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Teaching techniques for motivating students to acquire a second language are discussed. The methodology must be suited to the aptitudes, interests, and personalities of learners and teachers. Objectives must relate to the student population, linguistic performance, and communicative competence. Crucial to motivation are the techniques of selection, gradation, presentation, and meaningful practice of interrelated phonological, morphological, lexical, syntactical, and cultural items. Teachers must: (1) use the mother tongue sparingly; (2) make everything clear to the students; (3) keep the students' everyday language needs in mind; (4) adapt texts to individual classes; (5) individualize instruction; (6) give students a feeling of achievement; (7) promote awareness and acceptance of cultural pluralism through discussion of native cultures; (8) assist students in transferring knowledge acquired to new language situations; and (9) give frequent, brief, previously announced tests to keep students aware of their progress. Students need to be respected, challenged, and successful to learn language while teachers need to be self-confident and dedicated to motivate the learners. (PMJ)

This article provides a perspective on multicultural education for those who teach Asian American children, those who teach about Asian Americans, and those who conduct research on Asian Americans. A conceptual framework is presented that reviews the history of multicultural education since 1880, examines the concept of cultural pluralism, formulates a functional definition of multicultural education, and describes its major goals. Ten guiding principles are suggested for putting the framework into practice in the classroom. Examples pertaining to Asian Americans are presented. Finally, a number of recommendations for future research are put forward. A bibliography on multicultural education and Asian Americans is also included. (Author/APM)

Describes a college level term paper project in which students conduct oral history research with people who have experienced a sociologically relevant aspect of ethnic history. Emphasizes that oral history complements traditional historical research but is not a substitute for it. Suggests resources to help students with the project and provides titles of student papers. (CFR)

The United States today is a pluralistic society, and a multicultural curriculum is a necessary component of the overall school curriculum. Multicultural education should address the culturally and the linguistically diverse student. This paper considers problems with and strategies for incorporating multicultural curricula into the classroom, and it provides suggestions for empowering students who speak English as a second language. The paper discusses the Optimal Learning Environment, a project that addresses the needs of the culturally diverse and exceptional student population. (BT)

This paper summarizes information concerning homicide crisis intervention in a multicultural school that would be useful for school psychologists. School psychologists are encouraged to be introspective about their own beliefs about death, grief, and multiculturalism. This paper discusses the eight factors to consider when providing services to multicultural students, parents, and communities as well as 10 commonly reported cultural biases about multicultural counseling and development. Basic information about homicides is summarized. Eight characteristics that survivors of homicide victims experience such as delayed, exaggerated, and complicated bereavement are listed and discussed. Information about assessment and therapy is provided. A discussion of cross-cultural service delivery warns school psychologists to be aware of sources of cultural identities, as well as attitudes and beliefs shaped by culture. Examples of culture influences are provided. Within a section of the paper devoted to multicultural homicide survivor service considerations the following issues are discussed: community and cultural influences; survivors' characteristics; criminal justice system; therapy. This paper concludes with a list of specific suggestions for helping homicide survivors. Appendix A provide death awareness, grief awareness, and multicultural awareness questionnaires. Appendix B is a list of addresses of helpful support systems with information on homicidal bereavement. (Contains 38 references.) (MKA)

This paper offers a lesson plan for a classroom activity, called the "diversity board" which challenges and encourages college students to think seriously about what diversity means and how diversity influences behaviors and communication between people. The paper states that, in less than 20 years, racial and ethnic groups in The United States will outnumber whites and that this "browning of America" will result in a significant change in society, ranging from education to industry politics to values and culture. Since students will face complex and ethnically diverse communication contexts in the near future, it is a responsibility of educators to assist these students to obtain knowledge and develop the needed skills to communicate effectively cross-culturally. The paper gives a list of goals for the "diversity board," including to understand the multicultural diverse backgrounds of people; to decrease the uncertainty and anxiety that often accompanies communication interactions among culturally dissimilar individuals; and to learn that understanding about others in an increasingly diverse world requires effective communication. It also gives detailed instructions for the physical construction and use of the diversity board, including questions and assignments for the students and suggestions for class discussion. (CR)

