ED 086 409 DOCUMENT RESUME RC 007 559 TITLE Annual International Multilingual, Multicultural Conference: Proceedings (1St, San D

DOCUMENT RESUME

ED 086 409 56 RC 007 559

TITLE Annual International Multilingual, Multicultural Conference: Proceedings (1st, San DieaO, California, April 1-5, 1973). INSTITUTION Education Service Center Region 13, Austin, Tex. SPONS AGENCY Burcau of Elementary and Secondary Education (DHEW/OE), Washington, D.C. Div. of Bilingual Education.; California State Dept. of Education, Sacramento. Bilingual/Bicultural Task Force. PUB DATE 5 Apr 73 NOTE 65p. AVAILABLE FROMDissemination Center for Bilingual Bicultural Education, 6504 Tracor Lane, Austin, Texas 78721 ($2.00)

EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Abstracts; American Indians; Anglo Americans; *Biculturalism; *Bilingual Education; Chinese Americans; *Conference Reports; Cultural Differences; Cultural Interrelationships; English (Second Language); Ethnic Groups; *International Programs; *Multilingualism; Spanish Speaking

ABSTRACT The mission of this 1973 multilingual multicultural conference was to focus on the student who has a primary language other than English as his language of concepttualization. The conference attempted to illustrate the need for bilingual bicultural education in which a student, using his primary language, gains access to an academic world within which he capitalizes on his cultural heritage and enriches his cognitive and verbal processes. Attempts were made to have representatives at the conference from all ethnic groups receiving Title VII Elementary and ' secondary Education Act funds, and there was a multi-ethnic revresentkttion at all conference levels. The conference report gives abfAracts, when available, from the 47 papers and discussions presented. The wide range of presentations covers such things as Teacher Training in Chicano Studies; Multi-media Learning Systems and Bilingual Education; Asian-American Bilingual Methodological Concerns; Estudiantina: Forming a Student Cultural Music Group; A Bicultural Perspective of Native Americans: Focusing on Bilingualism; Arguments for Utili:king Bilingual Education with the Deaf; Pre-School Preparation for Migrant Education, Home Intervention: A Self-Contained Center; Bilingual Syntex Measurement; and the Filipino's Search for a Place in the Sun. (KM) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO D'JCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANiZATIONORiGIN AT rNG IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

Fifst Annual IntefnationalMultilal San Diego April 1-5, 1973 Town & Country Convention Center Sponsored by U.S Office of Education The Bilingual Bicultural Task Force of the Confetence California Dept. of Education Pfoceedings

FILMED FROM BEST AVAILABLE COPY "The project reported herein was performed pursuant to a Grant from the U.S. Office of Education, Department of Health, Educa- tion and Welfare. However, the opinions expressed herein do not necessarily reflect the positions or policy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Educa- tion should be inferred."

The Dissemination Center for Bilingual Bicultural Education is a special Title VII ESEA project funded by the U.S. Office of Education through Education Service Center, Region XIII. The Center has selected these materials for dissemination however the opinions expressed herein do not necessarily reflect its position or policy nor that of Education Service Center, Region XII:

This publication was developed and printed with funds provided by Title VII of the Elementary and Secondary Education Act of 1965. Therefore. it is in the public domain and may be reproduced for local use.

Annual International Conference on Bilingual Bicultural Education Date: May 15-18, 1974 Waldorf Astoria Hotel- New York City. Sponsored by Office of Bilingual Education, New York City Board of Education, U.S. Office of Education and the Bilingual Education Unit, New York State Department of Education. WELCOMING ADDRESSES TABLE OF CONTENTS

Gilbert Martinez viii ASSEMBLY RESOLUTION Bilingual/Bicultural Task Force ix PREFACE Sacramento, California xi PROLOGO

Albar PeiiJ ABSTRACTS BY TITLE Director, Bilingual Education 1 Keynote Address: Cultural U.S. Office of Education Conflicts Inherent in the Traditional Curriculum

1 Needs Assessment for Marcos Antonio Bo !altos Cacho Bilingual Education Mayor of Tijuana. Baja California, 2 Early Childhood and Mexico Bilingual Education 3 IQ and the Pete"ilson Bilingual Individual Mayor of San Diego, California 4 Crosscultural Communication: The Quebec Experience Fernando Trejo Carrillo 4 Civil Rights Commission and Ho Director, State Department of Education It Aids Bilingual Education Baja California, Mexico 4 Teacher Training in Chicano Studies 4 Bilingualism and Career CREDITS Education 4 Concurrent Teaching to Teach A Judy Clemmons - Editor in Chef Concept Fred Hoctor - Editor 5 Community Involvement in Bilingual Education Pam Harper - DCBBE Editor 5 The Role of the Community in Larry Smith - Designer (Advertising Design) Education Geraldine Ball - Writer 6 Intergroup Awareness in a Terri Fiubini - Writer Multicultural Setting Ann Kern - Writer 6 Report on the Invitational Gbn- Tracor - Typesetting ference on Student Assessment in Graphics 9Typesetting Bilingual Education, March, 1973, Alvarado Graphics - Production Puerto Rican Education Association 6 The Classroom as a Source of CULTURAL ENTERTAINMENT Curriculum 7 The Miami Experience in Bilingual Education Wine Tasting Party - Brookside Winery 7 Student Views of Bilingual Al Arriola's Mariachis Education from the University Filipino - American Society & Cultural Arts 7 La Alfabetizacion Y La Educa- Portugese-American Dancers tion Biting Tie En Mexico Ikebana International - Flower Arranging 7 Bilingualism and the Human Indian Center Newsletter Cultural Demonstration Development Program Tribe of Man', Feathers 8 Texas Bilingual Education: Al Arriola's Marimba Its Progress and Setbacks Estudiantina El Cid de Calexico - Ann Horn 9 Relevant Educational Experiences Jose Villarino/Rondalla Amerindia for Bilingual Students Oscar Amezcua/Mariachi Guadalajara 9 Transfer vs Maintenance in Bilingual Education La Escuela de la Raza Unida 10 The California EMR Lawsuits and Benny Hanaike's Polynesian Dancers Their Implications for Nat'onal Bilingual Bicultural Education Education Bilingual Children's TV (BC/TV) Ap- Strategies 23 proach to Bilingual Bicuitural 10 The Ryan Act: New Dimensions, Directions, and Opportunities Education 23 CANBBE: Cultural Relevancy in 10 Teaching Reading to Bilingual Children Bilingual Materials 23 Eaucators' Associations and Their 11 The Role of the School Board in Support of Bilingual Education Support of Bilingual Education 24 Community Involvement in Bilingual 11 Curriculum Development in Pro- ject Frontier-Bilingual Education Education 25 Asian/English Language Programs: 11 Multi-Media Learning Systems and Bilingual Education some Wider Educational, Social, 12 Community Involvement in Bi- and Political Ramifications lingual Education in San Jose 25 The New York Experience: (A) Political Strategies for 12 Pride or Prejudice Strengthening of Education 12 Relevancy ofthe Barrio School to Bilingual Education (B) Structure of the Office of Bilingual Education (C) New York 12 Preliminary Findings from Bi- lingual Programs Concerning (1) Network: Federal, State, and City In- Optimal Times for the Intro- ter-Relations duction of Reading in the Second 25 How I Respond to Another Culture Language (2) Methods of Teaching 26 Evaluation-Testing and Bilingual Content Areas Bilingually: Free Education Language Alternativls or Lang- 27 A Humanistic Approach to Educat- uage Separations ing Children in Mexico Curriculum Development in Spanish 12 leaching a Reading Bilingual or 27 Language Experience Approach 28 The Politics of Bilingual Education within Chicano Studies 13 El Enfoque Socio-Cultural y Politico de La Reforma Educative en Mexico 29 Estudiantina: Forming a Student Cultural Music Group 13 Bilingual Education at the University Level 29 Bilingual Education Concerns in Texas 14 Montessori's and Piaget's Materi- als and Techniques in Cross Cul- 30 Bilingual Education and Its Accep- tural Early Childhood Education tance in Massachusetts 30 14 Bilingual Education and A Unique Classroom Experience: Higher Education Bilingual Educaticn and Follow Through Cooperating at the Cheyenne Reservation 14 Asian-American Bilingual Methodological Concerns 31 Teacher Training and Bilingual 14 Teaching Spanish to Speakers of Education Spanish 31 The Community School Concept and Its Relation to Bilingual Educa- 14 MultiethnicCooperationin Bilingual Education tion 15 China: Solving the Problem of an 31 Bilingual Teacher and Teacher Ethnic Mix Training Methodology 16 Strategy for Change to a Pluralistic 31 Let The Children See: Photographic Society Transparancies for the Children 17 Bilingual Education of Children in a 31 Untitled French/English Setting 31 Organizational Pror:9ss in Pass Mg a 18 Multilingual Assessment Program: Legislative Bill A Neo-Piagetian-Based Model 32 Untitled far Assessment and Curriculum 32 College Involvement in the Training 19 Federal Legislative Funding for of Bilingual Teachers Bilingual Programs 32 Minority Students in Alternative 20 Teaching of Puerto Rican History Schools and Culture in Bilingual Education 33 El Lenguaje Y Sus Peculiaridades 21 The Mtddle School and Its Relation 33 Teaching in Pre-Standardized to Bilingual Education Languages: The Development of Navajo Bilingual Education 21 Living Mexican Culture in the Ele- mentary School through Music 34 A Bicultural Perspective of Native- 22 Penyos We Are, Wherever We Go Americans: Focusing on Bilingual- 22 Bilingual Education/Community ism Involvement: Educacion 34 The New Federalism and the ?Semi Ila Buena En Tierra Salada? Multilingual Multicultural Minority: 23 Materials Development for Bilingual A Look into the Future

vi cultural Specialist at the Universi- 35 The Educational Ecology of ty/College Multilingualism First Steps in Developing a 36 The Struggle for Survival Bilingual Bicul'ural Program 37 Proof That It Is Non-Injurious To Be 42 Development of Teaching Materials Mexican in Bilingual Education 37 Development and Testing of Non- 43 Bilingual Syntax Measurement Verbal and Verbal Translation Abili- 43 Second Language in Teaching ty: Games and Other Tools Preschool 37 Bilingual Education at the Junior 43 Community Schools and Bilingual and Senior High School Levels Education 38 A Culturally Democratic Learning 44 Credentialing of Bilingual Teachers Environment for Mexican/American 44 Escuela Secundaria Students 44 Cultural Democracy 38 Teachers Training for Bilingual Bicultural Education: Teacher 45 State Legislationin Bilingual Education Corps 45 Multicultural Assessment Pro- 38 Pre-School Preparation for Migrant Education, Home Intervention: A cedures for Chicanos in Public Schools Self-Contained Center 45 Multinational Spanish Speaking 38 Untitled Communities in the Midwest 38 The Secondary School and 46 The Fillipino's Search for a Place in Bilingual Education the Sun 39 Resources to Aid in Bilingual 46 A Conlin uous Progress Approach in Education a Spanish/English Setting 39 Arguments for Utilizing Bilingual 46 Universidad De Aztlin and Bilingual Education with the Deaf Education 39 Planning Your Preschool Bilingual 46 California F.late Bilingual Bicultural Program Framework 39 Bilingual Education Service Center- 47 Creative Writing in a Bilingual Set- A Response to the Needs of In- Service, Materials Acquisition. ting 47 Definition of Culture and its Rela- Community Relations and Evaluation tion to Bilingual Education 39 Teaching Mexican Culture Through Role Playing and Through 48 FILM PRESENTATION: Cinco Vidas Music 40 Material Development on Teacher 48 CLOSING REMARKS Training in Bilingual Education 40 Success for the Mexican/American 49 RESOLUTIONS Child: A Matter of Teacher "Know How" 51 ROSTER OF EXHIBITORS 40 BABEL 40 The Training of Portugue'e 54 NATIONAL ASSOCIATION FOR Teachers in Bilingual Education BILINGUAL EDUCATION 40 Cultural Differences between Chicanos and Anglos That Reflect ACKNOWLEDGEMENTS the Need for Bilingual Education 55 41 Developing a Teacher Preparation Program for the Bilingual, Cross- 56 EPILOGUE

57 PICTURE COLLAGE

vii '

Atifirinbili ;Suitt; thinunitter-Q.:illiforitia Krgistaturr igaititution

By the Honorable Peter R. Chacrin Seventy-ninth Assembly District

RELATIVE_ TO THE MULTILINGUAL MULTICULTURAL CONFERENCE

WHEREAS. There are presently many monolingual or partially bilingual children enrolled in the schools of California who do not have dominance in the English language and are unable to function adequately in a classroom geared to English-speaking children; and

WHEREAS. These children are mentally capable of performing good work which is equivalent to work performed by those students who have dominance in the English language; and

WHEREAS. Due to their inability to fully comprehend the English language. many of these children are often placed in chisses for slow learners and this; prolongs their enrollment in school and causes undue financial hardship on their families; and

WHEREAS. Bilingual education has proven' to be successful, by systematically and sequentially teaching English by using the child's primary language. i1i helping the partial dominant or nondominant in the English language succeed in school: and

WHEREAS. Bilingual education shows promise of helping these children achieve total success in their stays in school: and

WHEREAS. The First Annual International Multilingual Multicultural Conference will be held in San Diego. April I through 5: now. therefore. be it

Resolved by the Assembly Rules Committee. That the Ass nnbly designate the week of AprilI through 7 as "California Bilingual Educati;.n Week": and he it further

Resolved, That the Assembly of the State of California extends its most sincere wishes to the participants for a successful and productive conference; and be itfuther

Resolved. That the Chief Clerk of the Assembly transmit suitably prepared copies of this resolution to the M ultilingual Multicultural Conference and its Chairman. Gilbort Martinez.

Resolution No. 140 Approved by the Assiembly Rules Committee s I By

John L. Burt9n Chairman

Subscribed this 22nd day of March, 1973

Bob Moretti Speaker of the Assembly PREFACE THE FIRST ANNUAL MULTILINGUAL effort was made to have truly all the ,ethnic MULTICULTURAL INTERNATIONAL CON- groups receiving Title VII funds represented. FERENCE has as its primary mission to high- The result was an outstanding multi-ethnic light, support and demonstrate the methods of representation at all levels of the conference bilingual bicultural programs presently in proceedings. progress in various states throughout the na- The conference, from the many letters re- tion. Bilingual bicultural education is a ceived, achieved its goal. Evaluation sheets renaissance in education, a philosophy that is turned in clearly support this position. The creating a new spirit of humanism as evidenced beautiful city of San Diego and its sister city of by the chosen theme: "CHILD plus FAMILY Tijuana, of equal beauty, added to the bilingual plus SCHOOL equals TOTAL EDUCATION." atmosphere, and the outstanding cooperative The primary mission of the conference was to effort between diverse organizations and in- focus totally on the student who has a primary dividuals contributed to the overwhelming suc- language other than English as his language of cess of the conference.Over 200 volunteers, conceptualization. Any other philosophy was the program committee, the Materials Acquisi- secondary. The conference attempted to il- tioi Center, the Chicano Federation and the lustrate the need for bilingual bicultural educa- Town & Country Hoiel all deserve recognition tion in which a student, using his primary for a job well done. language, gains access to an academic world The next conference, regardless of its title, within which he capitalizes on his cultural will recognize the same needs in bilingual heritage and enriches his cognitive and verbal bicultural education: to educate students in the processes. The need for bilingual education is language they know best in a bicultural mode great; the demand is evident; the philosophy is while at the same time teaching them the clear. English language. Thus, bilingual development In the opinion of the program ,committee, requires bicultural experiences to stimulate composed of Chicanos, Native Americans, bilingual thinking. Chinese and Anglos, calling the conference a Bilingual bicultural education is a powerful bilingual conference would not truly take into positive psychological experience for those account the twenty-plus languages currently in once deprived of using two languages. It use throughout the United States in bilingual creates strength from within that leads to a pas- bicultural programs, nor would such a title en- sion for excellence. Let us work toaether to compass the international representation from achieve this excellence. It is our responsibility Brazil, Spain, Portugal, China, Guam, to produce a citizen of the world, for the next Guatemala, Mexico and other countries. generations will demand this. One major goal was pursued throughout the planning process, of the conference. Every _S.Ze-eai 77 ix PROLOG()

Esta obra refleja los procedimientos de la Primera Conferencia Internacional Multilingile y Multicultural llevada acabo en la ciudad de San Diego, California, en los dias dos al cinco de abril de 1973. La conferencia fue patronizada por ambas Direcciones Genera les de EducaciOn del Estado de California, y de los Estados Unidos en Washington, D.C. La concurrencia a esta suntuosa conferencia en pro de la educacion bilingile bicultural, fue ciertamente vasta, en exceso de 4,000 participantes, representando no solo diversas regiones del pais sino diversos 'Wises del extranjero. El Centro de Diseminacion de Educacion Bilingue y Bicultural ubicado en la ciudad de Austin, Texas, en mQtua cooperacion con el Departamento de EducaciOn del estado de California y la Oficina de Educacion Estado Unidense en Washington, D.C. se complace en la publicacion y distribucion de los acontecimientos de dicha conferencia a base de 120 abstractos de Las presenta- clones conducidas por consuitantes profesionales que forman el contenido de este documento. Sirvanse pues, estos acontecimientos como inspiradores docu- mentarios que lo son, sobre el concepto de la educaciOn bilingiie en los EEUU. He aqui pues un documento QUI en la preparaciOn de drofesorado, ei desarrollo continuo de personal docente y recurso practico bibliotecario que se sirviera ainpliamente pan_reflejar los aspectos historicos de la educaciOn bilingtie bicultural sobre el pais.

Juan D. Sol'is Director, Dissemination Center for Bilingual Bicultural Education KEYNOTE ADDRESS becomes more Anglo than an Anglo. Most minority groups disappear in this stage of rejection; (3) Pseudo acculturation. The person Juan Aragon begins to practice his own culture. He takes Director Cultural Awareness Center from both cultures like a parasite and adds University of New Mexico nothing to either; (4) Biculturalism. This stage Bicultural Children's Television transpires when, once having identified the vir- Oakland, California tues of two cultures. an individual actively par- ticipates in propagating them both. A child who is culturally different traverses the first three stages as he progresses tnrough 12 years of schooling. No minority group has ever made it through all four stages. Enough is now known about how children learn that the trauma of the first three stages of the acculturation syndrome can be. eliminated and emotionally healthy, bicultural children can be produced. Dr. AragOn also referred to Maslow's hierarcy of basic human needs and suggested that educators adjust them to the culture of the student. The United States is the fifth largest Spanish- Dr. Juan AragOn addressed himself to the speaking country in the world: this human "Cultural Conflict Inherent in the Traditional resource needs to be developed and nurtured. Curriculum." He drew from the concepts of Juan Aragon said that a human mosaic of Maslow, Kelly, Coombs, and Rogers and their different colors and lifestyles makes life more theories of emotional crippling as discussed in interesting, and he declared that Americans the book Perceiving, Behaving, Becoming. should make the mosaic of the country a posi- Basically these concepts state that the in- tive force, by perceiving people's differences as dividual perceives himself as others perceive strengths. He closed by reading in Spanish and him. Other persons tell him who he is by the English one of Bequer's Rimas and he applied way, they look at him, how they talk to him, and the poem to the teaching of bilingual children. by their body language. The individual behaves They need to be encouraged to stand tall and in harmony with how he preceives himself, and walk so that they can grow up to be good once he begins to behave in a certain way, he citizens. Good citizens build strong countries, becomes that kind of human being. Aragon ap- and that is what we all want. plied these ideas to the experiences of a minority child in our public school system. He gave examples of how a student begins to feel NEEDS ASSESSMENT FOR ashamed of himself and his heritage because of BILINGUAL EDUCATION differences between his culture and the Anglo culture. These differences are found in Chairman: Vince Bello language, diet, dress, socialization patterns, Billingual/Bicultural Task Force and values. For example, our institutions teach Sacramento, California that a certain diet builds healthy bodies. When Panel: a Mexican-American child sees that the food he John Lum eats is different, he begins to feel thatitis Rockefeller Fellow wrong. He starts to perceive himself as a bad Portland, Oregon person. AragOn said that an institution can only Mahlon Marshall be great to the degree that it adjusts to the Consultant, Indian Education Unit child, yet we educators continue to insist that Bilingual/Bicultural Task Force the child adapt to the institution. This is our ma- Sacramento, California jor sin. Sara Persley Aragon described the four-stage accultura- Community Center tion syndrome: (1) Bewilderment. The child San Diego, California does not know what has beauty, merit, good- Hernan La Fontaine ness, and truth as he is thrust into a new system Executive Administrator of values and practices; (2) Rejection. The Office of Bilingual Education minority child rejects all aspects of his culture City of New York to which he attributes his lack of success. He Toni Metcaff

1 trained in social science and leadership. In- stead the technical areas have been stressed in his education; consequently, there is a need for a special training program to help Asians "see out of their narrow bag.- He mentioned the need to develop intellectual and decision making skills and values clarification. First panelist: Fifth panelist: Sarah Persley spoke of Assembly Bill 2284 of Mahlon Marshall stated that one of the objec- the State of California which provides that tives in the California State Department of school districts determine educational achieve- Education for this year is a comprehensive ment levels and the subsequent needs for needs assessment for the Native American bilingual programs. The determination is a children. An attitudinal survey of parents, "needs assessment," and itis verified by a teachers, administrators, and students has school district advisory committee composed been conducted. The second phase will involve of parents of potential participants in the collecting of base line data. He agreed with the bilingual program. Ms. Persley stressed the other panelists that needs assessment should need for parents and community members to start at the grass roots level. actively participate in order to produce a sensi- Si:,:th panelist: ble needs assessment; Hernan La Fontaine stressed the needs of Second panelist: students in terms of their native language, their Toni Metcaff defined needs assessment as second language and other curriculum areas applied to the implementation of the educa- dealing with their cultural heritage. Secondly, tional program. She described the data which the needs of the various programs, should be must be gathered; (1) Identification of groups investigated. He mentioned the need for minori- by number, percentage, concentration, age, ty groups to develop group identity and self - grade, ethnic composition, family economic confidence. He felt that the top priority in level, and academic level of the parents; (2) bilingual bicultural education should be pro- Academic achievements as shown in previous grams for ethnic groups whose primary school records; (3) Attitudinal growth of language is other than English. In New York population (self-image); (4) Assessment of pre- City 150,000 children speak no English and sent curricular programs; (5) Assessment of only approximately 6,000 are being reached staff in academic training and acquired by bilingual programs. All these children knowledge; (6) Auxiliary services available in should be reached before bilingual education terms of human, physical, and financial expands to include others. resources. Third panelist: EARLY CHILDHOOD AND BILINGUAL Vince Bello treated both factors of the needs EDUCATION assessment definition. The first aspect is a description of what exists at the present time. Theodore Andersson The other aspect is to describe what the desira- The University of Texas at Austin ble goals and objectives are. The area between Austin, Texas these two factors is a gap called the need. Key to the development of an instrument that provides appropriate information is the ability to ask the right questions of the right people (students, teachers, parents), according to Bello. As a reality check, needs assessment is only as good as the truth that it reflects. If the wrong questions are used or the wrong people asked to respond, the wrong information will be gathered, and a program will be built that is so far out of tune that it will cause alienation and a high rate of drop outs. Fourth panelist: John Lum talked about the needs assessment for Asian groups. He feels that these groups are in serious trouble because they suffer from an environmental deNciency. The Asian is not

