Brigitte Planken, and Erik Schils. This is a small a certain number of relevant questions and answers. scale study prompted by the commonly held belief that children The first section, Family Questions, deals sensitively with the seem to be more efficient L, learners than adults, in particular with impact that raising a bilingual child might have within the home, regardto attaining a native accent. Their data is extensively neighborhood and community. Baker understands that husbands thorough, maintaining that "there appear to be cases of late second and wives do not always readily agree on the best linguistic system language learners who can pass for native speakers phonologically" for their children, that parents are sometimes unsure of the best (p. 43); a challenge to the claimthat there is a biologically ways to encourage their child's bilingualism, and that families constrained period for the acquisition of accent ending at, or (particularly from minority language backgrounds) oftenfeel around, age 12 (Scovel. 1988:185). CONTINUED ON PAGE 45 CONTINUED ON PAGE 44 26

(NABENEWS MAY 1, 1996 PAGE 43 BOOK REVIEW: AGE FACTOR FROM PAGE 43

Chapter Two: Multi- Competence and Effects of Age, by Vivian typically don't" (p. 95). Many questions are raised in this paper. Cook. We are asked to consider that L. competence does not take which considers the principal internal mechanism of Universal place in a different "mind" than that of LI acquisition. The term Grammar (Chomsky. 1981), as well as maturational neurocognitive "multi-competence- is utilized to describe "a compound state of changes that may influence learning, and support input enhance- mind with two grammars. contrasted with mono competence. the ment in adult learners. state of the mind with only one" (Cook. 1991). The thesis of Chapter Five: Some Critical Remarks on the Phonological Cook's paper maintains that "...keeping two languages separate Component. by Zsolt Lengyel. Experimental results pertaining to does not mean that they do not form part of the same system. hence the phonological component of the Critical Period Hypothesis the issues of code switching, pronunciation. and syntax are all (CPH) are presented in this paper. Discussion is limited to the examined from this perspective." phonological perspective, yet addresses the diversity of opinion in Chapter Three: Some Critical Remarks Concerning Penfield 's the field. Though researchers in the linguistic sciences and speech Theory ofSecond Language Acquisition. by Hans W. Dechert. In behaviorists differ regarding CPH...."all tend to appeal to biologi- this paper Dechert argues that many hypotheses need to merge to cal, neurological and sociopsychological arguments" (p. 124). form a conclusive theory that can be applied to the L, learning The phonological component is a major one, Lengyel maintains. process, the dynamics of which are admittedly complex. He and he concludes: " We do not have sufficient knowledge about directly criticizes "...assumed hard science evidence" and calls for how the acquisitionalprocess proceeds at the phonological "...substantial theory-guided evidence across various fields of level... { and) we do not have sufficient knowledge about strategies research towards a componential theory of early or later second applied by children during the acquisition of foreign language language acquisition" (p. 77). phonology either" (p. 134). Chapter Four: Evaluating the Need for Input Enhancement in Chapter Six: Is There an Age Factor for Universal Grammar?, Post-Critical Period Language Acquisition. by Georgette Ioup. by Gita Martohardjono and Suzanne Flynn. Once again. Chomsky's This discussion is initiated by underscoring the enigma which theory is examined through analysis of arguments leading to the pervades second language acquisition research: "...children who Universal Grammar (UG) hypothesis. Two issues are considered: don't receive explicit structural information attain native compe- what is assumed regarding language acquisition in general, and is tence; adults who have access to abundant input enhancement there a biologically endowed faculty for language? "A sweeping biological explanation, we submit, fails to answer themore subtle and ultimately more interesting question of what particular aspects of linguistic behaviour are affected by age" (p. 151). If you need equitable assessments for The unifying theme of this book underscores the complexity of Spanisb-speaking individuals, you need .Bateria-1? second language acquisition. The degree of variables seems to be infinite: individual vs cultural, neurological, cognitive, to name Test cognitive just a few. Within the realm of language learning, there are yet abilities in Spanish more considerations, many raised in this book. Though signifi- cant research exists on second language acquisition. the individu- ally distinct conclusions of these papers expresses the need for continuing research that might lead to more refined conclusions. BATERIA and concurrence. This book is timely. in that immigration. and Woodcock-Munoz Pruebas de the educational challenges it brings, is a global issue. therefore habilldad cognitivaRevisada indicating a need for global collaboration. The Age Factor in a psychogist. you know that valid and reliable assessment of Spanish- speaking individuals is a key civil rights and educational issue. Second Language Acquisition is a worthy venture in this regard. The first step in bringing equity to assessment of Spanish-sneaking individuals is the Bateria Woodcock-Malinoz Pruebas de habilidad cognana-Revisada Call' Ginolfi is affiliated with Fairfield University. Fairfield. CT. Now lust all or ate tenures ot the \kixideock-k:Imson-Recks.1 IN ut ungutive Ability in spuusit ,VABE Measure n (Intim oxmitio: Long-Term Reuieval. Niton- rem Memory. Pirko:sing Speed. Audgory Vistol Protevang. Comprehension-Knowledge. Huid Reasoning Quantitative Processing Book Review Submission Guidelines Nelson Oral LallgUage Measure 5 differential aptitude:: Reading. Mathematics. Written LIllgUage. Knowledge. Reviews for publication in the Book Review column Oral language Determine intras.rRautne :ism-undo and aputudeathievernent or and sample materials from publishers should be sent to intraochorment dbaertinecs when used with the Baterii-R Tots U Adusement tin flfttilI. the attention of Dr. Beti Leone, Book Review column Natioroby retomized author tam: Dr. Ridurd VOodcoci: and Dr. Ma F. editor, at NABE, 1220 L Street, NW, #605, Washington, Munoz-Saiwkw.d -=-DC, 20005. The Bateria-R is being developed to provide you with a conormed test of ability and achievement specifically designed for use with Spanish- Reviews may also be sent viae-mailto speaking subjects ages 2 to 90+. Bateria Woodcock-Munoz Pniebasde [email protected]. habilidad coenitiva- Revisada For more information, phone 1-800-323-9450 Packages should be clearly marked BOOK REVIEW MATERIAL;two complete sets of materials must be submitted. . Riverside Publishing .,Arneho a I.ln lw The 11,1Tv. lAnquinv All nAlA 270 BEST COPY AVAILABLE NABE NEWS MAY 1, 1996 PAGE 44 BOOK REVIEW: GUIDE TO BILINGUALISM FROM PAGE 43 pressured to abandon their own native is the most extensive. Baker divides this bilinguals, and defends the individual's languages in favor of the higher prestige section into four subgroups: Basic Educa- basic human right to choose his or her own language of the majority. He addresses tion Questions. Types of Bilingual Educa- linguistic system or systems. these questions and concerns with the wis- tion, Achievement and Under Achieve- At the end of the book Baker includes a dom of an educator who has conducted ment Questions. and Language in the Class- useful glossary of over one hundred terms extensive research and the empathy of a room. These subsections help parents to related to language acquisition, bilingual- father who has experienced some of the choose the best school for their child, ism and bilingual education. His defini- same struggles. understand the strengths and weaknesses tions are clear and concise, and they take In the second section. Language Devel- of various bilingual programs. differenti- into account some of the terminology dif- opment Questions, Baker offers basic an- ate between programs that are designed to ferences between the U.S. and the U.K. swers to some fundamentalquestions maintain and cultivate the home language As noted earlier. Baker is never vague concerning language acquisition. He dis- and programs that are designed to use the or elusive in his answers to these ques- pels the myth that the learning of a second home language as a temporary bridge that tions. In fact, if anything he errs slightly on language interferes with development in should be burned once the majority lan- the side of over explaining some of his the first language and gives thoughtful guage has been attained, and assess their points. For example, he uses a "language explanations of important matters such as child's success at school in a manner that gardener" metaphor throughout the text to the averagepattern of development for takes the whole learning environment into illustrate the "cultivation" and "growth" bilingual children, the importance of lan- account. It is this section that is particu- of bilingualism in young learners. While guage boundaries, the potential cognitive larly useful for the teachers addressed in some readers might find this image useful. flexibility of bilingual people, the effects the book's title, as many educators in I found that it became mildly tedious and of attitude and motivation, the value of monolingual classrooms know little about redundant. code switching, and the possible impact the work of their bilingual colleagues. A Parents' and Teachers' Guide to Bi- of majority language mass media. The final section, Concluding Ques- lingualism is an intelligent, informative In the third section, Questions About tions, addresses some of the miscellaneous and supportive introduction to bilingual- Problems, Baker deals with the fears that concerns that fail to fit neatly into any of ism and bilingual education. I wish that plague many parents of potentially bilin- the previous five sections. Many of the my own parents could have had the oppor- gual children in "monolingual" societies questions are political in nature. For ex- tunity to read this book and considered which are often mistrustful of bilingual ample, Baker raises concerns about the raising me as a bilingual. I know that it has people in general and bilingual education dominance of global languages such as deepened my own desire to one day offer in particular. Baker acknowledges that English and stresses the importance of my own children the advantages of know- parents raising bilingual children will in- ensuring the survival of minority languages ing more than one language. evitably encounter difficulties precisely in risk of extinction. He discusses some of because the education of a child. bilingual the reasons why many politicians are Christie L. Ward is affiliated with Fairfield or monolingual, is never free of problems. against bilingual education, debunks the University in Connecticut. However, he warns parents to avoid the myth that monolinguals outnumber NAGE trap of using the child's bilingualism as a scapegoat for any and all difficulties en- countered in schooling. He reiterates his belief that the benefits of bilingualism far outweigh the trials of becoming bilingual. NABE News is pleased to announce the appointmentof and he wholeheartedly encourages par- Beti Leone of William Paterson College in New Jersey as ents to stand firm in the face of adversity by noting that the monolingual's view of editor of the Book Review Column. Samples of materials the world is sometimes a very limited one. and book reviews should be sent to Dr. Leone doNABE, In the fourth section,Reading and Writ- 1220 L Street, N.W., Suite 605, Washington, DC. ing Questions, Baker offers some excel- lent general advice about the development NABE News would like to thank Dr. Antonio Simoesfor the of these essential skills and addresses par- ticular concerns for bilingual children. outstanding job he did as editor of the Book Review column Arguments over what constitute the best and wishes him continued success as Dean of theGraduate methods to teach reading and writing skills School of Education and Allied Professions atFairfield have arown even more controversial in University in Connecticut. recent years. and so it seems appropriate that Baker provides a section specifically dedicated to these matters. The fifth section,Education Questions, 271

NABE NEWS MAY 1, 1996 PAGE45_>=---,-=a==-'="""'='==°' PARENTAL INVOLVEMENT FROM PAGE 40

views. Through the support of IDRA, fervor for the education their own, and ter(San Antonio. Texas: Intercul- MALDEF, AVANCE and other groups, everyone else's, children. We encourage tural Development Research Asso- parents are planning a conference for par- others to take similar action: research. ciation. January 1993), pp. 2, 5, 7-8. ents on educational issues. As part of the Montemayor, Aurelio M. "Parents Re- process, they will be interviewing at lit- References claiming Their Schools: New Ini- eracy centers. The focus interviews will be Cardenas, Jos4 A. "Compatibility in tiative Brings Parents Together for continue to be occasions for parents listen- Parental Involvement."/DRANews- Better Schools,"IDRA Newsletter ing to parents, documenting the responses letter(San Antonio, Texas: Inter- (San Antonio, Texas: Intercultural and using the information for reaching out cultural Development Research As- Development Research Association, to other parents. Parents will continue to sociation, January 1993), p. 2. June-July 1994), pp. 1, 13,15. be "action researchers" among their peers. Educational Leadership."Strengthen- Olson. Lynn. "Parents as Partners: Re- A key area of information is bilingual ing Partnerships with Parents and defining the Social Contract between education. In this case, it is parents com- the Community," (1989), 47(2). Families and Schools,"Education municating with parents about the educa- Gonzales, Frank. "Parents Want to Get Weekly(April 1990). tion of their children, many who speak a Involved,"IDRA Newsletter(San language other than English. These parent Antonio, Texas: Intercultural De- Aurelio M. Montemayor is project direc- leaders are more able to continue their velopment Research Association, tor of the IDRA Adult Literacy Outreach advocacy; to draw in many more families January 1989), pp. 8-10. Innovations project. because they listen a little more carefully. Gonzales, Frank. "Schools Can Involve They are informed advocates with greater Hispanic Parents,"IDRA Newslet- Editor's Note: Contributions for the Pa- insight into their peers' aspirations and ter(San Antonio. Texas: Intercul- rental Involvement column should be concerns. They are researchers conduct- tural Development Research Asso- sent directly to the editor. Aurelio ing a qualitative study. They are models of ciation, February 1992), pp. 2-5. Montemayor. at: IDRA, 5835 Callaghan listening. These parent leaders are more "Hispanic Parents in their Own Words: Road. Suite 350. San Antonio. TX 78228. apt to extend the mantle of hope, to model Some Thoughts on Parenting and (210) 684-8180: Fax (210) 684-5389 acceptance and to rekindle the flame of Public Education,"IDRA Newslet- NABE

PRENTICE HALL REGENTS Setting the Standard for K-12 ESL Materials & High ForMiddle Schools! ForK-6! ForMiddleSchools! Prentice Hall Regents ESL In the Middle Side by Side/Classmates by Steven J. Molinsky & Complete theme-based by Thomas J. Bye Bill Bliss program with innovative The only ESL series multimedia! specifically for middle A new generation of exciting, full-color, content-based "Literature- and proficiency-based. school students! 4- level, task-based, geared to ESL texts! "Integrates listening, speaking, "Content-based instruction relates reading, and writing across the students' physical, cognitive, and directly to issues and interests in curriculum. emotional/social development. students' lives as it helps develop CD -ROMs fully integrated with "Combines content-area language skills. student and teacher materials. instruction with language- acquisition activities.

For more information on this For more information on these middle/high school programs K-6 program call: and/or on PHR's adult education ESL materials, call: 1-800-548-6899 -800-ESL-2E51. (1-800-375-2375) 272 NABE NEWS MAY 1, 1996 PAGE 46 NATIONAL ASSOCIATION FOR BILINGUAL EDUCATION MEMBERSHIP APPLICATION

Membership Type(check one only) I am involved with bilingual education as $48 Individual Membership 0(check one) $30 Discounted Individual Membership 0 Administrator Parent: must not be professional educator and must have a child currently enrolled in a CI College Instructor bilingual education program. Aletterwritten on school stationery from either the teacher 0 Consultant or a school administrator must accompany the NABE membership application. Full-Time Student College/University Student: must not be professional educator and must be enrolled 0 Paraprofessional on full-time basis. A copy of an official college or university document showing current 0 Parent/Community member enrollment status must accompany the NABE membership application. 0 Publisher Staff Paraprofessional: Must be working as an instructional aide in a public school system. School Board Member A letter on school stationery from the supervising teacher or a school administrator must 0 Teacher accompany the NABE membership application. 0 Other $43 Combined Membership Name of Affiliate: I work in this type of $125 Institutional Membership. organization 0 (check one) $1000 Lifetime Membership Commercial organization Memberships are valid for one year from the date of processing, and include one year subscription to College/university NABE publications (except Lifetime, valid for life of member and includes lifetime subscription). Local school district Organizational membership is non-voting; all other memberships are voting. 0 State education agency All memberships are non-transferrable and may not be cancelled. Membership dues are non-refundable. 0 Other I usually work with this Name and Address Information level of student 0 (check one) Mr. 0 Early childhood Mrs. Elementary Ms. Secondary Dr. Last First Middle Higher education Adult Preferred Mailing Address: Business 1:1 Home I want to participate in Business Address 0the following Special Interest Group Position: (check one) Division: 0 AdultNocational EduCation 0 Asian & Pacific Islanders Organization: Critical Pedagogy Early Childhood Education Street Address: 0 Elementary Education 0 ESL in Bilingual Education Zip: City: State: Gifted Education Global Education Phone: ( Ext. Higher Education Fax: ( E-Mail: 0 Instructional Technology 0 Language/Culture Retention Home Address 0 Language Policy 0 Parent & Community Street Address: 0 Policy Makers 0 Professional Development City: State: Zip: 0 Research & Evaluation Secondary Education Phone: 0 Special Education

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Mail to:NABE, 1220 L STREET NW, SUITE 605,WAS;(GTON, DC 20005-4018 273 NABE NEWS 19(6) ANNOUNCEMENTS:

NABEgratefully acknowledges the support of our 1996 Conference sponsors

25th Anniversary Sponsor Additional Support Scholastic, Inc. Albuquerque Hispano Chamber of Commerce: exhibitors' lounge

Apple COmputer: computer equipment and technical support Platinum Sponsor The Coca-Cola Company Celebration Press: Student Entertainment sponsor

The Coca-Cola Company. Nationwide Writing Contest for Bilingual Gold Sponsors Students sponsor Apple Computer Harcourt Brace Compaq Computer: computers for registration and concurrent Houghton-Mifflin sessions Macmillan /McG raw -Hill Coors Brewing Company: post-banquet dance sponsor

Silver Sponsors Educators Federal Credit Union: registration scholarships Coors Brewing Company Embassy of Mexico: educational trips to Mexico for the Bilingual Embassy of Mexico Teacher and Instructional Assistant of the Year Hampton-Brown Books Embassy of Spain: scholarship to a summer institute in Spain for the Nestle Bilingual Teacher of the Year ScottForesman Houston Independent School District: processing and judging of the essays for the Nationwide Writing Contest Conference Supporters Addison-Wesley Rounder Records: Tish Hinojosa's appearance at the conference Jostens Learning Corporation Scholastic, Inc.: Bilingual Instructional Assistant of the Year contest Optical Data sponsor, Bilingual Teacher of the Year contest sponsor. and 1996 Rigby conference poster sponsor Southwestern Bell Telephone Span Press UnivisiOn: Paola Vazquez' and Francisco Paz' appearance at the Opening Ceremonies

NABE NEWS FIRST CLASS MAIL National Association for Bilingual Education U.S. POSTAGE Suite 605 PAID 1220 L Street. N.W. WASHINGTON. DC Washington. D.C. 20005-4018 PERMITNO. 4555 FORWARDING & ADDRESS CORRECTION

274 .2L The news magazine about educational equity and excellence through bilingual education

laiie 15, 1996 National Association forlilinititil DinCation Volume:19; Niunlier.7. Gradual Exit, Varile Threshold Model for

Lim itew Ern 'ish Proficient Children by Dr. Stephen Krashen

e components of a properly orga- guage. It is extremely efficient to develop (2) If we learn to read by reading, by nized program for limited English literacy first in the child's first language; making sense of what is on the proficient students are consistent the transfer to English is rapid. even when page, it is easier to learn to read a wi h the concept of comprehensible input, the alphabets used are very different. To language we already understand. the hypothesis that we acquire language see this, consider this three step argument: (3) Once we can read, we can read. when we understand it. The "reading hy- ( I ) We learn to read by reading. The ability to read transfers across pothesis" is a version of the input hypoth- There is good evidence that we languages, even if the writing esis that states that meaningful reading is learn to read by understanding systems are different. Learning the source of much of our competence in the message on the page to read any language helps one I iteracy. (Goodman, 1982: Smith, 1995). learn to read any other. There is The first language can be used in ways As noted earlier, this view is simi- another sense in which literacy that help English language development. lar to the idea of comprehensible transfers across languages: The ways that are consistent with the concept input. CONTINUED ON PAGE15 of comprehensible input. First, the pri- mary language can be used to supply back- ground knowledge, which can help enor- mously in making English input more com- prehensible. A limited English proficient House Budget Committee Recommends (LEP) child who has learned math well Elimination of Bilingual Education; through the primary language will have a better chance of understanding a math Decision Reversed With Help of NABE class taught in English than a LEP child who doesn't know math well. and the 400,000 limited-English proficient (LEP) former will make better progress in both by Jaime A. Zapata children who participate in Title VII- math and English. because the input she funded programs in extreme jeopardy. hears in class will be more comprehensible. n May 13 of this year, the House A second means of using the first lan- Budget Committee issued its re- FY 1997 Appropriations guage to aid English development is by port on the Budget Resolution for Realizing the need for immediate ef- developing literacy through the first Ian- FY 1997 which recommended the elimi- forts, NABE sent out an Action Alert nation of Title VII. For bilingual educa- urging bilingual education advocates ISSUE. HIGHLIGHTS.:: tion, the prognosis appeared extremely across the country to contact the members bleak. Soon, the House Committee on of the Appropriations Subcommittee on Appropriations would decide the alloca- Labor, Health and Human Services (HHS), tion of FY 1997 funding for Health. Labor and Education. The Subcommittee had and Education programs, While appro- scheduled a mark-up of its FY 1997 bill priators are not bound by the decisions of for June 10th, and only a massive outpour- the Budget Committee, they normally fol- ing of support for bilingual education at Meet NABE Interns;.--.... low its recommendations. The Budget the local level could turn the tide that Congressional Update Committee's recommendation on bilin- threatened this important program. gual education had put the future of over CONTINUED ON PAGE 33 275 BEST COPY AVAILABLE NABE NEWS NABE EXECUTIVE BOARD 1995 - 1996 Published by the PUBLICATION SCHEDULE President National Association for Kathy Escamilla Bilingual Education Volume 20 ofNABE NEWSwill be P.O. Box 173364. School of Education University of Colorado at Denver published in 8 issues: publication dates are: Editor: Denver. CO 80217-3364 Issue 1 09/15/96 Issue 5 03/15/97 Nancy F. Zelasko. Ph.D. (303) 556-4908 Desktop Publishing & Layout: Issue 2 11/01/915 IsTue 6 05/01/97 [email protected] Jeff Spence Issue 3 12/15/96 Issue 7 06/15/97 Issue 4 02/01/97 Issue 8 08/01/97 Vice President All advertising and copy material must David E. Baez NABE NEWS REPRINT AND be received in the NABE officeONE 291 Baynes Street EDITORIAL POLICY MONTH prior to publication date Buffalo, NY 14213 (716) 851-3704 Readers are welcome to reprint non-copy- to be considered for inclusion. righted articles which appearinNABE NEWS NABE NEWS ADVERTISING Secretary/Treasurer at no charge, provided proper credit is given Mary F. Jew both to the author(s) and toNABE NEWSas Display Advertising Rates San Francisco USD the source publication. (Camera-Ready) 300 Seneca Avenue, Room 6 All articles printed inNA BE NEWS,unless Full Page (7.5" x 10") $850 San Francisco, CA 94112 (415) 469-4777 written by an Association staff person or a 2/3-Page (4.75" x 10") $700 member of the current NABE Executive Board I/2-Page (7.5" x 4.5") $550 Member-at-Large of Directors, are solely the opinion of the I/3-Page (4.75" x 4.75") $425 Janice Jones Schroeder 1/3 -Page (2.25" x 10") $425 author or authors, and do not represent the 3402 Northstar I/4-Page (3.5" x 4.75") $325 official policy or position of the National As- Anchorage, AK 99518 I/6-Page (2.25" x 4.75") $250 sociation for Bilingual Education. Selection (907) 563-6650 of articles for inclusioninNABE NEWSis not Classified Advertising an official endorsement by NABE of the $1.25 per word; maximum 100 words Member-at-Large Nga Dinh Duong point(s) of view expressed therein. Advertising Discounts (for multiple insertions) 21724 58th Avenue West Mountlake Terrace, WA 98043 10% for second-third: 15% for fourth-fifth; (206) 771-2095 TABLE.OF CONTENTS 20% for sixth-eighth NABE reserves the right to reject any Eastern Regional Representative advertisements which it deems inappropriate Maria Estela Brisk and/or inconsistent with the goals of the School of Education Association. For additional information. Boston University hen:Cyradual . FY !97:Approprtatiotis contact NABE at (202) 898-1829 x136. 605 Commonwealth Avenue Message-from thiPfesident Boston, MA 02215 .,_..:- (617) 353-3260 - NABE,.,Nei.Day.96;4and,NM" NABE [email protected] Bilingual Edimaiors ry The National Association for Bilingual Speak Out i Education (NABE) is a tax-exempt, non-profit Central Regional Representative Parental Involvement professional association founded in 1975 to Joe J. Bernal Asian/Pacific Amen:ccincolunin address the educational needs of language- 6410 Laurelhill ...... minority Americans. San Antonio, TX 78229 Meet,the NABE,Interni NABE NATIONAL OFFICE (210) 342-8026 BilingualEducatorResouree 1220 L Street. N.W., Suite 605 Western Regional Representative Congressional-;,UPdate Washington. DC 20005-4018 Herman S. Garcia LIST:: SenateiCoininitteeion PHONE (202) 898-1829 Department of C & I Appropridiioni.- FAX (202) 789-2866 College of Education Arneiicanlitidiaw`coliimn. E-mail: [email protected] New Mexico State University BoOkReyiiivtcOltinin: James J. Lyons, Executive Director Las Cruces. NM 88003 CHC Meets with Sec:Riley Nancy F. Zelasko, Deputy Director (505) 646-2115 Adininistratign ...... Jaime Zapata, Associate Director for Legislation [email protected] Membershiii4Priliation' Jeff Spence, Information Systems Director 4 Parent Representative Aniiouncementi', Carolyn Riddick, Office Manager Celia Torres, Member Services Susan Garcia Mina Cousins, Member Services 18094 East Ohio, #102 Ronald Williams. Office Assistant Aurora, CO 80012 Elena Williams, Management Intern (303) 745-7116 276 BEST COPY AVAILABLE NABE NEWS JUNE 15, 1996 PAGE Message From The_President

We Must All Continue to be Involved

without a diverse array of professional by Dr. Kathy Escamilla development opportunities for their teach- ers and other educators. Ai3s I write this column. I am finish- I know that schools will continue to ng my fourth year on the NABE provide staff development for bilingual oard and my second term as educators, and universities will continue President. 1 know that I should be saying to prepare bilingual teachers. However. I good-bye. but that would imply that some- mourn the loss of leadership in the area of how I am leaving. While I am leaving the professional development that is so terri- Board. I will never leave NABE. I plan to bly critical to our future. and from which be continually involved and I hope that were created so many outstanding profes- you all will do the same. sional development programs. When I was first elected to the Board in I would like to highlight one of these 1992. I was excited about the opportunity /995-1996 NABE Executive Board President. outstanding professional development pro- to serve. I felt that it would most likely be Kathy &cantina grams. I recently returned from a two- one of the most significant professional week stay in Puebla, Mexico. where 1 development experiences of my life. I was a significant professional development participated in a bilingual paraprofessional not disappointed! Being on the NABE opportunity for me and my colleagues on career ladder training program. This pro- Board has been stimulating, stressful, ex- the Board. Professional development gram was organized by the BUENO Cen- hilarating and depressing all at the whether we are para-professionals or ter at the University of Colorado, Boulder, same time. Ph.D.'s is critical if our field is to and directed by Lorenso Aragon. It was You know from our newsletters and continue to progress. As you know, Title not your typical "intensive Spanish" Action Alerts that we have had a tough VII has historically been the cornerstone course. year. Indeed, we have many issues still to of professional development for bilingual I highlight the program because of its address before we achieve our goals of educators. Title VII has provided the lead- unique design, and because it is indicative equity and excellence for language-mi- ership and vision to address the numerous of the kind of creative professional devel- nority students. I am confident that future professional development needs in this opment that has characterized Title VII. It Board members and our national office field. is the kind of program that merits replica- staff will continue to work hard to achieve Title VII has helped us to address the tion and expansion nor elimination. our goals. I want to particularly thank our severe and ever growing shortage of bilin- During our two-week adventure in executive office staff for their positive gual teachers in our country. It has pro- Puebla. 20 bilingual paraprofessionals (in passion. their total commitment, and their vided support to enable paraprofessionals career ladder teacher preparation pro- professional expertise in the field. Few to achieve their dreams of becoming certi- grams) and three college professors em- people know the daily sacrifices they make fied teachers. It has helped talented teach- barked on a cultural interchange. We spent to ensure that NABE continues to be a ers earn advanced degrees and move into two hours every day in a Mexican elemen- first-class professional and advocacy or- roles of teacher trainers, school adminis- tary school where one hour was spent ganization. Again. I will not say good- trators. researchers. and college deans. It observing methods of teaching in Spanish, bye: instead I will say thank you. I respect has helped Ph.D. students conduct research and one hour was spent having Mexican you. I admire you and I wish you all great that contributes to our knowledge base teachers observe our paraprofessionals success in the future. and understanding of multiple issues in teaching English as a Second Language. As a former NABE President. but per- the field. It has helped to create a more Rather than simply learn Spanish. weused petual NABE member. I plan to continue diverse group of teachers in training and a Spanish to interact in schools with teach- to be an outspoken and aggressive advo- more diverse teaching force. It has ex- ers and children. We experienced teaching cate for the issues that affect language- panded the scope of offerings_ at our uni- ESL to students who had no knowledge of minority students and their families. I be- versities and improved our school sys- English. We used Spanish to engage in gin my new role now, and wish to use my tems. professional teaching conversations. final column to express my outrage at the Successful schools have well-qualified. After the observation session. there were elimination of Title VII training monies stimulated and committed teachers and six hours of university course work each for this year. staffs. We cannot hope for improved school day. We used class time to discuss and As I mentioned before. NABE has been programs for language-minoritmuidents CONTINUED ON PAGE 31 277 NABE NEWS JUNE 15. 1996 PAGE 3 DISCOVER PERMA-BOUND BOOKS FOR YOUR BILINGUAL STUDENTS

a* 4

0 Now Available! Books in Spanish to accompany Accelerated Reader Program.

Whenlooking for a great selection TRANSLATIONS One PERMA-BOUND book will outlast sev- of affordable titlesfor bilingual stu- ORIGINAL WORKS en to ten paperbacks at about one-third dents, our Pre - Kindergarten -12 selec- SHORT STORIES the cost-and they're unconditionally guar- tion is great including over 2,000 NOVELS anteed. If you're ever dissatisfied with a books in Spanish, plus Chinese, Viet- SCIENCE PERMA-BOUND book for any reason we'll namese, French, German, Italian, and DICTIONARIES replace it. more. BILINGUAL READERS VALE - IBM WRITING TO READ VANDALIA ROAD JACKSONVILLE, ILLINOIS 62650 fsFR4fA:VOSlt CALL TOLL FREE: 1-800-637-6581 TOLL FREE FAX: 1-800-55 I.1 169 NABE NEWS JUNE 15, 1996 PAGE 4 NABE, NetDay 96, and New Mexico:

Partners in our Children's TechnoloIP cal Future

fore the Internet was even dreamt of. do ship. Interested people. schools and busi- by Jeff Spence not lend themselves to inexpensive retro- nesses would communicate through the fitting of such systems. This problem hits Web: instructions and suggestions would ABE has recently become involved hardest in economically disadvantaged be available to all, but all coordination with a national volunteer technol- areas and populations those students would take place among the persons di- ogy project. "NetDay 96". This who are already suffering most under in- rectly involved, school-by-school. at the project. which began in California in 1994. adequate budgets and laboring with inad- local level. The wiring would take place in coordinates the efforts ofeducational staff, equate educational resources. In Califor- one day, for maximum impact. and would community members, and business lead- nia alone, the cost of wiring only a few occur statewide. The project was immedi- ers in order to wire the entire nation's classrooms in each of the state's schools ately and enthusiastically endorsed by the schools for connection to the Internet. was estimated at more than one billion White House and Department of Educa- The Internet is al- tion officials. ready recoenized as an On March 9. invaluable resource 1996. almost for research and in- 100,000 volun- struction. for both teers descended teachers and students. on California's Fostering collabora- 12 , 000 -odd tion between widely schools. Presi- separated and diverse dentClinton, populations. its adop- Vice President tion as an educational Gore, and Educa- tool will invariably tionSecretary change the face of edu- Riley joined the cation as we know it parents, teachers, today. Even without and community widespread use, its members vol- importance is already unteers all who acknowledged. among strung almost six parents.students. million feet of teachers, and national telephone cable leaders: both President (NetDay organiz- Clinton and Vice ers proudly pro- President Gore have claim that the publicly committed United States is themsel ves to providing Internet access to dollars almost eight percent of the total now the only country in the world whose all of the nation's schoolchildren. In fact, state education budget. Chief Executives are also certified Cat- universal access for schools and students Two businessmen both parents of egory 5 telephone cable installers!) and. in by the year 2000 is a key part of the Goals children in the public school system, one a one day. wired more than 3.500 schools 2000 initiative: and the latest version of former educator, the other a long-time more than one quarter of the state. The telecommunications legislation would es- public policy activist in the San Fran- estimated cost of the materials and labor tablish telephone/communications pricing cisco area decided to take matters into donated was $25 million. The state had for education (the "E" rate) as free of their own hands in late 1994. Veterans of estimated that the cost to the state to wire charge for both schools and libraries. grassroots activism campaigns for almost these schools would have been ten times Unfortunately. even if this legislation is thirty years. they started a volunteer effort that, or $250 million: the actual cost to the adopted. it will only begin to take care of to wire the state's classrooms.:The effort. public sector $0. the immense costs involved in connecting labeled "NetDay 96", would be funded Probably the most important benefit to our students' classrooms to the Net. The entirely by private monies and would be the educational community was not the most daunting lack in the current system is staffed entirely by volunteers: it would be actual wiring., but rather the increased in- the almost complete absence of physical run entirely over the Internet. on the World volvement in the schools by the commu- wiring in our nation's classrooms. Aging Wide Web (WWW). There would be no nity at large. In many communities. the buildings, in many cases constructed be- office. no staff, and no project sponsor- CONTINUED ON PAGE 6 279

NABE NEWS JUNE 15. 1996 PAGE 5 NABE NETDAY '96 FROM PAGE 5 number of volunteers was overwhelming. Mexico affiliate (New Mexico Associa- Volunteers who could not pull cable did tion for Bilingual Education NMABE), Executive Board other desperately-needed work at the are committed to assist in whatever way schools. Painting, cleaning, removing graf- possible to develop a plan and to see it Election Results fiti, planting flowers in many cases. come to fruition before the Conference. schools were literally transformed in a day We have already begun to work with edu- Dr. Harold Chu, Chair of the NABE by the concerted efforts of hundreds of cational. business and community leaders Election Committee, has provided volunteers and sponsors. And this com- in New Mexico. and the response is uni- munity involvement did not cease formly and enthusiastically positive. the NABE Office with the results of with the completion of the wir- We hope that New Mexico, as the the 1996 election for Executive ing. In many cases, the com- most bilingual state in the Board members. The winning munity has become reen- country, will accept the chal- candidates in this election, their ergized regarding their lenee to participate in Executive Board positions and their schools parent and "NetDay 96", and become community involve- terms are as follow: the most "wired" state ment in other school in the country as well. projects and activi- Our goal is to wire the David Baez ties, many of which entire state; to con- Member-at-Large were dormant due to vince enough busi- 1996-1998 lack of interest, has nesses to support us Joe Bernal begun and has re- and every school to mained extremely ti join us, to establish a Member-at-Large high. plan that will result 1996-1998 Organizers are in 100% connection. Nga Duong now assisting oth- and, if possible, to Member-at-Large ers throughout the achieve that goal by country to replicate our conference in 1996-1999 the program in their February 1997. Susan Garcia own states and re- For more informa- Member-at-Large gions. Thirty-one tion about the na- 1996-1999 states have projects tional NetDay 96 Adela Holder under development project. point your and in place; ten oth- World Wide Web Parent Representative ers are beginning to browser (suchas 1996-1999 organize.Every Netscape) tohttp:// state's project is dif- www.netday96.com/ The additional members of the ferent, depending on NABE will continue NABE Executive Board who will the resources that are to publish updates about available or already in the New Mexico project in be serving the second year of their place, and the specific future issues of NABE two-year terms during 1996-1997 needs of their educational NEWS. In addition, NABE's are Members-at-Large Maria Brisk, community. The things they have in own Web site will be available begin- Herman Garcia, Mary Jew and common are the strictly volunteer nature ning in early September at http:// Janice Schroeder. of the original project, and the universal www.nabe.org once up and running, it enthusiasm of the participants. will be the best place to go for up-to-the New Mexico, the site of NABE's up- minute information. In accordance with the Bylaws, the coming International Bilingual/Multicul- Board will elect officers for 1996- tural Education Conference (Albuquer- Jeff Spence is the Information Systems 97 at its first meeting in July. que, February 4-8, 1997) is one of the ten Director for NABE. states without a formal _plan as of this NABE NABE writing. NABE, together with its New

Readers are welcome to reprint any NABE NEWS original material free of charge as long as proper credit is given to both the author and NABE NEWS as the source.

28A BEST COPY AVAILABLE NABE NEWS JUNE 15. 1996 PAGE 6 Bilingualducators Speak

ilingual educators are setting the record straight in response to editorials and articles in various newspapers and magazines across the country. Printed here are just three of the most recent submissions received by NABE.

