TRILATERAL PARLIAMENTARY STUDY GROUP ON

HUMAN RIGHTS AND DEMOCRACY IN NORTH AMERICA

Grant Number 598-061 6 23-523-4036

Submitted to Unlted States Agency for lnternat~onai Development

Submltted by Congress~onal Human R~ghts Foundation 1056 Thomas Jefferson Street, NW Washmgton, DC 20007 (202) 333-1 407 (volce) (202) 333-1 275 (fax) E-Mall pmeek8chrf3 gdn org

1056 Thomas Jefferson St, N W e Washington, D C 20007-3813 TEL (202) 333-1407 FAX (202) 333-1275

f"S Punted on Recycled Paper

TRILATERAL PARLIAMENTARY STUDY GROUP ON

HUMAN RIGHTS AND DEMOCRACY IN NORTH AMERICA

Grant Number 598-061 6 23-523-4036

Submitted to Un~ted States Agency for lnternat~onal Development

Submrtted by Congressronal Human R~ghts Foundatron 1056 Thomas Jefferson Street, NW Washmgton, DC 20007 (202) 333-1 407 (vo~ce) (202) 333-1 275 (fax) E-Mall pmeel&@chrf3 gdn org

Under a grant from the Un~ted States Agency for lnternat~onal Development (USAID, Grant Number 598-061 6 23-523-4036), the Congressronal Human Rrghts Foundat~on (CHRF) created a Parlramentary Study Group on Human R~ghts and Democracy In North Amer~ca, composed of legrslators from the Un~ted States, Canada, and Mexrco, to exchange mformatron between leg~slators on human rrghts Issues, rncludmg brlmgual educat~on, the rrghts of mdrgenous populat~ons, and pol~t~cal reform The project began on May 17, 1994 Th~s report serves as both the rnterrm (3-month) and frnal techn~cal report on the project, slnce all project objectives had been met by September 30, 1994

Specrf~cally, the project

Created a database on b~lrngual education laws In OAS and other countr~es to serve as a useful gurde to Mexlcan lawmakers,

Sponsored a delegat~on of Mex~can parlramentarlans to a semrnar on Natrve

a Amer~can rlghts to explore ~nst~tutronal/legal mechanisms addressrng the protect~on of Natrve Amerlcan rlghts In the Un~ted States,

Sponsored a delegat~on of Unlted States and CanadIan parlramentar~ans to Mexrco for a roundtable on pol~trcal reform, and

Arranged for access by North Amerlcan parlramentar~ans to the Global Democracy Network (GDN), a project of the Congressional Human R~ghts Foundatron

The Congressronal Human R~ghts Foundat~on IS a worldw~de, voluntary, nonpartrsan, not-for-profrt organ~zatron committed to the promotron of human rrghts We work drrectly with parhamentarrans to

Enhance understand~ng of the meanlng and lmpohance of human rrghts,

Strengthen rnst~tutions for the protectlon of human rrghts,

Improve access to lnformatron about human rlghts condltrons,

Foster mternatronal cooperatron In the promotron of human r~ghts,

Offer tramng and techn~cal ass~stance to human r~ghts advocates, espec~ally parhamentarrans,

Call attent~on to human rrghts abuses that vlolate lnternatlonally recogn~zed standards, and

Nurture constrtut~onal democracy, the rule of law and other protect~ons of human r~ghts

TRILATERAL PARLIAMENTARY STUDY GROUP ON HUMAN RIGHTS AND

DEMOCRACY IN NORTH AMERICA

Beglnnmg In May 1994, the Congressronal Human R~ghts Foundat~on (CHRF) worked to establrsh a Trrlateral Parlramentary Study Group on Human Rrghts and Democracy In North Amer~ca Members of the Study Group were drawn from the Foundat~on's lnterparhamentary Human R~ghts Network (IPN), a voluntary, nonpart~san assoc~at~on of 1,000 parlramentar~ans In 119 countrres who are comm~tted to the promotron of human r~ghts and democracy

The Tr~lateral Parlramentary Study Group promotes cooperat~on, collaboratron, and ~nformat~on-sharmg among North Amerrcan parhamentar~ans on human r~ghts and democracy Issues Durlng the reportmg per~od, the Study Group project was able to meet all of the followrng objectwes