2 Dr. Andersson noted that educators are pre- IQ AND THE sently engaged in testing the hypothesis that under favorable conditions bilingual bicultural BILINGUAL INDIVIDUAL schooling will improve the education of both bilinguals and monolingual Anglo children and Juan Garcia at the same time wilt contribute toward a Department of Psychology healthier society. University of Utah Salt Lake City, Utah What are the conditions needed to assure a program of such quality that the hypothesis is confirmed? Educators generally agree on most of the prerequisites: a socio-economic-cultural survey of the community; clear-cut statements of philosophy, rationale, goals, and objectives; participation by various sectors of the community in the planning and conduct of the program; an adequate program design, including staff, curriculum, methods, materials, and evaluation; provision for correction of progi am defects; and an adequate description of the program at each stage for the benefit of other interested communities. Other conditions, though not universally accepted, hold the promise of greatly enhancing the effectiveness of bilingual bicultural education. These conditions are suggested by the extensive research that has been done in early childhood language acquisition. According to this research, ages two to five are a most Juan Garcia, whose most recent studies have favorable time for learning languages in a included biological constraints on conditioning natural cultural setting. Beginning bilingual and learning as well as brain and behavior, dis- education at age three, two, or even earlier cussed what IQ means and why it cannot be opens up a whole new vista. There is a wealth of used to compare cultural groups. He stated that evidence which indicates that children at this the IQ number represents the relative standing time of life not only leam their own language at in an equal opportunity group on an Anglo- a furious rate, but also absorb other languages American achievement test for scholastic sepa- and cultures to which they are exposed under ration. The quotient is empirically validated and natural conditions. This period also seems to assumes maximum motivation to achieve in the be a most favorable time for artistic, literary, particular domain of items. The original de- and musical expression, all of which provide in- signers of tests such as the Stanford Binet used valuable reinforcement for bilingual bicultural only Anglo-Americans for the standardization learning. group. There was equal distribution of what Dr. This extension of bilingual bicultural learn- Garcia terms male and female items. That is, ing into the nursery school and into the home there were certain items on which males score calls for the mastery of new techniques of well and other items on which females are most teaching and new styles of learning. Some of capable. Equal distribution was not applied to these innovative methods are pupil-initiated ac- different cultural groups. Therefore, IQ scores tivities, an emphasis on play, early reading and cannot be used to compare cultural groups. writing, a more open classroom, a tutorial play Dr. Garcia referred to Jane Mercer's research relationship between children of school age on the labeling, based on the IQ scores, of and younger siblings at home, and a close col- minority children as mental retardates. As Dr. laboration between teachers and parents. Mercer, he feels that Jensen's labeling of an In short, the fusion of advances made in the ethnic group as superior or inferior because of fields of early childhood learning and bilingual IQ is invalid. Dr. Garcia spoke of the lock be- bicultural schooling gives promise of a sig- tween the item and the gene which depends on nificant new advance in American public a value judgement. Jensen's study reflects his education. original bias. Garcia said that there was no un- biased variance between groups and concluded by stating that IQ represents within group variance. It can never be used to make a dis- tinction between groups.

3 CROSSCULTURAL CIVIL RIGHTS COMMISSION AND COMMUNICATION: THE QUEBEC HOW IT AIDS BILINGUAL EDUCATION EXPERIENCE Cecilia Preciado de Bruciaga Lise M. Simard Civil Rights Commission Department of Psychology Washington, D.C. McGill UniverSity Abstract not available. Montreal, Quebec, Canada TEACHER TRAINING IN CHICANO STUDIES

Raquel Montenegro California State University Los Angeles, California Abstract not available.

BILINGUALISM AND CAREER EDUCATION

Ed Moreno Principal San Fernando Valley High School Los Angeles, California Abstract not available.

CONCURRENT TEACHING TO TEACH A CONCEPT

The theme of Ms. Simard's lecture was that Ramiro Garcia formal second language training is not the only Project Director essential factor involved in effective Title VII Bilingual Schools Program crosscultural communication in a multi-ethnic Los Angeles, California setting. She described a series of experiments conducted in Montreal, a city inhabited by French and English people who have very little contact with each other. The experiments tested the hypothesis that lack of interaction is not necessarily a result of poor second language skills. Thus English and French Canadians were placed in a situation where communication was necessary in order to perform a task. Competence for communication in this context was measured with workers in a factory, high school students and college students. The results dramatically demonstrated that crosscultural communication is as effec- Ramiro Garcia discussed the optimal tive as within group communication and that bilingual program and stated that it would pro- language skills are not a deterrent to effective vide for the following considerations in meeting interaction. the needs of the pupils: (1) Retention and Ms. Simard stated that further studies point to development of the horn..? language including the role of important motivational factors which speaking, reading, and writing skills; (2) Ac- deter crosscultural interaction: lack of aware- quisition of the second language and its listen- ness of the other group's norms, negative at- ing, speaking, reading, and writing skills; (3) titudes and expectations, and strong ethnic Acquisition of concepts through concurrent identity. She suggested ways motivation for in- teaching; (4) Development of positive self-im- teraction may be integrated into second ages; (5) Development of positive multi-cultural language learning in school curricula. awareness.

4 Garcia described the bilingual curriculum of equipping the non-English-speaking child model for the Los Angeles Title VII Program. It with skills to negotiate the public school employs the concurrent use of both Spanish system, then they can talk of community in- and English as languages of instruction in " volvement in one particular way, perhaps infor- content areas. The teacher explains each mal, sporadic, in an advisory capacity, or even cept in one language and then immediat,_ in minor policy-sharing roles. Howevei ,if the other language, taking care to explain eduli bilingual education is for the purpose of 'oncept only in terms of the language being facilitating the development of a truly bicultural, used. The purpose of this concurrent mode is to bilingual individual who behaviorally maintains facilitate learning for the pupil in the language his cultural differences then the issue of com- with which he is most comfortable. Although munity involvement takes on a completely new teaching of a second language is not the intent role. The implications of this philosophy are of this approach, pupils are taking the all-im- revolutionary for public school systems, and portant first step in learning a second language community involvement then becomes a wheel by hearing it spoken in a meaningful situation. without which the educational vehicle cannot Two separate reading programs are vital function. components of the bilingual curriculum, ac- Armas concluded that once the decision is cording to Garcia. Pupils who are dominantly made as to which type of bilingual education is Spanish speaking receive reading instruction needed, then attention can be turned to totally in Spanish during their reading period. developing models with built-in flexibility so The converse is true for those who are domi- they can be adapted to particular schools and nantly English speaking. Spanish speakers are districts. also given instruction in English as a second language and English speakers receive THE ROLE OF THE Spanish as a second language instruction. In COMMUNITY IN EDUCATION addition, all instructions relative to student performance and participation during the lesson Morrie Krear are given in the pupil's dominant language in Bilingual/Bicultural Task Force the initial stages of the second language pro- Department of Education gram. Sacramento, California Garcia concluded by listing the advantages of the concurrent mode: it maximizes communication, facilitates concept acquisition, maximizes exposure to second language, develops home language, economizes on use of teaching time, promotes student participation, fosters intercultural appreciation, maximizes opportunities for academic progress, fosters positive self-concepts, and maximizes social interaction Morrie Krear described the recent educa- COMMUNITY INVOLVEMENT IN tional legislation which will soon provide ap- BILINGUAL EDUCATION proximately $1/2 billion to public elementary and secondary schools in California. To obtain Jose Armas these monies, school representatives must Child Development Coordinator develop comprehensive plans which involve Home Education Livelihood Program the community. Dr. Krear stated that the prob- Albuquerque, New Mexico lem of how school representatives can achieve this aim is open to question. The definition of objectives of bilingual Whatever system of community involvement education must be clarified before productive is developed, it must have three components: dialogue and action can occur, according to modes of involvement, methods of data pro- Jose Armas. He warned that it was dangerous cessing, and definitions of settings. Modes of to assume that all programs have the same ob- involvement refer to (1) the general and imper- jectives and philosophies. Otherwise, bilingual sonal ways school representatives can and do educators run the risk of confusion that has sur- obtain, study, and interpret various community rounded the idea of "open education." expressions; (2) specific and personal ways He continued by saying that if educators are school representatives can and do obtain, stu- promoting bilingual education for the purpose dy, and interpret particular community expres-

5 sions; and (3) the public and private ways promoted by the media. school representatives can and do develop, stu- Groups are becoming increasingly cognizant dy, choose and communicate alternatives. of the role the media plays in helping their Methods of data processing are the Mechanics children see that becoming a member of the of gathering, compiling and presenting com- middle class is actually realizable. munity expressions. Definitions of the settings The push for equality is evident in the media are the designation of places, times and dates. as well as in other areas. In the media different Finally, Dr. Krear described the nature of the groups have worked to have individuals with evaluation. The products derived from the pre- whom their children identify appearing on com- ceding operations should be evaluated by the mercial stations in roles which project a favora- way they take account of social reality; that is, ble image. Programs on UHF and cable stations by the way they address three general ques- have been devoted to the concerns of specific tions:1) Why are these people expressing groups, and ethnic publications have been in- these expectations? (2) Who are the people ex- creasingly successful. Advances in other areas pressing these expectations? and (3) What include affirmative action hiring programs, should be done next? recognition of ethnic holidays, strengthening and development of ethnic clubs, and growth of INTERGROUP AWARENESS IN A ethnic studies ,programs. The American people are beginning to real- MULTICULTURAL SETTING ize that the diversity of their nation and the development of each group's cultural richness Charles E. Godoy and identity will make for a stronger and richer Bureau of Intergroup Relations America. Department of Education Sacramento, California REPORT ON THE INVITATIONAL John Surnmerfield Consultant -Intergroup Relations CONFERENCE ON STUDENT Department of Education ASSESSMENT IN BILINGUAL Sacramento, California EDUCATION, MARCH 1973 PUERTO RICAN EDUCATION ASSOCIATION

Genis Me rendez Brandeis High School New York, New York Sonia Rivera Brandeis High School New York, New York Abstract not available.

THE CLASSROOM AS A SOURCE OF CURRICULUM Vera John Associate Professor of Educational Foundations and Linguistics University of New Mexico Albuquerque, New Mexico This session summarized the factors involved Three stages of learning in the classroom in growing awareness of the uniqueness of were discussed by Ms. John. The first consists each ethnic group comprising our society. The of helping children become conscious learn- melting pot is being increasingly perceived as a ers: encouraging them to use their existing "tossed salad." Groups are searching for knowledge, while helping them organize, ar- greater relevance in their lives. A concomitant ticulate, and communicate it. For instance, a factor has been the very effective efforts of the child's knowledge of "seriation" is based upon advertising media to create a desire for all the experiences in his particular environment comforts that make for "the good life." Along (language, culture, geography, class); this with this desire has developed a recognition knowledge can be reinforced and shared with that one must have certain middle-class oc- others in the classroom. The second stage of cupations in order to participate in the activities learning involves the development of new

6 systems of symbolization, such as the written BILINGUALISM AND THE HUMAN language, and the exposure of children to DEVELOPMENT PROGRAM manifold resources within their schools and larger communities. Thus, children learn both Uvaldo Hill Palomares to communicate with others by using their ex- President isting skills and to explore and incorporate Institute for Personal within themselves new systems of knowledge. Effectiveness in Children Thirdly, the young student in the public school San Diego, California system is now equipped to actively participate in settings where work and learning are meaningfully combined: newspapers, hospi- tals, scientific laboratories, community organizations. With this perspective on learning, commer- cially prepared curricula becomes an auxiliary or an aid to the teacher, after she/he has ex- hausted the available resources of the classroom: namely the children themselves and the teachers within the school whose knowledge, skills and enthusiasm can comple- ment each other.

THE MIAMI EXPERIENCE IN BILINGUAL EDUCATION

Herminia Cantero Assistant to Director Bilingual Education "Children learn to speak better when they Dade County Project feel that there is somebody who really wants to Miami, Florida hear what they have to say," Dr. Palomares told Abstract not available. a very large audience who had gathered to hear his lecture. He went on to say, "We are con- STUDENT VIEWS OF BILINGUAL stantly working and succeeding at better ways EDUCATION FROM THE UNIVERSITY to teach children to speak, but we should be directing more of our attention to better ways of Chairman: Horacio Osuna listening to them and trying to understand them Chicano Federation when they wish to express their feelings and San Diego, California .ideas. This is a vital component of language Panel: Mecha Central learning. If all you do is present materials to Abstract not available. childrenno matter how good they are, or how well you do it, it's all in a vacuum if you don't listen to and appreciate their spontaneous ex- LA ALFABETIZACION Y LA pressions. This applies to written expression, EDUCACION BILINGUE EN MEXICO too. If the child knows you're interested and you (IN SPANISH ONLY) will listen or read what he is writing for the content, he'll concentrate more on what he is ex- Fernando Trejo Carrillo pressing and how he is expressing it. He'll be Director Federal de more willing to learn." Educacion del Estado de Dr. Palomares pointed out the importance of Baja California educational practices which, when carried out, Mexicali, Baja California convince the child that he is truly being heard, Mexico thereby creating an atmosphere in which he will cooperate more fully with the learning process. He explained that the Human Develop- ment Program, of which he is a co-author, is one such program.Itis structured to bring about mutual acceptance and respect between A teachers and children and among children

7 themselves, via oral language and listening ex- TEXAS BILINGUAL EDUCATION: periences which promote personal effective- ITS PROGRESS AND SETBACKS ness. Not a language learning program per se, the Human Development Programis carried out via oral communication and reinforces each Severo Gomez child's self esteem; develops an awareness of Assistant Commissioner of Education his feelings, thoughts, and behaviors, and those Office of International of others; and increases his knowledge of and Bilingual Education social interaction. Austin, Texas Dr. Palomares pointed out that the Human Development Program is closely related in terms of objectives and practices to effective bilingual education programs which focus on linguistic development through positive ap- 4 proaches. The key common objectives of these . programs are the following: 1. To present learning experiences which are based on a concern for the child's feelings about himself. o , 2. To increase the child's ability to communicate effectively and appropriately at all levels and in all situations with others and to help him realize that this ability is a great asset. 3. To utilize the child's background, traits, Dr. Severo Gomez told his audience how five feelings, thoughts and behavior as relevant years after a number of bilingual education material to be shared with others and learned in pilot programs, in which two-language instruc- the classroom. tion was used, the state of Texas established Following a values clarification exercise to the Office of Bilingual Education with an Assis- promote awareness of personal values within tant Commissioner at its head in 1968. each participant, Dr. Palomares led the entire He explained that a Statewide Design for audience in a Human Development Program Bilingual Education was developed in 1968 and activity. In the exercise, each person was in- approved by the State Board of Education to vited to verbally share a personal feeling of a give direction and guidance to bilingual educa- positive nature in a small group and to have an tion programs on a statewide basis. The Texas opportunity to know that he or she was listened model has six components: (1) The basic con- to. At the end of the exercise Dr. Palomares cepts initiating the child into the school en- reviewed the experience with the participants, vironment are taught in the language he brings emphasizing the importance of the structure of from home; (2) Language development is pro- the activity which promotes effective listening vided in the child's dominant language; (3) skills. Language development is provided in the Dr. Palomares concluded his lecture and ex- child's second language; (4) Subject matter ercises by stating,It always amazes me how and concepts are taught in the child's second rapidly people can learn to communicate well language; (5) Subject matter and concepts are The problem is getting them to do it. But once taught in the child's dominant language; (6) they try it they like it. Go to your classrooms and Specific attention is given to develop in the create conditions in which kids will feel listen- child a positive identity with his cultural ed to. Force yourself if necessary.know you heritage, self-assurance, and confidence. can do it if you decide to." In 1968 the first bilingual education bill was passed by the State Legislature. The Bill introduced by Representative Carlos Truan of Corpus Christi permits bilingual education on an optional basis. New legislation has been introduced in both the Texas House and Senate tb make bilingual education mandatory. Dr. Gomez concluded by stating that there is optimism that state monies will be provided for the training of teachers, extending their con- tracts, and placing bilingual textbook materials in the state textbook adoption system.

8 RELEVANT EDUCATIONAL cultural background; importance of tradition, EXPERIENCES FOR BILINGUAL practices, and value systems as characterized STUDENTS by language aifferences, need for teachers to be exposed to typical bilingual situations Barney Old Coyote before they teach bilingual or minority stu- Professor and Director dents; and imprecise cultural and language American Indian Studies differences, which necessitate an orientation to Montana State University bilingual situations generally across a broad Bozeman, Montana spectrum of cultural details leading from cultural inconsistencies. "During my lifetime I have been privileged to "I would like to share with you some things observe many American Indian students suc- which I believe we could and should do for ceed in the schools of this country. I have also bilingual students. There is a need, to begin been fortunate enough somehow, sometimes to with, to involve parents, students, institutions, excel in the educational field particularly in the and members of the minority in determining the classroom, the classroom where so many In- direction and thrust of bilingual programs. This dians have found failure. is not to be done primarily by the school , "However, I have seen friends, relatives, and school district, or school administrators. Once other Indians characterized as failures, failures the need and direction are expressed, THEN the in school and failures in life primarily because school should aid in the development of a pro- they failed in school. They were said to have gram designed to meet the expressed needs. failed, but if one were to look closely at their Finally, evaluation of the program's adequacy, situations and how the educational system in effectiveness, and efficiency should be this country related to them, if you looked at measured in terms of acceptance by the minori- their particular needs as members of a minority ty target population, not by the institutions." people in this country, you would probably agree that it was not they who failed but rather TRANSFER VS MAINTENANCE IN IT WAS THE SYSTEM WHICH FAILED BILINGUAL EDUCATION THEM! This failure is so great that we now have statistics which challenge the imagination to Ernest Mazzone now do something for this most deprived Amer- Director ican minority in the field of education. Bureau of Transitional Bilingual Education "When we speak of statistics on the Ameri- Boston, Massachusetts can Indian, we need to recognize that this does not include all Indians. There are reservation The underlying theme of Dr. Mazonne's Indians, as there are non-reservations Indians. paper was the social responsibility of the We have Indians who were reservation-based school to meet the needs of all children, includ- but who have now moved to urban areas, carry- ing its obligation to lessen the differences in ing their bilingual and bicultural situations with cognitive, affective and physiological growth them to new settings. The United States caused by social class and multilingual Government established tribes who were multicultural backgrounds. He advocated that federally recognized and established federal two languages must be used in concept reservations for them. There are other Indians development and that the treatment of the who do not belong to this category, and hence languages must meet the needs of learners. they are referred to as non-federally-recognized Learning situations must also be integrated for Indians. This country remains a virtual econom- reinforcement, and they must emphasize con- ic, social, and political island within the system, ceptualization of the knowledge-acquisition expecially in education because of the many process. The process should be one of discov- different institutions that educate Indian stu- ery. dents. We have public schools, which are the Dr. Mazzone discussed the philosophy, goals biggest educators of Indian students, along and objectives of a maintenance program and a with parochial schools, which have become the transfer program and gave examples of three whipping boys of Indian education. All this con- models: Coral Way, Title VII, and Massachu- tributes to an inconsistency of approach where setts State Statute. The piecemeal approach of Indian education is concerned. Title VII was one example of the weaknesses of "The major problem areas in Indian educa- the maintenance programs, and the inadequa- tion are: irrelevance of traditional education cies of the transfer program did not meet the programs as applied to bilingual students; sig- needs of the children. Problems involved nificance of language in the minority student's teacher recruitment and training and cur-

9 riculum development among others. Casso showed the implications which EMR The Massachusetts experience was treated education has for bilingual bicultural educa- as a related issue. The political, social, and tional strategies both for the present and the legal aspects were considered. Questions were future. raised, such as "Do social geography and other related factors determine the bilingual model to be used in different parts of the country?" and THE RYAN ACT: NEW DIMENSIONS, "What is the constitutionality of bilingual DIRECTIONS, AND OPPORTUNITIES education?" George Gustafson THE CALIFORNIA EMR LAWSUITS Executive Secretary State of California AND THEIR IMPLICATIONS FOR Department of Education NATIONAL BILINGUAL BICULTURAL Sacramento, California EDUCATiON STRATEGIES Abstract not available. Henry Casso Transitional Bilingual Education TEACHING READING Amherst, Massachusetts TO BILINGUAL CHILDREN

Eleanor Thonis Director, Reading Center Marysville School District Olivehurst, California

Central to Ms. Thonis' presentation were three concepts: the nature of the reading process, the nature of the bilingual child, and read- This presentation centered on the study of ing programs which best serve the bilingual the three EMR California law suits in Santa Ana, child. The notable feature of the reading pro- Soledad and San Diego. The common issues cess she underscored was that oral language which consistently ran through each of the law grows out of experiences and opportunities to suits were identified as well as the causes of hear, to understand and to speak, according to these cases. Dr. Casso showed these law suits the conventions of the language used by the reflect the educational issues of the Mexican family into which one has been born. Subse- American and other linguistically and culturally quently, if the language has a written form, oral different children in the United States. In his language proficiency forms the basis for the ac- opinion the conditions manifested by the three quisition of the conventions of the specific writ- California EMR law suits are reflective of simi- ing system. There is, then, an undeniable inter- lar if not worse conditions in other states. dependence between experience and oral Data from other states such as New Mexico, language and between oral language and writ- Texas, Indiana, Illinois, Wisconsin and ten language. Language symbols are used to Michigan were discussed. Dr. Casso feels the decode, encode and store experiences; oral data found in the EMR law suits is but a product language can be represented by written of the Melting Pot educational philosophy language. which has guided the public educational It seems imperative, according to Ms. Thonis, system of the United States for over 200 years. to give more thoughtful attention to the expres- He offered some major recommendations bas- sion "the bilingual child." Languages have ed on the educational philosophy of bilingual eight recognizable dimensions which the fluent bicultural education as an alternative for the and literate person controls. They are part of present U.S. public education enterprise. Dr. the oral band (phonology, morphology, syntax,

