DOCUMENT RESUME

ED 101 923 RC 008 365

TITLE Report of a National Bilingual Bicultural Institute:A Relook at Tucson 166 and Beyond (Albuquerque, NewMexico, November 28-December 1, 1973).

INSTITUTION National Education Association, Washington, D.C.;National Education Task Force de la Raza,Albuquerque, N. Mex.

PUB DATE Dec 73NOTE 48p.; For related document, see ED 017 222

EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGEDESCRIPTORS Biculturalism; *Bilingual Education; Community

Action; Educational Needs; *Educational Objectives;Educational Problems; Legislation: *MexicanAmericans; *Program Descriptions; Spanish Speaking;Speeches; *Symposia

IDENTIFIERS Chicanos

ABSTRACTThe symposium, convened in 1966 at the University of

Arizona (Tucson), served as a sequel to the 1965 11Pucson Survey onthe Teaching of Spanish to the Spanish Speaking" and as a prologue toaction. November 28-December 1, 1973 a National Bilingual BiculturalInstitute was held to: (1) review the rationale, activities, andrecommendations of the 1966 symposium; (2) review importantactivities in bilingual bicultural education since 1966; (3)

demonstrate exemplary bilingual bicultural education programs whichhave been implemented in school settings of high Mexican Americanconcentration; (4) review present and pending State and nationalbilingual bicultural education legislation and appropriations; and(5) develop new directions for bilingual bicultural education inAmerican education for the 1970's which will lead to nationallegislation. Since Chicanos are the largest Spanish speakingcommunity in the United States, the institute's emphasis was onbilingual bicultural education for Mexican American children, frompreschool to college. Given in this report are: (1) condensedversions of addresses given at the institute; (2) work lab reports enState and national legislative, administrative, court, and communityaction; (3) brief descriptions of local and national bilingualbicultural exemplary projects; and (4) general instituterecommendations. (NQ)

r" 1

Report of a National BilingualBicultural Institute

_ U S DEPARTMENT OF HEALTH.:TILICATION A WELFARE

NATIONAL INSTITUTE OFEDUCATION

THIS DOCUMENT HAS SEEN REPRODuCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATNo IT POINTS or vievv OR OPINIONSSTATED DO NOT NECESSARILY RE PRESENT OF F ICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

A RelookAt Tucson

'66

And Beyond

Sponsored by

The National Education

Task Force de la Rale

The National Education

Association

November 28December 1, 1973

Albuquerque, New Mexico

4. ARight

\9 orPrivilege?

Cirb

0c3

Ck"

2/3

A nELooKATTUCSON '66:

Historical Background

In 1965 "The Tucson Survey on the Teaching ofSpanish to the Spanish-Speaking" posed perhaps thefirst challenge for equal saucational opportunities forthe Mexican American of the Southwest. The Surveywas conducted by leading educators from the Tucsonarea and sponsored by the National Education Asso-ciation.

At the heart of the challenge for a more humaneemphasis in education for the Mexican American was.the unalterable belief that Mexican American childrenare not deficient human beings, but rather that theschools. techniques and materials are deficient andthat these can and should be changed to meet theneeds of the Mexican American child.

The NEA-Tucson Survey resulted in the followingrecommendations which have since served as guide-lines for bilingual programs:

There is a need for a well-articulated program ofinstruction from the pre-school level to the highschool level in the student's native language.

The preparation of teachers for bilingual programsmust be based on: (a) the personal qualities of theteacher, (b) their knowledge of children and appre-ciation of the cultural environment of the communitytrom which these students derive, (c) skill in theteaching process, ana (d) bilingual fluency.Teachers must be recruited from the Spanish-Speaking population and young Mexican Americansmust be encouraged to pursue teaching as a career.

Curriculum models must be characterized by theirdiversity so that the needs of students will be metrather than continue to fit the children to the cur-riculum.

English must be taught as a second language, usingappropriate techniques and materials.

Laws which directly or indirectly impede the use of

thee rcehpieldarieend's native language in the classroom must

In 1966, as a direct result of the NEA-Tucson Sur-vey, a symposium, "The Spanish-Speaking Child inthe Schools of the Southwest," was convened at theUniversity of Arizona in Tucson. This Symposiumserved as a sequel to the Survey and was rightfullyqualified as a prologue to action.

The Symposium concentrated on detailing factsabout bilingual education, stimulating ideas, offeringpertinent suggestions to interested participants, andpresenting proposals relative to all levels of educationfor the Mexican American child. Six main areasemerged consistently in the interaction among theparticipants:

Innov itive classroom practicesCommunity participation in the schoolsPre - school educationUniversity involvementState legislation for biiingual educationFederal support for bilingual education.

The mandates resulting from the Symposium weredecisive and unequivocal:

1. Spanish-speaking teachers must be trained inaccordance with specific criteria.

2. The school is an extension of the community andmutual support is imperative.

3. Universities and colleges must intensify theirmobilization of talent.

4. A concerted effort ranging from the local to thenational levels of government must be put intomotion toward the accomplishment of the com-plex goals set for the education of the MexicanAmerican child.

5. A variety of state and federal funding resourcesmust be vigorously pursued.

In retrospect, the questions posed at the Symposiumare still valid today. "What are we doing?", "Whatmore can we do?" and "Where are we going?"

A Re lookat Tucson '66and Beyond

inVitute Goals:

To provide participants with alternative:: and optionsto examine the various aspects of bilingual bicul-tural education in schoci settings with high con-centrations of Mexican American students, i.e.,community involvement, teaching practices, teacherpreparation, research, legislation, and court actions.

To provide opportunities for participants to examinecurrent programs and practices of bilingual bicul-tural education as they influence public education inthe United States.

To provide opportunities for participants to acquiregreater knowledge, skills, and expertise that willenable them to influence the direction of Bilingualbicultural education.

I

BEST COPY AVAIOLE

Institute Objectives:

To review the rationa'e, conference activities, andrecommendations of the 1966 Tucson conference.To review the important Pntivities in bilingual bicul-tural education since 1906.

To demonstrate exemplary bilingual bicultural edu-cation programs .ihich ha re been implemented inschool settings with hign concentrations of MexicanAmerican students.

To review prE,seir. and pending state bilingual bicul-tural education legislation and appropriations.

To review present and pending national bilingualbicultural education legislation and appropriations.

To deveiop new directions for bilingual biculturaleducation in American education for the '70s whichwill lead to national legislation.

ry,

\le

Introduction

We came to the Institute to assess where we havecome float aryl where we are going in bilingual bi-cultural education in this country. Because Chicanosare the largest Spanish-speaking community in theUnited States, we decided to emphasize bilingual bi-cultural education for Mexican American children,from preschool to college. We committed ourselves,however, to share what we learned at the Institute withother language and ethnic groups who need bilingualbicultural educationand with the larger society,which needs it as well.

At the Institute. we exchanged Information aboutsome of tho programs, trends, and events that aretaking place :woughout the country. From our collec-tive experience, we drew recommendations which webelieve will strengtnen bilingual bicultural education.We dedicate these to the censtruction of a culturallydemocratic society in the United States, and to greaterunderstanding among the cultures of the vorld.

ContentsBienvenida, Revista, y Propesitos 9

New Mexico Governor Bruce King 9NEA President Helen Wise 9

Addresses 11

The Challenge of a Multicultural AmericaSenator Joseph M. Montoya 11

Growth Pains in Bilingual Bicultural Education SinceTucson '66

Sr. Josue M. Gonzalez 14The Rol: of the Teacher in Bilingual Bicultural Edu-

maionMr. James A. Harris 16

Bilingual Bicultural Education: A Necessary Strategyfor'Americln Public Education

Dr. Rupert Trujillo 21The Need for Spe- ish-Speaking Teachers: A Statis-

tical ProjectionMr. Samuel B. Ethridge 23

National Trends and implications for Bilingual Bicul-tural Education

Dr. Armando Rodriguez 24

Work Lab Reports 26State Legislative Action 26National Legislative Action 27Administrative Action 20Association Action 29Court Action 31

Community Action 33

Bilingur.i Bicultural Exemplary Projects: . . . ExitosProblemas . . . Direcciones para el Futuro . . .

35Local Projects 35National Projects 40

General Institute Recommendations 42Introduction 42Recommendations to Federal Administrative Agen-

cies 42Caucus Recommendations 43Re solutions of Women's Caucus 44Individual Resolutions 45Chicano Caucus Resolutions 45

Conference Workers 46Institute Planning Committee 40Institute Coordinaiiry Committee 46Conference Start and Volunteer Personnel 46Conference Recorders 48

A Journey into a Cultural Experience 49

.,L.. 1

toti 010,00.

Revista,y Propositos

New Mexico Governor Bruce King

"We recognize and respect all cultures," statedGovernor King in his weicoming address, "and we arepromoting in our public schools the establishment ofinstructional programs which will impart knowledge,respect, and e sense of multicultural value for allgroups regardiess of their ethnic background." Herecalled the adoption in 1969 of House Bill 270 which,although unfunded, explicitly permitted any publicschool in tne state to off.ar bilingual programs forMexican American and Naive American children.Subsequent bills and legis ative appropriations en-acted during his administration, King said, have shownrecognition of the valuable human resources of NewMexico"resources of language and culture un-equaled percentagewise in the nation.''

"We are anticipating," Governor King continued,"that for the 1974-75 school year over one milliondollars in state funds will be available for multiculturaleducation. In addition, we are anticipating approxi-mately two million dollars wick! Title VII of the Ele-mentary ana Se,:nndary Education Act and threemillion dollars under the Emergency School Aid Act.All of these funds . . . are earmarked for providingspecial educational services to Mexican American,Native American, and Bleak children in our state."

NEA President Helen Wise"The teachers of America must wake up and be-

come part of a vital, politically sophisticated force tochange the priorities of this nation." This was thecentral thrust of the message conveyed to participantsby NEA President Helen Wise. In a written statementwired to the conference,* she reviewed the majorrecommendations of the Tucson Task Force Report,The Invisible Minority, released in 1966. She then re-called the achievements in bilingual bicultural educa-tion growing out of the Tucson Symposium of 196E --notably, (a) passage of the Bilingual Education Billin 1968; (b) establishment of the Office for SpanishSpeakirg in the U.S. Office of Education; (c) the con-duct of summer institutes for teachers of Spanish-speak:ng children; and (d) the repeal of state lawsprohibiting public schools from instructing students inSpanish or allowing classroom conversation inSpanish.

Emphasizing the NEA's coremitment to bilingual bi-cultural education, Dr. Wise quoted the Association'sContinuing Resolution 13, which states:

NEA urges and will support its members andaffiliates in seeking repeal of state !aws prohib-iting the teaching of subjects other than foreignlanguages in any language except English. TheAssociation further urges the enactment of legis-cation that requires bilingual education accordingto need and that will provide necessary funds todevelop teachirg materials appropriate for stu-dents whose sole or major language in the homeis other than English.

ik

y.

Honorable Bruce King

9

"And this past summer," Dr. Wise said, "the Repre-..ientative Assembly mandated the establishment of afully funded, professional, multicultural, multiracial taskforce on bilingual bicultural education." But althoughprogress has been made since Tucson, she empha-sized, "it is not enough! Title VII has existed to dateon subminimal funding. Consequently, a vital bilingualprogram is being hampered like so many other crucial

Dr. Wise was scheduled to address the Conference at theopening session on Wednesday evening. However, flightcancellations due to bad weather prevented tier attendance.

10

education programs by an Arninistr.tion which putseducation at the bottom of the list of nationalpriorities. . . It is ow' opinion that the Americanschool child has no friend in the White House, andnot as many as n6 should sn Congress.

"It is no friend who writes in a veto message thata program for national child development and daycare centers is 'radical.'

"It is no friend who would promise $200 million ayear for a right to read program and then deliver lessthan $30 Million in four years.

"It is Po friend who would advance a legislativeproposal that rejects the special needs of the handi-capped child, reduces spending for the impoverishedchild, and ignores libraries, vocational training pro-grams, up-to-date textbooks, and classroom equip-ment as if they were mere frills.

"It is, in short, no friend who views Americanchildren as inflationary."

The only answer for teachers, Dr. Wise maintained,is informed political activism"specifically to see to itthat in 1974 we elect a Congress which can advancethe concern of 46 million American schoolchildrenand, in 1976, to put a friend of education in the WhiteHouse."

Dr. Wise referred to an article in the December. 1,

,,

Otke'rr ,'Noveta,s;AiTk

1973, issue of New Republic, in which tha author,Peter Barnes, cites 26 counties in Texas where morethan one-half of the population are Chicanos. "Yet notone of these counties is controlled by Chicano offi-cials. On the other hand, he cites the situation inCrystal City, where, under the leadership of JoseAngel Gutierrez, Chicanos have elected control of theschool board, have made Chicanos a majority of theadministrators in the school system, have improvedbilingual education in the schools, and have witnesseda dramatic decrease in the Chicano dropout rate asa result."

"That," Dr. Wise said, "is political power, and thisis what all of us must seek as our goal. For it will dolittle good to establish task forces, publish reports,and go to conferences if we do not elect the peopleto positions of power who can respond with the legis-lation we need. . ."

"We can do it," she declared. We are the onlynational organization that has members in everyvoting disirict in this country. Organized through theNEA and its affiliates we represent close to two millionmembers, and there is no way that we can bedenied.... Together, united, we can make it possiblefor each of us more honestly to say, 'Gladly andproudly do I teach!' "

Honorable Joseph Montoya: Ramon Huerta, NEA ExecutiveCommittee

st

,

1

Addresses*

THE CHALLENGE OF AMULTICULTURAL AMERICASenator Joseph M. Montoya (D-NM)

1966: CommitmentThe National Education Association Symposium of

1966 was a challenge to those of us who lived in theSouthwest, where the need was greatest for a changein the way we taught Mexican American children. It

was in Tucson that we first determined to build whatwe called "bridges of understanding" for the peoplein this country so that America would become the trulyunited nation it should be: a nation which valued itsown variety and could speak and understand its ownlanguages

We left that meeting determined to generate interestit new kinds of schools wherever language-minoritychildren needed them. We wanted to generate newideas in colleges and universities where teachers werepreparing for the future. We wanted to generate con-cern in governments at every level.

Senator Yarborough and I returned to Washingtonwith your words reinforcing our own awareness of theneeds in our states and in the nation. The first BilingualEducation Act was the result.

That was seven years agoa time when new andprogressive ideas about education were welcome inWashington, and when many of us thought it wasenough to spotlight a need. develop a program to meetthat need, provide federal help to get things goingand then settle back to wait for good results.

1373: ReappraisalThat was naive, of course. Things didn't work out

quite the way we planned. We have helped somechildren, produced some teachers, funded some pro-grams. But somehow, in these last seven years wehave failed to do the job we pledged to do.

We have not been able to help the millions of stu-dents who entered our schools in those years since1966children who we; e poor and spoke a languageother than English. We called them "bilingual" chil-dren. But they were not bilingual. They were mono-lingualbut in the wrong language. Wrong for mostAmericans, that is. We encouraged that "wrong"definition by calling them children of "limited English-speaking ability." We offered them, at best, remedialeducation as a temporary measureand we found that"remedial" education was expensive, difficult, and un-popular.

These children brought to their schools the languageand culture of their homes, and in kindergarten or the,irst grade they were asked to forget all that they hadlearned in their tirst six years, to sacrifice their heri-tage, their individual worth, their unique talents, theirpride in their communities and homesall so theycould be taught to think and read and write in Englishand lose that definition of being limited.

At six or seven years of age they were asked toperform a kind of mental miracleand when thatmiracle didn't happen those around them too oftenpretended it was the children's failure, instead of ours.Of course it was our failure, because we did not un-

11

derstand the values of the languages and cultures wewere asking those children to leave behind. Most ofthe programs we offered did not have the goal of realbilingualism, but simply offered a change in the brandof monolingualism the children used. We tried to turna child with "limited English-speaking" ability 'into achild with "limited Spanish-speaking" ability or"limited Indian language" ability.

In all the years between that first meeting in Tucsonand this one in Albuquerque, we have only managedto provide programs for a few hundred thousand chil-drena tiny 2 percent of those who needed our help.And most of the programs we offered were transitionalprograms designed to change one limiting handicapfor another.

Even now, seven years later ,and six years after thelegislation which was supposed to solve the problem,the federal government is helping only 217 programsin the whole United States. Some states have joinedin the effort to help, and some local schools have be-gun to think about the problembut very few placeshave faced the depth of the need or the realities ofthe problem.

For most children who spoke a language other thanEnglish In 1966, the reality of 'the last seven years hasbeen not bilingual or bicultural education,, but insteadthe gradual loss of learning potential; the frustrationand indignity of falling further and further behind otherchildren every year; the anger at a system which re-fused to teach them in a language they understood,and demanded instead conformity in a language theycould not comprehend.

Those children who entered school in 1966, whenwe first pledged to provide a better kind of educationfor them, should be in the eighth grade today. Forthose who did not speak English we know statisticallywhat has happened. Ten percent of them have drop-ped out of school already. Of those who are still inschool, 64 percent are reading below grade level and10 percent are at least two years behind, in the fourthor fifth grades. And by the time they should be in thetwelfth gradejust four years from now-40 percent ofthese students will have dropped out of school. Only5 percent of them will ever complete college.

