DOCUMENT RESUMEFL 012 49bED 206 192AUTHORT!TLEINSTITUTION-SPONS AGENCYREPORT NOPUB DATENOTEAVAILABLE FROM?DRS PRICEDESCRIPTORSTDENTIFIERSMontero, Martha, Ed.Bilingual Education Teacher Handbook: Strategies forthe Design of Multicultural Curriculum.Boston Univ., Mass. Bilingual Resource and TrainingCenter.: National Assessment and Disseaination Centerfor Bilingual Education, Cambridge, Ras,.Office of Bilingual Education and Minority LanguagesAffairs (ED) , Washington, D.C.ISBN-0-89857-086-7Feb 79128p.Evaluation, Dissemination and Assessment Center,Lesley College, Cambridge, MA 02140 (44.25).MF01/PC06 Plus Postage.Audiovisual Aids: *Bilingual Education: *CurriculumDesign: Curriculum Evaluation: EducationalObjectives: Elementary Secondary Education:*Multicultural Education: Teaching MethodsElementary Secondary Education Act Title VIIABSTRACTThiS handbook was developed to ail teachers, teacheraides, paraprofessionals, and teacher trainers. The overview of thereadings is both content oriented and structure oriented. Cognitiveatd affective styles of learning are identified and related tobilingual education: the new research in this area is fouill to raisesignificant questions on,teaching and learning. The strategiesspelled out are not oriented to a specific Subject area, but areintended as a guide for technical assistance in the construction ofunits and curriculum in a variety of subject areas. The overall aimof the handbook is to offer the bilingual educator a greater range ofalternatives for planning, developing, and assessing curriculum. Thefollowing articles are included: (11 "The Systems-Context Approach toCurriculum Theory in Bilingual Education" (Antonio Simoes, Jr.): (2)"The Statement of Goals and Objectives in Bilingual Education"(Arlene Duelferi: (31 "Teacher Strategies: The Role of Audio-VisualMethodology in Bilingual Education* (Gregoire Chabot): (4) "Structureand Coatent in the Design of Bilingual-Multicultural Curriculum"(Martha Montero) : and (51 "Procedures in Curriculum Evaluation* (MaeChu -Chang). *********************************Reproductions supplied by EDRS are the best that can be 001111010100
BILINGUAL EDUCATION TEACHER HANDBOOKStrategies for the Design ofMulticultural CurriculumU S DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATIONEDUCATIONAL RESOURCES INFORMATIONCENTER rERICIX.This document has been reproduced as'received from the person or organizationoriginating itMinor changes have been made to improvereproduction qualityPoints of view of opinions stated in this document do not necessarily represent oFficial NIEposition or Policy"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYNat. Assessment andDissemination CenterTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"
rBoston University Bilingual Resource and Training CenterAdministrationFeld Application SpecialistsAntonio Simoes, Jr.Project DirectorGregoire ChabotExecutive DirectorLucy T BriggsEvaluation StaffTraining InstructorsThomas JohnsonArlene DuellerCeleste E FreytesMaarita Perez-JonesMae Chu-ChangMartha MonteroCharlene RiveraSupport StaffMaria Elena PachecoBilingual SecretaryBoston University Bilingual Training and Fellowship ProgramsAdministrationFacultyMaria Este la BriskDirectorKaren SaltzmanMeno ClavellCeleste FreytesVictor Lopez-TosadoMargarita Perez-JonesAssistant to the DirectorSvetlana GarayProgram EvaluatorSupport StaffMaura McNiffBilingual SecretaryIrNA
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s.(ePublished by National Assessment and Dissemination Center, ESEA,Title VII, Lesley College,49 Washington Avenue, Cambridge, Massachusetts 02140Developed by Bilingual Resource and Training Center, Boston University, School of Education, 765 Commonwealth Avanue, Boston, Massachusetts 02215International Standard Book Number 0-89857-086-7Published Flibruary 1979Printed in the United States of AmericaThe activity which is the subject of this publication was supported in whole or in part by the Office of Education U SDepartment of health Education and Weltare However the opinions expressed herein 0 not necessarily reflect theposition or policy of the Office of Education, and no official endorsement by the Office of Education should be inferredThe National Assessment and Dissemination Center for Bilingual Education is a special ESEA Title VII protect funded bythe U S Office of Education through Lesley College Cambridge Mass and the Fall River Public School SystemThis publication was developed and printed with funds provided by Title VII of the Elementary and Secondary EducationAct of 1965, as amended5
ContentsINTRODUCTIONTHE SYSTEMS-CONTEXT APPROACH TO CURRICULUMTHEORY IN BILINGUAL EDUCATIONAntonio Sim9es, Jr.7THE STATEMENT OF GOALS AND OBJECTIVES INBILINGUAL EDUCATIONArlene Dueller27TEACHER STRATEGIES: THE ROLE OF AUDIOVISUALMETHODOLOGY IN BILINGUAL EDUCATIONGregoire Chabot41STRUCTURE AND CONTENT IN THE DESIGN OFBILINGUAL-MULTICULTURAL CURRICULUMMartha Montero61PROCEDURES IN CURRICULUM EVALUATIONMae Chu-Chang93APPENDICES99BIBLICGRAPHY117FEEDBACK INFORMATION FORM125U