A database on bilmgual educatron laws In OAS countr~es was created to serve as a useful gu~de to Mexrcan Members of the Study Group

A delegat~on of Mex~can Study Group Members to Washmgton, DC was organ~zed, rncludrng a semlnar on the legal mechan~sms/protect~ons relatmg to the r~ghts of Natrve Amer~cans in the United States

A techn~cal assessment v ~ s ~ t to Mexrco was undertaken to ascertam how the Mex~can Congress could be connected to the global Internet

A Roundtable on Pol~t~cal Reform was convened In Mex~co C~ty, w~ th Study

e Group Members from Canada, Mex~co and the Un~ted States

B ~ l ~ n g u a l E d u c a t ~ o n Database

The Congressional Human R~ghts Foundation created a brlmgual education database of OAS and other countries' legislat~on and programs This database was mtended to serve as a useful guide to the Mexican Congress as it deals w~ th the human rrghts of indigenous peoples

The database consists of a summary guide (see Appendix A) and 4-volume append~ces The mformation collected included bilingual education laws and programs in the followmg countries Canada, the United States, Ecuador, Colombia, Bolivia, Venezuela, the Netherlands, Australia, and New Zealand The guide attempted to provide a philosophical foundation for b~lingual education in the context of regional and international agreements to promote and protect the r~ghts of mdigenous peoples The append~ces prov~ded both analys~s and descript~ons of bilmgual education programs undertaken in OAS nations and other countr~es who have attempted to address the needs of indrgenous populations

More than 75 experts and institut~ons were contacted In preparing the informatron contained In the guide and appendices The material was e delivered to the Mex~can Congress during the visit by the delegat~on of Mexican legislators to Washmgton, DC In May 1994 The Mex~can legislators expressed their appreciatron for having been provided with a comprehensive catalogue on bilingual education, and said that the material would be a valuable reference source as the Mexican Congress consrders legislation affecting indigenous peoples

A delegatron of Mexican parliamentarrans v~sited Washington, DC May 22- 25, 1994 (see Append~x B for the schedule of meetings) The purpose of the vrsit was to burld cooperatron between Mexican and US legislators through the Trrlateral Parliamentary Study Group on Human Rights and Democracy

In particular, the Mexrcan legislators were able to brief the US Congress, the Adminrstration, and nongovernmental organizations on the prospects for the national elections in Mexico in August 1994 As part of the Study Group project, a seminar on the legal mechanisms/protect~ons for the

e r~ghts of Native Americans in the United States was conducted by the

e United States Senate Select Committee on Indian Affairs, chaired by Senator Danrel lnouye (D-HI)

The delegation spent 2 hours wrth the Staff Director and professional staff of the Select Commrttee and then met for 1 hour with Senator lnouye The delegates found the discussion of great benefit, particularly the comparrsons drawn between the United States approach to rndigenous peoples and the recent conflicts in the Chiapas region of Mexico There was a general recognrtron that both countries have had successes and farlures In dealing with the rights of indigenous populations, and that contrnued dialogue between the US and Mexican Congresses on the issue would be valuable

The delegation also met with a wide range of government offrcrals, Congressional leaders, and nongovernmental organrzations to discuss the Mexrcan national elections The Mexrcan srde was concerned about how the preparations for the elections would be perceived and understood by American policymakers and opinion leaders To thrs end, the delegatron provided briefrngs and background information on the efforts being made

a to ensure that the elections would be free and fair Of particular importance was the work of the Mexrcan lnstrtuto Federal Electoral (IFE) in putting together the electoral roll and registerrng ehgible voters

In addition, the Mexican delegation discussed the leg~slatrve inrtiatives to provide for election observers, termed "visitors" under the legrslatlon adopted by the Mexican Congress By having the opportunrty to drscuss these preparations and concerns with American organrzations involved in monrtorlng the electlon process, the delegatron's v is~t made a major contrrbution to broadenrng understandrng of the Mexican politrcal process

Connecting to the Global Democracy Network and the Internet

The Congressional Human Rights Foundation created the Global Democracy Network (GDN) in 1994 to provide parliamentarians, government officrals, nongovernmental organlzatrons and rndividuals with informatron and communications services on human rights and democracy (see Appendix C for the GDN Users' Gurde, whrch was provrded to all Members of the Trilateral Parliamentary Study Group and to IPN Members in Canada, the United States and Mexrco)

