61p. skills; testing; - eric · 2014-07-18 · document resume ed 386 959 fl 800 790 author...

DOCUMENT RESUME

ED 386 959 FL 800 790

AUTHOR Eckardt, Mary Ellen; And Others

TITLE Teaching Strategies for ESOL Volunteers.

INSTITUTION Pennsylvania State Dept. of Education, Harrisburg.

Bureau of Adult Basic and Literacy Education.

SPONS AGENCY Department of Education, Washington, DC.

PUB DATE Jun 93

NOTE 61p.

PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC03 Plus Postage.

DESCRIPTORS Adult Basic Education; Classroom Techniques; Computer

Assisted Instruction; *Cultural Awareness; CulturalPluralism; *English (Second Language); *Language

Teachers; Learning Disabilities; Listening Skills;

*Literacy Education; Program Descriptions; ReadingDifficulties; Reading Instruction; Reading Skills;Second Language Programs; Skill Development; Speech

Skills; Staff Development; *Teaching Skills; Testing;

*Volunteer Training

ABSTRACTA program to train volunteer teachers of English to

speakers of other languages (ESOL) is described and evaluated. The

program was designed to enrich skills for teaching listening,

reading, and speaking, and increase volunteers' appreciation and

understanding of the multicultural backgrounds of the students in one

adult basic education center. The instructional skills component

consisted of training in use of a computer program for students with

reading disabilities. The multicultural component consisted of five

workshops on these topics: multiculturalism in general; celebration

of Christmas around the world in music and dance; Asian languages and

cultures; Spanish language and cultures; and Portuguese culture. This

report summarizes the two program components and results of pre- and

post-tests of the volunteer trainees, provides data on the population

served by the center, includes substantial bibliographies on the

cultures treated in the program and documents and instructional

materials used in program implementation. (MSE) (Adjunct ERIC

Clearinghouse on Literacy Education)

************************************************* *********************

Reproductions supplied by EDRS are the best that can be made*

from the original document.*

***********************************************************************

TEACHING STRATEGIEG FOR ESOL VOLUNTEERS

A. Using the Unisys Computers to Teach ESOLB. Multiculturalism in the 1990's Workshops

Authors: Sister Mary Ellen Eckardt, IHM, Ph.D, DirectorMrs. Maria Beckert, M.A.Sister Mary Mark Psulkowski, M.A.Mrs. Karen Hadelski, M.A.

(Alt above formed Committee for the Multiculturalism in the1990's series of workshops)

Miss Adrienne Harris, Specie! Projects Manager ofUnisys Corporation, presented the first part of theTeaching Strategies workshop. -This W68 a twodayhandson computer instruction workshop for volunteerteachers of the Center.

This report covers the period from July 1, 1992 to June 30,1893,

The IHM Literacy and GED Center425 West Lindley AvenuePhiladelphia, PA 19120Telephone: (215)457-2232

Federal grant amount $5,000 Project No. 99-3065

"The activity which is the subject of this report was supportedin part by the U.S. Department of Education. However, theopinions expressed herein do not necessarily reflect theposition or policy of the U.S. Department of Education, and noofficial endorsement by these agencies shou(d be inferred."

"PERMISSION TO REMIDUCE THISMATERIAL HAS BEEN CANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER tERICL"

U S DEPARTMENT OF EDUCATOffice of Educat.onal Rosowch ond impro

EDUCATIONAL RESOURCES INFORMAI IONr CENTER (ERIC)11This document has been reproduced as

received Porn the person or organizationoriginating d

O Minor changes have been made toimprove reproduction quality.

Points of view or opin:ons slated in thisdocumsint do nol necessarily representofficial OERI position or policy

BEST COPY AVAILABLE

ABSTRACT PAGE

Title: Teaching Strato9ies for ESOL Volunteers

41/ Project No.: 099-3065 Funding: If1000.00

Project Director: Sister Mary Ellen Eckardt, IHMPhone No.: (215) 457-2232

Agency Address: 425 West Lindley Avenue, Phila., PA 19120

Description: This program for volunteer teachers provided enrichment in the teaching of

ESOL skills and increased appreciation and understanding of the multicultural backgrounds

of the students attending the IHM Literacy and GED Center. The teaching and learning of

listening, reading and speaking skills through hands-on use of the Autoskill Subskills

Program complemented the cultural enrichment offered by five sprcialists throughout

the year.

Objectives: To offer a program in Staff Development Training for the volunteer faculty

teaching ESOL courses to multicultural-multiethnic adults who need to learn English

and become acquainted with the mores of their new country.

*Target Audience: The Audience for this multilingual/multicultural staff developmentcourse were,the ESOL teachers of adults from 48 countries. Few of the 62 volunteer

teachers and tutors who constitute the faculty of the IHM Literacy and GED Center had

specific training for teaching ESOL or discussing the cultures in a multicultural program.

Product(s)--if applicable:

N/A

Method(s) of Evaluation: The comparison of the pretest and posttest results of the

Unisys Autoskill Component Reading Subskills Program provided evaluation of the

Reading Courseware Training Program, Interviews, follow-up discussions, and evaluatiion

sheets distributed after each of the:five workshops on cultures offered gave evidence

of the multicultural enrichment of the teachers. Evaluation of the teacher's personal

reaction to the instructional materials, textbooks, workbooks, video-cassette presen-tations was gleaned through teacher surveys and workshop assessment forms.

Findings: The hands-on approach proved to be the most effective way to instruct volunteerteachers in the use of the Autoskill Program. The teachers had a better understanding of

value of the auditory-visual program. They could clearly understand why this program is

an excellent method for inexperienced teachers to use in teaching the basic skills to ESOL

students: listening, speaking, reading, and writing. The volunteer teachers attending the

workshops on Multiculturalism concluded that they will have a broader and better knowledgeKnassIgHit students they are teaching as a result to their participation in the workshops.

The major conclusions of the Teaching Strategies for ESOL Volunteers-report are:

1. volunteer teachers of ESOL should receive hands-on training in the use of both hardware

Alkand software in modern technology.II/2. presenters who know and understand the cultures of the Asians, the Hispanics, and the

Portuguese can give the most practical suggestions to classroom teachers who offer courses

to adults from these countries.

Descriptors: (To be completed only by AdvancE staff)

Table of Contents

Report Narrative1-5

Ethnic Representation8-11

Autoskill Subtests12

Multiculturalism Program 13-14

Bibliographies

Multiculturalism in the 1990's 15-18

The Asians19-33

The Hispanics,34-43

The Portuguese44

Appendices A to E

A. Christmas Program

B. Teacher Survey

C. Workshop Assessment Form

D. Ways of Empowering Minority Students

E. Multicultural Training Recommendations

D. INTRODUCTION:

1. This project was developed to foster an appreciation of

a votunteer faculty for the use of technology in teaching ESOL

to the multicuttural community represented in the enrollment of

the IHM Center. The Unisys computers, the file server, and the

Autoskill program were donated to the Center, but many of the

teachers were not familiar with their great advantages for

teaching ESOL.. The increasing diversity in the surrounding

urban population demanded that we try to educate our teachers

and tutors to appreciate other cultures.

2. The time frame for the project was one year from July

1992 to June 30, 1993. The first.workshop was offered for two

410days in July of 1992. Five Multicultural workshops were offered

every other month from NOvember 1992 to May 1993.

Mrs, Adrienne Harris presented the twoday handson workshop

on the Unisys computers. Invited specialists offered workshops

on the various cuLtures represented in the multiculturat adult

student enrollment of the IHM Center.

Mutticulturalism in general was offered by Dr. Ernestyne

Adams; the cultures featured in the multicultural series were

the Asians, the Hispanics, end the Portuguese. The Center's

Christmas Program, CeLebtetIollAbristessAlrouod-..theAforid...im.

Busic:sod.Deoce highlighted the richness of cultures of

Pakistan, IreLand, Puerto Rico, India, and Laos.

3. The staff and other personnel were Sister Nary Ellen

Eckardt, IHM, Ph.D, Director; Mrs. Marie Beokert, M.A.,

Assistant Director; Sister Mary Mark Peulkowski, IHM, M.A.; and

Mrs. Karen Hadalski.

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_ _

4. The audience for whom the programs were planned was the

volunteer teachers at the IHM Center in both morning and evening

classes. The adult students came from thirtythree countries of

Africa, Asia, Europe, and North and South America. The major

linguistic groups represented in the IHM Center Programs are

Hispanic, Portuguese, Brazilian, Vietnamese, Southeast Asian,

and Asian Indians.

5. Dr. John Christopher, Director

Bureau of Adult Basic and Literacy Education Programs

Pennsylvania Department of Education

6th Floor, 333 Market Street

Harrisburg, PA 17126-0333

E. Report

a. STATEMENT OF PROBLEM: The faculty of volunteer teachers

needs courses that will expand and enhance their expertise in

teaching ESOL (English for Speakers of Other Languages) courses

and their understanding and appreciation of the cultures of the

adults in the Center's enrollment.

b. GOALS AND OBJECTIVES: The courses concentrated on the

teaching of the English skills of listening, speaking, reading,

and writing to nonEnglish speakers. Understanding end

appreciation of the many cultures of the adult students was

IIIincreased through lectures, videocessettes, tapes, films, and

followup discussions.

-3-

C. PROCEDURES: This program addressed three areas of need

cited as priorities by the State: English to Speakers of Other

Languages (ESOL) sometimes referred to as English as a Second

Language (ESL), Education for multicultural popuLations, and

Computerassisted instruction.

The Component Reading Subskilts Program includes

computerassisted instruction. In accordance with several

current theoretical issues it addresses problems related to

reading disabilities of all types. The approach to remedial

training used in this Program involves the development of

training programs specific to different subtypes of reading

disabilities. The programs have been developed for the oral

411 reading (Type 0); intermodalassociative (Type A); and the

sequential (Type S) subtypes of reading disability. An

important feature of this training program involves the

automaticity theory which proposes that the component skills for

reading letters, syllables and words must be overlearned to a

level of rapid automatic responding so that higher levels of

reading such as comprehension can be attained. The programs

also incorporate a combination of the taskanalytic and

processoriented models.

The program has helped volunteer teachers

to develop strategies in teaching ESOL Skills of

understanding, listening, speaking, reading, and

writing English to nonEnglish speaking adults

to develop and increase understanding of various

r-f

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cultures of their adult students

Five staff development workshops, one every other month

concentrated on the language and culture of a particular group

of adult students at the IHM Center. The first workshop was a

presentation on.the development of multiculturalism in the

1990,e. Dr. Ernestyne Adams of Temple University made this

presentation.

The first cultures highlighted after Multiculturalism were

those of "The Asians" offered by Brother Francis Tri Van Nguyen,

F.S.C., Ph.D. Included in this Lecture and discussion were the

Vietnamese, the Chinese, the Koreans; the Cambodians, and the

Laotians.

Because of the heavy enrollment from the Caribbean and

Central and South America, the second staff meeting treated the

Spanish Language and cultures. Mrs. Maria Beckert, M.A., of the

IHM Board of Directors and a native Peruvian, was the presenter

of the Hispanic Cultures.

The presentation was an overview of the demographics of the

Hispanic population the United States and most specifically, of

the two local communities in Philadelphia which the Center

serves. The basic objectives were to broaden the teachers,

sensitivity in dealing with Hispanics and to provide

multicultural recommendations for classroom settings.

In the final presentation, Dr. Diamantino Machado traced the

history of the Portuguese people from the Roman era to the

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present. Ho cited the contributions of the Portuguese in the

development of Western Culture. In the second part of the

questionandanswer session he explained the effects of the

geographic proximity to Spain and the influence of the

Portuguese government in impeding the development of modern

Portugal.

The response of the IHM faculty was very positive with at

least forty teachers and tutors attending every workshop.

