Bibliography: Immigrant Rights (page 48 of 54)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Joan E. Friedenberg, Robert K. Yin, Lori S. Orum, Washington Immigration and Naturalization Service (Dept. of Justice), Holda Dorsey, Paul L. Simon, Eva Ostrum-Grunstein, Elena S. H. Yu, Regina A. Simon, and Jean Valerien.

Immigration and Naturalization Service (Dept. of Justice), Washington, DC. (1978). English, Home and Community Life. Section 1 for the Student. Federal Textbook on Citizenship-Home Study Course. Revised Edition. This book, one in a three volume series dealing with American history and culture, presents 31 lessons on English language instruction and on home and community life in the United States. The home study materials are intended for use by candidates for naturalization who have a limited knowledge of English and who are unable to attend public school classes. Lesson topics relating to daily life in the United States include family life, home environments, good neighbors, farming, job interviewing, rights and duties of citizenship, gardening, home ownership, land ownership, and health. Among those topics relating to English language instruction are the months of the year, learning to read and write, numbers, and vocabulary development. For each lesson, information is presented on basic vocabulary terms, short sentences which describe the topic, simple phrases to read out loud, and phrases and simple sentences to write. Each lesson is accompanied by a photograph which illustrates some of the major vocabulary words and concepts in the lesson. For example, the lesson entitled "We Learn" is accompanied by a photograph of elementary school children writing on a blackboard in a school classroom. Also included in the booklet is the text to "The Star Spangled Banner," block-printed and cursive alphabet letters, and an alphabetical listing of all words used in the lessons.   [More]  Descriptors: Adult Education, American Culture, Citizenship, Citizenship Responsibility

Council of Europe, Strasbourg (France). Documentation Center for Education in Europe. (1974). Denmark. [CME Country Reports]. According to an agreement between the parties of the labour market and the Ministry of Labour, the immigration of foreign workers into Denmark takes place on a quota basis and conforms to a series of regulations, including a rule that the foreign worker, prior to departing from his country, must have made contract arrangements for his job. This contract also contains regulations that ensure the foreign worker the same working conditions as those accorded Danes and that obliges the employer to pay expenses for the return trip. The employer is additionally obliged to let the foreign worker have a 40-lesson course in the Danish language and social conditions (during working hours whenever possible). Children of foreign origin are subject to general rules for compulsory education, which include the right to education in the lower primary school (provided that a child stays in the country at least 6 months out of one school year). Foreign teachers who teach in the mother tongue and act as a contact guide between school and home have been employed in some municipalities. Also, the Ministry of Labour has established regulations concerning foreign workers' attendance at vocational instruction courses for labour market and the Ministry of Labour, the immigration workers. Although the Danish educational system has courses for adult general and vocational education, little use is made of them because of linguistic difficulties. Descriptors: Acculturation, Contracts, Equal Education, Equal Opportunities (Jobs)

Yin, Robert K. (1972). Racial and Ethnic Identities in American Society. The investigation of race relations, of social problems related to race and ethnicity, and of different racial and social groups, all presume prior information about the definition of racial or ethnic group identity, about the formation, maintenance, and dissolution of such identities, and about the importance of such identities in American societies. Put simply, we need to know what constitutes racial and ethnic differences, and why such differences are important. As in the study of the individual in society, there are two basic components in analyzing race and ethnic group identity: the characteristics of the identities themselves and the societal context within which the identities are important. These two components are only distinguishable in an analytic sense. The most important characteristic of these identities is that they are group identities. The distinction between group and individual identity leads to the observation that the assimilation process may be different for groups than it is for individuals. American society has continually defined basic human rights and economic and social opportunities according to racial and ethnic identities. Racial conflict has persisted throughout American history, marked by lynchings, urban riots, and other forms of violent confrontation. There has also been a revived awareness of other racial and ethnic identities; a consciousness of differences among white ethnic groups has, for example, resurfaced. (Author   [More]  Descriptors: Acculturation, Civil Rights, Ethnic Groups, Ethnic Origins

Kissam, Ed; Dorsey, Holda (1997). Making Choices about Jobs. Tierra de Oportunidad Module 1. LAES: Latino Adult Education Services Project. This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on building the basic decision skills workers need to choose among potential jobs. The following items are included: overview of the module; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points dealing with workers' basic rights, employment strategies, long-term work life planning); sample learning activities; list of 16 print and organizational resources and 16 commercial ESL textbooks; resource sheets; sample lesson plan; transparency master; reading and numeracy activities related to the problem of choosing a job; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: identify deductions listed on a paycheck stub; estimate net earnings based on hours worked, wage, rate, and deductions; analyze individual interests, aspirations, and concerns; and plan for future job changes. Included in the lesson plan are the following: objectives, a description of target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Career Choice, Career Planning