GDN uses the Internet, a global computer network, to prov~de the fol lowing

a) local and networked e-mad,

b) message forums,

c) h e chat conferences,

d) gopher server,

e) flle l~brar~es w~ th human rights and democracy rnformation,

f) document search and retrieval system, and

g) lnternet access

CHRF sent ~ t s Associate D~rector for Commun~cat~ons to Mexico City in July to ascertain how best to connect Mexican legislators to the Global Democracy Network During a three-day vis~t, CHRF's staff expert met wlth offlc~als of the Mexican Senate and Congress, the Federal Dlstrlct Assembly and Human Rlghts Comm~ss~on, the Mex~can Academy of Human Rights, and PROFMEX, the Research Consort~um on Mexico (See Appendlx D for a technical assessment report)

As a result of the vlsit, ~t was determmed that more work needs to be done to Insure that Mex~can leg~slators can have access to the w~de var~ety of mformat~on available on the lnternet and CHRF's Global Democracy Network (GDN) To th~s end, CHRF has contacted PROFMEX to collaborate on a follow-up program whlch w~ l l provide Mexican legrslators and the~r staff wlth free lnternet accounts and tra~nmg In how to use the lnternet (see the Recommendat~ons for Follow-up Programs at the end of t h ~ s Report)

Roundtable on Polrt~cal Reform on Mex~co

On July 30, 1994, a Roundtable on Pol~t~cal Reform was convened In Mexlco Clty (see Appendlx E for a schedule and a list and b~ographies of participants) Members of the United States Congress and CanadIan Parhament jomed their Mexrcan counterparts in the Tr~lateral

Parliamentary Study Group for an extensive discuss~on on the Mexrcan * nat~onal elections, which took place on August 21, 1994

Dur~ng the Roundtable, experts assembled by the Mexican srde br~efed partlapants on the followmg

lnst~tuto Federal Electoral (IFE) activltles, ~nclud~ng a demonstration of the voter reg~strat~on system and the voter database,

The work of the Clt~zen Counsellors in IFE in trylng to bring fa~rness and transparency to the election campaign,

The role of publlc oplnlon polls In the election process, and

The role of the medla, In partlcular an analys~s of coverage recewed by the major politlcal parties

Following each presentahon, part~c~pants engaged In a discussion of the Issues presented and offered comments and suggestrons These free- ranging d~scussions enabled Study Group Members to understand the

a cons~derable efforts made by Mexico to assure a free and fa~r elect~on

Whrle partlcrpants acknowledged that past abuses helped to create an environment of skept~cism towards this election, there was a consensus that many improvements had been made There was concern expressed about whether the reforms had been rmplemented qu~ckly enough to assure a relat~vely level play~ng field for the politlcal partres, espec~ally wrth respect to med~a access

The Roundtable was the f~rst off~cial gatherrng of the Tr~lateral Parl~amentary Study Group on Human Rights and Democracy In North America The part~cipants concluded that the Roundtable format had been extremely effectwe as a way of Imparting informat~on and fostering a frank exchange of vrews (see Append~x F for a samphng of partrcipant comments on the Roundtable) In part~cular, apprecratron was expressed to the Mexican s~de for hav~ng organ~zed a major colloqu~um with top of f~c~als and experts less than a month before what all participants agreed was the most important election in Mex~can h~story

RECOMMENDATIONS FOR FOLLOW-UP PROGRAMS

Following the historic electron on August 21, 1994, the new Mexican Congress will take office in November 1994 Working with our Interparliamentary Human Rights Network (IPN) leadershrp group in Mexico, the Congressional Human Rights Foundation proposes to undertake a series of projects wh~ch will provide information, communications services, and training targeted at newly elected Mexican parllamentar~ans and their staffs

The Foundation will continue our collaboration with senior Mexican parhamentarians, government officials, and nongovernmental organizations to broaden the Mexican Congress' exposure to democratic governance and to bu~ld bridges across Mexican soclety as the country comes to grips with genuine political reform

These new programs have resulted drrectly from the Foundation's effort to establish a North American Tr~lateral Parliamentary Study Group on Human Rights and Democracy