PrefaceThe National Assessment and Dissemination Center at Lesley College inCambridge, Massachusetts is pleased to publish and disseminate the."Bilingual Education Teacher Handbook"a product developed by thehighly skilled bilingual staff at the Boston University Training andResource Center of the National Network of Centers for BilingualEducation.It is my belief that this cooperative effort typifies the goal of the "net-working process"; utilizing the diverse skills of separate but interdependent bilingual centers to produce a useful tool for theiraining andpreparation of bilingual educators for the classroom.Special acknowledgement is due Dr. Antonio Simoes, Jr., Director ofthe Boston University Training and Resource Center, for his consistentsupport in seeing this publication through to completion.In additibn, Martha Montero's energy and enthusiasm in supervisingthe editorial process and acting as liaison with the TRC staff made it apleasure to cooperate with her on the project.I would like to thank Peter Calvet, layout and design specialist, andDavid Rivard, copy editor, of the NADC staff for the attention to detail andthe long hours they devoted to this text.John R. CorreiroDirector, NADCLesley Collegevii
.,IntroductionThe proliferation of bilingual materials along with the development ofpackaged information is leading to a reformulation of present needs forcurriculum design in bilingual education.By surveying existing materials, it becomes apparent that these"needs are: 1) the lack of specific bilingual/bicultural materials, 2) thelack of materials to teach teachers to be developers of such materials,particularly for junior high school, and adult education; and 3) the jack ofpilot-tested materials which have been regionally and then nationallydisseminated. The lack of teacher strategies for the use and needs ofspecific students add to the above mentioned demand. This is furthercompounded by the slow growth of bilingual education curriculumdesign which is relatively, new in its pedagogical and theoretical implementations.For many teachers who have recently entered the field of bilingualeducation, as well as for those who have been working in non-bilingualeducation settings, the role of bilingual education within the context oftheir clasyoom has beCome an important issue. Many are seekingtechnical advice on how and With what materials to teach bilingualchildren, young adults and adults. Questions concerning the role of thebilingual teacher and the strategies involved in developing pracjicalmaterials are often raised. Some teachers are even questioning thematerials which they are presently assigned and find it difficult to knowwhat to look for in 'a bilingual curriculum. Others would like to add abilingual component to their regular curriculum.One answer for many teachers has been to atteryl mini-courses, inservice training sessions, wotkshops, and weekend pkograms which willenable them to develop their own ideas concerningbilingual edudationcurriculum. Another has been to attend classes in bilingual teachertraining programs. However, for those who are not so fortunate as tohave access to bilingual curriculum programs taught by experts, thedevelopment of new methods and materials becomes a trial and errorprocess. In frustration, teachers may simply resign themselves to working within the scope of the commercially-made materials. Unfortunately,what is overlooked by many teachers is that ttle information which theyseek in developing their materials may often be found within their class1
2BILINGUAL EDUCATION TEACHER HANDBOOKroom --t it is to be found in their own experiences, as well as in theirstudents' experiences. Information from culturally diverse students is aresource whicn too often lies untapped in the classroom just asteachers' experiences often remain untapped when curriculumdevelopers generate materials.Stemming from our Center's participation in the field, fhe teacher strategies of this handbook have been designed to answer the questions apdidentify some'f the needs of the teachers in bilingual education.Teachers presently involyed in Title VII. programs and school adhlinistration contemplating bilingual education have raised some importantquestions at workshops, mini-courses, and teacher-training courses,Some of these questions concerning curriculum development are synthesized as follows.What secondary school materials are available?Are all subject areas in bilingual education taught?3 What teacher-training materials are available?4 Can bilingual education materials be regionally adapted?5 How accurate and reliable are commercially-made materials dealing withbilingual education?6 Are