On Wednesday, May 22, 1996, "The Evening News" of Salem, Massachusetts ran two articles on the issue "Bilingual Education: Is It an Effective Way to Teach?". Representing one side. was John J. Miller. a fellow at The Heritage Foundation and is Vice President of the Center for Equal Opportunity which is headed by former U.S. English Executive Director Linda Chavez. The other side was presented by Dr. Arlene Dannenberg, Director of Educational Equity for the Salem Public Schools. Scrapping Bilingual Education Worked ...But Salem has Positive Experience for PA District... by Arlene Dannenb erg by John J. Miller School Superintendent Thomas Doluisio was puzzled. His The subject of bilingual education is often an emotional one for Bethlehem, PA, district had an elaborate program of Spanish- many people. We usually hear it discussed in terms of national language classes for its large population of Spanish-speaking loyalty. But the most critical issues are educational. How do children. Proponents of bilingual education said this would help children learn languages and how does language development Hispanic children adjust when they moved on to English-only affect learning in general? classes which they were supposed to do after three years. But Let me begin with two conclusions on which both supporters it wasn't working. Hispanic students lagged behind their peers in and opponents of bilingual education agree. First. English is and test scores, reading levels and graduation rates. should be the common language of the United States. Second, it is "Our college-track courses were lily white." Mr. Doluisio says. critical that linguistic minority children acquire high level skills in "Our remedial classes were filled with Puerto Rican kids. And the the English language. ability to speak English explained most of the difference." I have never met a bilingual educator or linguistic minority What went wrong? parent who does not know the critical value of good English skills Mr. Doluisio found out in 1992 meeting with his district's for their children. However, there is fundamental disagreement elementary-school principals. about the most effective approaches to help children reach the The short answer: seven years. That's how long it was taking a goals of English proficiency and high academic achievement. typical student in the bilingual program to move into regular Let's look at some of the issues raised in Mr. Miller's article. classes taught in English. Bethlehem had effectively established an English-second policy, thanks to educators who considered Some Historical Background native-language training of primary importance. Since the early colonial days, many languages have been "1was flabbergasted." Mr. Doluisio says. More than that, he spoken in the United States. more so than most of us realize. The was angry. And then he got busy. framers of the Constitution considered the question of designating an official language. The debate then was very similar to the A Stunning Transformation debate today. Yet, the framers of the Constitution chose not to Within a year, Mr. Doluisio led a stunning transformation of designate an official language. They were content with having Bethlehem's language policy. His district became one of a handful English as our common language and were not threatened by the in the country to reverse course on bilingual education. Bethlehem's use of other languages among immigrant groups, even though Spanish-speaking students are now immersed in English-speak- such use was widespread. ing classrooms. As we near the 21st century, our immigrant population is The school district switched policies only after a bitter struggle changing over to English at a remarkably rapid pace. Sooner or that had divided the community. But thanks to Mr. Doluisio's later, most immigrant families lose their native language and leadership, the benefits of English immersion are starting to show, speak only English. This conversion to English now takes about a and the naysayers are starting to change their minds. Bethlehem generation and a half, compared to three generations at the turn of provides a stirring example of how other school districts can the last century. Now, as then, we complain that it takes too long. challenge the bilingual education orthodoxy and win. The reality is that it happens more and more quickly all the time. The Bethlehem Area School District, serving 13,000 children, Most immigrants want to learn English, and do learn it quickly. is Pennsylvania's fifth largest. About 10 percent of its students Data from the U.S. Census and other language surveys confirm cannot speak English well, and of these, 86 percent speak Spanish this. Why then, do we feel that we are in danger of losing English in their homes. Most of these children are Puerto Rican, but as our common language? immigrants from Central and South America make up a growing part of the Spanish-speaking population. Success in School Before the 1993-94 school year. Bethlehem essentially segre- What factors contribute to school success for bilingual young- CONTINUED ON PAGE45 CONTINUED ON PAGE8 281 NABE NEWS JUNE 15. 1996 PAGE 7 ) EDUCATORS SPEAK OUT: DANNENBERG FROM PAGE 7 sters? The best predictor that a student will The Thomas and Collier study shows have become essential for finding a decent succeed in school in English as well as that students in an all English program paying job? their subject matter is the presence of solid often perform better for a short time but My English-speaking Irish grandpar- skills in the native language. generally perform poorly in the long run. ents were paid a living wage for their work Is conversational English the only thing However, the opposite is true for young- in factories. They were able to become a we expect students to learn? If that were sters who have dual language exposure part of the economic mainstream with lots the case, we wouldn't send our native throughout their study. They perform less of hard work but not much formal educa- English speaking children to school at all. well early on but much better in the long tion. The jobs that allowed them to do so They are already fluent in English. But we run. The early success of sink or swim are no longer available. expect much more for them. We expect students misleads many of us to believe As a bilingual director, I know that I them to speak, read. write, and analyze that it is a successful strategy for long- will not be satisfied until all youngsters with a high degree of skill. We should ask term learning. are understanding the complex language no less for our students who learned other I often hear people tell me that the of science. technology, and advanced lit- languages before they learn English. research supporting bilingual education is erature that will carry them to a world of Why then have the Bethlehem Schools not conclusive. But the National Academy productive and high wage work as adults. in Pennsylvania rejected bilingual educa- of Sciences tells us otherwise. In their I would prefer to see students take a little tion? Why is the issue raised time and review of research in bilingual education, longer to develop high level skills than to again in Massachusetts and across the coun- they have validated studies which show achieve mere survival skills in a short try? In part. it is raised because many of us that students in bilingual education per- period of time. don't have the personal experience of learn- form well in school. What is at stake here is the level at ing in two languages. And so it seems which students will be able to perform in confusing to us. The Question of Time the long run. A quality school district can But more and more. I have come to Generally it takes an individual about find ways to support both social and aca- believe that itis often because of our five to seven years to become proficient in demic integration. In Salem, we do that all discomfort at hearing other languages spo- his or her second language. And then the the time, and still constantly seek more ken in our communities. Throughout most learner continues to refine those skills for and better ways to do so. Still, most of our of the world, learning and speaking sev- the rest of his or her life, achieving a high limited English proficient students spend eral languages is both accepted and ex- level of skill but never quite matching the only two to three years in the bilingual pected. It is one of the marks of an edu- skills of a native speaker. program. a remarkably short period of cated person. Why do some Americans But students don't stay in a bilingual time. find it so threatening? program for such a long time. Usually they remain in a transitional classroom for two Bilingual Education in Salem A Look at the Research to three years and then continue their lan- In Salem, we have quality two-way and A study by Virginia Collier and Wayne guage learning in a mainstream classroom. transitional programs in which we expect Thomas of George Mason University com- This is true in Salem, asit was in students to perform at high levels. In most pares long -term success rates of students Bethlehem, contrary to what John Miller cases, we have successfully helped stu- who participate in different kinds of lan- reports in his article. Mr. Miller has con- dents prepare for integration into main- guage learning programs. With a sam- fused the amount of time that it takes to stream classes. pling of 42.000 students, they have found become truly fluent with the amount of In our two-way program we have been that students who receive quality instruc- time most students need bilingual pro- able to offer native English speakers the tion in both languages, continuing their gram support. opportunity to become fluent in Spanish native language study for a longer period Nevertheless, I hear parents and educa- as well. The two-way program at the Fed- of time, are the most successful in school tors telling me that we must push linguis- eral St. School allows both native Spanish as measured by academic achievement. tic minority youngsters into English speakers and native English speakers to In Collier and Thomas' research, an quickly. In Bethlehem, PA. the school learn high level skills in both languages in interesting and misunderstood pattern is board "resolved that...students...become an integrated setting. With slightly differ- revealed, something that experienced lan- fluent in English in the shortest amount of ent models, our transitional programs at guage teachers have known for a long time possible." other schools achieve similar academic time. Do we practice the McDonald's school results in integrated settings. Students who are immersed in a lan- of education for our bilingual students? In our transitional programs, most guage usually learn to perform simple Why are we so insistent that students learn youngsters are moving into the mainstream spoken skills more quickly in their early both English and all the other skills they within two to three years. Some young- days of learning than students with less will need faster than is reasonable? Are we sters need more time, depending on their exposure. When we test students during limiting their ability to learn high level home support and individual learning con- this time period, we are limited to testing skills, just at the time in our history when cerns. While I know that we can still them on simple skills. high level academic and_tectinical skills CONTINUED ON PAGE 34

NABE NEWS JUNE 15, 1996 PAGE 8 Parental Involvement Column Editor: Aurelio Montemayor, M.Ed., Intercultural Development Research Associates, TX

Families United for Education: A Voice for Our Future Familias unidas para la educaciOn: Una voz para nuestro futuro

cuss among themselves what they know or unique conference demonstrated the by Anna Alicia Romero do not know about our educational sys- strength in our cultural beliefs and the tem, and how they feel about parental/ importance of inter-generational and mean- San Antonio. Texas is not unlike other teacher relationships and relationships with ingful parental involvement" continued metropolitan cities; it is an urban the administration. Parents are then en- Acosta. community faced with many of the couraged to brainstorm positive and nega- One of the workshops featured a youth same problems and concerns as other cit- tive aspects of the system and fashion a list panel where youngsters spoke directly to ies crime, diminishing job opportuni- of recommendations and/or concerns. The parents and family members about the ties, and concern over access to quality final step is the formulation of a plan of pressures they feel at school and at home. education. Here, as in much of the nation, action to implement these recommenda- "I found out through this panel that my son regular working people struggle to pro- tions or address the concerns; in this case is feeling pressure about choosing classes vide a better future for themselves and the parents chose to organize an educa- and making choices in his life. The confer- their children. But on a sultry day in May, tional conference. ence woke me up," said Martha G. Ortiz, parents and family members of local school The conference was the first of its kind who chaired the conference steering com- children took a very big first step by par- in San Antonio. Parents chose the theme mittee. ticipating in an educational conference "Families United for Education: A Voice The "Families United for Education: planned by parents for parents and de- for Our Future." They chose the location, Voice for Our Future/Familias unidas para signed to help family members increase they chose the topics to be addressed at the la educacion: Una voz para el futuro" their children's chances of academic suc- conference, they invited speakers of their conference was held in both English and cess. choosing, they went into the community Spanish to emphasize the importance of a As the dialogue increases on how to to obtain donations, they facilitated work- bilingual approach to education. From the best provide quality education with di- shops, and they made presentations on beginning, the group gave the idea of a minishing resources, parents are being seen topics ranging from the mother's self- bilingual conference high priority. A bi- as the new cost-effective, super secret esteem to learning to advocate for the lingual approach is especially practical in weapon capable of challenging and de- rights of disabled children. To build upon communities where English and other lan- feating any educational malady. Mothers their newly acquired communication skills guages are used interchangeably every and fathers involved in the San Antonio and prepare for the parent conference, key day. Accessibility to all people was of Parent Leadership Program. under the aus- committee members were given the op- utmost concern. For example, workshops pices of the Mexican American Legal portunity to speak at major educational were presented in both languages. In her DefenseandEducationalFund conferences in the city addressing teach- native Spanish. Clementina Padilla, a (MALDEF), were used as the foundation ers and administrators. "MALDEF is ex- grandmother active in the group, com- for the effort to activate parents in the tremely proud of the parents who partici- mented: "The conference we had was very community. MALDEF and the Intercul- pated in this very successful conference. special because I believe that we achieved tural Development Research Association Most parent conferences do not involve our objective of expressing in words the (EDRA), through the "Mobilization For parents in the planning process or. if they significance of a mother's self esteem, Equity" project, collaborated to increase are included, their roles are often limited which she projects to her children and her parental awareness and involvement in the to serving refreshments, greeting other spouse. All mothers, no matter their age educational lives of children. With the participants, or introducing speakers," said and no matter their race and no matter their assistance of local adult literacy centers, Lucy Acosta, director of the San Antonio socioeconomic status, are very important school districts. AVANCE of San Anto- Parent Leadership Program. to us because when a mother has problems nio and other advocacy groups. the plan- To accommodate all parents regardless with her self-concept that is what will be ning committee met at various sites of their income level, the entrance fee was projected to her family. And united we can throughout the city to plan the event. minimal and it included childcare pro- succeed in the future families united The ultimate goal, of course, is to em- vided by Parent Child, Inc. Childcare was with love." power parents by having them empower an important part of the event because it Parents, grandparents, aunts, and uncles themselves. The concept is really very re-emphasized the value of family. "Tra- took an active role, particularly grand- simple: bring parents and interested fam- ditionally, parental involvement programs mothers and aunts. "Even we who are not ily members together, and have them dis- have excluded our culture and values. This CONTINUED ON PAGE44 283 NABE NEWS JUNE 15, 1996 PAGE 9 YFAIN EDUCATION OFFICE

ESP ARA INF ORMA

The DELEs What levels are offered?

The DELE Iniclal: accredits the sufficient knowledge of the language to be able to cope with a range of situations which require an elementary use of the language.

. Et girt.iiile'E.Iftnrilat The DELE Saslow accredits a sufficient knowledge of the language that allows communication in customary situations of everyday life where specialized use is not required. NOV ,-,4,:.11w.M.mulla.. R. The DELE Superior: accredits the necessary knowledge of the Wi 0., xate *M1114.141M1.1/a language as to allow communication in situations which require an ty!40, advanced use of Spanish and knowledge of its cultural . . DfPUI91.4: BAN CO do WOOL background.

How are the tests structured?

The exam for obtaining the DELEs consists of five tests: reading comprehension, written expression, listening comprehension, Diploma Basic° grammar and vocabulary, and oral expression.

In which cities is the exam offered?

Albuquerque, NM; Baltimore, MD; Bloomington, IN; Boston, MA; The Embassy of Spain-Education Office Chicago, IL; Downingtown, PA; Houston, TX; Las Vegas, NV; Los Angeles, CA; Miami, FL; Monterey, CA; New York, NY; Orlando, announces the forthcoming exams to obtain FL; Provo, UT; Sacramento, CA; San Francisco, CA; Waltham, MA; the DELEs. Washington, DC; West Lafayette, IN.

When will the next exam be given? The DELEs (Diplomas de Espanol como Lengua Extranjera), issued by the Ministry of Education of Spain, offer an official accreditationon On November 23rd the degree of mastery of the Spanish language. They are for citizens of countries where Spanish is not the official language. Deadline for registration: October 18

Who should take them? Eir For additional information and registration, please If you need a certificate which proves your knowledge of Spanish. contact

If your boss asks you for a diploma which accreditsyour knowledge of Spanish. Embassy of Spain - Education Office 2375 Pennsylvania, Ave. NW. If you want to have a diploma for Spanish which is valid throughout Washington DC, 20037 the world. Phone 202-728-2335 84- Fax 202- 728-2313 E-mail [email protected]

NABE NEWS JUNE 15, 1996 PAGE 10 Asian/Pacific American Education Concerns Column Editors: Ji-Mei Chang, San Jose State University, CA, and Janet Y. H. Lu, ARC Associates, Inc., Oakland, CA

Literacy Support Across Multiple Sites: Experiences of Chinese-American LEP Children in Inner-Cities

Multiple sites of learning is broadly de- lenges. The first group represents students by Ji-Mei Chang, Grace Fung, & fined as the sites where inner-city Chinese who are learning disabled (LEP+LD) and Ward Shimizu LEP children engaged in types of activi- were selected from Northern California ties which: (Chang, 1993; I 995b). The second group Studies of the literacy support struc- a) enhanced their ability to complete represents students who were at-risk of tures among ethnic Chinese and teacher-assigned homework: academic failure (LEP+At-Risk) from Chinese-American children in in- b) provided opportunities for them New York. The working definition of ner-city environments can help heighten to borrow books or read news- LEP+At-Risk is based on those Chinese the awareness of professionals. parents, papers and magazines. and listen LEP children who were referred by their and community informants who are con- to stories: homeroom teachers to a School-Based cerned about generating opportunities for c) helped them to acquire the Support Team for pre-referral interven- children to succeed in schools. Inner-city English language; tion due to their failing academic perfor- limited English proficient (LEP) children d) engaged them in field trips to mance. Because these LEP+At-Risk chil- need our special attention because they expand their social and learning dren scored high enough in initial screen- often came from a home environment experiences; ing assessments, they were not considered where their parents are neither fully e) involved them in discussions of for special education referral. However, mainstreamed into the dominant culture experiences and events; these children continued to be viewed as nor fluent in the dominant language. Forg- f)allowedthemtoacquire at-risk of academic failure by their ing teacher-parent partnerships to promote information from hands-on homeroom teachers due to their limited children's school learning with parents of activities: proficiency in English. inner-city Chinese-American LEP chil- g) introduced them to different The current comparative analysis of the dren can be challenging until we learn to genres of Chinese children's literacy support structure across multiple establish the types of partnership that may literature, such as rhymes, sites involving these two groups of ethnic be most meaningful to them (Chang, Lai, folktales, stories, and narratives Chinese children was extended from a and Shimizu, 1995). as well as culture, values, and the home-school-community-based concept- The sociocultural values of inner-city Chinese written language. ualization of LEP+LD among inner-city Chinese and Chinese-American families Moreover, knowledge about these mul- Chinese children in Northern California include valuing formal education just like tiple sites of learning is important for (Chang, 1993a; 1995b). The 16 in-depth many other ethnolinguistic groups in this professionals who need to generate social case studies in Northern California fol- country. However, when Chinese or Chi- capital (Coleman, 1987) for children to lowed children from third, fourth, and nese-American students are not among sustain their school learning. Social capi- fifth grades to sixth, seventh, and eighth those succeeding in school, their educa- tal used in this context is broadly defined erade. Based on student files and field tional reality is discouraging, particularly as the means by which LEP children's observations, many Chinese LEP children among those students enrolled in inner- social, language and literacy development who participated in the Northern Califor- city schools (Chang, I 995a; 1995b). The is generated through a network of peers. nia study were once perceived as at-risk of purpose of this article is to describe the immediate and/or extended family mem- academic failure, particularly in the areas literacy support structures that exist be- bers, adults, librarians, community infor- of reading and language arts, before they yond school in Chinese-American com- mants, specialists, and teachers in a LEP were formally placed in special education munities within innercities across the coun- child's home, school, and community- two or three years later. In the longitudinal try. We hope to heighten awareness of the based multiple sites of learning. studies, one of the research findings lo- need for home-school-community collabo- This article reports research findings cated home and community literacy sup- ration which fully utilizes multiple sites of related to literacy activities within the port, such as home supervision of home- learning (Chang, 1993; I 995b) in order to support system across multiple sites ob- work activities, weekend and after school foster these children's primary language tained from two groups of inner-city eth- programs offered by community-based development and English language acqui- nic Chinese-American LEP third through agencies to supplement and extend school sition. fifth graders who are facing academic chal- CONTINUED ON PAGE 12 285 tr',T C.I ! i NABE NEWS JUNE 15, 1996 PAGE 11 ASIAN/PACIFIC AMERICAN programs and literacy experiences of some and literacy environment is analyzed source that can better mediate their lan- of these children. The findings also sug- through three major support systems gen- guage and academic learning. gested that Chinese LEP+LD children who erated by school, home, and community. The survey responses revealed consis- had social. literacy, and language support With respect to community support. it is tent patterns with regard to these LEP+LD from at least two of the home, school, and/ plausible to suggest that the Chinese com- and LEP+At-Risk children's home sup- or community environments tended to munities in New York and California main- port system. The first pattern reflected their school learning (Chang, 1993: tained and reinforced the value of school parents' commitment to assist their child's I 995c). For example, in the Northern Cali- education, particularly through supervis- school education, particularly when it in- fornia study. the language and literacy ing homework. After school programs volved homework. Almost all of the par- learning and support beyond school in varied by types and sponsors. In general, ents in both studies emphasized the impor- various home and community-based sites both communities had after school Chi- tance of their child's completing his/her enhanced LEP+LD children's maintenance nese schools, public library reading pro- homework. Mothers were often involved of academic skills when their LEP parents grams, and private day care and tutorial in their children's homework activities were unable to assist them in completing programs for children. To support school regardless of their social economic status most of their homework assignments. In learning, the community's YMCAs, and level of education. Many parents ar- contrast. individuals who showed the least churches, and the Chinese Benevolent ranged for either a sibling or a commu- progress received limited support in only Association also provided facilities and nity-based after-school program to super- one of the home, school, or community personnel to supervise children's home- vise their child's schoolwork. Some par- environments and did not have access to work. The extent to which each family ents even assigned additional work after any of the multiple sites. utilized these programs and services also their child completed teacher-assigned In this article the literacy support struc- varied greatly from both the California work, mostly in math. Another pattern tures are illustrated in the form of various and New York research samples. Even was that, regardless of the effectiveness of activity settings where these children were though there were various types of literacy the homeroom or special services their immersed in various types of multiple support structures provided by the school children received, parents in both cities literacy learning activities. Hence, the fo- and community, not all LEP children in expressed their appreciation for schools cus of this comparative analysis is not on the current study used the services. In and teachers. Parents value teachers who the nature of LD or at-riskness of the LEP addition. it was noted that most of LEP+LD make an extra effort to communicate with children, but rather on the types of social, children in Northern California dropped them. Parents also value teachers who language, and literacy support structures out of Chinese language school after they assign, correct, and return students' home- these two group of children might have. were placed in special education. The pub- work promptly. A majority of these par- The New York study used the Home Lan- lic school teachers being interviewed gen- ents still respect teachers as revered. guage and Literacy Environment Survey erally felt that attending Chinese language learned figures as they are in traditional (Chang and Maldonado-Colon, 1991), a school overburdened LEP+LD children. Chinese culture. tool which was constructed and field tested Based on data collected, the peer sup- The third pattern was revealed from a in the California study, as a means to port system in school was synthesized composite of responses to a survey regard- collect self-reported information and per- from the responses to survey items which ing the types of literacy activities that par- ceptions. Many of the interview items asked the children how often they received ents and their children participate in while at were open-ended questions on topics re- help from their peers for school work. The home after school, on weekends, or during lated to literacy activities and language(s) composite data suggested that both holidays. Literacy activity was broadly de- which the target children used beyond LEP+LD and LEP+At-Risk children had fined to include any activitiesthat LEP schools. Parents and children were each similar school support systems that uti- children engaged in which provided them administered separate survey tools that lized peers. The type of peer mediation with opportunities to listen, speak. read. or contained many identical items. The use generated from interaction included pro- write in either the home or English lan- of two comparable survey forms in the viding clues or examples for homework guage. For example, parents usually as- studies helped the researchers to cross- completion, extending teachers' instruc- sign extra homework for their children validate self-reported information and tions, or telephoning one another for spe- and watch English and Chinese television perceptions obtained from children and cific assignments in Cantonese. It can be programs with their children. Children their parent(s). The data analysis was expected that this type of peer-generated participate in telling stories with their par- guided primarily by Spradley's (1979; mediation contributed to LEP children's ents and other siblings in English and their 1981) framework. The report focused on a language and literacy development home language. Many parents bought read- part of the study which revealed the pat- (Vygotsky, 1978). It is particularly impor- ing materials printed in both languages, tern of types of literacy settings in these tant for teachers to know that when such as newspapers, comics, magazines, and children's community. LEP+LD children are pulled out to engage books. Other literacy activities included read- The similarities and differences in solely in worksheet-based remedial drills ing advertisements while shopping and read- LEP+LD and LEP+At-Risk children's and practices in special education, these ing menus in restaurants that were written school/home/community-based language children are likely to miss the peer re- either in English or Chinese. " 8 6 CNABE NEWS JUNE 15, 1996 PAGE 12 FROM PAGE 11

The research findings support the hy- cation, Office of Bilingual Educa- Taylor. D. (1983). Family literacy: pothesis that multiple sites of learning and tion and Language Minority Affairs. Young children learning to read and various literacy practices are available for Chang, J.M. (1995a). "When they are write. Exeter, NH: Heinemann. inner city Chinese LEP children in places not all Asian model minority stu- Spradly, J. P. (1979). The ethnographic beyond school. These literacy activities dents..."Focus on diversity, 5(3), 5-7. interview. New York: Holt, Rinehart exist across different contexts including Chang, J.M. (1995b), "LEI!, LD, poor, and Winston. these inner-city children' home and com- and the missed learning opportuni- Spradly, J. P. (1980). Participant obser- munity. Such a finding supports Taylor's ties: A case of inner city Chinese- vation. New York: Holt, Rinehart statement that "literacy of inner-city fami- American children." In L. L. Cheng and Winston. lies is deeply embedded in the social pro- (Ed.),Integrating language and Vygotsky, L. S. (1978). Mind and soci- cess of family life and is not some specific learning: An Asian-Pacific focus ety. Cambridge, MA: Harvard Uni- list of activities added to the family agenda (pp. 31- 59). San Diego: Singular versity Press. to explicitly teach reading" (1983, p. 92). Publishing Group, Inc. Therefore, in the context of inner-city Chang, J.M. (1995c) "Asian LEP chil- Ji-Mei Chang is an Associate Professor of schools, classroom literacy instruction may dren in special education: A need Special Education at the San Jose State not be meaningful if we only view literacy for multidimensional collabora- University (SJSU). She conducts field- as a set of discrete academic skills that are tion." In S. Walker, K. A. Turner, based research in inner-city schools. Grace primarily aligned with the traditional M. Haile-Michael. A. Vincent, and Fung is a Project Associate at the New school curriculum. M. D. Miles (Eds.), Disability and York Multifunctional Resource Center at In sum, integrated literacy support diversity: New leadership for a new Hunter College. She is also an Adjunct across multiple sites is critical for those era (pp. 81-88). Washington, DC: Associate Professor in the Department of LEP children who are at-risk of school The President's Committee on Employ- Special Education and Curriculum and failure, identified as learning disabled. ment of People with Disabilities in col- Teaching at Hunter College. Ward Shimizu living in poverty and/or in non-main- laboration with the Howard University is a Project Coordinator of reading com- streamed working environment where Research and Training Center. prehension intervention project involving English is not the dominant language. Chang, J.M.. & Fung, G. (1994). "Lit- multiethnic groups of inner-city children. Given the limited school resources and eracy support across multiple sites: extreme shortage of bilingual teachers and Experiences of Chinese-American Editor's Note: Contributions to the support personnel at many schools, teach- LEP children in inner cities." Paper Asian/Pacific American Education ers, librarians, parents, educators, com- presented at the Annual meeting of Concerns column should be sent to Janet munity advocates, administrators, and re- American Educational Research Lu, MRC/NC, 1212 Broadway #400, lated human service providers may need Association (AERA). April 4-8, Oakland, CA 94912. ( 510) 834-9458, to reach out and collaborate in their efforts 1994, New Orleans, Louisiana. FAX (510) 763-1490. You may send E- across home, school, and community. The Chang. J.M.. Lai, A., & Shimizu, W. mail via the Internet to: collaborative team may generate suffi- (1995). "LEP parents as resources: [email protected] cient social capital to sustain these Generating opportunity-to-learn ,VABE children's school learning even just across beyond schools through parental in- either school-home, home-community or volvement." In L. L. Cheng (Ed.), community-school, particularly for those Integrating language and learning: children who have limited or missing so- An Asian-Pacific focus (pp. 265- cial structure(s) in one or more of the home. 290). San Diego: Singular Publish- school, or community support systems. ing Group, Inc. Chang, J.M. & Maldonado-Colon, E. References (1991). "Home Language and Lit- Chang, J.M. (1993). "A school-home- eracy Environment Survey. A re- community-based conceptualization search tool developed for the com- of LEP students with learning dis- parative study of learning and lan- abilities: Implications from a Chi- guage disabilities across Chinese nese-American study." In J. G6mez and Hispanic language minority and 0. Shabak (Eds.). The proceed- groups," Funded by the U. S. De- ings of the third national research partment of Education, Office of symposium on limited English pro- Special Education Program (PR/ ficient students' issues: Focus on Award #H02310500). middle and high school issues, Vol. Coleman, J. S. (1987). "Families and 2, (pp. 713-736). Washington, DC: schools." Educational researcher, United States Department of Edu-, 16(6), 32-38. 287 NABE NEWS JUNE 15, 1996 PAGE13>...==...=.---.,=.=-..=.'"'"'°"'°"''-'° Upcoming Events

July 8-12, 1996 - Summer Workshops Infantiles y Juveniles. California State October 2-4, 1996 -National Puerto 1996 Talleres de Verano. Current Is- University, San Marcos, CA. Contact (619) Rican Coalition, Inc. 16th Annual Con- sues: Books in Spanish for Young Read- 750-4070. ference. Washington, DC. Contact (202) ers. California State University, San 223-3915. Marcos, CA. Contact (619) 750-4070. August 6-10, 1996 - 23rd Annual Lin- guistic Association of Canada and the October 18, 1996 - Puerto Rican Legal July 12-14, 1996 - "Building Communi- United States' Forum. Brigham Young Defense and Education Fund. 14th An- ties: Teaching Spanish to Native Speak- University, Provo, UT. Contact (313) 665- nual Awards Banquet. Plaza Hotel, New ers." Hilton Hotel de Las Cruces, Las 2787. York, NY. Contact (800) 328-2322. Cruces, NM. Contact (505) 522-4300. August 7- 10,1996 - The BUENO Center October 23-25. 1996 - Border Walking: July 14-17, 1996 - Latinos at the Cross- for Multicultural Education's 8th An- /I Bilingual Special Education Confer- roads: Time for Action. The National nual Bilingual Special Education Trainer ence. New Mexico State University's Council for La Raza's 28th Annual of Trainers Institute. Boulder, CO. Con- Borderlands Center for Educational Conference. Colorado Convention Cen- tact Eleanor Baca at (303) 492-5416. Studies. Holiday Inn de Las Cruces, Las ter, Denver, CO. Contact (202) 785-1670. Cruces. NM. Contact (505) 646-5973. August 12-16, 1996- Summer Work- October 25-28, 1996 - The Second Lan- July 15-August 1. 1996- Mexicanidad: shops 1996 Talleres de verano. Temas guage Research Forum. Tucson. AZ. Herencia, Identidad y Orgullo. Univer- Actuales: Libros en Espanol para Contact [email protected]. sity of Guadalajara, Guadalajara, Mexico. Lecotores Jovenes i,Traduccion o Contact (202) 776-1720. interpretacion? Califorrnia State Univer- October 26-29, 1996 -Hispanic Associa- sity, San Marcos, CA. Contact (619) 750- tion of Colleges and Universities's 10th ,July 29-August 12, 1996 -Summer Insti- 4070. Annual Meeting. JW Marriott Hotel, tute in Haiti. Sponsored by The City Washington, DC. Contact HACU's Na- College of New York. School of Educa- August 22-25, 1996 - "Cultural Partner- tional Headquarters at (210) 692-3805. tion: Bilingual Teacher Education Pro- ships: Linking Missions and Visions." gram. Call Prof. Carole Berotte Joseph at REFORMA's First National Confer- October 27-29. 1996- Tri-Country Con- (212) 650-6240. ence. Austin, TX. Contact (800) 545 -2433 ference of Translators' Associations. ext. 4294. Marriott Colorado Springs Hotel, Colo- August 1-6, 1996 -American Federation rado Springs, CO. Contact American of Teachers Conference. Cincinnati. OH. September 11-13, 1996 -National Latino Translators Association at (703) 683-6100. Contact Diane Calvert at (202) 223-9669. Children's Institute La Promesa de tin Futuro Brillante: A National Summit on October 30-November 3, 1996- Ameri- August 5-9, 1996 - Summer Workshops Latino Children. San Antonio, TX. Con- can Translators Association's 37th An- 1996 Talleres de verano. La Literatura tact (512) 472-9971. luta' Conference. Broadmoor Hotel, Colo- en Espanol Dirigida a los Lectores rado Springs, CO. Contact American Translators Association at (703) 683-6100.

November 6-10, 1996 -The National Association for Multicultural Educa- NABE '97 Preregistration Information tion's 6th Annual Conference. Roseville, MN. Contact Carolyn O'Grady at (612) This summer, conference preregistrationmaterials will be 638-9432. mailed to all current NABE members, andall NABE '96 attendees (regardless of membershipstatus). December 8-11, 1996 -International Early Childhood Conference on Chil- If you are not a member,or did not attend NABE_36 in dren with Special Needs. Hyatt Regency Orlando, you can addyour name and address to the and Phoenix Civic Plaza, Phoenix, AZ. mailing list by telephoning NABE anddialing 130 for the Contact (410) 269-6801. Conference department. NABE

288 BEST COPY MIAE NABE NEWS JUNE 15, 1996 PAGE 14 ) KRASHEN FROM PAGE 1

ability to use language to solve (e.g. international business), and cogni- teaching language arts and social studies problems. This includes discov- tive reasons (bilinguals do better on cer- in the first language. These continuing ering new ideas as the writer tain linguistic tasks as well as measures of first language classes are not all-day pro- moves from draft to draft, the "divergent thinking ") to do this. In grams. Rather, they can take the place of ability to read selectively for in- addiition. a high level of competence in (or supplement) foreign language study. formation relevant to a problem the first language contributes to a healthy Examine the possible progress of a lim- one is trying to solve, the ability sense of biculturalism, an avoidance of the ited English proficient student: She first to use a library, etc. Clearly, once state of "bicultural ambivalence," shame studies math in the primary language, then someone has developed this kind of the first culture and rejection of the moves to sheltered math. and then finally of competence in one language. second culture (Cummins. 1981). to the mainstream. At every stage, instruc- it transfers to any other language: tion is comprehensible, and the sheltered Once we are educated, we are The Ideal Case class acts as a bridge between the first educated. Here is one way to set up a program that language class and the mainstream. When meets these characteristics. Sometimes she enters the mainstream, this child will Characteristics of called the "Eastman plan,- it is in wide use know a great deal of math and will be Successful Programs in California (Table 1). We will first deal familiar with the special kind of English If the principles presented above are with an ideal case, where there is a fairly used in math class. correct, they suggest that successful pro- large concentration of children who speak grams for limited English proficient stu- the same first language. and there are Gradual Exit dents will have the following characteris- faculty trained to work with them. Bilingual educators have been sensi- tics: The plan has three components and four tized to the problem of early exit, exiting I.Comprehensible input in English. stages. The stages, however, are very flex- children from primary language instruc- provided directly in the form of ible. In the beginning stage, all children tion before they are ready (Cummins, ESL and sheltered subject matter limited English proficient and native speak- 1980). On the other hand, we also have a classes' ers of English are mixed for art, music late exit problem. because we do not al- 2.Subject matter teaching done in and physical education. This makes sense ways have the resources to provide as the first language, without trans- for two reasons: It avoids segregation. and much instruction in the first language as lation. This indirect help provides much of the English the minority-lan- we would like to. Our task, therefore, is background information that guage children will hear will be compre- to make sure we provide primary lan- helps makes the English that chil- hensible. thanks to the pictures in art and guage instruction where itis most dren read and hear more compre- movement in PE. Also at this stage, chil- needed. hensible. Methods that use the dren are in high quality comprehensible Of course, some people think there is a first language for concurrent input-based ESL classes, and are taught all different late exit problem: They think translation (the teacher speaking other subjects in the primary language. that we keep children in primary language in one language, and then trans- The intermediate stage child is defined instruction too long, after they speak En- lating what was said into the sec- as the child who understands enough En- glish well enough to be in the mainstream. ond language) are not effective glish to begin to learn some content through As Cummins (1980) has pointed out, this in helping children acquire En- English. We begin with sheltered subject is rarely the case. More typically, children glish (Legaretta, 1979, Wong- matter instruction in those subjects that, at have conversational fluency in English Fillmore. 1985): when a transla- this level, do not demand a great deal of but lack academic language ability (lit- tion is available, the children do abstract use of language. such as math and eracy and background knowledge), which not attend to the input in the sec- science. Subjects such as social studies is efficiently developed in the primary ond language and teachers do not and language arts remain in the first lan- language. have to try to make this input guage. as it is more difficult to make these The plan presented here is a gradual exit comprehensible. subjects comprehensible to second lan- program: Children are exited into the main- 3.Literacy development in the first guage acquirers at this level.' stream gradually, subject by subject, as language, which transfers to the At the advanced level, limited English they are ready to understand the input. The second language. proficient students join the mainstream, more easily contextualized subjects are Children who participate in programs but not all at once: they begin with one or the first to be done as sheltered subject that have these three characteristics do two subjects at a time. usually math and matter and are the first to be done in the very well, at least as well as children in all- science. When this occurs. social studies mainstream. day English programs, and usually better and language arts can be taught as shel- Note that children never need to exit the (Krashen and Biber, 1988). A fourth very tered subject matter classes. bilingual program: They have the option desirable component is the continuation In the mainstream stage, students do all of continuing first language develop- of the development of the primary lan- subjects in the mainstream, and continue ment. guage. There are good practical reasons first language development in classes CONTINUED ON PAGE 16 289

NABE NEWS JUNE 15. 1996 PAGE 15 KRASHEN

Variable Threshold Cummins (1981) has hypothesized the Table 1. The Gradual Exit Plan existence of two thresholds in first lan- guage development. The lower threshold MAINSTREAM ESL/SHELTERED FIRST LANGUAGE is the minimum amount of first language STAGE academic proficiency necessary to make a BEGINNING art, music, PE ESL all core subjects impactmpact on second language aca- INTERMEDIATE --aW; music, PE ESL,math, science language arts, demic proficiency. The higher threshold is social studies ADVANCED art, music, PE ESL,social studies continuing the amount of first language competence math, science language arts development necessary to reap the cognitive benefits of bilingualism. MAINSTREAM all subjects continuing Ll The task of the bilingual educator is to development ensure attainment of the lower threshold. and, whenever possible, help students at- tain the higher threshold. This plan ac- complishes both of these goals. sible. In cases like this, the classroom pull-out basis. The time to pull out the The plan employs a "variable thresh- teacher is faced with great diversity within limited English proficient students is the old" approach for the attainment of the one classroom. time of day when more proficient English- lower threshold: As children reach the Before discussing some solutions, some speakers are doing the subject matter that threshold for a particular subject matter, ways of reducing the burden, it needs to be requires the most abstract use of language they then proceed to follow instruction in pointed out that many teachers today are and that will be the least comprehensible English in that subject matter, beginning facing a degree of diversity, of heteroge- for the new second language acquirer: with sheltered instruction. By providing neity, that has never been seen before in language arts and social studies. continuing first language development, the history of education. It is not usual to When beginners in English are sub- the plan also provides for the attainment of see a single class with native and fluent mersed in classes with more proficient the higher threshold and its advantages. English speakers, students who speak no English-speakers, we can make life easier English at all (and who have a poor back- on them and us, and help their language Modifications ground in the primary language), and stu- acquisition by being consistent with the As noted earlier, the plan presented dents who speak a wide variety of first concept of comprehensible input, e.g. by above is for the ideal situation. In the less languages. Traditional solutions will not allowing a silent period, gently encourag- than ideal situation, we attempt to ensure work: Even if paraprofessionals are avail- ing but not forcing production in early that the principles underlying the plan are able, teachers must supervise them, and stages of second language acquisition, and satisfied, even if the full version cannot be wind up making two, three or even four when the children do begin to speak. by done. lesson plans every period. Bilingual teach- not insisting on complete sentences and A modified gradual exit plan can be ers sometimes must translate simply to get not correcting errors. If the teacher under- used in situations in which the limited through the period, an exhausting proce- stands some of the child's first language, English proficient children speak differ- dure that does not result in second lan- there is no reason not to utilize the natural ent first languages and/or primary lan- guage acquisition. And we wonder why approach procedure of allowing the child guage instruction is not possible for other teachers burn out so quickly! The real to respond in the first language. This will reasons (e.g. staffing, materials). solution is to set up a plan similar to the greatly facilitate communication. In these cases, two thirds of the plan can gradual exit plan, with team-teaching. But be carried out: the "mainstream" and "ESL/ let us consider the situation in which this is Primary Language Development sheltered" components. This kind of pro- not possible. We will return to the prin- Without Bilingual Education: gram has the advantage of being compre- ciples underlying successful programs and Home Useofthe First Language hensible all day long, but it lacks the see to what extent we can work toward When primary language instruction is advantages of developing literacy in the them in this situation. not possible, there is still a great deal that first language and using the first language can be done to get some of the positive to supply subject matter knowledge. It Submersion and Pull-Out ESL effects of bilingual education. First, we will be better, however, than ESL "pull- Even in submersion situations, we can can encourage the use of the first language out," which means exposure to incompre- mimic the gradual exit- plan to some ex- at home. Parents often ask if they should hensible input most of the day. tent. Of course, the art, music and PE parts use more English at home, thinking that Quite often, however, even the modi- of the day will be the same regardless of this will speed up English language devel- fied plan is not possible. This occurs when whether the full plan can be used or not: opment in their children. Unless the parent there are only a few limited English profi- the children will be together for this part of speaks English extremely well, switching cient children in the school, and/or when the day. Comprehensible-input based ESL to English has the danger of disturbing coordination among teachers is not p,os- can be of great held; eten if it is done on a parent-child communication, which 290 NABE NEWS JUNE 15, 1996 PAGE 16 FROM PAGE 15 cripples both cognitive and emotional de- guage in school: "English only" rules are down the hall. a non-bilingual who has velopment (Wong-Fillmore, 1991). This not good for English. Peer help should be had a year of Spanish class and a few view is confirmed by the research. Several done the same way we do it in bilingual months in Mexico struggling through a studies show that when parents switch to education programs: As a source of back- lesson in Spanish. Clearly, there is an exclusive use of the language of the coun- ground information and academic knowl- easier way. In my view, if a teacher speaks try, school performance suffers (Cummins, edge in the first language, not as on-line the child's first language well, he or she 1981; Dolson, 1985). We would much translation. needs to teach in that language as much as rather teach a child in Kindergarten who possible, even if that teacher speaks En- does not speak English but who is well- First Language Use in Class glish perfectly. Many bilingual teachers adjusted and ready for school than a child There is also nothing wrong with an have told me that they are willing to do who has picked up some English (from an occasional translation in class. Teachers this: in fact. it makes their day easier. imperfect model) but who has not been need not waste time in frustrating This kind of team-teaching will make communicating very well with his/her pantomine and paraphrase when a concept life easier for English-language teachers parents. is important. explanation of its meaning as well. Their limited English proficient resists normal efforts and the teacher or students, thanks to their good background knowledge and literacy competence, de- Helpers another student can explain the concept Another way we can make use of the quickly in the child's first language. The veloped in the first language, will be much first language without a full bilingual pro- problem is when the translation is no longer easier to teach. A long-term strategy for reducing the gram is the judicious use of paraprofes- occasional but becomes concurrent trans- teacher shortage is to encourage the con- sionals and other helpers. All too often, lation, and there is no need to listen to the tinuing development of the primary lan- these helpers are used to drill English second language input. spelling and vocabulary. If we have a guage, as is done in the gradual exit plan. helper who speaks the child's first lan- As noted earlier, there are very good rea- Books in the Primary Language sons for doing this, including practical and guage, we should use that helper to pro- When some books are provided in the cognitive reasons. An additional reason is vide background knowledge and literacy primary language, in the classroom and that at least some of the students currently in the child's first language. This help will school libraries, they help validate the enrolled in bilingual programs will be usually be most effective in those subjects primary language and culture, can con- requiring the most use of abstract lan- interested in becoming bilingual teachers. tribute to continued first language devel- This plan can help them develop the lin- guage: social studies and language arts. opment. and can help literate students get guistic competence to do so. We can, in Even when only a little help is avail- subject matter knowledge. Feuerverger other words, grow our own. able, it can be very valuable. Consider the (1994) noted that children who made case of a class with three Korean-speaking greater use of books in the first language children, who know little English. They provided by the school had "a greater Notes are progressing fairly well in mathemat- feeling of security in their cultural back- 1. In sheltered subject matter classes, ics, because of their good background in ground" (p. 143). intermediate second language acquirers their first language. and because math are given comprehensible subject matter does not require a high level of language instruction in the second language. The Staffing focus of the class is on subject matter ability in early grades. Social studies. how- There are short-term and long term so- learning, not language acquisition. Stu- ever, is more difficult for them. Assume lutions to the bilingual teacher shortage, dents in these classes typically acquire as that a paraprofessional who speaks Ko- and the gradual exit plan can help with rean is available only one morning per much language as students in traditional both. intermediate classes, and often acquire week for one hour. My suggestion is that First. the plan provides some immedi- more, and learn subject matter at the same we inform the helper what will take place ate relief. Because it is gradual exit and time (Krashen, 1991). the following week in social studies. If it is does not require full development of all 2. When the limited English proficient the Civil War, the helper uses the one hour aspects of academic language in the pri- children reach the intermediate stage, we on Monday to provide the children with mary language before transition begins, it might consider additioning mixing of chil- background information, in Korean. about requires fewer teachers who can teach in the Civil War: Who the combattants were, dren: English-speakers could make occa- the primary language. sional visits to ESL classes to join in what the issues were, etc.. This will make Second. the gradual exit plan is well- selected activities. In addition, if a school the history lessons that follow during the suited to team-teaching, with:-those who offers Spanish as a second language, Span- week much more comprehensible. speak the child's first language teaching in ish-speakers could visit the SSL classes to Classmates who speak the limited En- the primary language. and with those who provide some peer input. glish proficient child's first language can do not teaching in the mainstream and Here is an example. Assume that the help and sometimes do spontaneously. We sheltered/ESL sections. I have occasion- should allow this to occur: It is not a good ESL class is doing an activity such as "The ally witnessed a bilingual teacher teaching CONTINUED ON PAGE 18 policy to forbid the use of the first lan- a class in English. and, at the same time,