This paper offers suggestions for teaching high school and college students about cultural diversity and for providing them with multicultural educational experiences. After presenting a background and rationale for such teaching, the paper gives a list of classroom activities, including student reactions to statements regarding racism and affirmative action and a video analysis exercise. Among the suggestions are that students write down their feelings and reactions to the video, then share what they have written in a class discussion, guided by the teacher. (CR)

Predicated on the idea that a multicultural and multisensory classroom program based on literature can attract children's interest, this paper provides guidelines for choosing representative classics from children's literature. The paper advances two primary goals for selection and experiences for children: (1) stimulation of the creativity of young children by using the five senses--sight, taste, smell, sound, and touch; and (2) appreciation for the differences of others in a multicultural/global perspective. The paper maintains that the inclusion of these goals could help children's intellectual, social, and affective development. After describing criteria for selection, the paper discusses three favorite books: "The Poppy Seed Cakes,""Anansi, the Adventures of Spider," and"Frederick," and the first steps to integrate the multisensory and multicultural elements. A 20-item reference list is included. An appendix on instructional materials, a resource directory, and a calendar of activities for parent involvement are attached. (NKA)

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. This paper presents the NSSE annual results for 2011. These selected results are based on responses from more than 416,000 students attending 673 U.S. baccalaureate degree-granting colleges and universities who completed NSSE in spring 2011, as well as subsamples of this group who responded to several sets of experimental questions. Results are also included from the Beginning College Survey of Student Engagement (BCSSE), with more than 85,000 entering students from 155 institutions, and the Faculty Survey of Student Engagement (FSSE), with more than 19,000 faculty representing 157 institutions. The featured theme--"Supporting Student Engagement Across Campus"--illustrates the value of connecting NSSE results to specific campus programs and units. This paper presents short studies to demonstrate relevant results for five campus units: service-learning in the first-year experience, residence life, Greek life, transfer student programs, and career services. These studies suggest approaches to sharing pertinent results with campus units to foster greater collaboration on the quality of the undergraduate experience. The second story--"Time Use by Major Field Category"-- demonstrates how the amount of time students spend preparing for class varies by discipline. To complement these results, this paper reports faculty expectations for students' out-of-class study time. Combined, these results may help campuses address concerns about the amount of time students spend on their academics and how to constructively shape expectations and behaviors. Finally, this paper presents results from three sets of experimental questions--learning strategies, reading comprehension, and global awareness. (Contains 13 figures and 10 tables.) [For the 2010 report, see ED512590.]

This paper proposes the integration of Anglophone studies through a Deweyan perspective in the curriculum of English-as-a-Foreign-Language (EFL) at the university level, underscoring the role that Anglophone post-colonial literature can have in stimulating intercultural reflection. It explains that in order to understand the "other" peoples of English-speaking cultures, the EFL curriculum must be based on meaningful contents that the students would experience personally and collaboratively, with the goal of achieving both an understanding of those cultures that speak English and a self-knowledge of themselves, their own culture, and the nation. The paper suggests that in a paradigm shift of placing EFL within the broader context of Anglophone studies, learners would have the opportunity to come into contact with a broad range of elements (Deweyan tools) to aid in the formation of the discerning mind of social intelligence, as they construct their own diverse, hybrid voice of reflexive resistance. (Contains 28 references.) (SM)

This paper suggests that in an increasingly multicultural world, cultural competence requires that racism, power, oppression, and privilege be fully acknowledged and addressed to maximize the effectiveness of clinical interventions. Psychotherapists must learn to appropriately address racial or cultural differences in the therapy room. In order to do the necessary work, racism, sexism, classism, heterosexism, and other forms of oppression must be viewed as part of the cycle of perpetuated violence and trauma. The "Diagnostic and Statistical Manual of Mental Disorders," fourth edition, provides a means for taking cultural perspectives into account in therapy; thus, in order to make an accurate diagnosis and maximize clinical outcomes, the cultural context of clients must be understood and respected. Examples are given of consultations in which asking culturally appropriate questions led to positive results for clients that could not have occurred otherwise. Cultural competence must be viewed as an ongoing, dynamic process to be proactively addressed throughout one's practice. Rather than learning a static list of cultural characteristics, the therapist should take a stance of being respectfully naive and curious, provide a safe environment for cultural stories to unfold, then reflect insights nonjudgmentally. Psychotherapists must receive more specific training on cultural competence. Six important components of training in cultural competence are listed. (EMK)