commercial materials ideal for bilingual education in terms of the roleof language in bilingual curriculum design?12Many teachers pose the following questions:Are there any ways in which a teacher can distinguish b.'ween learningdisability and language acquisition problems in students?2 What is standard language, non standard language, correct vs incorrect1language?3 What are dialects and do they differ from the standard language?4 Can one simply translate materials from one language to another?Questions about the role of culture in teaching and bilingual curriculumdesign also abound. Some of the major questions are:Isthere any ready-made checklist available for identifying culturalbehaviors?Is there value to cultural stereotyping? If so where does it stop?3 What is the role of self concept and culture?2Obviously, many of these questions will not be answered by this handbook, but the teachers will be guided to finding the answers which mostappropriately fit their own classroom situation.The focus of the readings will be in four areas: Curriculum (methods,materials, content); the role of the systems-context approach inteaching and in bilingual curriculum; the role of goals and objectives inteaching and bilingual curriculum design; and the role of media inbi'ingual education and the evaluatiin components for biling"ualmaterials.Through the teacher strategies which will be stressed, a teacher willbe provided with:A frame of reference,alternatives rn mehods and materials in bilingual education,3 a sample unit plan.4 a sample lesson plan with multilingual/multicultural emphasis.5 process and product thinking12
BIL INGUAt EDUCATION TEACHER HANDBOOKG36 evaluation rationale for alrekly used commercial materials as well as fordeveloping teacher made materialsThp grade and age leveli to which this type of orientation applies areto be derermined by the teacher prior to the--planning stage. Thetechnical emphasis of the handbook is applicable to young adults,adults learning ESL,.and others interested in bilingual education.As educators, our position regarding bi(ingual/bicultural education isone whicconsiders bilingual education as a method of instruction andnot another subject. We-regard bilirigual education as a total education,relevant to both the culturally diver'se and, the English-speakingstudents. The bilingual teacher is fist and foremost an educator concemed eithoffering quality education to all students. It is our belief thatteachett need to be specialized in a given field with bilingual/multicultural expertise as an additional qualitative factor.Our justification for this consideration sterns from several assumpti( ns which underlie curriculum teaching in bilingual settings. Some ofthese are assumptions about language, linguistics, culture, society,community and individual self-concept. While it is not our intent eSdealwith these areas at great length in this handbook, we nevertheless willcover those aspects which are essential to bilingual teaching. Unlessthe teacher considers cultural diversity and its implications for theclassrOom, language varieties and what these mean in terms of standard and non-standard language, the individual self-concept versus thegroup's standard and cultural stereotypes within the content and context of the classroom, he/she is not prepared to deal with the complexities involved in a bilingual/bicultural setting.In order to meet these needs and answer some of theaforementionedquestions, teacher strategies in curriculum design of bilingual education have-been developed. Our educational apprdach is an attempt tomeet not only the needs of students and teachers, but also to serve as acatalyst between the teacher, the student, and the community toachieve better communication in the bilingual environment. While thishandbook may not be a sure-all, a comoerdium for each educationalsetting, nor a neatly packaged kit from which teachers can construct astep-by-step ideal curriculum, it will offer technical assistance and express theoretical concerns presently held by bilingual educators. Theseeducators address themselves within certain constraints to ate idea thata teacher should be able to develop bilingual/multicultural curriculummaterials which are relevant to the classroom given certain technicalassistance and clarification of purpose. Our goal is not toward drasticchanges in the development of present materials, but toward theprocess of adapting, rejecting and reformulating presently usedmaterials into teacher-made materials. Our intended purpose is todevelop teacher awareness of those areas that underlie bilingual education, namely, a) the role of the systems-context approach; b) the role incurriculum design goals and objectives; c) the development ofpedagogical skills in bilingual education. Each of these areas will bedealt with at some length in the readings.