R_ NABE NEWS JUNE 15, 1996 PAGE 17 KRASHEN FROM PAGE 17

Desert Island" (Christison and Bassano, Journal 4: 25-60. gram models on language acquisition 1981). in which students, in small groups, Cummins. J. 1981. "The role of primary by Spanish-speaking children." discuss what supplies they would take language development in promoting TESOL Quarterly 8: 521-576. with them if they were stranded on a desert educational success for language mi- Smith. F. 1994. Understanding Reading. island. Native speakers of English make nority students." In Schooling and Fifth Edition. Hillsdale, NJ: Erlbaum. their strongest contribution in such an Language Minority Students. Sacra- Wong-Fillmore. L. 1985. "When does activity simply by participating in the mento, CA: California Department of teacher talk work as input?" In S. groups with the ESL students. The activity Education. pp. 3-49. Gass and C. Madden (eds.) Input in constrains the discourse, which helps Dotson. D. 1985. "The effects of Spanish Second Language Acquisition. New makes input more comprehensible. home language use on the scholastic York: Newbury House. pp. 17-50. Mixing has several advantages. First. it performance of Hispanic pupils." Wong Fillmore. L. 1991. "When learning helps the children get to know each other. Journal of Multilingual and Multi- a second language means losing the Second. it is very likely that the Spanish- cultural Development 6: 135-155. first."Early Childhood Research speakers will make faster progress in En- Feuerverger, G. 1994. "A multicultural Quarterly 6: 323-346. glish than the English-speakers will make literacy intervention for minority lan- in Spanish. This will certainly have a posi- guage students." Language and Edu- Dr. Stephen Krashen is a professor in the tive effect on the self-esteem of the Span- cation 8: 123-146. School of Education at the University of ish-speakers and inspire some respect for Goodman. K. 1982. Language and Lit- Southern California. them in the eyes of the English - speaking eracy. London: Routledge and Kegan children. Paul. This article also appears as a chapter in Dr. Krashen. S. 1991. "Sheltered subject matter Krashen. s upcoming book. Under Attack: References teaching."Cross Currents 18: 183-189. The Case Against Bilingual Education Christison. M. and Bassano, S. 1981.Look Krashen. S. and Biber. D. 1988.0n Course: (Language Education Associates. Culver Who's Talking. San Francisco: Alta. Bilingual Education's Success in City. CA). California. Ontario, CA: California Cummins, J. 1980. "The exit and entry NABE fallacy in bilingual education."NABE Association for Bilingual Education. Legarreta. D. 1979. "The effects of pro-

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NABE NEWS JUNE 15, 1996 PAGE 18 Meet the NABEIntems in this Creativity, intelligence. and a belief in bilingual education. I hope that the people I meet and the activities I participate have brought four energetic individuals together this sum- summer will enrich my life. so that I canbring a greater sense of mer as NABE's Policy Intern Team. Theseenthusiastic multiculturalism and leadership to BSU." interns are involved in numerous demanding tasks. Their projects incrude extensive research on minority language communities in Carlos Lopez the United States, maintaining and updating NABE's policy Age 19 materials. attending legislative hearings, and creating profiles on Born in Brooklyn, New York Members of Congress and their staffs. In addition, they are also Languages: Spanish/English dissecting and analyzing arguments in opposition to and in favor Junior, Seton Hall University of bilingual education, compiling bilingual education "success Professional Goal: Civil Rights Attorney stories." tracking Congressional campaigns, and drafting a sum- Afri- mary of bilingual education's legislativehistory. Each intern Carlos is a graduate of Abraham Clark. a predominantly New brings with him/her a unique background of culture and education can-American high school in his hometown of Roselle. which contributes greatly to NABE's role as an advocate for Jersey. He is currently a junior at Seton Hall University. wherehe important bilingual education. is majoring in Political Science. Being aware of the racial issues that face our society. he is very sensitive to boththe When Carmen Hernandez needs and the assets of minority populations in the U.S. feels, Age 19 asked about the role of minorities, Carlos responds that he Born in Le6n, Guanajuanto. Mexico "Minority groups. especially the Latino community. have been and Languages: Spanish/English overlooked in society." Fueled by his diverse experiences, Junior. Boise State University eager to help Latinos as a public figure. heaims to empower and Professional Goal: Bilingual Educator raise the level of social and political consciousness of theLatino community. "We must set aside our divisiveness and realizethat "Tenacious best describes me." states Carmen. As a native of any issue affecting one Latino groupin turns affects all Latinos." Leon. Guanajuato. Mexico and as a first-generation college stu- Born to Salvadoran parents. Carlos comes to NABE withhis dent. things have not come easy for her. Working for many years own English-immersion experience. This program gavehim an the in the sugar beet and onion fields of southwestern Idaho, she states, inferiority complex because he was not able to keep up with "The tough. back-breaking work showed me that I definitely school work. "The teachers were very tough on me. Ihad to wanted something else for my life." She was motivated by her complete my ESL work and my work in other subjects.and 1 that parents' work ethic and desire for education. "I have known since remember being compared to the 'other' kids." He also recalls and the time I was a little girl, pretending to play school, that I wanted immersion did not allow him to develop his native language. belong to be a teacher. I want to make a difference in the lives of children. led to a cultural identity crisis years later. "I felt like I didn't Perseverance and dedication will help me obtain my goal of anywhere. I am Latino. but I did not know my own culture.and I from his earning a Baccalaureate Degree in bilingual education." couldn't read or write in Spanish." Feeling detached This rising 19- year -old junior at Boise State University is roots. Carlos chose to take Spanish as a"foreign" language Currently majoring in Bilingual Elementary Education. She has throughout high school and college. been identified by her peers as a leader and role model because of At Seton Hall. he has had great influence inuniting and her buoyant personality, innate friendliness, compassion, and mobilizing the Latino community by holding meetings and imple- academic excellence. As an active student at BSU, she has had the menting educational and cultural programs. He has taken up opportunity to be a leader on campus representing the University leadership roles through Student Government Senate and as aDr. as an Ambassador to the student body. She has beensuccessful in Martin Luther King Jr. Scholar. This coming academic year. juggling a part-time job as an assistant secretary for the College Carlos will be president of Adelante. the Latino studentorganiza- Assistance Migrant Program (CAMP) and as a dedicated volun- tion on campus. He plans to attend law school and earn a Masters teer at several elementary schools. Despite her busy schedule, in Public Administration. His career goal is to become acivil in Carmen has been able to make the Dean's Highest Honors List. rights attorney. Carlos states. "I am particularly interested Carmen is keenly aware that she is not getting a college issues such as immigration and affirmative action." Eventually,he education just for herself. but as a financial security for her parents plans to run for political office to represent all minority groups. and as a role model for other young people in the Hispanic His_personal experience in a school without bilingual education community. For the summer of 1996, she won a highly competi- led him-to accept an internship with NABE. In addition.he feels tive position in the Minority Leadership Fellowship Program, that NABE addresses several civil rights issuesaffecting minor- which enabled her to join the NABE team. While working with ity-language groups such as immigration. "English-Only." and NABE. she will also be taking a course entitled "Peace and affirmative action. He is pleased that NABE representsdiverse Conflict Resolution." "As an Idahoan.I seek to broaden my minority-language groups. Carlos hopes to become betteredu- 20 cultural awareness beyond the current borders of my experience. CONTINUED ON PAGE 293

NABE NEWS JUNE 15. 1996 PAGE 19 MEET NABE INTERNS FROM PAGE 19 cated and more aware of legislative issues affecting minorities so Elena Williams that he can help further Latino involvement in bilingual education. Age: 21 Born in Silver Spring, Maryland Susanna Shin Languages: Spanish/English Age 18 Junior. University of Arizona Born in Silver Spring, Maryland Professional Goal: Bilingual Educator Languages: Korean/English Sophomore, Smith College A politically aware and active individual. Elena strives to bring Professional Goal: Teaching and about change, justice. and equality for the Latino community. Her Research in Marine Biology life as a political activist includes organizing, mobilizing, march- ing, and participating in community forums. She is a long- Born and raised in Silver Spring. Maryland. Susanna ventured standing member of MEChA (Movimiento Estudianal Chicano de away to Smith College in Northampton, Massachusetts just last Aztlan at the University of Arizona. She has served as Secretary fall. College was one of her first times away from home. When and Vice President of this student organization, promoting politi- asked to comment on her first year, she responds "It was an eye- cal change and the education of "La Raza." Elena takes great pride opening experience. Having been raised in a rather sheltered in her Mexican culture and believes in the importance of develop- environment. Smith offered a really different perspective." Dur- ing one's language. "Cultural pride. understanding. and accep- ing the course of her first year. Susanna pursued many interests. tance are the keys that will connect us all and help us to progress." She joined the Smith College Choirs Alpha and Omega. and was This passionate 21 year-old junior at the University of Arizona elected to the office of Senator in the Smith College Student in Tucson is currently pursuing a degree in Cultural Anthropology Government Association. This deceivingly shy 18-year-old sopho- with a minor in Mexican-American studies. She aspires to become more plans to pursue a degree in Biology with a concentration in a bilingual elementary educator and later plans to obtain a position Marine Studies. She also plans to minor in Music. and is seeking as a professor at a university. One of her long-term goals is to run teacher certification at the elementary level. for political office. "My experiences have taught me how impor- Susanna is an American-born Korean who has made it a priority tant it is to give back to the community. I choose to give back to to discover and immerse herself in the Korean culture. Fortu- the community by educating and empowering our youth." While nately, she has had the opportunity to learn the language and in Tucson, she volunteers at a local tri-lingual elementary school, traditions with the help of her grandmother and parents. "I think serving as a mentor, tutor. and positive role model for students. it is very important and also very valuable to hold on to your ethnic At NABE. Elena is a familiar face. She has been with the heritage. I identify myself with Korean-Americans. and its a part Association since January. working as a Management Intern. of my personality." In an effort to help other Korean-Americans Elena worked on NABE s annual Conference which was held in retain their heritage, she has been involved with a program at Orlando. Florida in March. Her responsibilities at NABE '96 Smith called "Culture Camp." The program brings interracially- included assisting with conference registration and managing the adopted Korean children together to help them learn the Korean exhibit hall and silent auction. In addition, she worked on the language, songs, and traditions. Susanna serves as a counselor at conference program book and several issues of the NABE NEWS. Culture Camp and as a "Big Sister" for two young Korean children This summer. Elena has assumed additional responsibilities. She who have been adopted by a Caucasian family. She enjoys spend- is focusing her attention on legislative issues such as the Gallegly ing time with Alyssa and Barrett as often as she can during the Amendment to the Immigration bill and "Official-English" pro- school year. posals. She is also helping to track appropriations for bilingual "Being able to lay down the foundation of a child's education education for the upcoming fiscal year. is very gratifying to me.- Ever since she can remember. Susanna Elena's interest in bilingual education stems from her concern has wanted to become a teacher. She is faithfully pursuing that with the preservation of language as an element of culture. She dream now. After she graduates, she plans to teach at the elemen- hopes to better understand the legislative process through her tary level for several years and then move on to research and teach experiences with NABE and utilize this information to mobilize Marine Biology. and educate the community. Being new to bilingual education. Susanna has chosen to be a part of this internship because she wants to learn more about the Their time at NABE will be short, but this summer's interns will issues and the impact that she can make. She is currently focusing surely leave their indelible mark behind. This group of outstand- on issues such as bilingual voting ballots and appropriations for ing young people walked into NABE ready to take on the noble bilingual education for the fiscal year 1997. With her knowledge cause of bilingual education advocacy. They will walk out life- of Korean and her continuing study of Spanish. she wants to learn long NABE offspring. policy experts, and driven protectors of the how to utilize her language skills in the best interest of education. children whom bilingual education serves. NABE welcomes them. She believes that bilingual education is a worthwhile cause, and and looks forward to what will surely be a productive and long- that her support for bilingual education will not end with this lasting relationship. internship. NABE 294

NABE NEWS JUNE15, 1996 PAGE 20 Resources for Bilingual Educators

Ace Reading Series Software,from for use by general public. Listowner: Baker. This book extends the debate on Mind Play. This updated series consists of Michael Wilson (contact hiru.by email at resources in multilingual classrooms in four programs available on Windows and To sub- new directions. It focusses on the lan- Macintosh. and offers a bilingual Spanish/ scribe: (a) send a message to address: guages other than English that are most English add-on for each program. The listsery @cornell.edu (b) inside the mes- commonly spoken and it looks at ways in four programs are Ace Reporter. Ace De- sage include only this line: subscribe which decisions about language, typogra- tective, Ace Explorer, and Ace Inquirer. NATIVEPROFS-L . phy, production and design affect both The four programs focus on specific read- readability and status. The book addresses ing skills: organizing and notetaking. criti- Becoming Bilingual: LanguageAcquisi- such themes as; the value of diversity for cal reading. reading for main idea. skim- tion in a Bilingual Community,edited by all children in all schools, the importance ming, scanning. drawing conclusions. and Jean Lyon. This book deals with the lan- of creating an atmosphere which supports a creative writing option. Bilingual Teacher guage development of preschool children the use of spoken and written resources in Edition $99.00. Lab Pack $249.00. Net- by examining how very young children other languages, the need to recognize work (Mac only) $599.00. Full Series Pric- become bilingual, and what features in the status issues associated with the design ing: Bilingual Teacher Edition $315.00. infant's background predict early child- and production of resources, the fact that Lab Pack $1040.00, Network (Mac only) hood bilingualism. PB, $39.95 ISBN: I children are more perceptive users of ma- $2365.00. Site licensing options avail- 85359-317-6, or CL, $99.00 ISBN: I terials than they are generally given credit able. Contact MindPlay at (800) 2217911 85359 - 318 -4. To purchase, call (800) 821- for, and the potential of multilingual re- or 160 W. Fort Lowell. Tucson. AZ 85705. 8312 or write to Multilingual Matters c/o sources for building bridges between Taylor and Francis at 1900 Frost Road. monolinguals and bilinguals, between Affirming Diversity: The Sociopolitical Suite 101, Bristol, PA 19007-1598. home and school. PB ISBN: 1- 85359- Context of Multicultural Education,by 290-0. To order contact Multilingual Mat- Sonia Nieto. This book discusses the vari- Brave New Schools: Challenging Cul- ters Ltd., 1900 Frost Road, Suite 101, ous aspects of multicultural education, tural Illiteracy Through Global Learn- Bristol, PA 19007. including the reasons behind the failure ing Networks,by Jim Cummins and Den- and success of students. The book consists nis Sayers. This book offers a new vision Building Communities form the Inside of 12 chapters organized in 3 parts. Part I of education in the 21st century where Out: A Path Toward Finding and Mobi- describes the case study approach and classroom walls dissolve to connect stu- lizing a Community's Assets,by John P. summarizes the terminology used in the dents, teachers and parents to a global Kretzmann and John L. Mcknight. This book. Part II presents a contextual frame- village via the Internet: a future where the new "asset-based community develop- work for multicultural education in a sharing of cultural knowledge, interactive ment" guide summarizes lessons learned sociopolitical context. emphasizing struc- teaching and democratic participation are by studying successful community-build- tural and cultural factors in schooling and facilitated and enhanced by this new tech- ing initiatives in hundreds of neighbor- individual and group responses to educa- nology. This book takes the idea of educa- hoods across the United States. It outlines tion. Part III focuses on the implications of tion to a new place where learning profits in simple terms what local communities the case studies for teaching and learning substantially from technology; crosses can do to start their own journey down the in a multicultural society such as ours. boundaries of race, class and religion and path of asset-based development: 1) How ISBN: 0-8013-1420-8. To order write promises solutions to problems of cultural communities can rediscover and "map" all Longman Publishers USA. 10 Bank Street, difference and the future of our children's of their local assets; 2) How they can White Plains, NY 10606. education. In addition, this book serves as combine and mobilize these rediscovered a comprehensive resource guide for par- strengths to build stronger, more self-reli- American Indian ListservsThe e-mail ents and teachers that provide more than ant and powerful communities, and 3) discussion groups listed pertain to Ameri- eight-hundred annotated listings of Internet How "outsiders" in government or the can Indian and Alaska Native issues. nat- resources for education, with descriptions philanthropic sector can contribute sensi- edu: NativeNet Education list Moderator: of successful networking activities.ISBN: tively and effectively to the process of Jay Brummett. 0-312-12669-7, $23.95. To order contact asset-based development. ISBN: 0- 87946- To subscribe: (a) send a message to: Simmy Makhijani (212) 982 -3900 or write 108-X. Contact Center for Urban Affairs [email protected] (b) inside the to St. Martin's Press, 257 Park Avenue. and Policy Research. Neighborhood Inno- message include only this line: subscribe New York, NY 10010. vations Network, Northwestern Univer- nat-edu .NATIVEPROFS- sity, 2040 Sheridan Road, Evanston, IL L: Listsery by and about American Indian Building Bridges: Multilingual Re- 60208 or call (708) 491-3518. and Alaska Native professors. Not intended, sources for Children,edited by Colin CONTINUED ON PAGE22

NABE NEWS JUNE 15, 1996 PAGE 21 RESOURCES

Center for Research on Education, Di- Creating a Community of Scholarship the quarterly publication of the Family versity and Excellence (CREDE). For- with Instructional Conversations in a Resource Coalition. An issue dedicated merly the National Center for Research on Transitional Bilingual Classroom, by entirely to linguistically and culturally Cultural Diversity and Second Language Genevieve G. Patthey-Chavez, Lindsay diverse groups. The Family Resource Coa- Learning (NCRCDSLL). The new Center Clare. and Ronald Gallimore. This publi- lition seeks to strengthen and empower will operate under a new grant which will cation has now been added to NCBE's families and communities so that they can continue and augment the work of bibliographic database(NCBE# foster the optimal development of chil- NCRCDSLL. Addresses remain the same: BE020436). This 1995 report describes dren, youth. and adult family members. CREDE, UCSC Social Sciences II. 1156 how instructional conversations between Contact FRC, 200 S. Michigan Avenue. High Street. Santa Cruz, CA 95064 (408) a teacher and her students contributed to 16th Floor. Chicago. IL 60604 (312) 341- 459-3500 or CREDE. Center for Applied building an academic community in a tran- 0900 or (312) 341-9361 fax. Linguistics, 1118 22nd Street. N.W., sitional bilingual 4th grade classroom. In Washington. DC 20037 (202) 429-9292. addition to fostering gains in understand- Curriculum Related Assessment, ing, the conversations helped build a class- Cummins and Bilingual Children, edited Child Language. edited by Michelle room community that incorporated the by Tony Cline and Norah Frederickson. Aldridge. This book contains 17 papers cultural beliefs and concerns of the stu- This book describes the technique of cur- which were presented at the Child Lan- dents. To access the NCBE database on riculum-related assessment in detail and guage Seminar. University of Wales. the WWW, point your browser to URL: reports on its use in a wide range of set- Bangor 1994. The aim of the conference http://www.ncbe.gwu.edu/dbs.html. tings. This book introduces the context was to further understanding of all areas of and outlines some of the challenges facing children's language development and. ac- Cultural Diversity and Early Education: teachers of bilingual children. The chap- cordingly, the discussions are diverse while Report of a Workshop, by Deborah Phillips ters show how teachers and psychologists contributing to the goal. The papers give and Nancy A. Crowell. This 1994 publica- have applied Cummins' framework to the an international perspective to current de- tion has now been added to NCBE's bib- analysis of classroom support: to special- velopments in child language research and liographic database (NCBE# BE020384). ist support for children with learning dif- fall into broad categories such as bilin- This book summarizes findings from a ficulties: to differentiating the curriculum gualism, comprehension. computer mod- November 1993 workshop on "Culture in English and Science in secondary school: elling of language acquisition, exceptional and Early Education: Assessing and Ap- to working with young children in pri- language and literacy. language disorders. plying the Knowledge Base." The work- mary schools: and to the assessment of phonological development, syntactic de- shop sought to information educators about children who have hearing impairments. velopment and sign-language. CL. $49.00 the research base regarding effective edu- Also discussed are Cummins' ideas on the ISBN: 1-85359-316-8. Contact Multilin- cation of children from diverse cultural analysis of language development in bi- gual Matters c/o Taylor & Francis at ( 800) and linguistic backgrounds, as well as to lingual children, and new resources for 821-8312 or send orders to 1900 Frost urge scholars to address the many unan- assessing students skills in both their lan- Road. Suite 101, Bristol, PA 19007. swered questions on this subject. To ac- guages. For more information contact cess the NCBE database on the WWW. Multilingual Matters c/o Taylor & Francis, Con Respeto: Bridging the Distances point your browser to URL: http:// 1900 Frost Road, Suite 101. Bristol, PA Between Culturally Diverse Families and www.ncbe.gwu.edu /dbs.html. 19007 or call (800) 821-8312. Schools - An Ethnographic Portrait, by Guadalupe Valdes. This study of ten Mexi- Culture and Differences: Critical Per- Diversity in the Classroom: New Ap- can immigrant families explores how fami- spectives on the Bicultural Experience in proaches to the Education of Young Chil- lies survive and learn in order to succeed the United States, edited by Antonia dren, by Frances E. Kendall. This book in a new world. The author addresses the Darder. A collection of essays by poets, addresses the many aspects of antibias families' rich and strong family values, activists, and educators of all colors and education from the stages of child de- and clear views of what constitutes suc- persuasions. This collection was put to- velopment to strategies for educating par- cess and failure. Valdes also examines gether by Southern California University ents focusing particularly on the intervention programs designed to pro- and relates to all locales and spectrums of teacher's role as an agent of change. This mote school success, suggesting that their the human condition. PB, $21.95 ISBN: 0- publication promotes teacher's self-aware- lack of respect of values of diverse fami- 89789 -457 -X or CL, $65.00 ISBN: 0- ness and provides guidelines for setting up lies has long term negative consequences 89789- 384 -0. To order call (800) 225- multicultural environments and curricula. for Children. PB, $22.95 ISBN: 3526-4, or 5800 or write to Greenwood Publishing This book builds on the theories presented CL, $47.00 ISBN: 3527-2. To order call Group Inc., 88 Post Road West, P.O. Box in the first edition, such as racism and (800) 575-6566, or send order to Teachers 5007, Westport. CT 06881-5007. sexism. PB, $18.95 ISBN: 3498-5. To College Press, P.O. Box 20. Williston. VT order call (800) 575 -6566, or send order to 05494-0020. Culture and Family-Centered Practice, Teachers College Press, P.O. Box 20, Volume 14, Nos. 3&4 of the FRC Report, Williston, VT 05494-0020. BEST COPY AVAILABLE 296 NABE NEWS JUNE 15, 1996 PAGE22_,D,-, FROM PAGE 21

De Aca De Este Lado, from The Mexican derstanding of the ethnic and cultural Language Instruction, Aspects of Culture, and American Solidarity Foundation. This tzroups comprising American society. The Culture and Academic Success, Legal multi-media language course employs the "ethnic vignettes" provide first-hand ac- Foundations of Dual Language Instruc- use of a 6 1/2 hour telenovela presented in counts of educators from various ethnic tion, and the Politics of Bilingualism. four videocassettes with two accompany- groups. The book also includes informa- ISBN: 0-8013-1556-5. To order write to ing workbooks, prepared by professors at tion for those who provide education that Addison-Wesley Longman, 10 Bank internationally renowned Mexican univer- is multicultural. Contact the Association Street, White Plains, NY 10606. sities, to teach proper conversational Span- of Teacher Educators at (703) 620-3110 or ish in the comfort of your own home and send order to 1900 Association Drive, Georgetown University Round Table on at one's one pace. The course is especially Suite ATE, Reston, VA 22091-1502. Languages and Linguistics 1995, edited designed for Latinos with a Spanish lan- by James Alatis, Carolyn Straehle, Brent guage base in need of perfection. For more ERIC Digests. Two-page reports which Gallenberger, and Maggie Ronkin. This information on the program contact Mary highlight a topic of current interest in the volume contains the published version of Jo Marion. NCLR, (202) 776-1720. To field of language education. New Digests papers from the 1995 Georgetown Uni- order write to The Mexican and American include "Fostering Second Language De- versity Round Table on Languages and Solidarity Foundation, 5959 Triumph Street. velopment in Young Children," Integrat- Linguistics. The theme of the 1995 con- Commerce. CA 90040-1688. ing Language and Content: Lessons from ference was "Linguistics and the educa- Immersion," and Serving Linguistically tion of second-language teachers: Dropout Intervention and Language and culturally Diverse Students: Strate- Ethnolinguistic, psycholinguistics, and Minority Youth, by Adriana Vaznaugh. gies for the School Librarian." Contact sociolinguistic aspects." The 1995 confer- This digest is a publication from the Pro- User Services. ERIC/CLL, 1118 22nd ence. which was the forty-sixth annual gram in Immigration Education, as part of Street. N.W., Washington, DC 20037. Round Table, was sponsored by the Center for Applied Linguistics. This Georgetown University's Center for In- digest describes three programs designed Extending Learning Time for Disadvan- ternational Language Programs and Re- to serve middle and high school students taged Students. This two-volume idea search. The conference brought together who are at risk of dropping out of school. book is published by the U.S. Department college and university professors, program Two are specifically geared toward lim- of Education, and is part of a series de- administrators, researchers, Government ited-English-proficient Hispanic youth signed to help schools implement the new professional staff, elementary- and sec- while the third, a vocational program. in- Title I legislation. This book describes ondary-school teachers, authors, and stu- volves African American and Hispanic approaches that rely on a broad definition dents of languages and linguistics. ISBN: students. Contacts and addresses for each of learning time that includes traditional 0-87840-130-X, CL $40 plus $3 shipping of the programs are provided. For more classroom instruction, community service. and handling. For more information con- information contact Adriana Vaznaugh at and extracurricular and cultural activities. tact Gail Grella at (202) 687-5641. To (202) 429-9292. The first volume serves as a resource for order write: Georgetown University Press. policy makers as they engage in planning P.O. Box 4866, Hampden Station, Balti- ESL Standards for Pre -K -12 Students, extended learning opportunities, while the more, MD 21211-4866. by TESOL. Teachers of English to Speak- second volume is geared to assist practi- ers of Other Languages ( TESOL) has re- tioners as they develop and implement Going Places: Picture-Based English 1 & cently unveiled their preliminary draft of extended time programs in their schools. II, by Eric Burton and Lois Maharg. This content standards which describe what Contact (800) USA-LEARN or http:// complete two-level course is for begin- ESL students should know and be able to www.ed.gov/Picks/96/feb.html#idea or ning ESL students. It is designed to help do as a result of their coursework. The Gopher: gopher.ed.gov. students develop the practical language standards are intended to be a gateway to they need to function effectively at work, other content-area standards for math, sci- The Foundations of Dual Language In- in the community, and in their personal ence. social studies. English, and other struction, by Judith Lessow-Hurley. This lives. This course book consists of a fully courses in the curriculum. To order, send book discusses dual language instruction illustrated Student Book, classroom audio a purchase order, check or money order and its need to be removed from its contro- cassettes, and a Teacher's Resource Book. for S10 c/o C. Daniels. Center for Applied versial political environment, as well as The Student Book includes 27 units based Linguistics, 1118 22nd Street, N.W., discussing language learning as a difficult on a carefully organized syllabus that inte- Washington, DC 20037 (202) 429-9292 and frustrating endeavor. This book in- grates topical, life skill, and grammatical or (202) 659-5641 Fax. The ESL Stan- cludes such chapters as: Historical and strands. The gradual progression of struc- dards document is also available on CAL' s International Perspectives, Dual Language tural elements combined with the unique Web site at 222.cal.org. Program Models, Aspects of Language, presentation of practical vocabulary make Language Development. Language Abil- these course books ideal for students be- Educating forDiversity. edited by Carl A. ity, Primary Language Instruction for Lim- ginning their study of English. ISBN: 0- Grant. This book provides a broad un: ited English Proficient Students, Second CONTINUED ON PAGE 24 297 NABE NEWS JUNE 15, 1996 PAGE 23 RESOURCES

201-82525-2. To order contact Addison- (800) 225-5800 or write to Greenwood found on the United States Department Of Wesley Publishing Company, Inc. Publishing Group. Inc.. 88 Post Road West. Education's gopher site at: gopher:// P.O. Box 5007, Westport. CT 06881-5007. gopher.ed.gov. I 0 00 1/1 1 /OESE/ The Golden Flower: A Taino Myth From Schoolwide. To access the NCBE data- Puerto Rico, by NinaJaffe. This book tells Head Start Family Support. A publica- base on the WWW, point your browser to the tale of how a golden flower brought tion developed by and available from the URL: http://www.ncbe.gwu.edu/dbs.html. water to the word, and how Puerto Rico Harvard Family Research Project. It pro- came to be. Also included is a brief history files Head Start programs that have as- Internet Jump Start CD for Educators. of the Taino people. and a source note. sisted the families of Head Start children. from Microsoft. In February, Microsoft Appropriate for children ages 4-8. ISBN: These programs have collaborated with announced that this CD would be avail- 0-689-80469-5. $16. For more informa- school systems and other social service able to all educators in the United States. tion contact Michelle Montague at (212) providers, led the way in early childhood You can find the press release at http:// 698-2802 or write to Simon and Schuster education reform, improved health ser- www.ffg.com/ms_wwpress.html. The CD Books for Young Readers, 1230 Avenue vices for children, sought new sources of is "a robust array of Internet related prod- of the Americas. New York, NY 10020. funding to improve program quality and to ucts and tools, including everything a foster program expansion. and endeav- school needs to build or enhance a Web Guide for Early Start Foreign Language ored to find better ways to help parents site and to even set up its own Web server." Programs. The Ohio Foreign Language attain self-sufficiency. Six programs are It also includes a copy of WebWhacker, a Association has prepared a guide to pro- profiled. This publication is available by piece of software which allows you to vide educators with information about early contacting (617) 495-9108 or e-mail: download entire Web sites, and surf off- start foreign language programs. The guide [email protected] line later with students. Call Microsoft to is a helpful resource for anyone interested request an application to receive the CD in an early start to the study of foreign Helping Teachers Teach Well: Trans- product when it becomes available. The languages. The publication assists par- forming Professional Development, by phone number is 1-800-426-9400. ents. teachers, administrators, curriculum Thomas B. Corcoran and issued by the specialists, and school board members in Consortium for Policy Research in Educa- La Oportunidad de Esperanza, de Pam making decisions about early foreign lan- tion. This policy brief points to promising Schiller y Alma Flor Ada. This Spanish guage programs. A concise review of the policy options and implications for policy language children's book address the is- literature and answers to frequently asked makers. This I 1-paee brief is available at: sue of caring for our planet. The story is questions are also provided. The price of http://www.ed.gov/pubs/CPRE/. Other about a young boy and the protection of this guide is $1.00 per copy. To order, briefs from the Consortium recently added baby turtles for their survival. ISBN: 0- contact: Deborah Wilburn Robinson, Ed., to the Online Library (in the same loca- 02- 685843 -6. To order contact Macmillan/ OFLA FLES Committee Chair. Ohio State tions) are: "School-Based Management: McGraw-Hill School Publishing Company. University, 249 Arps Hall, 1945 N. High Strategies for Success,- "School-Based St.. Columbus, OH 43210 or e-mail: Management: Promise and Process." "Re- Language, Education and Society in a dwi (burn @ magnus.acs.ohio- state.edu inventing Teacher Compensation Sys- Changing World, edited by Tina Hickey tems." "Developing Content Standards: and Jenny Williams. This book brings Haitian Immigrants in Black America: A Creating a Process for Change, and Build- together recent research in language plan- Sociological and Sociolinguistic Portrait, ing Capacity for Education Reform." ning, bilingualism, translation, discourse by Fiore Zephir. This book brings to life analysis, cultural awareness, second lan- the mechanisms that shape Haitian immi- Implementing Schoolwide Projects: An guage learning and first and second lan- grant identity and underscores the com- Idea Book for Educators, by Ellen M. guage literacy. The book also address many plexity of such an identity. The author Peckman and Leila Fiester. This book has of the issues facing language teachers, explains why Haitians define themselves now been added to NCBE's bibliographic researchers and policy makers in a world as a distinct ethnic group and examines database (NCBE# BE020379). This 1994 where languages are becoming extinct at various parameters of Haitian ethnicity. publication offers theoretical and practi- an alarming rate and are frequently a focus Through hundreds of interviews, the au- cal information for creating successful for dispute and conflict: where foreign thor gathered the voices of Haitians as schoolwide projects under Title I of the language teaching and learning are con- they speak, feel, and most importantly, Elementary and Secondary Education Act. fronted by new technological and practi- experience America and its systems of It integrates a review of research on the cal demands: and where modern commu- racial classification. This work is a de- features of effective Title I schoolwide nication media require the development of scription of the diversity of the Black projects with findings from an examina- new linguistic techniques. CL, $49.00 population in America and an effort to tion of almost 70 schoolwide projects and ISBN: 1-85359-315-X. Contact IRAAL/ dispel the myth of a monolithic minority interviews with administrators and teach- Multilingual Matters c/o Taylor & Francis of "sidestream" culture. ISBN: 0- 89789- ers from 21 of the schools. A full-text, at (800)821-8312 or write to 1900 Frost 451 -0. $55. To order by credit card call electronic version of this document can be Road. Suite 101, Bristol. PA 19007-1598. 29g NABE NEWS JUNE 15. 1996 PAGE 24 ) FROM PAGE23