10 vocabulary, meanings) and the written band Chula Vista, California (written presentation of structures, vocabulary, Robert Baker and meaning). Thus, a bilingual who is capable Member, Board of Trustees of functioning, by Webstr's definition, with National Elementary School District equal facility is manipulating sixteen separate National City, California and mutually supportive facets of both Abstract not available. languages. He is an enormously gifted in- CURRICULUM DEVELOPMENT IN dividual, expecially in the U.S. where the monolingual, monolithic mentality has stifled PROJECT FRONTIER-BILINGUAL the growth of bilingualism for centuries. When EDUCATION the complexities of the concept of bilingualism Adel Nadeau are examined more thoughtfully, it becomes ob- Resource Teacher vious that unless the languages are specified Project Frontier and the boundaries qualified, the designation Nestor School bilingual child tells very little about his real Imperial Beach, California language competence. Conceivably, he may listen and understand but not speak; or unders- Adel Nadeau carefully tied the objectives of tand and speak bul not read or write; or read but bilingual education to actual practice in her not write; or write and read but not speak. It is workshop on curriculum development. She vital to determine as accurately as possible the coordinated her presentation with two bilingual extent of the child's language facility and to ap- teachers in the program at Nestor School, ply the bilingual label with much greater preci- where Spanish and English speaking children sion if it is to be of value in planning his educa- are both becoming bilingual. tional program. The presentation was divided into three main In schools of the United States, the practices sections concerning basic methodology for of the past have burdened many non-English elementary grades: (1) Beginning reading in speaking pupils by expecting them to acquire a Spanish; (2) Spanish as a second reading set of written symbols for which they have language; (3) Concept development in the sec- neither oral language, nor referent in their ond language. repertoire of experience. The student not only These three areas were discussed along with must be bilingual but biliterate as well. Eleanor the theme of teacher development of cur- Thonis stressed that before a child is led riculum. Participating teachers were asked to through the intricacies of the English vowel develop lessons, worksheets, or objectives for system and the ill-fitting speech and print asso- particular lesson topics. Other teachers ciations, he must be provided with control of monitored the activities and participated in dis- oral English. The reading plan for pupils who cussions during small group sessions. are expected to learn to read and to write in two languages must follow the principles of MULTIMEDIA LEARNING SYSTEMS language learning and must be sequenced ap- AND propriately to insure mastery and to reduce in- BILINGUAL EDUCATION terference. Ms. Thonis suggested that the preliterate young pupil be kept out of a formal Alberto Villareal reading program in English until such time as Coordinator he has developed a good command of oral Bilingual Education Center English and a firm grasp of the writing system San Antonio, Texas of his first language. Children who have a grasp Jack Ferruaci of their own system can transfer readily these Sutherland Learning Associates reading skills to another system. The most im- Los Angeles, California portant behavior which the child may transfer is Arcadia H. Lopez the feeling of accomplishment, of the power of I Bilingual Education Center can read. San Antonio, Texas

THE ROLE OF THE SCHOOL BOARD The central focus of this presentati. n by Dr. IN SUPPORT OF BILINGUAL Villareal was the display and discuss Jri of the EDUCATION Multimedia Learning System for Mexican Amer- ican children in Kindergarten and First Grade Ernest Azhocar developed under a grant from ESEA Title VII. Member, Board of Trustees The development of the system is a cooperative Sweetwater Union High School District effort between the San Antonin Independent

11 School District, San Antonio, Texas, and PRELIMINARY FINDINGS FROM Sutherland Learning Associates, Los Angeles, BILINGUAL PROGRAMS California. The system is comprised of thirty integrated CONCERNING (1) OPTIMAL TIMES units consisting of animated color films, FOR THE INTRODUCTION OF filmstrips, audiotapes, student worksheets, READING IN THE SECOND teacher's guides and assorted visual aids LANGUAGE (2) METHODS OF covering social studies content in both English TEACHING CONTENT AREAS and Spanish. The learning system is designed (1) To BILINGUALLY: FREE LANGUAGE bridge the gap between home and school by ALTERNATIVES OR LANGUAGE bringing the child's out-of-school life, SEPARATIONS language, and culture into the classroom; (2) To promote language development in both Carmen Perez Spanish and English; (3) To provide critical- Brandeis High School thinking, work-study, and social relationship New York, New York skills through the social sciences; (4) To Carmen Rodriquez engender pride in cultural heritage and a heal- Brandeis High School thy concept of self. New York, New York The movie Happy was shown to illustrate one The session began with a presentation by component of the system. Mr. Ferruaci and Mrs. Miss Carmen Perez on a survey of all operative Lopez also demonstrated key lessons for the Title VII projects in 1969-70. The survey was participants. conducted by Project Best (Hunter College, 695 Thirty-three classrooms in 12 schools in the Park Avenue, New York, N.Y.). Information for San Antonio Independent School District are the questionnaire was compiled from each pro- using tile Multimedia Learning System this ject's funding proposal and put in a content year. The district is responsible for the content analysis format. Each questionnaire was then of the units and the classroom testing required sent to the appropriate project director for to verify the effectiveness of the system. The verification. California sub-contractor translates the content Results indicate that many of the projects into media form, utilizing the talents of writers were not meeting Title VII guidelines for animation artists, musicians, actors, and con- bilingualism, yet managed to obtain funding sultants. anyway. Carmen Rodriquez spoke of her own project COMMUNITY INVOLVEMENT IN in School 76, Buffalo, New York. She dealt with BILINGUAL EDUCATION IN SAN the difficuities of finding trained personnel with JOSE the expertise necessary to carry out virtually any bilingual project. She also discussed the Robert Aguilar high degree of concern over accountability Past President, AMAE regarding bilingual education programs as op- San Jose, California posed to other programs. Abstract not available The consensus of opinion during the group discussion which followed was that standard PRIDE OR PREJUDICE English and standard Spanish should be the objective of each projectthat the teacher Alicia Perez, Francisco Ventura, Ester Ventura, should not mix languages, but rather be consis- Benicio Reyes, Gerry Kanoon tent in using the dominant or mother tongue Consultants, Bilingual Program language exclusively. Chicago Public Schools Chicago, Illinois Abstract not available. TEACHING A READING BILINGUAL OR LANGUAGE EXPERIENCE RELEVANCY OF THE BARRIO APPROACH SCHOOL TO BILINGUAL EDUCATION Stan Levenson Irma Castro ESL Specialist La Escuela del I3arrio Sweetwater Union High School District San Diego, California Chula Vista, California Abstract not available. Lillian Jimenez

12 culturated to this country even though assimila- Resource Teacher-Title VII tion is far from complete. Chicanos have not Project Frontier completely lost their language, but studies in- Southwest Junior High School dicate that second and third generation parents Chula Vista, California are no longer using Spanish in the home in Abstract not available. order to "spare their children the problems they EL ENFOQUE SOCIO-CULTURAL Y faced in elementary school." Acculturation is particularly evident in the way Chicanos have POLITICO DE LA REFORMA gradually absorbed the English language into EDUCATIVA EN MEXICO (IN their Spanish. not only by adapting the loan SPANISH ONLY) words to fit their phonological, morphological and syntactic rules, but also by mixing the two Jose Rend On Monson Director General de, languages (code-switching). Educacion Extra-Escolar The question "Why should Spanish be taught en el Medio Indigene to the speaker of Spanish?" was raised at this Mexico point by Mr. Santana, who assisted with the workshop. He pointed out that bilingual educa- BILINGUAL EDUCATION AT THE tion is not only necessary but desirable. Bilingual programs are now being instituted in UNIVERSITY LEVEL the public schools, but with inadequate Rosaura Sanchez materials and few trained personnel. Obviously Acting Assistant Professor the success of bilingual education will depend Literature/Third World Studies to a great extent on the collaboration of col- University of California at San Diego leges and universities that can provide the La Jolla, California technical assistance and training necessary for Bernard J. Santana bilingual teachers. Educators and curriculum ESEA Counselor and Title I Director specialists must know the native dialects if Grossmont Union High School District bilingual programs are to be truly effective. La Mesa, California Sociolinguists today are saying that the school systems must adapt to the language and learning styles of the students and that users of non- standard dialects have just as much ability to communicate and to learn other dialects or languages as any one else. Ms. Sanchez strongly emphasized that bilingual education, however, must not become a vehicle for transmitting gringo middle-class oriented values. Bilingual programs must not be implemented through mere translations of the regular curriculum. Bilingual education must be a vehicle for change. It must broaden the Chicano's perspectives and make him aware of the rest of the Third World oppressed by capitalist powers. Chicanos should play a major role in the "The Chicano population of the Southwest is, development of these bilingual programs. Yet at in a very special sense, an internal colony of the the University of California, only 2% of the stu- United States," stated Rosaura Sanchez in her dent body are Chicanos although they repre- workshop. "When colonization takes place, all sent 14% of the California population. What is the characteristics of the native society are li- the University doing to incre.se the number of quidated, even while the mother country Chicano students? The University has a refuses to integrate the natives and denies them Special Action Program, but only 11.5% of stu- access to its advantages. For the subject peo- dents in this program are Chicano. Twenty-one ple this inevitably means economic and politi- per cent are Black, but more than half of the cal exploitation as well as the extinction of their special admissions are White. culture, their customs and sometimes even In summary Ms. Sanchez stated that the suc- their language." cess of bilingual education and the direction it Ms. Sanchez went on to explain that the takes will be determined by the number of Chicano population is gradually becoming ac- Chicano students that are accepted into educa-

13 tion programs throughout the universities as Abstract not available. well as by the economic and moral support given by the state and the communities. ASIAN-AMERICAN BILINGUAL METHODOLOGICAL CONCERNS MONTESSORI'S AND PIAGET'S MATERIALS AND TECHNIQUES IN Chairman: Ray Fong CROSSCULTURAL EARLY Sacramento City Unifiea School District CHILDHOOD EDUCATION Sacramento, California Panel: Robert G. Buckenmeyer Wellington Chew State Department of Education Superintendent, SFUSD Sacramento, California Chinese/English Bilingual Education Michael Kittredge "Education can be legislated but learning Principal, SFUSD cannot," stated Dr. Robert Buckenmeyer, who Chinese Education Center went on to say that, "A person's learning begins Larry Lew where he is and builds upon his experience, not Project Manager, SFUSD where the teacher is or with her experience." Marina Junior High-AB116 He explained that a child learns before he is Chinese Project educated, and his education must begin with Arthur Lopez and work through the child's learning, or be re- Principal OUSD jected. Lincoln Elementary School Dr. Buckenmeyer pointed out that Montessori BABEL based her approach to the child's learning on Victor Low the model and words of Helen Keller, namely, "I Project Manager, SFUSD see with my hands." Piaget based his confirm- Chinese/English Bilingual Pr.)ject atory testing on eye-hand, mind-body activities Title VII of his own children. He stated, "To prepare the Esther Sato child's environment through the teacher's man- College of Education agement thereof so that the child can University of Hawaii progressively teach himself through his per- Doris Wong ception of and use of the materials provided Coordinator, LACUSD within that environment is the purpose of teach- Castelar Bilingual Education Project ing." Abstract not available. The second part of the presentation con- TEACHING SPANISH TO SPEAKERS sisted of demonstrations of materials directed at the learning of verbal and written language OF SPANISH through the prepared environment and the child's coordinated use of eye, ear and hand. Bernard Santana Concrete examples and suggested methods Site Director, Title I which enable children to be articulate in Grossmont High School District cultural communication were presented. A dis- Grossmont, California cussion ensued. Abstract not available. In summary, Dr. Buckenmeyer stated, "The purpose of education must be to provide the MULTIETHNIC COOPERATION IN child with the environment, materials and BILINGUAL EDUCATION guidance to accumulate information of the world and himself, to accomodate that informa- Awilda Orta tion and then to communicate that information Director, Bilingual Mini-School transformed by his intelligence to his fellow J.H.S 45 men." New York, New York BILINGUAL EDUCATION AND HIGHER "It is the main goal of theInternational EDUCATION Multilingual Multicultural Conference tobring different ethno-linguistic groupstogether to Philip Ortego share their ideas and their resources.The com- Chicano Studies mon bond which unites allthe people repre- Metropolitan State College sented is the struggle to provide a bettereduca- Denver, Colorado tional future for all children.

14 "It is urgent that everyone involved in James Louie, Moderator Bilingual Education share information, dis- Chairman, Berkeley USD tribute materials, give to one another. Only in Asian-American Task Force this way will we continue to grow and to Berkeley, California prosper. Al Yuen, Reactor Elementary Principal, SFUSD San Francisco, California David Louie, Reactor Student, Occidental College Los Angeles, California Linda Wing, Reactor High School Teacher and Counselor Berkeley, California

"Bilingual education is a reality. There are successful projects on every educational level, "China is putting first things first," Jack Chen from pre-K to the university. The next and mosi reported as he told how China is attempting to important step is to assure that a meaningful solve the problems of building a united socialist bilingual education program be established for state out of avast ethnic mix. Over 50nationali- every child in the United States who wants one. ties are now represented in China's population; Every state in the United States should have a this fact in the old days caused numerous law mandating bilingual education. For, once it ethnic, religious and class conflicts. is written in the law books, it is easy to use the An enlightened economic and social policyis power of positive persuasion on the local level. removing economic, social, and ethnic in- "I end by simply urging you to form a nation- equality. Freedom for the various ethnic groups wide effort to keep in touch, to exchange ideas, to speak and learn in their national languages share materials, to help each other, to convince and develop their own economies and cultures universities to institute viable teacher-training has removed the main sources of friction and programs, push legislators to produce laws discontent and has led to mutual trust. Specific which will help in our effort, demonstrate to the examples of this kind of freedom are the government on all levels that there should be Sinkiang Uighur Autonomous Region, the Inner massive support for bilingual education pro- Mongolian Region and the Tiber Autonomous grams. Educate the enitre mono-lingual com- Region. munity as to the advantages of bilingual educa- On this basis, inculcation of mutual respect tion. has led to a new interest in learning each "Yo soy puertorriqueria. For those who know other's languages and cultures. The rich me that is an unshakable fact. My puertorri- culture and language of the majority Han peo- quenismo is enhanced when I join you in this ple have particularly been learned on a effort. For together, unidos we will provide a widespread basis. better future. Damas y caballerosour children Following Dr. Chen's address the panel en- are our future. Sellemos esta resoluciOn con un deavored to illustrate how the educational fuerte abrazo!" system can assist minority bicultural children to CHINA: SOLVING THE PROBLEM become participating members of the society, OF AN ETHNIC MIX rather than "cultural misfits." Using China, with her numerous ethnic subgroups as a prototype, the panelists cited examples of her treatment of Jack Chen, Consultant minorities. Mr. Al Yuen, the first reactor related Chinese Studies these examples to the American experience, New York Department of Education making the appropriate contrasts and com- Albany, New York

15 parisons. The student on the panel, Mr. David ment, then, is to engage public policy-making Louie, shared his personal testimony of grow- with the major decision-making sector serving ing up in non-Asian communities and then re- the community. lated this experience to his recent two and a The foregoing ideas set the tone for this half month stay in a Chinese commune where panel which was initiated by Dr. Baca. He began his remarks by pointing out how even at his ancestral cultural identity was enhanced. this conference, various groups were prin- Linda Wing, the third reactor, a teacher and cipally concerned with their own interests and counselor at Berkeley, shared her concern for in meeting their own needs. He emphasized educating bicultural students to be able to that this desire has been and still is necessary: "make it" in the present society. however, an effective strategy for change in a pluralistic society is total community involve- STRATEGY FOR CHANGE TO A ment. "A coalition between all of us is vital in PLURALISTIC SOCIETY order to develop an effective power base. We must address ourselves as a body of people and Chairman: Richard Baca begin to look side by side to each other, as to Liason to Supt. of Public Instruction what we can do together to achieve the com- State of California mon educational goal of equal educational op- Sacramento, California portunity. We need to work together to develop Panel: legislation and policies to connect public opin- Maria Rodriquez ion with public decisions." Merced County Schools Dr. Maria Rodriquez, presented her in- terpretation of a study of Filipinos which she . Merced, California Bill Dae conducted using interviews and a question- Bilingual/Bicultural Task Force naire. She pointed out that one problem State Department of Education Filipinos in the U.S. face today is their feeling of Sacramento, California "regionalism," which leads to isolation, envy and competition among themselves. This phenomenon is based on the many regions in the Philiippines from which they came, each with its own dialect and values. Once in the U.S. many Fillipinos face roadblocks preventing their integration among themselves and other cultural groups. According to Dr. Rodriguez, the Filipino people still show the vestiges of a debilitating "col- onial mentality" and feelings of inferiority, due 11/11.11.1. to having been a "subject people" for several hundred years. These feelings lead to withdrawal from contact with other people, particularly the "highly verbal" individuals and institutions of the dominant culture. In conclusion, Dr. Rodriguez urged Filipinos to be more vocal and assertive and encouraged members of the dominant culture to be more willing to listen to the ideas of their Filipino fellow-citizens. Dr. Bill Dae opened his remarks by stating that he intended to speak from his heart. He -41kb. said that he was "sick an tired" of hearing Our society is the product of decisions made "needs assessment" reports because the time by the local, state and federal governments, for action came long ago. The needs are well educational institutions, private and public cor- known: education, housing, etc. A commitment porations as well as other societal forces. for action is necessary. These elements act on each other not always in Dr. Dae made the statement that some people a way that produces desirable results. This say that bilingualism is a problem. Who is it a decision-making process should derive from problem for? How many Apaches speak and be supported, as far as possible, by com- English? How many "whites" speak Apache? munity interaction and consensus. The require- He pointed out that perhaps a "needs assess-

16 ment" should be run on Anglo administrators to ber, 1965 for a group cif kindergarten children. determine their problems. "Why do they treat This project, designed to promote functional the Indian the way they do? Let's look at this bilingualism through a policy of home-school situation from the other angle!" language switch, was initiated by the Smith Dr. Dae noted that the American Indian was Shore Protestant Regional School Board on an not given U.S. citizenship until 1924. Indians experimental basis in response to numerous re- were not allowed in bars until 1956. In 1964, quests from parents living in the community. when civil rights legislation was being con- The program, which began with two kin- sidered in Congress, almost half of the Ameri- dergarten classes in one school during can Senators, including Hubert Humphrey, 1965-66, has expanded throughout the South voted against including American Indians. Shore system. During the school year 1972-73, In conclusion, Dr. Dae asked the Anglo this innovative program was being offered from society to begin.to iook at itself and to ask why Kindergarten through Grade 7 atSt. Lambert Indians are not part of the community. He dis- Elementary School, and in Kindergarten cussed the Bureau of Indian Affairs' educa- through Grade 3 in five other schools tional system for Indians, which caused families throughout the system. In fact, this year approx- to be separated and led the Indians to despise imately 49 per cent of all eligible Kindergarten education. Dr. Dae also noted the isolation of pupils have enrolled in an immersion program the reservation and the extreme poverty in on the South Shore:In addition, similar programs which the Indian is forced to live. He stated are underway in at least 14 schools on the is- emphatically, We don't need your pity. We are land of Montreal. proud to be Indians. We ask for an equal chance and for your understanding." The following questions, and others, were of concern to the panel: How can the community bring about effective communication between public policy-making bodies and the major decision-making sector of the systems serving the community? What are the obstacles in the organizational system that prevent the multilingual multicultural population from effectively participating in program decisions affecting their learning experiences? What are the characteristics of the various ethnic groups that further hinder the involvement and partici- rP pation of the parents and community? What are solutions and strategies to overcome these obstacles and to develop school/community communications and participation structures? In conclusion, the panel stressed the need "The Kindergarten curriculum has been left both for immediate action and for a coalition of largely to the discretion of the participating cultural and ethnic groups, working together teachers. They stress the development of to reach common goals. vocabulary and passive comprehension skills in French, along with the other traaitional Kin- BILINGUAL EDUCATION OF dergarten activities. They use a direct native CHILDREN IN A FRENCH/ENGLISH language approach, in contrast to the second language methods typically used with English- SETTING speak ing .children. At the end of the Kin- Alison d'Anglejan dergarten year, the children are assessed Department of Education through direct observation by teachers and McGill University evaluators, but no attempt has ever been made Montreal, Quebec, Canada to test them formally. By the end of the school year, most have built up an extensive recogni- Elementary school children in the Quebec tion vocabulary and attempt to use single community of St. Lambert are becoming French vocabulary items as well as occasional bilingual in both English and French, according short sentences. Productive skills vary con- to Ms. d'Anglejan, who told about the French siderably from one child to the next, but all are "immersion" classes, which began in Septem- able to comprehend, without difficulty, simple

17 children's stories as well as their teacher's in general.This positive affect will probablynot directions." result from the school experience per se,but In Grade 1 "reading, writing and arithmetic rather will be an offshoot of theexperiences are introduced exclusively via French. No at- made possible by this unique educational pro- tempt is made to teach the children to read in English, and parents are specifically urged not gram." to do so in the home. In Grade 2 two daily half- MULTILINGUAL ASSESSMENT hour periods of English Language Arts are PROGRAM: A NEO-PIAGETIAN- introduced. The rest of`the curriculum remains essentially the same; with reading, writing, BASED MODEL FOR ASSESSMENT arithmetic and elementary science being taught AND CURRICULUM via French. The amount of instruction via English is increased gradually, and by Grade 7 Edward de Avila slightly more than 50 per cent of the curriculum Research Director is taught in English with the t-alance in Bilingual Children's Television French." Oakland, California Each spring since 1967, the Education Minis- Jose Ulibarri ter of the Province, Professor W. E. Lambert, Director head of the Language Research Group at Multilingual Assessment Program McGill, has assessed the French and English Stockton, California language skills, mathematics skills, general intellectual development and attitudinal development of the original experimental class and a follow-up class. In summary the experimental pupils appear to be able "to read, write, speak, understand and use English as well as youngsters instructed via English in the conventional manner. In addition and at no cost, they can also read, write, speak and understand French in a way that English pupils who follow a traditional FSL program never do. These children have acquired a Over the past several years research has mastery of the basic elements of French been conducted which has pointed the way for phonology, morphology and syntax, and they the development of a testing procedure which have not developed the inhibition which so is applicable to minority children. Dr. Ed often characterizes the performance of the de Avila described the procedure as being foreign or second language student. based on Piagetian concepts. He reported that "The children themselves appear extremely this basic model was developed from work con- satisfied with the type of education they are ducted in Boulder, Colorado, and in Toronto. receiving and reject the idea of transferring to a Piagetian concepts are translated into testing conventional English program. In contrast, the procedures which are enjoyable to the child English controls who have had relatively little and which provide valuable information relat- French training beyond the standard FSL ing to his conceptual levels of development. course report they have had too much and Results from these tests are futher used to would prefer to do without any." generate pupil-by-pupil curriculum which is fed "It became apparent that the ,goal of back to the teacher and provide specific recom- bilingualism can be most efficiently attained if mendations as to the types of educational ex- the parallel goal of biculturalism or other periences which would benefit the child at his culture sensitivity is set up simultaneously. level of development. The model has been With this aim in mind, for the past two years, we employed with approximately 1,200 children in have assessed the attitudinal changes at- four Southwestern states. In July of 1971, the National Multilingual tributable to this program of bilingual educa- Assessment Project (MAP) - Title VII was fund- tion. Again we see no harmful attitudinal effects ed and was established in Stockton, California. of this educational experiment. We have reason According to Jose Ulibarri, Program Director, to believe that the experimental pupils during since its inception, MAP has been focusing its the next few years will develop a sensitivity and attention on three major problem areas, a positive outlook toward members of both namely: (1) assessment, (2) pupil placement ofCanada's major ethno-linguistic groups and (3) teacher trainingthe problem of provid- and toward the notionof cultural diversity ing pre-service and in-service training pro-