Workshop evaluation sheets were distributed after each session

and a teacher's survey was completed after all five workshops.

(Samples of these have been enclosed.) 'As a result of the

survey, we are planning to expand and continue the Multicultural

Workshop series.

CONCLUSIONS:

1. The handson workshop on teaching ESOL could have been

scheduled for a Longer period of time; two days was not a long

enough period. However, the handson approach was the most

effective and well appreciated by the volunteer teachers

participating.

2. Having presenters who understand the cultures of the

Asians, Hispanics, and the Portuguese was a most enriching

experience for all the volunteer teachers. These introductory

workshops drew such an enthusiastic response that the teachers

asked for further development in future presentations.

3. Cultures which can be the subject of future

110 Multicultural workshops are the Caribbean Countries, the

Koreans, the Peruvians, the Colombians, and the Laotians.

1

-6-

WI Carter for ,Citeracy aHdpl.D. ProgramsINCARNATION OF OUR LORD

425 W. Lindley Ave.Philadelphia, PA 19120

Phone: 457-2232

Sister Mary Ellen Eckardt, HIM, Ph.D.Director of the Center

ST. FRANCIS de SALES929 South Farragut St.Philadelphia, PA 19143

Phone: 382-0292

BOARD OF DIRECTORSSister Mary Ellen Eckardt, 1HM, PhD.

President

Sister Mary Jane Kane. HIM, M.A.Secretary

WARBLES REBBEUVIEB a igg I/IEBiGY gult 1E2 Una

1 Korea 9

at INCARNATIONSEWER SEMMES 1092

AlgeriaJoseph Gerngross, B.S.

Treasurer Bolivia 3 Laos 1

Members of the Board: Brazil 5 Mexico 2

Mrs. Maria Heckert, MA.Program Support TeacherJohn Welsh Ekmentary School Cambodia 3 Pakistan 3

Miss Hilda Carr, M.Ed.Reading Consultant

China 4 Peru 1

School District of Philadelphia

Mr. John ConnaireColombia 25 Phillipines 2

Co-Chairman of 35th Districtlice Advisory Board Costa Rica 1 Portugal 14

Dr. Judith GoodeAnthropology Department Dominican Republic 2 Puerto Rico 8

Tempk University

Mr. Joseph Gerngross, B.S. Ecuador 1 Romania 1

Chief Executive OfficerGerngmss Corporation France 1 Sante Domingo 3

Mr. Saba Hanna, M B.A.Federal Reserve Bank Guatemala 3 Ukpaine 1

Philadelphia

Sister Mary Jane Kane, HiM, M.A. Haiti 6 UrOted States 12

Assistant Director,Incarnation Honduras 5 Uruguay 1

Dr. Matthew KnowlesDirector Adult Education India 1 Venezuela i

School District of Philadelphia

Sister Margaret Miriam Moughan, Jamaica 1 Vietnam 19

1HM, M.A.Program COordinator atSt. Francis de Sales Site

Mt. Xavier Moozhikkattu, M.SNo. of Students: 140

Chemist for Philadelphia Water Dept.No. of Countries: 30

Dr. Eleanor SandstroMEducational Consultant No. of Teachers & Tutors 24

ooThai-Ba Trieummunity College Student

Reverend Marcio Vidigal, CM., M.A.Chaplain of thePortugese Community

10 LiEa COPY Aiii,L;k.'

-7-

MAI Ceder for Xiteracyaa g). Program

INCARNATION OF OUR LORD425 W. Lindky Ave.

Philadelphia, PA 19120Phone: 457-2232

Sister Mary Ellen Eckardt, IIIM, Ph.D.Director of the Center


Phone: 382-0292

BOARD OF DIRECTORSSister Mary Ellen Eckardt, IHM, Ph.D.

President

Sister Mary Jane Kane, IHM, M.A.Secretary

Joseph Gerngtoss, B.S.Treasurer

COUNTRIES REPRESENTED AI UM CENTER AI El. fBANQIE

4

alkE

gUVNEE BERMES

2 JamaicaBangladesh

Members of the Board:Mrs. Maria Beckert, M.A.

Columbia 2 Korea 2

Program Support TeacherJohn Welsh Ekmentaty School China 1 Moxico 2

Miss Hilda Carr, M.Ed.Reading Consultant Eritrea 9 PeruSchool Distrkt of Philadelphia

Mr. John Connaire Ethiopia Poland 2

Co-Chairman of 35th DistrictAdvisory Board Guinea 1 United States 11

Dr. udith GoodeAnthropology Department India 1 VietnamTemple University

Mr. Joseph Gerngross, B.S. Indonesia 1

Chief Executive OfficerGerngross Corporation

Mr. Saba Hanna, M.B.A.Federal Reserve BankPhiladelphia TOTAL OF STUDENTS: 45

Sister Mary Jane Kane, KIM, M.A.Assistant Director,Incarnation

TOTAL OF COUNTRIES: 15

Dr. Matthew KnowlesDirector Adult EducationSchool District of Philadelphia

Sister Margaret Miriam Moughan,IHM, M.A.

Program Coordinator atSt. Francis de Saks Site

Mr. Xavier Moozhiklcattu, MS.Chemist for Philadelphia Water Dept.

Dr. Eleanor SandstromEducational Consultant

Trieuminify College Student

Reverend Mardi) Vkligal, CM., M.A.Chaplain of thePortitgese Community

ii

-*

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MA4 Carter forXiteracy afrid .6.2). Programs

INCARNATION OF OUR LORD425 W. Lindley Ave.



President


Joseph Gerngross, BS.Treasurer

Members of the Board:Mrs. Maria Becicett, M.A.

Program Support reacherJohn Welsh Ekmentaty School

Miss Hilda Carr, M.Ed.Reading ConsultantSchool District of Philadelphia

Mr. John Connaire6:airman of 35th District

Advisory Board

Dr. Judith GoodeAnthropology DepartmentTemple University

Mr. Joseph Gerngross, B.S.

Chief Executive OfficerGerngross Corporation

Mr. Saba Hanna, M.B.A.Federal Reserve BankPhiladelphia

Sister Mary Jane Kane, IHM, M.A.Assistant Director,Incarnation

Dt. Matthew KnowlesDirector Adult EducationSchool District of Philadelphia


Program Coordinator atSt. Francis de Saks Sire

Mr. Xavier Moozhikkattu, M.S.Chemist for Philadelphia Water Dept.

Dt. Eleanor SandstromEducational Consultant

Trieumunity College Student

Reverend Marcio Vidigal, CM., M.A.Chaplain of thePortugese Community

Sister Mary Ellen Ecicardt, IHM, Ph.D.Director of the Center

ST. FRANCIS de SALES929 South FarragutPhiladelphia, PA 19143

Phone: 382-0292

COUNTRIES REPRESENTED AT IHM LITERACY AND GED CENTER

at INCARNATION

EAU DEMMER Mg

Afghanflten 1 Haiti 12

Albania 2 Honduras 8

Angola Indonesia 1

Argentina Jordan 1

Bolivia Korea 14

Brazil 20 Leos 9

Liberia 1

Cambodia 8 Mexico 5

Canada I Nicaragua 3

China 9 Pakistan 12

Colombia 46 Peru 14

Costa Rica I Portugal 20

Cuba 5 Puerto Rico 26

Dominican Republic 2 Ukraine 2

Ecuador 1 United States 16

EL Salvador 2 Uruguay 1

Guatemala 2 Vietnam 19

NO. OF STUDENTS 269

NO. OF COUNTRIES 33

NO OF TEACHERS & TUTORS 37

12

AD-

-9-

INA4 eager lor,Citeracy aid e.D. Programs




President

Sister Mary Jane Kane, RIM, M.A.Secretary

Joseph Gerngross, B.S.

Treasurer

Members of the Board:Mrs. Maria Beckert, M.A

Program Support TeacherJohn Welsh Elementary School

Miss Hikla Carr, M.Ed.Reading ConsultantSchool District of Philadelphia

Mr. John ConnaireIairman of 35th District

Advisory Board


Mr. Joseph Gerngross, B.S.Chief Executive OfficerGerngross Corporation


Sister Mary Jane Kane, 1HM, M.A.Assistant Director,Incarnation



Program Coordinator atSt. Francis de Sales Site

Mr. Xavier Moozhikkattu, MS.Chemist for Philadelphia Water Dept.


Trimsunity College Student

Reverend Martin Vidigal, CM., M.A.Chaplain of thePorrtgese Community

Sister Mary Ellen Eckardt, HIM, Ph.D.Director of the Center

ST. FRANCISdeSALES929 South Farragut St.Philadelphia, PA 19143

Phone: 382-0292

//COUNTRIES BausENTE2 A/ Ilili CENTER AI I. FRANCISRE IALEP

EAU- ME

Bangladesh

China

Colombia

Eritrea

Ethiopia

Guinea

Indonesia

Jamaica

Korea

Mali

Mexico

Peru

Poland

Taiwan

Thailand

United States

West Indies

NO. OF STUDENTS

NO. OF COUNTRIES

2

2

12

9

10

2

4

2

11

83 LS ;A euYM.18

NO. OF TEACHERS AND TUTORS 18

1 3

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1Jid14 eafter for Ziteracy afrid gm ProgramsINCARNATION OF OUR LORD


Phone: 457-2232

Sister Mary Ellen Eckardt, IHM, Ph.D.Director of the Center


Phone: 382-0292

BOARD OF DIRECTORS semp SEPESTP 1993Sister Mary Ellen Eckardt, IHM, Ph.D.

President

Sister Mary Jane Kane, 1HM, M.A. COUNTRIES REPRESENTED AT IHM LITERACY AND GEU CENTERSecretary

at INCARNATIONJoseph Gerogross, B.S.

Treasurer

Members of the Board:Mrs. Maria Beckert, MA.


Miss Hilda Carr, M.Ed.Reading ConsultantSchool District of Philadelphia

Mr. John Connaireiliairman of 33th District

Advisory Board


Mr. Joseph Gerngross, ES.Chief Executive OfficerGerngross Corporatioo

Mr. Saba Hanna, M.K.A.Federal Reserve BankPhiladelphia




Program Coordinator atSt. Francis de Saks Site

Mr. Xavier Moozhikkattu, M.S.Chemist for Philadelphia Water Dept.


Msillaii-Ba TrieuWtunity College Student

Reverend Marcio Vkligal, CM., M.A.Chaplain of thePortugese Community

Afghanistan 1 Indonesia 1

Albania 2 Korea 14

Angola 2 Laos 8

Argentina 1 Liberia 1

Brazil 11 Mexico 2

Cambodia 7 Nicaragua 6

Canada 1 Pakistan 13

China 8 Peru 11

Colombia 47 Portugal 17

Cuba 4 Puerto Rico 12

Dominican Republic 5 Romania 2

Ecuador 3 Spain 1

El Salvador 3 Ukraine 2

Germany 1 United Siates 29

Guatemala 1 Uruguay 1

Haiti 14 Vietnam 42

Honduras 6 West Indies 2

India 2

NO. OF STUDENTS 293

NO. OF COUNTRIES 35

NO. OF TEACHERS AND TUTORS 34

PO Carter for ,Citeracy and &Z Programs




President

Sister Mary Jane Kane, 1HM, M.A.Secretary

Joseph Gerngross, B.S.Treasurer

Members of the Board:Mrs. Maria Beckert, M.A.

Program Support TeacherJohn Welsh Ekmentary School

Miss Hilda Cur, M.Ed.