Language Minority Students in the Main- guage and cultural knowledge becomes which way the wind is blowing. This tale, stream Classroom,by Angela L. the key principle for literacy instruction in both English and Spanish, is a new Carrasquillo and Vivian Rodriguez. The and organizing literacy environments. An version of a traditional story. ISBN: 0- purpose of this book is to make main- integrated biliteracy approach allows for 385- 32044 -2. $15.95. To order write to stream educators aware that language mi- the development of literacy skills around Bantam Doubleday Dell Publishing Group, nority students, especially the limited En- children's interests, strengths, and needs. Inc., 1540 Broadway, New York, NY glish proficient (LEP), need special atten- The children use all of their language tools 10036. tion: appropriate assessment, appropriate forbothliteracyandcognitive language environment, a challenging cur- development.ISBN: 0-8013-1572-7. To The Mouse Bride,by Monica Chang and riculum and a creative delivery of instruc- order contact Addison-Wesley Longman Lesley Liu. "Are you the strongest being tion relevant to their English language Publishers USA, 10 Bank Street. White in the world?" the mouse leader asked the development as well as their classroom Plains, NY 10606. Sun, the Cloud, the Wind, and the Wall. level, modifications are needed in the con- He is searching for the mightiest husband tent and the manner teachers organize and Learning Through Literature: Native for his daughter, someone strong enough deliver instructions to students and the Americans.Available from Teacher Cre- to protect her from the village cat. The way teachers assess language content and ated Materials. Inc. Make classroom les- husband he eventually chooses provides learning. The focus in all 12 chapters is on sons come alive through inspiring works the perfect ending to this ancient Chinese providing theory and practical strategies of literature. These comprehensive re- folktale. This story is accompanied by to make content relevant and understand- sources include book summaries, connect- award-winning illustrations detailing the able to these students, who may lack ing activities, reproducible student pages, life, traditions, and costumes of rural Tai- English language experience, back- and bibliographies. Intermediate/grades 3- wan. English/Chinese ISBN: 957 -32- ground and proficiency. PB ISBN: 1- 5. Price $12.95 each. TCM476. For more 2174 -8. English/Spanish ISBN: 957 -32- 85359- 297 -8. To order contact Multi- information contact Dianne Kelly, TCM, 2150 -0. English/Vietnamese ISBN: 957- lingual Matters Ltd. Frankfurt Lodge, 6421 Industry Way. Westminster, CA 32- 2151 -9. English/Korean ISBN: 957- Clevedon Hall, Victoria Road. Clevedon, 92683 or call (800) 858-7339 ext. 155. 32- 2153 -5. English/Thai ISBN: 957 -32- Avon. England, BS21 7SJ. 2152 -7. English/Tagalog ISBN: 957 -32- Many Faces of Mexico/Las Caras de 2154 -3. English/Khmer ISBN: 957 -32- Latino High School Graduation: Defy- Mexico,by Octavio Ruiz, Amy Sanders 2155 -1. English/Lao ISBN: 957-32 -2157- ing the Odds,by Harriet D. Romo and and Meredith Sommers. This is a compre- 8, English/Hmong ISBN: 957-32 -2156- Toni Falbo. This book tracks the progress hensive guide and text for learning about X, Each book is $16.95. To order contact of 100 students in Austin, TX from 1989 to Mexico. Also available is the Spanish Pan Asian Publications (USA) Inc., 29564 1993. It draws on interviews with the supplement, Las Caras de Mexico. These Union City Blvd.. Union City, CA 94587 students and their parents, school records, books fill the need for timely, relevant and or call (510) 475-1185. and fieldwork in the schools and commu- substantive curriculum for high school. nities. and discusses both the obstacles college and adult learners in both English Multicultural Education, Transformative that caused many students to drop out and and Spanish. This book and its supplement Knowledge, and Action: Historical and the successful strategies that other stu- follow a chronology that links 40 centu- Contemporary Perspectives, editedby dents and their parents pursued to ensure ries of Mexican history to issues and events James A. Banks. Essential to continued high school graduation. Also included are of the present day. Illustrating diverse growth in the field of multicultural educa- seven recommendations for changes in the viewpoints, the resources incorporate pri- tion is the documentation of its historical public schools. PB. $17.95 ISBN: 0 -292- mary source documents and original nar- roots and its linkage to the current school 72495-0 or HC. $37.50 ISBN: 0 -292- rative stories with innovative activities. It reform movement. This book demonstrates 72494-2. Contact Ken North (512) 471- is complete with student materials, maps the ways in which the current multicul- 4032 or write to University of Texas Press. and time lines ready to copy for class use. tural education movement is both con- P.O. Box 7819, Austin, TX 78713-7819. Many FacesofMexicoISBN: 0- 9617743- nected to and a continuation of earlier 6-3, $49.95.Las Caras de MexicoISBN: movements, both scholarly and activist. Learning in Two Worlds: An Integrated 0-9617743-7-1. $25. Translated by Manuel This five part book is designed to promote Spanish/English Biliteracy Approach,by Fernandez, Peter Martin Morales and James empowerment, knowledge transformation. Bertha Perez and Maria E. Torres-Guzman. O'Neill. To order contact the Resource Cen- liberation, and human freedom in U.S. This book address how teachers can orga- ter of The Americas. 317. 17th Ave. SE., society. PB. $26.95 ISBN: 3531-0 or CL. nize the curriculum and the learning envi- Minneapolis. MN 55414-2077. $57.00 ISBN: 3532-9. To order call (800) ronment to enhance growth in literacy in 575-6566, or send order to Teachers Col- both Spanish and English. with particular Medio Pollito - Half Chicken,by Alma lege Press. P.O. Box 20. Williston, VT emphasis on the Spanish-speaking Flor Ada. This Mexican folktale explains 05495-0020. student's needs. This text reflects the be- why the weather vane has a little rooster lief that integration of the children's Ian: on one end that spins around to let us know CONTINUED ON PAGE 26 299

NABE NEWS JUNE 15, 1996 PAGE 25 RESOURCES

Multicultural Education, Transformative Knowledge, and Ac- that explores the value of books that accurately depict contempo- tion: Historical and Contemporary Perspectives,by James A. rary minority groups in the United States. Designed for children in Banks. Essential to continued growth in the field of multicultural grades K-8. this text is a relevant, engaging introduction to the education is the documentation of its historical roots and its diversity of children's literature. Covering books for and about linkages to the current school reform movement. The book dem- Mexican Americans. Puerto Ricans. Latinos, African Americans. onstrates the ways in which the current multicultural education Native Americans, and more. Multiethnic Children's Literature movement is both connected to and a continuation of earlier also features: history of multiethnic children's literature. discus- movements, both scholarly and activist, designed to promote sions of current issues relevant to minority groups, suggestions for empowerment. knowledge transformation, liberation. and human specific titles for children in K-8. photographs of recommended freedom in U.S. society. PB ISBN: 3531-0. 526.95. CL ISBN: titles, discussions of specific literary elements of each book, and 3532-9. S57. To order contact Teachers College Press. P.O. Box professional resources to help you locate culturally accurate 20. Williston. VT 05495-0020 or call (800) 575-6566. literature. For more information or to place orders, call (800) 347- 7707 or send orders to Delmar Publishers Inc., 3 Columbia Circle. The Multicultural Link. apublication by The Center for Profes- Dept. C114. Albany, NY 12212-5015. sional Development and Resources. This newsletter is published five times a year and highlights exemplary programs from around My Mexico Mexico Mio,by Tony Johnson. This book is a the nation that help students understand, navigate. and participate collection of original poetry reflecting the authors love for Mexico, in the nation's diverse society. Also included, are regular columns which along with the Southwest. has served as the setting for many on funding for multicultural initiatives. ESL/bilingual education, of the her books. This book is the authors eighth bilingual book. and gender equity issues in education. For more information cal ISBN: 0-399-22275-8. $15.95. To order contact G.P. Putnam's (201) 236-5585 or write to The Multicultural Link, I Lake Street, Sons. 200 Madison Avenue. New York, NY 10016 or Raab Upper Saddle River, NJ 07458. Associates, 19 Price's Lane. Rose Valley, PA 19065 or call them at (610) 565-8188. Multiethnic Children's Literature,by Gonzalo Ramirez. Jr. and Jan Lee Ramirez. This publication provides a complete reference Native American Tales and Activities. Available fromTeacher Created Materials, Inc. This new KidsWorks Series contains activities that have been tested for success: they can be done with readily available materials, and they have simple directions and Ifyowneed..equitabletassessmentsfon clear illustration. Ages 7 & up. Price $12.95 each. TCM677. For ,Spanish-speaking individualspyougnee&Bateria42 more information contact Dianne Kelly at TCM, 6421 Industry 1 Way, Westminster, CA 92683 or call (800) 858-7339 ext. 155. Test cogriitit'e in Spanish Native American Directory: Alaska, Canada, United States. published by National Native American Cooperative. This direc- tory is divided into five sections and is designed to pull together all information available into one single source. Funds from the ATERIAA Directoryare earmarked for the North American, Native Ameri- Woodcock-Muhoz Pruebas de can. Indian Information and Trade Center, to file, store and habilidad cognitivaRevisada retrieve, and distribute information pertinent to the continued s a psychologist. you know that valid and reliable assessment of Spanish- speaking individuals is a key civil rights and educational issue. preservation of Native culture, crafts and education of First the him step in bringing equity to assessment of Spanish-speaking individuals is the Nations people. To order theDirectoryor to send information Bateria Vixxlcock-NItinoz Michas de habilidad cognitiva-kevisada (i.e., newspaper clippings, press releases, mailing lists, photo hue all ttt. the Features of the Vi e tdt.:ock-lolueton-Reve4.1.1 'Fob of Cognitive Ability in Spar tisk copied stories, and statistics) mail to: Native American Coopera- leastire ilistinct cognithe tive, P.O. Box 27626, Tucson. AZ 85726-7626. PB without Long-Tenn Retrionl. Shon.Tenn Pnvowint.t, Speet.l. Auditory Mx:et:sing. \ lstral Pnicowing. Comprehinsion-knowleilge. Fluid Reasoning. Quantitative Proco:,ing pictures and limited maps. $59.95 plus $6.00 shipping ISBN: leastire oral language 09610334-5-2, the library edition includes a wall map of Indian leas tire aputudo: Iii-atling..11:ithonatio. Written Oral language Land Areas and an updated detailed listing of all state and lkiennine irgra-iutzlitwe iliscrerxiniies aptitudeachievement or intr.Fachievemoit tli,crereincio when awed with die Iktteria-R Tots of Achievement tin prom. federally recognized tribes in the U.S. and Alaska and more Nationally re,coplatail autixx team: Dr. Richad Vi tekuck and Dr. Ana F. detailed info., $125.00 plus $6.00 shipping ISBN: 09610334-3-6. NIunoz-Sanckn-al

The Bateria-R is being developed to provide you with a Oceanography: Science Level 3 Software,from Macmillan/ conormed test of ability and achievement specifically designed for use McGraw-Hill. The purpose of this Level 3 software is to provide with Spanish-speaking subjects ages 2 to 90+. Bateria Woodcock-Nlunoz Pruebas de habilidad cognitiva-Revisada an easy-to-use way to present and explore vidoediscs. The soft- For more information, phone 1.800.3 23.9540 ware controls the videodisc player. replacing the barcode reader Riverside Publishing .,3,1141 14.crma4v Irnshmy tAlniormsAll111:11.ra,ental and remote control with on-screen buttons. To order contact Macmillan/McGraw-Hill, 1221 Avenue of the Americas, New BE COPY AVM BLE 300 NABE NEWS JUNE 15. 1996 PAGE 26 FROM PAGE25

York. NY 10020 or call Roger Wagner be ordered. Contact ( 614 ) 292-4361 or ciation: Contact: Jenifer Tollefson y Publishing at (800) 421-6526. send orders to 276 Dieter Cunz Hall, 1841 Chavez. Isleta Head Start, PO Box 579, Millikin Road. The Ohio State University, Isleta, NM 87002. Oklahoma Indian Head Of Borders and Dreams: A Mexican- Columbus, OH 43210-1229. Start Directors' Association: Contact: American Experience of Urban Educa- Verna Thompson, Cherokee Nation. PO tion,by Chris Liska Carger. This is the Performance-Based Assessment; Vol. 3, Box 948, Tahlequah. OK 74465. The fol- story of Alejandro Juarez, Jr.. a Mexican- No.1, Winter 1994.This ERIC Review is lowing is a list of the Regional Associa- American youth. his family, and their ex- available by contacting ERIC via internet: tions: Northwest Indian Head Start Coali- periences in a bureaucratic and frustrating [email protected] or by calling ACCESS tion: Contact: Caroline Yellow Robe. Fort public school system. This book is a por- ERIC: 1-800-LET-ERIC.Introductory Belknap Head Start. PO Box 578, Harlem, trayal of the problems that face bilingual Video Series on Classroom Assessment. MT 59526. Southwest Consortium of In- andbiculturalchildren. Through Developed by The Northwest Regional dian Head Start Programs: Contact: Phyllis Alejandro's story, we see the failure of the Laboratory ( NWREL). It contains a 14- Antone. Tohono O'Odham Nation. PO American school system to offer. better module. 45 hour introductory video based Box 837, Sells, AZ 85350, Tri-States In- opportunities for all children regardless of on research conducted over several de- dian Head Start Directors' Association: race, sex, or class. Appropriate for teach- cades. Information can be obtained by Contact: Pamela Ninham, Oneida Head ers and educators on all levels, and those calling NWREL at 1-800-546-6339. Start, PO Box 365, Oneida, WI 54155. interested in the future of education in America. ISBN: 0-8077-3522-1, PB The Rainbow Fish.by Marcus Pfister. Renegotiating Cultural Diversity in $17.95. ISBN: 0-8077-3523-X, CL $38. The Rainbow Fish. with his shimmering American Schools,edited by Patricia To order contact Teachers College Press. scales. is the most beautiful fish in the Phelan and Ann Locke Davidson. PB. 1234 Amsterdam Avenue, New York,NY ocean. But he is proud and vain and none $18.95 ISBN: 3287-7, or CL, $44.00 ISBN: 10027. of the other fish want to be his friend until 3288-5. To order call (800) 575-6566 or he learns to give away some of his most send order to Teachers College Press, P.O. Of Borders and Dreams: A Mexican- prized possessions. This story possesses Box 20. Williston, VT 05494-0020. American Experience of Urban Educa- the universal message of sharing, giving tion.by Chris Liska Carger. This book this award- winning book stayinv, power. The Right Stuff for Children Birth to 8. addresses the problems that face bilingual. English only ISBN: 1-55858-009-3. Span- by Marth Bronson. This book is intended bicultural children, and the failure of the ish only ISBN: 1-55858-361-0, English/ to help people providing education and American school system to offer better Chinese ISBN: 1-57227-027-6, English/ care for young children to select play ma- opportunities for all children regardless of Vietnamese ISBN: 1-57227-028-4, English/ terials that are safe, appropriate, and sup- race, sex. or class. This book is the story of Korean ISBN: 1-57227-029-2, English/Ta- portive of play and development. Included a Mexican-American youth, his family, galog ISBN: 1-57227-030-6. English/Khmer are suggestions for play materials for six and their experiences in a bureaucratic and ISBN: 1-57227-031-4. English/Hmong different age ranges in early childhood frustrating public school system. This book ISBN: 1-57227-032-2. Each book is $18.95. from birth to eight years old. Play materi- is important to teachers and educators on To order contact Pan Asian Publications als for children in each of the age ranges all levels, and to those interested in the (USA) Inc.. 29564 Union City Blvd.. Union are grouped under four headings, for ease future of education in America. PB, $17.95 City, CA 94587 or call (510) 475-1185. of reference: social and fantasy play, ex- ISBN:3522-1, or CL. $40.00 ISBN 3523- ploration and mastery play, music, art, and X. To order call (800) 575-6566. or send Regional and State Indian Head Start movement play, and gross motor play. order to Teachers College Press, P.O. Box Directors' Associations.States with large This book incorporates information from 20, Williston, VT 05494-0020. American Indian and Alaskan populations psychological theory and research on play have formed their own informational State and the overall perspective of the early Pathways to Advanced Skills Vol. I,by or regional Head Start directors' associa- childhood community on what is develop- Galal Walker and Scott McGinnis. This tions. These associations facilitate train- mentally appropriate practice. ISBN: 0- new publications series, from the Ohio ing and technical assistance activities and 935989-72-2. Contact the National Asso- State University National Foreign Lan- address local, state, and regional early ciation for the Education of Young Chil- guage Resource Center, is devoted to the childhood issues. The following is a list of dren, 1509 16th Street. NW, Washington. pedagogy of the less commonly taught the State Associations: Alaska Associa- DC 20036-1426. languages. This series is designed to in- tion: Contact: Sarah Kuenzli, Tanana crease the corpus of resources available to Chief's Conference. Inc.. 122 First St., School-to-Work WWW Site.TheU.S. de- language teachers and program planners Fairbanks, AK 99701. Arizona Associa- partments of labor and education have who wish to develop pedagogical tech- tion: Contact: Imogene Osife, Gila River announced a school-to-work world-wide niques and frameworks for teaching the Indian Community. PO Box A. Sacaton, web site on the Internet at. http:// less commonly taught languages. Later AZ 85247. New Mexico/Southern Colo- www.stw.ed.gov. It is designed to pro- volumes of the Pathways series can also rado Indian Head Start Directors' Asso- CONTINUED ON PAGE 28 ' 301

NABE NEWS JUNE 15. 1996 PAGE 27 RESOURCES mote awareness of the School-to-Work ten in both English and Spanish and is euage skills by listening to, retelling, and Initiative, increase communication be- appropriate for children ages 5-8 or grades acting out stories. Classes with many Span- tween the Federal and State-level spon- K-3. HB ISBN: 0-8075-7585-2. 514.95. ish-speaking students often read and dis- sors and the national community. It will PB ISBN: 0 -8075- 7586 -0. $ 6.95. To or- cuss stories in Spanish. Students continue connect school-to-work (STW) state and der contact Albert Whitman & Company. to learn letter sounds in English and Span- local grantees, employers, schools, labor 6340 Oakton Street. Morton Grove, IL ish and use their new understanding of groups. parents. students, and the general 60053-2723 or call (800) 255-7675. sound to read stories. A more advanced public as they work together to develop component of the program uses coopera- and implement school-to-work systems State Certification Requirements for tive learning activities to improve stu- across the nation. The new STW online Teachers of Limited English Proficient dents' reading and writing skills. Order service includes: current news and an- Students. by Howard L. Fleischman. no. SR-394-MW. Cost is $4.95. Contact nouncements about school-to-work, Stephen Arterburn, and Elena M. Wiens. the Southwest Regional Laboratory, 4665 school-to-work related articles and publi- This 1995 publication has now been added Lampson Ave., Los Alamitos, CA 90720. cations. access to other school-to-work to NCBE' s bibliographic database (NCBE related Internet sites, information on fed- #BE020431). This book provides current Syncretic Literacy: Multiculturalism in erally approved STW technical assistance data on state certification requirements for Samoan American Families, by A. service providers, and a chat room for bilingual education and English as a sec- Duranti and E. Ochs. This publication people interested in STW. For more infor- ond language (ESL) teachers in all 50 uses research on the Samoan American mation about the National School-to-Work states and the District of Columbia. An community of urban Los Angeles to argue World Wide Web site, call1- 800 -251- appendix outlines the course work required against two common misconceptions of 7236. or write to: The National School-to- by each state for bilingual /ESL certifica- multiculturalism: (1) that language is a Work Learning & Information Center. 400 tion. To access the NCBE database on the precise indicator of cultural orientation; Virginia Ave., SW, Rm. 210, Washing- WWW, point your browser to URL: http:/ and (2) that members of multicultural com- ton. DC 20024. E-mail: [email protected]; /www.ncbe.gwu.edu /dbs.html. munities remain in one culture at a time. Internet Gateway: http://www.stw.ed.gov Syncretic literacy explains how the same Story of the Chinese Zodiac, by Monica language can be used across distinct cul- Second Language Practice: Classroom Chang and Arthur Lee. How were the tural practices, and how different cultural Strategies for Developing Communica- twelve animals chosen for the Chinese practices can be merged within the same tive Competence, edited by Georges Zodiac? And why is the rat the first animal literacy activity. To demonstrate syncretic Duquette. This book attempts to provide on the list? These, and other questions. are literacy, the authors analyze the interac- some leadership in the direction of devel- answered in this hilarious version of the tions among a boy, his extended family, oping communicative competence and for Chinese Zodiac legend. Paper cut-out il- and cultural artifacts during a homework sharpening and adapting specific skills by lustrations are also included. English/Chi- session. This document is available for bridging current theory with classroom nese ISBN 957-32-2173-X, English/Span- $4.00. To order, send check or P.O. to the practice while, at the same time, empha- ish ISBN: 957-32-2143-8. English/Viet- National Center for Research on Cultural sizing classroom strategies. Innovative namese ISBN: 957-32-2144-6. English/ Diversity and Second Language Learn- teachers and administrators can they con- Korean ISBN: 957-32-2146-2. English/ ing. Center for Applied Linguistics, 1118 tinue the process, add or subtract to the Thai ISBN: 957-32-2145-4, English/Ta- 22nd Street NW, Washington. DC 20037. repertoire of strategies, in accordance with galog ISBN: 957-32-2147-0. English/ Include 10% for shipping and handling. their student and program needs. PB ISBN: Khmer ISBN: 957-32-2148-9, English/ 1-85359-305-2. To order contact Multi- Lao ISBN: 957-32-2142-X. English/ Systems in English Grammar: An Intro- lingual Matters Ltd. Frankfurt Lodge, Hmong ISBN: 957-32-2149-7. Each book duction for Language Teachers, by Peter Clevedon Hall, Victoria Road. Clevedon. is $16.95. To order contact Pan Asian Masters. This text introduces future teach- Avon. England, BS21 7SJ. Publications (USA) Inc.. 29564 Union City ers of English to the major elements of Blvd.. Union City. CA 94587 or call (510) English grammar in a systemic fashion The Spirit of Tio Fernando /El Espiritu 475-1185. using step-by-step procedures. charts and de Tio Fernando. by Janice Levy. This diagrams, numerous exercises, and a book is a story of the Day of the Dead, a Success for All, from the Southwest Re- unique problem-solving approach that pre- centuries-old holiday celebrated in Mexico gional Laboratory. "Success for All in pares the teacher to present grammar to and Central America. Nando, named for Schools Serving MinorityStudents," is students with confidence and clarity. The Uncle Fernando, listens as his mother tells being adapted to help language-minority book features: a reduced focus on excep- him that later, at the cemetery, they will students succeed in school. The program tions and special cases so as not to over- meet with Tio Fernando's spirit. All day, was originally designed to help urban. whelm the beginning teacher, opportuni- as Nando enjoys the celebration. he also disadvantaged students learn to read. The ties to practice identifying errors and ex- wonders just how he will recognize the program begins with pre-Kindergartners, plain grammar points with which students spirit of Tit) Fernando? This book is writ- and aids students in developing oral lan- commonly have problems, and a complete 302 NABE NEWS JUNE 15, 1996 PAGE 28 ) BEST COPY AVAILABLE FROM PAGE 27

answer key to exercises and problem-solv- Thinking Stories: English-Spanish Sto- Council, 2101 Constitution Avenue N.W., ing tasks at the end of the text. ISBN: 0-13- ries and Thinking Activities, by Jackie Washington, DC 20418. 156837- X . To order contact Prentice Hall. Scott. The three books in this series will Inc., A Viacom Company, Englewood provide primary teachers with hours of i Todos, Listos, Canten! Canciones para Cliffs, NJ 07632. hands-on activities for both their English ninos y para aprender el espaiiol, by and Spanish-speaking students. Each Sarah Barchas. This new sound recording- Teacher Education in Plural Societies: unique book offers four original stories book package contains 32 songs in a sing- An International Review, edited by written in both English and Spanish. four along songfest in Spanish. Available in Maurice Craft. This book examines ways follow-up activities relating the story to a both audio cassette and compact disc, ac- of educating teachers faced with a thinking skill, and additional thinking ac- companied by a 40-page illustrated lyrics multiethnic/multicultural classroom. Fo- tivities that teach analogies, sequencing, book. These songs combine traditional cusing on diverse classrooms rather than categorizing, deductive thinking, compari- English songs with original songs in Span- diverse societies, authors from eleven son, and more. This series serves as a link ish, and cover a wide range of concepts countries look at the issues which concern between literature and skill development such as: people. family, feelings, colors, teachers of minority and majority culture and an ideal way to challenge both English numbers from 1 to 20. animals, shapes, pupils. The book analyses the role of and Spanish- speaking students. For grades parts of the body, days of the week, months teacher education in providing for ethnic K-3. For more information contact Dandy of the year, foods, school, and transporta- minority children. considering access and Lion Publications, 3563 Sueldo, Suite L. tion. Ideal for young Spanish-speakers achievement and the necessity for all chil- San Luis Obispo, CA 93401 or call (800) and for a wide span of children learning dren to acquire information and tolerant 776-8032. Spanish as a second language. Prices are attitudes. Order no. 0-7507-0520-5 PB as follows; cassette-book package $12.95, $24.95 or 0-7507-0519- I CL $69.95. Con- Through Our Eyes, Issue 2, by Many ISBN: 0-9632621-3-0 or compact disc- tact Falmer Press c/o Taylor & Francis, Cultures Publishing. This is the newest book package $15.98, ISBN: 0- 9632621- 1900 Frost Road. Suite 101. Bristol. PA publication of the New Faces of Liberty 4-9. To order contact High Haven Music I9007 -1598. curriculum project, distributed by Many at (520) 455-5769 or(800) 438-1637. Cultures Publishing. This publication is a The Teaching Professor. This newsletter collection of essays written by youths. and U.S. Department of Education Two-Vol- provides information, inspiration, and is designed to bridge the gap between ume Idea Book. Raising the Educational motivation to help faculty become more teachers and students, and to empower the Achievement of Secondary School Stu- effective teachers. Each issue contains in- youth. Issue Two focuses on the contem- dents suggests ways that secondary schools formation on successful classroom prac- porary American family single parent. might consider using Title I funds and tices and techniques, including lesson plan- adoptive. extended, traditional, and par- other resources, andProfiles of Promising ning, addressing student questions regard- ents who are academics, drug dealers, gay, Practices address various successful pro- ing the relevancy of classroom lessons, living in other states, deceased, etc. Single grams and schools throughout the United reading and studying tips, study group copy $5.00 plus $2.50 handling. To order, States. These books also provide descrip- effectiveness, and much more. Ten issue call (800) 484-4173 or write to: Many tions of national organizations offering subscriptions available. For more infor- Cultures Publishing, P.O. Box 425646. information and services for education at- mation call Magna Publications. Inc. at San Francisco, CA 94142-5646. risk secondary students, and a checklist (800) 433-0499 or write to The Teaching that can assist teachers and others in plan- Professor. 2718 Dryden Drive. Madison. Title I Testing and Assessment: Chal- ning improvements in schools. On-line WI 53704-3086. lenging Standards for Disadvantaged address: http://www.ed.gov/pubs/Raising/ Students. The improving America's volt/ or gopher.ed.gov. or contact Kirk Thematic Units: Ma vans, Aztecs & Incas. Schools Act of 1994 substantially revised Winters at kwinters @inet.ed.gov. Available from Teacher Created Materi- the Title I program for disadvantaged chil- als, Inc. This book offers two or more dren. Some of the most far-reaching Unraveling the "Model Minority" Ste- literature-based units and lesson plans plus changes relate to testing and accountabil- reotype: Listening to Asian American cross-cultural activities and worksheets, a ity requirements. To address issues related Youth, by Stacey 1. Lee. This book exam- culminating activity, management ideas. to changes in Title 1 testing and account- ines the development of ethnic and racial and a bibliography. Complete and com- ability, the Board on Testing and Assess- identity among Asian Americans students prehensive. these units are designed with ment of the National Research Council within the context of race relations at a student interest and teacher usability in held a workshop in April 1995 to bring public high school and within the larger mind. Price $8.95 each. TCM595. For together scholars and practitioners to iden- society. Lee explores how the stereotype more information contact Dianne Kelly, tify major policy questions and research that Asian Americans are all high achiev- TCM, 6421 Westminster, CA 92683 or needs. Copies of this report are available ers affects these students and their rela- call (800) 858-7339 ext. 155. by mailing your request to: Board on Test- tionships with other racial groups. This ing and Assessment, National Research CONTINUED ON PAGE 30 BEST COPY AVAILABLE 303 NABE NEWS JUNE 1 5-; 1996 PAGE 29 FROM PAGE 29

book address issues of the absent minority, the silenced minority, and the model minority. What's in a name? Asian American identities at academic high school. academic achievement among Asian Americans. constructing race relations. student voices on race, and reflections on the model minority identity formation. 0 your have .nevli products..to tell NABE-members ISBN: 0- 8077 3509 -4. PB $17.95. ISBN: 0-8077-3510-8. CL about? "$39. To order contact Teachers College Press, 1234 Amsterdam Avenue. New York, NY 10027. ,enda.'saMple,of your material to jt,h,e:7N,ABEN4WS ;;Editor at NABE;'-1220:Lfreet, rIW; s6ite 600,*aSh -ingtoh;'DC 20005-4018.:. Woodcock Language Proficiency Battery in Spanish.The R i ver- side Publishing Company has published the Spanish Form of the WLPB. This test is a comprehensive, norm-referenced assessment :Materials vsrill.be listed ONCE; free Of-charge; in the of oral language, reading and written language appropriate for use zitelources:forBilingual,Educators with Spanish-speaking individuals between the ages of 2 years and 90+ or grades K-16.9. The WLPB-R consists of 13 subtests: 5 oral languages. 4 reading, and 4 written language. In addition. the test yields scores in the areas of punctuation, spelling, usage, and handwriting. Clusters used for interpretation include oral lan- guage, broad reading, basic reading skills, reading comprehen- NOW INSPANISHD sion, broad written language, basic writing skills. and written expression. For more information contact Barbara Wendling at (800) 767-8420 ext. 7741. Science Is Elementary is a teacher's resource publication Zurk's Rainforest Lab Software,from SOLEIL Software. This featuring background information, discovery-based tool is designed to promote exploration at the computer. It applies the latest technology, bringing rich graphics resources, and student-centered and music to young children ages 5-9. This software promotes the activities. joy of learning through playful discovery. Age appropriate activi- Vol. 4 Animales/Arlatomia ties are provided for you to choose or adapt to your own needs. The Conservaci6n learning objectives are listed in a curriculum-specific format as Los Leyes de Newton well as an activity-specific format. Kids explore life science, Biologia en Botella/LEAP math, and creative writing, and children can easily switch all text Vol. 5 Geologfa and voice between Spanish, French, and English. ISBN: I 885399- La Integracion de la Matematica y la 13-8 (Teacher's Version). For more information or to order Ciencia contact SOLEIL Software. Inc.. 3853 Grove Court. Palo Alto. CA Los Bosques Pluviales Tropicales 94303 or call (415) 494-0114. El Planeta del Agua

All resources are listed solely for the information of the NABE All volumes (4 issues) are $24 (US$). membership. Listing does not imply endorsement of the resource Volumes 5,6,7,&8 are available in English. For a by the National Aassoc7lationpr Bilingual Education. For more free sample activity in Spanish or a list of English titles, information about any listed resource, contact the publisher write to the address below. Please specify whether you directly. wish to receive English or Spanish information. Museum Institute for Teaching Science NABE 79 Milk St., Suite 210, Boston, MA 02109-3903

BEST COPY AVAILABLE

NABE NEWS JUNE 15, 1996 PAGE 30 Congresgonal Update: -Immigration,English-Orily & BE

nated from the bill. However. House Speaker Newt Gingrich has by Jaime A. Zapata publicly stated that he plans to ensure that the Gallegly amendment is kept in the bill. n the brink of this year's presidential election, thefate of Due largely to the stalemate over this controversial provision, the highly politicized House and Senate immigration bills which would overturn the Supreme Court's decision on Plyler v. remains undecided. There is encouraging news on the Doe, and is opposed by groups ranging from religious and educa- issue of the Gallegly amendment, adopted as a part of the House tion advocacy organizations to labor unions and police associa- bill and which allows states to bar undocumented students from tions. House conferees on the immigration bill have not yet been public schooling. Forty-seven Senators have signed a letter to the selected. The completion of the conference report on the immigra- House expressing their desire to see the Gallegly provision elimi- tion bills will probably be up to House and Senate leadership, but may come as soon as late July. The joint efforts of NABE members and other advocates of PRESIDENT'S MESSAGE FROM PAGE3 children's educational rights have been crucial to this battle . They are ureed to continue to contact the Members of theHouse and the reflect on our teaching and the teaching we observed. We created Senate. and insist that they scrap the Gallegly amendment. dictionaries of professional teaching terms in Spanish. we cri- tiqued ESL lessons. and we conducted group studies of educa -. Future of English-Only Bills Uncertain tional issues. We used the community and the world as our Unable to gather the necessary support to obtain passage of his classroom. We truly engaged in experiential learning, and in two bill. Senator Richard Shelby (R-AL). author of the Senate's weeks created insights and a knowledge base that it would take "Language of Government Act" (S. 356). has seen consideration years to create in a typical university course. of his bill postponed by the that chamber's Governmental Affairs While this program was only partly funded by Title VII. its Committee. The bill was originally scheduled for Committee design has evolved over the years because of other Title VII consideration in May. but at the request of Senator Shelby, was initiatives and the creative thinking of the program director, taken off the list by Chairman Ted Stevens (R-AK). Lorenso Aragon. Kudos to Lorenso for his creativity, organization On the House side. the future of that chamber's -English-only- and attention to detail. proposals seem just as uncertain. The recent death of Congress- The 20 paraprofessionals in this program came home with a man Bill Emerson ( R-MO) author of H.R. 123. the House's new knowledge of cultural differences and schooling in Mexico, "Language of Government Act" together with Chairman Bill with new teaching skills, and with deepened understanding. All of Goodling (R-PA) of the House Committee on Economic and these paraprofessionals are going to be excellent bilingual teach- Educational Opportunities' public opposition to Congressman ers! Sadly, however, they returned home to discover that their Roth's "English-only" bill make the future of such measures in the Title VII career ladder program no longer has funds. Many of them 104th Congress somewhat dubious. cannot afford to continue school without such support. NABE members have been instrumental in keeping these bills So I end my term on a bittersweet note. 1 have been blessed with from advancing; they are urged to continue their efforts to insure many opportunities over the years to engage in professional that neither chamber moves these harmful measures. .development activities.I have watched NABE and bilingual education progress because of our continued growth and develop- ment. As a result. much has been accomplished for language- Bill to Nix Bilingual Voting Ballots Stalls minority children and their families. However, much remains to be On June llth. the House Judiciary Committee made an unex- done. Our field can only be productive and successful if we all pected decision to postpone its consideration of H.R. 351. the continue to grow professionally. Our governments. as well as our "Bilingual Voting Requirements Repeal Act of 1996." The bill school districts and universities, have an obligation to ensure that would eliminate the provisions in the Voting Rights Act which there are opportunities for professional development for all indi- allow for the use of bilingual voting ballots in Federal elections. viduals who work with language-minority children. The success The measure, which threatens to disenfranchise minority-lan- of these children depends on support from competent. well pre- guage communities through the eliminationof bilingual ballots pared adults we must work together to ensure that continued and other bilingual voter assistance initiatives, faces great opposi- for training opportunities are available. tion from Members on both sides of the aisle. So far, no future date As I say farewell and thank you for a great opportunity, I pledge consideration of this bill has been announced by the Committee. to you that I stay involved in the continued struggle to move our NAM will keep its members updated on any developments. field forward. I know that many of you are also willing to be involved in whatever capacity you can and I look forward to For further questions on any of these issues please contact Jaime working with you. Good luck to the new NABE president and the Zapata. NABE associate director for legislation andpublic af- 1996-97 Board. iAdelante y buena suerte! fairs, at (202) 898-1829. Ext. 106.

NABE ..VABE 305 BEST COPY AVAILABLE NABE NEWS JUNE 15. 1996 PAGE 31 -1

'Contact:Information: Senate Committee on Appropriations

Write to your Senator at: The telephone number of the Senate switchboard is: (202) 224-3121 Senator (her/his name here) U.S. Senate Hon. Richard C. Shelby (R -Alta Tama) Hon. Patrick J. Leahy (D-VT) T: (202) 224-4242 Washington, DC 20510 T: (202) 224-5744 F: (202) 224-3416 E-mail: [email protected] E-mail: none Staff: Ms. Margaret Whitney Senator I* = Subcommittee on Labor. Staff: Mr. Reid Cavnar HHS. and Education member) Hon. Dale Bumpers (D-Arkansas) Hon. James M. Jeffords (R-VT) T: (202) 224-4843 Hon. Mark 0. Hatfield (R-OR) T: (202) 224-5141 E-mail: [email protected] *(Full committee chairman) E-mail: [email protected] Staff: Ms. Mary Ann Chaffee T: (202) 224-3753 Staff: Mr. Reginald E. Jones E-mail: none Hon. Frank R. Lautenberg (D-NJ) Staff: Ms. Sue Hildick Hon. Judd Gregg (R-NH) T: (202) 224-4744 T: (202) 224-3324 F: (202) 224-9707 Hon. Ted Stevens (R-Alaska) F: (202) 224-4952 E-mail: none T: (202) 224-3004 E-mail: mailbox @gregg.senate.gov Staff: Mr. Alexander Lurie E-mail: [email protected] Staff: Ms. Alyssa Shooshan Staff: Ms. Liz Connell Hon. Tom Harkin (D-lowa) * Hon. Robert F. Bennett (R-UT) (Ranking Minority Member of subcommittee) Hon. Thad Cochran (R-Mississippi) T: (202) 224-5444 T: (202) 224-3254 T: (202) 224-5054 E-mail: none F: (202) 224-9369 E-mail: [email protected] Staff: Ms. Corine Larson E-mail: [email protected] Staff: Mr. Michael Loesch Staff: Ms. Bev Schroeder Hon. Ben Nighthorse Campbell (R-CO) Hon. Arlen Specter (R-PA) T: (202) 224-5852 Hon. Barbara A. Mikulski (D-MD) *(Subcommittee chairman) F: (202) 224-1933 T: (202) 224-4654 T: (202) 224-4254 E-mail: none F: (202) 224-5223 E-mail: none Staff: Ms. Rhea Suh E-mail: [email protected] Staff: Mr. Michael Kulis Staff: Ms. Anita Harewood Hon. Robert C. Byrd (D-WV) * (Ranking Hon. Pete V. Domenici (R-NM) Minority Member on full committee) Hon. Harry Reid (D-Nevada) T: (202) 224-6621 T: (202) 224-3954 T: (202) 224-3542 E-mail: [email protected] F: (202) 224-8070 F: (202) 224-7327 Staff: Mr. Brian Jones E-mail: none E-mail: senator_reid@reid. senate.gov Staff: Ms. Leslie Staples Staff: Ms. Sue Mabry Hon. Christopher (Kit) Bond (R-Missouri) T: (202) 224-5721 Hon. Daniel K. Inouye (D-Hawaii) Hon. J. Robert Kerrey (D-Nebraska) E-mail: none T: (202) 224-3934 T: (202) 224-6551 Staff: Ms. Leanne Jerome E-mail: none E-mail: [email protected] Staff: Mr. Mavis Masaki Staff: Ms. Patti Sedan Hon. Slade Gorton IR-Washington) T: (202) 224-3441 Hon. Ernest F. Hollings (D-SC) Hon. Herb Kohl (D-Wisconsin) E-mail: [email protected] T: (202) 224-6121 T: (202) 5653 Staff: Ms. Gretchen Lamberg E-mail: [email protected] E-mail: [email protected] Staff: Ms. Laura Morris Staff: Ms. Amy Barber Hon. Mitch McConnell (R-KY) T: (202) 224-2541 Hon. J. Bennett Johnston ID-Louisiana) Hon. Patty Murray (D-Washington) Fax: (202) 224-2499 T: (202) 224-5824 T: (202) 224-2621 E-mail: [email protected] E-mail: [email protected] F: (202) 224-0238 Staff: Ms. Robin Bowen Staff: Ms. Dionne Thompson E-mail: [email protected] Staff: Mr. Mike Egan Hon. Connie Mack (R-FL) T: (202) 224-5274 E-mail: none Staff: Ms. Jamie Brown NABE Action Alerts Now Available By E-Mail Hon..Conrad Bums (R-Montana) NABE sends special Action Alerts to members and subscribers to T: (202) 224-2644 inform them of the latest developments in Washington concerning bilingual F: (202) 224-8594 education. These action alerts are now available by e-mail. E-mail: [email protected] To subscribe to the Action Alert electronic mailing list, send an e-mail Staff: Ms. Patty Deutsche message to: majordomo @ nabe.org, with the following text as the body of the message: subscribe actionalert 306 BEST COPY AVAILABLE NABE NEWS JUNE 15, 1996 PAGE 32 ) FY 697 APPROPRIATIONS FROM PAGE 1

NABE members took to the task with back to its FY 1996 level. The Congress- tee mark-up on June 20th. No amend- determination. Before long, the offices of woman made a compelling argument for ments were offered to change the level of the Subcommittee members were flooded the amendment. She cited the zeroing-out funding for bilingual education; the amount with calls from parents. teachers and ad- of bilingual education professional devel- remains at $117.2 million. ministrators. Callers from every part of opment and support services during the the Members' districts and states were FY 1996 appropriations, and expressed Consideration on the House Floor urging them to vote against any cuts to her desire to see that bilingual education After Full Committee markup, several bilingual education programs. Letters were was allotted sufficient funds for each of its Members of the House of Representatives being faxed from every part of the United components "to allow for a balanced who are advocates of bilingual education States, and began crowding the desks of and comprehensive program."' discussed the possibility of offering an Members and staffers all over Capitol Hill. Ms. Pelosi chose to use funds from the amendment on the floor of the House to The voice of LEP students and their advo- rather controversial program known as restore funding for bilingual education cates was making itself heard, and appro- "Impact Aid" to provide the $10.8 million support services and professional devel- priators began to listen. On the opment. Realizing the lack of sup- eve of the Subcommittee mark- port for these program compo- up, the proposed funding level for nents in the House, and facing the bilingual education was an- possibility of a weakening loss nounced $117.2 million. The NABE members took to the for the amendment on the House tide was beginning to turn. floor, however, the Members task with determination. opted to concentrate on persuad- Subcommittee Mark-up Before long, the offices of the ing the Senate to carry out these On the evening of June 13th. Subcommittee members were important changes NABE mem- the Subcommittee on Labor, HHS, bers should be on the lookout for and Education Appropriations fi- flooded with calls from parents, an Action Alert, and are urged to nally took up its FY 1997 appro- teachers and administrators begin writing and calling their priations bill for markup. A sense Senators to enlist their support in of urgency filled the room as a urging them to vote down any the effort to secure adequate fund- group of the fatigued Committee cuts in bilingual ed programs. ing for all bilingual education pro- members made their way from Letters began crowding desks of gram components. the floor of the House, where the Agriculture Appropriations bill Members and staffers all over What Next? had just been voted on. to the Capitol Hill; the tide was Once the bill clears the House, Appropriations Subcommittee beginning to turn. the Senate will take up the legis- hearing room in the Rayburn lation. The only hope for preserv- Building. ing Support Services and Profes- One after another. Members sional Development lies with that made their case for individual pro- chamber, and in particular, with grams. suggesting higher funding the members of the Senate Ap- levels for some, while lowering the fund- needed to bring bilingual education fund- propriations Committee and its Subcom- ing of others as offsets. No attempts were ing back to its FY 1996 level. The pro- mittee on Labor, HHS and Education. made to cut bilingual education. In fact, gram, which was funded at $111 million NAB E members should contact their sena- Congresswoman Nancy Pelosi (D-CA ) of- over the Administration's request in FY tors, especially if they are on the Senate fered an amendment to raise the program's 1997. supports payments to school district Appropriations Committee (See list). If funding back to its FY 1996 level of S128 affected by federal activity, including your Senators are not on the committee. million. heavy military operations. Chairman Por- ask them to write a letter to Labor, HHS ter, whose own Illinois district houses two and Education Appropriations Subcom- military bases, had strong objections to The Pelosi Amendment mittee Chairman Arlen Specter requesting taking any funds from the program. Ms. An experienced member of the Sub- that the Subcommittee fund all subparts of Pelosi's amendment failed by a voice vote. committee, Ms. Pelosi acknowledged that Part A. ESEA Title VII. bilingual education still had to move However, the Congresswoman did express her desire to work with the other members through a lengthy and treacherous appro- For further information, contact Jaime of the committee to find a different offset. priations process that would involve a full Zapata, NABE associate director for leg- Committee markup, floor consideration. islation and public affairs at (202) 898- and similar procedures in the Senate cham- Full Committee Markup /829. Ext. 106. In another marathon appropriations ses- ber. In light of this, she offered an amend- NABE. ment to increase funding for the program sion, the bill moved through full commit- 307 NABE NEWS JUNE 15, 1996 PAGE 33 EDUCATORS SPEAK OUT: DANNENBERG FROM PAGE 8 improve the quality of our program, I am story - especially for Bethlehem's students. Mr. Doluisio has judged early test re- proud of the accomplishments of our bi- I have also learned that the bilingual sults as promising. It will be interesting to lingual students and their hard-working program was never as isolated as Mr. see what the students' achievement data in teachers. Miller's article suggests. and that Bethlehem shows in the long run. Bethlehem's bilingual program students The human brain uses our first lan- A Second Look at Bethlehem have always tested well. In addition. the guage (the one we learned firstnot the Mr. Doluisio (Bethlehem's superinten- National Association for Bilingual Edu- one that is politically first in our nation) as dent of schools) has chosen an educational cation never "condemned" Mr. Doluisio. a tool for all other learning, especially for approach with a history of a very high but rather passed a resolution expressing the learning of another language. A well long-term failure rate, and in the process "deep concern for the well-being of the designed and implemented bilingual pro- intensified the ethnic divisions within his children affected" (Feb.. 1996): and the gram. one which uses both the students' community. He claimed a growing group Pennsylvania Department of Education's native language and English in academi- of Hispanic supporters, yet my calls to representative did not urge the Board of cally challenging ways helps linguistic Pennsylvania tell me that support came Education to vote against the Superinten- minority children to learn well. from a very small number of people. At a dent but rather sent a letter requesting that Bilingual education helps today's im- public hearing with over 550 people, most they carefully consider the research evi- migrants to be productive members of our supporting the bilingual program. only dence that shows high achievement for community, contributing their many skills four people spoke against it. students receiving bilingual education ser- and the richness of their varied cultural Despite the research evidence and the vices. backgrounds to our society and our support of the community most directly In fact. Mr. Doluisio himself told com- economy. as immigrants in previous gen- affected. the Bethlehem School Board munity representatives that he knew the erations have done throughout our his- voted to eliminate a program with a proven bilingual program was effective in help- tory. positive effect on student achievement. I ing Hispanic students achieve well in find it difficult to consider that a success school: he just didn't like it.

