DOCUMENT RESUME ED 206 193 FL 012 497 AUTHOR Raced°,24aldoP., Ed. TITLE Issues in Portuguese Bilingual Education. INSTITUTION National Assessment and Dissemination Center for Bilingual Education, Cambridge, Mass.: National Materials Development Center for French and Portuguese, Bedford, N.H. SPONS AGENCY Office of Bilingual Education and Minority Languages Affairs (ED, Washington, D.C. REPORT NO ISBN-0-99857-163-4 PUB DATE Feb 90 NOTE 266p. AVAILABLE FROM Evaluation, Dissemination and Assessment Canter, Lesley College, Cambridge, MA 02140 ($4.00). 'EDRS PRICE MF01/PC11 Plus Postage. 'DESCRIPTORS *Bilingual Education: *Culture Conflict: Elementary Secondary Education: English (Second Language): Folk Culture: Higher Education: *Po-rtuguese Americans: Proverbs: Reading Instruction: Testing IDENTIFIERS Azoreans: Cape Verdeans: Elementary Secondary Education Act Title VII: Wechsler Intelligence Scale for Children (Revised) ABSTRACT The following articles are included: (1) "Bilingual-Bicultural Education. for Portuguese-Americans: An Cverview" (Nelson H. Vieiral: (21 "Minority Status for the Portuguese: Its Implication in Higher Education" (Gilbert R. Cavaco): (3) "The Luso-American Limbo: Closer to Heaven or Hell?" (Ana M. Fonseca):(4) "Bicognition: A Treatise On Conflict Resolution in the Portuguese-American CoWmunity- -Some Insights for Educators and Public Professionals" (Antonio Simoes. Jr.):(5) "Oiercoming Culture Shock: A Frame of Reference" (Pedro da Cunha):(6) "Testing Portuguese Immigrant Children--Cultural Patterns and Group Differences in Response to the WISC-R" (Jose Luis Ribeiro$: (7) "A Profile of the Azorean" (Onesimo T. Almeida): (9 "The Role of Capeverdean Culture in Educatior" (Arthur Lombal: (9) "Let Them Eat Crab: Translated Proverbs in Context" (George Mnnteirol: (101: "A Lingua Caboverdiana na ?ducacao Bilingue" (Donaldc.: P. Macedo): (11) "Teaching Reading in English to Portuguese Speakers: A Background for Teachers" (Adeline Becker): (121 "Developing Authentic English as a Second Languhge Teaching Strategies for the Linguistic Needs of Portuguese Native Language Students" (Robert C. Parker): and (13) "Algumas Rotas Relativas ao Ensino Secundario e aos Estudantes Bilingues Provenientes dos Paises de Lingua Portuguesa" (Salazar Ferro). (J B) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. ************************************************************41********** UR DEPARTMENT OF EDUCATION Pr\ NATIONAL INSTITUTE OF EDUCATION EDLCA TIONAL RESOURCES INFORMATION 0. CENTER IERICI This Tot ornent his been reprodut.ed us g.- 'Pr riv0,1from the person Of organtratton ongetettny it IhtC) KIM, i 11.1001, rid,' he nil matte 10 01101Vri C) reprodot 1100 (11,111V cv Points 01 view Or 00111100S stated in thy, (10C1I meet do 110111er essenly represent olie idi NIE C) position or piney La Donaldo P. Macedo, Editor Boston University .1 Issues in Portuguese Bilingual Education "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Nat. Assessment and Dissemination Center TO THE EDUCATIONAL RESOURCES INPIRMATION CENTER (ERIC)" National Assessment and Dissemination Center for Bilingual/Bicultural Education cameridge Massachusetts02140 1 4. 0 c Published by'ational Assessment and Dissemination CenterESEA Title VII Lesley College, 49 Washington Avenue, Cambridge, Massachusetts 02140 Developed by National Mrterials Development Center for French and Portuguese 168 South River Road, Bedford, New Hampshire 03102 International Standard Book Number 0-89857-163-4 Fublished February 1980 Printed in the United States of America The activity which is the subject of this publication was supported in whole or part by the Office of Education U S Department of Health, Education and Welfare However. the opinions expressed herein do not necessarily reflect the position or policy of the Office of Education, and no official endorsement by the Office of Education should be inferred The National Assessment and Dissemination Center for Bilingual Education is a special ESEA Title VII protect funded by the U S Office of Education through Lesley College Cambridge. Mass and the Fall River Public School System This publication was developed and printed with funds provided by Title VII of the Elementary and Secondary Education Act of 1955 as amended K Contents Bilingual-Bicultural Education for Portuguese-Americans An Overview 1 Nelson H Vieira Brown University Minority Status for the Portuguese- Its Implication in Higher Education 23 Gilbert R Cavaco - Providence College 31 The Luso-American Limbo Closer to Heaven or HelP....... Ana M. FonsecaFall River Schools &cognition: A Treatise on Conflict Resolution /it the Pon-vuese-American Community - Some Insights for Educators and Public Professionals 55 Antonio Sim 8es, Jr. - Boston University Overcoming Culture Shock A Frame of Reference 69 Pedro da Cunha Cambridge Schools Testing Portuguese Immigrant Children - Cultural Patterns and Group Differences in Response to the WISC-R 87 Jose Luis Ribeiro - Cam5ridge Schools A Profile of the Arorean 113 (Memo T. Almeida Brown Universiti e> The Role of Capeverdean Culture in Education .. 