What those statistics mean to the dropouts is pain-fully clear. They will always face the handicaps ofhigher unemployment, less income, less opportunity.All the fringe benefits of poverty will be theirs: moreillness, harder and less rewarding work, and earlierdeath.

The truth is that we failed those children who en-tered school in 1966and we may be going to failtheir children, too.

What went wrong?We did pass the legislation. But we failed to make

it live up to its promise. Other priorities were greaterin Washington, and in 1968 we elected a presidentwho did not share our belief in this new kind of edu-cation. By 1970 we heard the rumblings of discontentfrom the White House about money we were "wasting"and finally this year we heard the requests that nomoney at all be budgeted for bilingual education.

All addresses in this report have been condensed. If youwant the full text of any address. write the Education Task

Force de la Raza.

12

In addition to our failures in government, educatorsthemselves were discovering that the problem wasmore complex than we thought. Even If the money andsupport had been available, you educators were notreally ready. You did not have the teachers trained, thetextbooks written, the testing materials and teachingtechniques developed.

Lescons of Experience

But all of us know more today than we did in 1966.We know that:

We need not only bilingual but also bicultural pro-gramsand one without the other is meaningless.Not just Spanish-speaking children or Indian chil-dren, children who speak any language other thanEnglish, will benefit from bilingual and biculturaleducationall children would benefit from thatkind of opportunity in our schools.in the few places where bilingual education hasbeen tried, the results have been a sharp increasein achievement, not only for the child who speaks alanguage other than English, but for the English-speaking child who shares the program.Literacy in two languages is better than literacy inoneand if children are allowed to read and writefirst in the language they know best they can soonlearn to read and write in a second language at afaster pace. They can become literate in the lan-guage they bring to school and in the language theyfinci in schoolinstead of becoming illiterate andnonfunctioning in both.The teachers for successful bilingual programs arenot just people who speak Spanish or French orChinese or Indianbut are people who are biliterateand have been trained to teach in two languages,not one.We have very few universities or colleges which areprepared to train that special kind of teacherthatis why we do not have enough teachers even forthe few programs in existence. (A recent surveyshows that only about one-fourth of the teacherslisted as being "bilingual" actually are trained toteach bilingually.)It will take us many years to produce the teachersin the numbers needed, or the books and histories.the testing materials, the counseling and administra-tion for these new programs. We are not ready yetand we know that.Bilingualism means more than just getting throughthe transition period from kindergarten to thirdgradeand then being transformed overnight intoa "normal" student who works only in English itmeans instead leafning in two languages steadilyright on through high school and collegeso thatin the end the language you bring to school and thelanguage you find in school are tools you can useall your life.

Most challenging of all, we know that there are stillmany American citizens who don't share our concernand don't understand the valuable resources that ourmulticultural population represents. In the crisis world

') .41

of 1973, with inflation and shortages and world en-vironmental problems pressing from every side, it isgoing to be even more difficult to make bilingual edu-cation a first priority.

What can we do?

Legislative Proposals: Promises andConstraints

The Title Vli Amendments now being considered bythe Senate Education Committee will provide moremoney, more teacher training, a greater emphasis onbiculturallsm and on expansion into adult and voca-tional education, better supervision and administration,research into Innovative techniques, and cooperationwith state and local governments and with familiesand communities.

The most important change in this legislation is thatit presents the bilingual child as "advantaged and notdisadvantaged" and it offers opportunities to themonolingual English-speaking child as well as to thechild who is monolingual in another language.

However, the money that we can honestly promiseto apprbpriate will not be enough to do the jobnotnearly enough. 3efore we can provide that kind ofmoney from government at any level we are going tohave to convince other Americans that bilingual edu-cation is not remedial or a program to help handi-capped children.

BilingualismResource Education

We are going to have to make all Americans un-derstand that bilingual education is resource educa-tionthat it will provide better education for childrenwho come to school speaking only English.

We must somehow make sure that our neighborsand friends who arc handicapped by not being able tospeak any language except English understand thegreat gift which children who speak another languagebring to the schoolsa gift they can share with allchildren if they are allowed to.

We must find a way to see that every child is al-lowed to learn about the many kinds of people whohave written the history of America, and about thetreasure of many cultures that are now ignored.

People from many nations came here to find free-domand brought with them the stored knowledgeof their many homelands. Today. as a result of thatrich heritage, we should be the focal point of under-standing and progress.

Knowing that, and understanding the thousands ofways in which America would be better today if wehad taught our children about the riches of historyand language and culture which were present in theNative Americans who were here first and in everygroup that came later, we can see now how foolishit was to try to melt people down into somethinghomogeneous so that all Americans would be limitedand identical.

Bilingual Education Reform A;,t of 1973Companion billsS. 2552 and 2553 introduced by Senators Montoya, Ken-nedy, and Cranston.

SESI CO MOW

Multicultural Understandings: A FutureImperative.

The challenge we must take from this meeting isnot only the challenge of Increasing and improvingbilingual education for minorities. We must also acceptthe challenge to provide for our country the multi-cultural knowledge which the twenty-first century willdemand.

We must see that every citizen in the United Statesunderstands that when children are asked to forgettheir own identity and their own traditions they do notmiraculously turn into something betterinstead, theyshrink inside, and when that happens our whole na-tion shrinks too. As these small citizens are dimin-ished, so the opportunities and knowledge and futureof this nation are diminished too. The dollar loss ismonstrous. For every child who only graduates fromthe eighth grade when he could have graduated fromhigh school, the lifetime income loss is more than$100,000. Multiply that by the millions who drop outof the schools that fail to provide the education they

t

13

need, and the gross productivity loss to the nationis staggering,

But even more important to average Americansmust be the loss of education THEIR children couldhave had, but missedthe chance to learn two lan-guages instead of one, the chance to expand into manycultures, instead of one, the opportunity to be readyfor the many-cultured world of the twenty-first centuryinstead of being forever handicapped by being bothmonolingual and monoculture!,

When we talk about bilingual education in the last10 years, we have to say that in many ways we havefailed. But in trying to solve the problem, we havelearned; and we know enough now to be able to en-large our own horizons and the horizons of everyAmerican.

If we can leave this meeting In Albuquerque under-standing that opportunity, we can more easily openthe doors to rapid expansion of bilingual and bicul-tural education. But we will have done morewe willhave started on the road to a multicultural America,a place of leadership In the multicultvral world inwhich we must all learn to live harmonio..aly if we areto survive.

is

jrzt7 , P

&°.4

irgikeket

14

Growth Pains in Bilingual BiculturalEducation Since Tucson '66

Sr. Josue M. GonzalezManagement Intern, Rockefeller FoundationUniversity of MassachusettsAmherst, Massachusetts

Statistics of Progress

As we look back over the seven years since Tucson'66. we can see that some of the educat.onal statisticsthat appeared so gloomy then have begun a gradualswing toward improvement.

From three or four bilingual programs which I

personally know existed in the middle 60s, we havegone to around three or four hundred.

From a handful of bilingual teachers scattered fromFlorida to California, we have gone to several thou-sand, working in such states as Illinois, Maine, NewJersey. New York, Oregon, P.;ansylvania, Washington.Wisconsin, and the Virgin Isis 'is. In the interveningyears, we have been talked about in the New YorkTimes, the U.S. Supreme Court, in the federal Con-gress, and in the state houses of almost every state.We have grown from a small group of concernedChicanos to a variegated constituency that now in-cludes speakers of French, Chinese, Russian, Portu-guese. and several Indian languages.

From no college or university offering training inthis area, we have fought and clawed our way into asubstantial number, spread out from East Los AngelesJunior College in the West to Harvard University in theEast.

From statutory prohibitions again the use of Span-ish for insta ction in my native state of Texas, we hegone to state legislation which now mandates the useof Spanish in the state of Massachusetts.

From a total disregard and rtninvolvement of ourChicano communities in the affairs of education, wehave gone to a few isolated exampler such as CrystalCity. Texas, where Chicano communities have over-turned the power structures and takers over the deci-sion making in all aspects of toe government andeducation.

From a total lack of funding for bilingual biculturalprogramming, w3 have seen the federal governmentand in some cases, state governments reluctantly- -begin to trickle a few &liars in our direction. And thosefew dollars are adding up to several million.

All in all, the insurgent movement for bilingual bicul-tural education that grew out of our deliberations ofthe mid-60s has ccme into the national agenda in aperceptible way.

Statistics of Need

But before we an congratulate ourseles on howwell we've done, we have to face up to a very soberingfact. At the present rate of growth, our movement isin the same predicament como la burra de don Chondando un past, p'adelante y dos pasos p'atras.

To substantiate this statement, some statistics:

1. The number of English speakers in the WesternHemisphere is only slightly larger than that of

Spanish speakers. And by the year 2000 thenumber of Spanish speakers will be far greaterthan the number of English speakers,

2. The United States already has the fifth largestconcentratior. of Spanish speakers in the Amer-icas. Of the 18 Spanish American countries, onlyMexico, Argentina, Colombia, and Pert) havepopulations that exceed the number of Spanishspeakers in the United States.

3. the U.S. immigration and Naturalization Servicestates that in Fiscal Year 1971.72, legal m-migration from Spanish-speaking cc .ales wasapproximately 100.000and that is only legalimmigration. During that same period the UnitedStates deported more than 430,000 Illegal aliensfrom Mexico alone. A high-ranking official of theImmigration and Naturalization Service told mersaently that, in his opinion, they were missingone-half of the illegal entries.

4. The median age for Chicanos In the UnitedStates is 18.6 years. For Puerto Flicans, it's 18;and for the white populationthe Pepe; genera-tionit's 28.6. In other words, they're 10 yearsolder on the average than we are.

5. The birthrate of Spanish-speaking groups in theU.S. is nearly twice as high as that of Englishspeakers in the U.S.

6. From 1968 to 1970, the total number of childrenattending public school in this country increasedby about 3.5 percent. During that same period,the number of Spanish-speaking children inschool -increased at a rate almost four timesgreater than the national average.

What these statistics indicate is that the UnitedStates is now one of the major Spanish-Americancountries.

One statistical example: If the figures on illegal Mexican aliens are correct, that means that every yearthe United States adds another city the size of Al-buquerque and Tucsor combined. Or, put anotherway, it adds another state larger in population thanWyoming and Alaska combined. And in that imaginarycity or state everybody speaks Spanish. I dor 't meanthey're bilingual; ' mean they speak only Spanish.That is the growth through illegal entries onlyandfrom one country only. That does not include theChicanos and Boricuas who are multiplying at a ratetwice that of the White Anglo-Saxon Protestants.

". . . corm decia mi abuelita, 'Asi cuando se acabael mundo' ...."

Given th.s information, ei.n we really expect bi-lingual bicultural education as we know it today tokeep up with the demand for services? I suggest thatat the rate were going now, that is going to be verydifficult, if not impossible. say that all the money, allthe Title VII programs, and all the teacher prepara-tion programs, and all the platitudes we hear aboutequal educational opportunity couldn't till one city thesize of Albuquerque in 10 years, much less one everyyear!

Statistics of Equality

By the year 2000, the only way in which we will beable to say that Spanish speakers have equality ofopportunity will be if there are 20 U.S. senators, 10governors, 87 congressmen, and two Supreme Courtjustices that are Spanish-surnamed. And if one out ofevery five doctors, lawyers, corporation chairmen, col-lege presidents, school superintendents, butchers,bakers, candlestick makersif one out of every fiveof them are Spanish-speaking, then we may begin tothink that we are approaching parity.

Is the bilingual program in which you are workingof such a quality that it will produce these men andwomen for the year 2000?

Is the bilingual program in which you are workingof such a high quality that you would want your ownchildren to participate in it?

And the next obvious question: If it isn't goodenough, then what do we have to do to make bilingualbicultural education a viable educational alternative?

I have had all kinds of answers to that question. Andwhat I would like to do here is to categorize thoseresponses, those criticisms, and those problems intofour broad categories of growing pains. Without anyattempt at being all-inclusive or trying to set priorities,let me tell you what I think some of these major painsare.

Ambiguity of Purpose and Goals

A common complaint that I hear about bilingualbicultural education is that too many people continueto regard these programs as remedial or compensatoryin nature. It is not difficult to understand why this isso. I remind you of the first sentence of the Title VII,ESEA. legislation, which reads: "In recognition of the,special educational needs of the large number oflimited English-speaking children. . . ." Perhaps whatthat sentence should have said would have been: "Inrecognition of the limited ability of educators whohave fai:3d to educate large numbers of limited En-glish-speaking children. . . ." That might have set usoff in a different direction.

The fact is that over the past five years since thatlegislation was passed, we've grown to recognize thatwhat we are really after is not a remedial bilingualprogram, but rather a program that is based on a well-articulated statement of goats and purposes for bi-lingual bicultural education that encompasses the totalneeds of the child, and not only his linguistic needs.I believe that the only kind of goal that we can settlefor is one which is based on the firm belief that to

15

be able to speak more than one language Is a per-sonal, societal, national, and human advantage. Andthat all childrenwhether their names are Smith,Garcia, ilivers, Jones, Gonzalez, or X--- should havean opportunity to learn and use a language other thanthe one they use at home at the same time that theyare feeling pride and love for the language of theirparents.

I would urge you then to settle for nothing less thana full-scale bilingual bicultural education for all chil-dren and in all grade levels. I would like to see usget to the point that when a child reaches high school,he she can choose to study Spanish literature forthree or four years. And if a child wishes to studyAmerican history or carpentry in Spanish, he /sheshould have an opportunity to do so.

The State of Massachusettswhere I livewas thefirst state to mandate bilingual bicultural education.But in doing that, the State of Massachusetts chose tolabel it transitional bilingual education. The law callsfor transitional bilingual instruction for a mrximum ofthree years. After that it's up to the discretion cfthe school administrators to decide whether they wantto continue it. That concept seems to reflect veryclearly the attitude which that state has about thebeauty, virtue, and merit of any language other thanEnglish.

We have to work to change that kind of attitude.We have to proceed from the assumption that bilingualbicultural education is a sound educational propositionfor all children and that it addresses the needs of allthe constituencies of education.

And we have to recognize that up to now, theschools have been making some mistakes. They haveadvanced the preposterous proposition that two yearsof high school Spanish is a justifiable educational goal,but that bilingual education is notthat it is purelyremedial and for Spanish speakers only.

We know that a child is able to learn a languagemuch more readily in the early years than in ado-lescence. And this applies to the native spegker ofEnglish as well as to the Chicano. I suggest that nigh'now, today, this year, every kindergarten and eveiyprimary classroom in this country should be taughtbilinguallywhether the language used is French,Spanish, German, Chinese: whatever is most appropri-ate in that community. And in the five Southwesternstates, if the White Anglo-Saxon Protestant expectshis children 'o coexist with the Spanish-speakingmajority of the year 2000, he should be mandatingbilingual education in grades K-12 right now, with theoption in college of obtaining a degree either inSpanish or in English.

Bilingual bicultural education has a strong rationalefrom a national point of view. As I have noted statistically, the United States is now an integral part of theLatin-American community of nations. It is to this na-tion's interest to begin to look toward and adapt itselfto its Spanish-speaking neighbors with the same kindof zeal with which it has traditionally aligned itselfto the nations of northern Europe. Now, more thanever, the words of Thomas Jefferson, which were usedto introduce the Invisible Minority in 1966, ring withspecial meaning:

CC 4A.

16

In 1737. in a letter to his nephew, Jefferson said:

Bestow great attention on Spanish and endeavorto acquire an accurate knowledge of it. Our futureconnections with Spain arid Spanish America willrender that language a valuable acquisition. Theancient history of that part of America, too, iswritten in that language.

A rationale for bilingual bicultural education is pres-ent from a human and world view as well: the shrink-ing nature of the world, rapid transportation, and fastCommunications make it imperative that we pay greaterattention to all the other languages of the world. Andlet's face it: the majority of the world does not speakEnglish!

The Limited Horizons of Regionalismand Ethnicity

The second of the pains that I have noted is in-herent in the trendthe very dangerous trendtowardethnic and regional ethnocentrism on the part.of lan-guage minority groups. Often, we become so preoc-cupied with our particular regional and ethnic problemsthat we do not bother to relate to other groups ofpeople in other parts of the country who share thesame or similar problems.

The Chicano and Puerto Rican groups are two goodexamples. After working with Puerto Rican educatorsin several educational endeavors, I am firmly con-vinced that the similarities between the Puerto Ricanand the Chicano cultures far outnumber the differ-ences, and that both groups lose by inadequate co-operation and the failure to learn more about eachother's problems.

How much we could learn in the Southwest by look-ing at bilingualism and the bilingual education that isso very much alive in the province of Quebec inCanada. How much we could learn from a peoplewho for generations have lived under English-speakingrule in that part of the hemisphere and yet have man-aged to maintain their language and their culture as co-equal partners with the English language and culture.Eighty or ninety percent of the people in that provinceare perfectly bilingual. Bilingual schooling in Frenchand English has been taking place in Canada for yearsand years. There, both languages are accepted incommerce, in education, in politics, and in all aspectsof life.