In response to a May 24 editorial entitled "Spanish by Force" which appeared inThe Indianapolis Star," Tim Boats, Director of the Center for Community Relations and Special Populations of the Indiana State Department of Education, wrote the following:

The Positive Success Rate of Good Bilingual Classes

I disagree with many things in your May 27 editorial "Spanish program children learn in both English and one other language. by force." The rationale for such an educational program is, in spite of The first is that students and their parents are forced into popular opinion to the contrary, based on a solid research founda- bilingual classes. If there are schools where this is the case, they tion and conclusive, long-term data on language minority student are certainly not the norm across our country, and absolutely not success rates. to be found in Indiana. The process of acquiring oral skills in English takes the average Parents have always had a legal right to refuse the assistance of students one or two years. The process of fully catching up with a bilingual program. And, of course, not all Hispanics favor English-speaking peers in reading, writing and understanding bilingual education. Do members of any ethnic group or even of content area subjects taught in English, however, usually takes a single family agree on all issues'? five to seven years. Parent make decisions for their children based on a multitude of It is in this five to seven year period when language minority factors from their personal goals and expectations to their experi- children fall hopelessly behind in core academic subjects. What do ences and perceptions of a given opportunity. we gain by teaching exclusively in English if students fail or drop If. as the editorial states, children are not learning the English out of our high schools because they cannot keep up academically? they need. then no one would fault them for wanting out of such When a Russian student who had three years of biology in his a program. The goal of any good bilingual program is the long- home country fails first semester high school biology in Indiana. term academic success of its students within the U.S. education is there doubt that it is English he is failing, not science? Will his system. That requires English competency. academic transcript accurately reflect this fact? If a particular school or program is ineffective, then sensible The principal goal of a bilingual program is to aim for the people would advocate changing or closing that school or pro- optimum mix of teaching English while undergirding student gram. not condemning all based on the shortcoming of a few. academic skills in the language they come to school understand- Nevertheless, anti-bilingual groups have focused on a few ex- ing. This is not an attempt to radically transform the United States. amples precisely to condemn bilingual education across the board. Students of bilingual programs reach, on average, higher levels The prefix "bi" means two, indicating that in any good bilingual 308 CONTINUED ON PAGE 46

NABE NEWS JUNE 15, 1996 PAGE 34 ) American Indian Bilingual Education Column Editor: Jon Reyhner, Northern Arizona University

Citizen or Subject? Part I

customs, and taboos of other cultures. Along with the paranoia of not under- by Dr. Jon Reyhner If a citizen of this country cannot choose, standing what minorities are talking about or more accurately retain, the culture of is the fear of the majority that they will ne of the privileges of being born their choice, then their liberty and citizen- become the new minority through both in the United States of America is ship rights are severely limited. Intimately domestic population growth and massive U.S. citizenship. Being a citizen is tied to culture are both language and reli- immigration. The fear of the majority that different from being a subject. A subject gion. Through language we pass on our they will be overwhelmed by the minori- passively obeys the government. A citizen culture to our children. Many argue that ties in this country is certainly exagger- actively participates in government. His- language and culture cannot be discon- ated. In a February 1996 statewide survey torically in the United States, citizens have nected. Thus. I discuss in this column Arizonians estimated our American In- chosen to try to keep government to the whether citizenship rights are severely dian population at over three times the minimum necessary for the well-being of curtailed if fellow citizens and their gov- actual figure. This random sample of Ari- all citizens. Well-being is defined in the ernment refuse to allow cultural minori- zonians estimated that Indians were 21% Declaration of Independenceas life, lib- ties to be educated and to exercise citizen- of the state's population when the actual erty. and the pursuit of happiness. ship rights in the language of their choice. figure is only 6%. Hispanics were esti- What makes people happy is culturally mated as 30% of the state's population defined. One person's and one group's Minimal Government when they actually only make up 20%. goals for happiness can be very different In an era when most politicians and This overestimation of our minority popu- from another's and, traditionally in this citizens are again calling for less govern- lation by the general public reflects a na- country, if those goals have not imposed ment, including less government regula- tionwide phenomena. Similarly, the White on another person's or group's goals, they tion over and intrusion into our lives, it is population in Arizona is underestimated. have been respected. interesting that the front-running candi- at 54% when it is actually 89% (the White As jet transportation and satellite com- dates in 1996 for the Republican presiden- non-Hispanic figure is 71%). Related to munication tie the world together more tial nomination called for a new law, or these misperceptions is the popular idea closely, we are becoming citizens of the even a constitutional amendment, to make that most poor people and welfare recipi- world: but Americans remain relatively English the official language of this coun- ents are racial minorities. In fact. two- unique in the world as mostly monolin- try. By their calls for Official English, thirds of the people who fall below the gual individuals. Our most prestigious these candidates are seeking to redefine poverty line in the United States and most universities recognize the value of multi- the limits of citizenship. Proponents of people on federal social service programs lingualism by requiring a second language English as the official language see are White (Arizonians. 1996). in high school for admission and even English's dominance threatened and have Opponents of English as an official more second language coursework for called it the -glue- that holds us together. language do not see the dominance of graduation. but on the whole we do not There seems to be a natural paranoia English in this country being threatened value multilingualism. associated with being in the presence of and see English as able to stand alone For example, all three public universi- people speaking a language which we do without government support. In fact. they ties in Arizona require four semesters of not understand. We are suspicious of what cite research indicating that it is other, college level coursework in a second lan- they are talking about and fearful that they non-English languages that are threatened guage for their B.A. degrees in liberal arts. are talking about, or even against, us. We both in the United States and world-wide The armed forces, the Central Intelligence are generally accepting of people who are by English. They see this call for making Agency, and multi-national corporations like us and speak our language and fearful English our official language coming at a all seek to recruit multilingual employees, and distrustful of those who are different. time when English, without any legal help, but they have difficulties because our coun- This provincialism, or ethnocentrism as is becoming the language of world com- try does not value bilingualism, as the anthropologists term it, was less danger- munication and trade through a process push for what has been termed "English - ous in ages past when people were isolated analogous to the competitive free market Only" legislation indicates. These employ- by poor transportation and communica- economy. ers seek to avoid hiring "ugly Americans" tion, but today when we participate in a Itis no coincidence that the United who will offend and antagonize potential world economy with rapid transportation States has gone for over 200 years without buyers and clients from other countries and virtually instantaneous communication. an official language. The colonists who owing to their ignorance of the languages,, such provincialism carries new dangers. CONTINUED ON PAGE36 30 NABE NEWS JUNE 15, 1996 PAGE35 AMERICAN INDIAN FROM PAGE 35

came here were very vocal about wanting torn lands of the former Yugoslavia, they teacher to help teach her Hopi students and freedom and less government interference point to the fact that the warring factions then was disappointed when she was told with their lives. Religion was more on speak dialects of a common language. it was forbidden. She defied her Bureau of their minds than language, but when Ian- Multilingualism alone does not cause Indian Affairs supervisors and continued euage came up, no action was taken to political instability. One of the oldest stable to use Hopi to help explain the "White hinder the liberty of individuals or corn- countries in the world, Switzerland, gives man's education" to her students in the munities to choose to use a language other evidence of this fact even though the home early 1930's (White, 1964). In 1973 my than English. English came to dominate countries of its major languages. France. wife, then teaching Navajo-language- this country mostly through forces of the Germany, and Italy, have a long history of dominant Kindergarten students at Chinle marketplace and mass communication, not conflict. An attitude of tolerance towards Elementary School in Arizona. received a by laws, government regulation. or other differences, including language differ- written reprimand for using Navajo be- forced methods excepting of course in ences. can promote civic peace. cause Arizona still required English as the schools on Indian reservations and in the sole language of instruction in all public Southwest where there was a forceful sup- Implications of English-Only schools. It was not just the language that pression of non-English languages in the for Citizenship was suppressed. traditional religious prac- name of Americanism. Government policies that dictate lin- tices were also either discouraged or for- guistic and cultural behavior for citizens bidden. The Navajo Reservation was de- Language Suppression for limit liberty and marginalize citizens who scribed as an "American Colony" in a National Unity strongly hold to their cultural roots. Just as 1975 Civil Rights Commission Report. Throughout the nation, restrictive lan- the pilgrims were forced to leave England Consequences of discrimination and guage legislation is being proposed and and then chose to leave Holland because marginalization include "dropping out." passed. In Arizona. the desire to make they wanted their children to grow up which is characterized by the large per- English the official language of the state practicing Puritan religious teachings and centage of American citizens who do not and of its public schools was demonstrated speaking English, there are minority groups vote, and radicalization, as seen in the with the passage of Arizona Proposition in this country who feel they are under American Indian Movement (AIM), Black 106 in 1988, which is still being litigated. attack. Under attack not because they are Panthers, and Brown Berets, where citi- Different people and groups have differ- unproductive or anti-social members of zens not seeing the government respond- ent reasons for supporting official status society, but only because they are differ- ing to their needs attempt to use violence for the English language. Most of these ent. or the threat of violence to eet attention for reasons revolve around the perceived "dis- American Indians are one minority their "demands." Neither consequence is uniting of America" through increased group who have been marginalized in this healthy for democracy. The alternative immigration, high minority birth rates. country and who have been denied civil put forward by the National Association and the disintegration of traditional insti- and citizenship rights. Despite the fact that for Bilingual Education (NABE) and other tutions such as the family. Proponents of American Indians as a group became U.S. advocates of bilingual and multicultural measures such as Proposition 106 point to citizens in 1924 with the passage of the education is an "English Plus" philosophy the current troubles in Quebec and other Indian Citizenship Act, Arizona. New that is good for both families and for parts of the world to promote their "Offi- Mexico. and other states continued to deny America's ability to compete in a global. cial English" or "English-Only" agenda. them basic rights of citizenship, including multilingual world that is being brought The perception is that if immigrants and the right to vote, into the 1950's through ever closer together through telecommu- minorities are required to use English when property and other requirements. Other nications and air travel (Simon. 1980). they exercise their citizenship rights to restrictions also applied. A current Uni- Some see speaking languages other than schooling, the ballot box, and the courts versity of Arizona professor described to English as un-American; others just see it that they will become more like main- me a few years ago how, while she was in as an unnecessary burden on the taxpayer. stream Americans and more supportive of the U.S. Navy, she had to drive from However, bilingual education is only more traditional American institutions. Tucson to New Mexico to get married expensive than monolingual education if Opponents of language legislation main- because of Arizona's anti-miscegenation the classroom teachers lack the educa- tain that the problems in Quebec and law. She was Indian and her husband-to- tional and linguistic skills they need to Canada go far beyond language into reli- be was White. communicate with their students and must gion and economics, yet no responsible Arizona teachers and students tell of be supplemented with a parallel system of persons are heard to demand a common being forbidden to usetheir_native lan- better prepared and qualified English as a religion or a common pay scale. They guage in school and of being punished second language and bilingual education point at Northern Ireland where the resi- when they did not obey. Polingaysi teachers. dents share a common language to support Qoyawayma, officially an "Arizona In- In a sense, monolingualism and their assertion that civil conflict can occur dian Living Treasure," described in her monoculturalism are a set of blinders that when one element of the population feels autobiography No Turning Back how she limits our ability to see the possibilities of discriminated against. Even in the strife- was eager at first to use her language as a CONTINUED ON PAGE 42

BEST COPY AVAILABLit 310 NABE NEWS JUNE 15. 1996 PAGE 36 NABE NEWS Book Reviews Column Editor: Dr. Antonio Simoes, Fairfield University, CT

Reading, Speaking and Listening, Buddy Reading: Cross Age Tutoring and Writing in Multilingual in a Multicultural School Classrooms Reviewed by Maria F. Miranda Reviewed by Sr. M. Julianna Poole Buddy Reading: Cross Age Tutoring in a Multicultural School.by Katherine Davies Samway, Gail Whang and Mary Pippitt. Reading in Multilingual Classrooms,by V. Edwards. Reading, Portsmouth. New Hampshire: Heinemann. 1995. England: Reading & Information Centre, 1995. Speaking and Listening in Multilingual Classrooms,by V. Edwards. Cross age tutoring is not a novel idea, butSamway, Whang Reading, England: Reading and Information Centre. 1995. and Pippitt take us step by step through the processof Writing in Multilingual Classrooms,by V. Edwards. Reading, organizing, maintaining and encouraging a successful pro- England: Reading & Information Centre, 1995. gram in a multicultural elementary schoolsetting. They provide us with an accurate and detailed account of their BuddyReading three publications are a trilogy of packaged training Program and offer suggestions on how to implement asimilar sincere and enthusiastic Thesematerials designed to help teachers identify and respond to program. The authors come across as the needs of bilingual children. Materials for each course learners who get as much out of buddy reading as theirstudents. consist of a teacher's handbook which expands on the main issues They share their many experiences and practical solutionswhich covered, a course leader's handbook, transparencies stored in makes for easy reading. plastic wallets, and handouts also stored in plastic wallets. Each According to the authors. it all began with one reluctantfifth course has five units planned so as to create a balance between grade learner and Gail Wang's efforts to engage him in thereading presenting information and engaging participants in activities and process. At first, she put him in MaryPippitt' s second grade class discussions which focus on their own teaching situations. Time as a tutor, but that backfired whenhis behavior became a problem. spent in developing each unit is not prescribed: this depends upon "Gail had other students with similar academic and size, particular interests and the needs of the group. However, if all interpersonal problems. She knew that they were the topics and activities in a course were undertaken, two hours frustrated by their lack of success in school and in the teaching time for each unit, or 10 hours per course. would be fact that they were underachievers. The way in which needed. Since all three publications were released in 1995, they are they expressed this frustration demanded an inordi- reviewed in accordance with the sequence of their ISBN numbers. nate amount of her attention and time.These students In the Teacher's BookforReading in Multilingual Classrooms, could barely read. and they weren't interested in being the author notes thatit can take up to four times as long to read in school" (p. 8). grade a passage aloud as it does to read it silently." She then proceeds to Thus began buddy reading. Half of the first and second class once point out that something far more complex than word by word class exchanged places with half of the fifth/sixth grade decoding takes place. An analysis of the mistakes or "miscues" a week. Both classes were toldthat the older students would help that children make when reading shows how they use knowledge the younger children practice reading and writingand each would of language and life, and how stories work to predict what lies have a "buddy". The primary reason for the successof the Buddy ahead. The author explains the main categories of "miscue" and Reading Program was that both Gail Wang andMary Pippitt emphasizes the importance of textual cohesion. She reviews shared a similar philosophy and approach to teachingreading. research which demonstrates that even children who speak virtu- "Over the years, both teachers have movedsteadily teacher-centered, skills- ally no English and who have no previous experience of reading away from the traditional, their recognize print in the environment. based instructional strategies that characterized Certain kinds of reading behaviors characteristic of second teacher preparation programs and early teaching ex- language learners are examined. These include the findings of -- -:-- periences. Theybegan to abandon reading textbooks research on the Bangladeshi, Chinese, and Moslem communities its favor of children's literature that had been written in England, studies by the Canadian Ethnocentric Council, re- to entertain and inform young readers,and they found search conducted in Australia, and the work of Heath which that this change transformed their previouslydisinter- excited they centered on the Black community in Trackton. South Carolina. In ested students: it also transformed how order to assist their students in negotiating the complex course felt about teaching" (p. 11). CONTINUED ON PAGE 40 .CONTINUED ON PAGE 38 311 NABE NEWS JUNE 15, 1996 PAGE 37 ) BOOK REVIEW:MULTILINGUAL CLASSROOMS between very different approaches to the rice,is to enable teachers to help children 1987 in England set out to sensitize teach- written word. teachers are encouraged to develop useful strategies for reading. While ers as to how they could encourage more draw on parents' knowledge and experi- readers fluent in English have greater ease effective talk. The basic findings of the ences and to acknowledge the role of pre- in predicting what comes next. bilingual project indicated the need to provide "scaf- school experiences. readers may not have the knowledge of folding" for children's learning and predi- Various approaches to teaching reading vocabulary. grammar. or the cultural con- cated subsequent steps which allow chil- from the perspective of bilingual children tent of the story to be able to guess what dren to take control of their own learning. are discussed. Suggestions are given to lies ahead. Transparencies and handouts The author's caution that teachers need to prepare children for reading by utilizing in this unit display strategies which facili- look carefully at their attitudes towards strategies which facilitate word recogni- tate prediction by placing emphasis on different languages is the basis for a dis- tion. Resources for reading are suggested reading for meaning and by encouraging cussion of standard and non-standard En- for the emerging second language reader children to become active and reflective glish. language deprivation. bilingualism. as well as the newly independent reader. A readers. The story of "Chicken Licken" is and stereotypes. Of particular interest are description of the different stages which narrated as an example of the use of classic explanations of naming practices and the define children's routes to becoming fully folk tales as predictable genres for chil- implications of cross cultural communica- independent readers serves as a valuable dren who are moving into English lit- tion. guide to assessing their development. eracy. Five units develop the theme ofSpeak- The Course Leader's Handbook serves Unit IV.Resourcesfor Reading.is dedi- ing and Listening in Multilingual Class- as a guide for the five units taughtin cated to criteria which should be consid- rooms.The content of Unit I.Talk and Reading in_ Multilingual Classrooms. ered when choosing books for bilingual Listening,explores the role of talk in learn- Transparencies and handouts which cor- readers. These include: the use of repeti- ing. Discussions focus upon changing respond to content being taught are indi- tion, rhythm. and rhyme as supports for views as to the value of special classes for cated in the left hand margin of the hand- the emerging reader: suggestions for nur- intensive English language teaching com- book. turing increasingly independent readers: pared to the placement of bilingual learn- The activities in Unit1. Experiences of access to multilingual resources: and cul- ers in mainstream classrooms. Variables Reading.enable the participants to be- tural and literary issues pertinent to the use which influence the length of time needed come acquainted and to define their needs of single and dual language books. to learn a new language are presented on more clearly. Transparencies serve to out- Unit V.Assessing Reading.examines the unit's transparencies and handouts line the different writing systems used by the range of uses and areas of development which also illustrate findings from the bilingual students. to illustrate transfer- that should be assessed. Key questions are research of Jim Cummins and Lily Wong able skills employed by children already posed for emergent readers and a simpli- Fillmore. literate in a community language. and to fied miscue analysis identifies the inde- Unit ILEveryChild's Entitlement.asks simulate what it feels like when a person pendent reader. The importance (:obtain- teachers to look very carefully at their has to read in a language s/he does not ing information from parents or adults attitudes towards different languages and understand. who converse with the students is empha- dialects. Explanations are given of the In Unit II.The Reading Process.hand- sized as a way of obtaining a clearer pic- following relevant material: Bernstein's outs and transparencies complement ex- ture of their actual experiences and abili- speech codes: the linguistic deprivation planations of the skills approach and the ties. hypothesis vs the linguistic difference strategies approach used in the teaching of InSpeaking & Listening in Multilin- hypothesis: negative attitudes towards bi- reading. Examples of the skills approach gual Classrooms.the author observes that lingualism: and a defense of bilingualism. are "Phonics- (focus on the relationship it has become clear over time that "the A particularly effective handout asks par- between letters and sounds) and "Look mainstream classroom potentially offers a ticipants to match a list of jobs with the and Say" (focus on the relationship be- richer learning environment than a segre- faces of people. Feedback from this exer- tween words and sounds). "Language ex- gated language classroom." Consequently, cise focuses on the ways that gender and perience" and "Apprenticeship- (reading materials presented in this course assist race often influence choice. a book alongside the teacher until children class and subject teachers with little or no Unit III.What Teachers Need to Know. feel ready to take over on their own) are training in second language acquisition to examines the extent of language diversity the two main examples of the strategies assume the increasing language instruc- in classrooms and consequent differences approach. Problems inherent in the skills tion responsibilities of mainstream teach- which can occur in cross-cultural commu- approach are compared with the advan- ing. nication. Factual information pertaining tages of the strategies approach. Addi- The Teacher's Book reviews research to well established communities of Panjabi tional materials focus upon the following concerning the centrality of "talk" in learn- Sikhs and Moslems. as well as political topics: using children's writing as their ing. Aware of the tendency of teachers to refugees from Somalia and Bosnia. is dis- own reading material: error correction: use questioning techniques which left little played on transparencies. miscue analysis: and textual cohesion. time for thinking and formulating answers. Unit IV.What Teachers Need to Do. The goal of Unit III.Reading in erac- the National Oracy Project undertaken in provides activities and approaches which 312. NABE NEWS JUNE 15. 1996 PAGE 38 FROM PAGE 37 are effective in classrooms where children manner across different languages. pertinent to the assessment of children's are at different levels of competence in Activities in Unit 1.Experiences of writing. The activities in this unit are based English. In their efforts to create the "right Writing, enable participants to express their on actual samples of children's writing. ethos" in the classroom. teachers are ad- concerns about the teaching of writing. These may be substituted by or supple- vised to consider parent involvement in Emphasis is placed upon the contributions mented by samples brought in by the par- the light of access. means of communica- that parents and bilingual colleagues can ticipants. Noting that checklists and grids tion, and visual environment. The impor- make in acquiring information about give an incomplete picture of children's tance of stress-free conditions which re- childrens' past and present experiences of development. the author presents alterna- spond to individual learning needs is em- literacy in other languages. tive methods of assessment. These meth- phasized. Unit II. The Writing Process. enables ods include the use of teachers' observa- Assessment is examined in Unit V. Cit- the instructor to review current thinking tional diaries and writing profiles. A ing the primacy of observation as the most regarding the writing process. Transpar- knowledge of both their level of under- important tool in assessing children's encies display examples of role play writ- standing of English and of their writing progress in speaking and listening, the ing. experimental writina, early writing. skills in the community language can re- Course Leader's Handbook supplies ex- and conventional writing. Explanations of solve many of the difficulties inherent in tensive information pertaining to the utili- the Language Experience Approach and assessing children's progress in writing in zation of observation in different con- the Process Writing Approach are fol- a second language. texts. This is supplemented by illustra- lowed by samples of Revision and Edit- Used for the purpose for which they tions of methods of record keeping. A ing. were written. Reading in Multilingual handout entitled "Stages of Development" Unit Ill. Writing in Practice. addresses Classrooms. Speaking and Listening in serves as an instrument to assess the speak- four topics: rehearsal for writing: reduc- Multilingual Classrooms. and Writing in ing and listening characteristics of chil- ing stress: writing in other languages: and Multilingual Classrooms provide teacher- dren at different stages of learning En- responding to writing. The activities in trainers with content support services glish. Questions are also provided which this unit are based on actual examples of which will facilitate the preparation of provide a basis for first language assess- children's writing. These may be substi- their students in the teaching of Reading, ment. tuted by samples brought by the partici- Speaking. Listening, and Writing. The The main focus of Writing in Multilin- pants. The importance of rehearsal as an three publications offer a sound base in gual Classrooms is on practical strategies opportunity to share ideas. decide on a methodology, language acquisition. mul- which help children to develop as writers. topic and then discuss it is indicated on ticultural awareness, bilingual education In the Teacher's Book, the author shows transparencies which present key features and assessment. While every trainer of how children are now seen as active rather of group writing, drama. puppetry. oral teachers might not find all of the material than passive participants and summarizes retellings. and writing games. On-going needed to accomplish specific course ob- current thinking in this area. She then explanations by the teacher and support- jectives. every trainer of teachers will find addresses these issues: the inter-related- ing visuals demonstrate how writing that research that is current. methodologies ness of reading, writing, speaking and grows out of role play, dialogue journals that are practical. strategies that indicate listening: the importance of composition: and some kinds of non-narrative writing multilingual awareness. and activities that classroom atmosphere: and the stages of fosters stress free situations which en- facilitate instruction and assessment. Care- the writing process. Literacy practices in courage language learners to take the risks ful analysis of content underlies the fol- the Afro-American community of Trackton that they need to develop as writers. Unit lowing comments: are compared with those of Gujarati-speak- 1 V. The Secretarial Skills of Writing, em- I.Each course can be taught ing Moslems and Hindus in Britain. Two phasizes that while composition is the independently. When taught in approaches to the teaching of writing which most important part of writing. the secre- conjunction. the three courses are particularly supportive of the inte- tarial skills (spelling and handwriting) offer a comprehensive view of grated view of language skills are ex- cannot be overlooked. An explanation of the subject matter. plained. The first Language Experi- the stages through which children pass on 2.Materials used in each course are ences is viewed as more appropriate in their way to learning conventional spell- well written and specific to the the early stages: while the second Pro- ing is complemented by a lesson on ac- theme being presented. The cess Writing is more effective in devel- quiring strategies for spelling. This is pattern followed by the five units oping advanced writing skills. Teachers supplemented by an analysis of the spell- permits cross-referencing to a are advised to encourage beginners who ing patterns found in a chikrs. composi- related unit in the other two are already literate to join in writing ac- tion. Whatever their chronOloeical age, courses. Utilizing Unit I across tivities using their community language. children learning to write behave in simi- publications provides the teacher A section entitled "Writing in Other Lan- lar ways. The skills required in learning to with experiences in reading, guages" is an invaluable resource in un- write are examined by the use of samples speaking, listening, and writing. derstanding how cognitive skills associ- of a student's writing over a period of Similarly, an overview of Process ated with literacy are acquired in a similar time. Unit V .Assessment. examines issues CONTINUED ON PAGE 40 q 3 NABE NEWS JUNE 15. 1996 PAGE 39 BOOK REVIEW: MULTILINGUAL FROM PAGE 39 BOOK REVIEW: BUDDY READING FROM PAGE37 in the four skills is given in Unit II. Of invaluable Later, the half-hour shared reading was extended to include art assistance is the ability to utilize assessment designs and cooking. The older students would help and encourage their presented in Unit V of each course. young tutees with their projects. 3. Each unit is finalized by a handout which summarizes The authors indicate that this went on for five years. They what has been taught. The quality and format of each believe the turning point occurred when Katherine Samway, a handout provides five (per course) or 15( per three. -. college professor, came to the school to conduct research. It was courses) summaries which, in themselves. present a she who suggested that Mary and Gail put more effort into the synthesis of pedagogy for multilingual populations. observations of the tutoring sessions. Although the teachers were 4. A total of 58 handouts and 94 transparencies are used to reluctant at first, they soon realized that it was an essential illustrate the material presented in the three publications. component that was missing. "A symbiotic relationship envolved Given the fact that examples and activities utilize the in which observations and instructional and management deci- student population of schools in England. some might sions influenced each other" (p. 14). In their own words, "careful not seem relevant to schools in North America. This observations lead to increased knowledge, which influence in- could be true for specific locations. An examinination of structional decisions" (p. 84). the increasing numbers of languages spoken by students According to the authors, many initially successful cross-age on our continent shows a remarkable similarity to the tutoring programs soon disintegrate because the people involved multilingual student body in English schools. do not fully understand the purpose of the program. Successful 5.Published in England. the text uses some words which cross-age tutoring needs a clear vision and commitment from all are not common parlance in North America. These can be the parties involved as well as plenty of planning and preparation. easily rephrased. Where case studies or writing samples Each of the players has a role to play. are specific to language environments in England. the The teachers' role is obvious. They must plan well. The authors author suggests substituting materials particular to the found that in order for the program to succeed they need to spend participant's teaching situation. one month preparing the students. The authors include a very 6. Do these three publications provide instruction sufficient detailed and sequential list of activities that must be addressed tomeet the needs of all trainers of teachers in multicul- with both the older and younger students. The older students are tural and multilingual learning environments? The breadth introduced to read aloud strategies as well as the developmental and depth of the content offers a strong instructional nature of reading and writing. The younger ones are taught framework grounded on a solid research base. This will attentive listening strategies through role playing which the au- provide sufficient material for some teacher training thors call mini lessons. programs or serve to complement others already under- The authors also include various helpful suggestions when first way. Experience eventually shapes, modifies, or creates introducing the "buddies" to each other. After the month long new perceptions and each unit can be expanded to in- preparation the students are ready to work with each other. clude additional materials. The emphasis on the inter- Planning does not stop here. Same way. Wang and Pippitt stress relatedness of the four language skills which is inherent that on-going preparation is an essential element of a successful in the content and activities of each publication ensures buddy reading program. According to the authors, "preparation timely. integrated instructional assistance to educators in occurs in three basic formats: a) focused, whole-class instruction multilingual classrooms. each week before the children meet with their buddies (mini lessons) usually lasting about 10 minutes, b) very brief one-on-one Sr. M. Julianna Poole is an Assistant Professor of Education at coaching during buddy reading, and c) exploration of student- Fairfield University. Fairfield, CT. generated issues in the debriefing session held at the end of each buddy reading session ( p.53). "Learning to read is like learning to NARE walk" (p. 23). You must show success with each step in order to continue. Book Review Submission Guidelines The authors provide compelling examples of how buddy read- ing has helped the older students become better readers thein- Reviews for publication in the Book Review column selves: and sample materials from publishers should be sent to "It helped my reading a lot. It helped me to read more. the attention of Dr. Beti Leone, Book Review column I like it cause it helps me read out loud to people more. editor, at NABE, 1220 L Street, NW, #605, Washington, It helps me read with more and more expression. If it DC, 20005. weren't for buddy reading, I would still be reading Reviews may also be sent via e-mailto bad. I think that it has helped improve my reading [email protected]. skills. So I like it a lot. Now I know more words and Packages should be clearly marked BOOK REVIEW I can read better and better" (p. 102). MATERIAL; two complete sets of materials must be The younger children, it goes without saying, benefitted in many submitted. ways from buddy reading. They learned to use a range of reading 314- CONTINUED ON PAGE 42

NABE NEWS JUNE 15. 1996 PAGE 40 BE ,T Al i LUIE Congressional Hispanic Caucus Meetswith ED Secretary Riley Members Ask Administration to Step Up Supportfor Bilingual Education Programs and Funding

the members of the CHC to work closely by Jaime A. Zapata with Ms. Delia Pompa, the Director of DOED's Office of Bilingual Education Congressional On June 14th, the members of the and Minority Languages Affairs Congressional Hispanic Caucus (OBEMLA), to help address this crucial Hispanic Caucus (CHC) and Secretary Richard issue. The members agreed to keep in Members Riley of the U.S. Department of Education close contact with Ms. Pompa, and to (DOED) met to discuss a series of educa- make every effort to secure adequate fund- Hon. Ed Pastor (D-AZ) tion issues that are of great concern to ing for all bilingual education program Hon. Carlos Romero-BarcelO(D-PR) minority-language communities. Bilingual components. Hon. Lucille Roybal-Allard (D-CA) education, which in the words of CHC Itis worth noting that while the Hon. Henry Gonzalez (D-TX) members, "has been more important over Secretary's tacit commitment to bilingual Hon. E. (Kika) de la Garza (D-TX) the past two decades than any other federal education is encouraging, every effort Hon. Solomon Ortiz (D-TX) education program", topped the list of should be made by NABE members to Hon. Bill Richardson (D-NM) Hon. Estaban Torres (D-CA) items for discussion. contact the Administration and the mem- Hon. Robert Underwood (D-Guam) bers of the CHC. They should be urged to Asked to comment on the Admin- Hon. Ileana Ros-Lehtinen (R-FL) istration's commitment, the Secretary re- actively engage in a strong effort to secure Hon. Jose Serrano (D-NY) sponded with some caution. He stated that adequate funding for all bilingual educa- Hon. Xavier Becerra (D-CA) while it was still to early to tell what tion program components. This is espe- Hon. Lincoln Diaz-Balart (D-FL) appropriations levels for bilingual educa- cially crucial as the FY 1997 Labor, Health Hon. Luis Gutierrez (D-IL) tion would look like, that the Administra- and Human Services, and Education Ap- Hon. Robert Menendez (D-NJ) tion would make an effort to secure fund- propriations bill moves to the floor of the Hon. Frank Tejeda (D-TX) ing for the program. Congresswoman House of Representatives. Hon. Nydia Velazquez Nydia M. Velazquez (D-NY) expressed great concern over the lack of funding for For further information contact Jaime teacher training programs during FY 1996. Zapata, NABE Associate Directorfor Leg- Secretary Riley responded by citing the islation and Public Affairs at (202) 898- Administration's reprogramming request 1829, Ext. 106. for bilingual education. He also invited

NABE Legislative Policy and Budget Update Hotline

For the latest information about national English-Only legislation,Federal bilingual educational funding/budget negotiations, and other national educational policy matters,call the NABE Hotline.

Available 24 hours a day, the Hotline provides up-to:-the-minute informationabout developments here in Washington, and offers suggestions as to how you-can make adifference in the creation of national policy.