18 grams for teachers who are unfamiliar with this reality of which we are all very proud. children whose social-cultural patterns are "In 1965, Congress enacted the Bilingual different from their own. The primary objective Education Act, tinder the Elementary and Sec- of the project over the past two years has beer ondary Education Act of 1965 as amended. In to lead the way to providing answers to these that first year Congress authorized $15 million problems. for bilingual education, but no monies were In order to accornplish the objectives of the received. Finally, in 1969, Congress appropri- project, MAP established experimental mode; ated and the administration approved $7.5 sites in the states of California, Colorado, New million for bilingual education, an historic Mexico and Texas. The experimental model event which marked the beginning oe our work sites were set up to conduct activities such as with 76 federally sponsored programs (1) gathering community data or a demographic throughout the United States. The one program survey of the model site;(2) field testing a in the Office of Education totally dedicated to series of "experimental instruments"; (3) con- the purposes of bilingual education is Title VII. ducting pre-service and in-service training on "Our beginnings were meager, but our poten- the administration of these "experimental in- tialities are great. In the four years of our opera- struments"; (4) conducting workshops relating tion we have grown rapidly, and we are proud of to the assessment results of the "pilot testing." the many accomplishments we have made The model sites have been in operation for two directly and the many spinoffs that have years and are currently involved in implement- resulted from our work. In 1970, Congress ap- ing some of the model activities developed by propriated $21.25 million and in that year we the MAP staff for teacher pre-service and in-ser- continued 72 of the first 76 programs and added vice training. approximately 39 new ones. We also created Besides the model sites MAP also has a com- special projects to fillin gaps, such as ponent at Riverside, California, under the direc- materials development and acquisition, infor- tion of Drs. Alfredo Castarieda and Manuel mation dissemination, and the development of Ramirez. The Riverside Component developed relevant assessment measures and analysis of teacher training manuals and video tapes existing ones. In 1971, we received $25 million which are being used by MAP model sites and and in 1972, $35 million. other school districts. There is also a component in the state of New York which is conducting research similar to that of the Stockton based project headquarters. The progress to date of MAP, its components and model sites is currently being assembled, processed and edited for eventual dissemination to bilingual bicultural projects and in- ,t. terested school districts across the country. ., MAP has also been reviewing standardized in- "This year we expected $41 million, but we struments and is in the process of disseminat- were disappointed when the administration ap- ing copies of these test reviews to project direc- proved only $35 million. Furthermore, we have tors, school administrators, psychometrists and no actual appropriation at this point so we are other interested parties. To date, MAP has con- 'continuing resolution'directing funds only ducted two major studies in the areas of assess- toward what is already in progress. At present ment, employing a neo-Piagetian strategy with we now have 130 new proposals requesting children, grades one through six, in various funds, which have been placed in a holding states in the country. position until the time that more funds are received. Unfortunately we understand that no FEDERAL LEGISLATIVE FUNDING more than $35 million for 1974 has been ap- FOR BILINGUAL PROGRAMS propriated. More projects in 1974 will be funded, however, because some of the projects Albar Pena begun in 1969 will be phased out, releasing Director, Bilingual Education funds for new projects next year. U.S. Office of Education "To date we have received $88 million and we Washington, D.C. are operating 217 projects in 29 states and ter- ritories. Our department is requesting funding Bilingual education is no longer a dream. It is for three more years. now a reality. Dr. Albar Pena announced that he "As a direct result of our work in Title VII, would like to "bring us up to date" concerning many institutions of higher education which

19 were not interested in instituting programs for TEACHING OF PUERTO RICAN the preparation of teachers in bilingual education have completely changed and are now HISTORY AND CULTURE IN vigorously working in this direction. A sizeable BILINGUAL EDUCATION number of school districts have now added tax levied funds for the continuance of the demon- Aurea Rodriguez stration projects we have initiated in their dis- Brandeis High School tricts. Great strides have been made in develop- New York, New York ing curriculum and in methods for teacher Magda lia Romero de Ortiz training and retraining. Our project schools Brandeis High School have also become models in the use of parental New York, New York and community involvement. "Some of the spinoffs from Title VII are that now no state has laws prohibiting instruction to take place in any language but English. Massa- chusetts has made bilingual education com- pulsory, and many others are moving in that direction, including Texas, which is now legis- lating a bill to not only make bilingual education mandatory, but also to include a state allocation. New Mexico and Colorado have similar bills pending. Other states have appropriated funding for bilingual education, including California, which has provided $5 million. "We have become a change agent for districts and administrators and have made an impact on their attitudes toward bilingual educa- Magda lia Romero de Ortiz initiated her tion and education in general. It is becoming remarks by pointing out that if the culture and more and more clear that bilingual education language patterns of immigrants in the United need not depend on federal funding. It has al- States are traced, a definite cycle appears. This ways been inconceivable to me that any of your cycle passes from maintenance through shift districts, having a per pupil cost ranging any- and then to loss. To provide an alternative to where from $300 to $1200, will continue to use this cycle for Puerto Ricans in New York City, a those funds in a way that they themselves admit course on Puerto Rican history and culture does not work! Why not take a small percen- from an historical and geographical perspec- tage of those funds and use them for bilingual tive has been introduced into the curriculum. A education? week-long celebration of Puerto Rican Discov- "Federal funds are never indefinite so we ery Day has also been added. However, Mrs. Or- must plot our course carefully and vigorously tiz indicated that these should not be the only for now we are going to maintain our existing methods related to the child's culture used in programs and initiate new ones. We need to the classroom. work with our state legislatures and our own Through a re-definition and extension of the school districts. Whether Title VII remains or meaning of culture and by analyzing it from a not, our paths are clearly marked. Each of us is sociological and psychological perspective, a now an emissary. Only this way can we ensure teacher can define existing patterns of culture, that programs that truly meet the needs of areas of academic and social need, and finally children will replace the outmoded ones that culturally-determined likes, dislikes, and in- we still have today in many of our schools. What terests. This analysis, together with an integra- we have done is great, but the task ahead is tion of these patterns, needs, and interests, can monumental." facilitate the development of culturally relevant teacher-made curriculum inall curriculum areas. The features of the New York curriculum which differentiates it from existing traditional curricula were discussed. Through cultural analysis and integration, the workshop provided participants with a formula for the development of similar materials.

20 ject offers a bilingual learning system for begin- THE MIDDLE SCHOOL AND ITS ning level Mexican-American children. RELATION TO BILINGUAL When completed, the system will consist of EDUCATION 30 integrated units comprised of animated col- or films, filmstrips, audiotapes, student Alonso Perales worksheets, teacher's guides and assorted Academic Curriculum Development visual aids. These materials have a social stu- San Antonio Independent School Distct dies content and deal throughout with the San Antonio, Texas development of a positive self-concept and an awareness and pride in the child's cultural heritage. Emphasis is also given to the development of oral language proficiencies in both English and Spanish.Special emphasis is placed on those forms and structures which have been identified as particularly troublesome for Mexican-American learners. LIVING MEXICAN CULTURE IN THE ELEMENTARY SCHOOL THROUGH MUSIC Adelina Ledesma Gutweiler School of Education California State University Fullerton, California Ernesto Martinez Dr. Perales began his presentation on the La Raza Studies role of the middle school in bilingual bicultural California State University education by pointing out that effective teach- Fresno, California ing in this setting goes beyond pure academic Carlos Ferrer orientation. The teacher of Spanish, for exam- Ethnic Studies Coordinator ple, should be skilled not only in teaching Stockton Unified School District Spanish as a second language, but also in Stockton, California teaching Spanish for Spanish-speakers as well. The process for each group differs. Likewise, teachers should be versed in cultural dynamics Ms. Gutweiler, Mr. Ferrer and Mr.Martinez and should possess the skills necessary for extemporaneously shared their knowledgeof classroom cultural awareness activities. Mexican folk music and dancing in the elemen- The middle school develops the bilingual tary school. They pointed out that a perfect way model it will follow. Will it be a "language shift" for children to live Mexican culture is to per- model or will it be a "language maintenance" form the folk dances of Mexico. Dancing was model? Both require distinctive methods and made by mankind for his enjoyment. materials. The faculty need a clear understand- Any subject area, such as science, art, parts ing of the school's position and philosophy on of the body, etc., can be taught through music. bilingual bicultural education to help in defin- History and geography can be learned through ing the goals and objectives set for that school. experiences in folk dance. For example, varia- The use of materials being developed for tions in the corrido relate to the ways it is per- bilingual bicultural classes in the San Antonio formed in different regions of Mexico.The Independent School District were reviewed. dance tells a story of the land and the cultural These materials included math, science and ways of the people in each region. social studies units in both Spanish and Music can also help children understand how English. Workshop participants were shown cultures influence each other. They discover how to develop these materials for use in their how the German population has influenced the own schools and classrooms. music of northern Mexico, how the French have Dr. Perales also described the multimedia influenced mariachi music, and how the Blacks development project for Grades K-1, a coopera- have influenced the music and dances of tive effort of the San Antonio Independent Veracruz. School District and Sutherland Learning Asso- In the study of history, music can also be ciates, Inc., Los Angeles, California. The pro- useful. Pre-Columbian music helps children

21 learn how people of that period lived and how demonstrate that his experience inlifeis they related to the world. For example, before different from the very beginning. Considera- the Spaniards arrived, all Aztec men hod to par- tions of which customs are better or worse only ticipate in ceremonial dancing. If they' r issed a serve to cloud the issue since what is good for beat, they were punished the next day and put one individual may be bad for another. to death. The Europeans considered Aztec In-depth discussions in the workshop dealt music crude, primarily because no stringed in- with the notions of assimilation and accultura- struments were used. The Spaniards brought tion. Specifically, the following questions were music and dancing from Andalusia to the New posed by Mr. Pena and Ms. Cora Aviente, who World. The Mexicans responded with served as co-leaders: enthusiasm to these dances; they felt How much of the majority culture have challenged by the fast beat. In addition, much of Filipinos assimilated? the music of the Europeans was tied to How much are they forced to assimilate? Christianity, a new religion to the Indians. How much do they want to assimilate?Are Participating in folk dancing is a multi-senso- the problems of assimilation different for ry experience for children. They enjoy making Filipinos and Filipino-Americans? masks, sombreros and vests, which heighten How are different age levels affected? their understanding of the people who dance What traits would Filipinos have to keep or the dances they are learning. Since itis a discard in order to retain their "Filipinoness" in multicultural world, dances from all countries a diverse society such as the U.S.? should be learned to increase the children's ap- Is there such a thing as "compromising" preciation and awareness of all cultural groups. cultural characteristics? Teaching children to dance is fun for the What socio-economic and psychological fac- teacher, too.Itis important that the teacher tors are involved in the process? know the dances before teaching them in order to be an effective model. There are "folk dance BILINGUAL camps" where teachers can go to learn the EDUCATION/COMMUNITY dances. Bibliographies of records, music, etc., INVOLVEMENT: EDUCACION may be obtained from Cal State at Fullerton. BILINGUE-?SEMILLA BUENA EN TIERRA SALADA? (IN SPANISH ONLY) PENYOS WE ARE, WHEREVER WE GO Chairman: Pablo Juarez Director, Project Frontier Bilingual Education Benson P. Pena Sweetwater Union High School District Coordinator, Career Counseling Services Chula Vista, California California State University Panel: Parent Advisory Committees Sacramento, California Roselee de la Garza Cora Aviente President, Montgomery Elementary School Chula Vista, California Benson Pena initiated the discussion in this Cecilia Carbajal workshop by pointing out that in these days of President, Southwest Junior and Montgomery brotherhood it becomes a rather precarious High Schools matter to talk about differences between peo- ples because identifying differences is often Imperial Beach, California Antonio Cerda equated with asserting supremacy. He went on President, Kimball Elementary School to state, however, that in denying differences one may fail to see that the solutions of one National City, California culture are not necessarily those of another. It Yolanda Sparks President, Nestor Elementary School is much safer to assume that the Filipino is very different from the American and to seek ap- Imperial Beach, California Elia Card& propriate ways of teaching the Filipino to retain Community Aide, Secondary Component his "Filipinoness" rather than to encourage him Project Frontier to act American as though he were a product of American culture. The experiences of the Chula Vista, California Filipino begin to differ at birth when his mother Mr. Paul Juarez welcomed the workshop par- gives birth to him, probably without the aid of ticipants and discussed the purpose and title of drugs, and then breast feeds him for a year or the presentation. He stressed the importance of two. It is not that these two differences by them- bilingual bicultural education and the condi- selves have a major impact on him; rather, they tions under which it is to operate. He presented

22 the following charts: trict in Imperial Beach, California The K-4 program has been highly successful, and parents Age 0 5 1 2 3 have mailed petitions to the Board of Trustees urging them to continue this worthwhile educa- English Language Dev. tional program for both English and Spanish Reading Writing speakers. Listening - Speaking A seven page description of the Project Fron- Spanish Language Dev. tier, ESEA Title VII program (in Spanish and Reading Writing English) was distributed to all workshop partici- Listening-Speaking pants. MATERIALS DEVELOPMENT FOR Juarez explained how important it is to take into account the "home language develop- BILINGUAL EDUCATION ment" (Spanish, English, Spanish & English) of the child before he enters kindergarten. Al Ramirez Director, Region One Bilingual Education Materials Development Center Edinburg, Ten's Abstract not available. English Spanish

Listen.Spkg ReadingWriting Listen Spkg.ReadingWraing BILINGUAL CHILDREN'S TV (BC/TV)APPROACH TO Juarez outlined how a bilingual education BILINGUAL BICULTURAL program should enable the student to ultimately EDUCATION become a "coordinate bilingual" with effective control of listening, speaking, reading, and Chris Arce writing skills in English and Spanish. BC/TV Mrs. Rose lee de la Garza reviewed the pro- Oakland, California gram and activities of the Title VII Local Adviso- Abstract not available. ry Committee at Montgomery Elementary School in Chula Vista, California. She de- CANBBE: CULTURAL scribed how parents work in the bilingual program joining hands with educators to provide RELEVANCY IN BILINGUAL better educational opportunities for the youth in MATERIALS Grades K-3. Mrs. Cecilia Carbajal reviewed the program Josue M. Gonzalez and activities of the Title VII Local Advisory Director, CANBBE Committee at Montgomery High School in the San Antonio, Texas Sweetwater Union High School District. Her Abstract not available. role includes informing the community about bilingual bicultural education, assisting in the EDUCATORS' ASSOCIATIONS planning and development of the program, meeting regularly with the Local Advisory Com- AND THEIR SUPPORT OF BILINGUAL mittee members, and visiting homes or render- EDUCATION ing other services that will result in better student and parent participation in the bilingual Chairman: Robert Aguilar, Past President bicultural program (Grades 7-12). Association of Mexican-American Educators Mr. Antonio Cerda reviewed the functions of (AMAE) the Title VII Local Advisory Committee at Kim- Panel: ball Elementary School in National City, Joe Mendoza, President California. He emphasized the importance of AMAE bilingual bicultural education and the need for Josie Valdez Beanda effective community involvement. The program Association of Mexican-American Women includes Grades K-3 and will include K-4 in the Frank Ortega 1973-74 school year. California Teachers Association Mrs. Yolanda Sparks commented on the Title Jose Carrasco VII Local Advisory Committee at Nestor Ele- Graduate Student mentary School in the South Bay School Dis- Cal State

23 San Jose, California homemade tortillas when I want to do so much Manuel Banda, Jr. more with my life." Education Chairman Frank Ortega opened his remarks by stating LU'_AC that, by and large, teachers are not responding to the needs of the Mexican-American child. Following introductions of the panel, Roberto For this reason, Mexican-American teachers Aguilar stated that the general purposes of the should take an active part in teachers' workshop would be for each individual repre- organizations in order to sensitize their col- senting an organization to state the purpose of leagues to the needs of the Mexican-American the organization. He suggested that each child. In this way the organizations can then speaker give his organization's position on help the Mexican-American cause. Mr. Ortega bilingual education and describe some innova- is pleased that more and more Mexican-Ameri- tive approaches me group has promoted. He can educators are participating. They are aware pointed out that the essential question was of the need, and they are making the effort. "What is happening to our children who have Jose Carrasco directed his remarks toward bilingual bicultural backgrounds?" higher education. He pointed out that bilingual The first panelist, Joe Mendoza, stated that bicultural education is generally supported in a the basic purpose of AMAE is to enhance the half-hearted fashion in institutions of higher welfare of the Mexican-American. With respect learning. The effectiveness of teacher training to bilingual bicultural education, AMAE is in- in bilingual education varies from school to volved in working with legislators, providing in- school, depending on a number of factors: the formation and inservice programs in school competence of the staff, the strength of the districts in the Southwest, working in communi- education and linguistic departments, and the ty organizations and promoting other innova- degree to which the Mexican-American studies tive approaches. He explained that the govern- program is involved. Mexican-Americans ment and many school districts are not doing should design and carry out the programs. their utmost for the bilingual bicultural child The final panelist, Manuel Banda, Jr., in refer- because they lack understanding. In this area ring to the funding which has come from the the AMAE provides information and urges ac- federal government to help overcome some of tion. the educational problems of the past, stated "Dr. Aragon made some very strong points on that we have only just begun. He described the what a culture is," Mrs. Beanda stated, referring work he has been doing in Pomona, focusing to the keynote address. He stressed especially on a center for counseling Mexican-American five componentscommon language, body students toward higher education. nurture, dress, social life and a particular set of values"what we believe."It is this last one COMMUNITY INVOLVEMENT IN that gives me concern. Where are we as BILINGUAL EDUCATION Chicanos in this bilingual bicultural ideal with respect to our values and beliefs?" Delia Talamantez As a Chicana, Mrs. Beanda was hesitant to Coordinator of Volunteers accept the demeaning role of women that her Chula Vista Elementary School District culture has maintained. She did not advocate Chula Vista, California perpetuating this stereotypeunless the individual so desires. "This must be a free choice, As a demonstration of community involve- based on knowledge, and not ignorance, of ment in the school's bilingual program, Ms. what other worlds are open to us. Talamantez introduced a panel consisting of "Where are our women in the world of educe- five members: two parents, one student, and tion?...In the world of work? They are least and two teachers. they are last. With the development of bilingual The parents addressed the group by giving programs and the implementation of affirmative their interpretations of the effects of bilingual action programs, we find them now as teacher education on their children and the community. aides and clerks. What progress! Our numbers One parent was Anglo, and the other was in the professional world are limitedalmost Spanish-speaking. nil. The two teachers spoke about the impor- "We can dwell on the various causes for this, tance of parent participation in bilingual pro- but we cannot deny that this has resulted from grams. Being bilingual themselves, the the attitude established by our culture as to teachers are presently involved with parents in what the woman's role should be. I do not wish their respective communities. to be relegated to the cocina slapping out The student from San Diego High School told

24 about the positive experiences he has had at- Puerto Rican. tending bilingual classes. "In 1967 there were 17,840 Puerto Ricans enrolled in the ninth grade. In 1970 there were ASIAN/ENGLISH LANGUAGE 7,039 enrolled in the twelfth grade. The dropout PROGRAMS: SOME WIDER rate in Brooklyn, Manhattan, and the Bronx EDUCATIONAL, SOCIAL, AND ranges from 57.8% to 65.5%." Vasquez went on to state that "despite some POLITICAL RAMIFICATIONS efforts by the New York State Education Depart- John Lum ment, the New York City School District, and Rockefeller Fellow other school districts in the state, the situation Office of Superintendent remains deplorable. We have had a few Portland Public Schools bilingual schools (two in the city), bilingual Portland, Oregon tracks, bilingual classes, English as a second Philip Lum language programs, etc. These approaches University of San Francisco have reached a minimal number of the pupils in San Francisco, California need of educationally sound programs. Charles Cheng "The state mandates that every child should Harvard University be afforded equal educational opportunity Cambridge, Massachusetts regardless of his "wealth; ethnicity, and other Abstract not available. accidents of birth." That children be denied educational opportunity because they have not THE NEW YORK EXPERIENCE: yet learned English is an indefensible violation (A) POLITICAL STRATEGIES FOR of this principle. STRENGTHENING OF EDUCATION (B) "Puerto Rican educators have made sundry recommendations and demands of city and STRUCTURE OF THE OFFICE OF state officials. However, little or no progress BILINGt!AL EDUCATION (C)NEW has been made at any level of the state. Only by YORK NETWORK: FEDERAL, STATE, involving and addressing the concerns of urban AND CITY INTER-RELATIONS and isolated communities alike is a unilateral statewide force being developed to achieve our Jose A. Vasquez common goals." Associate Professor of Education In summary, Dr. Vasquez described some of Hunter College, City University of New York the efforts being initiated in his community to Divisional Director of Project BEST rescue Puerto Rican children from educational New York City Consortium on Bilingual failure and from the annihilation of their Education language and culture. New York, New York The structure of the Office of Bilingual Marco Hernandez Education and the New York Network (federal, Carlos Perez state and city) inter-relations were also discussed by Marco Hernandez and Carlos Perez.

HOW I RESPOND TO ANOTHER 4 CULTURE Patricia Heffernan-Cabrera Department of TESOL University of Southern California Los Angeles, California remarks by Dr. Vasquez began his remarks by citing the Dr. Patricia Cabrera began her pointing out that individuals cannot knowhow following statistics for New York City, the only unless they city for which they are presently available. they respond to other cultures Puerto Rican children constitute 24% of the are able to identify andobserve a variety of con- total school population. Of these 260,000 cepts related to transactions. Educatorsmust children, 95,000 are classified as having be able to identify covert and overtoperations moderate to severe English language difficulty. such as withdrawal, aggressivity,cooperation, Although more than 131 New York City schools reciprocity and supportive andextending have over 50% Puerto Rican enrollment, less behaviorsall of which are concepts essential than 1% of the professional staff in the city is to meaningful transactions withinintercultural

25 efforts. One of the first things to do is to examine EVALUATION-TESTING AND through the literature the various approaches BILINGUAL EDUCATION that the educational system makes to other cultures. With respect to the Mexican-Ameri- can, the classification scheme of T.A. Arciniego Chairman: Manuel Ramirez in his "Public Education's Response to the Director, Project Follow Through Mexican-American Student," Innovative Riverside, California Resources, Inc., 1971, is very useful. It is essen- Ernie Bernal tial to remember that a system reflects the in- Southwest Lab dividuals who comprise it and that one's per- Austin, Texas sonal philosophy is the genesis of his response Steve Moreno to another culture. Mind sets act themselves out Department of Education in behavior. In order to change people, entry California State University must be made into mind and into behavior. Man San Diego, California strains for consonance in his life, striving to keep mind and behavior in balance. Dr. Cabrera demonstrated in a film how withdrawal and aggression are the two coping responses. These factors come into play when an organism's identity is threatened. When one force overwhelms another, the second force copesusually by withdrawing. The film showed the many ways in which teachers over- whelm children, forcing them to use this defense.

