Lum, John Asian Bilingual Education Teacher Handbook. Evaluation, Dissemination and Assessment Cente
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DOCUMENT RESUME ED 258 466 FL 015 094 AUTHOR Young, John; Lum, John TITLE Asian Bilingual Education Teacher Handbook. INSTITUTION Evaluation, Dissemination and Assessment Center for Bilingual Education, Cambridge, MA.; Seton Hall Univ., South Orange, N.J., SPANS NCY Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. REPORT NO ISBN-0-89857-089-1 PUB DATE Aug 82 NOTE 235p.; Handbook was developed by the Asian Bilingual Curriculum Center, Seton Hall University. Document contains some pages with light type. AVAILABIn FROMEvaluation, Dissemination and Assessment Center, Lesley College, 49 Washington Ave., Cambridge, MA 021140. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MFO1 /PCIO Plus Postage. DESCRIPTORS *Asian Americans; *Bilingual Education; Certification; Classroom Techniques; Cognitive Style; Cross Cultural Studies; Cultural Pluralism; Curriculum Development; Elementary Secondary Education; Higher Education; *Immigrants; Instructional Materials; Literacy; Multicultural Education; Program Design; Social Studies; *Student Characteristics; *Teacher Qualifications; Teaching Guides; Teaching Methods ABSTRACT A guide to bilingual education for Asians contains chapters on bilingual and multicultural education characteristics; the learner; Asian and Asian American learners; bilingual program designs, methodology, and classroom activities; instructional materials and resources for Asian bilingual education programs; and teacher competencies, staff development, and certification. Appendixes, which makc, up 75% of the document include materials on: compiling Asian bilingual curriculum development materials; the question of literacy and its application in Chinese bilingual education; a taxonomy of bilingualism-biculturalism; a Philippine experiment in multicultural social studies; an example of a multicultural alternative curriculum; bridging the Asian language and culture gap; students from Korea; an Asian-American profile; learning styles of Chinese children; the early history of Asians in America; Korean-Americans; Asians as Americans; the Japanese American in the Los Angeles community; Koreans in America, 1903 -1945; organized gangs taking refuge in the United States; cultural marginality and multiculturalism as they relate to bilingual-bicultural education; problems in current bilingual-bicultural education; new approaches to bilingual-bicultural education; an outline for a guided study course; a list of competencies for university programs that train personnel for bilingual education programs; inservice bilingual teacher training; state bilingual teacher certification requirements; and behavioral outcomes for bilingual program students. (MSE) U.S. DEPARTMENT ens EDUCalION NATIONAL. INSTITUTE OF EDUCATIO REPRODUCE THIS EDUCATIONAL RESOURCESINFORMATINON "PERMISSION TO GRANTED RY BEEN CENiER tERICI MATERIAL HAS the document hasbeen reproduced as, meowmeowed ham U,. person or orsanrzatron CO C origetatinv Minor cherigee have been made to improve C6mbi- reproduction guild?. Poen ts of VI.* or opeifons eared in the deer RESOURCES mere do not necestarity represent official NJE TO THEEDUCATIONAL CENTER (ERIC)." position or polio.. Lu INFORMATION Mho John Young John Lunn Evaluation, Dissemination and Assessment Center for Bilingual Education Cambridge, Massachusetts 4 2 Published by Evaluation, Dissemination and Assess- ment Center, ESEA Title VII, Lesley College, 49 Washington Avenue, Cambridge, Massachusetts 02140. Developed by Asian Bilingual Curriculum Develop- ment Center, ESEA Title VII, Seton Hall University, 162 South Orange Avenue, South Orange, New Jersey 07079. international Standard Book Number 0.89857-089-1 Published August 1982 Printed in the United States of America The activity which is the subject of this publicationwas supported in whole or in part by the United States Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the United States Department of Education, and no official endorsement by the United States Department of Education should be inferred. The Evaluation, Dissemination and Assessment Center isa special ESEA Title VII project funded by the United StatesDepartment of Education through Lesley College and the Fail River PublicSchool System. This publication was developed and printed with fundsprovided by Title v11 of the Elementary and Secondary Education Actof 1965,1. a rnsruied. 