Call (202) 898-1829 and dial/ask for extension 138, the LegislativePolicy section; follow the recorded instructions to access the Hotline. 315- NABE NEWS JUNE 15. 1996 PAGE 41 AMERICAN INDIAN FROM PAGE 36 humanity and limits our view of citizen- plies a responsibility to get along with one's Simon, Paul. (1980). The Tongue-Tied ship. Bilingualism and multiculturalism fellow citizens through tolerance, compro- American: Confronting the Foreign opens new possibilities for all. These new mise, consensus, and cooperation. Language Crisis. New York: Con- possibilities seem to frighten conserva- We also fail to recognize the strengths tinuum. tives but are the stuff of democratic citi- inherent in cultural diversity. At the 1995 U.S. Commission on Civil Rights. zenship. America was founded on the idea NABE conference in Phoenix, Arizona (1975).The Navajo Nation: An that government can be improved and that, Senator John McCain spoke of the contri- American Colony. Washington, DC: through freedom of speech and of the butions of the Navajo Code Talkers (Na- Author. My wife's reprimand de- press, citizens should be exposed to all the vajo marines who used their Navajo lan- scribed above is noted on page 205. possibilities and should have the power to guage to make an unbreakable radio code) White, Elizabeth (Polingaysi Qoya- even amend the Constitution to improve to our success in fighting the Japanese in wayma). (1964). No Turning Back: our way of life. It would be ironic if a the Pacific during World War II. This A Hopi Indian Woman's Struggle to unique governmental system designed for contribution to our country's war effort Live in Two Worlds (as told to Vada free expression, expansion, and improve- could never have been made if the F. Carlson). Albuquerque: Univer- ment were changed to shut off discussion government's efforts to suppress the Na- sity of New Mexico Press. Like most in other languages. vajo language through schooling had been Indians, Polingaysi was arbitrarily On October 6, 1995 The Arizona Re- successful. given an English name, first Betsy public reported how Proposition 106 was and then Elizabeth White, with no again ruled unconstitutional by the courts, This is an expanded version of an essay consultation with her family when but that can change if the U.S. Constitu- done for a discussion document for the she started school. tion is changed as "English-Only" forces 1966 Arizona Town Hall held on the theme are advocating. As the sociolinguistJoshua of "Community Participation, Arizona's Editor's Note: Contributions to the Fishman maintains, in our concern with Future: Redefining Citizenship." The con- American Indian Bilingual Education individual civil rights we tend to forget clusion of this essay will be printed in the column should be sent to Jon Reyhner, group cultural rights. In fact, one can ar- next issue of NABE NEWS. Centerfor Excellence in Education, North- gue that in our preoccupation with indi- ern Arizona University, P.O. Box 5774, vidual rights, we have lost sight of cultural References Flagstaff AZ 86001-5774, or E-mail to: responsibilities towards family, culture, "Arizonians Misperceive Racial, Ethnic [email protected], and God. Citizenship is more than the right Group Sizes." (1996, April1). (520) 523-0580, fax: (520) 523-1929. to participate in government. It is also im- Mountain Campus News, 9(37), 3. NABE

BOOK REVIEW:BUDDY READING FROM PAGE 37 strategies. They became more skilled in book selection and more Contacting NABE Electronically confident writers, as well as more skilled conversationalists. Both sets of students gained tremendous confidence, which as everyone You can currently contact NABE knows boosts self-esteem. The authors are not afraid to mention the areas they still need to at a number of specific improve on: "Buddy Reading" shows us how buddy reading can electronic mailboxes. serve as an effective way to teach reading strategies to older elementary students. They demonstrated that even limited English proficient students can benefit from such a program. Working For general information or questions, with younger students, 5th/6th graders got practice using strate- write to [email protected] gies that were often helpful to themselves as well. It was refreshing to see that teachers took the time to listen to Tb-reach the Newsletter Department, write to: their students, responded to their comments and suggestions and, [email protected] more importantly, to their individual needs. The only suggestion I would make would be to document more carefully the samples Conference-related mail should be sent to: of the students' reading and writing before buddy reading and after a year or two of being in the program. [email protected].

Maria F. Miranda is the Principal of the Multicultural Magnet Membership questions should be sent to: School in Bridgeport, Connecticut. [email protected] NABE3 g

NABE NEWS JUNE 15, 1996 PAGE 42 Administration of Bilingual Education Programs Column Editor: Dr. Jaime A. Castellano, Palmetto Elementary School, West Palm Beach, FL

Administrative Reflections... A Year Gone By

the tears of joy on the faces of parents tell after some of our meetings. by Dr. Jaime Castellano me so. I know we made a difference be- Because of our large numbers of lim- cause the majority of faculty and staff ited English proficient students I pursued s the year comes toanend I sit in have indicated they enjoy coming to school/ the implementation of various academic- front of my computer reflecting work. I know we made a difference be- based programs utilizing the native lan- n the totality of the school year cause nonreaders are now able to recite guage of these students. We were treading wondering if we made a difference in. the and recognize the alphabet and are begin- in new waters. Bilingual education in lives of the children with which we have ning to read. I know we made a difference Florida is a political issue. The overwhelm- been entrusted. Is this a measurable out- because individuals who visited our school ing majority of teachers and administra- come? In today's society how do we mea- for the first time have commented that tors, at all levels, know little to nothing sure school effectiveness and success? Are they can sense something special is hap- about this instructional alternative. norm-referenced standardized test scores pening in the school. I am fortunate that our writing team had a reliable and valid measure for a school Perhaps one of the best indicators we an open mind and was willing to do what where 50% of the students are identified as can use to document progress is the school was in the best interest of the students. I limited English proficient? improvement plan. The school improve- know that as a result of using the native Did we make a difference for children ment process is a journey that empowers language of the students, in this case Span- by providing them a safe and nurturing us to work through sometimes unchartered ish, and their culture perhaps the two environment? Do qualitative measures waters. It is a time of reflection, transfor- most valuable resources we have going for such as attitudes, issues of self-esteem, mation, and rebirth. There is no magic us that we will make even a bigger and feeling good about coming to work/ wand that is waved over the school to difference in their lives for years to come. school count? How about providing a free initiate change. Instead, it provides a plat- It's about affording all students more breakfast and lunch to 75% of the student form for individuals and groups to step opportunity. This includes the 25% of our population? Feeding them in the hope that forward to formulate plans of action rooted students who are non - Hispanic, but who a nutritious meal pays off in classroom in best practices, equity, and collabora- could potentially benefit from acquiring performance is another factor to consider. tion. another language during their elementary My gut reaction tells me that we did Quantitative measures, outcomes, stan- school experience. make a difference in the lives of the 500 dards, benchmarks, stanines, quartiles, The provisions that we made in our children who attend Palmetto Elementary percentiles, and other assessment-related school improvement plan for next year School in West Palm Beach, Florida. My vocabulary are funneled to the school sys- propel us far ahead of other schools who feelings have been reaffirmed by those I tem by the "powers that be," and it is also have large numbers of limited En- work with: teachers, support staff, par- expected that some of these measures will glish proficient students. Out of eighty ents, and even children. We have worked find their way into the school improve- elementary schools serving over 80,000 very hard this year. ment plan. students, only two will be offering pro- There were more good times than rough If a particular plan works the numbers grams emphasizing cognitive academic times. I believe that progress only comes will support it. If not, it's back to the language proficiency in Spanish. We are with struggle. Differing opinions make drawing board. That's one of the beauties very proud of the fact that we are one of for a healthy organization. We don't have of the school improvement process. them. to agree on everything; I accept that. We As a new principal, I inherited a school The following programs will be offered made a difference because everyone who improvement plan that I felt needed to be to our students next year: had contact with children understood and amended to become more focused. Work- Spanish for Native Speakers: accepted the challenge to become better ing with a core team of teachers we were Students enrolled in grades 1-3 educators and persons. The high expecta- able to agree on the changes to make to the who are orally proficient in the tions we have for all children helped us document that everyone could_ com- Spanish language will be part of make the difference. fortable with. a program designed to further Improvements were made, achievement The task took weeks. The process was develop their reading and writing gains documented, progress was noted, sometimes very draining on the psyche. skills in their native language. and a recommitment and dedication to There were other times when we had to The instruction will parallel the children serves as our driving force. clarify our value system before we could curriculum being taught in the I know we made a difference because make a decision. I went home exhausted CONTINUED ON PAGE44 317 NABE NEWS JUNE 15, 1996 PAGE 43 ADMINISTRATION FROM PAGE 43 PARENTAL INVOLVEMENT FROM PAGE 9

homeroom with the goal of enriching and accelerating parents have learned a lot from the entire committee and have instruction. worked well with all of the parents," said Celia Rodriguez, a Spanish as a Second Language: Students enrolled in grandmother who participated in the conference. "All the ladies grades 1-3 who do not speak Spanish will be afforded an called us "Tias" and made us feel really special," continued Ms. opportunity to acquire basic interpersonal communication Rodriguez. skills (BICS) in the target language. In the end everyone went home with a genuine sense of Newcomers Instructional Program: This program is accomplishment and a keen awareness that the success of children designed for students in grades 1-5 who are new to the in our educational system is built upon the cornerstone of height- United States and/or the school district and who speak no ened parental involvement and participation. The involvement English. One-half of their school day will be devoted to comes about by parents becoming more informed and aware of native language instruction using a thematic unit approach. school policies and procedures, by attending school board meet- Students will receive intensive English as a second ings, and by communicating with teachers and administrators on language and be involved in the fine arts program the a regular basis. The participation means a more active role in a remaining half of the day.. child's education; this is achieved by making homework and other Accelerated Program for Academically Talented school assignments more interactive between parent and child. ESOL Students: This program will be available to our Participants spoke of the conference as the initial steps of building limited English proficient (LEP) students, in grades K-5, a bridge between children, parents, and education professionals. who demonstrate above average intellectual ability in the Through cooperation, it is hoped that this bridge will facilitate ,a classroom. A multiple criteria checklist has been future filled with promise for our children, our schools, our developed for identifying eligible students. This checklist community, and for a our nation as a whole. includes: 1) a nonverbal screening for intellectual performance, Anna Alicia Romero is an Education Assistant at the Intercultural 2) an academic assessment in the native language of Development Research Association (IDRA) in San Antonio, Texas. the child, 3) the completion of a gifted characteristics checklist Editor's Note: Contributions for the Parental Involvement for underrepresented populations, column should be sent to the editor, Aurelio Montemayor, at: 4) a look at past school performance, IDRA, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228. 5) a language assessment component, (210) 684-8180; Fax (210) 684-5389. 6) ESOL teacher input, 7) homeroom teacher input, NABE 8) feedback from the designated LEP committee, 9) parental input, Intern and Fellow Positions 10) student interview, Available at NABE. 11) principal's input, and 12) input from community-based individuals who TheNABEPolicy Internship and Fellowship Program is have contact with the child on a regular basis. a rigorous apprenticeship forindividuals interested in In summary, by offering multiple opportunities, our aim is to policy issues of education, multiculturalism, language meet the needs of all children. The Palmetto staff is committed to diversity or civil rights. Interns become short-term ensuring that all children experience success, regardless of their members of the NABE team, while fellows arelonger- race, culture, and/or language. I am looking forward to my second term participants. year at the school. The heart of the NABE Policy program isdirect Editor's Note: Contributions to theAdministration of Bilingual participation of interns and fellows in NABE'scentral Education Programscolumn should be sent to the column editor, policy activities including: Dr. Jaime A. Castellano, at Palmetto Elementary School, 835 policy research and analysis Palmetto Street, West Palm Beach, FL 33405. (407) 533-6372. advocacy before Congress

NABE - collaboration with other national education orcivil rights organizations administrative duties NABE World Wide Web site is currently Interns and fellows must have outside:support to under construction! participate; no financial assistance isavailable from Look for it in NABE. For further information, or to apply, pleasesend a writing sample, and- September 1996! cover letter and resume, a short letter(s) of recommendation to: Jaime A. Zapata,Associate. Director. for Legislation and Public Affairs, atNABE.... 3

NABE NEWS JUNE 15, 1996 PAGE 44 7 EDUCATORS SPEAK OUT: MILLER FROM PAGE gated its Spanish-speaking students, bus- auditorium, the district's largest. instruction inEnglish as a Second Lan- ing them to two elementary schools where The issue immediately divided along guage (ESL) several times a week. Spanish was the language of the class- ethnic lines. Many Latino parents felt that "It was our belief that if the Chinese and room, the lunchroom and the playground. the removal of bilingual education would Russian kids could do well in a regular After learningaboutbilingual jeopardize their children's education. classroom without bilingual education, education's dismal exit rates, Mr. Doluisio Some of Mr. Doluisio's supporters under- then so could the Spanish-speakers." says beir to investigate the program. He cut him when they stepped art° the mi- Rebecca Bartholomew, the principal of quickly uncovered more outrages. crophone and made derogatory comments Lincoln Elementary. "There were kindergartners five-year- about Puerto Ricans. Immersion in English initially met with olds who were at the perfect age to start "These meetings were very heated," a lot of resistance from non-bilingual teach- learning a new language -who did not hear Mr. Doluisio recalls. "I had to have cops in ers. They were used to dealing with chil- a single word of English all day long," he the back of the room to make sure that dren who would understand their most said. "I probably should have known that there was no trouble." At one point, a basic instructions. "In the first week of the this sort of thing was going on, but nobody group of Latino activists physically sur- new program, we had home room teachers told me. I had to discover it for myself. rounded the school board and, led by a who would tell their class to line up, and priest from out of town, engaged in a half the class wouldn't understand," says Change Not Without Controversy prayer to save Bethlehem's bilingual-edu- Ann Goldberg, who runs the immersion Mr. Doluisio decided that Bethlehem's cation program. program for Bethlehem. language policy needed a complete over- The Pennsylvania Department of Edu- Before long, however, opinions started haul. He persuaded the school board to cation also frowned on Mr. Doluisio's to shift. Hispanic parents are gradually schedule a series of public meetings de- efforts. Myrna Delgado, the state's bilin- beginning to approve of English immer- voted to bilingual education - and to dis- gual-education coordinator, urged the sion. One who likes the switch is Margarita cuss its possible repeal. Community inter- school board to vote against him. Rivas. A native of Puerto Rico, she was est was so great that the board had to hold The rancor of the hearings weighed concerned at first that her four children its gatherings in the Liberty High School heavily on Mr. Doluisio, especially the would not succeed in school if they did not ugly way in which race and ethnicity had hear much Spanish.Butthen she changed intruded. It appeared that all the Latinos her mind. were on one side, all the Anglos on the "It's very important that they know Faculty Position other. "This was an extremely unpleasant how to speak English well in this coun- time for me, and for everybody," he says. try," she says. "Now they speak English Counseling Education/ better than Spanish, and they are helping Educational Psychology Encouragement from me and my husband improve our English." Latino Community After the immersion program had been The University of Texas of the Permian Midway through the controversy, how- in place for one year, Bethlehem surveyed Basin is accepting applications for a the parents of the Spanish-speaking stu- faculty positionin Counseling ever, a group of sympathetic Hispanic Education/Educational Psychology at parents contacted him. They were profes- dents. The forms went out in two lan- the Assistant Professor level. This sionals, led by Luis Ramos of Pennsylva- guages, since many of the parents speak no tenure-track position will be available nia Power & Light. English. Eighty-one percent of the respon- beginning with the spring semester in "We hoped to make it clear that Lati- dents said that their children had "pro- January 1997. Doctorate in counseling nos want their children to learn English, gressed well academically" in the English- education required; public school and that the superintendent was heading immersion setting. Only 7 percent said counseling experience preferred. in the right direction," says Mr. Ramos, that they "did not make progress." Eighty- Responsibilities include teaching whose two children have attended two percent of the respondents rated the graduate and undergraduate courses new program as "good" or "very good," 12 and supervising practicum students. Bethlehem schools. "Their support really Salary commensurate with gave me the courage to forge ahead," says percent called it "adequate" or "satisfac- experience. Send letter of application, Mr. Doluisio. tory," and only 1 percent deemed it "poor." vita, transcripts, and three letters of InFebruary 1993, the school board recommendation to Dr. G. Peter voted to abolish bilingual education and Substantial Progress lenatsch, Dean, School of Education, adopted a goal that "all language minority The teachers have started to come U.T. Permian Basin, 4901E. students in the district become fluent in around as well. University Blvd., Odessa, TX 79762. the English language in -tht shortest "I was against immersion in the begin- Deadlineforapplicationsis amount of time possible to maximize their ning, but I'm not nearly as critical now," September 15, 1996. opportunity to succeed in school." All said Jean Walker, a fourth-grade teacher The University of Texas of the Permian Basin students would attend neighborhood who has taught in Bethlehem schools for is an equal opportunity/affirmative action employer and encourages applications schools taught in English, and students 24 years. "I didn't think I'd be able to from women and other minorities. who required special help would receive CONTINUED ON PAGE 46 319

NABE NEWS JUNE 15, 1996 PAGE 45 EDUCATORS SPEAK OUT: MILLER FROM PAGE 45 communicate, but these kids learned En- "The results were like a self-fulfilling Classifieds glish faster than I thought they would." A prophecy. Today we're saying that Latino survey showed that Ms. Walker is not kids are just as capable as any other group alone - 62% of Bethlehem teachers said of students." Director of Language Minority that students were making "substantial Programs progress" in learning English after being Reprinted from The Wall Street Journal, Illinois district is seeking a in the program for one year. Only 13% April 10, 1996. Director of Language Minority said students made "little" or "no progress." Programs. Current admin- The school district will publish its first Editor's Note: As stated in NABE's April istrative leadership in staff and academic evaluation of the program this 15, 1996 Letter to the Editor of The Wall program development as well summer, and the results are sure to be Street Journal, NABE never "officially as bilingual teaching experience watched closely by educators both inside condemned" Bethlehem, PA School preferred. A type 75 certificate is and outside of Bethlehem. Superintendent Thomas Doluisio required for this 12 month Mr. Doluisio was officially condemned neither at its 1994 conference nor at any position (July 1 - June 30) with a at the 1994 convention of the National other time. The reality is that, at the 1993 salary range of $65,000 - Association for Bilingual Education. His NABE convention, the membership $69,000. District 60 serves detractors accuse him of being driven by approved a resolution "expressing the deep 13,500 students, 20 percent politics, even of riding a tide of anti - concern this membership feels for the well- served by the Spanish TBE immigrant sentiment. being of the children affected" in that the program. Starting date is nego- He says his goal is to help children disbanding of the Bethlehem bilingual tiable,but no later than succeed by raising expectations for their program could "effectively deny students September 2,1996. Apply before performance. "For years we expected our access to comprehensible content area July 15, 1996: Dr. Peter Alvino, Latino kids to learn differently. We didn't instruction and appropriate development Waukegan Public Schools, 1201 think they could cut it in mainstream classes of cognitive skills." N. Sheridan Road, Waukegan, with the native English says Mr. Doluisio. Illinois 60085-3099. (847) 360- NABE 5404.

EDUCATORS SPEAK OUT: BOALS FROM PAGE 34 Brooklyn College, City University of New York of English literacy than the English im- Quality bilingual programs reduce lan- The School of Education seeks mersion counterparts. It is in reality one of guage minority student dropout rates and a scholar with a doctorate in the most cost effective of all educational help these students compete over time Psychology and a strong back- programs since bilingual teachers are paid with native English-speaking students ground in School Psychology the same salary rates as their monolingual where it most counts: academic compe- and Guidance and Counseling. colleagues. By year six most bilingual tency, English proficiency and a high The candidate would teach in programs are 90 to 100 percent in English. school diploma. both programs and be respon- sible for bilingual specialization In support of Roberto Rodriguez's article "The Politics of Language," which appeared of both programs. Must be in the April 1996 issue of "Hispanic Magazine," Kenneth Rummenie of Buffalo, NY wrote: eligible for New York State bilingual extension. Experience As a teacher fairly recently assigned to services in their first language, would in- with urban and culturally diverse the Bilingual Testing Center, I read with fringe upon their right to "seek, receive, populations is important. Please interest the article on bilingual education. and impart information." send curriculum vitae, three It's shameful that ignorant politicians try My elation was dampened when I real- letters of reference and writing to undercutLau v. Nichols by cutting fund- ized that Senator Dole, who has a strong sample or research publication ing for bilingual education. English-Only stance, could keep the Con- to Dean Madeleine R. Grumet, Looking as I do for weapons against vention from a ratification vote. Also, Sena - School of Education, Brooklyn Official English and for bilingual funding, tor Jesse Helms chairs the Foreign Relations College, 2900 Bedford Avenue, I was elated to learn of the United Nations Committee, where the Convention is cur- Brooklyn, New York, 11210. Convention on the Rights of the Child, rently bogged down. Readers should write Attention: Gwen Ferguson. passed by the UN in 1989 and signed by Senators Dole and HeririK and their own Applications will be reviewed as President Clinton in February 1995. This senators, demanding that the UN Conven- received. An AA/EEO Employer guarantees children's right to "seek, re- tion be ratified so U.S. children can enjoy the M/F/HN ceive, and impart information of all kinds personal and language rights the UN would regardless of frontiers." Any official En- guarantee to all children of the world. glish law, by denying immigrant children 320 NABE NABE NEWS JUNE 15, 1996 PAGE 46 >,,., NATIONALLASSOPATIONIKTE B I LINPUALtEDCA -ittEMBERS111134iPPLICATION

Membership Type (check one only) OI am involved with bilingual education as $48 Individual Membership (check one) $30 Discounted Individual Membership 0 Administrator Parent: must not be professional educator and must have a child currently enrolled in a 0 College Instructor bilingual education program. A letter written on school statteineiVirrirn either the teacher 0 Consultant or a school administrator must accompany the NABE membership application. El Full-Time Student College/University Student: must not be professional educator and must be enrolled 0 Paraprofessional on full-time basis. A copy of an official college or university document showing current 0 Parent/Community member enrollment status must accompany the NABE membership application. Publisher Staff Paraprofessional: Must be working as an instructional aide in a public school system. 0 School Board Member A letter on school stationery from the supervising teacher or a school administrator must 0 Teacher accompany the NABE membership application. 0 Other l] $43 Combined Membership Name of Affiliate: I work in this type of $125 Institutional Membership organization 0 (check one) $1000 Lifetime Membership 0 Commercial organization Memberships are valid for one year from the date of processing, and include one year subscription to 0 College/university NABE publications (except Lifetime, valid for life of member and includes lifetime subscription). 0 Local school district Organizational membership is non-voting; all other memberships are voting. 0 State education agency All memberships are non-transferrable and may not be cancelled. Membership dues are non-refundable. 0 Other I usually work with this Name and Address Information level of student (check one) Mr. 0 Early childhood Mrs. 0 Elementary O Ms. 0 Secondary Dr. Last First Middle 0 Higher education 0 Adult Preferred Mailing Address: Business Home OI want to participate in Business Address the following Special Interest Group Position: (check one) Division: 0 AdultNocational Education 0 Asian & Pacific Islanders Organization: 0 Critical Pedagogy 0 Early Childhood Education Street Address: 0 Elementary Education 0 ESL in Bilingual Education Zip: City: State: 0 Gifted Education 0 Global Education Phone: Ext. 0 Higher Education Fax: ( E-Mail: 0 Instructional Technology 0 Language/Culture Retention Home Address 0 Language Policy 0 Parent & Community Street Address: Policy Makers 0 Professional Development City: State: Zip: 0 Research & Evaluation 0 Secondary Education Phone: 0 Special Education

Payment Information Check or money order Check# Institutional purchase order # Membership dues MasterCard - VISA ExpirationDate: Contribution to help NABE counter the English-only ELI E:11: EID OM movement Automatic Renewal Check this box if: you are paying by credit card, and you want NABE to automatically renew your membership annually, charging your credit card the standard renewa amount. This permission will remain in effect until you cancel it in writing.

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Mail to: NABE, 1220 L STREET NW, SUITE 605, WASHINGTON, DC 20005-4018 NABE NEWS 19(7) ANNOUNCEMENTS

1997 NABE Bilingual Education Outstanding DissertationsCompetition

ELIGIBILITY The competition is open to those who have completed doctoral dissertations in the field of bilingual educationbetween June 1, 1993 l'send August 1, 1996. Studies using any research approach (historical; toperimental, survey, etc.) are eligible. Each study will be assessed in light of the research approach used, the scholarly quality of the dissertation, and thesignificance of its contribution to knowledge in the bilingual education field.

RECOGNITION In effect, there will be two types of winners: (a) the semifinalists the writers of the top seven to ten abstracts from which the three finalists willbe selected, and (b) the three finalists the writers of the dissertations selected by a panel of judges for first, second,and third place. The finalists will be presented at.the 26th Annual International Bilingual-Multicultural EducationConference of the National Associa- tion for Bilingual Education in Albuquerque, New Mexico, from February 4-8, 1997. The NationalAssociation for Bilingual Education will pay for the travel expenses and per diem to the convention for the three finalists.

DEADLINE Six (6) copies of the dissertation abstract prepared as directed in the guidelines must be receivedby September 6, 1996. Send them.. to the competition chair at the above address.

APPLICATION Those who wish to apply should seek application information from their professors or from: Alfredo G. de los Santos Jr., Chair NABE Outstanding Dissertations Competition - 1997 2411 West 14th Street Tempe, AZ 85281-6941 (602) 731-8101

Next issue: Bilingual Teacher and Bilingual InstructionalAssistant of the Year Contest Instructions andApplications!

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KATHLEEN M. MARCOS ERIC CLEARINGHOUSE ON LANGUAGE 1118 22NO ST NW WASHINGTON DC 20037-L214 "1-1 T-91 -M-11 1 V 1.) The news magazine about educational equity and excellence through bilingual education

gust 1, 1996 National Association fortilitigffal4" Education Volume 19, Number 8 House Votes English as Official U.S. Government Language for First Time

and establish that English is the common guage last year. by John E. Yang language at the heart of our civilization." A similar measure, sponsored by Sen. Washington Post Staff Writer Opponents assailed the measure as an Richard C. Shelby (R-AL), is pending in unneeded chauvinism. "The tide is not the Senate. Senate Majority Leader Trent The House has voted to declare against English or America ... we need not Lott (R-MS) said yesterday he would try English the official language of the act in fear or in jingoism," said Rep. Steny to schedule action on the measure in Sep- U.S. government for the first time, H. Hoyer (D-MD). tember. plunging into a debate that pits competing The Clinton administration opposes the The bill would repeal the federal re- American traditions of diversity of cul- measure, calling it "unnecessary, ineffi- quirement, part of the 1975 Voting Rights tures and unity of language. cient and divisive," and President Clinton Act, that jurisdictions with large numbers The election-year measure, which has said opposition to bilingual culture of residents for whom English is a second passed on a 259 to 169 vote that largely conflicts with the nation's values. Robert language print election ballots in other followed party lines, would require the J. Dole, the GOP presidential candidate, languages. State and local governments federal government to conduct its official called for making English the official Ian- CONTINUED ON PAGE 8 business in English, ending the current practice of printing some publications and documents in languages other than En- glish to help those for whom English is a second language. Exceptions would be NABE Executive Board Meets made for teaching languages, international relations, public health and safety and Elects Officers, Sets Agenda some judicial proceedings. Backers of the bill, dubbed the "English e 1996-97 NABE Executive Board one of the actions of the Board was to Empowerment Act of 1996," portrayed it held its first meeting on July 12-14, assign members as liaisons to NABE af- as a defense of American society against 1996. At the meeting, the Board filiates (see accompanying box). Com- the assault of multiculturalism. elected officers and discussed the many munication with affiliates should be fa- "Part of becoming American involves issues which will determine NABE's pri- cilitated by this new arrangement. Affili- English," House Speaker Newt Gingrich orities for the next year. ate news and other informational items (R-GA) said in a rare floor speech to close NABE Executive Board officers for should be directed to the appropriate Board the debate. "It is vital historically to assert 1996-97 are President: Janice Jones member. Schroeder of Alaska; Vice President: Mary The Board also began the process of ISSUE HIGHLIGHTS Jew of California; and Secretary/Treasurer: updating NABE's Mission Statement, David Baez of New York. They are joined which was last updated in 1985. Given the Congressional Update on the Board by Members-at-Large Joe changes of the last decade, it was felt that Welfare/Immigration----7 Bernal of Texas, Maria Estela Brisk of NABE's mission needs to be revised to Massachusetts, Nga Duong--of=Washing- address the new educational, demographic, NCBE Web Sites 11 ton, Herman Garcia of New Mexico, Su- and societal context of bilingual educa- san Garcia of Colorado, and Parent Rep- tion. Bilingual Teacher & resentative Adela Holder of New Mexico. Within their discussion, the Board also Instructional Assistant With the elimination of the Regional addressed the resolutions approved by the 13 Contests Representatives positions on the Board, CONTINUED ON PAGE 8 323 NABE NEWS NABE EXECUTIVE BOARD 1996 - 1997 Published by the PUBLICATION SCHEDULE President National Association for Janice Jones Schroeder Bilingual Education Volume 20 of NABE NEWS will be 3402 Northstar Anchorage, AK 99518 Editor: published in 8 issues; publication dates are: (907) 563-6650 Issue 1 09/15/96 Issue 5 03/15/97 Nancy F. Zelasko, Ph.D. Issue 2 11/01/96 Issue 6 05/01/97 Vice President Desktop Publishing & Layout: Issue 3 12/15/96 Issue 7 06/15/97 Mary F. Jew Jeff Spence Issue 4 02/01/97 Issue 8 08/01/97 San Francisco USD All advertising and copy material must 300 Seneca Avenue, Room 6 NABE NEWS REPRINT AND San Francisco, CA 94112 be received in the NABE office ONE (415) 469-4777 EDITORIAL POLICY MONTH prior to publication date Readers are welcome to reprint non-copy- to be considered for inclusion. Secretary/Treasurer righted articles which appear inNABE NEWS David E. Baez at no charge, provided proper credit is given NABE NEWS ADVERTISING Director, Foreign Language & Bilingual Education both to the author(s) and to NABE NEWS as Display Advertising Rates Buffalo Public Schools the source publication. (Camera-Ready) 731 City Hall All articles printed in NABE NEWS, unless Full Page (7.5" x 10") $850 Buffalo, NY 14202 written by an Association staff person or a 2/3-Page (4.75" x 10") $700 (716) 851-3704 member of the current NABE Executive Board 1/2-Page (7.5" x 4.5") $550 of Directors, are solely the opinion of the 1/3-Page (4.75" x 4.75") $425 Member-at-Large Joe J. Bernal author or authors, and do not represent the 1/3-Page (2.25" x 10") $425 1/4-Page (3.5" x 4.75") $325 6410 Laurelhill official policy or position of the National As- San Antonio, TX 78229 1/6-Page (2.25" x 4.75") $250 sociation for Bilingual Education. Selection (210) 342-8026 of articles for inclusion inNABE NEWS is not Classified Advertising an official endorsement by NABE of the $1.25 per word; maximum 100 words Member-at-Large Maria Estela Brisk point(s) of view expressed therein. Advertising Discounts School of Education (for multiple insertions) Boston University 10% for second-third; 15% for fourth-fifth; 605 Commonwealth Avenue TABLE OF CONTENTS 20% for sixth-eighth Boston, MA 02215 NABE reserves the right to reject any (617) 353-3260 advertisements which it deems inappropriate [email protected] '41A5-4;if-t7;V11'' and/or inconsistent with the goals of the Association. For additional information, Member-at-Large House Votes Official. English contact NABE at (202) 898-1829 x136. Nga Dinh Duong NABE Board Meets, 21724 58th Avenue West President's Message Mountlake Terrace, WA 98043 (206) 771-2095 Native Speaker: NABE Anti-Spanish Talk The National Association for Bilingual Member-at-Large Congressional Update Education (NABE) is a tax-exempt, non-profit Herman S. Garcia American Indian column 9 tz professional association founded in 1975 to Department of C & I address the educational needs of language- College of Education Web Sites for Educators ! II minority Americans. NABEOrderForm c-:t New Mexico State University NABE NATIONAL OFFICE Las Cruces, NM 88003 Teacher of the Year contest 13'I; 1220 L Street, N.W., Suite 605 (505) 646-2115 AssistantoftheYearcontest. [email protected] Upcoming Events 16 Washington, DC 20005-4018 PHONE (202) 898-1829 Parental Involvemehiecilunin 1T-.1 Member-at-Large FAX (202) 789-2866 Susan Garcia I Educator Resources 20 E-mail: [email protected] 18094 East Ohio, #102 Technology column 2 James J. Lyons, Executive Director Aurora, CO 80012 AdministrationcOluinn (303) 745-7116 Book Rev Nancy F. Zelasko, Deputy Director Meinbership Application Jaime Zapata, Associate DitZcthr for Legislation Parent Representative Jeff Spence, Information Systems Director Announcementi Adela B. Holder Carolyn Riddick, Office Manager Silver Consolidated School District Celia Torres, Membership Specialist 2810 N. Swan Street Mina Cousins, Membership Specialist Silver City, NM 88061 Ronald Williams, Office Assistant (505) 388-1527 Teresa Sola, Receptionist sncadavi @arriba.nm.org 324 BEST COPY AVAILABLE NABE NEWS AUGUST 1, 1996 PAGE 2 Message From The President

Fulfilling the Prophecy of the White Buffalo

very well be in jeopardy. by Janice Jones Schroeder Let me share with you my vision of NABE for the next year. d like to first thank the Board for 1.Continue to advocate for the having the confidence and trust in my rights of culturally and linguist- bility, leadership, commitment, and ically diverse children and their dedication to serve as NABE President. I parents. want to thank the NABE members for 2.Increase the collaboration and having elected me to the Board as Mem- partnerships with our state ber-at-Large. Thanks also to the bilingual affiliates. communities in New York and Alaska. I 3.Increase the cooperation and wish to especially thank the Native Ameri- working relationship of the Board can community and Dr. Joseph Vocolo in with the SIGs. Buffalo, New York, for their recruiting me 1996-1997 NABE Executive Board President, 4. Enhance the proactive, advocacy to head up the Mohawk and Seneca bilin- Janice Jones Schroeder role of NABE for bilingual gual program for the Buffalo schools where education. I began working in the bilingual education To me, serving as the first Native Ameri- 5. Increase the awareness of movement. Lastly, to my many friends can president of NABE is also a sign that NABE's mission. and family for never losing faith in me and all races can work together. 6.Increase parent participation by their continued support and encourage- These are critical times for bilingual strengthening parents' awareness ment.I also wish to express my deepest education. It is a time when we all must of their roles, rights and responsi- appreciation to the NABE staff for all their work together for the human right or- bilities. efforts and hard work for bilingual educa- dained us by the Creator: the right to speak 7.Increase membership. tion. the language he chose for us. As the nation's 8. Become more proactive in fund- Let me share with you how I feel about population is becoming more diverse, we raising. having been elected to serve as your presi- must continue to celebrate our diversity I challenge everyone to rededicate them- dent. Many of you are aware of the birth of and continue to develop the minds of its selves to bilingual education and to work a white buffalo recently. To the Native diverse population. together. By working together we will American community, such a birth is a The critical issue at hand is English- have a stronger voice. I look forward to an prophetic sign to show that there will be Only legislation. I challenge all of you to exciting year ahead; one full of challenge harmony among the races: red, black, yel- join in this fight. I don't think any of us but also of great rewards. Again, thank low and white. The sign also indicates that realize the seriousness of this legislation you and please let us hear from you so we there will be great change. The buffalo has and the impact it will have on our lives. All can better serve you, our members. changed colors four times, symbolizing the progress NABE has made to ensure the NABE the harmony among peoples as predicted. rights of language-minority children may

Contacting NABE Electronically

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For general information or questions write to [email protected]

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NABE NEWS AUGUST 1, 1996 PAGE 3 DISCOVER PERMA-BOUND BOOKS FOR YOUR BILINGUAL STUDENTS

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NABE NEWS AUGUST 1, 1996 PAGE 4 Native Speaker A Roll Call Editorial

Fr 207 years. the United States has English bill allows for government bu- risy is that the measure does nothing to managed to get along without an reaucrats to explain government policy in prevent Members from putting on radio official language. In fact. this coun- foreign languages, so the andating of and TV ads in foreign languages, even try-has absorbed tens of millions of immi- English-only forms can have only one though ballots will be English only. grants speaking every language on the result: more bureaucrats. As Serrano and other opponents of the planet. and has prospered on account of it. There are important institutional rea- Gingrich-backed measure noted, 97 per- becoming what author Ben Wattenberg sons why Congress should reject the "of- cent of the U.S. population already speaks calls "the first universal nation." ficial English" measure. As Rep. Jose English, making the official English bill It's a blight on that noble history for Serrano (D-NY) pointed out in debate, it utterly unnecessary. If the Speaker and his Congress. as part of what seems to be a forbids Members with substantial foreign - followers are concerned about the other 3 jingoist jihad against immigrants in this speaking constituencies from sending mail percent. they should fund English classes election year. to declare English as the to them in the language they understand for them, not use them as election-year country's official language. It's especially best. It's not clear that Members with scapegoats. dismaying that the effort is being spear- foreign language newspapers in their dis- headed by House Speaker Newt Gingrich tricts will be able to send out press releases 0 1996 Roll Call ( R-GA), who has always been one of the in anything but English. And the hypoc- Reprinted with permission. most outspoken indeed, romantic defenders of the traditional strength of American civilization. Nativismdoesn' t "re- WA Superintendent Apologizes new" American civilization. It demeans it. We don't for a minute question the desirability no, necessity of immi- For Anti-Spanish Talk grants learning English as quickly as pos- ashington statewide education superintendent candidate Ron Taber has apolo- sible.It's the key to success in this gized for his comments last month when he referred to Spanish as "the language economy. For that reason, and in the inter- of doormen, dishwashers and fruit pickers." ests of avoiding balkanization. we also Taber condemned current bilingual education and has been promoting what he calls the support the requirement that aspiring citi- "total immersion" or "sink or swim" method of teaching for non-English speaking zens demonstrate proficiency in English students. "...We should be teaching children English. which is the language of doctors, to be naturalized. dentists and lawyers." he said. The fact is, though, that immigrants After the heavy criticism. Tabor replied.I ask my Spanish-speaking friends to forgive overwhelmingly do learn English and want me if I offended them. Spanish is a noble language. What I oppose is the programthat their children to learn it. That's as true is called bilingualism but really isn't. because it teaches the native language and delays the today with newcomers from Latin learning of English." America, Asia. and Africa as it was for the Raul de la Rosa. Washington state director of migrant and bilingual education and also Europeans who arrived in other great waves one of two Latino candidates for superintendent, said that although Taber hasapologized of immigration. Declaring English to be for his statements. "Quite frankly, the damage has already been done. ( He) poses a terrible the official American language would be a risk to the continued efforts that Latinos have carried out in past years on behalf of profound statement of cultural pessimism students." on the part of Congress the late 20th Taber contends that he was deliberately quoted out of context. He cited his familial ties. century equivalent of signs declaring "No travel experience and background as an assistant in a Latin American history class as proof Irish Need Apply." Combined with at- of his sensitivity to Hispanics.I have a sister who married a Hispanic. There is no bigotry tempts to deny schooling to illegal immi- or anti-Spanish in me. I've been to Spain and traveled all around Spain and Ithink Spanish grant children and deny welfare benefits people are wonderful and I think the Spanish language is wonderful." to legal aliens, it's part of a disgraceful nativist bid for votes. Education, the plaything of millionaires Moreover, "Official English" is foolish illionaire Ron Taber. a candidate for election as superintendent of public on practical grounds. Most government instruction in Wallington state. made the statement and then buckled to forms IRS tax instructions, especially that: are nearly unintelligible even to native ressure and apologized for it speakers of English. Printing them in for- "In this state. Spanish is the language of doormen. dishwashers and fruit-pickers...Instead of learning Spanish. (immigrant students) should be learning English. which is the eign languages is a service not only to consumers, but also to the cause of gov- language of doctors. dentists and lawyers." ernment efficiency. The House's official 327 CONTINUED ON PAGE 18

NABE NEWS AUGUST 1. 1996 PAGE 5 IMNESZEMSTra EMBASSY OF SPAIN 2iV.1 , --por stmr: = EDUCATION OFFICE

ESP A &A INF ORMA

The DELEs What levels are offered?

The DELE Initial: accredits the sufficient knowledge of the language to be able to cope with a range of situations which require an elementary use of the language.

The DELE Basico: accredits a sufficient knowledge of the Et 1114146iii. atsissiar y 'NI lints. di Irqsatia language that allows communication in customary situations of .. everyday life where specialized use is not required.

The DELE Superior: accredits the necessary knowledge of the 01M... 001111.111.....111 language as to allow communication in situations which require an .. advanced use of Spanish and knowledge of its cultural background.

How are the tests structured?