Dr. Ramirez began his presentation by pointing out that there are two major componentsof culturally democratic learning envircn- ments(1) language, heritage and values and (2) cognitive styles. With respect to the Mex- ican-American, the goals of these twocompo- nents are mental flexibility in children, enhanced self-esteem of Mexican-American children, and intercultural understanding between Mexican-American and non-Mexican- American children and adults. Cognitive styles should play a crucial role in the evaluation of bilingual programs. They are reflected in teaching and learning styles, curriculum development and achievement testing. Dr. Ramirez discussed procedures for developing and implementing materials and techniques to meet the goals ofa culturally democratic learning environment. He also The two primary concepts, therefore, to con- reviewed the research literature relating tocog- sider are (1) How can we control our own nitive styles of Mexican-Americans and de- behavior in order to enhance the transactions scribed an experiment in which teachers and between teacher and learner? These transac- children are being trained to function intwo tions are related to concepts that the literature cognitive styles. calls "human relational styles" or "incentive Dr. Steve Moreno presented the following motivational styles" which educators have questions which he discussed with the partici- translated into the concepts of cooperation and pants: (1) Can we REALLY develop true reciprocity; (2) How can we observe our own bilinguals? (2) Do we really want to develop behavior in the transactional process and con- true bilinguals? (3) Can we have the best of two trolit so thatit more favorably benefits the worlds, English and Spanish? (4) Should learner? cultural awareness be taught in the schools?

26 (5) Have we RESEARCHED the methodology of plied psychology in the fields of education. bilingual education? (6) Should ALL children Teaching methodology, behavior and interper- be taught bilingually, or should bilingual sonal communication are the three areas in education be confined to the first year of which thInstitute focuses its efforts. Teachers' school? (7) Have we forgotten ESL? (8) Is Title and parents' training programs in these areas VII a bandwagon that is diverting our attention are among the Institute's permanent activities. from the real issues of education? (9) Do One of the programs which the Institute has parents REALLY understand bilingual educa- initiated in Latin America is the Human tion? (10) What have other successful ethnic Development Program authored by Drs. Harold groups done? (11) What do Title VII evaluations Bessell and Uvaldo Palomares. The institute is show? (12) What are the ultimate goals of also developingits own philosophy and bilingual education? materials. Sra. de Alvarez agreed with several com- A HUMANISTIC APPROACH TO ments made by participants that Mexico could be making some of the same mistakes educa- EDUCATING CHILDREN IN MEXICO tionally that the United States has made. With respect to the self-image of the Mexican, she Blanca M. de Alvarez stated that the Mexican-American is more in Executive Director touch with his identity than the Mexicans of Institute Interamericano de Estudios Mexico, because they have had to deal much Psicologicos y Sociales more with the issue of who they are. Chihuahua, Chihuahua, Mexico She concluded her presentation by stating, "I am thrilled to see the pride and accomplishments of the Mexican-Americans. You are neither Mexicans nor Americansyou are something new. You are both. This is the most marvelous thing in the worldto know your own identity."

CURRICULUM DEVELOPMENT IN SPANISH

Ralph Robinett Project Manager Spanish Curricula Development Center Miami, Florida Mario R. Solis Field Trail Coordinator According to Sra. de Alvarez, historical and CANBBE sociological antecedents give Mexico its own San Jose, California particular cultural characteristics. She went on Eneida Hartner to explain that one of the expressions of Mex- Spanish Curricula Development Center ican culture and way of lifeis education. Miami, Florida Schools are a refk ction of a culture with strong Luisa Ramirez authority figures, stable family bonds, super- Spanish Curricula Development Center masculine men, and women who take pride in Miami, Florida their home and family. Although the culture as a whole may be considered authoritarian, during Dr. Robinett opened the panel discussion by the last few years great changes have occurred, describing the Spanish Curricula Development and an embryonic democratic culture is slowly Center in Miami. He stated that in 1970, with emerging. Much effort has been invested in well over 100 Spanish-English bilingual centers bringing about educational reform, and even funded under Title VII, ESEA, the need for home though the results are still not evident, firm language materials caused the Bilingual steps are being taken in this direction. Education Programs Branch, USOE, to fund In this setting, the Interamerican Institute of multiple efforts to provide curricular materials. Psychological and Social Studies operates, One such effort is the Spanish Curricula providing psychological, guidance and con- Development Center. The Center is developing sultation services to individuals and institu- multidisciplinary resource kits to help support tions. In addition, it promotes programs in ap- the major areas of instruction in Spanish at the

27 primary level. Science/Math The Science/Math Strand As the curriculum was to be developed for represents an attempt to blend two areas of stu- national use, it was important to ensure that the dy. The unifying elements are the basic pro- product would be acceptable as well as useful cesses common to both disciplines. Specific resource material for the groups for whom it facts and many concepts are presented as il- was designed: Mexican-American, Puerto lustrations rather than ends in themselves. Rican, and Cuban. The first step was to form an Social Science The pupils' ability to understand Advisory Council representative of the popula- their environment and in some measure to in- tions to be served. The second was to recruit fluence it is a critical factor in developing suc- staff with diverse ethnic and geographic cess-oriented learners. From this premise, the qualifications. The third was to poll numerous Social Science Strand is designed to help projects on curriculum philosophies and time pupils discover basic generalizations of the allotments, and the fourth was to establish an social sciences and to familiarize them with the adequate field test and revision process. process of inquiry. The participating field trial centers provide Spanish SL The Spanish as a Second feedback to the production center on their use Language Strand is designed to help provide of the curricula kits and the modifications they the English-dominant child with Spanish struc- recommend for revised and regional editions. tures and vocabulary he will need for effective Five Regional Field Trial Coordinators have communication in a bilingual environment. The been funded under Title VII, ESEA to support activities are designed to help build concepts in the SCDC effort and a parallel project of the a new language through formal and informal Curriculum Adaption Network for language and reading experiences. Bilingual/Bicultural Education (CANBBE). The primary responsibility of the Regional Field THE POLITICS OF BILINGUAL Trial Coordinators is to serve as liasons be- EDUCATION WITHIN CHICANO tween the field trial centers and the agencies producing the materials. They also serve as STUDIES resource persons providing inservice to the Chairman: Rene Nunez cooperating field trial centers. Chairman, Chicano Studies After the first year's field trial, the Preliminary San Diego State University General Edition is converted into regional edi- San Diego, California tions: Southwest, Northeast, Southeast, and Panel: Revised General. SCDC staff analyzes all feed- Sandra Casares, student back and presents it to ethnic review commit- SDSU tees composed of SCDC staff, CANBBE direc- Maggie Carrillo, student tors, and field trial coordinators. The commit- SDSU tees recommend modifications to be incorpo- Luis Viegas, student rated by editors in the development of regional SDSU editions. Rene Flores, student Dr. Solis described one. of his field trial ex- SDSU periments to determine how relevant the programs are to the community. He, Ms. Hartner "Change has come about through people and Ms. Ramirez described the instructional willing to risk their status," stated Rene Nunez strands and program design of the curriculum at the beginning of this panel discussion. He development center, as follows: went on to state that "schools are Anglo Fine Arts The Fine Arts Strand reflects a wide oriented and not relevant to Chicano youth." He range of musical traditions. Many of the songs emphasized that placing Chicanos in high posi- are of Hispanic-American origin, while others tions will not free them. Alternative structures are from international traditions. must replace parallel structures. Language Arts The Language Arts Strand is Sandra Casares, the first panelist, spoke of designed to extend, through oral experiences, her growing disenchantment with the process the language that Spanish-dominant children of socialization called "education," but which bring from their homes and, at the same time, to is really "schooling." She stated that schooling develop respect for regional differences in has become a "Mad Religion." More money is dialect. The strand also provides structured and spent on schools than on real education. unstructured reading experiences designed to According to Maggie Carrillo, the second develop systematically Spanish decodingSkills panelist, the schooling experience directs stu- prerequisite to effective use of reading for dentsintointellect-channeled,prescribed learning. molds where value is placed on input and im-

28 aginations are smothered. Everything is the Mexican-American students in the high measured and only what can be measured is of school. value. She stated that Chicanos are being sub- By definition, an estudiantina is a group of jected to a schooling system which perpetuates student serenaders who accompany their the social self-interest of the elite. songs of love and joy with guitars, mandolins, Luis Viegas, in referring to the mythical idea castanets, accordion, string bass and rhythm that Chicanos are a "sleeping giant," stated instruments. The history oi the estudiantinas that Chicanos have long been hampered by this goes back to the Renaissance in Spain. from kind of false statement made by sociologists. where the idea was carried to Mexico and the He stated that Chicanos are not passive. "We rest of the Spanish-speaking New World. The have been viewed as not contributing to the traditional musical group has become a virtual social process," he stated," but we have con- institution in the schools of Latin America. tributed. Some examples are our support of the However, in the United States,the Estudian- farm-workers and Cesar Chavez; MECHA; La tina El Cid is one of the few groups of its kind. It Raza Unida Party, organized to bring about po- was formed in 1968 within the Title VII Bilingual litical change; and the strike by Project of the Calexico Unified School District, Obreros Mejicanos in Los Angeles." Calexico, California. Calexico is a border town Viegas emphasized that Chicanos have been in which the majority of the population is Mex- and continue to be a part of the historical pro- ican-American. The federally-funded project cess. Student involvement has been instrumen- has inserted the Estudiantina El Cid into the tal in throwing off the myths that have arisen curriculum as a part of its cultural component. It about Chicanos. "Ponder Estudantil!" has become one of the most sought-after musi- "Tener la voz es que tenga poder," stated the cal groups in the area, with non-project stu- fourth panelist, Rene Flores, who went on to ex- dents clamoring to join. plain that Chicanos have to look critically at Wearing gray gabardine costumes with pink what has been happening to them in this socie- and gray satin capes adorned with bright rib- ty. "We must create new ways of doing bons, the Estudiantina El Cid delights au- thingsnot just expanding them" he stated. diences with joyful songs and Mexican gritos. "Bilingual education should be much more Their estandarte proclaims to all the students than just changing subject matter from one pride in their school. language to another. The system must be com- Wherever the Estudiantina El Cid has per- pletely changed. We must create a new socie- formed, the reviews have confirmed their ty." popularity and success as a unique performing Flores described some of the work Chicano unit. Presentations for many service clubs, the Studies at SDSU has been doing, including the Imperial County Fair, the Anaheim School Dis- formation of a child care center and a MECHA trict's "Fiesta del Cinco de Mayo" and for col- kitchen and book store. Funds for these efforts lege groups in Riverside have received an came from the pockets of professors and stu- enthusiastic response from all cultural and age dents. levels. Flores pointed out that in order to create a The music of the Estudiantina El Cid is new system Chicanos must have mental inde- alegria which needs no translation! It simply pendence. "We must not be fearful of change or means joy transmitted through music and put limits on our creativity. We have found when youthful exuberance. we have these ingredients plus equality, such things as federal funds are unnecessary." BILINGUAL EDUCATION CONCERNS IN TEXAS ESTUDIANTINA: FORMING A STUDENT CULTURAL MUSIC GROUP Victor Cruz-Aedo Consultant, Office of Ann Horn International and Bilingual Education Calexico Unified School District Texas Education Agency Calexico, California Austin, Texas

Ann Horn enthusiastically told workshop par- Dr. Cruz-Aedo began his remarks by stating ticipants in her section about Estudiantina El "My concerns in education as it relates to the Cid, a troupe of thirty Calexico High School Spanish dominant child are many." He then young people who play and sing the music of asked the participants to think about the follow- the traditional Latin serenading unit. It has ing questions: What is bilingual bicultural completely reversed the negative self-image of education? Who is it for? What is the role of the

29 school board, superintendent, principal, and Sister Vicente outlined the unusually resultful teacher? How does the commitment on the part bilingual educational program which she of the above mentioned personnel determine helped to institute in the State of Massachu- the effectiveness of the program? What are the setts. She began the program when Boston universities doing to prepare teaching person- Mayor Kevin White asked her to assess the nel for bilingual education? He pointed out that needs of the Spanish speaking population of the answers to these complex questions will Boston. greatly assist in the implementation of relevant She personally knocked on doors, gathered programs for which an adequate base of sup- names, and ascertained that 25,000 children port has been provided. needed a bilingual program. When she finished He went on to state that due to the fact that the study and presented the demographics, she Blacks and Chicanos often share the same received a $200,000 budget from the Board of szhools there is need for comparative cultural Education to organize "cluster" schools in studies which will enable the teaching person- garages, warehouses, etc. Desks, paper, pen- nel to cope with the emerging patterns of cils, books, and other necessities came from classroom composition. The universities and donors. The Educational Development Center colleges should actively recruit from these two started the donations with a $35,000 grant, help- ethnic groups since they are not presently ing to recruit returning Peace Corps volunteers represented in adequate numbers. and Vista volunteers as teachers. It is in the best interest of the child and the Through these efforts the Bureau of Bilingual nation that the Spanish dominant child be Education in the State Department of Education strongly and effectively literate both in English became a reality in November, 1971. and in the home language, Spanish. The Operating under the theory that the child bilingual child is an asset to himself and to the should be literate in his native language before nation. learning to read in English, mother-tongue pro- To accomplish this, the schools should programs have been established inall schools vide at all grade levels a strong bilingual pro- where any given ethnic group is represented by gram incorporating special techniques in the 20 or more students. Parental involvement is teaching of English as a second language. The stressed, and for every group o. 200 children opportunity for daily instruction in and through there is a project director. the non-English tongue in all areas of the curriculum should be provided. A UNIQUE CLASSROOM EXPERIENCE: BILINGUAL. BILINGUAL EDUCATION EDUCATION AND FOLLOW AND ITS ACCEPTANCE THROUGH COOPERATING AT THE IN MASSACHUSETTS CHEYENNE RESERVATION Sister Frances Georgia Vicente Dan Alford Bilingual Education Assistant Director and Project Linguist Department of Education Northern Cheyenne Bilingual Program Boston, Massachusetts Ashland, Montana

Dan Alford began his presentation by explaining that the Northern Cheyenne Bilingual Education Program is unique among other bilingual programs in that it has moved into, and succeeded in cooperating with, an existing Follow Through Program already operating in

30 the classrooms on the Northern Cheyenne Ability to identify dialects. Reservation in Montana. Dr. Moesser pointed out that a person has Following a slide presentation concerning language competency if he can speak in his the reservation and schools involved in the second language for three minutes about un- Bilingual and Follow Through programs, Mr familiar material without making a mistake. Alford told about the role of a linguist in a Another criteria is to be able to read an article bilingual education program, expecially where in one language and then translate it with 90 there is no existing orthography. He gave a per cent accuracy to the other. She emphasized, brief introduction to the Cheyenne language however, that although a person may have and told about the social attitudes toward competency in both languages, he still may not language and culture existing on the Northern be able to teach."Teachers must be trained to Cheyenne Reservation.Mr. Alford discussed demonstrate their knowledge of the culture of the role the Follow Through Program has play- both languages," stated Dr. Moesser. "Besides ed in the modern education of Cheyenne taking courses, if teachers want to know the children, the manner in which the Bilingual culture of the children they teach they should Education Program has been inserted into a go into the communitythe living lab." Follow Through classroom, and how the classroom now operates. LET THE CHILDREN SEE: PHOTOGRAPHIC TRANSPARENCIES TEACHER TRAINING AND BILINGUAL FOR THE CHILDREN EDUCATION Gerald Viers David Ballesteros Ramah Navajo High School Dean, School of Arts and Sciences Ramah, New Mexico California State University Abstract not available. Sacramento, California Abstract not available. UNTITLED

THE COMMUNITY SCHOOL Ernesto Galarza CONCEPT AND ITS RE!.ATION TO San Jose, California BILINGUAL EDUCATION ORGANIZATIONAL PROCESS IN Gloria Becerra PASSING A LEGISLATIVE BILL United States International University San Diego, California Janet Bryant Abstract not available. Director, Education Division Massachusetts Commission against BILINGUAL TEACHER AND TEACHER Discrimination TRAINING METHODOLOGY Boston, Massachusetts

Alba Moesser California State University Dominguez Hills, California Aaron Berman Sonoma State College Sonoma, California

Dr. Alba Moesser challenged the workshop participants by asking them to define the goals of the bilingual teacher in terms of communication and language components and cultural objectives. Some of the expected competencies of an effective bilingual teacher that discussion produced were (1) Verbal proficiency in both languages; (2) Ability to communicate with parents; (3) Sensitivity to the feelings of the child; (4) Understanding of the learner's culture. Language and culture go together; (5)

31 Mrs. Janet Bryant described how the plight of for working on the House and the Senate. The the 40,000 Spanish, Chinese, Italian, Greek, coalition learned that if lobbying efforts are not Portuguese, and French non-English speaking, appropriately timed they will not be effective. school age children in Massachusetts spurred "Various techniques of sixty-six community Boston Puerto Rican community leaders and a organizations, legislative lobbying and much group of agency and community workers to legwork by a number of individuals were util- take concrete action on their behalf. They ized in our struggle," Mrs. Bryant stated. "We pressed for the passage of a bilingual educa- hope that our experience and the methods tion bill which would require school districts to which we developed will be useful to groups in set up transitional bilingual ;,rograms. other parts of the country which are desirous of "The passage of the bill in late October, enacting bilingual legislation." 1971," Mrs. Bryant explained, "was a unique combined effort which illustrates what the UNTITLED effect of both working behind the scenes at the Ben Lucero State House and pressure from concerned Native American Studies Coordinator groups can achieve." "It was important to Palomar College gather this wide support, as we were talking San Marcos, California about the passage of a bill which would benefit Abstract not available. powerless minority groups and which called for an expenditure of money by the state in a year of tight money." COLLEGE INVOLVEMENT IN THE With this in mind, the Bilingual Coalition was TRAINING OF BILINGUAL TEACHERS organized. Members included some 60 organizations throughout Massachusetts as Maria Paz Valdez well as organizations such as The League of Chairman, Foreign Languages Division Women Voters, Chamber of Commerce, social Lone Mountain College welfare agencies, National Associa+1/2n of San Francisco, California Social Workers, United Community Serb les, Abstract not available. Massachusetts Commission against Dis- crimination, Massachusetts Teachers Associ- MINORITY STUDENTS IN ation, union leaders, and church leaders like ALTERNATIVE SCHOOLS Archbishop Medeiros. The Coalition Steering Committee had many Minerva Mendoza Friedman tasks to perform. Among them were the follow- Opportunity II High School ing: San Francisco, California (1) Working with the staffs of the Speaker of the Massachusetts House and the House Chair- man of the Education Committee to draft and redraft the bill; (2) Setting up schedules for appropriate persons to testify at the hearings on the bill; (3) Assembling for state-wide distribution kits of materials including a fact sheet, a summary of the bill, and a.clescription of a bilingual program. Most important was an action page with suggestions for contacting by letter and phone local state legislators who should know of the interest of the their constituents in the bill; (4) Involving the news media. Throughout the year materials from the kits were used as well as editorials, feature stories, press conferences, TV spots, etc.; (5) Holding community meetings in various parts of the state to enlist the support of local "Alternative schools and programs are educators and community leaders; proliferating," Minerva Mendoza Friedman (6) Holding many meetings with Legislators stated in her workshop. "This is due to dis- Bartley and Daly (co-sponsors fo the bill) and satisfaction among many diverse groups with lobbyists to determine the appropriate timing the traditional educational system. Some of

32 these programs have a great deal to offer to TEACHING IN PRE- STANDARDIZED minority students, while others (especially the LANGUAGES: THE DEVELOPMENT private 'free schools') are primarily geared to the needs of liberal or radical middle class OF NAVAJO BILINGUAL EDUCATION white families." She went on to explain that minority parents Bernard Spolsky desire many changes in this society, but they Department of Linguistics also want their children to gain the skills and University of New Mexico the knowledge to fur,ction effectively within the Albuquerque, New Mexico system. Alternative education, therefore, must provide minority children with mastery of traditional educational content. Ethnicity can be a means of integrating the child's education with his cultural background and maintaining an independent, dissident view of the dominant American society. In such a new and heterogeneous field, there are many ways to go wrong. One of the problems is that successful experiments often remain at the level of tokenism or are eliminated altogether for purely budgetary reasons. "Some of the alternative schools have a separatist character, which I believe is detrimental in the .4611.196 long run both to the minority students and to the *, larger society," Ms. Friedman stated. "Seg,',)ga- tion, whether enforced or voluntary, reduces qh cui,ural diversity, flexibility and interaction to a minimum and promotes narrowness and ignorance." is She pointed out that in order to cope with the severe academic difficulties of minority children, the schools must overcome destruc- tive attitudes and behavior patterns. The school MEW mg& and the teacher have the responsibility to press the student toward greater efforts and achieve- Jr. Bernard Spolsky told a large dinner au- ments, as a counterweight against the child's dience about the challenges and rewards in- low self-esteem.This effort requires purposeful, volved in teaching in a pre-standardized organized activity, academic standards and language. He explained that when both of the behavioral standards, within a flexible but languages in a bilingual education program are carefully designed educational structure modern standard languages, the development (which may vary greatly from one school to of a satisfactory curriculum is not too difficult. another). But when one of them lacks an extensive writ- Ms. Friedman concluded, "I am firmly con- ten literature, has not been used for the purpose /inced that any form of alternative education of modern technology, and is short of the which throws away the goal of academic ex- resources of a standard language, such as dic- cellence and which abandons the students to tionaries and grammars, the process is much 'do their own thing' cannot be of value to the more complicated. minority communities." A necessary component of bilingual education in this case is language planning:standardization and modernization. This approach is il- lustrated with the case of the recent movement EL LENGUAJE Y SUS for Navajo bilingual education. The large ma- PECULIARIDADES jority of the more than 50,000 Navajo children come to school not knowing English. Only in (IN SPANISH ONLY) the last few years has there been any real effort to provide them with education in the language Man Ciel Rodriguez they know. Part of this effort has involved deci- United States International University sions on orthography; another major part has San Diego, California been the development of new terminology to

33 handle the concepts of the school curriculum. filled with a new philosophy. Many tribes are While all languages have the potential for ex- reeducating themselves in this new philosophy. pressing any concept, this potential has not al- Basically itis this idea: "Be able to accept ways been realized: the Navajo bilingual defeat and come back with victory." educator is thus in the forefront of modernizing Drawing from the vision of Crazy Horse in his language. which the old chief saw fire, death, and total Dr. Spolsky concluded his remarks by stating destruction, and finally a spark which would that in spite of these extra difficulties, Navajo grow, Mills predicted that the vision would bilingual education is growing fast and offers come true and that the Indian would come back great promise for the future. from defeat and eventually help mankind to find a better tomorrow. A BICULTURAL PERSPECTIVE OF Mills recalled several cases in the sports NATIVE-AMERICANS: FOCUSING world which indicate how even utter defeat can ON BILINGUALISM be overcome. He called particular attention to George Young who finally won an Olympic Gold Medal after training for ten years, winning Billy Mills his race by only 1/10th of a second. Office of Recreation Mills predicted that the comeback of the Physical Education Athletics American Indian would be substantially Albuquerque, New Mexico hastened through the appropriate application of bilingual education programs and through a growing national acceptance of biculturalism.