Employment and Immigration Canada, Ottawa (Ontario). (1991). Canada: A Source Book for Orientation, Language and Settlement Workers. An information guide for people who help newcomers to Canada, this book helps second language teachers plan the content of their courses, and makes it easier for settlement agency workers to respond to newcomers' needs. The method it advocates is question and answer, with the newcomer asking the questions. The ultimate goal of the book is to provide newcomers with a better understanding of Canada. Materials are provided at both the level of survival needs, as well as that of "higher needs." The organizational principle is a hierarchy of needs. Divided into five parts, each corresponds to a level of need. Part 1, Survival Needs, covers: geography; weather and climate; food; clothing; shelter; and avoiding embarrassment. Part 2, Safety Needs, covers: economic security; employment; shopping; laws and safety of the person; health; and an introduction to Canadian government. Part 3, Love and Social Needs, covers: public behavior; Canadian families; women's, children's and senior citizen's rights; education; Canada, a country of many peoples; and holidays, recreation and entertainment. Part 4, Esteem Needs, covers: authority; banking, saving, spending; ethnicity and multiculturalism; and religion and belief. Part 5, Self-Actualization Needs, covers: citizenship; personal goals; politics; the arts, sports, communications; and success in Canada: what Canadians admire.   [More]  Descriptors: Citizenship, Climate, Counseling Techniques, Counselors

Friedenberg, Joan E. (1995). The Vocational and Language Development of Limited English Proficient Adults. Information Series No. 363. This critical review of the literature examines the characteristics and needs of limited English proficient (LEP) adults and the programs and services typically available to them. The complexities of the LEP population are explored first, including differences in education, English proficiency, labor market experience, and economic status. Availability of programs and services for LEP adults in both the public and private sectors is described. Private sector initiatives in business and industry and community-based organizations are discussed. The vocational instructional delivery system for LEP persons includes several approaches: bilingual education, "sheltered" content instruction, and multilingual/multicultural methods. To increase awareness of the issues involved, the paper discusses how people acquire a second language and what methods are most beneficial in aiding second language development. The monograph concludes by decrying the lack of reliable information about the LEP population and the bias against instruction in the native language. Recommendations for improving access to programs and services encompass a number of areas: enforcement of civil rights legislation, more support for bilingual/multilingual instruction, improvement in the research base, more training for service providers, and collaboration among organizations. The paper contains 60 references and a glossary.   [More]  Descriptors: Adult Education, Bilingual Education, Immigrants, Language Acquisition

Kissam, Ed; Dorsey, Holda (1997). Renting a Place to Live. Tierra de Oportunidad Module 9. LAES: Latino Adult Education Services Project. This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on renting a place to live. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (minimum legal standards for rental housing, landlords' and tenants' rights, rental housing and immigration status, California and federal legislation concerning housing discrimination, rental agreements, immigration law and married women, immigration law and battered women, immigration status and access to education and health care); sample learning activities; list of Internet and organizational resources and commercial textbooks; sample lesson plan; transparency masters; student activities; excerpts from the Fair Housing Act; sample rental agreement; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the lesson: interpret housing advertisements; discuss the Fair Housing Act; calculate housing expenses; and interpret and negotiate a rental agreement. Included in the sample lesson are the following: objectives, description of the module's target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Civil Rights Legislation, Contracts

Council of Europe, Strasbourg (France). Documentation Center for Education in Europe. (1974). Norway. [CME Country Reports]. In Norway all children, regardless of nationality, who are of compulsory school age (7-16 years old) have a right and obligation to attend compulsory school. The local school board is responsible for arranging auxiliary teaching for pupils who require extra help, in accordance with the instructions issued by the Ministry of Church and Education. What most municipalities do, of necessity, is try to teach Norwegian as quickly as possible. Oslo, which has the greatest number of foreign children (465 in Basic School), has established a part-time post for a consultant, and teaching in the mother tongue has started for Japanese pupils. The Basic School Council has started work on a programme to teach Norwegian as a foreign language. No special legislation for educating migrants in Norway exists. For secondary, higher, and adult education, foreigners' possibilities are on a par with Norwegian nationals. Norway does not keep statistics on migrant families in the country, counting only the actual working population. As of August 1973 there were 21,169 active workers in the country, mostly from Denmark, Great Britain, Sweden, Germany (East and West), Finland, the United States, and Pakistan. Figures are not available for migrant education. As for the approximately 10,000 foreign workers who serve in the Norwegian merchant marine, they may apply to ordinary maritime schools on an equal footing with Norwegian sailors. Descriptors: Adult Education, Board of Education Role, Equal Education, Foreign Workers