Reading ConsultantSchool District of Philadelphia

Mr. John Connaire*airman of 35th DistrictAdvisory Board

Dr. Judkh GoodeAnthropology DepartmentTemple University

Mr. Joseph Gerngross, B.S.Chief Executive OfficerGerngross Corporation


Sister Mary Jane Kane, IHM, M.A.Assistant Director,Incarnation

Dr. Matthew KnowlesDirector Adult EducationSchool District of Philadelphia NO. OF STUDENTS 80

Sister Margaret Miriam Moughan,1HM, M.A. NO. OF COUNTRIES 23

Program Coordinator atSt. Francis de Sales Site NO. OF TEACHERS AND TUTORS 16



Phone: 382-0292

SPRING SEMESTER 1993

COUNTRIES REPRESENTED AT IHM CENTERAT ST. FRANCIS DE SALES

Bangladesh 2 Mali 1

China 1 Mexico 5

Colombia 3 Peru 1

EL Salvador 3 Poland 2

Eritrea 13 Russia 1

Ethiopia 14 Sudan 1

Ghana 1 Taiwan 1

Guinea 1 Thailand 1

Indonesia 9 United States 13

Ivory Coast 2 Vietnam 1

Jamaica 1 West Indies 1

Korea 2



Ms/I TrieuWwnity Colkge Student

Reverend Mardo Vidigal, C.M., MA.Chaplain of thePortugese Community

USING THE UNISYS COMPUTERS TO TEACH ESOL

Pollow-Up of the Effectiveness

Table 5.3Subtests in the

Oral ReadingProcedure

-12-

Autoskill CRS Program Test Program

'Auditory-VisualMatching Procedure

Visual HatchingProcedure

* letter names

letter sounds

** cv-vc syllables

cvc syllables

cvc words

cvvc syllables

cvvc words

cvcv syllables

cvcv words

ccvc syllables

ccvc words

cvcc syllables

cvcc words

letter names

.letter sounds

cv-vc syllables

cvc sirllables

cvc words

cvvc syllables

cvvc words

cvcv syllables

cvcv words

ccvc syllables

ccvc words

cvcc syllables

cvcc words

letter names

cv-vc syllables

cvc syllables

cvc words

cvve syllables

cyvc words

cvcv syllables

cvcv words

ccvc syllables

ccvc words

cvcc syllables

cvcc words

Conditions: Simultaneous presentation of sample item and choices,15 trials per subtest, 10 sec. latency limit pertrial, 0 sec. inter-trial interval.

both upper-and lower-case letterscrtconsonant, ve=vowel

Follow-Up of the Effectiveness

Table 5.4Summary of information obtained from the WRAT-R, G-E, SPIRE, and

QASOR tests

WRAT -R

Reading Subtest Grade level Equivalent(word-recognition) Standard Score

G-E

I. Sounds1. Single Consonants2. Sh6rt Vowel Sounds3. Common Consonant Combinations4. Long Vowel Sounds

:

-

5. Soft clg,s; tch dge sounds6. Common Vowel Combinations7. Combinations of Vowel with R .

Total PercentageII. Words .

1. Closed Syllables - Single Consonants, e.g. can2. Closed Syllables - Consonant Combinations, e.g. chest3. Silent E and Open Syllables, e.g. tame4. Soft clg,s; tch, dger e.g. cent, rage, catch5. Nbwel Team Syllables,, e.g. toil6. Vowel R Syllables, e.g. cart7. Words with Easy Endings, e.g. s, ed, ing, er, est, y.8. Common Suffixes, e.g. candle, nation %.

9. Multisyllabic wordsTotal Percentage

SPIRE

1. Reading Text at the Word Recognition Grade LevelParagraph read aloud: reading rate, retention, comprehensionParagraph read silently: reading rate, retention, comprehension

2. Reading Text at the Projected Reading Grade LevelParagraph read aloudl reading rate, retention, comprehensionParagraph read silently: reading rate, retention, comprehension

OASOR

1. Cloze passage at the Word Recognition Grade Levelmeaning, graphic sense, rate.

2. Cloze passage at the Projected Reading Grade Levelmeaning, graphic sense, rate. 18

-13-

Pal eater for ,Citeracyaid ep ProgramsINCARNATION OF OUR LORD


Phone: 457-2232


President


Joseph Gerngross, BS.tem:urer

Members of the Board:Mrs. Maria Beckett, M.A.


Miss Carr, M.Ed.Reading ConsultantSchool District of Philadelphia

Mr. John Connaire/pitman ol 35th DistrictAdvisory Board


Mr. Joseph Gerngross, ES.Chief Executive OfficerGerngross Corporation





Program Coordinator atSt. Francis de Sales Site



TrieuWnunity Colkge Student

Reverend March) Vidigal, CM., M.A.

Chaplain of thePortugese Community


November 17

December 15

January 27

March 11

May 13


Phone: 382-0292

MULTICULTURALISM IN THE 1990,e

All workshops425 West LindlPhila., PA 1918:30 to 8:30 p

MulticulturalismDr. Ernestyne James Adams,Associate Professor of Sociology atTemple University

Celebration of Christmas Around theWorld in Music and DanceCountries Represented: India,Ireland, Laos Pakistan, endPuerto Rico

Asian CulturesBrother Francis Tri Van Nguyen,FSC, Ph.D, Associate ProfessorDirector of Sociology ProgramLa Salle University

Hispanic CulturesMaria Beckert, M.A.Support Teacher in the John WelshElementary SchoolESOL Teacher in IHM Literacy Program

Portuguese CultureDr. Diementino MachadoAssociate ProfessorSociology DepartmentLe Salle University

offered at the IHM Centerey Avenue201111

$7,6 COV1 itvk

-14-

MULTI-CULTURAL WORKSHOPS 1992-1993

SPANISH-SPEAKING COUNTRIES (15 COUNTRIES)

HISPANICS 118 Enrolled

Argentina 1

Bolivia 1

Colombia 46Costa Pica 1

Cuba 5

Dominican Republic 2

EcuadorEl Salvador 2

Guatemala 2

HondurasMexico 5

Peru 14Nicaragua 3

Puerto Rico 26Uruguay 1

111PORTUGUESE (3 COUNTRIES) 41 Eni.olled

Angola 1

Brazil . 20Portugal 20

ASIANS (7 C.OUNTRIES) 72 Enrolled

Cambodia 8China 9

IndonesiaKorea 14Laos 9Pakistan 12Vietnam 19

NON-ENGLISH SPEAKING COUNTRIES (4 COUNTRIES) 8 Enrolled

Albania 2Ukraifie. 2

Liberia 1

Jordan 3

ENGLISH-SPEAKING COUNTRIES

United StatesCanada

(2 COUNTRIES)

181

19 Enrolled

FRENCH-CREOLE SPEAKING COUNTRY (1 COUNTRY) 12 Enrolled

Haiti

-15-

REFERENCES

Allen, P.O. (Ed). (1989). Spider Woman's Granddaughters. New York: FawcettColumbine.

Banks, James A. (1987). Multiethnic Education: Theory and Practice. Boston, MA: Allyn& Bacon.

Baptise, H. Prentice it. and Baptiste, M. (1979). Developbtg the Multicultural Process inClassroom Insinwtion: Competencies for Teacher% University Press of America.

California Tomorrow. (1990). Embracing Diversity: Teachers' Voices From Calfornia'sClassrooms. Los Angeles, CA: Author.

Children's Foundation, The. (1990). He Oing Children Love Themselves and Others.Washington, DC: Author.

Forte, Lorraine. (1990). Schools Embrace Multicultural Trend. Catakst.

Delaware Statewide Multicultural Education Committee. (1990). Guidelines for InfusingMulticultural Education into School Curricular and Co-Curricular Programs. Dover,DE: Department of Public Instruction.

National Association of State Boards of Education. (1987). The Challenge of Leadership:State Boards of Education in an Era of Reform. Alexandria, VA: Author.

. (1990). Realizing Teacher Reform: A State Action Plan for Developing the ProfessionAlexandria, VA: Author.

(1988). Rethinking Curriculum: A Call for fundamental Reform Alexandria, VA:Author.

National Council for Accreditation of Teacher Education. Standards and CriteriaAddresfing Multicultural Education and Cultural Diversity.

Quality Education for Minorities Project. (1990). Education That Works: An Action Planfor the Education of Minorities. Cambridge, MA: Massachusetts Institute ofTechnology.

Ramsey, P., Vold, E.B. and Williams, LR. (1989). Multicultural Education A Source Book.New York and London: Gardland Publishing, Inc.

Rural Clearinghouse for Lifelong Education and Development. (1990). AccommodatingChange and Diversity: Multicultural Pradices in Rural Schools. Kansas: Author.

Villegas, A.M. (1990). Cultura16, Responsive Pedagogy for the 1990s and BeyondPrinceton, NJ: Educational Testing Service.

Taken from: The American Tapestry: Educatinq a Nation,Brenda Welburniilienthal, teputy Executive birector ofNASBE, National Association of State Boards of Education,Alexandria, VA, publishers.

21

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Adams, E.J., DSW, LSW

Multicultural Education

Description of the Workshop

It is probable that most people would agree that intolerance of difference is aprimary factor which interferes with interaction among human beings.Differential socialization contributes to such intolerance. This workshopassumes that intergroup understanding and acceptance of differences do notoccur just because we want them to. Such learning cannot be lett to chance;"teachable moments" must be created. There are three basic assumptions inwhich the context of the workshop is grounded:

1. In contemporary U.S. society, it is almost impossible for an individual to besocialized without an awareness of cultural differences and of the socialvaluations accorded these differences;

2. Teachers and counselors, as socializing agents, bring to the teaching-learning process their own cultural education; and

3. Learning new attitudes and feelings and unlearning familiar, traditionallyharmful attitudes and feelings about others and oneself can occur throughthe intellectual exploration of experience.

Workshop Objectives

Knowledges and Understandings

1. To understand the dynamics of differential socialization based on culturaldifferences;

2. To learn the nature of dominant culture in order to clarify one's own culturalpreferences; and

3. to understand the distinctions between prejudice, discrimination,stereotypes, and ethocentrism.

Attributes and Appreciations

1. To internalize the meaning of cultural consciousness and cross-culturalawareness;

2. to be convinced that communication among persons of different culturalbackgrounds can be blocked by culturally conditioned assumptions madeabout each other's behaviors and cognitions; and

3. To foster attitudes that can help convert anger, denial, guilt, andpaternalism into commitment and knowledge needed to combat the effects ofcultural conditioning.

Abilities

1. To use accurately terms essential in understanding cultural conditioning;

2. To recognize that socializing agents (like teachers and counselors) bringfeelings about race, ethnicity, and re'.',ion to the teaching-learning process;

3. To distinguish accurately between myth and fact;

4. To use culturally-sensitive reasoning skills; and

5. To locate and gather information that fosters intercultural competence.

Methods

Almost every participant in a workshop that concerns race and culture entersthe experience with strong feelings about self and others. These feelings canserve to facilitate learning or to sabotage trust. Thus, the creation of anacceptable teaching-learning climate is essential. The workshop emphasizesactive involvement and interpersonal interactions. Participants are expected torespond sensitively and with respect to each other while at the -same time toengage in critical dialogue. A substantial amount of the work time will be donein small groups. Strategies and materials such as visuals, role-playing, andopen-ended situations will be used.

23

4-17-

CULTURAL DIVERSITY AND LEARNING

Culture structures the ways individuals perceive/(objects, people, ideas),think, behave, and respond (Wasserman, 1971). Culturally different groupshave developed strategies to cope with environmental, social, economic, andpolitical demands (Ogbu, 1988). Knowledge, definition, and descriptions of theunique qualities and differences of diverse urban student populations(learners) provide a perspective for focusing on human functions andinteractions at multiple levels of educational systems and are necessarycomponents of any effort to redesign schooling.

Definitions

Culture can be defined in the following ways:

S . Ideations, symbols, behaviors, values, and beliefs that are shared by ahuman group. Programs for adapting to the environment (Banks, 1989).