0 The Congressional Human Rights Foundat~on proposes the followmg new programs in the coming year

1 In collaboration with our Mexican IPN leadership (representrng the three major Mex~can polltlcal parties), Alianza Civica (a Mexican coalition of 400 ngos), the Brookings Institution, and experts from the US Congress and Canadian Parliament, we w~ l l organize a series of trainlng seminars for new Mexican MPs and therr staffs, slmilar to those organ~zed for newly elected Members of the United States Congress These semlnars will focus on the role of legislators in a democrat~c soc~ety, w ~ t h particular emphasis on constituent relations, on the respons~bllity of parliamentarians to hold government institutions accountable and on workmg with the organrzations which compose the broader CIVIC soc~ety

2 In collaboration with PROFMEX, the Consortlum for Research on Mexico, we will hold a serles of traln~ng sessions for all Mexican MPs and their staffs on the use of the lnternet for communications, information- sharing, reporting, and research Utilizing the PROFMEXIS electronic information network, we hope to provide free lnternet accounts for

@ interested Mexican leg~slators and staff In addition, we want to

encourage broader lnternet usage by Mexican ngos, and could offer similar a training seminars through Al~anza C~vica

3 We propose to undertake, as a model for other states, a constituent servlce and Internet tramng program at the state level

4 We want to contmue the Tr~lateral Parliamentary Study Group The Canadian Parliament has agreed to host the next Roundtable in Ottawa In March or April 1995 This meetmg may focus on nat~onal legislative efforts to deal w~ th the problems of ~nd~genous peoples, which would mform each delegat~on of approaches used In the other two North Amer~can countr~es

5 In order to implement these new programs, CHRF plans to establish an office in Mex~co C~ty and hire a local d~rector to coordinate with Mex~can partners We see the tra~ning programs cont~nuing, and therefore need to have a permanent presence in Mex~co

We have contacted potential partners in Mexico, Canada, and the United States about these proposals We have rece~ved agreement In prlnc~ple to

(b explore collaboration from the IPN Mex~can leadersh~p group, the CanadIan Parliament, PROFMEX, Alianza Civrca, and the Brookmgs lnst~tution

The Congress~onal Human R~ghts Foundat~on can begrn work on implementmg these new programs In October 1994

BILINGUAL EDUCATION:

A Guide to Legislation, Models and Theories

Prepared by THE CONGRESSIONAL HUMAN RIGHTS FOUNDATION

1056 Thomas Jefferson St NW Wash~ngton, DC 20007

Tel* (202) 333-1407 Fax (202) 333-1275

1056 Thomas Jefferson St, N W Wash~ngton, D C 20007-3813 TEL (202) 333-1407 FAX (202) 333-1275

a Prmled on Recycled Paper

I I

I. U~zzver sul Declur utrorz of Hwllurz Rrghts us Fori~ldafio~z

9 The many human r~glits treaties to which member states of the United Nations have become party have built a solid foundation of customary law which has strengthened civility and ~nforined public opinion Responslb~lity to adhere to these treaties is explicitly mandated in

the UN Charter Articles 55 and 56 state that all UN member states "pledge themselves to take joint and separate action in cooperation with the [United Nations]" to promote "universal respect for, and observance of, Iiunian r~ghts and fundamental freedoms for all without distrnction as to race, sex, language or rellgion "

The mcorporat~on of i~iternational human nghts principles in constitutions and legal codes of many nations has further strengthened the influence of these principles After World War 11, many nations emerging from colon~alism utilized provisions in the Universal Declaration of Human Rights, passed by the UN General Assembly in 1948 as a "foundation for justice and peace In the world "' An example in Latin Amer~ca IS the deniocratically elected government of Chile, whose Mmstry of Education has equipped all educational lnstltutlons with copies of the Universal Declaration of Human Rights with the mandate that i t be displayed publicly Thls practice, also carr~ed out In some Eastern European states, has contributed to an increasingly universal expectatlon that the relationship between the government and the governed shall acknowledge the primacy of the rights of each person

The new 1983 Constitution of the Netherlands conta~ns a comprehens~ve modern bill of nghts It recognizes international human rights responsibilities wh~ch are acknowledged as national obligations The Dutch momstic vlew of law holds that international and national law are part of the same legal order