This paper, intended as lecture material for university students or as background material for teachers of social studies and world history, assumes that students already have some knowledge about the origins, practices, and beliefs of Islam, but that they have no prior background about Indonesia or its history. The paper describes the diversity and the history of Indonesia, including its experience with Dutch colonialism, Japanese occupation, and the struggle for independence. It compares the administrations of Presidents Sukarno and Suharto. The document provides a brief survey of economic development and education in Indonesia, focusing on Islam, and Indonesia's commitment to religious pluralism and toleration. Finally, the paper discusses the role of women in Indonesia. Learning objectives and discussion questions are included. The paper outlines nine objectives and eight discussion questions. Contains 33 references. (JAG)

This paper discusses four thematic units that teachers can use with preschool and primary grades, along with examples of activities that can be integrated into each unit. The units include "Land of Many Colors," based upon a book of the same name that tells the story of gingerbread-shaped characters who learn to accept each other even though they are different colors. The next unit, "Seasons," is developed around a collection of children's literature that focuses on seasonal themes. The third unit, "Habitats," focuses on animal habitats and children's books that explore the issue. "Dinosaurs," the fourth unit, uses books on dinosaurs and various activities to explore the world of dinosaurs. Specific science, math, social studies, and art activities for each unit are presented. (Contains 29 references.) (MDM)

Designed to help early childhood and elementary educators in Iowa integrate multicultural, nonsexist, and global (MNG) perspectives into the existing curriculum, this paper discusses issues surrounding their integration and provides two extensive bibliographies of curriculum resources. First, the paper reviews the definition and purposes of MNG education according to the Iowa Department of Education and describes the Department's MNG goals and themes as follows: that students understand themselves and others as cultural beings in a cultural context; that students recognize diversity in the country and the world; that students understand the effect of group membership on values, attitudes, and behaviors; that students understand the dynamics of discrimination, bias, prejudice, and stereotype; and that students demonstrate skills for effective social action. The themes include global interdependence; human resources, values, and culture; the global environment and natural resources; global peace and conflict management; and change and alternative futures. For each goal and theme, the paper provides a summary of a relevant book and a list of creative activities for integrating the book into the curriculum. Finally, the paper includes two bibliographies of MNG resources: a 48-item bibliography organized by the 10 goals and themes, and a 358-item bibliography of works on other cultures organized by country or culture of origin. (BCY)

The libraries of the University of California recognize the need to transform present collections and services into the library of the 21st century. Doing so will require bridging issues of cultural diversity and enhancing support for existing diversity collections. The Ad Hoc Committee on Regional Workshops of the Library Association of the University of California conducted a preliminary survey of existing ethnic focused collections and services, drafted five issues papers covering the major critical areas in library and information science, and conducted workshops for librarians of the university focusing on the issues papers. Workshops for 85 members from all 9 campuses reviewed the issues papers. The recommendations of the issues papers and others that emerged in the workshop are the core of this report. Twenty-seven recommendations are grouped into the following areas: (1) general; (2) collections; (3) access; (4) reference and bibliographic instruction; and (5) recruitment, advancement, and retention. Appendixes contain a chronology, the workshop proposal, and the workshop invitation and flyer. (Contains 86 references.) (SLD)

This paper focuses on the structure, process, and accomplishments during the first two years of the Developing Interculturally Skilled Counselors (DISC) project, which trains and supervises eight pre-doctoral trainees for one-year appointments in the areas of intercultural awareness, knowledge, and skill. Objectives of the project are listed and stages used to reach the objectives are explained. The training stage, designed to teach trainees the concepts of awareness, knowledge, and skills through classroom work and in-field experiences, is discussed along with the three graduate seminar courses which comprise the training phase and student participation in field experience. The second stage of the project, the practice phase, is reviewed in terms of its focus on using knowledge and gaining experience in sharing skills. The implementation of this stage through the development of both research projects and inservice training workshops for mental health agencies is discussed. Examples of DISC research projects are included; the development and implementation of inservice workshops is described in detail. The final phase, evaluation, which measures training outcomes of all DISC activities is presented; methods of participant evaluation are reviewed; and the annual evaluation by the project evaluator, complete with suggestions for change, is described. (NRB)