a. r4BILINGUAL EDUCATION TEACHER HANDBOOKIn our understanding of bilingualism/multiculturalism, we include theidea that currciutum development requires teaching those strategiesthat will enable the lejarner to function appropriately in more than onelanguage and culture. Bilingual/bicultural education is in itself an areawhich covers more than language proficiency. Varieties of language andssues concerning the home language versus the school language need.to be coAsidered. One may be bilingual without necessarily beingequally brCulturat so that onemay dexelop a set of criteria for certainlanguage use in specific occasions and contexts, as well as certaine'ditural behaviors or given occasions. Yet, both of these areas aie intertwined. For these reasons, this manual assumes that 'the teacher willconsider some, decisions on the extent of language use and proficiencyalong with the cultural behavior and norms at the onset of the develop' ment of the curriculum.This handbook has been tfffeloped to aid teachers, teacher aides,para-professionals, and those who are teaching in the field as teachertrainers. The overview 'of the readings is not only content-oriented, butalso is structure - oriented. Aside from content, the readings will considerprocess as well. The cognitive, affectiye, and psychomotor domainsplay an equally important role in bilinqual education curriculum.Cognitive-styles of learning and affective sfYles have-been identified byWitkins, Ramirez and Castaneda, and have been related to bilingualeducation; and while the research in this area is relatively new, significant questionS on teaching and learning are being raised. The strategiesspelled out herein are not oriented to any specific subject area. Instead,it is a guide for technical assistance in the construction of modules(units) and curriculum of a not given subject area. The teacher mayadapt or modify his/her subject area within the structure which is outlined in the following chapters. The strategies presepted can offer theteacher in bilingual education a greater range of a(ernatives for planning, developing, and assessing curriculum.Aside from learning what the components are in .developing a bilingual curriculum, the teacher should be able to develop a usable cur-riculum with functional samples. Continuation from one to the nextcomponent will be based on the preliminary mastery of the previouschapters. In essence, Teacher Strategies for the Design of- MulticulturalCurriculum is a book of readings which comprise much of the presentthinking in bilingual education. It is the compilation of educators in thefield who daily address the issues of bilingual education. The basicstructure of the book follows a theoretical consideration that can be applied to practice helpful to the reader. Both the process and product areexplained, and the teacher should be able to develop a knowledge of:competency, learner objectives for the competency, related readings,leamer activities, evaluation of the objectives, and references.The editor wishes to thank the authors who shako' in The development of this handbook. In addition, Dean Paul Warretiof Boston University School of Education must be acknowledged for his encouragementand support. Lucy T. Briggs and Margarita Perez-Jones were especially
BILINGUAL EDUCATION TEACHER HANDBOOK5helpful in editing and in providing constructive criticisms and generaladvice. Special appreciation must also be extended to George deGeorge and other staff members of the National Assessment and Dis:;emination Center for Bilingual Education, in particular for permissionto use their materials checklist. Finally, I express my gratitude to MariaElena Pachecu, who managed the production of the manuscriptIFrganizing, editing, and typing often barely intellegible drafts. Concetta-rtino also aided this projecttyping and retyping pages ofmanuscript.Martha MonteroBilingual Resource and Training CenterBoston UniversityMarch, 1978
The Systems-Context ApproachTo Curriculum TheoryIn Bilingual EducationAntonio Simoes, Jr.ForewordThe systems-context approach to curriculum theory in bilingual education is a model tobe used by teachers in developing a rationale for curiculum construction The systemscontext approach attempts to structure valued knowledge into an understandableparadigm This approach serves as a guide for teachers to evaluate already formulatedcurricula or in the development of teacher-made materialsToo often high expectations are placed on a teacher's performance and, in many Instances, teachers rely on their manuals as an end-all in the teachingprocess Research suggests. however, that this alone cannot explain what happens, orwhat is to be done when there are other unidentified socio-cultura; variables that occurin the classroomThe systems-context approach is a theoretical procedure for clarifying andimplementing the pedagogical mechanisms involved in the design of a multiculturalapproach to schooling In addition, the systems-context approach provides an umbrellaunder which specific 'topics related primanly to curriculum design and implementationwill be developed and discussedIntroductionThe purpose of this chapter is to explore several assump
Bilingual Education Teacher Handbook: Strategies for the Design of Multicultural Curriculum. Boston Univ., Mass. Bilingual Resource and Training Center.: National Assessment and Disseaination Center for Bilingual Education, Cambridge, Ras,. Office of Bilingual Education and Minority Languages. Affairs (ED) ,
34 APLICACIONES MARCAS · BRANDS APPLICATIONS APPLICAZIONI MARCHE APPLICATIONS MARQUES APPLICATIONS ACCOSSATO CE 50 87 012 1 012 ENDURO 50 89 012 1 4 KR 80 87 012 1 4 KR 80 89 012
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Abrasive water jet machining experiments conducted on carbon fibre composites. This work reported that standoff distance was the significant parameter which - reduced the surface roughness and the minimum of 1.53 µm surface roughness was obtained [31]. Garnet abrasive particles was used for machining prepreg laminates reinforced with carbon fiber using the epoxy polymer resin matrix (120 .