The knowledge, ideas, and skills that enable a group to survive(Bullivant, 1989).

A problem-solving process in which members of a social group (society)engage collectively in response to the demands of their environment(physical, social, and spiritual); resulting in shared patterns of ways ofresolving problems of existence in the context of time and space (Avery,1992).

6 Language is a cultural product subject to unique laws and principles andgeneral properties of mind (Chomsky, 1972).

Cultural transmission is an outcome of the socialization process, i.e., thematch between a "support system" in the social environment and an"acquisition process" in the learner (Bruner, 1985).

1)

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DIFFERENTIAL SOCIALIZATION AND LEARNING

ETHNIC IDENTITY

The objectives of this exploration are: 1) to clarify the dynamics of differentialsocialization; 2) to clarify one's own perceptions of his/her cultural background; and3) to understand how one relates perceptions to one's sense of ethnic identity.

In your learning cluster, pursue the following steps.

1. Identify your family origins as far back as you can tracespecific ancestors,

2. Why and how did your ancestors come to this country?Explore their motivations.

3. When your ancestors arrived here, how did their ethnicbackground influence how they were perceived and treated byothers? Describe both a disadvantage and an advantage yourancestors may have experienced because of their ethnicity.

4. Look at the ethnic advantages you listed. Name any specificprivileges, advantages, or family strengths that you or yourfamily members have enjoyed because of your family ethnicidentity.

5. In two sentences name your ethnic background and describeone personal benefit you think is important and you enjoy as aconsequence of that identity.

25

THE ASIANS

26

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Chinese, Japanese, and Filipino Americans

ANNOTATE,/ IIIBLIOUHAPIIIES

References far Teachers

Multiethnic

Bruchae, Joseph, ed. Breaking Silence: An Anthology ofComtemposwy Asian AmeskanPouts. Oteett field Center, N.Y.: The Girt:nth:id Review 5'r 110. 19113.

unthology contains poems by fifty Asian-Amuktm poets from the IlnitedStatus and Canada. Short biographical alictchts of the poets ate included.

Chong. Lucie, and Ilonackh, Edna, eds. tabor lnemigratiim under Capitalism: AsianWorkers in the United States &firm World War II. Berkeley; thdveibity of Cali-

fornia Press, 1981.This book contains a collection of iscludarly Luso% that dismiss Asian hitinigra-

that to the Unittd Stairs pita to Wolk! War I.

Chin, hunk; Chan, Jeffery Paul; !nada, lawsou Fescue and Wong, Shawn, elle. Aiikeeee:An Anthology of AsianAnwrican Writers. Workington, D.C.: llowartl thdversity

Pres, 1983.An antImIngy of the wtitings uf fourteen U.S. writers of Japanese, Chinese, and

Filipino thacent. It includes short btoth41, ploys, and exempts from novele and

autobingi a; lid ea.

Chu-Chang, Mue, with the aesistance of Itodsignez, Victor, eds. Asian and Pacifie.Ametbcan Perspectives in Bilingual Education: Comparative Besearth. New Yolk:Teschen; College Mrs, 1983.

This reseattli-betted lest Includes a variety of silkier; that discuss divemeaspects of bilingual edututtion, cognitive and language assessment, and bilingual

teaching methodic

Endo, Russell; Sue, Stanley; and Wagner, Natheniel, eda. Asian.Americans: PsyehobwicalPerspectives, mil 2. Den Lapland, Calif.: Science and Ilehavitir Books, 1980.

'lids hook consists of a collection of scholarly snicks that diectiss invents hams

related to Aulan Atm:deans.

Gardner, Robert W.; Robey, Bryant; and Smith, Peter C. .isian. Americans: thowth,Change, and Diversity. Washington, D.C.: Population Referent* Bortuu, 1985.

lids booklet summatists much of the dela on Asian Americims from the 1060

Census, including data related to fertility, mortalitY and health, &milks and house-holds, education, and oissipationa. It is a valuable referent* book.

Kim, Buk ..en C. The Asian Americans: Changing Patterne, Changing Needs. Montclair,

N.J.: ABCS rubikation Servicts, 1978.'11se author reports the results of her tedenuive survey of the snit mks and needs

of the Minim, Jupantse, Iitiriiroa, and Koreana in the Chicago area.

Kim, Elaine II., with Mimi, Janice. With Silk Wings: Asian American ll'omen at Wink.°Alma: Asian Women that'll of colif., 1983. fl'ublielser's addicts: 35:18 IreleguiphAvenue, Oakland, CA 0018).

Tide book consiets of photogruphs and profiks of twelve Aaiun-A:omit:1m women

at wmk.

Asian Americans: Concrpts and Strategies

Knoll, Tricia. Flemming Americana: Asian Snjourners, Immigrants, and Refugees in theWestern United States. Portland: Coed to Coed Book& 1992.

Thin honk contains hietoricel amount', of a range of Asian-American grouper,including the Chinese, Japaneae, Filipino, Vietnamone, tertian, and KampucheanAmericans. This in en excellent, informative, and well-written book.

Mclendy, H. Melt. Asians in America: FIkrinos, Koreans, and Fast Indians. Beton:Twayne Publieltete, 1977.

This historical overview focuses on the everiencen of Mans with non-Mann.

Chinese and 'Japanese Americana. New York: Hippocrene Book'', 1984.

This is an informative hintotical survey of the experience of the Chinese andJammer-, in the United States.

Owen, Tom Choker', et al., edn. Southeast Asian Menial Health: Treatment, Prevention,Services, nrining and Research Wanhington, D.C.: U.S. Department of Healthend Human Service, 1985.

Prevention, community services, training for mental health practitioners,renenrch concerns, end effective connfteling tmhniques are among the topics dis-cussed in this informative and comprehensive book.

Sue, Stenley, and Morishima, James K. The Mental Health of Asian Americans. SanFrarvisco: Joeney-Ilam, 1982.

The withers address isnics COMMing adaptation and mentAI henith by examin-ing family structure, culture, and the experience of Man Americana.

Taring, Sau-Lim, and Wing, Linde C. Beyond Angel Nand: The Education of Asian.Americans. New York: Institute for Urban and Minority Educstion, Teachers Col-lege, Columbia Univereity, 1985.

This is an informative reference on the education of Arian-Americans.

U.S. Commission on Civil Right.. Civil Rights Issues of Asian and Mille Americans:Myths mid Realities. Washington, D.C.: U.S. Government Printing Office, 1980.

This extensive collection of reports end article foment on 'social, economic,immigrant, henith, employment, and housing issues faced by Arrian and PacificAmericans.

Chinese Americans

Buell, Feld D.; leo, Donee W.; and Kaplan, Edward, elle. The Annals of the CMneseHistorical Soekty of the l'aelfic Northwest. Bellingham, Wash.: Center for EastAsian Studire, Western %Abington University, 1984.

A rich collection of weer about tile Chinese enjourn in the Northweet is con-tained In this book.

Chen, Jack. ihe Chinese in America. New York: Harper and Row, 1980.This interesting sags of the Chinese experience in the United States in studded

with inspiring biographies that document the Clinee Puccini story.

Chu, Louis. Eat A Sold of Rice. Settle: Univernity of Washington I lie, 1991.A landmark work in Chineee-Amerim literature about Chinatown's bachelor

society.

BEST COPY AVAILABLE

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Chinese, Japanese, .and Filipino Americans

Callen, Lacy M. Chinese ja the Post-Civil War South: A People Without a History. BatonRouge: Louisiana State University Mrs, 1981.

'this is a carefully researched hi&tory of the Chincoe who came to the Southduring Reconstruction. Many were recruited to do the %yolk ptevkataly dune by

slaves.

Dicker, Laverne Mau. The Chinese in California: A Pictorial History. New York: Dover,

1979.

This is a beautifully Mu:Mated and informative book. Students will enjoy view-ing and kerning from the attiking photogisplw.

(Mck, Clarence E. Sojowners and Settlers: Chinese Migrants in Hawaii. Honolulu: Uni-versity huts of Hawaii, 1980.

This detaikd historical survey focuses on the Chimse emigrants to Hawaii frontthe late &netts:nth century to 1950. Thie is well-rmearched and scholatly wotk.

Guthrie, Grace Pung. A School Divided: An Ethnography of Bilingual &fixation in aChinese Community. Ifilladale, N.J.: lawrem* Edhaum Asoodates, 1985.

This is an ethnography of a Chinme bilingual-education program in a publicschool i .he huat of a Chinatown in California. It reveal, the conflicting ezpocta-

tions of a bilingual program hekl by hnmiguint and English-speaking parents.

Low, Victor. The Unirnpressibk Race: A Century of Ethwational Stnrggle by 'he Chinesein San Francisco. San Franvisco: East/Wtst Publishing Co., 1982.

historical study eramines the education of Claws, students in the SanFrancisco Public Schools front 1859 to 1959.

Mark, Diane Mel lin, and Chill, Ginger. A Place Called Chinese America. Dubuque,Iowa: Kendall/Hunt Publishing Company, 1982.

ibis interosting and informative history of the Chinese in the United Statescontahrs revealing and teachable photographs, aa well as chapters on "Women andFamily," "Toward Soda! Change," and "Contranporary Profilts." This is a valuable

and highly reconunendod book.

Riddle, Ronald. Hying Dragons, Mowing Streams: Music in the Life of San Francisco'sChinese. Wtraport, Conn.: theenwood Pros, 1983.

'Ibis is a scholarly study of the historical development and current status ofChino:are-American murical life.

Tsai, Shih-ahan Henry. China and the Otvrseas Chinese in the United States, 18684911.Fayetteville: University of Arkansas Preze, 1983.

'the author prtsents the story of the (31inese saga in America from the perepec-tive of the Chincse. He tws a number of Cldnrae language mucus that were notused by previous researchers.

Wong, Bernard P. Chinatown: Economic Adaptation and Ethnic Identity of the Chinese.New York: Holt, 1982.

This highly readable and interesting book is a study of the structural adapts-time that Chinure-American communities in general, and the New York Chinatownin particular, have made in tits United Stets. Two especially valuable chapters are"Ethnic bknlity of Minute Americans," and "Forces of Cultural Continuity andCulture! Mingo." A highly reconunendud book.

29BEST COPY AVAILABLE

AAinn Americium: Concepts and StraMgies

sinpnimwt Americans

Commimann on Wru lime Relocation end Internment of Civiliens. Personal Jastke Denied.Wesbingten. D.C.: U.S. Government Printhig Office, 1982.

The (.'eminitrion, which wee eetablielred by Congrese in 1980, enncluded that theinternment of the fitments(' Vale not militerily necernery. Thin comprehensive endinforrnetive repnrt e brow1 on testimony from more than 750 witncesee, primary

reenurces, And.hiMorical writings.

hone, Peter../noke le Inv: 71te Story of the Japaneee.American Internment Cases. New

York: Oxford Univereity Press, ipm.

Thie ie e reerInble ttcconnt of the politiod and legal battle@ relnted to the intern-

ment of the &pewee Arnericane.

Kikumure, Akerni. Thurgh Mrs?, Winters: The rife of a Japanese Immigrant Woman.Novnto, Celli.: Chendler end Sharp Publiebers, 1981.

Thin biography telle the story of a Japeneee women who came to America in theenrly 1900s. It chmnicks her life throngh WOrld WAY 11 end into old sge.

Kitano, !Wry IL 7,. Japanese Americans: The Evolution of a Subculture. 2d ed. Engle-wood Cliff'', N.J.: Prentice-114, 1976.

'Me le n useful end informetive historical end sociologieal overview of JeneneeeAmericene by a well.known expert in nu* relations. The emend edition includes an

Imp int chepter on the Japanese Americana In Hawell.

Kogawn, Joy. Chasten: A Novel. Merton: David It. Godine, 1982.