THE NEW FEDERALISM AND THE MULTILINGUAL MULTICULTURAL MINORITY: A LOOK INTO THE FUTURE

Armando Rodriguez Assistant Commissioner Office of Education Washington, D.C.

Billy Mills, the famous American Indian Olympic runner, began his address by pointing out that there are over 200 languages spoken by the various Indian tribes throughout the nation. Obviously the problem of bilingual education is even more severe for Indians than for those ethnic groups who have at least a common language. While about 98% of Navajo children speak Navajo, of the 2000 teachers who teach these children less than 100 speak Navajo. Eighty-six "A new thing is coming on the horizon that I'd per cent of Navajo children starting first grade like to address myself to. The belief that govern- are unprepared to learn in an educational ment can bring people up instead of their doing system based on the English language. it themselves is one of the great illusions of our Mills noted that his ancestors had a spiritual time. The New Federalism is the psychological commitment to a way of life. When they were and philosophical framework that will dominate defeated, a philosophy was destroyed. The our country for the next few years. The new young Indian of today is living in a philosophi- American majority has spoken. We need, then, cal vacuum. But the void is beginning to be to examine these tenets of Nixon's New

34 Federalism to determine how they will affect the ourselves or our constituents to the availability multulingual multicultural society as citizens. of funds. With the responsiblity coming to the "One of the basic concepts of that is revenue- local level, it will continue to increase for you, sharing. No money for education, as such, was for all of us, in terms of assuring that what is included in the first round. As expected, only a available should be gathered and used for the few reports have come in that, in unrestrained benefit of our children. This will require, as in use of that money, not much, if any, of it was the past, vigilance on the part of the citizens spent or used for public education purposes. seeking educational attention in their local "This year, related to the President's funding schools for their bilingual bicultural children. year 1974 budget, is a special bill called the This will also require a constant monitoring of Better Schools Act. The bill proposes a dra- the decisions of the local and state educators matic step away from the federal dictation of related to their attitudes on bilingual bicultural federal aid to education through categorical education. funding programs and vividly reflects the Presi- "One vital aspect of the New Federalism in- dent's New Federalism. What does this bill pro- volves not only placing more responsibility on pose? !t proposes to consolidate more than state and local governments for management of thirty programs into a single act with five federal fiscal resources but also to hold them general areas of expenditures, and they are dis- more accountable for compliance with federal advantaged, handicapped, vocational educa- civil rights laws. tion, impact aid for children whose parents live "If New Federalism is to succeed, the funda- and work on federal property, and support ser- mental basis for its existence, the return to the vices (that's the mystery one). Note that it does people of the power and resources to govern not include Title VII of the Elementary and Sec- themselves at their nearest level of involve- ondary Education Act, more commonly known ment, must prevail. And the most important and at the Bilingual Education Act.It does, closest relationship that every citizen has to however, include Title I, with its more than one- local government is the education of his child. and-a-half billion dollars each year. This pro- "For those of us in education the Better gram has increasingly been, inmany school Schools Act offers us an opportunity as profes- districts, providing some support to bilingual sionals to join hands even more closely with bicultural programs. It is important, as the Bet- our constituents in a partnership of educational ter Schools Act monies come to state govern- progress. For those of us who are bilingual ments for distribution to local school agencies, bicultural, the Act offers us the opportunity to that this priority be retained and enlarged in the more firmly implant in the curriculum as educa- use of these monies for the bilingual bicultural tional philosophy of our local communities, the child. positive significance of equal educational op- "Fortunately in the past three years more and portunity for all of its citizens. We have within more states are passing legislation that directs our grasp the resources to make a dream of a resources, including state funds, toward ex- few years ago a reality todaya truly panding programs in local sch000l districts for multilingual multicultural society." the bilingual bicultural child. And what's more important, many school districts are taking their own hard money and using it for this purpose. THE EDUCATIONAL ECOLOGY OF While the amount of money appropriated by the MULTILINGUALISM federal government for providing equal educational opportunities for the bilingual bicultural William Mackey child has not been largeindeed, it has been Centre International de too smallits impact in arousing awareness of Recherches sur le Bilinguisme this significant educational challenge is im- Cite Universitaire measurable. Our experiences in the past four Quebec, Canada years with federal support for bilingual Paper delivered by Theodore Andersson bicultural pilot projects will provide any school district with ample examples of how to develop The term "ecology" was coined more than a and implement such a program. century ago from two Greek forms meaning the "This conference is additional evidence of study of home. This term became an everyday the concern and desire of the federal govern- word in the late 1960's when literate popula- ment to continue to provide leadership in the tions, due to the remarkable increase in mobili- educational direction of the bilingual bicultural ty and communications, realized that their child. But I have a concern because we are not homes were much larger than individual towns taking advantage of it. We are not even alerting and might even include the entire world. The in-

35 crease in the number of contacts between THE STRUGGLE FOR SURVIVAL groups and individuals in the quarter century following the Second World War has been so Leonard Olguin great as to constitute a new social phenomenon Right to Read that no planner can afford to ignore. Ecology, Washington, D.C. then, is essentially the study of living things, including man, in relation to each other and to their environment. Starting as a branch of the biological sciences, this type of study soon spread to the social sciences. Since language is essentially a social phenomenon, it was in- evitable that ecology would eventually embrace the language sciences as well. Education is also a function of society, and one that depends largely upon language. Language being what it isthe chief means of individual representation of the universe, of self-identification, and of interpersonal communicationit is not surprising that the insertion of another language into an individual's life is bound to have repercus- sions that are not limited to the problems of linguistics or education and that are felt far "Why don't we just take a look at some of the beyond the classroom. Such is the case with things that tie us all together as human beings? bilingual societies. We're all surviving members of the same genus. The study of the relationships between We're horny sapiens. We've stood the test of education and language 'witWn the society time. We're here today. must, necessarily, be ecological. Both are part "We share not only our mysterious ancestors of a nation's culture; both changeand evolve as but also some very basic, common human do biological sciences and species; and both needs. We need air, water, food, and shelter. are open to the same sort of questions. What Then we want love, and we need personal affects the survival of species? What are the esteem, and then we need esteem from other effects upon the culture of a given type? What people, and then we want to start doing things is the interrelationship between the roles of for our fellow man. And the top of living is to language, religion, educational administration, grow up to be who you are, and be it one and minority rights? These are just some of the hundred per cent. types of questions that need to be ansNerad. "Sixty-seven per cent of the world's efforts As in all ecologies, however, the relation- are spent for food and water. That only leaves ships only become evident when something thirty-three per cent. This thirty-three per cent goes wrong. In education this happens most should be used for ways of pursuing shelter and often when competing languages or dialects ways of figuring out how to get more love and to are involved, that is, in situations of build self-esteem and peer-esteem and how to multilingualism. In solving such problems of do things to help humanity. But here we get into language conflict and in planning for judicious a problem, because cutting into that thirty-three use of languages in schools, it is important, per cent are hate, jealousy, greed, careless ig- therefore, to study what can be termed the norance, pettiness and bigotry, selfishness and educational ecology of multilingualism. This treachery, and cruelty and bitter, unforgiving ecology is the study of the special roles of heartlessness. In the face of these kinds of different languages and dialects as they relate problems how do we manage to survive? to each other and to the policies and practices "Twenty-eight years ago they dropped a of education in different environments. bomb on Hiroshima, and we've lived on the brink of extinguishing alllife on earth ever since. During those twenty-eight years man has started to have a little time for introspection, for looking in. He's had plenty of time to think about himself as a species of life. He's begun to stop and look squarely at the last and most difficult frontier of all, himself. We're the first people who have to look in, and, man, is that spooky.

36 "It's time that we stopped responding blindly Bill Lifson to internal biological mechanisms, such as Kern County General Hospital visual and oral imprinting and aggressive Bakersfield, California behavior, which we once needed for survival Abstract not available. but which no longer serve any useful purpose but instead will kill us. We're on the frontier of BILINGUAL EDUCATION AT THE people, and man needs desperately to devise JUNIOR AND SENIOR HIGH SCHOOL new patterns for survival. The old ones are not LEVELS useful to us now. Man knows that he has to overcome small and narrow views of other peo- Eddie Thorn ple, but what most men and women don't know Mt. Miguel High School is that at one time the pattern for survival was to Spring Valley, California reject the other guy who didn't look like you. And what they don't know either is that these patterns are so deeply ingrained that it's almost impossible to believe it. "The people in this room involved in caring about multilingual, multicultural, multiethnic education, multilingual concerns, you're showing the way for survival. Because we have such a beautiful mixture of people in our country, we're showing the way for survival for everybody in the world. Everybody in the world is looking at us because of the way we're put together and who's here and what we claim. "I'm going to challenge you as a fellow human, another homy sapiens, to shake off some of these old vestiges that have come "School records show that Spanish speaking down to us from cur ancient past. Shake them youth is two to four years below the English off. The rules have changed. What we had a speaking students in reading comprehension at hundred thousand years ago will kill us today. the high school level," Everette (Tio Eddie) Look at all these people around you. They're Thorne stated to the participants in his your brothers and sisters. They each have to workshop. He went on to say, "This is a one way have air, water, food, shelter, love, self-esteem, street to frustration and failure, in school and in and esteem from you. They all need to grow up the competitive job-market the student must to be whoever they are, not what YOU want, but enter after he 'drops out' or is socially passed whatever THEY are. on to graduation." "I'm going to spend the rest of my life, as I Mr. Thorne pointed out that while a token know many of you will, on the frontier of human bilingual education program under Title VII has self-discovery, and together we'll seek some been initiated for less than five per cent of the new tools for understanding. And we'll let our non-English speaking children at the lower pri- curiosity run wild and think of things no one's mary school level, little or nothing has been ever thought of looking at before, and we'll programmed to meet the desperate situation at teach everything we learn, and we'll travel all the junior and senior high school levels. As a over the world to learn it. In the critical issue of result academic and economic failure for this the survival of humanity, lead, follow, or get out generation of teenagers as well as for their of the way." brothers and sisters in the upper primary grades is almost assured. In California alone PROOF THAT IT IS NON-INJURIOUS there are more than a quarter of a million TO BE MEXICAN children who will suffer considerably because Edward Casavantes of an ineffective educational program. Drug Abuse Council The following questions, among others, were Potomac, Maryland discussed within the context c: the workshop: Abstract not available. 1.Is there any practical solution to the problems stated above? 2. What is the role of ESL in this area? How DEVELOPMENT AND TESTING OF effective is it? NON-VERBAL AND VERBAL 3. Should bilingual education be attempted TRANSLATION ABILITY: GAMES AND with teenagers? OTHER TOOLS 4. Are bilingual teachers available for such

37 programs? 5. How does a bilingual program for junior Bilingual education should provide teach- and senior high schools differ from a program ing/learning experiences both in the student's for lower primary grades? dominant language and in his second language. In addition, a language maintenance philosophy should be supported. To reach A CULTURALLY DEMOCRATIC these goals, itis critical that teachers from LEARNING ENVIRONMENT FOR bilingual programs be fluent in the academic MEXICAN-AMERICAN STUDENTS lexicons of their fields of specialization. One of the aims of the bilingual component is Manuel Ramirez to develop the confidence of Spanish native Director, Follow Through Project speakers in their bilinguality. Also, flexibility University of California and acceptance for the various dialects of Riverside, California Spanish is emphasized. Abstract not available. The pre-service summer program for the interns includes a high intensity Spanish pro- TEACHERS TRAINING FOR gram for school district personnel. Teacher Corps staff and interns share their language BILINGUAL BICULTURAL and culture with principals, vice-principals, EDUCATION: TEACHER CORPS counselors, and teachers for four weeks in a total immersion situation. Meliton Lopez, Director, Teacher Corps University of California Extension Santa Cruz and Salinas Union High School PRE-SCHOOL PREPARATION FOR District MIGRANT EDUCATION, HOME Santa Cruz, California INTERVENTION: A SELF - CONTAINED Presenters: CENTER Rosa Kestelman, Program Development Specialist Toni Micotti Robert Drake, School Coordinator Project Manager Miguel Loza, Intern at Spanish Dame School Washington Junior High Bilingual Bicultural Education Alexander Sapiens, Intern at Santa Clara County Office of Education Alisal High School San Jose, California Ed Cabrera The speakers explained the activities and Pre-School Coordinator, Region I purposes of the Cycle VII Teacher Corps Pro- Migrant Day Care gram. They noted that the project is advised by Santa Clara County Ofice of Education a Steering Committee composed of team San Jose, California. leaders, interns, students, and representatives Abstract not available. from schools, universities, and the PTA. The student population that the interns are teaching includes a significant proportion of UNTITLED students with linguistic, cultural, behavioral and learning barriers. The project is required to Dan Begonia respond directly to the goals established by the Asian Studies school district in conjunction with the com- California State University munity. The major goal is to eliminate or San Francisco, California drastically reduce the number of Mexican- Abstract not available. American students leaving school prior to graduation. The bilingual bicultural component of the THE SECONDARY SCHOOL AND teacher education program is competency- BILINGUAL EDUCATION based. Attention is given to developing a teacher who is sensitive, reflective and action oriented. Thus, one of the objectives for the Jose Licano bicultural component is for the intern to identify ESL/Bilingual Project a particular educational need in the community Gonzalez Union High School and to personally become involved in bringing Gonzalez, California about options, alternatives or solutions. Abstract not available.

38 'RESOURCES TO AID IN high degree of value and do not require exten- IN BILINGUAL EDUCATION sive changes. Ann Kern detailed procedures for the dissemination of information on the MAP Rafael M. Fernandez, Director materials. The main vehicle for dissemination is Materials Acquisition Project the monthly review Materiales en Marcha which San Diego, California primarily features outstanding materials of the Frances Lopez Beckers collection. Parallel Curricula Coordinator Frances Lopez Beckers explained the Helen E. Diaz specifics of the Parallel Curricula Program. pre- Field-Testing Coordinator sented numerous elementary materials, and Julia Gonsalves reviewed their possible uses. Portuguese Coordinator Helen Diaz described the Field Testing Pro- Ann Kern gram, and Julia Gonsalvf,s reviewed Por- Editorial Coordinator tuguese materials. Ms. Diaz and Ms. Gonsalves also discussed the merits of using many texts in Mr. Rafael M. Fernandez opened the bilingual education and of encouraging workshop by introducing the Materials Acquisi- teacher selection of materials which are tion Project (MAP) staff. He then gave a brief specifically relevant. overview of MAP's main goals and functions. He explained that MAP was created in the sum- ARGUMENTS FOR UTILIZING mer of 1970 for the specific purpose of making a BILINGUAL EDUCATION WITH THE search in the Spanish and Portuguese-speak- DEAF ing countries of the world for educational materials in Spanish and Portuguese with po- James 0. Woodward tential value to U.S. bilingual programs. Sam- Assistant Professor, Linguistics ples of such materials were to be acquired, and Gallaudet College information concerning them, including evalua- Washington, D.C. tions and field testing results, was to be dis- Abstract not available. seminated among U.S. bilingual programs. MAP coordinates its efforts with the Dis- PLANNING YOUR PRESCHOOL semination Center for Bilingual Bicultural BILINGUAL PROGRAM Education in Austin, Texas, which gathers and distributes information concerning instruc- Gloria Gomez tional materials published in the U.S. that are of East Los Angeles Community College value to bilingual programs. Los Angeles, California In four acquisition trips, two to Mexico and Abstract not available. Central America, one to South America, and one to Spain and Portugal, MAP purchased BILINGUAL EDUCATION SERVICE almost 17,000 individual instructional items, to CENTER-A RESPONSE TO THE which about 3,000 more have been added through continued purchases and through NEEDS OF IN-SERVICE, MATERIALS donations. These items are continually being ACQUISITION, COMMUNITY evaluated: through pre-classroom use assess- RELATIONS AND EVALUATION ments by teachers from throughout the country, Maria Medina Swanson through field testing in classrooms in nine Director, Bilingual Education Service Center states and the District of Columbia, and through Mount Prospect, Illinois another nationwide program called Parallel Abstract not available. Curricula that seeks to identity comparable concepts and skills in the MAP materials and in TEACHING MEXICAN CULTURE texts in use in English. THROUGH ROLE PLAYING AND Next year MAP expects to be initiating one THROUGH MUSIC more program that should lead to the publication of sets of texts that are specifically relevant Al Pill to U.S. Spanish-speaking students. Through a Consultant schedule of individual meetings with domestic Bilingual Education Program and foreign publishers, MAP seeks to make Santa Ana Unified School District recommendations for the revision of those Santa Ana, California domestic tests and foreign texts that have a Abstract not available.

39 MATERIAL DEVELOPMENT ON Using special case studies of teachers who TEACHER TRAINING IN BILINGUAL were actually enrolled in the institute, Dr. Vieira touched upon a variety of areas: the foreign- EDUCATION born teacher in the American school system; Rolando Mans the distinct advantages of native-speakers in Coordinator developing curriculum; self-improvement ac- Board of Cooperative Educational Services tivities for teachers, such as ESL and Advanced La Junta, Colorado Portuguese for Luso-Americans; and orienting Abstract not available. English-speaking teachers to bilingual education. He stated that the individualization process included a substantial amount of material SUCCESS FOR THE MEXICAN- writing which is paramount to Portuguese- AMERICAN CHILD: A MATTER OF English bilingual projects. Above all, he stress- TEACHER "KNOW HOW" ed that the individualization program revealed that personal investment in a training program Paul Wasserman resulted in remarkably positive teacher partici- Los Angeles, California pation. Sue Wasserman California State University CULTURAL DIFFERENCES Northridge, Calfornia BETWEEN CHICANOS AND Abstract not available. ANG LOS THAT REFLECT THE BABEL NEED FOR BILINGUAL EDUCATION Mari-Luci Jaramillo Robert Cruz Chairman, College of Education Director University of New Mexico Bay Area Bilingual Education Albuquerque, New Mexico Berkeley, California Eduardo Apodaca Dr. Mari-Luci Jaramillo beganier lecture by Associate Director explaining that there is a polari, ation of ideas Bay Area Bilingual Education concerning cultural differences among ethnic Berkeley, California groups in the continental United States. There Abstract not available. are those that firmly believe there are no cultural differences. Tothisgroup,all THE TRAINING OF PORTUGUESE differences amongst people are caused by TEACHERS IN social class; if poverty is eradicated, all people BILINGUAL EDUCATION will be alike. They feel that because one group has been kept out of the economic mainstream, Nelson H. Vieira differences between it and the second group Brown University have appeared. Providence, Rhode Island Then there is the opposite viewpoint: there are very real differences amongst groups of Mrs, Nelson H. Vieira centered his presenta- people. Surely, individual differences can be tion on a description of the Bilingual Institute at accounted for within a cultural context. This Brown University which has departed from the group feels strongly that culture does shape the traditional training curriculum. It has evolved as individual to feel and to think differently. There an innovative teacher training program involv- are many similarities among ethnic groups, but ing individualization. No longer a course- there are also differences that should be oriented program, the institute concentrates on preserved. Diversities in people make for a satisfying the immediate needs of individual greater country. bilingual teachers in Portuguese-English pro- Dr. Jaramillo stated, "I belong to this latter jects. Attending a minimum of lectures and school of thought.I do believe that there are classes, each teacher/participant follows his major differences between ethnic groups and own program of study drawn from a list of 14 that we should actively preserve these course offerings ranging from methodology, differences." theory and practicum to programmed introduc- Throughout the rest of her lecture, Dr. tion, to linguistics. In addition, seminars and Jaramillo enumerated several differences bet- workshops deal with curriculum and material ween middle-class Anglo Americans and writing. Chicanos in order to substantiate her premise,

40 stated above. She referred to several "The minimum requirements of specialists' phenomena: carnalismo, the use of space; the instruction credentials are (a) a valid teaching reward system adhered to; the use of time rela- credential and (b) such specialized and profes- tionships to otherhuman beings; and child sional preparation as the Commission may re- rearing practices. She stated that differences in quire by other provisions of this code." these areas exist between the two groups even In order to qualify for a specialist credential, when social class is held constant. the candidate must hereafter have a valid Throughout her presentation Dr. Jaramillo California teaching credential or a commission- cited many classroom situations which are ex- approved teacher preparation program that amples of critical differences between the would fulfill the current requirements for such a Anglo and Chicano cultures. These differences credential. The candidate must also suc- help to show the desperate need for bilingual cessfully complete a commission-approved bicultural education. program of specialized professional preparation. DEVELOPING A TEACHER Those institutions wishing to submit programs for approval should: PREPARATION PROGRAM FOR THE (1) Prepare a teacher who has a valid teach- BILINGUAL, CROSSCULTURAL ing credential with the additional capability of SPECIALIST AT THE specializing in the education of students who UNIVERSITY/COLLEGE have language and/or culture characteristics different from the dominant majority; Tony Salamanca (2) Recommend the candidate for the Consultant specialist's credential when the candidate has Commission for Teacher Preparation demonstrated minimum levels of competency and Licensing as defined in the institutions's approved pro- Sacramento, California gram, notwithstanding the college or university unit count; Dr. Salamanca pointed out that after a survey, (3) Include the core of minimum competen- the Commission for Teacher Preparation and cies outlined under the implementation state- Licensing found that no state currently has a ments established by the commission for this bilingual or bilingual bicultural teaching cer- credential. tificate of any formfor elementary, secondary, Salamanca noted that the commission has or specialist teaching. developed 20 implementation statements to Some states, including Massachusetts, have clarify the guidelines set up by the commission. laws which mandate bilingual education if a certain percentage of students are of a single FIRST STEPS IN DEVELOPING A bicultural group. However, none of the states BILINGUAL BICULTURAL PROGRAM have adequate methods of assuring proper credentials for teaching. David Aguirre The new California commission, made up of Resource Teacher, Title VII 10 full voting members and five ex-officio mem- Project Esperanza bers has been appointed by the Governor and Salinas City School District confirmed by the Senate to implement the Salinas, California Teacher Preparation and Licensing Law of 1970 (Ryan Act). This commission, at the time of the "It has been my experience and observation conference, was about to present the first state that because of the newness of bilingual adopted guidelines to be used for bilingual and bicultural education, there have been no bicultural teacher preparation in the nation. definite guidelines set foilh for districts and Quoting from two sections of the law, communities to follow in developing their pro- Salamanca clarified the basic meaning and in- grams," stated David Aguirre in his workshop. tent by stating, "The legislature sets broad He went on to explain that he would present' minimum standards and guidelines for teacher some guidelines which by no means were to be preparation and licensing to encourage both taken as the absolute way to initiate a bilingual high standards and diversity. Within that frame- bicultural program, but which would provide work of state control, school districts and some general direction. teacher preparation institutions must reflect the "Basic information on theory and philosophy diversity of functions served by modern educa- is the first requirement," Mr. Aguirre stated. He tion and require licensing regulations which cited several publications that are useful and are flexible, realistic, responsive, and simple. mentioned the importance of obtaining infor-