Canada recently passed a law which states thatcitizens can request that government services be pro-vided in the language of their cnoiceEnglish orFrenchsince both are official languages in theircountry.

Is there anything to learn from all of that? I wouldsuggest that there is. I would suggest that the quickerwe get out of our provincialism and learn what's goingon in other parts of the country and other parts of thehemisphere, the quicker we'll be able to overcomesome of the obstacles that inhibit our progress herein the Southwestin education, in politics, in eco-nomics, and in everything else that has a bearing onequality of access and opportunity.

Utilization of Language Resources

There is no question that in the Southwest we needto increase the numbr of professionals, paraprofes-sionals, administrators, and policy makers who arethemselves Chicanos. But that need has to be viewedalongside the reality that if we have other Spanishlanguage resources, we should be utilizing them, too.How can we in the Southwest use the language re-sources of other Spanish-speaking peopleMexicans,Cubans, Central Americans? If we don't do this, we arenot only missing a valuable opportunity, but we arealso creating a danger. That danger is the fragmenta-tion of resources, knowledge, and power of Spanishspeakers in the United Statesthe reduction of ourclout: our effectiveness and our power to effectchanges in the system, which Is what we all want to do.

White Flight

In the language of the integrationist' movement ofBlack Americans in this nation, there is a phenome-non that is known by the name of white flight. Whiteflight means simply that as more and more Blackstudents enter schools that have been predominantlywhite, the white students move out Into the suburbs.I am afraid that in bilingual education we are alsobeginning to experience a reaction closely akin towhite flight.

Let me share with you a theory that I havea'theory of racism. My formula for racism says that itis born of two sets of characteristics. One of these setsis composed of two inherent needs of the human or-ganism, and the other set is acquired,

The inherent traits are two: the need for groupstability and the need for group identity. These twoinherent traits, when combined with some acquiredtraits, produce ethnocentrismand there is but ashort step from ethnocentrism to racism.

The acquired characteristics which I feel influenceracism are the economic status of the group in re.lation to other groups, its political power, level ofscholarship, educational index, and, of course, its num-bers. We can say, then, that given Anglo-America'sneed for stability and identity, given her superiority innumbers, given her political control of institutions, hereconomic power, and her educational achievementsgiven all thatany movement toward multicultural,multilingual education is going to elicit a negative, de-fensive reaction because such a movement threatensthe status quo. It threatens the control of power andwealth and the control of education.

In the city of New York, for example, the teachersunion went on record as being opposed to havingbilingual education in the schools. Obviously, the unionfeared that the next logical step would be to requirethat all teachers be bilingual. This threatens the jobsecurity of Anglo teachers, and they are unpreparedto accept that. In the state of New Jersey, an effortto pass bilingual education legislation has been de-layed because the professional teachers association,which had originally supported the idea, later with-drew its support.

We must be ready to deal with such reactions whenthey do occur. Remember, too, a people's pride is avery funny thing. They're not always going to admit toyou that we threaten them. They're not always goingto say. "I'm afraid of bilingual education because I'mafraid I'm going to lose my job." They may give yousome altogether different reasons. But the underlyingtheme may be one of fen..

I laud the NEA for what it has 'done for us since1966. However, the eradication of this feeling of fearmay be the one thing that NEA can help us achieve.

The Nonpolitical Nature of Our Efforts

Education in the United States is very much a politicalanimal and it is very much an economic phenomenon.From the appointment or election of local schoolboards, to state boards of education, to the passageof legislation, to funding, to state book adoptionsyou name itwe are participants in a political process.And bilingual education, as a component part of thatsystem, is no less political. If you look back at what-ever gains we have made in bilingual education overthe past few years, you'll find that we have made thembecause there have been active educator/politiciansin our movement. And these people have gone to Con-gress and to the administrative departments in Wash-ington and in the state capital;;. They have knockedon doors, and banged on doors, and kicked themopen, and used their political clout and the politicalsystem to get things done. And to the degree that webury our heads in the sand and refuse to be politicallyactive, to that same degree our movement will sufferit will be stymied and it will not grow.

Some bilingual teachers and administrators havesuggested that the biggest problems in bilingual edu-cation are the lack of curriculum materials, the lackof proper testing instruments, the lack of community

qt

COPII11114101

1 7

participation, or the lack of cultural emphasis in cur-riculum.

Yes, those are problems. But the reason they arestill problems is that we 'auk the political clout andthe political sophistication to make them stop beingproblems. There is enough knowledge about teachertraining, about curriculum development, and abouttesting to make bicultural bilingual education two orthree times as effective as it has been. But we haven'tgotten to apply that knowledge because we don't havecontrol overwe often don't even have access tothe institutions where those changes are made. Andonly political activity and political sophistication andaction are going to bring us to that point.

As you go about this conference, I suggest that youirteract with the representatives of government and therepresentatives of the different bilingual programs whoare here, and that you guide your interaction in termsof the two questions that we posed earlier:

1. Is this program and what we are suggesting goodenough for our children?

2. Is it good enough to prepare our Chicano leadersfor the year 2000?

And check these people out also on how they havechosen to address the pains that we have identified.

1. Does the program have quality goals which em-body the concepts of language and culturalequality?

2. Does the program have provisions for expandingour perspectives, both ethnic and regional? Doesit provide for learning something from other peo-ple who are engaged in similar struggle?

3. What are the political implications of what wesuggest? Will it bring us closer to parity andequality in the related areas of economics andpolitical participation?

r7),

ai

"gyms

C' C 6

VR'241-ilt;,<

Si

18

rS

BEST COPY AVAILABLE

6

The Role of the Teacher in BilingualBicultural Education

James A. HarrisVice-President, National Education Association

Space Flight/Education's Plight:A Question of Priorities

Three men are now out in space on an 85-day mis-sion. They are using a lot of the fuel that could beburned this winter to heat our schools and homes.They've spent much of the money we hoped to getfor education. Their food is specially processed tomeet space conditions, and lights flash every time theirpores open or close. When something goes wrong. theunlimited resources of the nation are brought to bear.

Meanwhile, five-to-seven million kids sit in class.They, too, have special needs. However, when theythink in and speak. Spanish, or Chinese, or Tagalog,they are fed English. The agencies set up to help themcuriously disappearlike HEW's Advisory Committeeon the Spanish-Speaking and Mexican Americansor are miraculously rescuedlike the Office of Span-ish-Speaking Affairs at USOE. When something goeswrong with the kids' education, what happens? Whereare the TV cameras to tell the nation about this crisisand how it is being resolved? What is being done aboutthe facts that three times as many Mexican Americansas Anglos repeat the first gradeor that 64 percentof the Spanish-speaking eighth graders read belowgrade levelor that the Spanish-speaking completeonly nine years of school instead of twelve?

What can we do about the fact that the Nixon ad-ministration has stuck our budget out in space andignored education and children? What can the teacherdo to strengthen bilingual bicultural education pro-grams?

Political Answers to Educational Problems

The united teaching profession will help by apply-ing political muscle as we did in 1966the year NEAsponsored the Tucson conference spurring enactmentof the Bilingual Education Act of 1968.

Considering the 100-plus teacher strikes that eruptedthis falland the $2 million loan fund set up to helpstriking teachers in six statesone can no longer saythat the schoolteacher is stereotyped, docile, andeasily intimidated. It has taken a long time, but weunderstand that decisions affecting education arenot made in the classroom. They are made by picket

lines, by lobbyists, by negotiators, and by voters. Thesolution to the problems of education lies in politics.

In 1972, members of the profession helped electabout one-third of the House of Representatives andmore than one-third of the U.S. Senate.

This year, the full force of our Coalition of AmericanPublic Employees is being felt in Congress as itwrestles with the Labor-HEW appropriations bill. TheCoalition, representing more than 4 million employees,has been prodding Congress, and now the conferencecommittee, to report out a bill that will provide at leastthe Senate amount of $55 million for Title VII. Mem-bers of the NEA Board of Directors descended ontheir Representatives and Senators earlier this month;32,000 Minnesota teachers signed petitions urging Mr.Nixon to sign the final bill; and more than 25,000 lettersurging a veto override are ready to be mailed to Capi-tol Hill.

We also have a political action committee, calledNEA-PAC, which is dedicated to electing friends of edu-cation to federal offices. NEA-PAC gives money andendorsements to candidates selected by NEA and thecandidate's resident state association; and were get-ting around to instituting a systematic method offinancing rather than the voluntary contributions thatwe now receive.

NEA-PAC has helped the cause of bilingual bicul-tural education by helping elect five Mexican Ameri-cans to office in California last year

You can help NEA-PAC do its job. Carmel Sandovalis a member of the NEA-PAC Steering Committee.Tony Vasquez, Ramon Huerta, and David Almada aremembers of the NEA bodies that make NEA-PAC de-cisirns. Work with them.

Besides these political activities, however, NEA istrying to make education better in the classroom.

Stereotypes and Emerging RealitiesThe typical teacher, as you know, has a reputation

of being ethnocentric and caring only for his or herown paycheck. ironically, this increasingly negative at-titude toward teachers has corresponded to our in-creased political sensitivity and strike actions and toour increased awareness of ourselves as culture-car-riers.

It was concerned teachers and administrators whoattended the first national conference in 1966 to lookfor ways to improve the education of bilingual children.It was concerned teachers who, in 1969, passed NEAResolution C-13 seeking the repeal of state laws pro-hibiting the teaching of subjects in any language otherthan English and urging the enactment of state bi-lingual legislation.

In 1969, when the Bilingual Education Act was firstfunded, the schools were completely unprepared. Notone teacher training institution existed at that time toprepare bilingual bicultural educators. Nor did onestandard or guideline exist for their training. Textbookscompletely ignored the Mexican American and PuertoRican. Consequently, the teachers who were hired bythe demonstration bilingual projects were those whowere trained to teach Spanish-as-a-foreign-languageto middle and secondary school students. These teach-ers were unprepared for dealing with culturally andlinguistically different children.

This situation, however, forced the teachers to be-come interested in and develop pre- and inservicetraining programs. They developed curriculum models,wrote their own materials, and imported textbooksfrom Mexico and South American countries. Actually,the imported materials did not relate too much to theChicano experiences in the United States. But theywere much better than the traditional Anglo-only text-books with brown ink splashed on some of the pictures.

During the late 60s NEA held a national conferenceabout improving the treatment of minorities in text-books, and came out with guidelines for publishers.

Most teachers didn't become aware of the problemfrom a national as opposed to a classroom perspective,however, until 1971. The first volume of the MexicanAmerican Education Study of the U.S. Civil RightsCommission was published that year. It provided agreat service by addressing the Mexican American'seducational concerns. It pointed out for teachers thatthe same institutionally racist patterns that had beendestroying Blacks and Native Americans for more thana century had been operating against Mexican Ameri-cans. The study pointed to widely held beliefs thatChicano children should be taught separately for thefirst few years of schooling, not only because of"language handicaps," but because educators wereprejudiced against the children and their culture. Thestudy found dismal records of segregation in whichup to 50 percent of the districts in some states de-liberately segregated Mexican American childrenthroughout elementary school. It found that while 17percent of the school enrollment in the Southwest wasMexican American, only 4 percent of the teachers wereMexican Americanwhile proportionately more teach-ers than pupils are Anglo. It found numerous examplesof ways Mexican American children suffered in theclassrooms of these culturally deficient teachers.

The united profession responded to this report andits expressed need for increased teacher awarenessof the culturally different child. More than 10,000 con-cerned educators at the 1972 Representative Assemblyrecognized the complex and diverse needs of Chicanochildren by calling for federal and state programs andscholarships to facilitate the entry of Chicanos intothe teaching profession. This resolution is alreadybearing fruit. Just recently, the Newark, New Jersey.teachers negotiated a contract calling for the hiringof bilingual bicultural teachers as necessary.

The 1972 Assembly also passed a resolution callingfor a moratorium on standardized testing because itdiscriminates against minority group children. It fur-ther called for NEA to publish or cause to be publisheda textbook that will deal fairly with all American minor-ity groups. Guidelines for such a textbook have al-ready been published.

Current Efforts To Meet ChicanoStudent Needs

Today, teachers are crying for help. Many teacherswho teach Chicano children are looking for ways toremedy their own cultural deficiencies. They may beracist, but they want to do something to help. We alsohave teachers, of course, who won't admit their racismor that they are failing the Chicano child.

19

A number of school district officials are making fieldtrips to Mexico and Puerto Rico to recruit teachers,and they are hiring former Peace Corps volunteers,This effort is well meant, but teachers from other coun-tries or young people who have taught in LatinAmerica are not necessarily prepared to deal with theculturally uifferent American child. School districts arealso making informal inquiries and looking at listingsof Spanish-speaking professionals in language journalsand education and government publications. Some-times they use team teaching which pairs an Angloor nonChicano teacher with a Spanish-speaking aidewho should really be on the same level as the teacher.

While some programs exist to remedy these prob-lems, they are insufficient. The TESL programs,financed under the National Defense Education Act, donot provide instruction in bilingual teaching but inteaching English as a second language. Most TESLparticipants are monolingual. Summer bilingual insti-tutes and inservice followup sessions are, however,sponsored under NDEA and EPDA, and universitycourses in bilingual bicultural education are increasing.

Analysis of Current Need

What kind of teacher do we really need, and howdo we find that teacher? Again, we can look to theTucson conference for answers,. The Tucson recom-mendations emphasized the teacher's personal qual-ities, knowledge of children and appreciation of theircultural environment, teaching skill, and bilingualism.They stressed the need to recruit teachers from theSpanish-speaking population.

Today, we can be more specific. The bilingualteacher should be from the United States, not a for-eign country. He or she must be able to stress cultureas well as language and must make the art of com-munication more important than speaking with impec-cable grammar. He or she must stress the importanceof the child's language, rather than English. These arethe most important considerations. Others are, ofcourse, the ability to teach a speciality or all the pri-mary subjects in the children's native language as wellas English, the ability to teach English as a secondlanguage, the skill to teach the history and cultureassociated with the children's language, and the per-sonal qualities of being able to conduct sessions withparents and interact individually with the children.

Teachers today are increasingly mare of what isexpected of them by minority Americans. They aremore involved in the classroom and in politics and aretrying to ensure equal educational opportunity. NEAis helping them. NEA is helping you.

Individual Commitment

What I have said to this point speaks to the c:)Ilec-tive action of teachers through the NEA. What aboutme as an individual? Where is my commitment andwhat do I plan to do? I am convinced that whateverhas happened so far, there is so much yet to do thatmust commit every ounce of influence at my disposal

now and especially throughout my term as NEA presi-dent to the task of improving opportunities for minor-ity students. Of course, I feel the same dedication to

20 VII CO NNW

the education of all students that every other NEApresident has felt. But if every other NEA officer inthe past had had the same commitment to minoritycnildren as to their own, we would not be here today.Such conferences would not be necessary.

It makes me sick to stand here and know that thereare a million school-age children not enrolled inschool. It makes me sicker than most because I knowthat a disproportionately high percentage of them areyour kids and mine. It makes me sick to know thatour children have a better chance of spending a por-tion of their lives in jail or in some type of correc-tional institution than in an institution of higher learn-ing. At this moment, and on any given day, there are113,000 school-age kids locked up in a correctionalinstitution of some type; and I get sicker than myAnglo counterpart because I know that detentionhomes and jails and prisons are a few of those placeswhere we can be a majority.

It grieves me to know that my home state of Iowawill spend $9,176 to keep a youngster one year inone of our correctional institutions, while it will notprovide the $5,395 it would take to send him to Har-vard for a year. The State of Maryland spends $18,000per youngster to keep him or her in a correctionalinstitution, while other states, like Illinois and Mich-igan, are willing to spend $10,000 per youngster for

,

,t

;4411ki:

,...

1

ti

the same purpose. This is two to three times what atop education would cost. So, when I make a decisionabout where my extra effort must go, it is not the sameacross the board. I have to help to catch up thosewho have been cheated in the past.

I regret that this agenda did not deal with the mi-grant childthe most neglected of all. I do not knowmuch about migrant children, although I know thatthey are usually minority, and that minimum schoolinglaws are winked at so they can work. And they travelto where work is; and the salaries of their familiesare a disgrace in this land of plenty. .

I have designed a school-on-wheels program thatwould permit the schools to move with the studentsuntil something better becomes the reality. I do notknow if this makes sense or not; and I need to hearfrom you as to whether such a program has merit. I

also want to hear about your programs and the recom-mendations that grow out of this conference. I hopethat you will include in those recommendations any-one else, such as the First Americans or migrant chil-dren, that you want to see treated better than theyhave been treated in the past.

I hope you will invite me back to another confer-ence like this in the future after I have been in theNEA presidency so that I may give you an accountingof what I have done while in that position.