Presented in this paper is a multicultural curriculum design with an underlying conceptual understandinq which takes into account the commonalities found among the experiences of various ethnic groups. A common framework to be used for each ethnic group permits the teacher to generalize the experiences of the different ethnic gropus. The model for each culture proceeds as follows: 1) relevant traits of the original culture are listed; 2) a time frame is added starting with the group's arrival in the United States; and (3) ending with the present and intervals along the time line, each ethnic trait is assessed for extinction, degree of modification, or continuation. A completed model shows a historical summary of an immigrant group's degree of loss or retention of their original culture. This conceptual/approach can be modified within the context of the discipline being studied, and selection and/or revision of materials will depend upon the grade level of students. (Author/GPM)

Provides author comments in response to the papers of Professors Lederman and Ohlsson in "Science and Education," Vol. 4, No. 4, 1995. These papers were in response to the paper "On the Nature of Scientific Thought" ("Science and Education," Vol. 4, No. 1). Includes 19 references. (DDR)

The Closing the Gap Clearinghouse was established by the Council of Australian Governments (COAG) to bring together evidence-based research on overcoming disadvantage for Indigenous Australians. The Clearinghouse provides access to a collection of information on what works to improve Indigenous people's lives across the building blocks identified by COAG. The Clearinghouse not only collects, but systematically analyses and synthesises this evidence. This paper provides policy makers with key findings about what works and assesses the gaps in the evidence. It also sets out progress of the Clearinghouse towards its objectives in its first year of operation. Appended are: (1) Summary extracts from issues papers and resource sheets; and (2) Summary of assessed items. (Contains 26 tables, 11 figures and 6 boxes.)

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of World Languages. [Funding for this paper was provided by EF Education.]

As the first part of research on the student assignment plan that seeks to create and maintain diverse schools in Jefferson County, the authors surveyed samples of both parents and students across the county. These surveys were designed to learn more about their experiences with integration efforts after the implementation of Jefferson County Public Schools' (JCPS) new student assignment plan, which was redesigned after the Supreme Court's 2007 decision. Despite the difficulties encountered in designing and implementing a new plan, survey results show a deep and continuing commitment to the goal of diverse schools in Louisville among all groups of parents and students. The authors' work in Jefferson County was begun by asking the parents and students who have been living in the community and experiencing the operation of the district's revised diversity plan. Their experience is, of course, the starting point in thinking about what the plan has accomplished and identifying issues needing careful attention in their research. These surveys have given a representative sample of both groups to tell them what has happened and how they view both the goals and the current operation of the plan. This report has five sections. First, it briefly describes the national trends in surveys about school diversity and summarizes what research shows about the general impact of diverse schooling. The next two sections report on what the district's high school juniors have reported in a survey this month and what the parents told interviewers in a telephone survey conducted by a Louisville survey organization. The final section summarizes what the authors see as the most important findings from the surveys, a handful of recommendations and a description of what they see as the next phase of their work. When they accepted the invitation of the school board to do an independent assessment of the plan, it was clear that there was uncertainty about what families in the JPCS were experiencing and whether the long-term commitment of the community to integrated education was fading. They now have a much better understanding of those issues, and they believe that the citizens of the county will be very interested in what the parents and students have concluded. Appended are: (1) Methodology; (2) Survey Responses by Grade Level of Child; and (3) Survey Responses by "A" or "B" Area Households. (Contains 55 footnotes.) [This paper is a report to the Jefferson County Public Schools.]

This kit provides a summary of a scholarly paper, discussion questions, and activities to promote constructive debate between scholars and ethnic and minority groups about the changing role of the neighborhood in American society. The materials focus on the Chicago area, but the issues and problems apply to any urban area. The paper traces the development of the neighborhood in terms of cultural and social interaction among its resident ethnic groups. Conflict of ethnic heritage with the pervading Protestant ethic resulted in confused identity for many people, and the Progressive Movement of the early 20th century encouraged the assimilation of ethnic identity into an American norm. Current urban renewal projects and movement of some classes to the suburbs are creating more changes in the dynamics of city neighborhoods. Questions to consider include the ability of racial groups to cooperate with ethnic groups, responsiveness of ethnic neighborhoods to bureaucratic politics instead of ward politics, values of ethnic pluralism as opposed to assimilation of ethnicity, and the role of service organizations in neighborhood development. Related activities involve small groups in (1) comparing elementary texts of the 1950s ("Dick and Jane") with contemporary books that have a multiethnic, blurred sex-role approach or (2) identifying social issues in which ethnic groups have vested interests and role-playing the concerns of those groups. (AV)