3 Table of Contents Introduction Chapter I Bilingual Education Characteristics Chapter 2 Multicultural Education Characteristics 7 Chapter 3 The Learner I Chapter 4 The Asian and the Asian- American Learner 17 Chapter 5 `Bilingual Program Designs, Methodology and Classroom Activities 27 Chapter 6 Instructional Materials for Asian Bilingual Education Programs 41 Chapter 7 Resources for Asian Bilingual Education Programs 51 Chapter 8 Teacher Competencies, Staff Development and Certification 53 Conclusions 55 Appendix I Essential Considerations In Compiling Asian Bilingual Curriculum Development Materials -- John Young 59 Appendix 2 On the Question of Literacy in Fishman and Lovas' Bilingual Education in Sociolinguistic Perspective and Its Application in Chinese Bilingual Education John Young 73 Appendix 3 Will the Real Bilingual-Bicultural Please Stand Up? A Non-taxing Taxonomy John B. Lum 8 I Appendix 4 MACROS/5: Philippine Experiment in Multi-cultural Social Studies Eric S. Casino 85 Appendix S A Multi-Cultural Alternative Curriculum Wayne E Rosenoff 89 Appendix 6 Bridging the Asian Language and Culture Gap Office of Education Grant No. OEG-71-4409 97 Appendix 7 Students From Korea Kisung Lee 105 I Appendix 8 115 Asian-American Profile Francis Nakano Appendix 9 121 Learning Styles of Chinese Children H. T. Wu Appendix 10 129 A Chronology of the Eany History ofAsians in America Kiyo Fukumc to Appendix II 135 The Korean-Americans John Han and Committee Appendix 12 George and lkuko Kiriyania 139 Asians.. .Americans, Too Appendix 13 143 The Japanese American in the Los AngelesCommunity Alan Kumamoto Appendix 14 149 Koreans In America 1903-1945 Linda Shin Appendix IS 157 Organized Gangs Md.f Take Refuge in theU.S. Gilbert Woo Appendix 16 Marginality and Multiculturalism: AnotherLook at Bilingual/F.ultural Education 159 John Curl., Appendix 17 165 Pluralism and Potpourri: Asian Ain'ts John Lum Appendix 18 173 New Approaches To Bilingual, BiculturalEducation Appendix 19 183 A Guided Study Course Rolando Santos Appendix 20 Competencies for University Programs inBilingual Education 193 Robert (Kelly) Acosta and GeorgeBlanco Appendix 21 Recommendations for the Implementation ofthe Guidelines , .4- the Preparation and Certification of Teachers of BilingualBicultural Education through Inservice- 219 training Center for Applied Linguistics Appendix 22 State Certification Requirements forTeachers for Bilingual Education Programs 223 June 1976 Dorothy Waggoner Appendix 23 Behavioral Outcomes for Chliarel;Enrolled in Bilingual Bicultural Educational 245 Programs Rolando Santos 5 Introduction This handbook, drafted mainly by John Lum, is intendedto help teachers who work with students in East Asian bilingualprograms and trainers of bilingual teachers. Since no one book or source presently exists for this purpose, this handbook willtry to fill this gap in as efficient and as comprehensivea manner as possible. The general format will be to discuss briefly a wide variety of subtopics that makeup, hopefully, major elements in East Asian bilingual education. While there will. besome syllabi included as samples of what can be carried on in East Asian bilingual classroomsituations, the handbook is not intended to be solely a syllabus or a collection of them, becauseto be a syllabus Only would run the risk of approaching the East Asian bilingualclassroom situationin narrow or unidimensional ways. This situation wouldrun counter to the concept of flexibility in bilingual education. Rather than risk this, then, and findingit impractical to develop a whole series of syllabi tocover all kinds of classroom and teacher training situations, this handbook will aim at flexibility and,at the same time, give enough ideas upon which East Asian bilingual classes may be approached. Some discussions have been developed by the Institute of FarEastern Studies, the ESEA Title VII Bilingual Teacher Training Program,the Evaluation Assessment, and nissemination Center, and the Asian Bilingual CurriculumDevelopment Center, others by various authors. And, at this point,it would be appropriate to express grateful acknowledgement to John Lum, who has been the majorcontributor to this handbook, and to the many publishers and authors who have agreedto let us include their selections in this handbook. All selections not compiled by the Center,the Institute and the Program, have been authorized for reprinting,even those articles that are published by various governmental agencies, and which, therefore,are under public domain and open for reprinting. Some of these selectionswere included in this volume. Many others have been included in the subsequent volumes. Each reprinteJ selection is fully referencedas to source in the bibliography section at the end of each chapteror is appended at the end of this volume. Additionally, the bibliography sections will also contain other refereri..es,sources, and resources where the readers may explore certain topics inmore depth. Arbitrarily, "sources" will be taken to mean :hose books and other products thatcan provide the