7

BEST COPY AVAILABLE

Bilingual Bicultural Education: A NenessaryStrategy for American Public Education

Dr. Rupert TrujilloChairman, National Education Task Force de la RazaAssistant Dean of Student AffairsCollege of EducationUniversity of New MexicoAlbuquerque, New Mexico

". If America is capable of sending men towalk on the moon, then it is capable of finding andwalking a path of human dignity and universal justicethrough an educational system that makes America'sbackbonethe democratic ethica reality. . ."

Bilingual Bicultural Education: What ItIs Not

Bilingual bicultural education is not a process thattreats the child as if somehow he is deficient.

It is not a process whose only and ultimate objectiveis to perfect the use of the English language.

It is not a process that ignores the child's back-ground and cultural heritage.

It is not a process which considers only one way ofliving and behaving to be legitimate.

It is not a process which assumes that educationis a privilege.

Bilingual Bicultural Education: ItsPositive Purposes

Bilingual bicultural eduCation serves a number ofpositive purposes for American public education andis, therefore, a necessary educational strategy.

It enriches and preserves the cultural and humanresources of a people and, con....-1ently, a country.It creates better human relationships among peoplefrom differing backgrounds.it launches a child immediately into a wort( of learn-ing, as opposed to a world of confusion and frus-tration.It creates for the child an atmosphere of Personalidentification, self-worth, and achievement.

A quote from Margaret Nick, a Native Americanfrom Alaska:

I can't predict how my children should be edu-cated. I can't predict how you should teach mychildren or what you should teach my children.But one thing I do know and that is that if mychildren are proud, if my children have identity,

21

if my children know who they are and if they areprouc to be who they are, they will be able toencounter anything in life.Some people say a man without education mightas well be dead. I say a man without identity, ifa man doesn't know who he is, he might as wellbe dead.Bilingual bicultural education makes it possible for

persons from the dominant group to modify their valuestructures. And value clarification and modificationhave to occur among us if America is to avoid totalchaos.

Anglo Value Systems: The "Those People"Mentality

Let me cite some examples of expressed valueswhich lead to conflict and lack of understanding.

In the early 1900s, a famous educator was writingabout America and minorities. Dr. Cubberley wrote:

Everywhere these people settle in groups or set-tlements to set up their national manners, customsand observances. Our task is to break up thesegroups or settlements, to assimilate and amalga-mate these people as part of our American raceand to implant in their children, so far as can bedone, the Anglo-Saxon conception of righteous-ness, law and order, and our popular govern-ment, and to awaken in them a reverence for ourdemocratic institutions and for those things in ournational life which we as a people hold to be ofabiding worth.One might say, "Yes, but that was in the early

1900s; that doesn't happen today."- Let me cite a fewmore up-to-date versions of the same mentality.

In 1973, the Lubbock Avalanche Journal carried aneditorial entitled "Bilingual Extremism Cited."

Representative H. R. Cross, R-lowa, was set off bya statement that many children, chiefly Spanish-surnamed, are unable to speak English when theyenter the first grade. "Well," he asked, "wheredoes the responsibility for that kind of situationrest? Clearly it rests upon the home. If a childhas not learned to speak some English before heor she enters the first grade . . . there is some-

_thing radically wrong with the family." Repre-sentative Wayne Hays, D-Ohio, commented, "Whatdo we want to do? Perpetuate these people so asnot to be able to speak English forever and ever?"

A California paper on May 4, 1973, carried an articlecalled "Little Hoe Is a Big Issue." This had to do with"El Cartito," the Little Hoe, used by farm. workers toweed the fields. A hearing was being conducted be-cause lawyers from the California Rural Legal Assis-tance, charging that the Little Hoe disables workers,wanted "El Cartito" outlawed. Doctors and others werecalled to testify. One Anglo farm superintendent with30 years in the business testified:

that the Mexican-Americans who make up 90percent of 2500 hoe-wielding workers may have itthe easiest of all. "They're smaller and more agilethan the average Anglo," said SuperintendentBailey. "They seem to have a stronger body thanwe do."

'u`:#0

22

So long as individuals harbor attitudes and valuessuch as those revealed in 'hese quotati3ns, we willcontinue to experience conflict and hostility.

Beyond that, offering bilingual education solely tominorities is only half the answer. Speaking more thanone language anywhere in the world, including in theUnited States, has always been considered to havepositive value for a population.

The New Mexico Attorney General in 19*'1 renderedthe opinion that leachers in New Mexico must speakEnglish and Sprmish. In May 1971, the AlbuquerqueJournal carried art article SLIying that "The New MexicoAssociation of Classroom Teachers urned the StateDepartment of Education to proceed with extreme cau-tion in responding to the Attorney General's opinion."

The Chairman of the Association's Teacher Edu-cation and Professional Standards Committee com-mented, "Only a small segment of our studentpopulation is truly Spanish speaking."

Two problems come to mind with that statement:One is the notion that if some individual doesn't speak"standard" Spanishwhatever that meansthen thatindividual isn't truly Spanish speaking; secondly, thenumbers game, enters into the picture. The systemuses numbers to justify action or inaction. Thus, tosay we don't need bilingual bicultural education be-cause only a small segment of our student populationis truly Spanish speaking is like saying, "We don'thave any Blacks around here; therefore, we don'tneed to know, respect, and understand them or theirculture."

It is interesting that in Russia, the child has the rightto education which utilizes his mother tongue. In addi-tion, parents in Russia have the option of sending ornot sending their children to a bilingual school.

I want to emphasize that bilingual bicultural educa-tion is not a program that minimizes the importance ofEnglish. Those who charge us with unwillingness tolearn English are, in effect, questioning our rationalpowers. Mexican Americans are keenly aware of theimportance of languagesboth Spanish and English.We are aware that English is the language of the landand that different benefits can accrue to those whohave command of the language. However, the mono-lingual educational system has not served to giveMexican Americans command of that language. Fur-thermore, even those who have command of theEnglish language experience prejudice and discrim-ination; thus our insistence upon bicultural educationfor all.

AssumptionsTrue and False

The American educational system has been criti-cized by many researchers and writersHolt, Rogers,

C%)

and Silberman, to name but a few. According to theseand others, education in America is implicitly basedon certain assumptions such as:

1. The student cannot be trusted to pursue his ownlearning.

2. Presentation equals learning. (What is presentedor "covered" is learned.)

3. The aim of education is to accumulate a brick-upon-brick structure of factual knowledge.

4. The Truth is known. (Most textbooks presentknowledge as a closed book.)

5. Constructive and creative citizens develop frompassive learners.

6. Evaluation Is education and education is evalu-ation. (Taking examinations and preparing forthe next set of exams is a way of life for stu-dents.)

If bilingual bicultural education programs are notbased on different assumptions, then we can predictthat the results will be less than adequate.

I believe that the teacher can be the lock or theteacher can be the key in our educational pursuits.Haim Ginott, in Teacher and Child, said:

I've come to a frightening conclusion that I amthe decisive element in the classroom. It's mydaily mood that makes the weather. As a teacherI possess a tremendous power to make a child'slife miserable or joyous. I can be a tool of tortureor an instrument of inspiration. I can humiliate orhumor, hurt or heal. In all situations, it is my re-sponse that decides whether a crisis will be es-calated and a child humanized or dehumanized.

All that I've tried to say points to the need forchange. All of us know how difficult it is to bringchange about. We have many persons in America whogive lip service to the notion of change but who, inreality, are characterized by the statement of Fred-erick Douglass, who said:

Those who profess to favor freedom, yet depre-cate agitation are men who want crops withoutplowing the ground; they want rain without thun-der and lightning; and they want the ocean withoutthe awful roar of its many waters.

The changes that we seek will indeed be difficult.They will not lust happen; they will be made to happenand not without agitation and continued struggle.I ask you, amigos y amigas, will you go from hereand say, "A Relook at Tucson '66 and Beyond was ablast?" Or will you go from here and do all you canto make bilingual bicultural education happen?

BESTHOPI MIMUSIE

The Need for Spanish-Speaking Teachers:A Statistical Projection

Samue! B. EthridgeDirector, Teacher RightsNational Education Associat!on

All that we do hero is for naught unless we find away to make significant incr Oases in the number ofbilingual bicultural teachers throughout the UnitedStates.

Consider these statistics, which we drew from anHEW Census of public school teachers and students.You'll find that minority groups are being shortchangedby more than 200,000 teaching jobs in the public ele-mentary and secondary schools of the nation.

In 1972, the enrollment of the nation's publicschools was 44.6 million. In this total student popula-tion, there were 6.7 million Blacks, 2.3 million Spanish-speaking, 333,000 Asians, and 322,000 First Americans.The total teaching population numbered 1.96 million,of whom 186,000 were Black, 22100 were Spanish-speaking, 7,300 were Asian, and 2,800 were FirstAmerican. These statistics reveal the following pupil-teac her ratios:

A national average of one teacher for every 22.5studentsOne Asian teacher for every 31 Asian studentsOne Black teacher for every 36 Black studentsOne Indian teacher for every 86 Indian studentsOne Spanish-speaking teacher for every 107 Span-n ish-speaking childrenOne nonminority teacher for every 20 nonminoritystucents.

The nation's public schools need to employ at least84,500 more Spanish-speaking teachers in order toovercome the severe effects of present and past dis-crimination and to bring about a pupil-teacher ratioamong the Spanish-speaking equal to the nationalaverage pupil-teacher ratio of 22.5. Using the samecriteria for other groups, it would be necessary to em-ploy 116,000 more black teachers, 7,400 more FirstAmerican teachers, and 3,000 more Asian teachers.

A statistical analysis reveals the most glaring needfor additional Spanish-speaking teachers in the fol-lowing states:

IDAHOOne Spanish-speaking teacher forevery 507 Spanish-speaking students.Number of Spanish-speaking teachersneeded to approximate statewide av-erage pupil-teacher ratio (23:1)-211.

23

MONTANAOne Spanish-speaking teacher forevery 217 Spanish-speaking students.Number of Spanish-speaking teachersneeded to approximate statewide av-erage pupil-teacher ratio (22:1)-62.

NEW YORKOne Spanish-speaking teacher forevery 197 Spanish-speaking students.Number of Spanish-speaking teach-ers needed to approximate statewidepupil-teacher ratio (20:1)-14,898.

Because of the geographic distribution of Spanish-speaking population, a concentrated attack in threestatesTexas, California, and New Yorkwould havea potential of providing 70 percent of the 84,500Spanish-speaking teachers needed to approximate thenational average pupil-teacher ratio. A successful af-firmative action program in three citiesNew York,Chicago, and Los Angeleshas the potential of pro-ducing more than 20 percent of the Spanish-speakingteachers needed to approach parity in pupil-teacherratios. Success in these cities and 15 other cities infive statesTexas, Colorado, Florida, New Jersey, andNew Mexicowould have a potential for 40 percentof the total.

New legal tools to combat discrimination can helprealize this potential. They areTitle VII of the CivilRights Act of 1964, as amended in 1972 to coverteachers and other public employees; Title IX of theEducation Amendments of 1972 (Higher EducationAct); and the Equal Pay Act Amendments of 1972.

Complaints of employment practices that violatethese antidiscrimination laws can result in court ordersfor discontinuance of the unlawf01 practices, appro-priate affirmative action, reinstatement of employees,and the awarding of up to two years' back pay. A re-cent discrimination case againet AT&T, for example,won a $25 million judgment for back pay; several courtdecisions in recent years have required school sys-tems to bring their minority faculty ratios up to thestudent ratios.

Legal action to eliminate unlawful discrimination in

public school employmentand the relevance of suchaction to the needs of bilingual bicultural educationis of critical importance. The effectiveness of any bi-lingual program depends primarily on the availabilityof teachers, principals, counselors, administrators, andother educational personnel who are capable of meet-ing the language needs of both English- and Spanish-speaking children within the learning situation.

I ask each of you to go back home and shine asearchlight on every personnel office to expose bigotryand discrimination in employment, whether it be basedon race, language, national origin, or sex.

24

--National Trends and Implicationsfor Bilingual Bicultural Education

Dr. Armando Rodriguez, PresidentEast Los Angeles Community CollegeLos Angeles, California

BEST COPY AVAILABLE

Bilingualism:not a Handicap To Be Overcome . . .

but a Gift To Be Shared

Today, more than ever, those of us who are con-cerned with the education of Chicano children realizethat bilingualism and biculturallsm are assets whichare valuable resources, not only for the Chicano butfor our nation as a whole. We know that the establish-ment of permanent ongoing programs in which weteach our youthblack, white, brown, yellow, or anyshade in betweenmore than one language and morethan one cultural lifestyle will be the key to the elim-ination of prejudices against those who are culturallydifferent; that these programs will be the key to greaterunderstanding, rather than fear, of cultural differences.Thus, bilingual bicultural education will be the key, notonly to the survival of Chicano children, but to thesocial survival of America.

But we also know that an awareness of these real-ities is meaningless unless we are able to make basicchanges in the educational establishment an changesome basic attitudes in our society at large. The edu-cational establishme.it and our society must becomeconvinced that being bilingual and bicultural shouldbe a basic right of isivry child in America.

Reaffirmation andExtension of Goals

I propose that by 1980 all our schools locatedwhere there is plurality of language and culturaldifferences, be it ethnic or racial, be completelyimmersed in bilingual-bicultural programs tha' in-volve the development of all children to be cul-

- turally cognizant in two or more cultures; andhave communication competency in their mothertongue and another language.

I made this proposal two years ago to the South-west Council on Bilingual Education at Tucson, Ari-zona. Today I will go even further and propose thatthis total immersion involve all our schools throughoutthe nation and at all levels of education.

The task before us as we move toward realizationof this overall goal will involve working for the achieve-ment of five specific objectives:

r r

1. A general recognition by our society at large,and our national leaders in particular, that thebilingually skilled and biculturally cognizant in-dividual is and will continue to be an indispens-able resource which America must develop.

2. A general acceptance of bilingualism and bicul-turalism as purposeful endeavorsindeed asmoral responsibilitiesof education at all levelsof education and for all persons in our schools.

3. The training of bilingual bicultural educators whowill ,ze the backbone of bilingual programs inevery teacher training institution in the country.

4. The development of educational programspar-ticularly in those areas of our country wherethere are bilingual and bicultural children butthroughout the rest of the nation as wellwhichwill provide meaningful progression in bilingualend bicultural instruction through all levels ofthe educational system.

5. The development of new books, new testing ma-terials, new visual aids, and new curriculumplansin short, all the tools that we will needto make those programs effective.

I believe that if we are successful in the accomplish-ment of these objectives during the last half of thisdecade, by 1980 the culturally deprived and the lin-guistically handicapped in the society will be onlythose persons who have not had a multilingual andmulticultural educational experience. And by 1990there will be few such persons in the nation.

Bilingual Education Advancement:Whose Responsibility?

There are perhaps some among us who may feelinclined to let someone else make the effort of work-ing toward these goals, perhaps because the prospectof success seems remote, perhaps because of lack ofconviction of the worthiness of the task. But let usremember a great concept of our Indian ancestors,which brings home our responsibility for action. Theywrote in their codices that the life of each person isirrevocably tied to the life of some other. No matterwhat action a person takes or fails to take, that actionor inactionwill affect the life of another person.So you see, we must not cop out: Whatever actions wetake, or do not take, are bound to have an effectnegative or positiveon the achievement of our goals.

In the last six years, bilingual education has beenthe focus of groups such as the one gathered heretoday; bilingualism and bicuituralism have been theconcern primarily of Chicanos and other Spanish-English bilinguals because of our persmnal experience.I believe we can say that we have made an impacton the academic world. We have created a nationalawareness of the tremendous potential inherent in bi-lingual and bicultural education programs. We havebegun to awaken the educational establishment to theeducational needs of the bilingual bicultural child. Butthe focus of our effort must now take on a new andmore urgent character. We must begin to speak aboutthe value of bilingualism, not as a remedial progam forthe Chicano, but as an essential part of the total edu-

cation of every American child. The establishment mustbe convinced that any child who moves through theeducational system without becoming cognizant inmore than one culture and without acquiring compe-tency in more than one language is only half-educated.We must continue relentlessly to strengthen this con-sciousness of the personal as well as the nationalimportance of the creation of a society where mono-lingualism and monoculturalism are totally unaccept-able. Only we can do thisnot only because we areso close to the task, but because no one is going todo it for us.

Progress, Problems,and Opportunities

On October 9, 1973, the Honorable Joseph M. Mon-toya of New Mexico addressed the United States Sen-ate in support of new amendments to the existingbilingual education legislation. The Senator's remarkspainted a rather grim picture of where we are todayin bilingual bicultural education.* It is important torecognize, however, the significance of the fact thathis message was made on the floor of the U.S. Senateand that the cosponsors of the legislation that he wassupporting were Senator Cranston of California andSenator Kennedy of Massachusetts. It is people suchas thesepersons in positions of national leadershipwhom we need to convince of the value of ourendeavors.

A vitally important aspect of Senator Montoya'smessage was that without materials, curricula, andtrained teachers, the bilingual bicultural programs weneed will never come into existence.