Australian Inst. of Multicultural Affairs, Melbourne (Australia). (1982). Evaluation of Post-Arrival Programs and Services. This book assesses the effectiveness of recommendations implemented after the release of the Australian government's "Report of the Review of Post-Arrival Programs and Services for Migrants" in 1977. In general, the implementation of the Report's proposals has been of substantial benefit to migrants (both newly arrived and longer resident), to Australia's ethnic groups, and to the community as a whole. The Report's guiding principles remain relevant, but some changes may be needed to attain its broader goals, those not easily reached through specific programs. After three opening chapters, providing (1) a broad overview, (2) an explanation of evaluation methodology, and (3) a demographic analysis of Australian migrants (1976-1986), each succeeding chapter describes and makes recommendations for a different migrant program or problem area: (4) the initial settlement program; (5) the adult migrant education program; (6) the child migrant education program; (7) the multicultural education program; (8) the use of bilingual staff in public agencies, and the provision of translator and interpretor services; (9) information needs and provision; (10) migrant welfare; (11) special needs; (12) the law and civil rights; (13) broadcasting and the arts; and (14) program coordination. Information regarding past and future expenditures appears at the end of each program or project areas and the book concludes with a summary of major recommendations. Descriptors: Adult Education, Civil Rights, Coordination, Cultural Pluralism

Ostrum-Grunstein, Eva; And Others (1986). Teaching for English Proficiency: The Need for an Evaluation of Language Programs in the New York City Public Schools. Although nearly 90,000 students in the New York (New York) public schools participate in bilingual education programs and English as a Second Language (ESL) programs, insufficient data are available to conduct effective program evaluations. The school system's bilingual and ESL programs achieved their size and permanence as a result of two lawsuits of the 1970s. The Aspira Consent Decree, using the precedent of "Lau v. Nichols," ensured the right of limited-English-proficient New York City students to bilingual education. English language education that would benefit from evaluation includes the following: (1) comparison of bilingual and ESL programs; (2) proficiency standards; (3) service delivery; (4) length of stay in bilingual programs; (5) educational needs of Hispanic students; (6) needs of students whose score on the Language Assessment Battery (LAB) are a little too high to qualify them for bilingual education; (7) language needs of non-Hispanic minorities; and (8) dual language proficiency. Data that should be transferred to the school's central computer file (student bio file) include the following: (1) country of birth; (2) country of last address; (3) language spoken at home; (4) length of stay in a language program; (5) educational achievement; and (6) parents' place of birth. Statistical data are included on two tables. Descriptors: Bilingual Education Programs, Compensatory Education, Data Collection, Elementary Secondary Education

Simon, Paul L.; Simon, Regina A. (1978). Cherish Our Differences: A Source Book for Cincinnati's Ethnic Heritage. A Bibliographical Guide. This selective bibliography lists books and some dissertations and theses relating to ethnicity. It is intended for junior and senior high school students, undergraduate college students, and the general public. The objective is to help ethnic groups, community agencies, and individuals in Cincinnati locate relevant source material concerning ethnicity and their ethnic heritage. Citations are included on geneology, immigration, and individual ethnic groups. These groups include Afro-Americans, American Indians, Appalachian-Americans, Arab-Americans, Asian-Americans, Dutch-Americans, Eastern European Americans, English and Scottish-Americans, French-Americans; German Americans, Hispano-Americans, Irish-Americans, Italian-Americans, Jewish-Americans, Near and Middle Eastern Americans, Greek-Americans, Scandinavian-Americans, and Swiss-Americans. A brief ethnic historical sketch of greater Cincinnati is also presented. The citations are arranged alphabetically by author and include title, publisher, date, and the library in which they can be found. To be listed, the sources must be in a local library, must be in the English language, and must have been published since 1920. No personal narratives, biographies, books on race relations, religion, civil rights, slavery, or suffrage are listed. An author index and addresses and hours of the libraries are appended. Descriptors: Adult Education, American Indians, Anglo Americans, Arabs