41 mation from existing bilingual bicultural pro- B.Second Language grams. He noted Vie importance of effective use 1. 1st year 10% of consultants and consultant firms and men- 2. 2nd year 20% tioned the availability of the State Task Force 3. 3rd year 30% Office in Sacramento for California districts. 4. 4th year 40% With respect to school-community com- 5. 5th year 50% mtnication, Mr. Aguirre stressed the need for both parties to take definite steps in order to set II. SUBJECT MATTER TIME ALLOTMENT a solid foundation for the program. He stated A.Native Language that parents must be informed by school per- 1. Math sonnel who relate with the community of pro- a. 1st year 100% gram goals. There is also a need to dispell fears b. 2nd year 90% and involve parents in planning, philosophy, c. 3rd year 75% goals, personnel selection, management and d. 4th year 50% budget. Parents should also be involved as 2. Science and Social Studies volunteers, making school visitations and, a. 1st year 90% positively affecting the students in other ways. b. 2nd year 75% Next, Mr. Aguirre stressed the importance of c. 3rd year 50% hiring the right personnel to work in the pro- B.Second Language gram. "They must be of a certain type; other- The difference between the above per- wise the program will meet with very severe centages and 100 is the amount of time problems that could retard progress severely," spent on the second language. he stated. He spoke of the advantage of Lastly, Mr. Aguirre discussed community bilingual teachers, who have a complete or responsibilities. He underscored the impor- near complete understanding of the culture, tance of community involvement in all aspects heritage, and language and educational prob- of planning and maintaining a bilingual lems plaguing the Chicano child. An alternative bicultural program and of support from the would be a teacher demonstrating a willing- bilingual bicultural personnel for the program. ness to learn these skills. He also stressed the He also noted the importance of Clese ele- importance that the teacher be a humanistic ments: following the chain of command; utiliza- person. He then discussed the roles of tion of suspension time or timeline; andcon- resource teacher and director; the selection of tinuing an ongoing evaluation and needs personnel, based on Fishman's four types of assessment at the classroom level, in order to bilingualism; teachers in established pro- overcome negative attitudes of school district grams; sources for bilingual teachers; and administrators. special programs, such as the Minicorps, Teacher Corps and Cycle VII. Mr. Aguirre then stressed the importance of DEVELOPMENT OF TEACHING careful student selection. He pointed out that if MATERIALS IN BILINGUAL the proper balance of the two different EDUCATION languages is not met, other problems occur. He recommended that participation be optional, Charles H. Herbert, Jr. not mandatory, based on a complete explana- Director, Regional Project Office tion of the program to the students. Language San Bernardino County Schools dominance is helpful in determining the stu- San Bernardino, California dent's degree of language mastery and should be undertaken before he enters the program. Dr. Herbert began his workshop by quoting With respect to time allotments for language the words of Vygotsky, "The limits ofmy and subject matter, Mr. Aguirre presented the language are the limits of my world." He then following general guidelines, which he stated pointed out that teachers in bilingual programs, are flexible and can be changed to place like all teachers, are continuously faced with emphasis wherethereismost the problem of finding appropriate materials for need: themselves and their students. He explained I. LANGUAGE TIME 1.0TMENT that because all learners have unique talents, A.Native languav-- abilities and backgrounds, no set of commer- 1. 1st year 90% cially prepared materials will adequatelyserve 2. 2nd year 80% every student. Therefore, teachers in bilingual 3. 3rd year 70% programs must seek to create lesson materials 4. 4th year 60% that are suited to teaching basic cognitive skills 5. 5th year 50% as well as specific and appropriate linguistic and subject matter content.

42 Dr. Herbert went on to state that language ages three to eight. It presently has two abilities in children vary greatly and bilingual language versions, English and Spanish. children show an even broader range of Raw data consists of the child's spontaneous language skills. For these reasons, he pointed responses to questions which are designed to out, materials for use in bilingual classrooms elicit a range of syntactic structures varying in must be flexible and adaptive, since there is learning complexity. There are 22 such ques- great need for individualized instruction and tions in the English version and 26 in the learning in bilingual educational programs. Spanish version, referring to six cartoon pic- Such materials must incorporate many of the tures. features of natural language learning, such as Spontaneous speech elicitation, a method peer teaching and learning, trial and error that has been very productive in language ac- learning, learning through experience, and im- quisition research, has been used in the BSM to mediate use of what is learned. overcome many current problems in linguistic Dr. Herbert pointed out that the bilingual test validity. Using this technique, the BSM has teacher has several roles as he/she uses been successfully administered and partially classroom materials: (1) a planner, prescribing scored by parents, instructional aides, and appropriate learning activities; (2) an organizer, teachers. providing productive environments; and (3) an The speakers went on to explain that the BSM observer, studying and noting each child's has no 'correct" answers. All semantically ap- progress and needs. propriate responses for any question are ac- The following guidelines, prepared by Dr. cepted and coded to determine the child's level Herbert, will assist teachers in selecting and of grammatical proficiency. Coding consists of preparing bilingual lesson materials: counting the number of semantic features ex- 1. Make the objective of the lesson clear to pressed grammatically where and when they students and help children see the value of the should be in the child's response, and cornpar- lesson. ing these to the grammatical version of that 2. Be sure the skill to be learned is obvious to structure that is used in the child's community. the child. The BSM has been used with about 1,300 3. Isolate the steps of complicated processes children in parts of California and New York. or learning. 4. Encourage questions and respond to them SECOND LANGUAGE IN TEACHING in a thoughtful way. PRESCHOOL 5. Cultivate and accept different solutions and answers, Mary Crawford 6. Encourage students to experiment and try Coordinator, Ethnic Studies things on their own. Chula Vista Elementary School District 7, ADM"' students to draw conclosions on Chula Vista, California their own. Abstract not available. 8. Allow students to make mistakes and help them learn from them. COMMUNITY SCHOOLS AND 9. Arrange for and encourage group learn- BILINGUAL EDUCATION ing, peer teaching and individual study. Alfredo Figueroa, Founder BILINGUAL SYNTAX MEASUREMENT Escuela de La Raza Unida Armando Ayala Blythe, California Area III Bilingual Bicultural Ramon Navarro, Director Sacramento, California Jose Luis Ramos, Assistant Director Marina K. Burt Researcher and Author At the beginning of the workshop, Mr. Berkeley, California Figueroa raised the question "Why community Hecitedtheinsensitivityof John Vatsula schools?" Intercultural Program Evaluator teachers, counselors, administrators, and Placer County Office of Education school boards of public schools as an important reason for considering alternative schools. Auburn, California The panel also noted the inefficiency of The participants .began their workshop by bilingual programs, particularly in regard to im- pointing out that the Bilingual Syntax Measure proper implementation and lack of true commit- (BSM) was designed to determine the level of ment on the part of staffs. structural language development of children The Escuela de La Raza Unida resulted from

43 a build-up of negative feelings in the Mexican- solved. It is ridiculous for the university to teach American community of Blythe, California, us bilingual education the old guard is trying to toward the traditional school. Finally, a decisive teach us. It just frustrates us more." incident motivated the community to take ac- According to Dan Martinez, the Commission tion. They organized a six-week walk-out from for Teacher Preparation and Licensing is in the the school and began holding classes in the process of writing the specifications for a park for Mexican-American students who had specialist credential in bilingual/cross-cultural left the school. During this time parents partici- education. He pointed out that there are a num- pated vigorously as teachers, curriculum ber of advantages to having this credential. For developers, and school board members of the example, presently there is a surplus of alternative school, which found support from teachers with traditional skills and preparation: the UFW, MAPA, Brown Berets, and MECHA. the holder of this new credential will be more The speakers stated that their future plans for employable. the school include expansion of the student Dr. Martinez explained that the existence of body, finding a site in the country, and imple- this credential will encourage colleges to begin menting as many methods and techniques for programs for training bilingual teachers. This instruction that apply to the students' needs as in itself would be a major breakthrough. possible. They are also working toward the es- If programs are properly established at the tablishment of an Institute for Chicano Alterna- colleges, students who are bilingual when they tive Schools. enter college should be able to obtain the bilingual specialist credential concurrent with CREDENTIALING OF BILINGUAL their regular teaching credential. TEACHERS Concluding his presentation, Dr. Martinez stated, "I hope the Commission will study the role of the teacher aide. There are a number of Dan Martinez things the Commission can do to encourage Mathematics Department aides to obtain a teaching credential." California State University Long Beach, California Marcello Fernandez ESCUELA SECUNDARIA Director, Bilingual Program District of Columbia Public Schools Celia LaForge Oyster School Jefferson Union High School District Washington, D.C. Daly City, California Abstract not available. "We are experts on cultural content, but we need more in the way of knowing techniques. CULTURAL DEMOCRACY "However, we have the technique more than we realize. Alfredo Castaiieda "Bilingual education is not the answer to Stanford University another minority problem, and we need to con- School of Education vince legislators of this. Palo Alto, California "We (bilingual educators) don't com- municats well among ourselves regarding our Sr. Castaiieda pointed out that in the United programs, research, methodology. And we States a number of minority groups have not don't document our successes well enough. been able to achieve political democracy or "Programs should be tailored to the bilingual economic democracy. He stated that, although childthey are our first concern. much has been articulated in the United States "Many bilingual teachers need to know more about political and economic democracy, sub- technique. stantial numbers of people are still dis- "There are lots of teachers who speak enfranchised politically and economically. Spanish, who can't speak it but they have the Perhaps one of the reasons for this paper. Then there's uswe speak both well but phenomenon is the failure of American thinkers do we have the technique? and writers to articulate cultural democracy. "I "One techn ;ue we need to learn is how to interpret cultural democracy," he said, "within assess our success. Most teacher training in- an educationPI framework; it means the right of stitutions don't really prepare any teacher for the child to remain identified with his home and the classroom situation. community socialization experiences, regard- "To produce, you first have to articulate your less of whether you call these cultural, ethnic, needs. If we can do this then the problem is half racial, or social, at the same time that he is ex-

44 ploring the cultural forms of the mainstream society." Generally the goal of bilingual education is for the public school to prepare the child to function competently and effective/;- and to contribute to more than one cultural world. Public education must consider thelicinie and socialization experiences which produce the child so that these experiences are not given differential value, status, and importance. Even though there are some good bicultural education programs for a wide variety of children in America today, American education, as far as acculturation and assimilation is concerned, has been guided by a philosophy stimulated by the immigrations from Southeastern Dr. Jane Mercer told her lecture audience Europe. Educators were concerned about what that because of the unicultural characteristics kinds of goals schools should have for the im- of present asses3ment procedures, many migrant child who was speaking a "foreign" children from non-Anglo backgrounds are in- language. One of the crucial implications of accurately being labeled as intellectually sub- this ideology is the attack on the fundamental normal. She went on to state that the only right of the- child to remain identified with his measures available for educational planning at home and community socialization ex- the present time are ID tests and academic periences. "Foreign" customs have not been achievement tests standardized primarily on considered of the same status, value, or impor- Anglo populations. The content and norms for tance as those of the Anglo-Saxon cultural such tests contain cultural biases which make it group, the largest ethnic group in this country. impossible to assess adequately children from. "Many of us," Ca3taneda concluded, "are non-Anglo backgrounds. now attempting to formulate a different philoso- Dr. Mercer explained that the purpose of her phy or orientation which does not exclude, current project is to incorporate cultural plural- prohibit, omit, or denigrate the communication ism into clinical procedures. style, human relational, cognitive, and motiva- First, the project will develop a measure for a tional style of the children of other groups in child's adaptive behavior at home and in the this country." All groups must be included with community in order to expand knowledge of his equal value, status, and importance in Ameri- competence in non-academic settings. can public education. Second, the project will develop multiple norms, appropriate for a wine range of STATE LEGISLATION IN BILINGUAL sociocultural settings, for the V ,:chsler In- EDUCATION telligence Scale for Children and the Adaptive Behavior Inventory for Children (ABIC). This additional information will make it possible for Robert Garcia the school psychologist to interpret the mean- State Senator ing of a child's performance in relation to that of Albany, New York his age peers from similar sociocultural back- Carlos Truan grounds. State Representative, District 45 Third, the project will develop a systematic Austin, Texas method for securing information from the Abstract not available. mother about the child's health history to assist in identifying those children who may have physical handicaps. MULTICULTURAL ASSESSMENT PROCEDURES FOR CHICANOS IN MULTINATIONAL SPANISH PUBLIC SCHOOLS SPEAKING COMMUNITIES IN THE MIDWEST Jane Mercer Isidro Lucas Department of Sociology Assistant to Regional Director University of California for Community Organizations Riverside, California Chicago, illnois

45 According to Dr. Isidro Lucas, the unique ur- In her lecture Mrs. Julita Tamondong ban Spanish-speaking communities in the Mid- McLeod spotlighted the Filipino "greats" or west are characterized both by unity and frag- "near greats" who in spite of their significant mentation. He pointed out that existing contribution to world civilization, have not demographic data shows surprising numbers made the headlines or are never heard of of Latinos in the Midwest. These groups are because of their personal humility or because composed of different nationalities and of lack of publicity and fanfare. She also different socio-economic backgrounds. Among brought some light on the Filipino's journey to them are the "settled-out"agricultural migrants, the USA, dating back to the days of the Manila- political refugees, regulated intra-nation al Acapulco Galleon Trade in the 1500's, and trac- migrants (Puerto Rican farm labor), indepen- ed the tortuous, toiling path of Filipino progress dent migrants, and "illegals." in the USA. Latinos as a socio-economic "minority" have According to Mrs. McLeod, "The Filipino ex- the common traits of multi-nationalism and perience in America is a litany of contemporary "block" politics, he pointed out. He also stated problems in various areas that confront him: that there is a new breed of Latino newcomer self-image and identity, bilingi alism bicultural- who has cultivated a relationship to other ism, social servit:es. Imployment, housing and minorities. education." She pr. ld out, "Innovative ideas, Dr. Lucas stated that the "melting pot" theory coupled with a and ingenuity, are the becomes bankrupt if a monolingual society is springboards for .Iiisuc programs that can going to become bilingual. With respect to bring about solutions to these concerns." assimilation and multiculturalism, Dr. Lucas In conclusion, Mrs. McLeod stated that the referred to the various conflicting challenges Filipino now has a new consciousness. "Im- facing Latinos. He stressed the importance of bued with sincerity, dedication to hard work, national pride as a basic ingredient for self- and love for his fellowman, Filipinos are well on identity and multi-national bilingualism. their way to carving their niche for posterity," In conclusion, Dr. Lucas stressed the impor- she stated. tance of unity among Chicanos from the South- A CONTINUOUS PROGRESS west, Puerto Ricans from the East, and Spanish speakers from the Midwest in order to achieve APPROACH IN A SPANISH/ENGLISH economic progress and to strengthen national SETTING ties. Efforts need to be combined to effect Robert Capps change in community organizations, govern- Principal, Bandini Elementary School ment, and school systems so that the needs of Commerce, California Latinos in the Midwest might be met more effec- Abstract not available. tively. UNIVERSIDAD DE AZTLAN AND THE 'FILIPINO'S SEARCH FOR A BILINGUAL EDUCATION PLACE IN THE SUN Tomas Gonzales Julita Tamondong McLeod Universidad de Aztlin San Francisco Unified School District Fresno, California San Francisco, California Abstract not available. CALIFORNIA STATE BILINGUAL BICULTURAL FRAMEWORK Robert R. Rangel District Coordinator Bilingual/Bicultural/ESL Section Special Instructional Programs Branch Los Angeles City Schools Los Angeles, California Ignacio De Carrillo Program Coordinator Chairman, California Bilingual Education and ESL Instructional Framework Committee

46 In their presentation Robert Rangel and Ig- "quick" lesson to help them become familiar nacio DeCarillo dealt with orienting workshop with her method and the room set-up. She also participants to the Bilingual/Bicultural/ESL showed the participants some of the nildren's Framework, which was presented to the State work, both in Spanish and English. Board of Education for final approval in 'June, 1973. Draft copies of the framework were used DEFINITION OF CULTURE AND ITS in the presentation, and participants were invited to submit their reactions to the proposed RELATION TO BILINGUAL document, which will be reviewed by the State EDUCATION Bilingual/Bicultural/ESL Framework Commit- tee. Edward Tafoya The speakers explained that the anticipated Director, Special Studies Development adoption of this framework document will have University of Albuquerque an important bearing on the expansion of Albuquerque, New Mexico bilingual bicultural and ESL programs in the state of California in the years to come.

CREATIVE WRITING IN A BILINGUAL SETTING Merida Garcia Region I Bilingual Project Edinburg, Texas

"The basic relation is one of common-sense related to theory," stated Edward Tafoya in his workshop. He elaborated by stating that we need to look at common-sense understandings of culture, education and bilingualism and understand them in a new context called theory. "I have found a breakthrough with creative He continued to explain that the need to writing and want to share with others my per- bridge these two levels of understanding arises son al experiences," Merida Garcia from our respect of traditions which either enthusiastically told the participants in her nourish us authentically or do not. If we are not workshop. "What my children have ac- nourished, how can we pass judgement on the complished is just remarkable and has to be tradition itself? If we are nourished, how can we shared," she stated. justify that tradition? Ms. Garcia then asked the following ques- "It also arises from our common experience tions for discussion: of change," he added. "If change is an abiding What is creative writing? topic of our generation, how will the past con- What is the purpose of creative writing? trol this change or dictate its pace? It is a ques- What does the teacher have to do to have a tion of grasping change in a context other than creative writing lesson? common-sense." What are some of the activities the teacher Mr. Tafoya pointed out. in summary, that can provide for the children? Samuel Ramos (who died in 1959) cautioned Why isit so important that the teacher not his generation of Mexican readers to have correct the child's spelling while he is writing? "wings of lead." In short, he sought that they Ms. Garcia involved the participants in a also bridge common-sense attitude and theory.

47 FILM PRESENTATION: French Revolution. "Let them eat cake,- he cited that many Americans are saying of poten- CINCO VIDAS tially bilingual students, "Let them learn Moctesuma Esparsa English." Los Angelns, California The result of this establishment stance has been "...an effort... to change the (potentially On Thursday morning a documentary film en- bilingual) child, to change his family, to change titled Cinco Vidas was shown in the Council his culture, to change his language, rather than Room. Produced by Moctesuma Esparsa and to focus on the delivery of educational ser- an all-Chicano staff for KNBC, Los Angeles, the vices." film depicted the lives of five Chicanos living in Both through the efforts of the Justice the East Los Angeles barrio. The film spanned Department and through conferences such as the various aspects of life in the barrio. speak- this one, he went on, "We must take the mystery ing of it as a state of mind, a feeling. The barrio out of bilingualism" to remove the fear that is is a place filled with tears and laughterthe inherent in those who really control the educa- tears of poverty, ignorance, and exclusion and tional system. the laughter of pride and heritage. "In short," he said, "what we have is a prob- Ernestina Gomez, great grandmother, was lem of knowing how we can get these matters to the first person to be treated in the film. She was become a part of the legal and educational and once a teacher of her own children, and now social structure of our society as a whole. It she spends time teaching other children. Her seems to me that what we have to do is make active life among people, animals, and her known to the courts of the country, as we are at- plants prevents her from retiring at home in her tempting to do, that like treatment of different old age and "resting with her rosary." The lives groups may itself be discriminatory because of Vince Villagran, Chicano principal, and Per- their differing characteristics result in their hav- cy Duran, lawyer, were also portrayed. Out of ing different educational needs. The United love for his people, Duran has worked for the States Supreme Court has just begun to build legal defense of Mexican-Americans. Delia that concept into the field of discrimination and Cardenas, mother, spoke of the importance of antidiscrimination law. We've had some suc- her independence as a woman and as a cesses in that field. Chicana while she served on a Title VII advisory "The May 25th memorandum that issued from committee. Tom Cruz, gardener, felt that it was the Office for Civil Rights at HEW was designed rewarding for an individual to participate in his to build this concept into the educational own culture, and he did so as a Oa; a. systems of this country as a whole." Cinco Vidas is but a small voice fr,rn the bar- Pottinger closed by saying that he hoped rio. But it is a powerful one, saying, "We must conference participants and the Justice Depart- bring together our lives, our culture, our histo- ment would share in a sense of urgency regard- ry...We will be ourselves, our neighborhood, ing bilingual eduLAtion. our barrio." Rental information can be obtained by calling Mr. Esparsa (213) 392-3409. CLOSING REMARKS Stan Pottinger Assistant Attorney General 1_1 Civil Rights Division Department of Justice Washington, D.C.