This paper suggests classroom activities to develop awareness of language and the sociolinguistic aspects of language proficiency and to help eliminate language prejudice. The exercises are presented in seven categories: (1) examination of connotative and denotative language, names and nicknames; (2) dialects and slang and the status attached to language use; (3) social variables such as topic, setting, role and attitudes of communicators, and register; (4) language variation according to function; (5) lyricism, figurative language, and expression of sentiment; (6) symbols and nonverbal communication; and (7)foreign languages. (MSE)

A report examines the situation of adult education for immigrants and refugees in Australia. The first section situates the nation's immigration program within national economic development. The second section outlines the development of policy and programs relating to language and literacy education for migrants and refugees, and describes how policy and institutional approaches recognize diversity in the design and delivery of services. The third section summarizes research undertaken within the Adult Migrant English Program to identify groups of adult learners with special needs and the learning barriers that face them. These studies focus on how characteristics, expectations, and previous experiences of learning influence migrant learners' attempts to interpret and cope with the curriculum, teaching methods, resources, and tasks of the Australian language classroom. This section also details policies and practices developed to overcome these barriers and improve the effectiveness of learning. (Contains 56 references.) (MSE)

This curriculum module presents information for an introductory course designed to develop a cross-cultural awareness and appreciation of the rich opportunities for growth in interior design and related fields that has resulted from the expansion of the global marketplace. First, the instructional goals of the course are outlined, suggesting that students should develop an awareness and appreciation of cross-cultural interplay, recognize the ways in which geographic, climatic, and socio-economic factors impact architecture and design, expand their knowledge of the design elements used in various countries, adapt American structural and interior furnishing materials to the living environments of foreign countries, and develop their understanding of the global economy. Next, the instructional objectives, assignments, activities, and evaluation methods are detailed, indicating that course readings, library research, field trips, a research paper, design projects, and pre- and post-tests would be included as part of students' activities. A description of the audiovisual resources that are to be used as an introduction to the module, the course pre-test, and a list of expected connections to be made beyond the classroom by students are included as well. The final sections contains annotated bibliographies and lists of additional resources for both students and instructors. (MAB)

The study of geography and culture are both essential to development of global awareness and multicultural perspective. The two can be integrated in secondary school instruction, with the result of enhancing each. Cross-disciplinary strategies and activities can be adapted to any course with a cultural component, including second language teaching. Five themes in geography serve as a basis for instruction: location (cartography and relationships with other places); place (physical and human characteristics); regions; relationships within places; and movement (migration and trade). Reductions in geography instruction support the need for integration of this subject with others. The integrative and global approach to education is occurring at a time when secondary teachers are reorganizing curricula to promote self-directed learning. At the same time, language educators are reassessing and reinforcing the role of culture in second language learning. Geography can serve as the foundation for discussion of many aspects of culture, especially through incorporation of the five themes of geography. (MSE)

This paper describes how a predominantly white elementary school responded to a school-district reorganization effort to promote ethnic balance among the schools. The redistricting plan reassigned some former students to other schools and bused in many Spanish-speaking students. The school staff encountered language problems with the new students and their families. The school acquired an English-as-a-Second-Language (ESL) teacher, included parents on the school-based management team, recognized multicultural role models and volunteers, sponsored parent-orientation and welcoming programs, and promoted parent-school conferences. Teachers enrolled in a community-education Spanish class. Limited-English-speaking students were not penalized for not being able to perform in a language unfamiliar to them. Staff emphasized areas in which students were successful and marked report cards with the statement, "Grades adjusted due to language development." Other strategies to help the new students achieve included home visits, group sessions, cooperative assessment, whole-language strategies, peer tutoring, and portfolio assessment. The key factor of success was a focus on school attitude rather than on instruction. An endnote states that the 1995 results of the Texas Assessment of Academic Skills designated the school as a "recognized campus" for student success in all demographic and cultural subgroups. (LMI)