II The DtuJt Declu~utzort on I~ztlrgenous Rights, The P12ilosophrcul Busu fa, Brlitzgiiul E O I I C U ~ ~ O ~ Z

Just as the evolution of international lav, has moved to embrace protection of rights for individuals who were traditionally consideled beyond the scope of such law, there has also been movement to reconceptual~ze the rights of ~ndigenous peoples The traditional vlew that indigenous peoples constitute conquered natlons who should accept the~r peripheral fate has diminished

The UN Draft Declaration on the Rights of Indigenous Peoples defines the rights of

'Egon Schwelb, "The Influence of the Universal Declaration of Human Rights on International and National Law," Proceedings of the 53rd Annual Meetlng of the American Soclety on International Law, 1959, p 222-23

*"The Const~tut~on of the Netherlands," Const~tut~ons of the Countries of the World, Albert P Blauste~ii and Gisbert H Flanz, eds , Oceana Publ~cations, Dobbs Ferry NY, 1986

indigenous peoples The Dratt will be voted upon by the UN Assembly thls September The document does not define the relationship between indigenous peoples and the State in @ whlch they are located, but it infers this relationsli~p The inference is discerned in that indigenous peoples are understood to have the nglit to either a "dual status" or, alternatively, to several options which correspond to the choices available to decolonizing peoples As far as "dual status" is concerned, the Declaration clearly protects indlgenous peoples from discrimination and inequality in relation to the do~nlnant populations, whle ~t simultaneously recognizes their unique rlghts to control their own identities, territories, resources, political organizations, economies, systems of justice, systems of education, languages, religions, and cultures (1 e art forms, music, dance, dress, diet, healmg practices and social customs)

These nghts emanate froin the historical relations of indigenous peoples with the states In whlch they are located, inherent authority over their own destinies is embedded conceptually in their existence as self-deter~n~ning entities prior to the organization of the State

III Langciage P f m s and Codes Z I Z Other Coruitnes

We have been niade aware of some excellent education progranis organized by indigenous peoples in Ecuador ' These descript~ons were provided to us through the Inter-Amencan Foundation 111 Arlington, Virginia, and the good offices of Charles Kley~neyer PI1 D Professor Kleynieyer spent fifteen years in Ecuador, and 1s tamil~ar wltli the development of Indian federations there These federations have created tlie~r own education programs The Indian Movement in Ecuador is quite advanced -- i t has been organmng for twenty years An excellent program put together by a Confederat~on ot Federations in the Amazon governs

@ 250 schools

Bolivia is mahng strides legislatively concerning the government's relationship with mdigenous peoples Considering the government's pol~cies in education, a recent proposal authored by Antonio Sagrista S J provides an enliglitened plan for indigenous relations with the State and their education It is presently under considerat1011 by the Boliv~an legislature

We reconimend that a multi-cultural delegation of indlgenous peoples travel to Ecuador and

3UN Dratt Declarat~on on the Riohts of Indgenous Peoples, As Agreed Upon by the Members of the Worbng Group on Indigenous Peoples at ~ t s Eleventh Session, 1993 See Appendix A

41bid, Part I-V

SDescr~pt~ons of three programs In indigenous b~lingual education are i n Appendix B

6Appendlx C contams the Bolivian "Proyecto de Ley, Titi110 I De La Participaclon Popular, Capitulo I Del Alcance De La Participaclon Popular " A comparative study entitled Ethnmty . Educat~on and Earninos IJI Bollvia and Guatemala by George Psacharopoulos is also enclosed (Technical Dept , Latin American and the Caribbean, World Bank, Nov 1992)

Bolivia to examme these programs

The Netherlands' recogn~tion of the Frisians and the for~nulat~on of an educat~on plan incorporating a bilmgual course of study could prove helpful in outline for the Mexican reality

Also included in Append~x E-J is ~nfor~nat~on (l~sted) concerning language policies codified mto law or proposed In the followmg nations

Australla Inforinatlon on Aborie~nal Australla, "The Nat~onal Languages and L~teracy Institute of Australla A Distmctive Model for Language Plannmg and For a Language- In-Education Plann~ng Agency?" (Note the ent~re Australian program can be obtained from the ERIC Clearmghouse on Language and Llngu~stics)