I believe that the most important factor in ensuringthat we have these materials, curricula, and trainedteachers will be ourselves! it is we who must take theresponsibility for producing materials, for developingcurricula, for training the teachers. No matter howconvinced and committed the monolingual, monocul-tural Anglo educator is, only we can tell him howto deal with these problems. And we must be able totell him. We must be the experts.

I believe that the establishment is ready to beginmaking resources available to us for this purpose. Thelegislation being advocated in Congress is but one

25

example of this readiness. The national foundationsalso are ready to fund projects. In some quarters, thebusiness establishment has begun to make overturesin this direction, particularly where affirmative actionlaws have t een enforced. Many of our educational in-stitutions are ready to embark on projects that wemay wish to promote.

We must be ready to take advantage of all of theseopportunities. We must be ready to become com-pletely skilled in as many facets of bilingual educationas possible and to strive for ever-improving quality inour nrograms. All of us must gear up to a greater levelof skills than ever before. We must continue to becompetently involved,

The Challenge

Today there are more than 10 million Spanish-speaking citizens in our country, By 1980 there will bemore than 15 million. Every bilingual iiicultural Span-ish-speaking graduate we produce will be an agentfor a closer Western hemisphere of human coopera-tion. All such graduates will become bilingual bicul-tural agents for the realization of a society wherehuman diversity Is promoted and not destroyed. If weare able to succeed in our thrust toward total bi-lingualism and biculturalism, it will mean a new rolefor La Reza in our society.

And if we remember our Indian ancestors' philoso-phy of cause and effect, it is clear that the end resultdepends on what you do, on what I do, on what weall do.

We must be the trend-setters; we must promote thetrends; we must be the leaders. Above all, we mustwork together in close cooperation, sharing experi-ences, knowledge, new results. We must support eachother, individually and collectively. Porque solo asi,juntos y unidos VENCEREMOS.

Dr. Rodriguez' presentation Included a summary of thepoints contained in Senator Montoya's address to the In-stitute (excerpted on pp. 11-13 of this report.) The same ad-dress was delivered by Senator Montoya in support of theBilingual Education Act Amendments, reproduced in itsentirety in the Congressional Record.

26

Work Lab Reports

State Legislative ActionModerator: The Honorable Jose Bernal

Former State SenatorBexar CountySan Antonio, Texas

Legislative Developments Since 1966

Panelists' reoorts indicated that several states havemade substantive .progress in laws providing for bi-lingual education programs. Among the states adoptingbilingual education laws since 1966 have been Massa-chusetts. California, Texas, New Mexico, Colorado,New York, New Jersey, and Illinois. In some states, theonly progress made to date has been the abolitionof laws prohibiting the speaking of Spanish in publicschool classrooms; in others, the extent of progresshas been to adopt enabling legislation, permittingrather than mandating the establishment of bilingualprograms. A continuous problem confronting bilingualbicultural education proponents is the difficulty ofobtaining the legislative appropriations necessary tosupport effective programs. Illinois, ranking sixthamong the states in the number of Spanish-speakingstudents, is a leader in the appropriation of funds forbilingual education. In this state, funding in the amountof $6 million has been appropriated to support a legis-lative package incorporating provisions for curriculumdevelopment, testing, teacher certification, facilities,and bilingual education. In order to determine theextent of bilingual educational need, the State of Cali-fornia has adopted legislation requiring school dis-tricts to administer tests to identify the dominantlanguage and level of English language proficiency ofeach student.

Dr. Jose Bernal

flief

4,,,,..;:1.75,1t I ,11,

tkr, \In 'i.".

Recommendations

Participants and panelists agreed on the followingrecommendations for legislative action goals andstrategies:

1, Have a good bill passed; make sure that thelanguage of the bill is strong and clear, andthat it contains unequivocal mandates for im-plementation.

2. Make sure that the bill is supported by thenecessary funding to make effective implemen-tation possible.

3. Gather the people's support. Involye the com-munity in developing and campaigning for thebill.

4. Gather coalition-type support. Involve othergroups besides Chicanos in order to broadenthe support base.

5. Seek the support of the conservativesand*don't take the liberals for granted.

6. Be willing to compromise; but be sure the initiallanguage of the bill is strong before you beginto compromise. If you start with a weak bill,it may get watered down to mere tokenism.Shoot for the moon first; then compromise; andcome out ahead!

7. Look to funding sources beyond Title VII.

Panelists

Mr. Stu Abelson, Staff AttorneyPuerto Rican Legal Defense and Educational FundNew York, New York

The Honorable Mattes ChaconNew Mexico State SenateEspanola, New Mexico

Sr. Miguel NavarreteConsultant for Bilingual EducationState Department of EducationSacramento, California

Sr. Patricia H. PerezBoard of DirectorsIllinois Education AssociationChicago, Illinois

The Honorable Ruben ValdezState House of RepresentativesDenver, Colorado

rf 1.Joa 4.)

Manuel Fierro

National Legislative Action

Moderator: Sr. Manuel FierroPresident-Executive DirectorReza Association for Spanish-Surnamed

AmericansWashington, D.C.

Presentations

The primary message from the panelists was thatindividuals and Chicano groups must increase con-tact with the U.S. Congress and with those who influ-ence congressional decisions, such as congressionalassistants and lobbyists (NEA, RASSA, school boardsand superintendents' associations, etc.). Panelistsurged that an office of Spanish-speaking affairs shouldbe maintained as a congressional entity: as it existsnc,w, it is an executive creation and, therefore, is in atenuous position. The need for development andstrengthening of black-brown-red caucuses wasstressed as a vital element in the advancement of ourcommon causeto obtain federal legislation man-dating. and appropriating funds for, bilingual bicul-tural education. And, it was agreed, there must beincreasing involvement of students in our efforts.Panelists and participants further emphasized theneed for greater publicity about Task Force activitiesvia a viable network of communication.

Recommendations

1. Efforts should be directed towards securinglegislation to

Create a division of bilingual education at thenational level.Create federally funded regional resource cen-ters for bilingual education which would in-clude experts in curriculum, teacher training,and cultural patterns from the states repre-sented. Assessment of needs and researchand development of appropriate programswould be some of the services to be offeredto local and state educational agencies.

A

,%i1 CJ 2J

Carmen Delgado, Bal Chavez, Cris Escarnilla, Manuel Fierro,Cristobal P. Alderete, Fred McCaffrey

27

Establish regional bilingual institutes to trainprofessional staff and prepare relevant ma-terials. These institutes should utilize resourcepeople with experience in existing bilingualprograms. Participants in the institutes shouldreceive a stipend equivalent to their regularsalaries.

Provide federally funded loan and scholarshipprograms for the preparation of professionalstaff in bilingual and bicultural education.

2. Chicano communities and parents should orga-nize and make their demands known tothemedia, local school boards and administrations,and state and national legislators.

Panelists

Sr. Cristobal P. AldereteExecutive Assistant to U.S. Senator Lloyd BentsenState of Texas

Sr. Bal ChavezLegislative Aide for U.S. Senator Floyd K. HaskellState of Colorado

Sa. Carmen L. DelgadoUrban Education AssociateNational Urban CoalitionWashington, D.C.

Sr. Cris EscamillaRecent InternOffice of U.S. Senator Edward M. KennedyState of Massachusetts

Sr. David MartinezLegislative Aide for U.S. Senator John TowerState of Texas

Mr. Fred McCaffreySpecial Assistant to U.S. Senator Pete V. Domenic/State of New Mexico

.Mr. Monroe SweetlandGovernment RelationsNational Education AssociationBurlingame, California

,.;',

x

t 4.: ,., ',' iy ,'

ii:,..i,-4.: ?s" A'..... :

, it,'

r '-

h

28

Administrative Action

Moderator: Srta. Blandina CardenasEarly Childhood Bilingual Education Pro-

gramSouthwest Education Development Labora-

toryAustin, Texas

Presentations

Panelists' presentations includIA analyses of

The Bilingual Education Act's Rules and Regu a-tions for funding of programsESAA eligibility for majority-minority districtsThe May 25 Memorandum of the U.S. Office of CivilRights/HEW (the 1970 policy statement defining thecivil rights of the linguistically and culturally distinctchild)Departmental policy regarding the MemorandumWhere we are going from here.

Both the presentations and the general discussioncentered on the multiple problems of funding, admin-istration, operation, and assessment of federally fundedbilingual bicultural education programs, and on thestrategies needed to promote and ensure the successof these programs and their compliance with the law,once funded.

L

Blandina Cardenas

Conclusions

The interaction left no doubt of the need to promote:local political action in support of legislation and ade-quate appropriations for bilingual bicultural educationat both the state and national levels.

The group interaction also revealed the special needfor a closer and more cooperative working relationshipby the educational institution with the U.S. Office ofEducation and other 179deial education agencies. Itwas agreed that the institution must be knowledgeOleabout the duties, responsibilities, and operations ofthe federal educatier agencies so that it can promoteeducational development on a nationwide scale withinthe realities of the patical arena.

Emphasis was plavd on +he need for revision ofcompensatory educa'.fon legiesmion in order to cor-rect its basic assumption of de.acilveness on the partof the non-English-speaking student; cultural differ-ence does not equate with deficiency.

Further discussion ceri.ered on the need for a newapproach to the federal fundilig of minority educationand bilingual bicultural education programs; the minor-ity moneybag programs; lead to purpose-defeatingcompetition between the aoveral minorities looking forthe federal dollar.

Questions were raised concerning the problems ofschool district noncompliance with regulations for im-plementation of federally funded programs. Partici-pants found it difficult to understand how a district thathas been found deficient In compliance with the estab-lished rules and/or guideline' of a program underwhich it is receiving funds (e.g., a Title I grant) is con-sidered eligible for more federal funds for anotherproject under another grant.

Recommendation:.

Note: Recommendations from this session were pre-sented to, and adopted by, the entire conference. Theyare included, therefore, In the Institute Recommenda-tions, pp. 42-43.

Panelists

Srta. Cecilia CoscaU.S. Commission on Civil RightsMexican American StudyWashington, D.C.

Marty Gerry, EsquireActing DirectorU.S. Office of Civil Rights/ HEWWashington, D.C.

Ken Mines, DirectorRegion VU.S. Office of Civil Rights/HEWChicago, Illinois

Dr. Gilbert Sanchez, DirectorBilingual Education ProgramCenter for Applied LinguisticsArlington, Virginia

Ms. Dorothy Stuck, DirectorRegion VIU.S. Office of Civil Rights/HEWDallas, Texas

Association Action

Moderator: Mr. Donald R. McCombNational Education AssociationInstruction and Professional Development

Panel and group discussion centered on the follow-ing areas of concern.

School Board and AssociationDecision Making

Local school boards are subject to a variety of pres-sures; their decisions are influenced by the localpower structure, the community in general, the schooladministration, the teachers, other special interestgroups, and state and federal agencies. School boarddecisions may also be based on the members' ownpersonal philosophyan important consideration whenmaking proposals for change. A recent survey showedthat a majority of the nation's school board membersare business people, doctors, dentists, lawyers, ortheir spouses. Their average income is $22,000 peryear; they are white, male, over 45 years of age, Re-publicans, and conservative in political philosophyin short, a group that is not representative of the com-munity, probably unconcerned with minority needs,and resistant to constructive social change.

Local associations have more freedom and inde-pendence of action In what they do in that they areresponsible and accountable only to their members.The association is an advocate organization and is ina position to influence what a school board does

_ through direct negotiations and other means. An as-sociation member must first influence the associationto decide to do something, and then, if the decisionis made, the association takes the necessary actionto influence a school board's decision on a programlike bilingual bicultural education. Effective associationaction may be impeded by lack of consensus of itsmembers. Also, teachers may perceive arbitrary andunplanned-for change as threatening. This may be trueof some Anglo teachers in the implememation of bi-lingual bicultural programs.

The association as an advocate group must ensurethat innovative programs are introduced with appro-priate teacher involvement. It is up to the associationto see that such involvement takes place. The localassociation has an obligation and responsibility to ex-amine all change in the light of how it will help teach-ers working with children so that learning needs arebest satisfied in an atmosphere conducive to the learn-ing process.

29

Negotiated Contracts and Agreements

Although there has been a substantial increase innegotiated contracts and agreements between localboards of education and education associations since1966, relatively few of these contain provisions forbilingual bicultural education or related areas. Of1,500 contracts studied in 1971, only 60 containedprovisions for integration or other concerns related tominority groups. The inclusion in contracts of suchmatters as Inservice training, special teachers, classsize, curriculum, textbooks, and materials developmentcan provide an opportunity for inputs related to bi-lingual bicultural education and other minority groupconcerns.

Educational Change

To illustrate the various steps of the change process,a simplified change model was considered. Com-ponents of this model included (a) awareness of aproblem or a need for change; (b) development of aproposal for solution; (c) identification of support andopposition; (d) development of strategies for action;(e) construction of a power base from which to mountaction strategies.

As a way to achieve bilingual bicultural educationalchange, the association can and should utilize itsstrength and leadership In helping and working withcommunity groups to promote bilingual bicultural ed-ucation programs appropriate for the particular schooldistrict.

Conclusions

1. Contracts can be a tool to promote bilingualbicultural programs.

2. Relatively few Chicano teachers are members ofassociation negotiation teams.

3. NEA and local and state associations are orga-nizations of a political nature, whose philosophyand decisions are determined by member lead-ership.

4. Chicano and other minority teachers are not asactive as they could be in influencing associationdecisions and programs through the politicalprocesses of their associations.

Recommendations

1. In order for teachers to be in a position to getsuch programs as bilingual bicultural educationadopted and implemented, it is imperative thatthey be guaranteed appropriate rights under lawto ensure that due process and employment sta-bility are established and maintained and to en-sure that such identifieci needs as bilingualbicultural education can be dealt with effectively.

It is recommended that conference partici-pants and the organizations they represent,through appropriate political action, stronglysupport the passage of (a) H.R. 8677, the Na-

C: U 3

30

tional Collective Bargaining Bill for Public Em-ployees, now before the Congress; the signingof the bill into law by the President; and its fullimplementation by governmental bodies epec;i-tied in the law; and (b) all federal and statelegislation and fiscal measures on, or related to,bilingual bicultural education.

2. In order to ensure association responsiveness tothe needs of all teachers, it is critical for allteachers to become active in their local, state,and national asociations. Most particularly, it isessential that Chicanos and other minorities be-come familiar with association structures, goals,and negotiation procedures and with the strat-egies of running for association officein short,to become effectively involved in associationworkso that they may be in a position to impelassociation response to minority needs and advo-cacy of such programs as bilingual biculturaleducation for all students.

I

Bfg COPY AVAILABLE

Panelists

Sr. Carmel SandovalNational Education AssociationHigher Education Task ForceGreeley, Colorado

Sr. Tomes SaucedoNational Education AssociationNegotiations ResearchWashington, D.C.

Sr. Louis MurilloMichigan Education Association

_Minority Affairs DivisionEast Lansing, Michigan

Sr. Salvador VarelaNational Education AssociationWestern States Regional OfficeDenver, Colorado

Don McComb, Honorable Jose Bernal, Albino Baca

''vSod')

,

1.t3,1.;,

1.."

vai&

Carmel Sandoval

Court Action

Moderator: Dr. Jose CardenasChairman, Southwest RegionNational Education Task Fc:,rce de la RazeSan Antonio, Toxas

Developments Since 1966

Panelists reviewed significant court decisions since1966. as these decisions have advanced or obstructededucational opportunities for Chicano and other lin-guistically and culturally distinct students. Among thecases discussed were the following court wins, losses,and draws (cases on appeal).

Wins

Diana v. State Board of Education, C70-37-RFP(n.d. Cal. Feb. 1970). Involved student placementpractices and resulted in a consent judgment re-quiring the State of California to test all childrenwhose primary home language is other than Englishin their primary language and in English, and fur-ther requiring the retesting of all linguistically and-culturally distirct children currently placed In -edu-cable mentally retarded (EMR) classes.

Lau v. Nichols, 42 L.W. 4165, U.S. Supreme Court,in a reversal of lower court decision, ruled that pub-lic school systems are required by law to providebilingual instruction to students whose primary lan-guage is other than English. Merely providing thesame education to all does not satisfy the law whensome pupils are "effectively foreclosed from anymeaningful education" by a language barrier, thecourt said.

Serrano v. Priest, 5 Cat. 3d 584. Involved chal-lenge of California's school finance system based oncharge that its heavy reliance on local propertytaxes made the quality of a child's education aproduct of the wealth (or poverty) of his community.Trial court ruling against plaintiff was appealed toState Supreme Court, which remanded the case tothe trial court, but held that education is a funda-mental right and that if the facts were as stated byplaintiff, the state system of school finance resultedin violation of rights under the state constitution.Although trial court decision is still pending as thisreport is being prepared, the case has already re-sulted in further equalization of state's school supsport system.

Serra v. Portales, 351 FS 1279. Bilingual educa-tion case. Resulted in court ruling that constitutionalrights of Chicano children were being violated byproviding them with the same educational programas that provided Anglos.