The Assistant Attorney General closed the conference by reminding the delegates that the effort to bring bilingual programs into the educational system requires not only state and federal funding, but also stronger enforcement of existing laws, particularly the Fourteenth Amendment. He pointed out that what must be fought, in order to further develop the law in this field, is the duality of public concern. Recalling the famous remark of the nobility during the

48 The First Annual International Milti lingual MULTILINGUALMULTICULTURAL CON- Multicultural Conference, stimulated the in- FERENCES. I am quite lonely, myself, down- terest of all participating ethnic groups. stairs, being the only Black exhibitor in the The following resolutions were presented in entire Convention. written form to the Conference Committee in addition to the verbal presentations made to (4) That the Black Caucus go on record as the closing session of the conference. being opposed to the planning, development, and structuring of the FIRST INTERNATION- AL MULTILINGUALMULTICULTURAL CONVENTION held April 1st thru the 5th, in RESOLUTION San Diego, California, and

Ladies and gentlemen, brothers and sisters,I am a resident of San Francisco, California, and (5) That the Speaker of the House, Mr. Bob the father of three boys, who attend the public Moretti, of California, and the Superintendent schools here in the state of California.I am a of Public Instruction of the State of Califor- studentofsociology, and I am a minority nia, Mr. Wilson Riles, be advised of this businessman. position, with the presentation of each party with a copy of this paper, and that a copy A group of the Black brothers and sisters, at- also be sent to be recorded with the United tending the Convention, came together yesterday States Office of Education. to formulate a statement regarding the Con- ference, its content, and its objectives. We put That's the message we have for today. There is together an opinion paper which I will read to you one additional comment I would like to make, I've now: just spoken to Mr. Martinez and he stated that this could be done. We request the attendance of It is the opinion of the Black Caucus body Blacks and other concerned parties to come to a that the planning and development of the workshop on the Black Childina Bilingual FIRST INTERNATIONAL MULTILINGUAL Classroom which will be held from 2:00 to 4:00 MULTICULTURAL CONFERENCE, held this afternoon in the Tiki Hut. Thank You. April 1 thru April 5th, in San Diego, Califor- nia,has systematically,and byspecific design, and with the deliberateintent, RESOLUTION discouraged, and omitted, and disallowed the meaningful participation of Black people in ((By concerned persons ofNative American the structuring of a Federally and State spon- descent in attendance at the First Annual In- sored Convention, which was purported to ternational Multilingual Multicultural Con- serve all cultures, There can be no doubt in ference, jointly sponsored by the U.S. Office any honest person's mind, one need only to of Education and the California State Depart- review and study the program,its ment of Education, San Diego, California, workshops,itslectures,forjusta few April 1-5, 1973) minutes, and the truth becomes quite obvious. WHEREAS the concerned persons ofNative American descent in attendance at the First With these atrocities in mind the Black Annual International Multilingual Multicultural Caucus takes the following positions: Conference, although holding membership in various Native American bands, tribes, Indian (1) That in all future Multilingual-Multicultural Reservations, and Native American Conference programs, Black people be in- organizations, are not presently representing volved in the total planning and development such bands, tribes, Indian Reservations, or of the program's content and activities. Native American organizations, and,

(2) That Black people bo involvedin WHEREAS grievances alluded to in this resolution positions of leadership comparable to those reflect personal concerns and feelings, and of other ethnic backgrounds. WHEREAS official endorsements by the proper (3) That Black exhibitors, both commercial Native American bands, tribes, Indian Reser- and non-commercial, be invited and en- vations, and Native American organizations couraged toparticipateinallfuture reflecting these grievances will follow in due

49 time in written form to Dr. Wilson Riles, WHEREAS the D-Q University in California has California State Superintendent of Public In- become the first University in these United struction, States to be controlled jointly by American Indians and Chicanos, WHEREAS said conference has been void of any presentations from American Indians in ex- NOW THEREFORE LET IT BE RESOLVED by the planation of the complex multilingual Native General Assembly of the First Annual In- American cultures still existing in California, ternational Multilingual Multicultural Con- and, ference, sponsored by the United States Of- fice of Education and the California Depart- WHEREAS there has been NO concerted effort by ment of Education, in San Diego, California, either the California State Department of that ALL FUTURE such multicultural con- Education or the United States Office of ferences and programs allow for adequate Education to initiate and sustain programs input from each ethnic group desiring to forthe retentionof the various Native speak for the general membership of such American languages and cultures, groups.

NOW THEREFORE BE IT RESOLVED that the General Assembly of the First Annual In- RESOLUTION ternational Multilingual Multicultural Con- ference support the request of these Califor- WHEREAS we have a serious concern with what niaNative Americans to require the im- we perceive in this Conference as the lack of plementation of such programs for the reten- involvement in the planning and participation tionof the various Native American ofChicanas and women ofthe Ethnic languages and cultures. cultures as key-note speakers and with workshop responsibilitiesofimportance beyond that of token representation, and,

RESOLUTION WHEREAS we are aware of the serious fact that no significance was given to women in the WHEREAS the InternationalMultilingual community, on the campus andinthe Multicultural Conference has the potential to professions, as individualsfortheirpar- become the example of differentethnic ticipation, the thoughtless scheduling greatly groups working together under the auspices hindered their contributions of merit, as seen of federal and state governments of these in the choice of time and room, and, United States, and, WHEREAS the workshops with specific issues WHEREAS the Native American people, and par- relating to the concerns and interests of all ticularly Native California Indians, have not women but particularly focusing on the had adequate opportunity during the First Ethnic minority women, where critical areas Annual International Multilingual Multicultural were ignored, such as that of early childhood Conference to explain the unique charac- education, where the socialization process teristics of the FIRST cultures in the United continues to perpetuate sexually stereotyped States and California, and, roles that degrade and destroy us as a people and as individuals, and, WHEREAS it is becoming increasingly necessary to disseminate information on a world-wide WHEREAS in connection with the above we have basis for the appreciation of the necessity also regretfully seen ignored the concerns of for the preservation of these cultures, and, the adult multicultural-multilingual population who in part constitute a wealth of resources WHEREAS there are many ongoing and and to whom we owe our very own survival developing programs designed and ad- as exemplified in the struggle of the farm ministered by Native Americans of interest to workers, other ethnic groups, and, NOW THEREFORE BE IT RESOLVED that at this WHEREAS Native American people have ex- final general session all those who share perienced the necessity of having members these concerns, both men and women, join us of each ethnic group explain the cultures of in constituting ad-hoc committee so that in each such group, and, the coming conferences we can assure by

50 active participation that we assume our right- Carousel Films Inc. Mr. Jack Strand ful place as full participants. Mr. Hy Block 1501 Broadway, Suite 1503 (By concerned persons ofNative American New York, N.Y. 10036 descent in attendance at the First Annual In- Children's Music Center, Inc. ternational Multilingual Multicultural Con- Ms. Miriam Sherman ference, jointly sponsored by the U.S. Office Ms. Yolanda Martinez 5373 N. Pico Blvd. of Education and the California State Depart- Los Angeles, Ca. 90019 ment ni Education, San Diego, California, Combined Publishers Group April 1-5, 1973) Mr. Ronald H. Gentilin 5 S. Buckhart St. Irvington, N.Y. 10533 The atmosphere of an educationalfair Cultural Centroamericana, S.A. prevailed in the I.M.M.C. display area throughout Ms. J.E. Lopez-Serrano Mr. J.J. Alcazar Nunez a three-day period. Lined within a floor space of Ms. Maria de Alcazar about 18,500 square feet were 92 booths with 76 Dr. Delia D. Villar attractive displays that included books, visuals, Mr. Cesar Lopez Serrano 9a Avenida 8-42, Zona 1 recordings, projections, and handout materials in Ciudad de Guatemala Chinese,English,French,Native American Guatemala languages, Portuguese, and Spanish. Black Cultural Crafts Associates culturalinstructionalmaterials also were in- Mr. Samuel A. Williams cluded. Of the 76 displays, 48 were commercial, 420 Market St., Rm. 412 some of these were domestic and some foreign. San Francisco, Ca. 94111 Foreign countries represented were Africa, Brazil, Educational Activities Inc. Canada, China, Colombia, France, Guatemala, Ms. Pat Mullane Mexico, Spain, Portugal, and Puerto Rico. Mr. Gus Peek 28126 Peacock Ridge Rd. Non-commercial exhibits included the products Apt. 313, Palos Verdes of Title VII and community projects. Peninsula, Ca. 90274 Many visitors expressed their pleasure at being able to see sucha varietyofinstructional Educational Consulting Assocs. Mr. Theodore E.B. Wood materials at a conference. The exhibitorsin- Mrs. T.E.B. Wood dicated through their evaluations that the show P.O. Box 1057 was exceptionally profitable to them. Below is the Menlo Park, Ca. 94025 list of exhibitors: Encyclopaedia Britannica Educational Corp. Mr. George Loftus American Science & Engineering 425 N. Michigan Ave. Mr. John Salmon Chicago, III. 60611 20 Overland St. Boston, Mass. 02215 European Book Company Arhe, Inc. Mr. Jean Gabriel Ms. Marta de la Portilla 925 Larkin St. Ms. Isabel Villar San Francisco, Ca, 94109 505 Fifth Ave., Suite 1402 New York, N.Y. 10017 Fernandez Editores, S.A. American Book Co. Mr. Luis Fernandez G. Mr. Erwin Smith Ca lz. Mexico Coyocan 321 399 Adrian Rd. Mexico 13, D.F. Millbrae, Ca. 94030 Mexico

Behavioral Research Laboratory Field Education Publications inc. Ms. Kathryn Bishop Mr. Gene Deshler 1815 Via El Prado, Rm. 304 2400 Hanover St. Redondo Beach, Ca. 90277 Palo Alto, Ca. 94304 Bilingual Education Services Mr. Jorge Penichet French & European Publications Mr. Carlos Penichet Ms. Linda E. Goodman 1508 Oxley St. 610 Fifth Ave. So. Pasadena, Ca. 91030 New York, N Y 10020 Blaine Ethridge-Books Ms. Elaine Ethridge Gilmer International Ms. Mary Lopez Mrs. Marguerite Gutierrez Mr. Robert Lopez Mr. Gilbert Guitierrez 13977 Penrod St. 8302 Goodbee St. Detroit, Mich. 48223 Pico Rivera, Ca. 90660

51 Ginn and Company Newbury House Publishers Ms. Trisha Bloomfield Ms. Gillian Ingram Ms. Ann Wade 68 Middle Rd. 191 Spring St. Rowley, Mass. 01950 Lexington, Mass. 02173 Orgenizacion Editorial Novaro, S.A. Mr. Rodolfo Lag ler Q. Heffernan Supply Company Mr. Alberto Lag ler Q. Mr. Herb Heffernan Mr. Armando Arredondo P.O. Box 5309 Ave. "1-1" 745 San Antonio, Tex. 78201 Tijuana, B.C. Mexico Houghton Mifflin Company Mr. Jerry Crews Pan American Book Company 777 California Ave. Mr. Rodolfo J. Allen 4358 Melrose Ave. Palo Alto, Ca. 94304 Los Angeles, Ca. 90029 Hudson Photographic Industries Pena & Associates Mrs. Jane D. Reibel Mr. Ervie Pena Mr. George W. Moore P.O. Box 328 South Buckhart St. San Diego, Ca. 92118 Irvington-on-Hudson, N.Y. 10533 Piedra Santa, Editorial Ms. Irene Piedra Santa Inland Networks Inc. 11 Calle 6-50, Zona 1 Mr. Edward Barcos Jr. Guatemala City, Guatemala 24792 E. Third Ave. San Bernardino, Ca. 92412 Rand McNally and Company Mr. Jack A. Stephens Instituto Nacional del Libro Espanol (c/o Oficina Comer- Mr. Robert Ness dial de Espana) 206 Sansome St. Mrs. J. Diez-Pichardo San Francisco, Ca. 94104 Mr. Jaime Diez-Pichardo Mr. Alberto Pico Regents Publishing Co., Inc. Flood Bldg., Room 850 Mr. John Fulton Murray 870 Market St. Mr. Harry Koss San Francisco, Ca. 94102 Two Park Avenue New York, N.Y. 10016 Iztaccihustl, Editorial Mr. Juan A. Castillo B. Research Press Company Ave. Morelos Ote. 437 Mr. Reed Martin Monterrey, N.L., Mexico Mrs. Reed Martin P.O. Box 3177 L. A. Publishing Co., Inc. Champaign, III. 61820 Ms. Edith Manosalvas Mr. Pedro A. Panes Roneo Division Comperipherals, Inc. 40-22 23rd St. Mr. Jim Cline Long Island City, NY. 11101 1723 Coolcrest Upland, Ca. 98617 Limusa Wiley S.A., Editorial Mr. Igor Sanchez Santillana Publishing Company Mr. Eduardo Hale Mr. Sam Laredo Arcos de Belem 75, Centro Mr. Robert Garcia Mexico 1, D.F. Mexico 575 Lexington Ave. New York, N.Y. 10022 The Macmillan Company Mr. Robert E. Steck Scott, Foresman and Co. 23 Orinda Way Mr. J.B. McCrary Orinda, Ca. 94563 855 California Ave. Palo Alto, Ca. 94304 McGraw Hill Company Ms. Winnie Davies Sutherland Learning Associates 1221 Av. of the Americas Mr. Ernesto A. Gonzalez New York, N.Y. 10020 8425 W. Third St. Los Angeles, Ca. 90048 Melton Book., Inc. Ms. Carolyn Fitz-Gerald Trillas S.A., Editorial Mr. Bill M. Smith Mr. Gustavo Gonzalez 111 Leslie St. Mr. Alfonso Alfaro Dallas, Texas 75207 Av. 5 de Mayo No. 43-105 Mexico 1, D.F., Mexico National Education Assn. Mr. Gordon Felton Voluntad, Libreria 1201 16th St., N.W. Ms. Mary Ann Larsen Washington, D.C. 20036 Carrera 13, No. 38-99 Bogota, D.E., Colombia National Textbook Company Mr. Charles Liebowitz Wible Language Institute Mr. John Gillespie Mr. Blain E. Wible 8259 Niles Center Rd. 24 S. 8th St. Skokie, III. 60076 Allentown, Penn. 18105

52 NON COMMERCIAL Education Center for Chinese Mr. Johnnie Prather 2 Waverly Place Albuquerque Public Schools Bil. Multilingual Program San Francisco. Ca. 94108 Mr. Carlos Saavedra 1500 Walter. S.E. Education Services Center, Region XIII Albuquerque, N.M. 87106 Mr. John Martinez 6504 Tracor Lane Association of Mexican-American Educators Austin, Texas 78721 Mr. Jose Becerra 4455 Twain St., Suite H San Diego, Ca. 92120 El Monte Bilingual Bicultural Project Mr. Bob Rodriguez B. A. B. E. L. (Bay Area Bil. Bicultural League) 420 Gibson Mr. Robert Cruz El Monte. Ca. 91731 1414 Walnut St.. Rm. 13 Berkeley. Ca. 94709 California State University at Fullerton 800 N. State College Blvd. Bilingual Children's Television Fullerton, Ca. 92634 Mr. Chris Arce Ordway Bldg., Rm. 2350 Institute for Personal Effectiveness In Children (I.P.E.C.) 2150 Valdez St. Ms. Judy Clemmons Oakland, Ca. 94612 4455 Twain St.. Suite H San Diego, Ca. 92120 Bilingual Mini-School Ms. Awilda Orta Materials Acquisition Project (M.A.P.) 2351 First Avenue Mr. Rafael M. Fernandez New York, N.Y. 10035 2950 National Avenue San Diego, Ca. 92120 Cal. Lutheran College Mr. Bob Owens Padre Hidalgo Center 60 W. Olsen Rd. Rev. Juan Hurtado Thousand Oaks, Ca 2277 National Avenue San Diego, Ca. 92113 La Ceuta Publications, Inc. Mr. Raul de la Rocha Palomar College Bilingual Center P.O. Box 4818 Ms. Judith L. Truog Santa Barbara, Ca. 93103 Palomar College San Marcos, Ca. 92069 Center for Applied Linguistics Dr. Maria Brisk Project Follow Through - U.C. Riverside Dr. Gilbert Sanchez Mr. Manuel Ramirez Ill 1611 N. Kent St. 2316 Library South Arlington, Va. 22209 Riverside, Ca. 92502 Chicano Education Complex Project "Hacer Vida" Mr. James Archuleta Mr. Fernando Worrell 1214 28th St. 46-209 Oasis St., Rm. 401 San Diego, Ca Indio, Ca. 92260 Chicano Film Institute Project "Unidos" Mr. Ray Rodriguez Mr. David Bazan 30 E. San Antonio P.O. Box 868 San Jose, Ca. 95113 Riverside, Ca. 92502 Chinatown English Language Center & San Francisco La Raza Special Services Consortium Community College Ms. Theresa Willaims Ms. Anne Tennell 1960 National Avenue 550 Montgomery St. San Diego, Ca. 92113 San Francisco, Ca. 94111 Santa Ana Unified Schools - Project Center Chinese Bilingual Pilot Project Mr. Albert Pill Mr. Victor Low 1405 French St. 950 Clay St. Santa Ana, Ca. 92701 San Francisco, Ca. 94108 Southwest Educational Development Labs Colorado Dept. of Education and Title VII Dr. Don Williams Mr. Bernard Martinez 800 Brazos 201 E. Colfax Austin, Texas 78701 Denver, Colorado 80203 Time Project County of San Diego - Career Information Center Mr. Frank Rivera Ms. Claire Hunter Ed. Dept. Cal Poly, 6401 Linda Vista Rd. San Luis Obispo, Ca. 93401 San Diego, Ca. 92111 U.S. Commission on Civil Rights Dissemination Center for Bilingual Bicultural Education Mr. Philip Montez Mr. Juan D. Solis Mrs. Grace Diaz 6504 Tracor Lane 312 N. Spring St., No. 1015 Austin, Texas 78721 Los Angeles, Ca. 90012

53 FORMATION OF NATIONAL ASSOCIATION FOR BILINGUAL EDUCATION ANNOUNCED

On April 25 at the Bandini School, 2318 Couts establishingbilingualeducation as a distinct Avenue, Commerce, California, an interim com- discipline. mittee was formed to organize the National THE IDEAL OF BILINGUAL EDUCATION IS Association for Bilingual Education. TO DEVELOP PERSONS FLUENT IN THE The idea for creating the association came MOTHER TONGUE AS WELL AS ENGLISH, froma group headed by Americo Lopez- PERSONS WHO CAN BENEFIT FROM Rodriguez, Bilingual Program Director, California KNOWING BOTH LANGUAGES AND ALSO CAN State University, Fullerton. The group presented a ENJOY TWO CULTURES FULLY. position paper atthe First International The association will function on a national level Multilingual Multicultural Conference in San Diego with state and local chapters. Membership will be and was designated to spearhead the association open to anyone interested in bilingual education. at the meeting held on April 4 at the Town and The fees for this year are $10 for educators and Country Hotel, at which Dr. Albar Peria, Federal $5 for non-educators. Meetings will be held month- Director of Bilingual Education, and Dr. Gilbert ly for the local chapters and twice yearly for the Martinez,CaliforniaBilingual-Bicultural Task national association. The association has already Force Manager, presided. The function of the planned a meeting for October. committee is to serve as a consolidating body for Several people from different areas of the those interested inbilingual education and to country volunteered to offer their help to the establish the initial membership of the association, as well as the Dissemination Center association. forBilingualBiculturalEducation ofAustin, The main goal of the organization is to improve Texas, directed by Juan D. Solis, and the Center the quality of instruction for the child whose for Applied Linguistics of Arlington,Virginia, mother tongue is not English. Its objectives in- directed by Gil Sanchez. Dr. Peiia stated that clude: helping professional growth through ex- although he cannot contribute federal funds, he changes of information, maintaining good com- will provide moral support. munication with the community, assuring The committee elected officials and designated dissemination of information regarding legislative working committees. Here is the list of the of- developments that may affect bilingual education, ficials: President, Americo Lopez-Rodriguez keeping up with national and international trends (Fullerton); Vice-President, David Dickson (Fuller- in bilingual education, serving as information cen- ton); Recording Secretary, Tony Shady (Garden ter for job opportunities in the field of bilingual Grove); Secretary, Alfonso Renteria (Montebello); education, being another avenue for evaluation of Treasurer, Salvador Gutierrez (Los Angeles); materialsrelating to bilingual education, and Parliamentarian, Leno Diaz (Riverside County).

54 1 4

Acknowledgements The FIRST ANNUAL MULTILINGUAL MULTICULTURAL CONFERENCE held at the Town and Country Convention Center was a milestone in bringing national and international attention to bilingual education. The California Assembly Rules Committee, for example, designated the week of April 1 through the 7th as "California Bilingual Education Week." The caliber of speakers at the conference literally made it a "Who's Who in bilingual education. Behind the scenes, however, an even greater feat was accomplished. Approximately 200 volunteers literally put together this huge conference of over 4,000 participants without the aid of professional conference organizers. With limited funds the volunteers helped to develop and organize registration procedures, educational display booths, conference logistics procedures, a wine tasting party, a school visitation program, and a colorful multi-ethnic entertainment program. I wish to personally give credit to all organizations and volunteers who enthusiastically gave of their valuable time. The cooperating organizations included: U,S. Office of Education, State Department of Education; Materials Acquisition Project; Educa- tion Professions Development Act (CSU, San Diego); Chicano Federation; Chicano Athletic Asso- ciation; and the Raza Consortium. Iregret that space does not permit the individual acknowledge- ment of every single volunteer. Those few who were key in the conferenceorganizing, however,should not go unmentioned. Elide Chavez, Adele Martinez, Adolpho Sanchez, Rafael Fernandez, Edwardo Aceves, Esteban Arreguin, Loretta Bailes, Elena Moreno, Stephanie Ortiz, Juan Rivera, Luis Natividad, Junior Robles, Bumpy Parra, Margo Taylor, Rachel Closson, Caludine Ruppe, Rosa lee de la Garza, Judy Clemmons, and Ann Kernthank you for your dedication and for an outstanding job.

f..e,124 (suit)

55 EPILOGUE

"The First Annual Multi-lingual Multi-cultural Conference." What an imposing title! What an imposing idea. In essence, what was held in San Diego this year was a United Nations of education, and as is often the case with that august body, the resolution of key issues was hard to come by. We were left, in some instances, with more questions than answers. Yet, isn't this really the first step to progress? The significant point is that something was done to assess and stimulate awareness in the need for bilingual education. Scholars from many parts of the world convened to sort out the problems that confront us today and the problems that will surely come in the future. It is overwhelming to consider that one of the questions raised concerned the validity of the premise of the convention itself"Is bilingual education a valid concept?" And while the consensus of opinion was overwhelmingly affirmative, there may be a few who disagree. The fact remains that for the first time, on a grand scale, there were stong lines of communication set up between those of us who live in a bilingual world and who thus are most directly concerned with the issues of bilingualism and biculturalism. For the first time, we were not blowing smoke in the wind. We were etching guidelines which educators, administrators, and legislators can no longer afford to ignore. In-school experiences are being matched with out-of-school realities and equal educational opportunities are beginning to sur- face in our schools today as a result of the awesome tool called bilingual education. Attention was called to the fact that some ethnic groups were not adequately represented. But it is significant that this fact was duly notedthat resolutions were phrased and printed here for all to see. Open Democracy. We know, now, largely where we are. The dim forms of Reasons are taking shape. And where Reason guides us, we cannot go astray. Democratic processes maintain that equality is a prerequisite to an open and free society. A prerequisite to an open and free society is equal educational opportunity, and equal educational opportunity in our classrooms can only be achieved by using the student's mother tongue as the principal tool of instruction, while at the same time systematically and sequentially teaching him the English language.