This paper discusses the campus climate as a critical element in the academic development of college students, with emphasis on minority and women students pursuing engineering and other technical degrees. Reforming the campus climate to make it more receptive to minority and women students requires: (1) a clear mandate from top administrators to build a supportive and enabling campus environment; (2) an understanding of the present conditions of the campus climate; and (3) more active involvement by engineering and science faculty in the academic life of minority students. Faculty may become more actively involved with students through mentoring, involving students in research, reducing the marginality of minority students, and representing the concerns and needs of minority students to campus-wide committees and groups. (Contains 9 references.) (MDM)

This paper was written to provide nurse educators with strategies for implementing multicultural concepts into their nursing programs. Administrators are urged to design their total educational process and educational content to reflect a commitment to cultural pluralism, in which traits of nonmainstream cultures are treated as differences rather than deficiencies. Such an approach helps all students develop more positive attitudes toward cultural, racial, ethnic, and religious groups and helps students from victimized groups develop confidence in their ability to succeed academically and to influence societal institutions. Nurses need to understand how cultural differences affect their clients' behaviors and attitudes, in order to have an impact in transcultural work. Nine specific knowledge areas that nurses should acquire to practice nursing from a multicultural perspective are outlined. Among them are: knowledge of cultural views on pregnancy; knowledge of culturally relevant information related to specific diseases; and knowledge of religious variations in relation to dying, bereavement, euthanasia, and other ethical and moral issues. Nursing education faculty and administrators are encouraged to assess existing programs for elements of multicultural education. A suggested guideline is presented, addressing such elements as program atmosphere, materials, and self-understanding. (Contains 10 references.) (JDD)

Noting that a list of individual student to whole class configurations and a set of activities are inadequate, this booklet argues that the question of how to organize classrooms for learning in the language arts is complex. The booklet argues that decisions about time, space, materials and resources, and student grouping must flow from an understanding of: (1) holistic/social-constructivist views of learning; (2) the conditions under which language and literacy learning take place; (3) literacy definitions of the 21st century; and (4) the instructional implications of cultural pluralism in classrooms in light of democratic ideals and equity issues in a diverse society. The booklet summarizes highlights from the literature on each of the four areas; discusses and provides examples of time- and space-use, and selection of materials and resources; discusses grouping practices grounded in current perspectives; and provides examples of grouping and of instruction that enhance group work processes. An annotated list of 9 resources for further study and 17 references are attached. (RS)

Sometimes multimedia presentations can provide an abundance of glamour without a clear vision of communicative content and direction. These may be called "show and show" displays. A presentation with a more apparent message or purpose could fall into either the "show and tell" or the "show and sell" category. Used appropriately, multimedia accommodates all of the many topics, learning styles, and unique personalities represented in today's increasingly multiethnic classrooms. When preparing a multimedia presentation for such a classroom, a presenter may want to guard against certain pitfalls: creating screens too densely packed with information, causing "information indigestion" with excessive branching of concepts using "visual noises" or pointless graphical embellishment, or not simplifying the instructional design enough. A flow chart is presented which offers advice on choosing an effective instructional medium for different learning content. As curriculum becomes more technology-based, developers of that curriculum will have to keep multiethnic learning styles in mind. (BEW)

In an attempt to improve education, and to assist teachers in meeting the students' and the nation's rapidly changing needs, a format for a Multicultural Education License is presented. It is recommended that licensing for a multicultural undergraduate teacher education program be performance based or competency based. Included is a suggested structural design for a competency based multicultural teacher training program. Ten goals are presented and objectives under each goal are explored. (Author/RLV)

One of the most important correlates of an instructionally effective school is its climate. Effective schools have an atmosphere that denotes a safe and orderly environment, without being oppressive and where conditions exist that are conducive to learning. The Association for Supervision and Curriculum Development has identified a set of questions to be used in the assessment of school climate, climate being broadly defined here to cover academic emphasis, orderly environment, and expectations for success. The questions are grouped to indicate the contributions of each set of participants in a healthy school: students, teachers, and principals. In the pluralistic public schools of today, the challenge is to create a school climate that recognizes and validates the presence of each ethnic or cultural group within the school. It is vital that teachers and principals avoid two assumptions about culturally different learners: (1) that they are able to abandon their values, traditions, language, and behaviors when they enter the school: and (2) that they feel truly part of the school when it fails to acknowledge their heritage, portrays them as a conquered people, offers few role models, and provides few professionals committed to the advancement of the culturally different. (The remainder of the paper outlines the role of the principal and the teacher within multicultural educational environments, and offers special advice on instructing students of low socioeconomic status). (KH)