B% C011 AVAILABLE31

Losses

Rodriguez v. San Antonio Independent School Dis-trict, 337 F. Supp. 280. Similar to Serrano in Its chal-lenge of state school finance system's reliance onlocal property taxation. District court ruling in favorof plaintiff was reversed on appeal to U.S. SupremeCourt, which held that "education is . . not amongthe rights afforded explicit protection under our fed-eral constitution nor do we find any basis for sayingit is implicitly so protected."

.Case on AppealMorales v. Shannon, Civil Action No. DR-70-CA-

14 (W.D.-Tex. Feb. 13, 1973). Court ruled thatChicanos are not entitled to different instruction andfurther ruled that segregation Is riot unlawful. Ad-ministrative law judge ruled that failure to providebilingual education is not a discriminatory action be-cause this is a pedagogic, rather than a legal, issue.Case on appeal in administrative HEW proceeding.

Recommendations

Panelists and participants agreed on the followingrecommendations:

1. Bilingual education litigation strategy should bedeveloped through the cooperative efforts ofcivil rights lawyers and Chicano educators, espe-cially in view of the Supreme Court ruling thatbilingual education is required for Chicano andother language minority groups.*

2. Bilingual education litigation should be pursueddiligently and aggressively, not only to estab-lish the evidence necessary for prevailing incourt, but also to educate the public about theeducational neglect that is suffered by languageminority groups.

3. Teachers should become acquainted with courtactions that have taken place In order to usethese as supportive tools in making requests toschool administrators and boards of education.Further, there should be developed greater mu-tual exchange between educators and jurists;each group is ignorant of the other's field.

4. Because of the length of time and expense oflitigation, there is a need to adopt alternativepolitical action strategiesto continue pressingfor legislation where none exists and to improvethe legislation that does exist.

Lau v. Nichols (January 21. 1974).

4=::c-W444.

Dr. Jose A. Cardenas

32

40"

A

'''..), ,-.A'.. lis:

141:, :4. 1,,:.,.

4

/

21;

e toso

..drt

-433` 3

\h. r

Panelists

Mr. Joel GewirtzNational Education AssociationOffice of General Counsel

Mr. Larry GlickWestern RegionU.S, Commission on Civil RightsLos Angeles, California

Sr. Cruz ReynosoUniversity of New Mexico Law SchoolAlbuquerque, New Mexico

Sr. Lupe SalinasStaff AttorneyMexican- American Legal Defense and Education FundSan Antonio, Texas

4.4

idp , 4 -,' 1 / .,

It§ti,Iel -,, ' 4.... .. %,

si.soe

"460,0133- .

.441 ?-3* 4,4411111.

yiparw

inkn.

Vow

"17.72,,

3 it

0'

Community Action

too

Moderator: Sr. Albino Baca, DirectorChicano Mobile InstituteSante Fe, Now Mexico

Objectives and Strategies

Unification of objectives and strategies was stressedas vital to the success of community action efforts toinfluence legislation, court decisions, administrativepolicies. and education associations at the local, state.and national levels to bring about educational improve-ment for Chicanos. It was further emphasized thatcommunity action leaders must effectively encourageChicano parents to take greater interest in the in-strkiction of their children and to participate as acohesive, forceful, special interest group in educa-tional decision making. Panelists and participantsagreed that the Chicano community needs to impressupon people who are hired to do the job of educationthat they must respond to the educational needs anddesires of all the community, or concerted efforts willbe made to get people who can and will do the job.Alternative schools must be planned and initiated.And the Chicano community must be cautious aboutaccepting research data on Chicanos that is under-taken supposedly in the name of educational progress,but that may, instead, serve to stereotype and stiflethe Chicano Nation, which will not surrender its edu-cational rights even though the American Nation doesor does not throw an occasional "Hueso" to the Chi-canos via their token "callate la boca" prngrams."Ya baste, we will not accept your _inadequate researchon the Chicano in education!"

Recommendations

1. All political and social leverage, positive ornegative, should be utilized to effectuate con-structive change.

2. In the selection of future conference sites, con-ference planners should be sensitive to the Chi-cano employment ratio. (Western Skies obviouslydoes not employ Chicanos.)

3. Local school systems should cease filling educa-tional positions with out-of-state, out-of-regioneducators who have not had the training to un-derstand and respect the dignity of Chicanos.Educators should live in the communities andbarrios that they serve; they should talk withnot atthe community.

4. Community action efforts should be directedtoward bringing reality to educational processesand minimizing school system reliance on purelyacademic theory.

33

5. It should be recognized that the only true socio-political leverage that Chicanos have for effectivepositive educational change is our genie; there-fore, we as educators need to educate our Razato be effective lobbyists by

Forming coalitions with Chicano lawyers whoare sensitive to our needsForming coalitions with Chicano law studentsin universitiesTeaching our people how to read better In theareas of sociopolitical literature, civil rights lit-erature, community action literature, and anyother materials that will increase our effective-ness in seeking the des;red positive change.

6. It should be recognized that educational changedoes not come easily, but rather through hardorganizing, long-range commitment, and hardwork.

7. It should be recognized that the true realizationof bilingual bicultural education as a goal is notenough, but rather that continued educationalalternatives for the whole community must beachieved.

8. Chicano communities must be alert to, and seekimplementation of, state laws mandating ethnicityrequirements in education, which school and

. governing officials may be ignoringfor ex-ample, (a) the bilingual requirement for allteachers in New Mexico; and (b) the legal rightsof Chicanos set forth by "El Tratado de Guada-lupe Hidalgo," 1848.

9. Effective efforts should be made to develop posi-tive alternative educational systems that do ad-dress themselves to facilitating the learning ofChicanos.

"Sistema que no ensena a los Chicanos, que se lolleve la Chingada."

Panelists

Ms. Cecilia ApodacaEducation Task Force de la Federacion de la RazaAlbuquerque, New Mexico

Sr. Tony Baez, Acting ChairmanBilingual Bicultural Steering CommitteeMilwaukee, Wisconsin

e",;:;.;

Honorable Jose Bernal, Albino Baca

34

Sra. Emma Chavira, DirectorClinica de DurcinesAlbuquerque, New Mexico

Sr. Demetrio RodriguezRodriguez v. State of TexasSan Antonio, Texas

Sr. John SerranoSerrano v. PriestLos Angeles. California

filIWINel 13.0.! OPI

flogituorm uvutproc,

mom Inv. v

Demetrio Rodriguez, Tony Vasquez

Ernest Andrade

L J

4

11.41r

sOsOft

00.

4-447*,40

irkIPASt

4,014v. 1044***14.4

.,d

Bilingual Bicultural ExemplaryProjects. Exitos Problemas . . .

Direcciones para el Futuro . . .

Local Projects

A number of projects with four to five years' expe-rience were explained and demonstrated in order torelate findings; to discuss achievements, successes,and problems; and to point directions for future bi-lingual bicultural program development.. Project dem-onstrations were conducted in a work lab setting inorder to facilitate maximum interchange of informationand ideas.

Model ator:

Presenters:

Preschool

Sr. Tony Vasquez, ChairmanNEA Task Force on Chicano EducationChicago, Illinois

Sr. Edward L. Madrid, DirectorBilingual Bicultural ProjectTucson Arizona

Sr. Ernest Andrade, DirectorBilingual ProgramLetford Elementary SchoolJohnstown, Colorado

Tucs ',n, Arizona: Kindergarten Through FifthGrade (Initiated 1968)

The purpose of the program is to make children. functionally bilingual. Instruction is given in Spanishand English for both monolingual and bilingual chil-dren. A major achievement of the program is the hometask scheme, which consists of weekly home assign-ments for mother and child. This scheme provides anopportunity for mothers to interact with preschool chil-dren to promote various developmental skills, This isthe final year of funding under Title VII.

Johnstown, Colorado: Anglo-Chicano BuddySystem (Initiated 1970)

This program involved Anglo and Chicano childrenof migrant workers, working in teams for language skillpractices. It provided informal learning situations withno more than 12 students in each group. The programinvolved children up to the fifth-grade level and in-cluded development of a guide for the teaching ofskills in both languages. Test results indicated that theprogram produced marked improvement from previousperformance in English, and the students tested ap-peared to be at grade level in Spanish.

1 k

$1 f4 f

BEST COPY AVAILABLE

,44 t,4

4

- wow"Wesch

.01.+16. AP. ALAVX.... -

35

Angel Noe Gonzalez; Carlos Saavedra; Jennie Duran, NEATask Force on Chicano Education, Salt Lake City, Utah

Major Problems

In Tucson, more male parental involvement is

needed.In Johnstown, there is negative input from the com-

munity and lack of community awareness, as well asdifficulty in assessing language dominance.

Both projects suffer from a need for improved andexpanaed teacher training, uncertainty of funding, andimminence of federal fund cutoffs.

Recommendations for Future Training Directions

1. Universities should follow the lead of the Univer-sity of New Mexico and institute full programsfor M.A. and Ph.D. degrees in bilingual educa-tion.

2. Funding for these programs should be provided,at least in part, at the local and state levels in or-der to eliminate complete dependence on federalfunding. Pressure should be put on legislators topass legislation with adequate appropriations tosupport bilingual bicultural program development.

Elementary School

Moderator: Sr. Angel Noe GonzalezSuperintendentCrystal City Independent School DistrictCrystal City, Texas

Presenters: Sr. Carlos Saavedra, DirectorBilingual ProgramCoronado Elementary SchoolAlbuquerque, New Mexico

Sr. Miguel Salinas, DirectorBilingual ProgramWoodburn Public SchoolsWoodburn, Oregon

36

Co.vnado Elementary, Albuquerque:Multi-Cultural Project (Initiated 1969)

The project started with kindergarten students atCoronado Elementary, pilot project school. It involves91 percent Spanish-surname students, predominantlyfrom one-parent homes. initially, parents seldom visitedschool buildings; children had low achievement levels;and the program suffered from lack of materials. Cur-riculum components were developed, and the focusof the program was changed to emphasize multicul-tural instruction. After the third summer, seven schoolswere approved. Summer inservice training programswere instituted. After five years, 19 schools have par-ticipatel; more coordinators have been trained andemployed. The project ha.; received recognition fromthe University of New Mexico; K-3 curriculum guideshave been developed; and community involvement hasbeen increased.

The program has several major achievements,among them humanizing of classroom instruction,strengthening of language concepts, and greater con-tinuity in coordination The English component nowfeels less threatened. Visitation and greater interactionwith parents have begun. Learning of English has notbeen hindered. The children have developed a morepositive self -image and pride in cultural heritage, andtheir achievement level has improved.

Woodburn, Oregon: Bilingual-BiculturalProject (Initiated 1970)

This project, which provides instruction in Spanish,English, and Russian, includes extensive use of homevisits to involve parents and encourage their involve-ment. The project emphasizes individualized instruc-tion. The criterion reference approach has been foundmost valuable. Standardized testing is minimized.

Recommendations for Future Training Directions

1. Federally funded bilingual bicultural educationresource centers should be established, withprovision for the granting of stipends to resourcepersonnel.

2. The five-year federal funding limitation should beeliminated.

3. State budgets should make provision for bilingualbicultural education, with appropriations fatteacher-training program development and university scholarships. The budgetary approachshould be on a continuing. rather than an emer-gency, basis.

Barnie Martinez, Guadalupe Cruz

Middle School

Moderator: Dr. Roberto Segura, ChairmanWestern RegionNational Education Task Foxe de la RazeUniversity of California at SacramentoSacramento, California

Panelists; Sr. Anthony RomeroBayard, New Mexico

Sr. Lupe CruzCrystal City Independent School DistrictCrystal City, Texas

Srta. Isabel MartinezHigh School Student

Sr. Bernie MartinezDirector, Bilingual Education ProgramsColorado State Department of EducationDenver, Colorado

In the absence of the scheduled presenter for themiddle school project demonstration, panelists andparticipants discussed their own experiences in thedevelopment and operation of bilingual bicultural pro-grams. A central theme of discussion concerned thediverse needs, possibilities, and expectations of dif-ferent school communities. Among the variances thatmust be considered in planning bilingual biculturalprograms are(a) the accessibility and adequacy offunding sources; (b) population percentages of Chica-nos; (c) the extent of commitment to bilingual biculturaleducation; (d) population percentages of monolingualsand bilinguals, whether Anglo or Chicano; and (e)availability of trained personnel to initiate and imple-ment bilingual bicultural programs.

Recommendations for Future Training Directions

1. Bilingual bicultural programs at the middle-school levq1 should be coordinated with, and bea continuation of, elementary level programs.However, these programs should be establishedin the middle schools even if no elementaryprograms have preceded them.

2. Trained bilingual teachers are needed in allschools. They should pair up with monolingualteachers in team teaching situations.

3. Institutions of higher education must trainteachers and other professionals to work inschools that have both monolingual and bilin-gual children.

4. There must be a bicultural emphasis in allsubject areas and for all students, even if theSpanish language is not used as a medium ofinstruction.

erc4-)

ir)

5. Conversational Spanish courses should betaught to English speakers at all levels by teach-ers who are enthusiastic and can motivate theirstudents.

6. The community has a wealth of resources whichthe school should recognize and utilize to assistin bilingual bicultural programs. Steps shouldbe taken to start programs with available re-sources, even if the programs cannot be ascomprehensive or as well-funded as a schoolwould like.

7. Bilingual bicultural programs should be initiatedin schools with low percentages of Chicano stu-dents, as well as in those with higher per-centages.

8. Bilingualism and biculturalism should be initi-ated in all aspects of community life outside ofthe classroom. Cultural events must be rein-forced in school and community life.

9. Staff development and inservice training pro-grams for teachers and aides must be initiated,both to influence their attitudes and to provideskills necessary to work in bilingual biculturalschools.

10. Money should be allocated by the school els-trict or by the state or federal government toactivate a comprehensive public relations pro-gram to demonstrate and dramatize the needfor bilingual bicultural education in order togain support from educators and the generalpublic.

Secondary School

Mc derator: Sr. Miguel Encinias, DirectorBilingual EducationState Department of EducationSanta Fe, New Mexico

Presenters: Mr. Anthony Gradisnik, DirectorBilingual ProgramsMilwaukee School DistrictMilwaukee, Wisconsin

Mr. Harvey N. Miller, DirectorBilingual Education ProgramCalexico Unified School DistrictCalexico, California

BEST COPY. AVAILABLE37

Milwaukee, Wisconsin: History and ReadingInstruction Emphasis (Initiated 1969)

This project includes Mexican American and PuertoRican history and culture, personal consumer educa-tion, and the teaching of U.S. history in Spanish andEnglish.

The program has had three major achievements.The number of bilingual bicultural graduates has in-creased rapidly. Students who have excelled in theprogram are acting as tutors. Bilingual bicultural stu-dents have performed successfully in high school,particularly in bilingual classes.

The major problems have been lack of trained teach-ing staff, including counselors; lack of funds and bilin-gual materials; and conflict between Mexican Americanand Puerto Rican values and cultures.

Calexico, California: Community InvolvementLearning Through Music (Initiated 1968)

The development of the Estudiastino is a majorachievement of this bilingual bicultural program, whichplaces heavy emphasis on widespread cori;munity in-volvement. Estudiastino is a musical group that hasperformed in various places in California. Moot v,tu-dents joined the group in the second year of he bi-lingual bicultural program, when they had very lithe pro-ficiency in the English language. The Estudiastino hasfacilitated the development of pride and self-conceptnot only in the participants, but also in the community.The project has involved development of various in-structional materials, processes, and training programs:learning achievement packages, test development andtranslation, norming of reading tests, and staff devel-opment and inservice training programs.

Major Problems

Many members of tne community have the feelingthat if their children maintain the Spanish language,they will not learn English. In addition, most of thesupport is from federal government sources; if it goes,the program may go also.

Another problem is political powerlessness. Manywho participate in the program are not American citi-zens: they might have a voice, but they do not havea vote.

1.

Brown Berets

$

38

Recommendations for Future Training Directions

1. Bilingual bicultural program proponents must getlocal and slate commitments for funding. Federalsources are uncertain.

2. Programs must be aimed at active community in-volvement.

3. Program emphasis. must be placed on self-con-cept development and pride in the mothertongue.

4. Bilingual bicultural programs must place greateremphasis on development of political aware-ness on the part of both students and commu-nities.

Community College

Moderator: Dr, Simon GonzalezAssistant to the ChancellorUniversity of CaliforniaLos Angeles, California

Presenters: Sr. Ray Mire les, DirectorTitle ill Project, "USTED"East Los Angeles Community CollegeLos Angeles, California

Dr. Gilberto de los SantosDean of Instruction for Research and De-

velopmentEl Paso Community CollegeEl Paso, Texas

Sr. Aristeo BritoBilingual Education ProgramPima Community CollegeTucson, Arizona

Project "USTED," East Los Angeles CommunityCollege

The project has focused on development of self-confidence in Chicanos, using a behavior modificationprogrammed approach. By helping students to developpositive self-image, it has increased student motivationand improved academic skills.

El Paso Community College

The College uses a systems approach in individ-ualizing instructior ,n a bilingual bicultural context; ithas many programs goingNursing, A.A. degrees, aVeterans Upward Bound Program for Vietrirm veterans,n Health Careers Program, a Child Development Asso-ciate Program: and an Entrepreneurs Program.