Ibis fret novel by a Nisei trite what heppened to her, her family, and her peo-

ple in Canada during World Wer IL

Levine, Ocne N., end Rhodos, Robert C. 'lite Japanese American Community: A Three.Generation Study, New York: Praeger, 1981,

'Me la a three-generation research study of a Jepanere-American community.

Jenkr, ed. Ayumi: A Japonese American Anthology, Seri Frencinco: JepeneseAmericen Anthology Committee, 1080. Distributed by MCP, P.O. Box 367, San

Mateo, CA 94401.Ayumi (a journey) le a comprehenelve, bilingual, Illnetrnted anthology that

Includes literary works by heel, Simnel, and Yonne' artists end writer's.

Montero, Derrel. Japanese Amerkarts: Changing Patterns of Ethnic Affiliation OverThree Generations. Boulder, Colo.: Weetview Pryer, 1980.

The stmly of ethnic affiliation over three generation@ cent/1km useful generaldincumione abnut the Jepeneee experience in the United Stetes.

Nekano, Takeo 11., with Nekarm, !Reface. Within the Barbed Wire renee: A JapaneseMan's Account of Ills Interwnent. Seattle: Univereity of %Abington Preen, 1980.

hide in an informative and revealing account of an interned mares experience., in

Caneda.

Okada, John. No No-Ilny. San Francisco: The Combined Asian American Resource, Proj-

ect, Inc., 1976.hide in a powerfully written end eophistiented novel about a young .1/Tommie

American who refused to fight in World War II end the reactions of his family end

so

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Chinese, Japanese, and Filipino Americans

community to his refusal to go to war. In this skillfully crefted novel, the readershans the author's despair, illustrations, and hope.

Sarasohn, Ei Imn S., ed. The had, Porhuit of a Pioner: An (hid History. Palo Mto:Pacific Ikas, 1983.

This book documents the collective exianienvor of the first-generation Jupanesefrom early life in Japan to their Journey and life in the Unitul Slane.

Sone, Monica. Msei lkrughter. Seattle: University of Washington Praia, 1979 (reprint).

In this autobiography, a Japanese woman describes growing up in an immigrantfamily in Seattle. It was originally published in 1953.

Tateishi, John. And Justke for All: An Oral History of the chtpanese Aa:a icon DetentionCamps. New York: Random House, 1981.

Thirty Japamse Amedeam mall their experienas during the dark duys ofWorld War H turd their internment.

Wilson, Robert A., and Hosokawa, Dill. East to America: A History of the Japanese in theUnited Slates. New York: William Morrow, 1980.

This is an informative, readable, and comprehensive history of the Japanese inthe United Stan*, by a journalist and a historian. 'Phis book hi one of the importantproducts of the Japanese American litmeandi Project sponsored by the JupuntsieAmerican Citizens League (JACL) and UCLA.

Yanagiaako, Sylvia Junko. Transforming the Past: Thalition and Kinship Among Japa.nese Americans. Stanford: Stanford University Puna, 1985.

'this study of first- and second generation Jupanuse in Seattle is scholarly andrevealing.

Atilsrica1111 .

Anderson, Robert N., with Coffer, Hichard, and Pistano, Rebecca F. Hlipinos in Ruralllonolidu: Univensity Pius of Hawaii, 1984.

'11ds study of Filipinos in rural Hawaii trends a immber of topics, including eco-tionsic conditionn, working conditions, social characterisths, eocial relations, court-ship and marriage, and cockfighting.

Buluoun, Carlos. Salmi of Falling Light: 'tellers in Exile, Wited by Dohins S. Feria.Quezon City Philippines: published by the editor, IMO.

This is a perceptive and deeply moving collection of letters and previouslyunpublished pours by one of the most gifted writers of this century.

Antoica Is in ths Heart Seattle: University of Washington Prevo. 1973.

l'hia is a powerful and extremely well-written personal history by one of themoat talentisl modern Amexicim wiltere.

Burma, John II. Spanish Speaking Grwsps in the United States. thit ham, N.C.: DukeUnivemity Piths, 1954.

This book contains a useful thopter on Filipino Americans.

-24-

Mien Americans: Cancepts end Strategies

Cordova. Fred. FTlipinfre: Forgotten Asian Americans. Dubuque, Iowa: Kendall/HuntPublishing Comp:my, 1993.

This: intereeting and informative book on tbe Filipino saga in the United Statesia I reed on oral history interviews and include* a gold mine of photographs thatcin be need to teach effectively about Filipinos in the United States.

Kim, Hynng-chart, and Melia, Cynthia C., Me. The Filipinos in America. Dobbs Ferry,

N.Y.: (krana Pubi iratione, 1978.

Thie book includes a chronology of hiMoricel events, documents related to Fili-

pino life in America, and a comprehenalve bibliography.

tardier, Bruno. Fl lipino Immigration to Continental United States and Hawaii. Chicago:

Univereity of Chicago Preis, 1931.Although this book is dated, it is Mill valuable for the teacher who needs basic

information about the early immigration of Filipinoe to Hawaii and the U.S.

nuilnland.

Laygo, Termite M, ell. Will of Time: Eighteen Short Stories fmns Philippine Contempo-

Literuhni. Berkeley: Man American Bilingual Center, 1977.

This is an anthology of modem literature from the Philippine*.

Letters in Exile: An Introductory Reader on the History of Phi lipinos in America. Los

Angelee: UCLA Man American Studies; Center, 1978.

This collection of snick* repreeents important themes in the experiences of Fili-

pinos in the United Staten.

Melendy, IL Brett. "Fi lipinort." In Harmed Encyclopedia of Anwrkan Ethnic °momeslited by Stephan Thernetrom, Ann Or lov, and Os Car llandlin. Cambridge: Har-

vard Univereity Nem 1989.This is a uee5,1, brief, but informative historical overview of the experience of

Filipinos In the United State*.

Morale++, !loyal F. Mak Mahn: The Filipino American Struggle. Los Angeles:Mountainview Pub !Mere, 1974. Available by direct order from the publisher: 4057

Marchena Drive, IAIR Angeles, CA 90045.

An Important articulation of tho contemporary problems and characteristics ofFilipinos in the United States I. contained in this book.

Munoz, Alfredo N. The Thipinoe in America. TAM Ange lee: Monntainview Pu 14h4oent,Available by direct order from the publisher. Wee address under Morales entry.)

This la a general study of the Filipino Americana.

San Jun's, Eplfanio, Jr. Carlos &Wan and the Imagination of the Class Struggle. Quezon

City: Univernity of the Philippines Pres% 1972.A brilliant and perceptive study of the writing,: of the gifted Filipino-American

writer. This etudy is especially Important became it traits the writing of one of the

moet talented, yet sadly neglected, twentieth-century writer+.

Santee, Blenvenido N. Scent of Apples: A Collection of Stories. Seattle: University ofWashington Prear, 1979.

'Me collection of eiders short stork.: dealt: with tins live* of Filipinee In theUnited States: barbers, cooks, munitions workers, college students, and aging!limeys.

Teodoro, Imis V. Out of This Struggle: Tha Filipinos in Hawaii, 1906-19111. Honolulu:University Pm* of Hawaii, 1081.

This history of the Filipinos In Hawaii is Illustrated with photogsaphe.

3 c"4,

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/%111hIOTIVII IlifiLltitillftinIVneferencus for Tedichers und Students

Center for Applitd Iinguistlis. Vidmunese Refugee Education Series. Ai Hughes, Va.:e,enter liar Applied linguistiin, 1975.

IIIiI seriti; emmists Of a group of hooka and MI audio tape that deal with thelanguage and culture of the Vietnam:se. It is duigned fur ic..e by albalIMIll teachttaand other uluratma.

Content, Helen. First Snow. illustrated by Vo Dinh. New York: Alfred A. Knopf, 1974.

A rtentle ntory olvait e Vietnnmese girl who trim to undenttend why her grand-mothe'r in dying. One of the few book., for young ehildren phew. the Vietnamese inthe United States. The book is designed for primory grade children.

Duong Thnnh Binh. A llandbook for Traehers of Vietnamese Students; flints for Meilingwith Cultur al Differences in Schools. Arlington, Va.: Center for Applied lAnguisties,1975.

The bnok contains information shout Vietnamese velms end conform endmem of potentinl cniturni eonflkt in American eehoole. It. elso includes materialspecifically reloted to educational proctireo. It is a lawful reference hook.

&Telmer', Permod, ed. Dear America: Lettere lkme fmm Vietnam. New Yotk: PocketMolts, INS.

The book .conteins 208 letters written by 125 men end women to sponges,frkrals. end lovers et home in the United StAtteo. The lettere chill and pain but Mooinform.

Fitsgerehl, Firmer.. rirr in the Jake: The Vietnamese and the Anwrieans in Vietnam.New York: Vintoge Books, 1972.

Thio Passer rdze-winning neemmt of ViOnern mul the Vietrinmene Wee eon-Mine importent &dm end historicel &Olin end helps the render experience viceri-ously Vietnam and the impact of its tregic and controvenial war.

Goldfarb, Mere. lIghters. Refirgces, Immigrants: A Story of the Ilmong. Minneepolls,Cerolrhode Books, inc., 1982

The outlaw, a medical doctor who went to llmilend to work with refugees',desc:"-ts life at Thin Vinal, a The( refugee camp. Illustrnted with photographs.

Grant, ;Imre. ed. The float People. New York: Penguin Book", 1979.'Thin honk chroniclem the experiences of the Indochinese who left thiii home-

lends in the tete 1970e in mall fishing bents. Merry of the accounts depict thehnnWiips end Hfe-threettning oitnetions the refugeen experieneed when they lefttheir homelnnde by beet. They ale° describe the courage and determinetion of therefws,es who fled by boat.

Ileskiti., Ames. The New Americans: Vietnamese Root People. Ifilfride, N.J.: EnslowPuhlishera, 19110.

This is An interenting and informMive neconnt of the eettlement of theVietnamese "Boat People" for young tenders. Illustrated with photogrephe.

Karnow, Stanley. Vietnam: A Ifistory. New York: Penguin Hooke, 1984.A pepoler, highly readable, and comprehenoive hietory, this book giver+ a com-

plete acemmt of the Vietnam War and its aftermath. It wee a companion to thePublic Broadcasting System (PBS) aeries on Vietnam.

Kelly, Gail Perediee. Front Vietnam to America: A Chronkle of Vietrwmese Immigtutiortto the United States. Boulder, Colo.: Weatview Press, 1977.

Thin In ono of the most comprehensive and informative studies of theVietneniene refligNs. It forums on the experienree of the refs:gees! et Fort IndienTown Grip, Penneylvanie. However, much of this informetion is genet/disable tomost of the Inthaisinese refugees. Title book contain' interviews with Wows%

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kulachinese Americans: Concepts, Strategies, and Materials

oheervations made by the author at Fent Indian Town Gap, and Adriatic, on many

aspects of the afugets* lives.

Knoll, iliac Reaming Americans: Asian &Owners, Immigrants. and lisfugees in the

Western thsikd States. roaland, Oregon: Coast to Coast Hooks, 1982.

'lids book includes informative chapters on Vietnamese Amesitens, LaotianAmericans', Kumpuchean Americans, and the ethnic Chines&

Montero, Darien. Victmunese Americans: Patterns of Resettlement atul SocioeconomicAsksptation in the United States. Boulder, CAM: Wcitview Press, 1979.

This book provides a short but comprehentAve hiatory of Vietnam and describesthe expedences of the Vietnameue who came to the United Status. It contains %do-

able .2'..tistits on the charactesietici of Vietnameee ieftigces and on their resettle-

ment indium

Nguyen Kline Kham. An introduction to Vietnamese Culture. Tokyo: Centre for East.