Braz~l Brazll~an Policy on Indl~enous Population, Selected Bibl~ography from the Summer Institute of Llngu~stics, relevant chapter of the Constitution of the Federative Republ~c of Brazll

Canada Gu~de to the Charter of Rlghts and Freedo~ns, Offic~al Languages Act, Abor~ginal People's R~ghts and Benefits, Informat~on on Ontario's Native Languages Pollcy and Program

CoIombia Proyecto de Ley General de Educaclon

EUI ope "The Less Widely Taught Languages of Europe Language Pol~cy, Language Planning, Status Plann~ng" (Research I~istitute ot L~~ igu~s t~cs , Hungarian Academy of Sciences)

New ZeaIand Informat~on on Ind~geiious R~ghts and BI-Lmgual Education In New Zealand trom Te Putni K o h r ~ , Wellington, New Zealand Mlnistry of Maori Development

N Indlgenoris uml Etlrrlrc Pop~rlut~orzs rn the Umfed Sfutes

In the Un~ted States, the Office of Ind~an Education Programs (OEIP) w~thm the Bureau of Indian Affa~rs IS respons~ble for education tunct~ons Its mlsslon is to prov~de qual~ty education opportunities wh~cli recognize Ind~an Tnbes and Alaska Native Villages as distinct cultural and governmental ent~tles

Ongmally, the Bureau of Indian Affalrs legislated the Native Amer~can education program as

7The Netherlands' program IS contamed In Append~x D

81994 Fingertip Facts, Oftice of I n d m Education Programs,Wash~ngton, DC, p 1 See CI) Appendm K

a tool of assimilation In recent years, t h~s has been recognized as a violation of Indlan

a identity, r~glits and culture While early relations w~th the Ind~ans were more pragmatic than enlightened, recognition of the rights to culture and ethnic identlty has come about through the constructive interventions and contr~butlons of the ethnic conlmunities themselves l o

In 1990, the Congress recognized that the Illstory of U S policies toward Native American languages has dramatically decreased the number that have survived The "Nat~ve American Languages Act" colnlnitted the U S goverriliient to worlrig with Native Americans to ensure the survival of cultures and languages However, this act served only as a declaration of pohcy, and no programs were proposed nor funds authorized to enact slgnlficant initiatives

In 1992, Congressional testlmony revealed that only about 20 Native American languages -- of the several hundred that once ex~sted -- are spoken by persons of all ages (as opposed to just by adults or the most elderly) An mproved "Native American Language Act of 1992" was approved The Act provldes the foundat~on upon which Tr~bal nations can rebulld their economic strength and rich cultural diversity

Ethnic and cultural diversity IS a fact of life in the United States Distinct populations of many ethnic and cultural bachgrounds have i~nin~grated to thls country, and their identitles have been preserved not only by the co~nmun~ties in which they congregate but by the education they strive to prov~de for thelr children In order to preserve thelr ident~ties

In recent years, the Bureau has contracted with trlbes pel mlttlng local community control of schools The Admlnistrat~on for Native Amencans under the Department of Health and Human Servlces is providmg funds thls year tor projects wli~ch promote the survlval and continuing vital~ty of Native Aliier~can languages The projects encompass assessment of language status, acqulsltlon of tralnlng and techn~cal assistance, and program design and development Programs may include brmging together older and younger speakers together to facilitate and encourage transfer of language shllls, training Natlve Americans to teach, interpret, and translate languages, developing and dissemmating prmted materials, and compilation and analysis of oral testlmony ' ' V Models of Brlzngrtal Eciucatrorz PI og1 U I I Z

Vanous niodels of bilingual education in the U S are d~st~ngu~slied by the role the students' native languages play In the educational process Jeanne Renn~e of the ERIC Cleannghouse

9 W ~ l l ~ a ~ n C Canby, Jr , A~ner~can Indlan Law, West Ptlbl~shmg Company, St Paul, Minnesota, 1988, pp 44-45 See Appendlx L

"Appendix M contams the "Natlve Amencan Languages Act of 1992" and the Federal Register announcement for financial assistance tor Native Language program Other articles