Pima College

The College is going out to the community to teachextension ztourses where requested, in the subjectareas preferred. it is granting double credit for somecontent cou;ses given in Spanish to encr.urage stu-dents to develop Spanish language skills.

BESI CO? MIMLNILE

f:tRay Mire les, Dr. Simon Gonzalez

Major Problems

Community conservatism has resulted in apathy andeven hostility to the needs of the Mexican American.

Mexican Americans are not represented on the col-lege faculties in proportion to their numbers in thestudent body

The faculty generally lacks training for teaching inbilingual bicultural programs.

Instructional materials are lacking.The faculty lacks commitment to, or rEcognition of

the value of, bilingual bicultural education.

Major Findings

Students coming from the public schools are mono-lingually tracked; they can speak Spanish, but can'tread or write it. For these, initial instruction must begiven in English, with gradually increasing emphasison Spanish language. Project "USTED" has also foundthat the Chicano's lack of self-confidence, accom-panied by a high anxiety level, has reduced his ef-fectiveness academically. Thus, there is a need tofocus on development of self-confidence. There is atendency in community colleges--particularly thoselocated in conservative areasto give emphasis to acurriculum that is technical-vocational oriented be-cause of the attitude that "Chicanos are good withtheir hands." We must fight this attitude and also makeChicanos aware that the community college is a viablemeans of obtaining a higher education.

Recommendations for Future Training Directions

1. We are past the awareness level. Future confer-ences should be held, not to describe what hasbeen done. but to develop political sophistica-tion so that Chicanos can be more effective inthe political arena and can become politicallyinvolved in decision making at all levels of gov-ernment: community, city, county, state, and fed-eral.

2. Testing for purposes of placement must be elim-inated; instead, we must develop instruments forassessing the educational deficits of the studentsin order to develop programs tailored to theirspecific needs.

3. We must acquaint the universities, with the needto develop more adequate curricula to preparetheir students to teach in bilingual biculturei pro-grams at the college level,

4. We must pressure community colleges to havea representation of Chicano faculty and staffthat is more proportionate to the percentage ofChicano student population.

5. Conferences such as this should seek greaterrepresentation from the Midwestern states, whichhave a large Spanish-speaking population, butwhich have been left out, for the most part, indevelopment and planning of programs.

Teacher Training Institutions

Moderator: Dr. Salomon Flores, ChairmanMidwest RegionNational Education Task Force de la RazaChicago, Illinois

Presenters: Dr. Dolores GonzalesAssistant DirectorMulticultural Education CenterCollege of EducationUniversity of New Mexico

Sra. Alicia Rodriguez TravellCoordinator, Bilingual Education ProgramDepartment of EducationTexas Women's UniversityDenton, Texas

Dr. Atiiano Valencia, ChairmanDepartment of EducationHighlands UniversityLas Vegas, Ahi W Mexico

Dr. Moises V .tegas, DirectorTeacher ay.'sSouthern Colorado State CollegePueblo, Colorado

The project demonstrations encompassed programsaimed at the preparation of bilingual and biculturalteachers for all levels of schooling. Discussion of thevarious projects in operation centered on the follow-ing problems and needs:

39

Communication is lacking among the groups whoare planning, developing, and operating bilingual bi-cultural teacher training programs. This creates a situ-ation in which everyone is researching the sametechnical difficulties without the benefit of sharedknowledge and support. It also prevents a concertedeffort at the solution of. the major problems whoseagents for solution are usually outside the teachertraining institutions.

There is a need for valid research, qualified profes-sional staff and staff support, and adequate funding.

Local commitment is needed.It is necessary to develop political expertise.

A question expressive of a major concernof the group

Who is developing these bilingual bicultural teachertraining programs? Too many of them, participants felt,may be the work of Anglo professors, who do not trulyunderstand, or have the cultural background necessaryto produce, effective bilingual bicultural programs.

ies,".t

Moises Venegas, Dr. Dolores Gonzalez, Dr. Salomon Flores,Dr. Atilano Valencia, Elias Bernal

sto cori 000,

40

Recommendations 16r Future Training Directions

In our effort to meet the teacher training needs ofbilingual bicultural education, top priority must be as-signed to working toward the following goals:

Immediate and continuing inservice trainingContinuously increased cooperation between statedepartments of education and teacher training in-stitutions

Intensive, institutionally supported university facultytrainingFinancial support for studentsTraining of counselors and administratorsDevelopment of didactic materialsEnlistment of the cooperation and support of legis-lators in the development and implementation ofbilingual bicultural education programs.

National ProjectsTelevision programming; teacher training; curricu-

lum materials formulation, field testing, and dissemina-tion; and development of multilingual student testinginstruments and placement procedures are among thevaried federally funded activities that were demon-strated and discussed at Institute workshops.

Curriculum Materials

Helping to remedy the critical shortage of culturallyrelevant curriculum materials, the Spanish CurriculumDevelopment Center, headquartered in Miami, Florida,and funded by Title VII (with only one more year offunding in sight), employs a multiethnic staff whosemain activities are (a) producing teachers' guides andcorresponding support materials in the areas of lan-guage arts, social science, science, math, fine arts,and Spanish as P. second language; (b) cooperatingwith other agencies funded wholly or in part throughTitle VII in the field testing of materials; and (c) re-vising the curriculum materials in light of feedbackfrom field trial centers. The underlying objective ofthese activities is to develop an interdisciplinary cur-riculum core as a resource for teachers in bilingualbicultural programs, culminating in ethnic-based re-gional editions.

Working in close cooperation with SCDC is the Cur-riculum Adaptation Network for Bilingual BiculturalEducation (CANBE), which field-tests SCDC materialsin four curriculum adaptation centers serving the FarWest, Southwest, Midwest, and Northeast. CANBEstaff functions are (a) to adapt SCDC materials to theparticular needs of each center's constituency: (b)with contractual assistance from specialists withineach region, to conduct ethnic review of the SCDCmaterials and provide feedback to SCDC; (c) to de-velop supplementary materials that are beyond thescope of SCDC production, but that reflect felt needsin a given region; and (d) to serve as a special re-source to communities concerned with bilingual bi-cultural education. Regional field service operationscoordinate distribution of SCDC and CANBE materialsin field trial centers and assist the centers with on-going inservice education for personnel using the ma-terials.

The Title VII Dissemination Center for Bilingual Ed-ucation in Austin, Texas, (one of seven Title VII centersin the U.S.) has as its primary objective the acquisi-tion, preparation, and dissemination of bilingual ma-terials. The Center responds to between 3,000 and3,500 requests each monthissuing monthly anno-tated bibliographies of materials available; providinginformation about commercial materials; renderingtechnical assistance in material and service develop-ment; offering criteria for material selection; anddeveloping, editing, and publishing materials for dis-semination. Continuance of these services is in doubt,due to exclusion of the Dissemination Center from fifth-year refunding of Title VII; negotiations in progress(as this report is being prepared) seek to ensure thecontinued existence of the program.

Bilingual bicultural materials acquisition, evaluation,and distribution are also central functions of the Ma-terials Acquisition Project, a San Diego, California,project initiated in 1970. Among the major activitiesof MAP have been (a) conducting educator workshopsabout available materials; (b) selecting and distributingmore than $.5 million worth of teaching-learningmaterials; and (c) compiling teachers guides for ma-terial selection.

Student Testing

The testing and placement of students whose pri-mary language is other than English and the prepara-tion of teachers to work effectively with Such studentsare the central concerns of the National MultilingualAssessment Project (MAP), funded since 1971 underESEA Title VII. The Stockton Unified School Districtin California is the project grantee; components of theproject are located in New Mexico, Colorado, Texas,and New York as well. Student assessment researchhas included a study using experimental develop-mental-type tests to measure the abilities of MexicanAmerican and other children in the Southwest; a com-parison of these tests with traditional standardizedtcsts; and distribution (through the Title VII Dissemina-tion Center in Austin) of the results of these studieswith recommendations for future test use. MAP hascompleted critical reviews of 10 standardized tests,which will be sent to bilingual bicultural projects forevaluation and feedback.

Misplacement of minority childrenespecially ob-vious in EMR classescontinues to occur, in largepart because of standardized measures of capacityand achievement, which are not suited for measuringthe skills of these children. In an effort to remedy thiscontinuing problem, MAP is developing measures ofadaptive behavior to be used along with IQ tests inthe placement procedure. MAP has also developed analternative procedure for pupil placement which in-volves a "model assessment board." The board isbased on the concept that the parents of children whoare most often misplaced should have a say aboutwhat is being done to provide their children with aproper education. The assessment board is composedof school personnel, students, and parents; its maintask is to ensure that the children are adequatelyassessed and properly placed.

The third major MAP activityteacher traininghasbeen directed towards helping teachers and schooldistricts to develop assessment and teaching strat-egies that are compatible with the motivations andlearning styles of linguistically and culturally distinctchildren.

Children's Television Programming

Bilingual Children's TV (production site: Oakland,California) is a programming series built around sevencentral areas: (1) communications systems; (2) under-standing of self and others; (3) nutrition; (4) energy;(5) natural environment; (6) information processing;and (7) assembly vs. disassembly. Two Spanish-English pilot programs have been completed and field-tested In Miami; New York City; Knoxville, Tennessee:Milwaukee; San Antonio; and San Jose and Moraga,Californiawith overwhelmingly positive results. Aprincipal objective of the programs is to legitimize theSpanish language and give it status so that childrenwill not be reluctant to use It. The programs are de-signed to augment the regular school and will empha-size what children want to learn, rather than whatteachers want to teach. Where feasible, the programswill be aired on public television, but private televisionstations will be used where public facilities are notavailable.

Carrascolendas, a bilingual bicultural children's pro-gram, was funded under Title VII and initiated in Aus-tin, Texas, three years ago. Begun as a regionalprogram for local audiences, it has now expanded Itsoperation to reach a national audience. The program,currently funded by the USOE Office of Technology,is being shown on 90 stations on a pilot project basis.A series of 30 programs is to evolve. Designed for afirst-through-third grade student audience, Carrasco-lendas teaches broad concepts in a story sequence.Each program is a complete entity but features quickly.identifiable, continuing characters. A central objectiveof the prografns is to develop, not only a cultural self-concept and pride, but also a sense of individualself-worth. The program, recipient of seven awards,is being given prime time on several stations. Ex-tensive research is being conducted concerningchildren's reactions to the series; the preliminary in-dications are positive.

fad*f,

,S14;''s

Helen Bain (former NEA president), BCTV; Demetrio Rod-riguez; Carmen Delgado

41

Presenters

Dr. Pone Cardenas, Executive DirectorBilingual Children's Television (BC/TV)Oakland, California

Sr. Rafael Fernandez, DirectorMaterials Acquisition CenterAustin, Texas

Sr. Ricardo Hernandez, Executive DirectorCurriculum Adaptation Network for Bilingual Bicultural

EducationSan Antopio, Texas

Dr. Serasina KrearDirector of Curriculum"Carrascolendas"Bilingual Bicultural Children's ProgramAustin, Texas

Sr. Ralph Robinett, DirectorSpanish Curriculum Development CenterMiami, Florida

Sr. Juan Solis, DirectorTitle VII Dissemination Center for Bilingual EducationAustin, Texas

Sr. Joe R. Ulibarrl, DirectorNational Multilingual Assessment ProgramStockton, California

; 4., 4;,4,17

(*. ,..,..4.4:. -.....$ r,...

"-:. ......a.4.441,1,-. .

ti

'4,134.41,V41 litt

10),14; DttafflOG NIOC:RV' 1117-

Carmen Delgado, Demetrlo Rodriguez, Patricio Perez, TonyVasquez

Roberto Mondragen, LieutenantMexico

Governor, State of New

BEST COPY AVAILABLE

42

Honorable Manuel Lufan, Jr. Honorable Floyd K. Haskell

General InstituteRecommendations

Introduction

At the final general session of the Institute, repre-sentatives of the U.S. Office of Education (USOE) andthe National Institute of Education (NIE) expressed thecommitment of these federal agencies to the goal ofproviding equal educational opportunity to all children,whatever their race, color, or creed.

The stated policy positions expressed by the repre-sentatives of the USOE and the NIE are Important tothe Institute because one of its major purposes wasthe upgrading and promotion of a truly democratic andeffective public education system, which recognizesthe individuality and cultural heritage of each andevery one of the children in its care through bilingualbicultural education.

Bilingual bicultural education is not a transitionalprogram and it is not a remedial program.Stated policy position of the USOE and the NIE.

We are currently developing position paperswhich will be distributed nationally and which willillustrate the path that we feel it ought to go. Wefeel that by instituting a full bilingual program,we can insure that our American youngsters willleave the schooling institution not only literate,but educated in at least two languages. USOErepresentatives.

The order of national priorities of the NIE, as statedby its representatives, were as follows:

The de,,clopment of basic Skills in all citizens

Increasing productivity of resources in American ed-ucation

The enhancement of diversity, pluralism, and op-portunity in the American educational system

Increasing the relevance of career education

Improving the capacity of state and local school sys-tems to solve their own educational problems.

Understanding the seriousness and urgency of theseconcerns, participants in the final general session ofthe Institute unanimously adopted the following mo-tions:

C Lil.

1. That the Institute go on record aS endorsing allrecommendations, resolutions, and action plansdeveloped at the various workshop sessions.

2. That the position and findings of the Institute bepresented to the top leadership of the USOE;the NIE; and education associations, agencies,and institutions,

3. That a formal request be made of the UnitedStates Commission on Civil Rights that a syn-thesis of the Institute Proceedings be presentedat the March Commission Conference on Mexi-can American Education.

4. That the National Task Force de la Raze requestthe NIE, through its director, Mr. Tom Glennan,to freeze all top-level positions until the timewhen Chicanos can be Identified and be ableto compete for said positions.

Recommendations toFederal Administrative Agencies

In the past few years It has become commonplaceto discuss the question of financial resources for thesupport of bilingual bicultural elementary and sec-ondary education programs solely from the perspectiveof the tunding level and program requirements of TitleVII of the Elementary and Seco"dary Education Act(ESEA) of 1965. The exclusive focusing of interest onthis program is understandable, because the avowedgoals of the program are so clearly stated to be thoseof bilingual bicultural education; and because thepowers-that-have-been have consistently tried to cre-ate the notion that Title VII is the pot of money overwhich the Chicano, Puerto Rican, Cuban, and Aslaticopeople must quarrel.

Advocates of bilingual bicultural education must rec-ognize, however, that a much larger source of federalfinancial support already exists at the federal level,with an appropriation range of $2 to $2.5 billion anda built-in capability to require the expenditure of per-haps $10 to $15 billion of state and local funds in thepursuit of bilingual bicultural education goats. This IsESEA's Title I, with its requirements regarding thetarget population as well as the funding level and pro-gram coherence to be provided by the local educa-tional agency. Moreover, recent legal developmentswith respect to federal funding under the EmergencySchool Assistance (ESA) Programs indicate that a sig-nificant portion of the $270 million appropriated underthis Act can and should be used over and above bothTitle I and state and local expenditures to meet bilin-gual bicultural education program needs.

Therefore, the Institute recommends that-

1. The U.S. Office of Education enforce the basicstatutory requirements of Title I in terms of boththe target population for services and the levelof financial Involvement and program implemen-tation of state and local education agencies.

2. Title I financial resources must be used to sup-plementnot to supplantstate and local ex-penditures for target school districts.

3. The Office of Education must also enforce guide-lines for use of Title I funds and must ensureaccountability of recipient districts by establish-ing local, state, and federal monitoring proce-dures.

4. Tho Office of Education must require school dis-trict recipients to report regularly on categoricalutilization of federal funds.

5. The Office of Civil Rights and the Office of Edu-cation must take immediate action to ensure thatthe "Stokes Memo-andum" approach to ESAeligibility is established as a nationwide policy.

6. The Congress of the United States should, byappropriate action, eliminate any current statu-tory ambiguity with respect to these recommen-dations, and should by legislative hearing and/orthe authority of the Comptroller General's Officeensurr, that the Department of Health, Education,and Welfare abides by this position.

7. The U.S. Office of Education should take stepsto ensure that migrant education funds are madeavailable to concerned nonprofit organizationsseeking to provide special educational servicesthat school districts are unable or unwilling toprovide, in or out of the school environment.

8. The Office of Civil Rights must update the May25, 1970, Memorandum* and apply it throughoutthe United States.

Caucus RecommendationsThe following recommendations, adopted by the Na-tional Bilingual Bicultural Institute, were drawn fromresolutions presented by the California, New Mexico,and Texas Caucuses and by the Bay Area BilingualEducation League (a consortium serving five schooldistricts in the San Francisco-Oakland Bay Area).* *

Federal Legislationand Funding

1. Title VII funding to school districts that have hadTitle VII programs in operation for 5 years should beextended beyond the 5-year limitation; the continuanceof said funding should be based on_the need andmerit of current or new programs.