This paper addresses the issue of diversity and tolerance in the classroom by using multicultural children's literature with a thematic approach. With a review of the related studies on the topic, it points out that the understanding, respect and appreciation of various cultures are imperative for us to live peacefully as global citizens, and the importance of addressing tolerance and differences in our schools. Since literature is a great resource for us to study our various cultures, the article shows classroom teachers how one specific model, the thematic approach, can be used to enhance children's awareness of diversity and allow them to see there are more similarities than differences among cultures.

Describes the author's experiences as chair, for two years, of the English Department of Fayetteville State University, a historically black university. Considers how as society shifts demographically to a more diverse society, the challenge for the English profession will be to adapt to this new and often incongruous mix of personal and social identities. (SG)

This paper examines the meaning of multicultural education as a means of insuring that students feel comfortable in more than one cultural context. It outlines stages of child development and theories of learning behavior, especially as they relate to the development of cultural and racial attitudes. This paper examines behavioral development in terms of Maslow's hierarchy of needs and discusses cultural biases in curriculum, teaching methods, materials, and educators' assessments. This document also summarizes practical implications, suggesting that teachers do the following: review child development materials; examine all materials for cultural and racial biases and stereotypes; reflect on their own values, stereotypes and prejudices; attempt to accommodate different learning styles and background experiences with a flexible format; incorporate concepts from the child's background in activities; and use props and costumes resembling a variety of cultural environments. This document stresses sensitivity in dealing with multicultural education and ethnic students. It urges teachers to adapt educational materials and curriculum to the individual needs of children and to build on the background experiences of all children in teaching about people of other countries. This paper includes a list of expectations describing characteristics that would be evident in a school in which the staff was aware of the practical implications of multicultural, anti-racist education. This paper also includes a series of questions designed to help teachers formulate a base for understanding the learning needs of children from a variety of ethnocultural backgrounds. (TES)

Activities focusing on three popular culture genres of the late nineteenth century--the muckraker magazine, the dime novel, and melodrama--help secondary students appreciate the ethnic diversity, social problems, and social themes of turn-of-the-century urban America. Material is divided into four sections. Following an introduction, the first section describes advantages of using these genres in the classroom. In the remaining sections, historical background and literary characteristics of each genre are accompanied by a description of a major student project. Students design and write a muckraking magazine, write a dime novel, and produce a melodrama based on themes relevant to the period. For each activity, directions, layout design, and evaluation questions are provided. (LP)

Four camp directors discuss staff recruiting practices, their three top sources of quality staff, the value of international staff, special approaches for hiring international staff, training practices for international staff, how they help international staff adjust to their camps, staff rates of return, and off-season activities that motivate and train staff. (TD)

Defines multicultural middle school counseling and outlines three main reasons for offering multicultural counseling designed specifically for young adolescents. Outlines problems faced by non-native students and presents guidelines for middle school counselors who work in multicultural settings. (SR)

Suggest that it is important for students to be taught about multi-cultural history, but in order to ensure that multi-cultural education is a glue, rather than a solvent, of U.S. community, there must be dedicated, knowledgeable, and honest teaching that reveals to students the ways in which all human beings are alike. (SM)

Argues that partnerships between early childhood teacher preparation programs and public school teachers will strengthen the discourse on multicultural education and its institutionalization. Presents strategies for gaining a personal connection to multicultural education ideals, including developing cultural biographies, examining stereotypes and prejudices, examining the construction of a personal identity, and critically examining the media. (KB)

While conventional wisdom holds that higher education can learn much from business, the corporate world can also learn about leadership from the academy, including the practices of separation of power between the board chair and chief executive; collegial and less hierarchical organizational culture; performance reviews, common among academic boards; gender and ethnic diversity in board membership; and sabbaticals. (MSE)

