Presents an overview of some factors that affect the culture and linguistic minority status of the deaf. These factors include language and the deaf world; the deaf community; bilingual and multicultural education of the deaf; and demographic aspects of hearing impairment. (Author/VWL)

Emphasis on the positive--the ability to read and appreciate books in another language--changes the entire tone of discussion about bilingualism and multiculturalism. Bilingualism advocates are no longer seen as aggrieved parties, as people demanding special programs in sufficient measure. Best path is maintaining a child's first language divorced…

This report presents an evaluation of Scholastic Achievement through Bilingual Education and Multicultural Activities Seminars (Project SABE MAS), an Elementary and Secondary Education Act Title VII-funded project in its third year of operation at Theodore Roosevelt High School in the Bronx (New York). Project SABE MAS served 294 students, 267 of…

This guide provides the teacher of multiethnic students with information and teaching resources on the Armenian people. The guide (printed in both English and Armenian) outlines Armenian ethnology, history, language, and religion and then discusses the history of their immigration to the United States. In addition, Armenian life in America is…

This report evaluates the bilingual-bicultural program in a New York City School District where more than half the 20,000 school children are of Asian (mostly Chinese-American) or Hispanic background. The goal of the program was to provide for the linguistic and academic needs of these children and to capitalize on their native language…

This report evaluates the bilingual programs at six public schools in New York City whose basic goal was the development and maintenance of proficiency in two languages, Spanish and English, in a multicultural setting. The evaluation procedure entailed interviews with supervisors, teachers, and parents as well as testing, visits to classes, and…

The following papers are collected here: (1) "Bilingual Program Outcomes" by Wayne Holtzman, Jr.; (2) "Implementation of Bilingual Programs" by Domingo Dominguez; (3) "Language Arts in Bilingual Education" by Betty Mace-Matluck; (4) "Introducing Culture in the Classroom" by Margarita Rivas; (5)…

Discusses theories and practices that distinguish English as a Second Language (ESL) instruction from other instructional approaches for non-English speakers. Explores ways that ESL instruction might include academic subject areas other than English and address cultural as well as linguistic differences among students. Author/GC)

Education in United States society reflects the evolution from an assimilationist melting pot concept toward one of cultural pluralism. The needs assessment process is a vehicle for gathering information and for initiating multicultural education. (JN)

Explores the legal bases for bilingual/bicultural programs and refutes arguments for such programs based on the educational achievement and cultural maintenance rationales. Suggests that such programs prevent the development of a common loyalty and recommends adopting a more experimental approach to bilingual/bicultural education, perhaps outside…

Offers guidelines, activities, and teaching methods that can be used in English classrooms serving bilingual, multicultural, and migrant youth. (RL)

Three bilingual-bicultural competencies that can be easily mastered by monolingual English-speaking special educators are presented: ideological, sociological, and historical awareness; parental and community inclusion; and bilingual-bicultural curriculum for a special education classroom. (DLS)

Discusses the diversity of languages in Western Europe and the peripheralization of maritime and border languages through isolation, domination by other languages, and fragmentation of the culture. Discusses minority rights issues, suggesting rise in bilingual education implies border-language revival. 5 tables, 27 references. (TES)

Examined 57 randomly selected elementary bilingual/bicultural science classrooms in terms of culturally syntonic variables (e.g., culture-of-origin beliefs and/or practices that impact the teaching/learning process). Some findings indicate that Hispanic/Latino children are receiving science instructions with culturally asyntonic materials and in…

This review summarizes bilingual/bicultural characteristics of programs at the California, Indiana, Texas, Arizona, and Maryland schools for the deaf, as well as the Learning Center for Deaf Children (Massachusetts), the Magnet School of the Deaf (Colorado), the Cleary School for the Deaf (New York), and Sign Talk Children's Centre (Manitoba). (DB)