165 Arthur Lomba - Eastern Nazarene College Let Thom Eat Crab: Translated Proverbs in Context.... ......... 175 George Monteii o - Brown University A Lingua Caboverdiana na Educaeao Bilingue ..... .183 Donaldo P. Macedo Boston University Teaching Readingyn 'english to Portuguese Speakers:A Background fc- Teachers 201 Adeline Becker Multi-Lingual Multi-Cultural Resource Center DIveloping Authentic English as a Second Language Teaching Strategies for the Linguistic Needs of Portuguese Native Language Students 227 Robert C. ParkerUniversity of Rhode Island Algumas Notes Relatives ao Ensino Secundano e aos Estudantes Bilingues Provementes dos Paaes L.' I ingua Portuguese .253 Salazar Ferro Universidade de Coimbra r- The collectio'i of papers Xi this volume represents the collaborative effort of a number of educators in the field of bilingual education to extend effective educational opportunities to native speakers of Portuguese. Since the implemen- tation of. Portuguese, bilingual programs in the United States some nine years ago, much' success has been achieved. However, this success has not been easily att. ned, considering the paucity of scholarly- research in Portuguese bilingual education. Such neglect has historical precedence, as pointed out by John J. Nitti: For some time, the study of the Portuguese language had been relegated to a position of minor importance in the curriculum of American colleges and universities.(1) The above statement is undeniably true, yet difficult to comprehend. Over one hundred million people on various continents use Portuguese as their vehicle of communication. In New England alone, a sizable portion of the population is Portuguese-speaking. The influx of Portuguese immigration has been most heavily felt in the southeastern New England region, especially Rhode Island. Since the changes in immigration quotas in 1965, The largest groups of limited English speakers have arrived from Portugal, the Azores and thse Cape Verde Islands. The 1975 Annual Report of the Immigration and Naturalization Service, Department of Justice, dramatic- ally documents the tremendous influx of arrivals whose country of allegiance has been Portugal. Between 1820 and 1975 3 total of 411,136 immigrants arrived in the United States from Portugal or territories controlled by Portugal. Of this total, 113,773 or 28 eercent arrived in the ten-year period from 1966 to 1975. During the period of 1951-1960, the number of immigrants from Portugal placed it 15th out of thirty-two countries con- sidered Europe by the Immigrationand Naturalization vice. During the period 1961-1965 it ranked 10th. Beliveen 1966 and 1973, it ranked 4th each year as the, country of allegiance In 1974 it had moved to 2nd place and in 1975, immigrants from Portugal exceeded those from all other countries considered Europe. (2) kJ The Jvave of Portuguese immigcants to southern New England has had a considerable impact on educational agencies and public schools, creating sericus educational dilemmas. As a result, schools have reported a myriad,of problematic situations concerning the education of Portuguese-speaking stu- dents, as well as a high rate of attrition among this student population. The difficulty of local educational agencies in meming the needs of Portuguese-speaking students stems mainly from the lack of trained personnel who can effectively deal with the educational and psychological problems of these students. This lack is a reflection of the neg;ect by institutions of higher i education in southeastern New England in the preparation of qualified educa- tors in the field of Portuguese studies. The few institutions offering a major in Portuguese are mainly private colleges and universities which are beyond the economic reach of I5ortuguese immigrants. The public colleges and uni- versities which do offer Portuguese as a field of study generally have procrams limited in scope and resources, while most ethers offer even less or nothing in Portuguese. Consequently, there has never been a viable tradition of Portuguese scholarship in this region that would inspire disciples to carry out scholarly research 44 the field of Pprtuguese studies. The paucity of research in this area has prompted me to seek Portuguese educators from various disciplines to present their research findings in