Asian Cu Kula! Studied, 1976.infommative and scholarly book dismisses the (Kyoto) Infinuices on

Vielnumuse culture, including Chinese, tiadiusi, Induasian, unti . tun (Alms!

influenas.

Skhmer, Kenneth A. "Vietnamese in America: I riversity in Aduptation," (alifornia Soci-

ologist 3 (Summer 1980): 193-125.The author discusses the expesicnees and churactesibtits of the Vietnamese tete-

giAe in the Ilnitul Stake and rabies some hnpodunt questions about their Artiste.

lids is an excellent and intightful article.

and Ilendrkka, Glenn It. "The Shaping of Ethnic Self-Identity AmongIndochinese Refugees," Journal of Ethnic Studies 7 (Full 1919): 25-41.

In this wall-marched and infonmstive aith4e, the authors argue that an hod-tutionally defitoxi, ethnic self-identity is being imposed on the Indochinese as aprecondition for considuathin as a minority group fit the thdtcd States.

Strand, Paul J., and Joni*, Woodrow, J. Indochinese Refirgees in Amer ka: hoidens& ofAtAndotion and Absimilation. Durham, N.C.: Duke Wive:laity Pres, 1985.

'this excellent and well-researched book describes the nature and chinacteristitsof the Indochinese refugees in the United States, as well as reports the fludinv of astudy of refugees conduetal in the San Diego, California, arra.

Vuong O. 'limy. (kiting to know the Viehumsese and Their Cullum New York: Frederick

Ihtgor,hsfmmutive and lucid book discuseed the cultural backgmuud of the

Vietnumese, their vithits and charactedelits, and ethication hi %twin. It is anexcell,nt introductety source for teachers and high ischuoi students.- "The Indochinese hr America: Who Are 'May and How Are They Dane" In TheEducation of Asian and Pacific Airwa leans, Wiled by Don T. Naktudaisi. l'boudatAds.: Otys Mai, 1983.

'I his article presents an overview of the espedencts and problems of Indochinciarefugees in Ca society and the schools.

34

Asian Americans: Concepts and Strategies

Wartaki, Maureen Crane. A Boat to Nowhere. Philadelphia: Westmineter Pres& 1980.

Thin story tells how a young boy faces the dangers of the sea In an attempt tofind freedom.

A Long Way from Home. Philadelplda: Westminster Prm% 1980.

Kien, Vietnameise teenager, has difficulty adapting to his new life In theUnited States. ffe leaves the home of his adoptive parents and goes to live In aVi.1:-Imeee fishing village.

Wei, Tam Thing. Vietnamese Refiwee Studenta: A Handbook for School PersonneL 2ded. Cambridge, MOM: National knesament and Dissemination Center for Ellin-gual/Dicultural Education, 1980.

This is an excellent first reference for teachers of Vietnameas students. The...thor provides backgmund Information on Vietnamese culture and deecribes edu-cational practices. Areas of parable cultural conflict between Vietnamese studentsand American teachers ars Identified and promiang ways for resolving them arsdescribed.

Wright, Mary Bowen. "Indochinese." In Harvard Encyclopedia of American EthnicGnmpe. edited by Stephan Thernetzom, Ann Or lov, and Oscar Hand lin. Cambridge:Harvard University Pram 1980.

This article provides a brief overview of the history and nettlement of theIndochinese refugees in ths United States.

-29-

lOR FURTHER INFORAIAllON

Frank Ching. 900 Years in the Life of a Chinese Family. New York: William Morrow, 1988.

A Journalist of 'Me wan Street !auroral traces his ancestry through many generations, offering abiographical tour of Chine;e history.

Roger Daniels. Asian America: Chinese and Japanese in the llnited States since 1850. Seattle:

University of Washington Press, 1988.A historical analysis of two of our largest Asian American minorities.

Francis L K. 11su. The Challenge of the Amerkan Dream: The Chinese in the United States.

Delmont CA: Wadswmth, 1971.This book is especially strdng in its treatment of the Chinese backgrounds of tile life of Chinese

Americans.

Ivan Light. Ethnic Enterprise in America: Business and Welfare Among Chinese, Japanese,

and Blacks. Berkeley: University of California Press,,1973.

Light gives an exhaustive account of the differences in entrepreneurship among Black, Chinese,and Japanese Americans. 1 le also discusses the development and inymtance of a cohesive ethnic

community.

Stanford M. Lyman. Chinese Americans. New York: Random I louse, 1974.

The best sociological study of Chinese Americans, this book deals not only with the Chinesebackgiounds, but with the anti-Chinese movement, the Chinatown ghetto, and the rebelliousness

among youths.

Stanford M. Lyman. Chinahmm and Little Tokyo. Millwood, NY: Associated Faculty Press,

.986.A useful comparison of Chinese and Japanese immigrants to the United States with emphasis onsocial organizatims and kinship patterns.

Ittfillanne 1..um McCunn. Chinese American Poi traits. San Francisco: Chronicle Books.

1988.

In thk excellently illustrated book are plofikd Chinese Americans who reflect their diversity,ranging hom railroad baron to cowboy to immigrant.

Bernard P. Wens:. Chinahavu: Economic Adaptation and Ellink Identity of the Chinese. New

York: lion, Rinehart and Winston, 1982.Anthropologist Wong provides a detailed, systematic view of New York City's Chinatown.emphasizhig its occupational and family structure.

Jade Snow Wong. Ftfth Chinese Daughter. New York: 1 larper and Row, 1950.

In a vivid autobiographical account of growing up in San Francisco's Chinatown from the 19211/4

to 1940s, Wong underscores the difficulty of reconciling the conflicts between one's own cultureand that of dominant society.

Cheng-Tsu Wu. chink! New York: Meridian, 1972.This documentary history of anti-Chinese prejudice has a fine concluding chapter outlining the

extent of hostility.

MR 11110111N

Mask Comat and Rkharti (.Waist. Ewcutive Ookr 9(114. 1.os Angeles: Califoinia Hs-

hn ical Sociel y, 072.the Comals have clinstent tett a very mtwing photographic essay of the telocation and intern:Iwo

of the Japanese Asnelicans.

Roger Daniels. /WM Ameaka: Chinese and Milanese in the !haled Slates sinne IMO. Seattle:

htiversit y of Washinghnr Press, 1988.A balanced, autinnitalive look at two race mintnities who have expetienced suer ess and con .

thnwil bigot, y.

Roger Daniels. t 'oricenfrotion Camps U.S.A.: Japanese Amerinms and IVeuId IVar II. NewNook: Holt, Rinehatt and Winston, 1972.

tmh.ls gives a detailed actount of the evacuation, the camps, and the pwa-Wos hi %Vat. II re:intl.

1Thsralt Cesensway and Mindy Rosetnan, eds. licymul Wortls: Images l'rom Amerint's

Concentration (amps. Ithaca: Cornell University Press, 1987.the editors have gallwied a vivid collection of paintings by into nees.

Amble Cirdner and Anne 1.oflis. The Great Iletlayal: The Eoanation of the lapanese-Amer-

ims Duping IVoshl War II. New York: Macmillan, 1969.Ibis hook is the most detailed single-volmne account of the evacuation. the authms very linkflytAamine f he pie. and post-Woad War U life of Japanese Amelicairs.

William Minium 1 loin I. Ilepahinx Ametica: An Account of the Alinement fin. 1apanese-Amer-

k;n1 Rnhess. Washimlon State University Press, 1988.A summary of the testimony that led to the nesiiiilI.ii apology and payment of S28010 to each

son i% log evacore.

011111osokmva JAI. in Quest of lustier. New Yotk: William Morton', 1982.

A detailed at t omit of Ilse Milanese Anted+ au titimis I vague ilAt 1 (tom its!minding thiough its eIhnIs to gaits tep.mati iii s in the Plials.

lapanese Auto kan Evacuation anti Resettlement Study.I his six.year study (*91219 I8) basest at hut I Iniversity ol Califoinia, intstineed the most detailedupon mu tiw ramps and was published in liner volumes by the I inlet's sit). of Cantos niatiny lhe smudge. by Disitaity S. 1 Innnas and Rh bald S. Ni..itimiati (1916). Mo. Sainsge. byIlsomas (1952), and Prejudis r, Wm. font the Cow:Wham, by Iambus ten Piot L. Edwinti Nitandtai I,and floyd W. Malian% (1951).

natty 11. 1.. KiIann. farattese At/tedium: Use Eoolution of a Sukulluse, 2nd ed. Englewoodt lilts, hif: hentice-1 Ian, 1976.

1.0.mo gives a thomugh review of Milanese A meth ans %%Rh minsually detailed toverage of sift Ii

&Tilts of etintempsnasy life as family, s nitmal beliefs, mental illness, and 4 lime. A t limiter isdpeotNI to Japanese in I !await. The smiluir graduated hom high school while Imi tlw lope?

evacuation camp.

Tule lake Committee. Kinrnhi: 1241mtions on Tule I akr. San Tide Lake Com-

mittee, 19811.A richly illushated papetback that provides not only hWolical views of the conhtweisint canerhut also a gtimre of Japanese Ameiicans Wonting to the site today.

Yosltiko Ucitkla. Exile. Seattle: University of Washington Press, 1982.A (-twinkle f life in an evacuation camp mitten by somemw who eviwiirsu eel 11w lundsWpst1the camps and the recovety that followed.

Government Documents

'I he federal government carefully recorded the relocathin from beginning inend. Documents can be consulted that were issued by these now-defunct agen-cies: War Agency Liquidation Unit, War Relocation Authority (both of theDepartment of the Interior), the Western Defense Command (Army), and theSelect Committee Investigating National Defense Migration (House of Rep-resentatives, 1942). Still another source is the Commission on Wartime Reloca-

lion and Internment of Civilians, which met in the 1980s.

INF( )Wst/1110N

cordova. Umiak!, Asian Ametionts. Dubuque, IA: Demonstration Project

fur Asian Americans, 1983.

A 232page pichnial essay developed fot the Demonstration rtoject for Asian Amedcans, cover-

ing the rattiest inunigtatds of the eighteenth century through the 1960s.

(tubed W. Gardner, Bryan( Robey wad Peter C. Smith. Asian Americans: Growth, Change,

awl Vinosity. Washington,.DC: Nadation Reference Bureau, 1985.

A concise (44 pages) demogtaphic and sodal pichtte of contemporary Asian Anwticans.

Won Moo 1 im It and Kwang Chung Kim. Korean Immigrants in America: A Stsuctural

Analysis ty Ethnic Confinement and Adhesive Adaplatims. Rutherford, NJ: Fairleigh Dick-

itmat llniversity Press, 1984.

Ileshles pesenting tlw results n1 the aution's empitical teseatt It in the Kowan Ametiratt coin-

munities in Clt:. ago and lais Angeles, this book offets themetkal and hishnical insights into this

fast growing gully,

!fart y 1 . Kitam, and Roger Daniels. Asian Amer icans: Emerging A liner dies. Englewood

t. lifts, NJ: Prentke.1 loll, 1988,

this hook !ill/vides MI tivtg view of all the major Asian Anwoican gmttps, thatving upon the lah:st

thUlkie sociological rest-aid,.Mtn 1. McDetmott, Jr., Wm.:Shin'', Iseng, and 1 hontas W. Matel/ki, eds. People and

(Ames of Ihnvaii. I hmolultr: University of 1 lawaii Press, 1980.

I we've aolkles provide an in-depth look at the major tacial wimps looming contemporary

lawaiian society.

inda S. Parker. Native Amoicint Estate: The Sttoggle on-r Indian and I lamilian lands.

llniversity of 1 lawaii hem, 1989.

auto twv and a ( herfhPre, rrovhfec the ciniroadtle5 Ai") Mfrs elites between land dahlia

toative I law: limo% and the Antetican Indians.