College leaders make powerful statements about institutional values by the characteristics they measure and the activities they support. Trustees and presidents can focus on liberal arts goals by making sure students and parents understand what a liberal arts education represents; setting high academic standards; emphasizing teaching, learning, and discovery; preparing students for diversity; and creating good citizens. (MSE)

This kit provides a summary of a scholarly paper, discussion questions, and activities to promote constructive debate between scholars and ethnic groups about the concepts of cultural identity and multiethnicity in American education. Although in the early 1900s the political ideal of "The Great American Melting Pot" discouraged bilingual-bicultural approaches, a few schools managed to provide cultural education. German and Polish-American schools are examples. Only in the past two decades has the concept of "multiethnic education" influenced the philosophy and curriculum of American schools. Research shows that bilingual and multiethnic programs strengthen children's development and that learning from a child's cultural mode can be destructive. An important concern is that community groups are able to participate in educational decision making. Among discussion questions are why is the school singled out as the primary social institution for achieving a pluralistic society, and what pros and cons of multicultural education can be identified. Related activities include role-playing the concerns of an immigrant family and educators who promote bilingual programs, and identifying social agents other than schools which promote cultural pluralism. (AV)

Argues that, for new immigrant children, literacy education that challenges students to speak and engage in meaningful work (not worksheets and handwriting practice) is the key to initiating them into American culture, to helping them feel this country is their home, and to unlocking their lonely hearts. Focuses on the special problems of Chinese students living in Chinatown. (SR)

Adventure programs should go beyond the "four Fs" of diversity activities (food, fashion, festivals, and facts) to explore differences and their implications for social justice. Possible group activities include sharing ethnic and family traditions surrounding a person's name and focusing on the cycle of socialization related to stereotypes, expectations, and identity formation. Includes cycle of socialization model. (SAS)

Contends that art educators should work toward an educational practice that works to change discriminatory practices, encourages students to reflect about how and why art is produced in all cultures, and recognizes human commonalities in art. States that an art program grounded in feminist views will focus on diverse artistic traditions. (CMK)

Examines the growing demand for multicultural competence in college graduates, describes the course content and academic-advising activities recommended to develop it, and comments on the limits and inherent dangers of providing multicultural exposure universally. Academic advisors are urged to help students maximize their human capital by adding multicultural competence as part of their formal education. (Author/MSE)

Papers by teachers and teacher trainers address issues in bilingualism and related teaching techniques in the elementary school classroom in England. They are derived from an inservice teacher training project. Essays include: "Investigating Children's Discourse in the Primary Classroom: The Linguistic Demands of Classroom Tasks" (Nanette Godfrey, Silvia Skinner); "Story as Vehicle: The Making of a Kit" (Edie Garvie); "The Assessment of Bilingual Children" (Ann Robson); "Towards Equality in the Classroom" (Farzana Turner, Ola Francombe); "Towards Bilingualism in the Primary School: Supporting New Arrivals as They Acquire English--A Scottish Perspective" (Ann Hindle); "The Welsh Perspective on Working with Bilingual Children in the Primary School" (William H. Raybould); "Issues in the Language Education of Bilingual Children: Summary of the Open Forum for Participants' Contributions" (Mahendra K. Verma, Karen P. Corrigan, Sally Firth); "Promoting Young ESL Children's Written Language Development" (Lindy Bates); "Old Sounds and New Sounds: Bilinguals Learning ESL" (Mahendra K. Verma, Sally Firth); "Bilingual Children and their Assessment Through Mother Tongue" (Jean Mills); "Oracy Issues in ESL Teaching in Key Stage 2: Using the Language Master as a Bridge between Non-Standard and Standard English" (Mary Rose Peate); and "The Bilingual Child--Learning and Teaching in Multicultural Contexts: Summary of the Open Forum for Participants' Contributions" (Mahendra K. Verma, Sally Firth). (MSE)

Nine strategies for opening and sustaining discussion of cultural pluralism in the college classroom are offered, including use of powerful evocative quotations, evocative visuals, student self-identification in cultural terms, pictographic autobiographies, student personal narratives, metaphors for America, concentric identity circles exercise, models for interpreting cultural experience, and paired readings. Guidelines for discussion management are also given. (MSE)