2. Federal funding should be provided for thedevelopment of a national bilingual research and de-velopment center to serve as the basis for the develop-ment of materials, criterion-referenced testing, and-classroom management.

3. A National Bilingual Bicultural Advisory Board,consisting of representatives from each of the regionsand target populations and including parent/student/community input, should be established to work withthe federal legislative branch as an official advisorybody on bilingual bicultural educational concerns.

Available from the Education Task Force de Ia Raza orfrom NEA-Teacher Rights.

References to the specific concerns of the various stateswere omitted from these caucus resolution summaries andexcerpts in order to provide national applicability. Copies ofthe complete resolutions and recommendations of eachcaucus may be obtained by writing to the National Educa-tion Task Force de Ia Raza, The University of New Mexico,College of Education, Albuquerque, New Mexico 87131.

43

4. In addition to the National Dissemination Center:in Austin, Texas, regional dissemination centers shouldbe established in each region, funded by ESEA TitleVII appropriations.

5. In addition to funding bilingual programs in pub-lic school districts, Title VII moneys should be madeavailable to youth correctional Institutions.

6. Federal funding for higher education and teachertraining should be provided to institutions of higherlean ling, as well as to bilingual projects that havedemonstrated successful credentialing and placementof bilingual teachers.

7. Federal funding should be provided for the es-tablishment of a Chinese materials dissemination cen-ter to develop curriculum materials and distribute themto Chinese bilingual programs.

8. No federal moneys should be provided to insti-tutions of higher learning that do not have bilingualbicultural professors in their education department.

State Legislationand Administrative Action

1. State certification standards should be revised toensure the preparation of teachers to meet the lan-guage and cultural needs of minority students. Re-certification should be assessed accordingly everythree years; at least half of the recertification require-ment should be in the area of the state's culturalneeds.

2. State legislatures should appropriate the neces-sary moneys to fund viable bilingual bioultural teachertraining programs appropriate to the cultural and lin-guistic needs of the various states.

3. State legislatures should provide adequate fund-ing to implement bilingual bicultural educational pro-grams on a continuing, rather than a transitional, basis.

4. Every state should adopt legislation mandatingcriterion-referenced testing to be administered in thedominant language of the child, instead of stan-dardized testing.

5. State departments of education should mandatelocal districts to maintain direct community involve-ment in implementation of educational programs.

6. States should adopt legislation, or revise currentlegislation, to mandate provision of bilingual biculturaleducation, not on a compensatory or remedial basisfor some children, but on a continuing basis to ensureequal educational opportunity for all children.

7. State education agencies should provide localschool districts with more effective educational lead-ership and consultative services in the area of bilin-gual bicultural education,

Local School Systemsand Communities .

1. Chicano parents need to become politically in-volved in their schools and governments; they mustspeak out for sound educational programs and takea firmer stand on the success or failure of these pro-grams.

2. Local school districts, in conjunction with statedepartments of education, should provide inservicetraining for their teachers as appropriate to the lin-guistic and cultural needs of their various communities.

OG412

44

3. All school districts should implement compre-hensive and viable instructional programs designed toensure the cultural and linguistic equality of all stu-dents,

National Task Forcede la Raza andNational Education Association

1. The Bilingual Bicultural Institute and the NEAshould conduct an extensive evaluation of the needsof la Raza in the United States, especially in theSouthwest, Midwest, and Northwest.

2. The Task Force de la Raza should seek supportfrom decision-making levels of all governmental agen-cies, both state and national, in the effort of the TaskForce and NEA to achieve parity in the employmentand promotion of teachers and administrators at alllevels of public school education, including the uni-versity level. Further, such efforts stnould be directedtoward achieving a ratio of bilingual bicultural teachersin proportion to the number of bilingual biculturalchildren in average daily membership in all schooldistricts.

3. The National Task Force should express a con-cern to the U.S. Office of Education that its drafting ofTitle VII Rules are in contravention of the NationalBilingual Bicultural Education Act, which provided forestablishment of a National Committee un BilingualBicultural Education. This National Advisory Committeehas not met since 1970; and it is our understandingthat the Committee was not consulted in the draftingof Title VII Rules. If this understanding is correct, it isour belief that these proposed rules and regulationsare null and void.

4. The National Task Force and the NEA shouldseek any and all means to ensure that the appropriatestate agencies enforce all laws regarding the fundingof, and hiring of Mexican Americans for, bilingual bi-cultural programs, both public and private.

5. The National Task Force should assist in theestablishment of alternative schools to provide bilin-gual bicultural programs.

6. The National Task Force and the NEA shouldexpress to the U.S. Office of Education and to stateeducation agencies the necessity that

All institutions of higher education be urged toincorporate bilingual bicultural teacher trainingprograms

Appropriate national and state agencies monitorand rate higher education institution, on their im-plementation of bilingual bicultural teacher train-ing programs

Assistance be provided in recruiting bilingual bi-cultural students.

7. The National Task Force should seek all meansto ensure accountability in expending of migrant edu-cation moneys; it should contact MALDEF if courtaction is necessary.

Cr `41

. . Las mu jeres Chicanas demandan de sushermanos de la Raze el reconocimlento de unaactitud machlsta hack) la muier, en el sentidogringo de la palabra, y piden la eliminaclon de esaactitud, pare luntos !lever a cabo los verdaderosideales de la Maze. .

Resolutions of Women's Caucus

On motion of the representatives of the Women'sCaucus, formed as the Institute was in progress toprotest the sexual imbalance of Institute leadership,the following resolutions were unanimously adopted atthe Friday afternoon general session.

Las mujeres de la Raza en un esfuerzo de unidadnos afrentamos a ustedes, nuestros hermanos, con elfin de que reconozcan la humillaciOn que le handado a la culture de nuestra Raza al negarnos nuestrodebido respeto. Adernas, queremos que reconozcanhasta que punto han adoptado las caracteristicas dela sociedad que nos oprime. El macho de nuestra cul-tura es el que respeta a la hembral Con sus com-portamientos nos han demostrado que han adoptadoel contenido gringo de la palabra machismo y que nosolamente han rechazado el contenido puro de estapalabra si no que lo han adoptado rechazando losideales de nuestra Raza.

Necesitaines trabajar juntos para Ilevar a cabo nosolamente los ideales bilingUes biculturales de edu-caciOn, sino tambien todos los objetivos y sentimientosde nuestra Raza. SI esta actitud pesima de nuestroshombres no se reforma, nosotras las Chicanas es-tamos dispuestas a tomar la responsabilidad de edu-car a nuestros hijos para que no continue la mentalidadque ha recreado nuestra esclavitud.

* *

WHEREAS, the National Task Force de la Raza ispredominantly male; and

WHEREAS, there are a number of women qualifiedand competent to participate in the administration,organization, and planning of the Institute; and

WHEREAS, more than 50 percent of the participantsin this Institute are women; and

WHEREAS, there has been a definite predominanceof men in the planning and implementation of saidplans; and

WHEREAS, this conference is to promote bilingualbicultural education which affects and includes women;and

WHEREAS, we believe there is a contradiction interms which encourages the perpetuation of stereo-types of women in general and Chicanas in particular;

THEREFORE, BE IT RESOLVED that all qualifiedChicanas be given equal opportunity to fully partici-pate in all planning and decision-making activities;and

BE IT RESOLVED that the vital and supportive con-tributions of Chicanas to bilingual bicultural educationin general and this National Bilingual Bicultural Insti-tute in particular, receive their due recognition; and

BE IT RESOLVED that the "Adelitas" in the strugglefor the acceptance of bilingual bicultural educationreceive due respect from fellow Chicanos and thatjokes of a derogatory nature be eliminated.

* * t

individual ResolutionsGeneral Session participants also unanimously

adopted the following two resolutions, on motion ofindividual presenters:

1. That the National Education Task Force de IaRaza develop and implement an affirmative action planto ensure participation of women in all activities of theTask Force and to promote the development of lead-ership among women.

Blandina CardenasFirst Vice-ChairpersonNEA Human Relations Council

2. That the National Education Association be di-rected not to cosponsor any activity of any kindwhatsoever that does not include women in direct pro-portion to their membership in the organizations in-

volved.La Vera Loyd

Member, Human RelationsCommission

NEA-New Mexico

Chicano Caucus Resolutions

On unanimous vote of participants in the final gen-eral session, the institute endorsed resolutions adoptedby the Chicano Caucus at the National Career Educa-tion Conference, held in Washington, D.C., February1-3, 1973. Complete copies of these, like all otherInstitute resolutions, may be obtained by writing to theNational Education Task Force de Ia Raza.

The central concern of the Chicano Caucus resolu-tions was that the Career Education Program (pro-posed by the Nixon administration, but not yet fundedby Congress) should incorporate a full and effectivebilingual bicultural component.

The Chicano Caucus urgedThe establishment of a i.;esa Directive, composed ofSpanish-speaking individuals knowledgeable in thearea of education and cognizant of the needs ofthe Spanish-speaking communities, to function asan official advisory body to the U.S. Office of Edu-cation and National Institute of Education in allplanning and implementation of career educationprograms; and that the Mesa Directive be delegated

Las Mujeres de la Raza

5

BEST COP1 AVAILABLE

5.

if

45

Members, NEA Task Force on Chicano Education: GuillermoCastanon, Bay City, Michigan; Lulu Lopez, Torrance, Cali-fornia; Jennie Duran, Salt Lake City, Utah; Tony NOtlez,Phoenix, Arizona

the authority to review career education programst' ensure relevance and effectiveness of content,to review legislative guidelines for use of revenue-sharing funds, and to solicit position papers onCareer Education from Chicano educators and com-munity people to aid the Education Division of HEWin the development of Career Education Programs.

The inclusion of bilingual bicultural education in allphases of the proposed career education program.The development and implementation of programsto prepare Chicanos adequately as career educationspecialists; i.e., counselord, administrators, faculty,program directors, etc.The funding of programs to upgrade vocational ed-ucation in poor school districts.Increased funding of SER (Service, Employment,and Redevelopment), the only Chicano, Spanish-speaking manpower training program currently inoperation.Recomposition of leadership in federal and regionaloffices of education and NIE to reflect the proportionof Chicanos in the population, nationally and in thevarious regions.

J

Dr. David Armada, Chairman, NEA Chicano Caucus, LosAngeles, California; Gloria Cruz, Recent NEA PresidentialIntern. Albuquerque, New Mexico

46

Conference Workers

Institute Planning Committee

Dr. Henry J. CascoExecutive SecretaryNational Education Task Force do Ia Raza

Sr. Tomas Villarreal, Jr.Assistant Director for Chicano EducationNational Education Association

Institute Coordinating CommitteeDr. Rupert Trujillo, ChairmanNational Education Task Force de la Raza

Sr. Antonio EsquibelNational CoordinatorNational Education Task Force de la Raza

Srta. Patricia SanchezNational CoordinatorNational Education Task Force de la Raza

Mr. Samuel B. EthridgeDirectorCivil and Human Rights ProgramsNational Education Association

Mr. George W. JonesManagerHuman Relations ProgramsNational Education Association

Mr. Robert E. HarmanAssociate DirectorGovernment Relations ProgramsNational Education Association

Conference Staff and Volunteer Personnel

Mery Alonso, Project SecretaryNational Education Task Force de la Raza

Albuquerque Classroom Teachers Association(Lydia Wright, President, and members)

Emma and Abe ArmendarizFord Foundation Leadership Fellows

Teresa Baca, Staff SecretaryNational Education Task Force de Ia Raza

M. Ruth Broom, Media CoordinatorNEA Communications

Deborah CampbellProfessional AssociateNEA Teacher Rights

Dean DelgadoAlbuquerque, New Mexico

iltS1tOri P11040.

Richard Del RussoBranch ManagerXerox CorporationAlbuquerque, New Mexico

Joe DimasMARCAS Enterprises, Inc.Albuquerque, New Mexico

EPDA/PPS ProjectUniversity of New Mexico

Cris Escamilla, ConsultantNational Program for Educational LeadershipUniversity of Texas at Austin

H. Lee Galles, PresidentGalles Oldsmobile/Cadillac CompanyAlbuquerque. New Mexico

Joe Garcia, Graduate StudentUniversity of New Mexico

Dr. Dolores GonzalesAssociate ProfessorCollege of EducationUniversity of New Mexico

Jesus Goni, Graduate StudentUniversity of New Mexico

Dr. Mari-Luci Jaramillo, ChairpersonDepartment of Elementary EducationCollege of EducationUniversity of New Mexico

Richard Jaramillo, Graduate StudentUniversity of New Mexico

KABQ Radio StationAlbuquerque, New Mexico(Mr. Mark Wilkinson, Manager, and Mr. Eliseo Casies,

Assistant Manager)

Dr. Robert Kline and StaffInstructional Media ServicesUniversity of New Mexico

La Raze EducatorsAlbuquerque, New Mexico

Tomas MartinezMARCAS Enterprises, Inc.Albuquerque, New Mexico

_ Dorothy MassieInquiry SpecialistNEA-Teacher Rights

,?-

BEST COPY AVAILABLE 47

48

Carmen Montes, Staff SecretaryNational Education Task Force de la Raza

New Mexico-NEA(Catherine Smith, President; Edmund A. Gaussoin,

Executive Secretary; and members)

Ellen Peel, Staff SecretaryNational Education Task Force de la Raza

Tina and Alex PeraltaAssistants to Joe Garcia in computerization of regis-

trants and evaluation

Jesus Rodriguez, Graduate StudentUniversity of New Mexico

Rudy Rodriguez, Graduate StudentUniversity of New Mexico

Dr. John Salazar, DirectorSouthwestern Cooperative Educational LaboratoryAlbuquerque, New Mexico

Tomes SaucedoNegotiation Research Special;atNEANegotiations Research ?,

Conference Recorders

SI%toil MOW.

Lola ArmijoAlbuquerque Public Schools

Maria BacaAlbuquerque Public Schools

Elias Bernal, Graduate StudentUniversity of New Mexico

Jose Gandert, Graduate StudentUniversity of New Mexico

John Rinaldi, Co-DirectorEPDA/PPS ProjectUniversity of New Mexico

Viola SierraEarly Childhood SpecialistChild Development Associates ProjectUniversity of New Mexic..)

Guy Trujillo, Co-DirectorEPDA/PPS ProjectUniversity of New Mexico

Barbara Weinsteinprogram SpecialistEPDA/PPS ProjectUniversity of New Mexico

A Journey into a CulturalExperience

El baffle

La miisica

La belleza

de una experiencia cultural

se trajo

al mundo hispano

en esta noche.

BES1C01 NIMIABLE

CREDI '

Master of Ceremonies Dr. Juan A. Aragon, DirectorCultural Awareness CenterUniversity of New Mexico

Members of the University of New Mexico Symphony Or-chestra

Maximilian° Madrid, Conductor

Rio Grande High School Chorus, Albuquerque, New MexicoSpecial Director: Alejandro Chavez, University of New

MexicoChoir Director: Bernadine LawsonGuitarist: Stanley Gutierrez

Dr, Sabine Ulibarri, Chairman, Department of Modern andClassical Languages, University of New Mexico

Interpretative Dance: Lill del CastilloGuitarist: Louis Campos

Las Tres Cho litas: Astrid Topp, Shelley Silver, Joan Milli-gan

Los Amigos, BC/TV, Oakland, California:Moises Rodriguez, Wilfredo Rodriguez, Jose Monte lbo,Arturo Juarez, Tanny Infante

t

49

-4045.,±

,a-r:t44a7;V.

.-q'

, ''4,-.....:!si4,- -,F ,t... :,.. ..,..-

. -.1., :'=-:.z, . :.-- '.., ....s,:-.2....4±,, '...`A. A. s. ,:j015::.: : ' . - 0 . , -,e.- -48''':',''!.:`....b.-4-..f.,o±. z1z , ,-,-,- ci.:_s,,,(..,...-____,....._-±z...4. . , ..

,.."-;4.:?'!.=-- -7 a--i:,.7.--% ;,--;± ,11+.-..W.F717..er.T.77,7t,

.- w.,...;.---e-,±7,-----7,'d

'

"44".4'44:i1/4

A -''' ."'`,4A4ikPt.

k 7*I pcf b ,-445, 0, It4,174,.. 11, -.,;"1',.). ,'sY-,- ., t,.:

''' .....'f.fai.:':.ft:iti-tri'CiF'''''''''4*::i... ,,..,%I.v..1

601,4444''27'6".5' 7,30'4% thh..-ti.ott

,.., ,-,.6-71 kvariew

, , ,,- .,, 4,. tt,L.toi -1?-19,,,4"..,..:k ., r, .. ,-, 1.. . ;

.;i....t:±,t.v_v;"...1-. 4,±

-0... ,....i t

, . ,

±. --* 't, ,ti, , 617:4,Av, 4 ,-..ji, ,,,,,,, '..,6.0- ; ,,,.... \,..- "gI.'-

k,

,.,.. ..- ;......`t ;',' .± --,t , , ± ,'-'4'...±,;' ., ,

fr--p-z 4,4; 4 -i-I.,±r*"?.,4-Xr;:f7±-, ',I,

,. -

?A:

t's'414 '

;4.