Massachusetts State Dept. of Education, Quincy. Bureau of Equal Educational Opportunity. (1986). Seeking Educational Equity for Linguistic Minority Students. In view of controversial reaction to reports of school desegregation in Massachusetts, this paper compiles several documents regarding the overall educational needs of linguistic minority students in Massachusetts. They include the following: (1) Report on Linguistic Minorities and Transitional Bilingual Education (April 1986) by acting commissioner Rhoda E. Schneider, which was approved by the state board of education; (2) an essay, "Educational Equity for Linguistic Minority Students: A Comprehensive Approach to Our Leading Civil Rights Challenge" (April 1986), prepared by Charles L. Glenn, Director of equal educational opportunity for the bureau's annual desegregation report; (3) an essay, "Bilingual Education: An Equity Perspective," by Charles Glenn, for the National Council on Bilingual Education (November 1985); and (4) an article, "Two-Way Bilingual Education," by Charles Glenn, written for "The Commonwealth" (April 1985). Topics covered include demography, responses to immigration, "new" linguistic minority students, indications of failure (e.g., basic skills assessment, the Boston Monitoring Report), and elements of a comprehensive program. The documents were compiled in hopes that Chapter 636 funds could be granted in 1986-87 to projects that help meet the educational needs and reduce the isolation of linguistic minority students. Descriptors: Bilingual Education, Demography, Educational Needs, Educationally Disadvantaged

Valerien, Jean (1990). Literacy Training of Migrants and of Their Families and Cultural Identity. Literacy Lessons. Literacy teaching and education of migrant workers and their children is an intense, emotional issue because the education of migrant workers is the point of intersection of two major social problems: education and immigration. Nonformal adult education radio and television programs have been set up in some countries to reach unemployed migrant workers. Host countries of children of foreign origin have developed educational systems that incorporate changes in structure, content, methods, teaching materials, and training of teachers. The following two questions remain: What more can schools do? What more can be accomplished by schools in liaison with other resources? The right to cultural identity is recognized in host countries, notably via courses in the language and culture of origin offered to students of foreign origin. These courses aim to facilitate the scholastic reintegration of children in the case of repatriation. It seems that host countries have come to the conclusion that pupils' knowledge of their culture of origin improves their ability to integrate and avoids the creation of a rift between these children and their parents. Openmindedness toward others becomes an essential element of all educational practice. Since 1970, the Council of Europe has devoted an important part of its educational activities to the education of migrants. Descriptors: Adult Education, Cultural Background, Cultural Education, Cultural Influences

Orum, Lori S. (1987). The New Immigration Act: What Educators Ought To Know. The Immigration Reform and Control Act of 1986, which provides legalization to certain undocumented aliens and imposes sanctions on employers who knowingly hire undocumented workers, affects school districts in their capacity both as employers and as providers of services to children and families who may be seeking to legalize their immigration status. School districts must design personnel policies that comply with the bill's employer sanctions provisions but that do not violate the anti-discrimination provisions in the new law and in the Civil Rights Act of 1964. It is likely that school personnel will receive many questions and will want to become informed about the legalization process, develop a listing of agencies providing approved assistance, and refer individuals to these agencies for specific information and assistance. School districts will need to respond to increased demands for adult classes in English and United States Civics and Government and to stay informed of state and federal assistance for these programs. Finally, school personnel, parents, and community members should understand that enforcement of the immigration law is the responsibility of the Immigration and Naturalization Service and not of the schools. Descriptors: Access to Education, Civil Rights, Compliance (Legal), Educational Demand

Liu, William T.; Yu, Elena S. H. (1995). Asian American Studies. The sociodemographic and socioeconomic characteristics of all Asian American communities since 1950 have been greatly influenced by federal immigration legislation, and it is not possible to consider the field of Asian American studies without an understanding of the history of immigration legislation. Asian American research may be divided into five periods: (1) the early era before World War I; (2) the period of World War II, with the preponderance of Japanese studies; (3) the postwar era, with its emphasis on culture and personality studies; (4) a shift toward ethnic studies as a result of the civil rights movement; and (5) the emergence of a new generation of Asian American studies in the 1980s. The new studies of the 1980s and 1990s are beginning to counter the myth of Asian Americans as a model minority as they address a wide spectrum of topics not previously studied. While rigorous and systematic studies of Asian Americans are still in their infancy, a solid beginning has been made with the recognition of Asian American studies as an academic field and a vital area for research. (Contains 84 references.) Descriptors: Asian Americans, Asian Studies, Cultural Awareness, Educational History

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