Antonlio J. A. I ;11(1. The 1 ilipinos Arno ic a. New York: Center for Migration Sludics,

1086.

r., ;0..0%1 richt (*nets the most detailed exa .. ination of this siptifirant mimnity moor

Faornatma Satan. 1 he Asian Indian Euperiony in the United States. Camblidge, MA.

Schenkman, 1085.A fine analysis of a glowing minotity in the United StaIes. this hook includes ten in.depth

interviews with representatives of the Asian Indian crunnumity.

Stanley Sue and Nathaniel iVagner. Asian-Americans: Psychological Perspectives. Vain Alto,

CA: Science and Behavior Books, 1973.

An excellent collection of 27 ;Wicks on Chinese. Japanese, and Filipino Americans coveting

ethnic identity, crime.and Juvenile delinquency, mental illness, and family life.

Amy Tachiki, Eddie Wong, Franklin ()do, and Rua Wong, eds. Pools: An Asian American

Reader. Los Angeles: Asian American Studies Center, UCl.A, 1971.

I hi% in the taost thrt gh anti up to date cotoltad soutce oti /Wan Ammicanc. 1 he mirfiftlitrs

covets subjects historically anti sodologically and reflects the vatious viewpoints (conservalice

to radical) found lot Asian American groups.

Ronald Takaki. Stumm from a Viffoent: A Ilistmy of Asian Americans. Boston: Little.

Brown, 1989.An overvierv of the itistotkal expetiences of Ihe diverse groups among Asian Americans.

31

Periodicals

Anternsia lomnal (1971) Is an interdisciplinary pmtnal focnsing on Man Atm-

'cans. Also useful is the PIAAWI MC Review (1981) published by the Pacific/ Asi-

an American Mental I learnt Researdi Center anti The Contemporary Pacific

(19R9) published by the Center for l'acifk Islands Studies. The fontnal of &Oat

lssurs (1973), the Civil Righls Digest (1976), Change (1989), and the Otliknia

Sociologist trs :1) have devoted special issues to Asian Atnerkans. Periodicalc

presenting contemporary covetage of Asian Amerkrms include Asian Minket;

Review (1974 Midge (1971), and lade (1974). The Aloha Ahm is a newspaper tint

tepresents the interests of native I lawnliann. Asian Week, published in San Fran-

dseo, stresses antretns and events in the Chinese American, Japmese Atnerican,

and Korean American communities. BEST COPY AVAILABLE

-32-

For further information

Asian Americans

Barringer, Herbert, Robert W. Gardner, and Michael I. Levin.Asian and Pacific Islanders in the United States.Washington, DC: Population Reference Bureau, 1992.

Chan, Sucheng. Asian Americans: An interpretive history.Boston: Twayne Publishers, 1990.

Espiritu, Yen Le. Asian American Panethnicity: Bridginginstitutions and identitiei. Philadelphia: Temple University

Press, 1992.

Kitano, Harry H.L. and Roger Daniels. Asian Americans:Emerging Minorities. Englewood Cliffs, N.J.: Prentice-Hall,

1988.

Nomura, Gail, et al. Frontiers of Asian American Studies.Pullman: Washington State University Press, 1989.

411

Takaki, Ronald. Strangers from a different shore: A historyof Asian Americans. Boston: Little, Brown and Company, 1989.

Laos

Domen, Arthur J. Laos: Keystone of Indochina. Boulder, CO:Westview Press, 1985.

Stieglitz, Perry. In a little kingdom. Armond, NY: ME

Sharpe, 1990.

Pakistan

Feldman, Herbert. Pakistan: an introduction. Hakore: OxfordUniversity Press, 1968.

Nyrop, Richard F. (ed.). Pakistan, a country study.Washington, D.C.: Government Printing Office, 1984.

Wilbur, Donald Newton. Pakistan: its people, its society,its culture. New Haven: HRAE Press, 1964.

Filipino, Koreans, and East Indians

Melendy, H. Brett. Asians in America: Filipino, Koreans, andEast Indians. New York: Hippocrene Books, 1981.

-33-

Vietnamese

M Freeman, James M. Hearts of Sorrow: Vietnamese-American

lives. Stanford, CA: Stanford California Press, 1989.

Rutlege, Paul James. The Vietnames experience in America.

Bloomington, IN: Indiana University Press, 1992.

0

4)

THE HISPANICS

41

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PUERTO RICOI. EUROPEAN COLONIZA1ION

A. Ponce De Leon conquered the island and set up the first Spanish settlement inCaparra, 1508.

B. Ponce De Leon became the first governor of Puerto Rico, 1508.

II. INTRODUCTION OF AFRICAN SLAVERY

A. Introduction of African slaves officially granted, 1513.

1. Slavery and free black population in Puerto Rico increased.

B. "Bando Negro" (Black Codes) laws passed, 1847.

1. Death penalty without trial for any slave insulting a white person was called.

C. Free slaves worked for 3 years before they were given their civil rights, 1860.

III. 16111 - 18TH CENTURIES

A. Construction of the Fort of San Felipe del Morro ordered, 1533.

B. French, English, and Dutch pirates and armies attacked Puerto Rico for the

next two centuries, 1536.

C. England launched the last attack on the island, 1795.

IV. REFORMS AND CHANGES

A. La Gaceta Official became Puerto Rico's first official newspaper, 1807.

B. Puerto Rico accepted as a province of Spain, 1812.

1. Right to elect a deputy to Spanish Parliament

2. Forming of a local, provincial government consisting of a Governor and

7 members

C. Constitution led to a series of rebellions and protest, 1814.

42

-35-

D. The Ten Commandments of Free Men published; Ramon Emeterio

Betances:, 1865

1. Abolition of slavery2. Right to vote for taxes3. Freedom of religious worship4. Freedom of speech5. Freedom of the press6. Freedom of trade7. Right to assemble8. Right to possess arms9. Inviolability of the citizen's private life10. Right to the governed to elect their representatives

E. Rebellion organized on September 23, 1865.

1. Town of Lares seized2. Puerto Rico proclaimed independence3. Republican government set up

V. MOVEMENT FOR AUTONOMY

A. Spain granted autonomy to Puerto Rico, 1897

1. Puerto Rico ruled by a governor appointed by Spain, 6 member cabinet

elected in Puerto Rico2. Representation in the Spanish Parliament3. Consulted about laws that affected its interests4. Trade permitted between foreign countries

VI. WAR AND INVASION BY THE UNITED STATES

A. Spanish-American war began, April 21, 1898.

B. Invasion of Puerto Rico by American troops, July 25, 1898

C. Paris Peace Treaty signed, December 10, 1898

VII. THE FIRST 30 YEARS OF UNITED STATES RULE

A. Foraker Act adopted, 1900.

1. Declared Puerto Rico a non-incorporated territory of the United States

2. Provided a Resident Commissioner from Puerto Rico in the United States

Congress

43

13. Jones Act adopted, 1917.

1. U.S. citizenship for all Puerto Ricans2. A Bill of rights3. A Puerto Rican legislature to be elected by Puerto Ricans4. All Puerto Ricans to be eligible to serve in the U.S. armed forces

VIII. 1930 - 1950: DECADES OF POLITICAL AND ECONOMIC CRISIS

A. Munoz Marin elected to the Puerto Rican Senate, 1932

1. Organized a new political party, the "Partido Popular Democratico"(Popular Democratic Party)

B. Civil Liberties organizations in the United States condemned the PonceMassacre.

IX. 1950 1970: DECADES OF REFORM & STATUS CONTROVERSY

A. Munoz Marin became the first elected native governor of Puerto Rico, 1948.

B. Law 600 of the 81st Congress signed, giving Puerto Rico the right to draft itsown Constitution, 1950.

C. Pedro Albizu Campos, staged an insurrection in various cities, 1950.

D. "Commonwealth" status approved by the Puerto Ricans, 1951

E. New form of government inaugurated known as the "Estado Libre Asociado",

1952

F. The plebiscite on the question of the status of Puerto Rico took place, 1967.

X. 1970 - PRESENT: DECADES OF INDECISION

A. Governor announced that he will hold a plebiscite set for 1991, 1988.

B. President Bush, urged support for plebiscite in his first address to a jointCongressional session, 1989.

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MEXICO

I. Spanish Roots

A. Iberia From Roman Times to Moorish InvasionB. Emergence of Spain in the 15th century

II. Indian Roots

A. Indian Civilizations in Pre-Columbian America1. Mayas, Aztecs, Incas2: Caribbean Indians

B. Indian Populations and Isolation Factors

M. The Voyage of Columbus

A. Queen Isabella and ColumbusB. The First Voyage in 1492C. The Columbian Exchange ends Indian isolation

IV. Spanish Conquest of the Americas

A. Caribbean Islands: IIispanola, Cuba, Puerto RicoB. Cortez and Mexico, 1519-1521C. Pizzaro and the Incas, 1530-1533

V. African Roots

A. African Cultures and CivilizationsB. African Slavery and the Spanish ColoniesC. Bartolome de Las Casas

VI. Spanish Explorations of the Americas

A. Balboa and the Panama, 1513B. Magellan and the Pacific, 1519C. Ponce de I..eon and Florida, 1512-1520D. De Soto and the Mississippi, 1539E. Coronado and the American Southwest, 1540

F. Cabrillo and the California, 1542

-38-

VII. Spanish American Colonies: Culture, Society, and Expansion

A. Our Lady of Guadalupe, 1531

B. Peninsulares, Crillos, Castas, IndiosC. St. Augustine, 1565D. Catholic Church and MissionsE. De Onate and New Mexico, 1598

F. Fr. Kino and Arizona, 1687G. Fr. Serra and California, 1769

H. Ranchos and VaquerosI. Municipal Government, Land Grants, and Water Law

VIII. Independence and the Spanish American Colonies

A. Fr. Hidalgo and Mexican Independence, 1810B. Simon Bolivar and San Martin, 1812-1820C. Toussaint L'Ouverture and Haiti, 1791D. The United States and Spanish American Independence

E. Iturbide and the Mexican Empire

IX. The Untied States and "Manifest Destiny"

A. The Louisiana Purchase, 1803

B. The Annexation of West Florida, 1810C. The Alamo and Texas Independence, 1836D. The War With Mexico, 1846

E. The Treaty of Guadalupe Hidalgo, 1848

X. The New Americans

A. The California Gold RushB. The New Mexico Land GrantsC. The Tejanos and Texas

XI. Hispanics and the American Civil War

A. The New Mexico Volunteers in the Union Army

1. Valverde, Glorietta Pass2. Navajo Campaign

B. Admiral David G. Farragut of the Union Navy

C. Santos Benavides (Tejano) and his Confederate Regiment

46

-39-

XII. Decline of Economic and Political Power

A. Losing the land grants in New Mexico, Texas, and CaliforniaB. Hispanic Politicos in New Mexico, California, Texas and Colorado:

State ConstitutionsC. Hispanic Resistance

1. Juan Cortina of Texas2. Las Gorras Blancos of New Mexico

D. Fr. Antonio Martinez and Bishop Lamy of New Mexico

XIII. Hispanic Labor and New Industries

A. Railroads and ColoniasB. Mining and Division of LaborC. Agriculture

XIV. Migration from Mexico, 1890 - 1930

A. Great demand for Mexican labor in the SouthwestB. Flight from the violence of the Mexican RevolutionC. Constant renewal and dispersal of Hispanic culture in barrios and coloniasD. League of United Latin Americans Citizens, 1929

XV. The Great Depression: Hardship and Progress

A. Growing unemployment feedsdemand for immigration restrictions andrepatriation of Mexican welfare clients

B. New Deal labor legislation excluded agriculture and many domestic-service

workers.C. Many Hispanic workers join labor unions

1. Strikes and efforts to organize farm workers2. Jesus Pallares and New Mexico mineworkers3. Mexican American women and the San Antonio Pecan Shellers Strike

of 1938

XVI. World War II

A. Hispanic military service1. 400,000 Hispanics served in armed forces2. Medal of Honor winners

B. Continuing discrimination1. "Zoot Suit Riots", I..os Angeles2. The "Sleepy Lagoon Case", 1942-44

-40-

C. New employment opportunities1. War industries2. Bracero program

XVII Post War Progress

A. GI Bill provides educational opportunitiesB. New political organizations

1. Hector Garcia and the American GI Forum2. Mexican American Political Association3. Community Service Organization

XVIII. New Demands and New Leadership

A. Cesar Chavez and California Farmworkers13. Reies Tijerina and New Mexico Land GrantsC. Corky Gonzales and Denver Crusade for JusticeD. Jose Angel Gutierrez and La Raza Unida (Texas)

XIX. The 1980's: Decade of the Hispanic and Reactions

A. Growth in Population and Political Power1. Big City Mayors: Cisneros and Pena2. Hispanics in Congress3. Over 3,000 Hispanics in Public Office

B. Immigration Reform and Control Act (IRCA) 1986

1. Restrict illegal immigration2. Extend Amnesty to many undocumented residents

C. Official English Movement

XX. National Progress linked to Hispanic Future

A. Need to improve Hispanic educational achievementB. Need to expand Hispanic employment levelsC. Need to recognize and appreciate Hispanic culture as an integral

part of American culture

4ci

-41-

I. CHRISTOPHER COLUMBUS

CUBA

In 1492, Christopher Columbus arrived on the island of Cuba while searching for ashorter route to India. He claimed the island for Spain. Migration from Spain soonfollowed in search of gold. Most of the settlers took up farming, growing sugar cane,tobacco and other crops.