The exam for obtaining the DELEs consists of five tests: reading comprehension, written expression, listening comprehension, Diploma Basic° grammar and vocabulary, and oral expression.

In which cities is the exam offered?

Albuquerque, NM; Baltimore, MD; Bloomington, IN; Boston, MA; The Embassy of Spain-Education Office Chicago, IL; Downingtown, PA; Houston, TX; Las Vegas, NV; Los Angeles, CA; Miami, FL; Monterey, CA; New York, NY; Orlando, announces the forthcoming exams to obtain FL; Provo, UT; Sacramento, CA; San Francisco, CA; Waltham, MA; the DELEs. Washington, DC; West Lafayette, IN.

When will the next exam be given? The DELEs (Diplomas de Espanol como Lengua Extranjera), issued by the Ministry of Education of Spain, offer an official accreditation on On November 23rd the degree of mastery of the Spanish language. They are for citizens of countries where Spanish is not the official language. Deadline for registration: October 18

Who should take them? or For additional information and registration, please If you need a certificate which proves your knowledge of Spanish. contact

" If your boss asks you for a diploma which accredits your knowledge Embassy of Spain - Education Office of Spanish. 2375 Pennsylvania, Ave. NW. Washington DC, 20037 If you want to have a diploma for Spanish which is valid throughout Phone 202-728-2335 the world. Fax 202- 728-2313 E-mail [email protected] 328

NABE NEWS AUGUST I, 1996 PAGE 6 Congress Approves Welfare Reform Bill; Stalls on Immigration Reform

by Jaime Zapata Welfare and Legal Immigrants e welfare reform bill is especially harsh on legal immigrants. According to preliminary estimates by the Congressional Budget On July 31. President Clinton held a press conference to Office, about $30 billion of the bill's total savings comes from announce that he would sign the Republican welfare denying benefits to this sector of the population. The proposal reform bill. The news came as somewhat of a surprise, and bans legal permanent residents including those already receiv- received a mixed welcome from the community. The President ing benefits from eligibility for SSI and Food Stamps. It also had already vetoed two different pieces of legislation to reform the bans future immigrants from nearly all other federal low-income American welfare system, and had been urged by a wide range of assistance programs for their first five years in the United States. advocacy organizations to do the same with this bill. Immigrants who have resided in the U.S. for over five years will During his remarks at the press conference. the President have their sponsor's income deemed available to them, and will admitted that the legislation was far from perfect. He noted that the likely remain ineligible for these programs. Furthermore, spon- bill goes too far in its cuts to immigrants a matter he intends to sors who refuse to provide assistance for immigrants can be sued correct next year under separate legislation and that, among by federal, state, or local agencies. or by the sponsored immigrant. other things, it lacks an adequate job-training component. The bill also grants states the option to bar legal immigrants On Capitol Hill. the response to the President's announcement (both current and future permanent residents) from AFDC, Med- was swift. That same day, after more than a year of debate on the icaid. programs using Title XX social services block grants. and issue of welfare, the House of Representatives passed the measure wholly state-funded initiatives. Additionally, almost all federal, by a lopsided vote of 328 to 101. The following day. the bill state, and local programs are required to verify the immigration cleared the Senate by a similarly bipartisan vote of 78 to 21. status of applicants through a computerized database, and no It is expected that the bill will reach the President's desk soon government agency may be prevented from sharing information after Members of Congress leave Washington for a month-long with the U.S. Immigration and Naturalization Service. Congressional recess that is scheduled to begin on August 5th. The legislation will likely be implemented into law soon thereafter. Immigration Reform The week of July 29th was one of the busiest of the104th Changes to the Welfare System Congress. No sooner had the English-Only measure known as The proposal is estimated to save $61.1 billion over the next six H.R. 123 cleared the House of Representatives, and President years. with about 40% of said savings coming from new restric- Clinton made his announcement to support the Republican wel- tions on food stamp-related spending. and a series of work require- fare reform bill, than the immigration reform bill returned to the ments for welfare recipients. Under the legislation. able-bodied Congressional front burner. adults between the ages of 18 and 50 can receive food stamps for For the past several months discussions over the differences in no more than three months during any three years. Benefits can the House and Senate immigration reform measures have been only be extended past this period in the event of a lay-off. and then conducted largely without the input from Democratic policy for no more than an additional three months. makers. In fact. in an effort to keep said input to a minimum. The measure also eliminates the federal direct cash-assistance Republicans leaders have opted not to name House conferees on program known as Aid to Families with Dependent Children this controversial measure. ( AFDC), and replaces it with block grants to states. Last week. Senate Majority Leader Trent Lott made a surprise attempt to take up a "compromise" bill on immigration reform. Democrats complained they had not had enough time to properly Impact on Schools debate the measure, arguing that they had not even seen a draft of A provision preventing states from offering undocumented the compromise. and threatened a procedural filibuster. House students federally-funded school lunches. introduced as part of the leaders postponed the naming of conferees until after the recess. original House legislation, is not included in the welfare reform package that promises to become law. However, the bill does grant states the option to keep undocumented children from participat- The Gallegly Amendment ing in the meals program. Foremost on the minds of policy-makers is the issue of allowing The measure also eliminates grants to help states join the school states-to- bar undocumented children from public schools. The breakfast program. and cuts the reimbursement rate to schools and provisio-n, included in the House bill as the "Gallegly Amend- other entities that serve summer lunches from $2.17 to $1.96. ment". has been a major sticking point of the reform debate. Furthermore, in response to claims of abuse. the legislation strikes During last week's push by Sen. Lott. a compromise proposal "maladaptive behavior" as an emotional disability in the determi- on the provision was suggested by Sen. Hatch (R-Utah) and Rep. nation of a child's eligibility for Social Security Insurance (SSI) Gallegly ( R-CA). It would allow undocumented children to attend benefits. CONTINUED ON PAGE22 329 NABE NEWS AUGUST 1. 1996 PAGE 7 FROM PAGE 1 NABEBOARD FROM PAGE1 OFFICIAL ENGLISH

could still do that if they chose to. Rep. Randy "Duke" Cunningham (R-CA). the bill's prime sponsor. said backers of the measure chose not to address the issue of bilingual education to avoid unnecessary controversy. While considering the measure. the House agreed on a voice vote to adopt language Cunningham offered to clarify that techni- cal terms and phrases from foreign languages are permissible and that foreign phrases such as the official U.S. motto. "E Pluribus Unum" may remain on the Seal of the United States. The motto. Latin for "one out of many." is emblazoned on the ceiling of the House chamber. The measure also makes clear that federal employees may speak in another language while conducting official business. A federal court struck down an Arizona law requiring state workers to communicate only in English as a violation of their constitu- The /996-97 NABE Executive Board.From left to right: Joe Bernal. tional right to free speech. The case is before the Supreme Court. Susan Garcia. Janice Jones .SChroeder. Adele Holder. Maria Estela Brisk. Asian and Hispanic activists condemned the measure as puni- Herman Garcia. Mary Jew. David tide:. and Ni'a thaw. tive. "The bill is extremely divisive and it doesn't accomplish what membership at the March 1996 General Membership Meeting. its supporters say their aim is. which is to bring immigrants into the The concerns addressed in these resolutions will be taken into American mainstream." said Karen Narasaki. executive director consideration in designing the 1997 NABE Conference as well as of the National Asian Pacific American Legal Consortium. "It is in other aspects of the organization. In particular, there will be a so hypocritical to us that the people who are promoting this arethe Parent Institute at NABE '97 in addition-to a full-day of commu- same ones who slashed the budgets for English as asecond nity activities for parents and children. language and bilingual education." Cecilia Murloz of the National With regard to NABE' s advocacy efforts, the Board planned for Council of La Raza called the measure "unnecessary and danger- enhanced communication with affiliates through the use of the ous." Citing a General Accounting Office study that found 97 Internet ( Web and LISTSERVs) at the same time noting that percent of the U.S. population speaks English well, she said. "The individual members have a responsibility to advocate on behalf of English language in the United States is not in jeopardy. ... Itis bilingual education and that affiliates have a responsibility to being done for the sake of symbolism and for the sake of trying to redistribute materials in timely fashion to their own constituen- earn cheap political points." cies. NABE' s Web site is scheduled to debut in the Fall. In all, 23 state laws declare English to be the official language With regard to ethnolinguistic participation in various NABE of those jurisdictions: among them is one signed by then-Arkansas activities, the Board noted that NABE has many mechanisms Gov. Bill Clinton. already in place to encourage the participation and representation of all language-minority groups. The nominations process for John E. Yang is a staff writerfor The Washington Post; staff writer NABE Board positions requires there be candidates from at least Michael A. Fletcher also contributed to this report. three different linguistic groups. Special institutes are held at the NABE conference on Native American and Asian/Pacific Ameri- C) 1996 The Washington Post Company can education concerns in addition to efforts made to increase the Reprinted with permission. number of sessions which deal with language groups other than Spanish.. It was noted. in fact. that the percentage of the confer- ence program related to either Asian/Pacific American students or NABE Action Alerts Native American students was tar greater than the percentage of Now Available By E-Mail conference attendees from either of these two groups. Further- more, special interest groups have been established for Asian/ Pacific American education and Language and Culture Retention NABE sends special Action Alerts to members and subscribers to inform them of the latest developments and two regular columns appear in theNABE News, again devoted to these two linguistic groups. NABE will continue to encourage in Washington concerning bilingual education. inclusion and diversity in all its activities. These action alerts are now available by e-mail. ..The NABE Board discussed the many issues which bilingual To subscribe to the Action Alert list, send e-mail to: educators face throughout the country. Maintaining the federal bilingual education program: encouraging high standards in bilin- [email protected], containing ONLY the following line in the body of the gual education programs and in the preparation of bilingual education teachers: and fighting the English-Only movement will message: be high priority items for NABE over the next year. subscribe actionalert

NABE 3 30 EST COPY AVAILABLE NABE NEWS AUGUST 1, 1996 PAGE 8 American Indian Bilingual Education Column Editor: Dr. Jon Reyhner, Northern Arizona University

Citizen or Subject: Part II

lies are destroyed. leaving in their wake survive. Navajo children were taught to by Dr. Jon Reyhner instant slums and dysfunctional families. get up before dawn and run to greet the sun Much damage has been done to Ameri- to gain the endurance necessary for a suc- the fruits of past policies of can Indian communities by a century of cessful life. They were seen to be without languagelanguage repression are ripening. removal. often forced. of their children to religion. but Navajos still think all public Minority languages. especially boarding schools. Early missionaries de- occasions. despite our constitutional sepa- American Indian languages, are rapidly scribed how Indian parents doted on their ration of church and state. should be opened dying out. In 1990 Congress recognized children. "loving them beyond all things.- with prayer. And. of course, their lan- passed injustices, perhaps too late, and In many tribal cultures. physical punish- guages were often considered only "bar- passed the Native American Languages ment of children was unacceptable. Chil- barous dialects" despite the beauty of songs Act ( P.L. 101-407). Congress found in dren were taught to endure pain stoically. like the Navajo Night Chant. Negative this Act that "the status of the cultures and and the ability to accept pain without emo- perceptions about American Indians. such languages of Native Americans is unique tion was a sign of maturity. In this way of as those described above. permeated the and the United States has the responsibil- thinking, punishing through pain did not mainstream culture and the educational ity to act together with Native Americans make sense. Teasing. ostracism. peer pres- materials used in Indian schools. Little or to ensure the survival of these unique . sure. andother alternatives were used to nothing was said about how Navajo reli- cultures and languages.- Congress made it maintain discipline. In addition, tribal sto- gion centered around keeping healthy and the policy of the United States to "pre- ries described how children who went "walking in beauty." serve. protect. and promote the rights and outside the bounds of tribal custom were freedom of Native Americans to use. prac- often severely punished by supernatural Forced Assimilation tice. and develop Native American lan- powers. Missionaries and later Bureau of Indian guages." Furthermore, the Act declared Although North American tribes spoke Affairs and public school teachers dis- that "the right of Native Americans to some 600 different languages, had differ- turbed what had been successful, func- express themselves through the use of ent religions, and lived in different ways, tioning societies. Rarely did they study Native American languages shall not be George A. Pettitt (1946) found similari- native customs before they sought to restricted in any public proceeding. in- ties in child-rearing practices among tribes. change them. Some would learn a tribal cluding publicly supported education pro- He found that central to native education language. but few would come to appreci- rams._ practices was training for survival. If cry- ate a tribal culture. Indian religions were Government suppression of American ing would give away a band to the enemy. simply false. They often saw Indian soci- Indian languages. cultures, and religions then babies were taught not to cry. Knowl- eties already disintegrating from the on- has violated the liberty of our Indian citi- edge of tribal traditions was a second ne- slaught of guns and diseases introduced zens to be who they want to be. There are cessity for a child's education. Through from Europe. but these societies continue different forms of slavery. and of being a ceremonies. storytelling, and apprentice- to hang on to this day. subject rather than a citizen. One form of ship, children learned the culture of their Indian children were traditionally taught slavery ended by the Civil War was the parents. Play was another way to educate citizenship. They lived in communities forced labor of Blacks: but there is another Indian children. Pretty Shield. a Crow. without locks, jails. or banks and both form of slavery that says "you will be like described putting up a play tent and going learned to respect and to share personal us whether you like it or not. This form of through all the household activities she property and land. at least within their own forced conformity is still being imposed would later take on for real when she tribe or band if not with outsiders. They on ethnic minorities in this country to the married( Linderman. 1972). Children were often taught that "we are all related" detriment of full and equal citizenship for learned by observing and then copying and through extended families and clans these groups. what they saw. learned their obligations to other people As American Indian languages die, the While Indians were often ,.considered and to the natural world in which they accumulated wisdom of their cultures as "dirty." many tribes continued to bathe lived. These obligations formed the ce- to how people should live together and through the winter when European settlers ment that allowed their communities to with nature dies. That wisdom is often not sewed themselves up in their long under- survive. replaced with any better wisdom from the wear for the duration. Indians were also On the other hand. in the boarding dominant culture. Thus, functioning perceived as "lazy." but they often lived a schools the U.S. government forced them American Indian communities and farni-. hard life that required constant effort to CONTINUED ON PAGE 10 331

NABE NEWS AUGUST 1. 1996 PAGE 9 AMERICAN INDIAN FROM PAGE 9 to attend. Indian children did not learn the passed by the Navajo Tribal Council in are related to a cultural tradition of sur- decision-making and parenting skills they 1984 includes the following as appropri- vival found in the traditional wisdom of needed to bring up their own children and ate for Navajo people besides the "3 Rs": age-old American Indian andothercul- to become members of a democratic com- competence in English language tures that is transmitted from generation to munity. They were marched around and skills and knowledge of American generation. primarily in the home using told what to do from dawn to dusk. and culture: the native language of the parents. The -disciplinarians" and dorm matrons were competence in Navajo language oppositional traits of bad citizenship that their parental role models. Thus, they were skills and knowledge of Navajo promote societal disintegration are intol- taught in the regimented culture of the culture: erance, racism. bigotry, and unbridled com- government Indian schools to be good the development of Navajo and petition. subjects and to obey the rules, rather than United States citizenship: and It can be argued that we can ensure the to be citizens who helped make the rules. self-discipline and a positive self- transmission of family and civic values to Learning from this environment they concept. each new generation by supporting family tended to order their own children around and local community efforts. We under- once they became parents. The school in Ganado. Arizona. on the mine those efforts when we demand mi- Not only did non-Indian missionaries. Navajo Reservation, used to have a sign at nority cultures speak only English. Ac- government officials. and teachers fail to its entrance reading "Tradition is the En- cording to Chet Bowers, Arizona needs to recognize the strengths in American In- emy of Progress." However, most Ameri- move towards a more "conserving" edu- dian cultures. they also failed to see that can Indians today who are working to cation that turns away from the idea that their attempts to replace those cultures relearn their languages and cultures and progress and change are automatically with an "American" culture usually re- pass them on to their children also want good. that individualism is automatically sulted in a person caught between two their children to get the best education best, and that consumerism and material- cultures and made susceptible to depres- possible. The American Indian Science ism should be promoted at the expense of sion, alcoholism, and other forms of per- and Engineering Society both promotes traditional values. He and others argue sonal and social disintegration such as American Indian students taking up mod- that our current consumer-oriented cul- joining gangs and using illegal drugs. ern technologically-oriented careers and ture is destroying our environmentandis Consequently. by taking way their culture advocates their learning more about their not sustainable in the long term. There is a and language. potentially good citizens Indian heritages. Studies on the Navajo great deal of concern today about how the have been unintentionally turned into dys- Reservation have shown that students who national debt is burdening our children functional citizens. are more "traditional." who have held on and erandchildren. The national debt is to their language and culture, do better in only money: we would do well to be equally Cultural Revival Efforts school (Deyhle. 1992). concerned with the pollution, degraded Efforts to revive minority languages Television, radio, and videos are the environment, and plundered natural re- and cultures are not unpatriotic. Rather. great teachers of both American culture sources we are leaving our descendants. they are motivated by a desire to conserve and English. but the American culture Eastern Indian tribes traditionally consid- the cultural strengths of the past and to they teach is not the "family values" that ered the effect on future generations be- train good citizens. Minority enclaves in former Vice President Dan Quayle called fore making major decisions. They say the United States need not threaten "main- for. They are not even the values of TV's that we have not inherited this land from stream" Americans. Such Amish. Hutterite. Murphy Brown. They are the values of our our ancestors: rather we have borrowed it and Hasidic enclaves exist today without popular culture: Madonna. Snoop Doggy from our children. any threat to this country's stability. One Dogg, Texas Chain Saw Massacre-type Bowers argues for a conservative move only needs to go to an American Indian videos and a hedonistic drug culture. We back from "student-centered" learning to "Pow Wow" to see how both our flag and have worked in our Arizona schools to cut "trans-generational" communication our war veterans are honored to realize minorities off from their cultures and fami- where "the elders of the culture must be this truth. lies through an explicit policy of cultural recognized as carriers of essential knowl- When I have asked American Indian and linguistic assimilation, and the unin- edge and values" (Bowers, 1995, p. 135). elders what they want for their grandchil- tended results have been more alcoholism. With such a move, studentswouldbe dren. I get the answer that they want them drugs. and gangs. taught "how individuals are nested in cul- to respect their elders, work hard. study in ture, and culture in ecosystems" (Bowers, school, not to drink and, of course, to Cultural Transmission 1995. p.135). To paraphrase John remember that they are Indian. These are Good citizenship comes down to a set Kennedy, such an education would teach all marks of true citizenship. Traditional of behaviors that allows for active partici- students to think about what they can do American Indian languages and cultures pation in government through tolerance. for their country and the planet they live do not threaten citizenship, on the con- compromise. consensus, and cooperation. on rather than just what our country and trary. for the most part. they encourage it. These human relation skills have not im- planet can do for them. The education "Mission Statement" proved through technology. Rather they CONTINUED ON PAGE 26 332 UST rOPY AVAILABLE NABE NEWS AUGUST 1, 1996 PAGE 10 NCBE Web Sites-In the Classroom Bilingual Schools and Classrooms

National Clearinghouse for Bilingual Education I NCBE) has further enhanced its award-winning website through the addition

ofof links to bilingual schools and classrooms on the World Wide Web. The home pages from the bilingualschools and classrooms featured in NCBE' s In the Classroom display samples of student work, include tips and ideas from bilingualteachers, and provide information on the types of programs offered to the schools' linguistically and culturally diverse students.

Cesar Chavez Elementary School Lycee Francais La Perouse San Francisco, CA San Francisco, CA This school is host to students from a variety of linguistic and Lycee Francais La Perouse's World Wide Web site is another cultural backgrounds. including Chinese, Vietnamese. and Latino. example of a site that celebrates bilingualism. Samples of student Information on the Chinese Bilingual Program, the Spanish Bilin- work, such as French poetry written by the third grade class, is gual Program. and the Multicultural Program is provided on the profiled in the Class Projects section. The Students' Corner allows school's home page. students to express their viewpoints and post information on school activities and events. Chief Leschi Schools Tacoma. WA Ralph Bunche School A pre K- I 2 school operated by the Puyallup Indian Tribe, this site New York City, NY features Our Native American Traditions where students share The offerings at this site include: browsing historias and submit- stories and art work relevant to their culture. ting your own: learning about fiestas: learning Spanish expres- sions and adding your favorites: and answering questions about Chollas Elementary Math/Science/Technology Magnet the Hispanic world. Educators of linguistically and culturally San Diego, CA diverse students will be interested in Mundo Hispano, a world- The Chollas Web site provides information on its Limited English wide collaborative student encyclopedia of Hispanic culture. Proficient program which includes Spanish bilingual and shel- tered English programs. The visitor to this site can also tour The Rice School/La Escuela Rice bilingual. transition, and sheltered program classrooms. Houston, TX La Escuela Rice's Web site is an exciting and encouraging Ecole primaire des Hauts-Bois example of how Internet resources can be used to promote dual Mascouche, Quebec language development. Students use the web site to submit com- Information on both the English and French programs is provided ments and opinions on materials they read for class orfor enjoy- in English and Frencha truly bilingual web site! ment in English or Spanish on forms availablein English or Spanish. Horace Mann Academic Middle School San Francisco, CA Wiley International Technology Magnet School The Information Superhighway in Chinese project was developed Raleigh, NC by students at this middle school to enable Chinese bilingual The Wiley Web site provides information on various programs the students to use Chinese on the Internet. Also included at this site school offers, including the International Program and special is The Colorful Years. the world's first online Chinese newspaper projects such as the Association of Supervision and Curriculum edited by secondary school students. Development's Global Perspectives curriculum and the Children's Museum About the World Shared project. Kimball Hill Elementary School Rolling Meadows, IL This listing of "Schools on the Web: Sites of Interest to Bilingual/ This site gives information on the bilingual programs and students Multicultural Educators" will be updated as more bilingual schools in Kimball Elementary in Rolling Meadows. Illinois as well as and classrooms add home pages to the World Wide Web. Please information on other programs for limited English proficient let us know of school and classroom sites that we shouldconsider students in the Palatine Community Consolidated School District adding. To make use of these and other resources NCBE has to in suburban Chicago. Illinois. offer. visit the NCBE web site and add the bookmark. http:// www.ncbe.gwu.edu. to your browser!

La Casita Bilingiie Montessori School NABE San Francisco, CA La Casita s Web site provides information on the school's NABE Web site currently bilingual programs for pre-school through Kindergarten -aged under construction! children. The site is updated periodically with information on Due September 1996! special multicultural/bilingual programs and events. 3

NABE NEWS AUGUST 1, 1996 PAGE 11 NABE PRODUCTS ORDER FORM

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MAIL TO: NABE PRODUCTS. Suite 605. 1220 L Street NW, Washington, DC 20005-4018 NABE NEWS AUGUST I, 1996 PAGE 12 )------NABE 1997 BILINGUAL TEACHER OF THE YEAR CONTEST

INTRODUCTION: In recognition of the efforts that bilingual classroom teachers make on behalf of linguistic-minority students, the National Association for Bilingual Education (NABE) established theBilingual Teacher of the Year Competition. Each year, NABE and its affiliate organizations honor an outstanding bilingual teacher nominated by one of the NABE affiliates.

AWARD: The winner of NABE' s 1997 Bilingual Teacher of the Year competition will receive a $2,500 scholarship to further his/her education and/or to use for the students in his/her class. In addition, the winner will be flown to the 1997 NABE Conference in Albuquerque, New Mexico, to receive his/her award.

NoMINATIoNs: Only NABE affiliates in good standing are eligible to nominate candidates. Nominations should be made and the winner will be chosen without regard to age, sex, race, national origin, handicapping conditions, or religion. Affiliates may use any method they choose for selecting candidates. Each affiliate may nominate only one candidate. The candidate must be a current NABE member in good standing and a current member of the NABE affiliate. Nominations which do not comply with these requirements will not be considered.

QUALIFICATIONS: Candidates must be exceptionally skilled and dedicated teachers in a bilingual program for pre-Kindergarten through grade twelve. Only bilingual classroom teachers who work full-time with students and have at least three years of experience qualify. Candidates must have distinguished themselves as leaders and outstanding teachers. Candidates should enjoy the respect and admiration of students, parents, and co-workers. They should play active and useful roles in their communities as well as in their schools. Finally, candidates should be poised and articulate and willing and able to grant public interviews and make presentations. He/she should be fluently bilingual. The most important qualification to consider is the candidate's proven ability to inspire limited English proficient students of various backgrounds and abilities to excel.

PRESENTATION OF MATERIALS: As part of the nomination process, the NABE affiliate is responsible for submitting a portfolio of materials for their candidate to be used by the selection committee in its deliberations. Material should be typed, double-spaced, and each section should be a maximum of four pages. Videos are acceptable as supplementary material, provided that six copies of the video are submitted. All materials become property of NABE and will not be returned. Six (6) complete copies of the following materials with no more than 24 total pages (in each copy) must be submitted:

Nomination Information - a cover letter signed by a NABE affiliate officer and the attached Data Sheet providing basic information about the candidate. Biographical Sketch - a 4-page (maximum) narrative prepared by the teacher describing his/her formative environment and specific events or experiences leading to his/her involvement in education, particularly in bilingual education. Photograph - a photograph of the candidate (preferably 5" x 7" glossy black and white) must be submitted for publication in program. In addition, a minimum of three photographs of the teacher's classroom should be submitted. Philosophy of Educationa 4-page (maximum) statement by the candidate reflecting his/her commitment to the profession including a description of the candidate's educational values and belief in the effectiveness of bilingual education. Professional Development - a 4-page (maximum) description of the candidate's academic preparation and participation in professional organizations and service committees, commissions, task forces, workshops and conferences, etc. Community Servicea 4-page (maximum) description of the candidate's participation in organizations as well as personal efforts to improve education and social conditions of the community. Recommendations - One letter of recommendation from the teacher's immediate supervisor and a maximum of five (5) other letters of recommendation.

DEADLINE: All nominations must be RECEIVED by November 1, 1996 at the address listed below. The winner will be notified by January 1, 1997. For additional information, contact:

Dr. Nancy F. Zelasko Deputy Director and Conference Coordinator National Association for Bilingual Education 1220 L Street, NW -- Suite 605 335 Washington, DC 20005-4018

NABE NEWS AUGUST 1, 1996 PAGE 13 ) NABE 1997 DATA SHEET BILINGUAL TEACHER OF THE YEAR/ BILINGUAL INSTRUCTIONAL ASSISTANT OF THE YEAR

Indicate Competition: Teacher of the Year Instructional Assistant of the Year

Name: NABE Membership ID #:

Position/Title:

Years in Present Position: Grade Level(s):

Languages Spoken:

Name of School:

School Address:

School Telephone Number: School Fax Number:

Name of School Principal:

Home Address:

Home Telephone Number:

Previous Work Experience:

Summary of Academic Training/Preparation

Dates Institution Name & Address Degree/Certificate Earned

I hereby give my permission for any or all materials submitted by me for consideration for the Bilingual Teacher of the Year/Bilingual Instructional assistant of the Year Award to be shared with persons involved in promoting this award: (Signature of Candidate) 336

NABE NEWS AUGUST 1, 1996 PAGE 14 NABE 1997 BILINGUAL INSTRUCTIONAL ASSISTANT OF THE YEARCONTEST

INTRODUCTION:In recognition of the significant role that instructional assistants play in the education oflinguistic-minority students, the National Association for Bilingual Education (NABE) established the BilingualInstructional Assistant of the Year Competition. Each year NABE and its affiliate organizations honor an outstanding bilingualinstructional assistant nominated by one of the NABE affiliates.

AWARD: The winner of NABE's 1997 Bilingual Instructional Assistant of the Year competition will receive a$2,500 scholarship to further his/her education, and will be flown to the 1997 NABE Conference inAlbuquerque, New Mexico to receive his/her award.

NOMINATIONS: Only NABE affiliates in good standing are eligible to nominate candidates. Nominationsshould be made and the winner will be chosen without regard to age, sex, race, national origin, handicapping conditions, orreligion. Affiliates may use any method they choose for selecting candidates. Each affiliate maynominate only one candidate. The candidate must be a current NABE member in good standing and a current member of the NABE affiliate.

QUALIFICATIONS: Candidates must be exceptionally skilled and dedicated instructional assistants in a bilingual programfor pre- Kindergarten through grade twelve. Only instructional assistants who work half-time or more with studentsand have at least three years of experience qualify. Candidates must be fluently bilingual. Nomineesshould also be participating in, or planning to participate in, a professional development program including one leading to certification as a bilingual teacher.The most important qualification, however, is the candidate's proven ability to inspire bilingual children to excel.

PRESENTATION OF MATERIALS: As part of the nomination process, the NABE affiliate is responsible for submitting a portfolioof materials for their candidate to be used by the selection committee in its deliberations. Material should be typed, double-spaced,and each section should be a maximum of four pages. Videos are acceptable as supplementary material, provided that six copiesof the video are submitted. All materials become property of NABE and will not be returned. Six (6) complete copies of the followingmaterials with no more than 24 total pages (in each copy) must be submitted:

Nomination Information - a cover letter signed by a NABE affiliate officer and the attached Data Sheet providingbasic information about the candidate. Biographical Sketch - a 4-page (maximum) narrative prepared by the teacher describing his/her formative environment and specific events or experiences leading to his/her involvement in education, particularly in bilingual education. Photograph - a photograph of the candidate (preferably 5" x 7" glossy black and white) must be submitted for publicationin program. In addition, a minimum of three photographs of the instructional assistant's classroomshould be submitted. Philosophy of Education - a 4-page (maximum) statement by the candidate reflecting his/her commitment to the profession including a description of the candidate's educational values and belief in the effectiveness of bilingualeducation. Professional Development a 4-page (maximum) statement of the candidate's academic preparation and plans to advancehis/ her educational goals, including a information about the professional development program he/she is presently enrolledin or would enroll in if chosen as the recipient of NABE's Instructional Assistant of the Year Award. There should alsobe a description of the candidate's participation in professional organizations, service committees, commissions, taskforces, workshops and conferences. Community Service - a 4-page (maximum) description of the candidate's participation in organizations as well aspersonal efforts to improve education and social conditions of the community. Recommendations - One letter of recommendation from the instructional assistant'simmediate supervisor and a maximum of five (5) other letters of recommendation.

DEADLINE: All nominations must be RECEIVED by November 1, 1996 at the address listed below. Thewinner will be notified by January 1, 1997. For additional information, contact:

Dr. Nancy F. Zelasko Deputy Director and Conference Coordinator National Association for Bilingual Education 1220 L Street, NW -- Suite 605 Washington, DC 20005-4018 BEST COPY AVAILABLE 337 NABE NEWS AUGUST 1, 1996 PAGE 15 ) !*:

Upcoming Events

August l -6. 1996 -American Federation August 12-16. 1996 - Summer Work- of Teachers Conference. Cincinnati. OH. shops 1996 Talleres de verano. Tenzas Contact Diane Calvert at (202) 223-9669. Actuales: Libros en Espanol para Special Event? Lecotores Jovenes iTraducion o August 5-9, 1996 - Summer Workshops interpretacion? Califorrnia State Univer- Send announcements 1996 Talleres de verano. La Literatura sity. San Marcos. CA. Contact (619) 750- of upcoming events to en Espanol Dirigida a los Lectures 4070. Editor, NABE NEWS Infantiles y Juveniles.California State at the national office, August 22-25. 1996 - -Cultural Partner- University. San Marcos. CA.Contact or email (619) 750-4070. ships: Linking Missions and Visions." REFORN1A's First National Confer- [email protected]. August 6-10. 1996 - 23rd Annual Lin- ence. Austin. TX. Contact National Asso- Events may be listed guistic Association of Canada and the ciation to Promote Library Services to the once free of charge. United States' Forum. Brigham Young Spanish Speaking at ( 800) 545-2433 ext. University. Provo. UT.Contact (313) 4294. 665-2787. October 26-29. 1996 -Hispanic Associa- September 11-13. 1996 - :National Latino tion of Colleges and Universities's 10th August 7-10.1996 - The BUENO Center Children's Institute - La Protnesa de an Annual Meeting.JW Marriott Hotel. for Multicultural Education's 8th An- Futuro &Maitre: A National Summit on Washington. DC. Contact HACU's Na- nual Bilingual Special Education Trainer Latino Children. San Antonio. TX. Con- tional Headquarters at (210) 692-3805. of Trainers Institute. Boulder. CO. Con- tact (512) 472-9971. tact Eleanor Baca at (303) 492-5416. October 30-November 3. 1996 - Ameri- October 2-4. 1996 -.Vational Puerto can Translators Association's 37th An- Rican Coalition. Inc. 16th Annual Con- nual Conference. Broadmoor HOtel. Colo- Faculty Position ference. Washington. DC. Contact (202) rado Springs. CO.Contact American 223-3915. Translators Association at (703)683-6100. Counseling Education/ Educational Psychology October 18. 1996 - Puerto Rican Legal November 6-10, 1996 - The National Defense and Education Fund. 14th An- Association for Multicultural Educa- The University of Texas of the nual A wards Banquet. Plaza Hotel. New tion's 6th Annual conference. Roseville. Permian Basinisaccepting York. NY. Contact ( 800) 328-2322. MN. Contact Carolyn O'Grady at (612) applications for a faculty position in 638-9432. Counseling Education/Educational October 23-25. 1996 - Border Walking: Psychology at the Assistant .4 Bilingual Special Education Confer- Professor level. This tenure-track December 8-11. 1996 -International position will be available beginning ence. New Mexico State University's Early Childhood Conference on Chil- with the spring semester in January Borderlands Center for Educational dren with Special Needs. Hyatt Regency 1997. Doctorate in counseling Studies. Holiday Inn de Las Cruces. Las and Phoenix Civic Plaza. Phoenix. AZ. education required; public school Cruces. NM. Contact (505) 646-5973. Contact Division of Early Childood. Coun- counseling experience preferred. cil for Exceptional Children at (410) 269- Responsibilities include teaching October 25-28. 1996 - The Second Lan- 6801. graduate and undergraduate guage Research Forum.Tucson. AZ. courses and supervising practicum Contact SLRF96 @ccit.arizona.edu. N.411E students. Salary commensurate with experience. Send letter of application, vita, transcripts, and three letters of recommendation to Dr. G. Peter lenatsch, Dean, School February 4-8, 1997 ..of Education, U.T. Permian Basin, Albuquerque Convention Center 4901 E. University Blvd., Odessa, NABE TX 79762. Deadline for applications Albuquerque, New Mexico is September 15, 1996. '97 The University of Texas of the Permian Basin E-mail: [email protected] is an equal opporwnityfaffirmative action employer and encourages applications from women and other minorities. BEST COPY AVAILABLE 338 NABE NEWS AUGUST 1. 1996 PAGE 16 Parental Involvement Column Editor: Aurelio Montemayor, M.Ed., Intercultural DevelopmentResearch Associates, TX

Fostering Parent Leadership and Forming Allies

families for how we teach their children. cerns that bilingual education would not by Aurelio M. Montemayor, M.Ed. Most of us agree on how critical the con- give their children sufficient English lan- nection is between home and school. But guage instruction. Our agenda as bilingual previous column was a brief many of our administrators and colleagues advocates must be in both realms: high Thereport on an educational confer- differ with us and despair of our families. quality, effective and appropriate bilin- ence for parents by parents. The We hear them say that it is very difficult to gual instruction in the classroom and strong event was unique for many reasons, not involve the parents. Some principals say connections with families and the com- the least of which is that parents with that most families don't care. munity so that they understand the ratio- limited schooling and little previous expe- So, because of the conflictive environ- nale and know first-hand what good bilin- rience organized and carried out the effort. ment, we bilingual education advocates gual instruction is. Those parents of the The summer planning group meetings to are sometimes thrust into such demanding children who most need bilingual educa- process the conference have brought to roles as quasi-lawyers, peer-leaders, lin- tion can only be our natural allies with conscious level what was learned. Among guists, and even community organizers. effective outreach. They will not auto- the highlights and successes of the confer- Our role requires that we: matically understand and support our ef- ence, I stressed their relation to each other speak the language of the home; forts. and the climate of peer support present respect and dignify the home from the beginning of the effort and sus- language, culture and traditions Good News tained at the conference itself. As manager of the student's family; Currently there are projects all over the of IDRA' s Mobilization for Equity project, not negatively judge the family if country where advocates for educational I had made sure that the conference lead- they are not literate in English; reform are working directly with families. ers were parents. I stressed one of my key accept traditions that don't fit These projects illustrate and model that measures of the conference's success was into the English-speaking U. S. parents care and can be effective leaders in their mutual relationship as they worked middle class model; educational reform. This is both a good as leaders. I used the image of the farmer make personal contact and home omen and a challenge for the bilingual plowing the soil, planting seeds, watering visits rather than depend on notes education community. There is an ex- and weeding the plants and watching them sent home with the children; panding network of advocates who value grow. What the parents' committee mem- search for alternatives to the PTA all families, especially those who speak a bers testified to was that they had really which are more congruent with language other than English and those learned much, and that sitting and reflect- the customs of many families; who have immigrated recently to this coun- ing on the process allowed them to gain and try. Some programs are relatively new, greater understanding of the process. One empathize with parents of limited and others are part of organizations that parent leader said that she finally under- formal education and mental/ have been focusing on parent leadership stood the difference between the "valuing emotional scars from school. for many years.All aren't necessarily and the deficit models." As I reflect on But these characteristics/talents/behav- bilingual education advocates, and that is what has been reinforced for me about iors are a stretch for the regular classroom the challenge for the NABE network. families and educational leadership, it teacher. We need others to help with the seems important to stress several points to outreach to really connect with families. Deficit vs. Valuing the bilingual education community: The programs we are identifying here Parents can be nurtured to become Bilingual Education and Advocates and which we find most exciting are those strong leaders in improving for School Reform that have a "valuing" point of view and are schools for their children; Some years ago, the National Coalition supporting parents to become assertive bilingual educators need the of Advocates for Students (NCAS) was and effective leaders for educational re- families as partners; and formulating its vision of what schools form. There is an important distinction to models and resources exist today should look like for all children. During be made about parent training and leader- for supporting parents to be the deliberations some adirteates had seri- ship. There are many programs and projects leaders. ous concerns about bilingual education. all over the country that provide training These were based primarily on two things: in such skills as "parenting," "helping Bilingual Educators and Families 1) ineffective, remedial and stigmatized children with their school work," "parents As bilingual educators we value and forms of bilingual education they observed as tutors," etc., and most are good, but depend on the support of our students' in some classrooms; and 2) parents' con- CONTINUED ON PAGE18 339 NABE NEWS AUGUST 1, 1996 PAGE 17 PARENTAL INVOLVEMENT FROM PAGE 17 many have an underlying deficit philoso- Parent Leadership Training Projects MALDEF phy. The deficit attitude assumes there is The projects listed below are those The Mexican American Legal Defense something wrong with the parent that must which we have identified through our net- and Educational Fund (MALDEF)'s Par- be fixed. Some programs select as espe- work of contacts, or are companion projects ent Leadership Program seeks to empower cially needing repair those who are eco- in nationally-funded efforts. These are ex- parents to participate as leaders in their nomically disadvantaged and who speak a cellent linkages for bilingual educators school communities. Currently there is language other than English. Valuing pro- and models of effective family involve- training being conducted in Los Angeles grams assume that parents are powerful, ment in education. and in San Antonio. intelligent, capable and willing to do much Parent Leadership Program for the education of their children. Parents National Coalition of Advocates for MALDEF - Los Angeles are valued as powerful advocates, effec- Students/Mobilization for Equity 634 South Spring Street, 11th Floor tive peer leaders and assertive partners 100 Boylston Street, Suite 737 Los Angeles, CA 90014 with schools to make schools work for all Boston, MA 02116 TEL: (213) 629-2512 children. TEL: (617) 357-8507 FAX (213) 629-1916 FAX: (617) 357-9549 MALDEF - Houston 140 E. Houston Street. Suite 300 EDUCATION FROM PAGE 5 The National Coalition of Advocates San Antonio, TX 78205 for Students (NCAS) is currently support- TEL: (210) 224-5476 Many fear that the 54-year-old retired ing and facilitating a national effort that FAX: (210) 224-5382 land developer, who is spending hundreds includes the training of parents for leader- of thousands of dollars of his own money ship through the Mobilization for Equity Latino Civil Rights Task Force to submerge seven rival candidates, will (MFE). Mobilization for Equity seeks sys- This organization in Washington, D.C., "buy" the position. temic reform at the national, state, and has, among its activities, the Latino Why should we fear the man? local level. State and local activities are Parent's Leadership Training Program Editors of Seattle's bilingual newspa- spearheaded by sixteen NCAS members P.O.D.E.R.(Padres organizados por el per La Voz, published by the Concilio for groups. Working with the sixteen MFE derecho a la educacion y recursos) to sup- the Spanish Speaking, interviewed Taber partner organizations, NCAS national staff port the development of leadership among and printed excerpts from his responses, helps to support and coordinate local ef- Latino parents. The program supports ef- including these profound pearls: forts to realize the MFE agenda. For fur- fective parent leadership to reduce the Bilingual education...is an ex- ther information regarding local MFE ac- drop-out rate among Latino youth. periment of the welfare state. tivity, please contact the organizations Project PODER It creates a dependency. The listed in the accompanying sidebar. Latino Civil Rights Task Force only people who benefit are 1815 Mill Road, N. W. Second Floor those who work for the state. Other Projects Washington, D.C. 20009 ...we have to recruit foreign- ASPIRA TEL: (202) 332-1053. born teachers; therefore the Reflecting ASPIRA' s commitment to FAX: (202) 483-7460. children end up speaking En- enhance Latino leadership, the Parents for glish with a heavy accent. Educational Excellence (APEX) program This is not a comprehensive list; we Before these programs existed, reaches out to Latino parents who want to welcome information on similar projects. immigrant children picked up be involved in their children's education Children need excellent schools. Bilin- English by the time they fin- but may not be sure where to start. The gual education is necessary for a world- ished their first year of school. main goals of APEX are to train parents to class education. Parents can lead the effort (If elected) I would urge an improve education in their communities for excellent bilingual education and we end to bilingual education in and to help them mobilize other parents to can support them in becoming those lead- favor of total (English) im- join in their efforts. The two basic compo- ers. mersion and ESL where im- nents of the program are a workshop series mersion did not work within and one-on-one technical assistance. Editor's Note:Contributions for the one year. ASPIRA National Office Parental Involvement column should be Hopefully, there are still a few things APEX Program sent directly to the editor, Aurelio that money can't buy. 1444 Eye Street, NW, 8th Floor Montemayor, at: IDRA, 5835 Callaghan Washington, DC 20005 Road, Suite 350, San Antonio, TX 78228. Reprinted from Hispanic Link Weekly Re- TEL: (202) 835-3600 (210) 684-8180; FAX (210) 684-5389. port, Vol 14, No. 30, July 29, 1996. FAX: (202) 835-3613 Email: [email protected]

