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University of Nebraska - Lincoln

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Articles 541 - 547 of 547

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann Apr 1997

Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The following list of principles is my attempt to share general recommendations to teachers of ESOL and/or limited literacy adults based on my specific practice running a bilingual family literacy program and confirmed by my more recent experience as a volunteer bilingual literacy teacher at the Asociación Latinoamericana (in Atlanta). Though I believe in bilingual classroom environments, I think the principles identified here are also pertinent to monolingual ESL environments.

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Creating Bicultural Identities: The Role Of School-Based Bilingual Paraprofessionals In Ontemporary Immigrant Accommodation (Two Kansas Case Studies), Edmund T. Hamann Apr 1995

Creating Bicultural Identities: The Role Of School-Based Bilingual Paraprofessionals In Ontemporary Immigrant Accommodation (Two Kansas Case Studies), Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study locates the professional and informal practices of school-based bilingual paraprofessionals (paras) in the context of the larger social phenomenon of acculturation, cultural brokerage, and identity construction. It demonstrates how the paras in two Kansas communities transform an assimilationist mandate into something quite different, the promotion of bicultural identities, as part of a process called “additive biculturalism.” Additive biculturalism incorporates Weiss’s characterization of paras as cultural brokers (1994), but expands upon it significantly. As the first part of additive biculturalism, bilingual paras model and promote bicultural identities among the English-Learner students and parents they work with. As the second …

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Omaha Language Preservation In The Macy, Nebraska Public School, Catherine Rudin Jan 1989

Omaha Language Preservation In The Macy, Nebraska Public School, Catherine Rudin

Department of Teaching, Learning, and Teacher Education: Faculty Publications

A native language renewal program at the Macy, Nebraska Public School is described that is designed to preserve Omaha, a native American Indian language that is only a generation away from extinction. At the time of this research, only about 100 fluent Omaha speakers lived on the Omaha Reservation in Nebraska. The language and culture program, instituted in 1970, has employed various instruction techniques and methodologies, including immersion, memorization of words and phrases, and publication of student-authored stories in English and Omaha. The program has suffered from a lack of consistency; frequent changes in funding, personnel, and curriculum; and a …

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Leadership And Nonverbal Behaviors Of Hispanic Females Across School Equity Environments, Helen A. Moore, Natalie K. Porter Jan 1988

Leadership And Nonverbal Behaviors Of Hispanic Females Across School Equity Environments, Helen A. Moore, Natalie K. Porter

Department of Sociology: Faculty Publications

Nonverbal behaviors of Hispanic elementary school students and their peers were examined in a small-group cooperative task with a total of 202 subjects. Thirty-five randomly selected groups were videotaped in ten desegregated schools, each group was gender-homogeneous, with three Hispanic and three Anglo students. Analysis of the videotapes revealed that Hispanic females used less vertical and horizontal space than Anglo females, and were also less likely to verbally interrupt or physically intrude on other group members They had similar rates of handling the group resource cards and were given similar leadership scores by multi-ethnic trained observers. Among males, Hispanics are …

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Hispanic Women: Schooling For Conformity In Public Education, Helen A. Moore Jan 1983

Hispanic Women: Schooling For Conformity In Public Education, Helen A. Moore

Department of Sociology: Faculty Publications

The educational experiences of Latinas are tied to norms of an Anglocentric and androcentric school system. Based on a sample of 1,000 male and female Hispanic and Anglo elementary school students, we analyze teacher expectations for three dimensions: behavioral, social and academic achievements. Teachers do rate Hispanic females as more conforming to the behavioral norms of the school. Regression analyses indicate that higher teacher ratings are assigned to Hispanic females who combine high academic scores with low scores on behavioral conformity norms. These findings indicate that teachers reward assertiveness, leadership and action when considering future student success. The dilemmas of …

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The Desegregated School And Status Relationships Among Anglo And Hispanic Students, Peter Iadicola, Helen A. Moore Jan 1983

The Desegregated School And Status Relationships Among Anglo And Hispanic Students, Peter Iadicola, Helen A. Moore

Department of Sociology: Faculty Publications

Desgregated elementary school students display verbal and non-verbal indicators of status relationships in a structured, videotaped interaction game.  Both Hispanic and Anglo third grade student responses are analyzed across ten schools for a case study of factors that influence racial/ethnic integration outcomes.  Variance in student outcomes are primarily explained by socioeconomic dimensions of the schools.   These findings suggest that school desegregation poses a contradiction for Hispanic students.

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Resegregation Processes In Desegregated Schools And Status Relationships For Hispanic Students, Helen A. Moore, Peter Iadicola Jan 1981

Resegregation Processes In Desegregated Schools And Status Relationships For Hispanic Students, Helen A. Moore, Peter Iadicola

Department of Sociology: Faculty Publications

The resegregation of students in desegregated elementary schools generates potential barriers to social integration and academic achievement.  WE are interested in the role of greater status inequality in reducing academic achievement for minority students.  We generate multiple measures of internal schooling processes such as ability grouping, high stakes testing, and unequal burdens of busing across racial ethnic groups at ten desegregated elementary schools in California selected as case studies from a larger sample of 182 schools.  Hispanic student enrollments ranged from 10 percent to 53 percent of each campus and we assess variations in resegregation practices and student and campus …

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