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  U.S.--American Value Orientations. Cultural Monograph No. 4. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors

  Clemens L. Hallman, Wayne W. Bryant, Anne E. Campbell, Joe McGuire, and Kay Bowman

  This teacher training monograph deals with value orientations of cultures in general and with specific reference to United States Culture. The first two sections discuss the conceptual issues of value orientation and give axiological definitions of the six clusters used to describe cultural orientation: self, the family, society, human nature, nature, and the supernatural. The third section introduces the section on U.S. culture. The fourth and fifth sections demonstrate, with examples, how values have progressed over time from an outward to an inward orientation. Section VI presents value orientations considered to be illustrative of the dominant cultural values in the United States which are commonly associated with white middle-class Americans. Values are presented separately and each is followed by an anecdote or quotation. Reproductions of advertisements reinforcing these values are included. Some of these examples reflect more than one value and these are cross-referenced. There is an extensive appendix on the cultural group called the Florida Cracker with application of the same six cultural value groups. This is followed by a brief bibliography for this group and two other brief appendices on American value structures. (CG) Descriptors: Attitude Change, Cultural Background, Cultural Influences, Family (Sociological Unit), Human Relations, Mythology, Physical Environment, Self Concept, Social Systems, Teacher Education, Values

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  Cuban Value Orientations. Cultural Monograph Number 1. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors.

  Clemens L. Hallman and Anne E. Campbell

  Information is provided in this monograph to facilitate understanding of Cuban cultural values and their implications for counseling limited English proficient students. Also provided is a beginning conceptual model for increasing the understanding of cross-cultural theory and practice. The overview of Cuban culture is based on a perspective of value orientations which emphasizes the evolving nature of cultures. The titles of the report's 13 chapters and some of their sub-themes are as follows: (1) Introduction to the Cultural Monograph Series and to Cultural Value Orientations; (2) The Conceptualization of Value Orientations: Axiological Definitions; (3) A Case Study for Cross-Cultural Counseling; (4) Cuban Value Orientations (Pre-revolutionary Cuban Value Orientations; Post-revolutionary Cuban Value Orientations; Santeria); (5) Factors Affecting Cross-Cultural Counseling (Language; Social Group of the Client); (6) Areas of Conflict Between Cuban and American Values (Acculturation; Assessing Behavioral Indicators of Cultural Adaptation; Assessing Adaptation of Cultural Values); (7) Cross-Cultural Activity; (8) Values Affecting Cross-Cultural Counseling (Anglo/Cuban Relationships; Conflict); (9) Possible Conflicts Between Counselor and Client; (10) Emerging Skills and Roles of the Counselor; (11) Mental Health; (12) Counseling Strategies and Techniques; and (13) Conclusions. Two appendices consist of a general outline of United States Value Orientations and an essay, "Mirror Images of Conflict," by Sandra Fradd. (KH) Descriptors: Counseling, Counselor Client Relationship, Counselor Role, Cross Cultural Training, Cubans, Cultural Differences, Culture Conflict, Hispanic Americans, Immigrants, Intercultural Communication, Mental Health, Refugees, Values

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  On TESOL '76: Selections based on teaching done at the Tenth Annual TESOL Convention [in New York, NY March 2-7, 1976]

  J. R. Faneslow, R. H. Crymes, Anne E. Campbell, R. Axelrod, L. Lugo, and P. Zirkel

  Anne Campbell-Johnson (with R. Axelrod, L. Lugo and P. Zirkel) is a contributing author, "Native language and black dialect interference in the oral reproduction of standard English by Puerto Rican pupils", pp. 129-135.

  Book description: The purposes of this study are stated to be twofold: (1) to determine the relative effects of the native language and black dialect influences on the oral English performance of Puerto Rican pupils in mainland schools and (2) to assess the relationship of these sources of linguistic interference with aural ability in English, reading ability in English, and time in mainland schools. The oral repetition technique is used with 80 Puerto Rican children enrolled in grades 2-4 in a predominantly Puerto Rican bilingual school. Findings indicate a significant positive correlation between degrees of black dialect interference and time in mainland schools. Significant inverse correlations are indicated between degree of black dialect interference and reading ability in English and between degree of Spanish interference and aural ability in English. Time in mainland schools is said to be significantly related to aural ability in English but not to reading ability. A relationship approaching significance between the degree of native language interference and reading ability in English is considered to indicate a need to explore more systematic approaches to the teaching of English to Spanish speaking students.