H. AFRICAN ROOTS

By 1517, the Spaniards began to import African slaves due to the population declineof Native Indians caused by mistreated and diseases. In the late 1700's, Cuba beganto sell its sugar and tobacco crops to the British. These industries depended onhundreds of thousands of slaves. Between 1820 and 1865 African slave trade endedand the sugar revolution gave rise to a new class of rich landowners and slaveholders.Slavery ended in Cuba around 1886.

HI. SPANISH-AMERICAN WAR

Spain heavily taxed Cuba for its wars and explorations. Cuba struggled againstSpain's control. This was called the 1E11.YEAR NAIL Jose Marti, known as theLiberator of Cuba, led the revolution for independence in 1895.

By 1898, the United States was heavily involved in the war. Cuba's War of Inde-pendence became known as the Spanish-American War. On December 10, 1902,Cuba elected its first president, Thomas Estrada Palma.

Following this period, Cuba had many presidents -- Gerardo Machado, Ramon GrauSan Martin, Carlos Prio Socarras and Fulgencio I3atista.

IV. 1959 REVOLUTION

After years of Civil War, Fidel Castro took control of the government on January 1,1959. Castro nationalized all industries and established a Socialist State with diplo-matic to the Soviet Union. In 1961, the United States ended all diplomatic ties with

Cuba.

Since 1959, hundreds of thousands of Cubans have abandoned their homeland insearch of freedom. The U.S. has become the new home for the majority of these

refugees.

4 5

-42-

MULTICULTURALISM IN THE 1990' S

HISPANIC CULTURE WORKSHOP

PUERTO RICO

Acosta -Be lén, Edna ed. /he Puerto Rican Woman: Perspectives on Culture,History and Society. New York: Praeger Press, 1986.

Fitzpatrick, Joseph. Puerto Ricans: The Meaning of Migration to theMainland. Englewood Clifffs, New Jersey: Prentice Hall, 1987.

Jennings, James & Rivera,Monte. Puerto Rican Politics in Urban America.Westport Conn.: Greenwood Press, 1984.

Rivera, Edward. Family Installments: Memories of Growing Up Hispanic.New York:William Morrow, 1982.

Rodriguez, E. Clara . Puerto Ricans: Born in the USA. New York: UnwinHyman, 1989.

Wagenheim, Kal. Puerto Ricans in the U.S. New York: Minority RightsGroup, 1983.

Westfried, Alex Huxley. Ethnic Leadership in a New England Community:Puerto Rican Families. Cambridge Mass.: Schenkman, 1981.

MEXICO

De La Garza, Rodolfo. The Mexican American Experience: AnInterdisciplinary Anthology. Austin: University of Texas Press, 1985.

Mirande, Alfredo. The Chicano Expereience: An Alternative Perspective:Notre Dame, hid.: University of Notre Dame Press, 1985.

GENERAL REFERENCES

Arias, Beatriz. The Education of Hispanic Americans: A challenge for rtheFuture, Special issue of the American Journal of Education (November, 1986.)

Boswell, Thomas & Curtis James. The Cuban American Experience . Totowa,New Jersey : Rowman and Allanhead Publishers, 1984.

Cummings, James . Literacy Development in Heritage and LanguagePrograms : Toronto : National Heritage Language Resource Unit, 1984.

5u

-43-

GENERAL REFERENCES (continued)

Cummings James. Empowering Minority Students: A FrameworkIntervention. Harvard Educational Review 56(1) pp 18-36 February ,1986.

Moore, Joan & Pachon, Harry. Hispanics in the United States EnglewoodClifffs, New Jersey: Prentice Hall, 1985.

Padron Y.N. & Knight, S.L. Linguistic and Cultural Influence on ClassroomInstructions in Leadership, Equity and School Effectiveness Newberry Park, Calif.Sage Publications, 1990.

Sleeter, Christine E. & Grant, Carl. An Analysis of Multicultural Educationin the United States Harvard Educational Review 57(4) pp 421-44 November, 1987

Taylor, D. & C. Dorsey-Gaines. A Growing Up Literate: Learning from Inner-City Families . Portsmouth, N.H.: Heinenmann) 1988.

***************

51

THE PORTUGUESE

June 4, 1993

Sister Mary Ellen Eckardt, IHM, Ph.D.Director of the IHM Center for Literacyand G.E.D. Programs425 W. Lindley AvenuePhiladelphia, PA 19120

Dear Sister Mary Ellen:

A3 per your request, I am listing below several references on

ethnicity and multiculturalism.

Race and Ethnic Relations, by Martin N. Merger, Wadsworth

Publishing Co., 1991, second edition, ISBN 0-534-13950-7.

5ocial Work with Immigrants and Refugees, edited by Angela

Shen Ryan, The Hawworth Press, Inc., 1993, ISBN 1-56024-354-6.

The_jsurnalAdjuatigultural_asmiaLwark, Editor: Paul R.

Keyes, Ph.D., The Hawworth Press, Inc.

black Americans, by Alphonso Pinkney, Prentice Hall, 1993,

Fourth Edition, ISBN 0-13-034240-8.

Films for the Humanities & Sciences, P.O. Box 2053,

Princeton, New Jersey 08543-2053, and Filmakers Library, 124 East

40th Street, New York, NY 10016, sell and rent VHS tapes on

Multicultural Studies. Perhaps you could ask them to send you

their 1992-93 catalog.

I also recommend the commercial film "El Norte" available at

any good video rental store.

If I can be of further assistance, please give me a call.

incerely,

Diamantino P. Machado, Ph.D.

CELEBRATION OF CHRISTMAS AROUND THE WORLD

IN MUSIC AND DANCE

IHM LITERACY CENTER December 15, 1992

INVOCATION

WELCOME

Incarnation SchoolAuditorium

Rev. Msgr. RichardPowers, Pastor

Sister Mary EllenEckardt, IHM

MASTER OF CEREMONIES John Connaire

PAKISTAN

"Rub Ke Howay ShanaHamashia" (God createdeverything, and weshould pray to Him)

Jacob DittaShaheen DittaNazir Barkat

Tabula (instrument)Bashir Barkat

IRELAND

DancesPatricia O'DonnellSchool of IrishDancing

Three-hand JigStephanie LongoKatie BreenElizabeth Manning

ReelStephanie Longo

Jig

Three-hand Reel

Elizabeth ManningKatie Breen

O'Donnell Dancers

PUERTO RICO

The Spanish.Choir of Javier RodriguezI

IncarnationDirector

1"Llego la Noche Buena""Psalmo 67""NiWo Lindo"

I

i

!

INDIA

Dance: "Praising the Lord" Christina Chennat

Christmas song: "Shepherds Jennifer Chennat

Going to See the Baby

Jesus"

"When the Spirit Says, Anu Thomas and

I Will Pray" group

LAOS

Dance: "Bloomimg of the Cathy Phanouvang

Flower of Laos Coordinator

Performed: by:

Southi Sone PhetmoukdaChantha John PhetmoukdaLita SothaThuy Van Ton

PUERTO RICO

The Spanish Choir of Javier Rodriguez

Incarnation Director

"Alaba al Se;Cor"

"Corderito""Canta Jivarito" 56

The Sisters of IHM

of the Literacy Center

at Incarnation and

Saint Frances De Sales

wish the staff, the students,

and all our supporters

a Blessed Christmas

and a grace-filled New Yearl

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I. H. M. LITERACY CENTER

MULTICULTURALISM IN TIME IMO'S

TEACHER SURVEY

1. How were you affected by the workshops?

2. How many workshops did you attend ?

3. Have you increased your knowledge about your students/cultural background as a result of the workshops?

YES NO

4. What type of cultural awareness was attained as a result ofthe Multicultural workshops? (explain briefly):

ASIAN

SPANISH

PORTUGUESE

OTHER

5. Would you like to see this project expanded and continued inthe future?

YES NO

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s

so

o

I. H. M. LITERACY CENTER

MULTICULTURALISM IN TIM MO'S

WORKSHOP ASSESSMENT

TOPIC DATE

SITE

I. What do you think were the speaker's purposes in presenting thisworkshop?

II. How effective were they in meeting what you identify as thepurpose? (check one)

A. very successful

B. successful

C. somewhat successful

D. somewhat unsuccessful

E. _unsuccessful

F. very unsuccessful

III. For purposes of replanning what would you suggest be changed

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WAYS OF EMPOWERING MINORITY STUDENTS

Reflect the vaious cultural groups in the school district byproviding signs in the main office and elsewhere that welcomepeople in the different Languages of the community;

Encourage students to use their L1 around the school;

Provide opportunities for students from the same ethnic group

to communicate with one another in their Li where possible (e.g.in cooperative learning groups on at Least some occasions);

Recruit people who can tutor students in their L1;

Provide books written in the various Languages in both

classrooms and the school library;

Incorporate greetings and information in the various languagesin newsletters and other official school communications;

Provide bilingual and/or multilingual signs;

Display pictures and objects of the vaious cultures represented

at the school;

Create units of work that incorporate other languages in

additon to the school language;

Encourage students to write contributions in their L1 for

school newspapers and magazines;

Provide opportunities for students to study their L1 inelective subjects and/or in extracurricular clubs;

Encourage parents to help in the classroom, library,

playground, and in clubs;

Invite second language Learneres to use their L1 duringassemblies, prizegivings, and other official functions;

Invite people from ethnic minority communities to act asresource people and to speak to students in both formal and

informal settings.

Taken from, Empowering Minorite Students, Jim Cummins, c 1989

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MULTICUTURAL TRAINING RECOMMENDATIONS:

Be aware of diverse learning styles.

Evaluate your own cultural biases, perceptions, and

misconceptions.

use family and community culture to enhance the performance of

every student.

More than knowing the characteristics of each culture, it isimportant that you are sensitive towards the impact of culture

on the school experience and to adjust the climate accordingly.

Every student brings something of value to the classroom; it isour job as teachers to recognize, support, and build on thosecontributions to ensure Success.

Use an outcomebased approach as you would with any other type

of teaching. What do we want to know at the end of the lesson?

Don't forget!! Academic Success with cultural respect!!

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