NABE ©1996 Hispanic. Link News Service, distributed by the Los Angeles Times Syndicate 340

NABE NEWS AUGUST 1, 1996 PAGE 18 MFE Partner Organizations

Advocates for Children of New York (215) 238-6970Fax: (215) 625-9589 E-mail: [email protected] 105 Court Street. 4th Floor E-mail: 71044.1063 @compuserve.com Contact: Roger Rice Brooklyn, NY 11201 Contact: Janet Stotland National Council of La Raza (718) 624-8450Fax: (718) 624-1260 1111 19th Street, N.W., Suite 1000 E-mail: [email protected] Intercultural,Development Research Contact: Sonia Mendez-Castro Association Washington, DC 20036 5835 Callaghan Road, Suite 350 (202) 785-1670 Fax: (202) 785-0851 Arkansas Advocates for Children and San Antonio, TX 782281190 E-mail: [email protected] Families (210) 684-8180Fax: (210) 684-5389 Contact: Karen Hanson 931 Donaghey Building E-mail: [email protected] Little Rock, AR 722W Contact: Aurelio Montemayor North Carolina Education and Law (501) 371-9678Fax: (501) 371-9681 Project E-mail: [email protected] Massachusetts Advocacy Center P.O. Box 27343 Contact: Amy Rossi 100 Boylston Street, 2nd Floor Raleigh, NC 27601 Boston, MA 02116 (919) 856-2151Fax: (919) 856-2120 ASPIRA, Inc. (617) 357-8431Fax: (617) 357-8438 E-mail: [email protected] 1112 16th Street, N.W., Suite 340 E-mail: [email protected] Contact: Greg Malhoit Washington. DC 20036 Contact: John Mudd (202) 835-3600Fax: (202) 223-1253 Parents Union for Public Schools E-mail: [email protected] Mississippi Human Services 311 S. Juniper Street, Suite 602 Contact: Rosie Torres P.O. Box 1684 Philadelphia, PA 19107 Jackson. MS 392051684 (215) 546-1166Fax: (215) 731-1688 California Tomorrow (601) 355-7495Fax: (601) 355-1506 E-mail: [email protected] Fort Mason Center E-mail: [email protected] Contact: Chris Davis Building B Contact: Rims Barber San Francisco. CA 941231380 Student Advocacy Center (415) 441-7631Fax: (415) 441-7635 Multicultural Education, Training & New Center Building 1100 North Main Street, Suite 212 E-mail: [email protected] Advocacy Contact: Laurie Olsen 240-A Elm Street. Suite 22 Ann Arbor, MI 48104 Somerville, MA 02144 (313) 995-0477Fax: (313) 998-0163 Center for Law & Education (617) 628-2226Fax: (617) 628-0322 Contact: Ruth Zweifler 1875 Connecticut Avenue, N.W. Suite 510 Washington, DC 20009 (202) 986-3000Fax: (202) 986-6648 NABE Legislative Policy and E-mail: [email protected] Contact: Paul Weckstein Budget Update Hotline

Coalition for Quality Education For the latest information about national English-Only 1702 Upton Avenue Toledo, OH 43607 legislation, Federal bilingual educational funding/budget (419) 537-9246Fax: (419) 537-9246 negotiations, and other national educational policy matters, E-mail: [email protected] call the NABE Hotline. Contact: Lola Glover Available 24 hours a day, the Hotline provides up-to-the- The Education Law Center/Newark minute information about developments here in 202 Georgia King Village Washington, and offers suggestions as to how you can Suite 13C make a difference in the creation of national policy. Newark, NJ 07107 (201) 915-9265Fax: (201) 435-3662 138, the Contact: Wilbur Haddock Call (202) 898-1829 and dial/ask for extension Legislative Policy section; follow the recorded instructions The Education Law Center/PA to access the Hotline. 801 Arch Street. Suite 610 Philadelphia. PA 19107 341 NABE NEWS AUGUST 1, 1996 PAGE 19 Resources for Bilingual Educators

Achieving Racial Balance: Case Studies of Contemporary School future, where U.S. schools and society will be increasingly popu- Desegregation, by Sondra Astor Stave. This study analyzes how lated by racially and ethnically diverse groups, more so than at any five communities in the northeastern U.S. have addressed the other period in the country's history. Issues addressed are: meet- subject of desegregation. Dayton, OH; Hartford, CT; Rochester, ing the needs of second language learners, assessment of bilingual NY; Trenton, NJ; and Wilmington, DE share the experience of children, family support, the role of parents in responding to issues having increasing poor minority populations surrounded by mostly of linguistic and cultural diversity, preparing teachers for early white affluent suburbs. All five are similar mid-sized urban childhood programs of linguistic and cultural diversity, and future communities which have been involved with school desegrega- challenges of linguistic and cultural diversity in the schools. PB, tion. Historic and demographic issues, legal considerations, po- $25.95 ISBN: 3466-7, or CL, $54.00 ISBN: 3467-5. To order call litical, administrative, and community responsibility are explored (800) 575 -6566, or send order to Teachers College Press, P.O. Box as factors in the achievement of racial balance. Price $49.95 ISBN: 20, Williston, VT 05494-0020. 0-313-29523-9. To order contact Greenwood Publishing Group, Inc. at (800) 225-5800 or write to GPG, 88 Post Road West, P.O. Teaching Science to Language Minority Students: Theory and Box 5007, Westport, CT 06881-5007. Practice, by Judith W. Rosenthal. This book is designed to help instructors understand the challenges faced by language minority Enduring Western Civilization: The Construction of the Con- students and ways in which they can modify classroom instruction cept of Western Civilization and Its "Others," edited by Silvia to provide appropriate assistance. Focusing on the sciences, the Federici. This book seeks to trace the development of the concept following topics are addressed: defining the issues and the chang- of Western Civilization and to examine the reasons for its endur- ing U.S. demographics, theory of second language acquisition, the ance. It also suggests ways in which proponents of "Western cultures in the science classroom, learning styles, issues related to Civilization" can co-opt ideas from opponents. Written from a rhetoric, writing, and reading, and recommendations for provid- multidisciplinary viewpoint, the essays trace the development of ing assistance to students in traditional courses. A series of case the concept of Western Civilization and seek to explore many studies for campuses across the nation is then presented describing standing beliefs primarily those which concern the very exist- content-based ESL programs and bilingual modes of science ence of a "Western tradition." The book will be of interest to instruction. PB, $24.95 ISBN: 1-85359-272-2. Contact Multilin- scholars and activists in the fields of cultural history, anthropol- gual Matters do Taylor & Francis at (800) 821-8312 or send ogy, and the history of ideas, as well as general readers interested orders to 1900 Frost Road, Suite 101, Bristol, PA 19007-1598. in the enduring discussion of the notion of "Western Civilization." CL, $55.00 ISBN: 0-275-95154-5 or PB, $19.95 ISBN: 0 -275- Recommended Books in Spanish for Young Readers Web Site, 95400-5. To order, contact Greenwood Publishing Group, Inc. at The Center for the Study of Books in Spanish for Children and (800) 225-5800 or write to GPG, 88 Post Road West, P.O. Box Adolescents at California State University, San Marcos. This web 5007, Westport, CT 06881-5007. site will provide information about recommended books in Span- ish for children and adolescents published around the world. Language Policies in English Dominant Countries: Six Case Included will be more than 2,000 in print books that deserve to be Studies, by Michael Herriman and Barbara Burnaby. This book read by Spanish-speaking children and adolescents, or those who presents descriptions and analysis of language policy in the United wish to learn Spanish. These books were selected because of their States, Canada, Britain, New Zealand, Australia, and South Af- quality of art and writing, presentation of material, and appeal to rica, in which English is the dominant language in terms of social the intended audience. To provide equal access to the Spanish - and political influence. Language policy in modern states is speaking world, bibliographic information, grade level, subject complex, mostly contestable, and involves various issues and headings, and a brief description of each book will be available in solutions at many levels of government and in many regions. The both English and Spanish. Monthly updates will be provided. point of the book is to learn other ways of handling issues, and to http://www.csusm.edu/campus_centers/csb or contact Dr. Isabel enable interested parties to find out if their issues have parallels Schon at (619) 750-4070 ore -mail to [email protected]. elsewhere. PB, $24.95 ISBN: 1-85359-346-X, or CL $79.00 ISBN: 1-85359-347-8. To order call (800) 821-8312 or send All resources are listed solely for the information of the NABE orders to Multilingual Matters c/o Taylor and Francis, 1900 Frost membership. Listing does not imply endorsement of the resource Road, Suite 101, Bristol, PA 19007-1598. by The National Association for Bilingual Education. For more information about any listed resource, contact the publisher Meeting the Challenge of Linguistic and Cultural Diversity in directly. Early Childhood Education: Yearbook in Early Childhood Edu-

cation, Vol. 6, edited by Eugene E, Garcia, Barry McLaughlin, NABE Bernard Spodek, and Olivia N. Saracho. This book focuses on the 342 4, NABE NEWS AUGUST 1, 1996 PAGE 20 Technology and Language MinorityStudents Column Editor: Dr. Dennis Sayers, University of CaliforniaEducational Research Center

Literacy Is Technology

the established social order if placed in the inventions: by Dr. Dennis Sayers wrong hands, or in the hands of too many. Cuneiform: The invention of the earli- In large part, the teaching of literacy has est form of writing from Mesopotamia, Column Editor's Note: This month's col- unfolded according to Plato's scenario. accomplished by pressing specially de- umn is drawn in large part from discus- Throughout the centuries during which signed sticks into wet clay, could be viewed sions of literacy which appear in Brave the technologies associated with reading, as the earliest "word processor" since er- New Schools: Challenging Cultural Illit- writing, and communication have evolved rors could be corrected by pressing the eracy through Global Learning Networks continuously, access to the power of lit- clay flat before it dried. (1995, New York: St. Martin's Press), eracy has been regulated by a series of Papyrus: The invention of a cheap, which I co-authored with Jim Cummins of ever-present gatekeepers. These gatekeep- replenishible writing surface in Egypt in- the Ontario Institute for Studies in Educa- ers have ranged from scribes under the creased the ease with which the written tion. strict control of religious and political word could be produced beyond clay tab- leaders to the enforcers of the pre-Civil lets, wall painting, and stone engraving. tvery new technology has its detrac- War laws in the United States that in many Moveable Type Printing Presses: The ors. Here are the words of one: states made teaching a slave to read and invention of the printing press in 10th `Those who acquire it will cease to write a crime punishable by imprisonment century A.D. Korea (pre-dating Gutenburg E by 500 years) would release the written exercise their memory and become forget- or death. ful; they will rely on [it] to bring things to In this article, I consider two historical word from the realm of scribes diligently their remembrance by external signs, in- themes: first, the ways in which the tech- copying sacred and official texts, and ef- stead of on their own internal resources." nologies associated with writing and com- fectively set the stage for all institutions of The author went on to roundly criticize munication have evolved and expanded higher education, first in Asia and later in this particular new-fangled invention be- the readership for the written word through- Europe. cause he felt it had been designed to re- out history; and, second, how the ap- The Telegraph, the Linotype, and the place a human response with a manufac- proaches to teaching writing have histori- Telephone: These three inventions at the tured artifact. Even worse, this technical cally lagged far behind each society's of- height of the Industrial Revolution in Eu- innovation threatened to cheapen all ficially stated goals for literacy learning rope and North America made possible knowledge by further democratizing ac- as well as the current technologies of writ- the publication of the first mass-media cess to knowledge, a dangerous trend in ing available in the wider society. Finally, newspapers with a wide readership. his view. I outline ways in which our teaching of World-Wide Satellite Communications These are not the objections raised by literacy can close the gap between official Systems and the Microcomputer: These some educators when pocket calculators policy, classroom practice, and our mod- newest technologies have simultaneously were first introduced in the schools; nor ern technologies of the word. increased readership while making pos- were they the railings of scribes hundreds sible international editions of daily news- of years ago when the printing press ren- The Technology of Writing papers within hours of late-breaking de- dered obsolete the tedious recopying of Through the Ages velopments. manuscripts by hand. In fact, these words In the broad scope of the evolution of The point is simple: reading and writ- were penned by Plato at the dawn of the the human race, the written word is very ing can never be divorced from the tech- invention of writing, just as ancient Greece much a "Jane-" and a "Johnny-Come- nologies that affect its production and was marking the transition from a society Lately." If a generation is roughly defined dessimination. Nor, as we shall see, should dominated by the transmission of culture as between fifteen and twenty years, then the teaching of literacy be isolated from through oral traditions to one in which the human beings have had only 250 to 300 the technologies of the word. cultural lessons were passed from genera- chances to pass the skills and products of tion to generation through the written word. writing from one generation to the next. The History of the The epic legends sung by travelling bards Moreover, we have come to-take for granted Teaching of Literacy and troubadors were being challenged by indeed, not even to notice the close In order to understand the history of the Homer's Odyssey, and Plato found this a association of technology with the written teaching of reading and writing, we first worrisome development. word from its very inception. must consider what may seem to be an Plato clearly saw that literacy was a tool Consider, for example, this highly mul- entirely different subject: the intimate re- for critical thinking that posed dangers to ticultural and selective survey of writing CONTINUED ON PAGE22 34S NABE NEWS AUGUST 1, 1996 PAGE 21 TECHNOLOGY FROM PAGE 21 lationship of mastery over oral traditions memorization of new oral traditions as the Editor's Note:Contributions to the to the successful acquisition of the foun- principal basis for literacy acquisition. Technology and Language Minority dations of literacy. We shall see that the Based throughout history on rote memori- Students column should be sent to Dr. oral transmission process used by every zation, results of literacy instruction have Dennis Sayers, University of California ancient culture to pass its traditions from shown only moderate success, at best. Educational Research Center, 351 E. one generation to the next have also in- Barstow Avenue, #101, Fresno, CA 93710. volved technologies of the spoken word. Closing the Gaps (209) 228-2050; FAX (209) 288-2055. And that, in spite of the revolutionary in Literacy Instruction E-mail: DSAYERS @panix.com. technologies of the written word which What has been missing from these his- NABE have evolved through the ages, educators torical approaches to literacy instruction? have traditionally relied on oral traditions First, while the rehearsal of memorized as the most direct, powerful, and effective texts can provide an effective introduction CONGRESS FROM PAGE 7 route to acquiring power with literacy. to the world of literacy, it is no substitute Before there was writing and reading, for access to the power of the written word public schools, but would charge their cultures had passed their values from gen- for the expression of deeply felt personal parents tuition. The proposal was quickly eration to generation through communal and cultural identity, and for the kind of rejected by NABE and other advocacy participation in highly artificed and struc- genuine sharing of meaning with real organizations, and was followed by Presi- tured performances. These performances people that can bridge vast distances of dent Clinton's long awaited declaration of which in some cultures lasted days on difference and culture. Second, literacy his intent to veto the immigration legisla- end could only be recounted, and later instruction is irreparably handicapped if tion if it includes a Gallegly-like provi- recalled, through the extensive use of vari- the teaching of reading and writing is sion. ous story-telling devices, in themselves restricted to outmoded technologies of lit- "technologies": repetition, rhyme, paral- eracy and communication. Simply put: if Presidential Veto lelisms, song, plot, character, and so on. we want children to achieve the highest In an August 2nd letter to Speaker Newt The stories of yesteryear remained in the levels of proficiency with literacy, then Gingrich (R-GA), the President states that mind just as printed books would be cata- students need to write and read the words "there is a right way and a wrong way to logued in librairies centuries later. In a which express their own worlds and iden- fight illegal immigration." He then goes very real sense, the technological devices tities; and they need to do so through the on to say that he opposes both the lan- of oral transmission made just as durable a use the most modern technologies of the guage in the bill and the compromise ef- copy of a valued cultural artifact in the word available to them. forts that have been produced because memories of each listener as the mechani- For this reason, Internet-based global they "would result in kicking children out cal cogs and wheels of latter-day printing learning networks which link students and of schools and onto the streets...the street press would produce copies of the written teachers across cultural, political and lin- is no place to learn...children should be in word to be read and shared across the guistic boundaries offer special promise school...this proposal is an unacceptable boundaries of space and time. for achieving the intercultural literacy, and ineffective way to fight illegal Indeed, throughout the ages, whatever mediated by the most modern technolo- immigration...if the immigration bill con- the official literacy goal of the wider soci- gies of the word, which has eluded educa- tains this provision, I will veto it." ety, no more powerful entrance to the tors throughout history. world of literacy has yet been found than Issues of culture, education, and tech- What Next that provided through the portals of re- nology merge at the crossroads of the Congress is scheduled to return on Sep- ceived oral tradition, whether myth, leg- twenty-first century. Do we plan for the tember 4th. The issue of immigration re- end, or story-telling. Around the world, common good by enabling all students to form will likely be at the top of its agenda. literacy has principally been taught and learn literacy skills so as to navigate dif- NABE members are urged to continue to acquired through "reading along" with ference, develop intellectually and aca- contact their Senators and Representatives, previously memorized religious scripts and demically, and gain expertise in employ- and to keep the pressure on the White sacred texts. In secular societies, hornbooks ing technology for enhancing democratic House to reject the Gallegly amendment and readers relying on oral tradition-based participation, or do we curtail the develop- or any "compromise" that threatens the proverbs and legends would replace reli- ment of these social, intellectual, and tech- access of children to an education. gious texts, but the principle of most lit- nological skills, as Plato suggested, in eracy learning remained largely the same: order to restrict potential challenges to the Jaime A. Zapata is NABE's Associate Di- listeners studiously following along as current distribution of powerand resources rector for Legislation and Public Affairs. already familiar words were read aloud. in our society? He can be reached at (202) 898-1829, Even today, the supposedly modern extension106,or by emailat: "shared reading" of literature-based whole If you want truly to understand something, [email protected] language approaches to the teaching of try to change it. a NABE reading and writing has re-introduced the Kurt Lewin 344

NABE NEWS AUGUST 1, 1996 PAGE 22 Administration of Bilingual Education Programs Column Editor: Dr. Jaime A. Castellano, Palmetto Elementary School, West Palm Beach, FL

Paving the Road to Written Language Acquisition Via Tactile, Visual, and Cooperative Learning

language acquisition roadway for the multicultural student. But by Laura Schraeder how? Like many middle level language arts instructors faced with this Column Editor's Note: Meeting the needs of diverse learners in dilemma, I sought a way of making the intangibility of language classrooms which include a range of academic, linguistic, and tangible for my limited English proficient students within a cognitive ability is no easy task. TeaChers are held more account- mainstream classroom environment. By creating a manipulative able now than ever before in ensuring that all students meet local, hands-on language unit using word blocks color coded according state, and national outcomes/standards. to the parts of speech, not only was language acquisition better The needs of the gifted child must be met. The needs of the facilitated, but written language usage was also more comprehen- learning-disabled and emotionally-disturbed must be met. The sible. Moreover, by using cooperative learning as the main means needs of the limited English proficient student must be met all of instruction, my limited English proficient students, as well as by the same teacher in some form of inclusive education program. my mainstream students, had control over their learning. Al- Finally, let's not forget to mention the "average" mainstream child though I designed a series of sentence patterns to build ranging who makes up the majority of the classroom. from the simplest sentence containing a subject and verb to a more This scenario is becoming more the norm than the exception. As complicated complex sentence containing a noun clause, the a result, it is imperative that teachers collaborate with one another students chose the words necessary to construct them from pro- as much as possible. Teachers need to share successful teaching vided sets of words. For instance, if the sentence pattern required techniques. the use of one or more prepositional phrases, it was the students' This is the motivation that Ms. Laura Schraeder used in formu- choice as to how to construct the phrase to use and where to use it. lating a set of strategies to use with her diverse learners in a junior Therefore, the students exercised control of their sentence pattern high school language arts class. The following is what she shared creations; I only provided the model. They, as a cooperative group, at the Illinois Bilingual/ESL State Conference this past year. needed to decide what words to use to follow the pattern. More- over, by manipulating the word blocks, the students were free to Ttends in education over the last three decades have created make errors, discover them, and correct them. quite a stir as the twenty-first century approaches. Affec- Such freedom is necessary to achieve written language usage as ive education rather than rote memorization is the latest acquisition occurs. Just as a child falls while learning to walk, so driver of a new vehicle propelled by multi-intelligence learning does the culturally-diverse student make "errors" while acquiring experiences, fueled by collaborative and cooperative groups, and written language. The crime is not in the stumble but rather in the having an option package containing the overwhelming realiza- lack of freedom to first make it and then to nonjudge-mentally tion that gender equity is a relevant issue. In addition to incorpo- recover from it. Frequently, we as teachers attempt to prevent rating and implementing these recent educational surges, today's mistakes by not allowing our students to make them; thus hoping educational arena boasts of numerous multicultural academic to hasten language acquisition. However, in so doing, the linguis- Olympians vying for the number one prize: an equal opportunity tically and culturally-diverse student loses more than he or she to learn. gains. By making errors in a non-threatening cooperative group In terms of second language acquisition, this scenario leads to experience, these students build self-confidence leading to further an all important fundamental question. Which instructional tech- self-directed experimentation. niques are most effective with limited English proficient students? Consequently, as I observed my students struggle to duplicate In an effort to address the needs of these students, teachers need to various sentence patterns, I noticed several important changes. learn more effective and sympathetic ways of incorporating cul- First, the students used the word blocks to help them visualize the turally-diverse students into the mainstream other than the "sink patterns. This then led to further their understanding of syntax and or swim" method of yesteryear (Baker, 1995). the relationship between different words when used in different One way of accomplishing this is to identify how the culturally- ways -:For instance, students frequently discovered that aword diverse student learns. Although learning modalities vary some- such as "rake" could be either a noun or a verb depending on its use what from one culture to the other, studies show that the majority in a particular sentence. Thus even though "rake" was initially of these students, as well as their mainstream counterparts, retain colored red for a verb, the students needed to change it to brown the most by doing, visualizing, and cooperating. Hence, tactile, when using it as a noun and transcribe it accordingly from the visual, and cooperative instructional approaches can help pave the CONTINUED ON PAGE24 345 NABE NEWS AUGUST 1, 1996 PAGE 23 ) ADMINISTRATION FROM PAGE 23

blocks to their papers. In so doing, the tive group structure reinforced the "all for Our linguistically and culturally-diverse students demonstrated their understand- one, one for all" concept where learning students need not be treated differently ing of how English works: one word can and achievement are equally shared and from those in our mainstream classrooms. have different meanings depending on its enjoyed. Consequently competition among From my observations, using a combina- use. For the limited English proficient my students came to a screeching halt as tion of tactile, visual, and cooperative learn- students, grasping this concept is extremely they jointly continued on their written ing resulted in long-term written language difficult since this situation is rare in most linguistic journey. acquisition for all my students. The key to languages. Therefore, the combination of It is important to remember that during their success did not lie in an overbearing, both tactile and visual learning allows language acquisition, students possess an control-hungry teacher, but rather one who them the opportunity to touch and see affective filter regulating comprehensible gladly sat back casually taking in the sights words and their relationship to one an- input. According to Stephen Krashen, as her students steered their way to lin- other. "negative influences such as anxiety, lack guistic understanding. Once again, lin- Once the students felt at ease with their of self-confidence, and inadequate moti- guistically and culturally-diverse students own comprehension of syntax, varying vation to speak or in this case write the are our students; and although they need sentence patterns readily occurred. It is second language retard acquisition" additional support while acquiring second not unusual for a limited English profi- (Crawford, 1993). Therefore, the success language writing skills, empowering them cient student to begin each sentence with a my students experienced through tactile to take charge of their learning through subject and end it with a direct object and visual learning within the realm of a collaboration increases and accelerates because at the beginning stage of writing positive cooperative environment served their overall achievement by fostering he or she knows that this pattern is fool- to lower their affective filters thus increas- maximum self-confidence. Thus by pro- proof. Yet when my students became fa- ing their absorption. viding an eclectic approach to written lan- miliar with duplicating and creating a va- I began to see this unfold as they slowly guage, written language acquisition oc- riety of sentence structures on their own, applied their new found knowledge of curs more readily. they realized what their writing was miss- sentence structure and syntax to their writ- ing. Comfortably sitting in the driver's ing. Paragraphs once full of simple sen- References seat, they began to skillfully weave in and tences began to contain compound and Baker, Colin (1995). Foundations of out of simple, compound, and complex complex ones as well. Consider the fol- Bilingual Education and Bilingual- sentences while racing on the expressway lowing writing samples written by the ism. Philadelphia: Multilingual of written language. With their sights in same student: Matters Ltd. focus, my students' confidence level in We stayed in my uncle's house Cohen, Myrna, D., & Tellez, Kip. (1994). arranging and rearranging new methods for almost a month or two. My "Implementing Cooperative Learn- of written self expression never took a mom bought a house in Glen- ing for Language Minority S tu- wrong exit back to an earlier one lane road. dale Heights. My uncle helped dents." Bilingual Research Journal, No, clearly, they headed in the right direc- my mom find a job. 18, 1-19. tion using their recently acquired knowl- Another good thing in a friend Crawford, James. (1993). Bilingual Edu- edge of word relationships and syntax to is sharing. If you forget a book cation: History, Politics, Theory, guide them safely on the yet to be driven at school, he will let you bor- and Practice. Los Angeles: Bilin- turnpikes of written language. row his book. Your friend will gual Educational Services, Inc. In addition to my students' heightened share things with you, and you Garcia, Ricardo, L. (1976). Learning in comprehension and facilitated use of sen- will let him borrow your Two Languages. Bloomington: Phi tence patterns, their self-esteem rose. Fre- things. Delta Kappa Educational Founda- quently as students strive for second lan- Although the paragraphs are from dif- tion. guage acquisition, they inadvertently hit a ferent essays, clearly they illustrate a dif- Krashen, Stephen. (1996). "An Over- low self-esteem pothole resulting in poor ference in sentence variety. The first con- view of Bilingual Education." Bi- academic achievement (Garcia, 1976). tains all simple sentences beginning with lingual Basics, Winter/Spring 1996, However when using cooperative learn- a subject; while the second shows an ef- pp. 1-5. ing as the main mode of instruction during fective use of all three sentence structures. Richard-Amato, Patricia. (1988). Mak- the hands on unit, I noticed that the lack of Therefore, not only did the hands-on ex- ing It Happen. New York: Longman. self-esteem ceased; for, the students formed perience provide a means of manipulating a team void of cultural barriers and stereo- and visualizing language; but by coupling Editor's Note: Contributions to the types. Therefore, everyone's priority be- it with cooperative leartritig, implementa- Administration of Bilingual Education came manipulating the word blocks to tion, a sign of definite long term carry Programs column should be sent to the correctly demonstrate knowledge and un- over, also resulted. column editor, Dr. Jaime A. Castellano, at derstanding of written expression opposed Is there any one instructional technique Palmetto Elementary School, 835 Palmetto to focusing on former innuendo's of each best suited for today's linguistically and Street, West Palm Beach, FL 33405. (407) other's language inability. The coopera- culturally-diverse student? Probably not. 533-6372.

NABE

41MI111(.. NABE NEWS AUGUST 1, 1996 PAGE 24 NABE NEWS Book Reviews Column Editor: Dr. Antonio Simiies, Fairfield University, CT

Mathtales and Cuentos

changes the meaning. Second, the disc has falls below the mark. The characters are Reviewed by Eduardo Carballo a very limited number of activities. There- presented stereotypically with the father fore, there is limited use beyond the Kin- bear being the biggest and strongest, and Mathtales and Cuentos. (1995) Mimosa dergarten level. mama bear doing the cooking. The Span- Publications, Gina Publishing Canada, ish of the text is hard to understand due to Inc., 3771 Victoria Park Avenue, The Frolicking Frogs: This CD-ROM the quality of the writing. Scarborough, ON M IW2P9 program, like the Buzzing Bees, comes professionally packaged. The level is sec- Beginnings Set: There are four story Before getting into the actual review ond grade. It is not easy to use and both books in this series:/ Think I'll go Flying, of the specific books, I would like teachers and students will have difficulty Buster Balloon, The Puppet's Party, and to share some information with the navigating it. One cannot tell who the Pretty Patterns. These books are at the readers. Because the targeted grade level mother frog is. There are supposed to be Kindergarten level. All of the stories are of the materials reviewed is K-2, I wanted nine frogs on the river bank, but only eight very good, the illustrations are wonderful to get reactions from teachers and students are visible. The accompanying big book and the children liked them very much. working at this level. I would like to ac- story is not very appealing and the story Besides having a high interest for them, knowledge the assistance given to me by makes little sense in either language. The the vocabulary was very appropriate for Maria Pilar Fabey and Jane Ann Kay of the text is artificial and may be a result of the both native English-speaking Kindergar- Demonstration School and their students. author's attempt to integrate literature and ten children and the second language learn- This is a trilingual school for English, subject matter. The math activities are ers. The stories are appropriate for lan- Spanish and Khmer, grades K-4, and a appropriate and usable, if you can get guage arts, as well as math activities. They partnership between the University of students to learn how to use the program. lend themselves well to integrated cur- Massachusetts - Lowell College of Educa- The singing and musical tunes are not your riculum units. The teacher's notes had tion and the Lowell Public Schools. typical upbeat rhythm and children will many useful suggestions, and many ac- neither get too excited nor want to sing tivities could be used on follow up work. Buzzing Bees: This is a CD-ROM pro- along. One wonders if these are profes- In the story Buster Balloon the children gram that comes with a companion book sional singers. noticed that the taped voice said the rat and math flash cards. It comes profession- was pink it was red in the storybook. ally packaged on a plastic fold out portfo- El concurso de saltos, Laberintos lio with handles so it is easy to carry. The distintos, Cinco minutos Inds and El Operations Set: This set consists of targeted grade level is Kindergarten, but it desayuno de los osos. These four books four Kindergarten big books: Ten Tiny is also useful with some first graders. The can be used with first and second grade Ants, Buzzing Bees, The Squirrel Store, animations and colors are wonderful and students, although they were developed and Frowning Clowns. Both the children eye catching, along with sounds of bees for the second grade. The writing and and the teachers liked this set the best. The buzzing. It took a Kindergarten teacher story lines are average and not particularly stories, illustrations and the use of lan- less than five minutes to get a small group impressive to teachers or students. In fact guage are excellent. There are many con- of students to use it individually. A bilin- some found them a little bit goofy. The cepts for learning about numbers with gual student (English/Spanish), English- series could be effective if used to supple- opportunities for developing and extend- dominant, used the CD-ROM for about ment present classroom math activities. ing additional concepts. Besides coaching ten minutes with good attention and inter- The "Gufa para los cuentos de concepto" children's interest and keeping it, they are est. When asked by the teacher if he wanted has many great ideas. They were easy to great opportunities for integrative science, to continue he said "yes." He did a lot of present and produce for the students. With math and language arts. Limited English laughing and counting in Spanish. improved literature, it could be an excel- proficient students enjoyed and understood There are two areas that I believe could lent series. them completely. They had no problem have been handled differently. First, it is The best liked book out of the four was relating the number stories to the pictures. important that materials use the best lan- Laberintos distintos. This -book was ap- These materials promote comprehensible guage models possible. The male voice pealing to the children because it appeared input and are very appropriate for class- speaking English had a very different ac- to enhance their visual capabilities and rooms using a natural approach and or cent, especially with words ending in `r'. provided some excellent activities. integrated language experience approach The Spanish-speaker pronounced the word From a multicultural perspective the method for second language acquisition. "tres" incorrectly, saying "res" which Spanish book El desayuno de los osos CONTINUED ON PAGE 26 347 NABE NEWS AUGUST 1, 1996 PAGE 25 .> AMERICAN INDIAN FROM PAGE 10

Conclusion Note: This is an expanded version of an essay done for a discussion It is a mistake to overly idealize traditional Indian life. While document for the 1996 Arizona Town Hall to be held on the theme they usually treated their own tribal members well, they often had of "Community Participation, Arizona's Future: Redefining Citi- no such consideration for members of other tribes. One of the zenship." Part I of this essay appeared in the June 15, 1996 issue major achievements of this country was to link together thirteen of NABE News. disparate colonies into a larger union that respected the rights of its many white citizens, including their cultural and linguistic Editor's Note: Contributions to the American Indian Bilingual rights. Some note, as Benjamin Franklin did, that this idea for the Education column should be sent to Jon Reyhner, Center for union of states was not unique; it was foreshadowed by the League Excellence in Education, Northern Arizona University, P.O. Box of the Iroquois. 5774,Flagstaff,AZ 86001-5774,orE-mailto: Progress has been made by enlarging our sense of who is a [email protected], (520) 523-0580, fax: (520) member of our tribe, who are our bothers and sisters, and who are 523-1929. worthy of our respect and good faith. The questions all Americans NABE need to think about are: Should language any more than religion, race, or geographical boundaries determine who we include as BOOK REVIEW: CUENTOS FROM PAGE 25 members of our tribe? Ultimately, for our survival, should we not seek to work Beginnings II: This series comes with tapes that accompany on a sense of world citizenship based on tolerance of the stories: Ten Dancing Dragons, Wayne's New Shape, The linguistic, cultural, religious, and racial differences? Racing Horses and The Brassy Bird Band. The children appeared Can we have either regional or world peace if we cannot to enjoy the stories and they followed along with tapes. The visual overcome the ethnocentrism that makes one culture claim representations are good and the illustrations are of good quality. superiority for its language and folkways and dominance The follow-up activities are also good quality although not as good over another? as the Beginnings Set. Few will argue that we do not need to perpetuate family and There are a couple of areas that could have been handled community values and a tolerance of diversity in Arizona, the differently. First, an audio signal to alert non-readers when to turn United States, and the World. The question is how we accomplish the page could have improved the series. Second, the language and this tolerance. music on the tapes were much to fast-paced for second language The English language has done extremely well in the free learners, and only the most advanced students were able to keep market place, and does not seem to need any legal help. The up. A slower pace would have also improved the series. renewal of traditional American Indian cultures in and out of school is re-establishing a sense of community and fighting the Overall, the most effective sets and stories for the math bilin- materialistic, hedonistic, and individualistic forces of modern gual classrooms are Operation Set, Beginnings Set, Buzzing Bees America. More and more American Indians, Mexican Ameri- CD-ROM and Laberintos distintos. The least effective ones are cans, and other Americans see restoring strong traditional Beginnings II, El concurso de saltos, Cinco minutos Inas, El families and communities as their most important goal. The desayuno de los osos, and the Frolicking Frogs CD-ROM. final question I ask all Americans to think about is: Should we place linguistic, cultural, religious, or other barriers in the way Mr. Carballo works at the University of Massachusetts - Lowell.

of these efforts, and in the process, I argue, create subjects NABE rather than citizens?

References Bowers, C. A. (1995). Educating for an Ecologically Sustain- Book Review Submission Guidelines able Culture: Re-thinking Moral Education, Creativity, Intelligence, and Other Modern Orthodoxies. Albany, NY: Reviews for publication in the Book Review column SUNY Press. and sample materials from publishers should be Deyhle, Donna. (1992). "Constructing Failure and Maintain- sent to the attention of Dr. Beti Leone, Book Review ing Cultural Identity: Navajo and Ute School Leavers." column editor, at NABE. 1220 L Street, NW, #605, Journal of American Indian Education, 31(2), 24-47. Washington, DC, 20005. Linderman, Frank. (1972). PrettyShield: Medicine Woman of .Reviews may also be sent via e-mail to the Crow. Lincoln: University of Nebraska. (First pub- [email protected]. lished as Red Mother in 1932). Packages should be clearly marked BOOK REVIEW Pettitt, G. A. (1946). Primitive Education in North America. MATERIAL; two complete sets of materials must be Berkeley: University of California Publications in Ameri- submitted. can Archaeology and Ethnology.

NABE NEWS AUGUST 1, 1996 PAGE 26 NATIONAL_ ASSOCIATION FOR BILINGUALEDUCATION MEMBERSHIP APPLICATION

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