@ and programs describmg Native A~nerlcan langilage programs are also attached

on Language and Lmgu~stics describes the range of programs, from Engl~sh as a second language (ESL) classes, to tradit~onal and two-way b~l~ngual programs, to structured immersion programs l 2

Stud~es conducted on a range of programs across the country mdlcate that ~t usually takes four to seven years for students to acqulre cogn~t~ve academ~c language profic~ency in the second language (dependmg on age, type of program, level of pnmary language education pnor to entrance in program)

The most successful bilingual educat~on programs ( ~ n terms of students' academic achievement) have several elements in common l~teracy development in students' nahve languages, h~gh expectat~ons for language mmon ty students, ~n tensive staff development programs, collaborative learnmg techniques and student interaction, and parental support achvlties l3

The H~span~c Cornmun~t~es In the Un~ted States have arrrved here from almost every country In the hemsphere T h ~ s presence has contributed to the enactment of leg~slat~on establishmg brlmgual educat~on In some form in 24 states and In three territones Cahforn~a and Texas have demonstrated leadersh~p and sophist~cation In thex b~l~ngual school programs We include here bnef descr~pt~ons of the mandated programs In both states w~th broader documentat~on attached l4

In order to benefit your endeavors more concretely, we have attached matenals descr~ptive of "Two-way Language Development" used by the model Oyster School in Washmgton, D C , * and "Partial immersion" used by the Key Elementan School ~n Arl~ngton, Virgma l5

We have also ~ncluded matenals from one of the most mfluent~al H~span~c pol~cy centers In the Unrted States, the Tomas hve ra Center at Claremont Unrversity In Southern Cal~forn~a

''Jeanne Rennie, "ESL and B~l~ngual Program Models," ERIC Clearmehouse on Lanpage and Llngulstlcs D~gest, September 1993 Based on an art~cle published rn the August 1993 Issue of Streamlmed Seminar (Vol 12, No l), publ~shed by the Natlonal Associat~on of Elementary School Pr~nc~pals, Alexandria, VA Cop~es of thls and add~tional studies and art~cles on bilmgual educat~on by American educators are located in Appendix N

'31b~d , hkhae l Webb, "Mult~cultural Educat~on In Elementary and Secondary Schools," ERIC Clemnghouse on Urban Education Digest, No 67, July 1990 See Append~x 0 for this art~cle and others on multicultural educat~on

I4Cahfornla and Texas law and b~llngual educat~on programs are described In deta~l in Append~x P

'5"Two-Way Language Development Progran~s," ERIC Clear~nehouse on Languaees and

.I Linguist~cs, Center for Applied L~ngu~s t~cs Dlgest, September 1990 See Append~x Q for the article and for Oyster School program matenals

wlth an additional Center at the Univers~ty of Texas at Austm l 6 A trustee of the Center is Henry Cisneros, present U S Secretary of Housing and Welfare The professionalism, scholarship, creativity and polltical effectiveness of their progranx have shaped policy, legislation and the direction of bilingual educat~on in thls country

Language plannmg is best described as an art, rather than a sclence Widespread disagreement exists on fundamental quest~ons, such as the nature and acquisit~on of language and the effect of linguistic diversity 011 soclal and economlc stability

Two perspectives energize the debate on the role of bilingual educatlon The r~amrnonal model holds that the goal IS to enable minor~ty-language students to shlft to the dommant language as qulcNy as possible, with little or no regard for helpmg ch~ldren to mantam the~r onginal tongue Proponents pr~ori t~ze accelerated assin~ilation for reasons mcluding a unified cultural and national identity, lack of financial and material resources, and enhanced soclo-econolnic status for mlnonty language ch~ldren Offic~al English groups such as US English and English First support a const~tut~onal amendment mahing English the official language of the U S and reduced funding for bilingual education l 7

On the other hand, proponents of the nwr~re~ lume model of b~lingual educatlon contend that the primary goal should be to help students maintain the use of their own language while malung a gradual transition to the do~nlnant langi~age Argun~ents for this model mclude enhanced cogmtive development and self-image of mmorlty language children, lessened culture shock, and reduct1011 of 11nguistic dlscr~mlnat~on Engl~sh Plus I S a group which believes that U S residents should have the opportunity to become proficient 111 Engllsh plus another language l 8

This document has attempted merely to prowde a brief overview of b~l~ngual education The accompanying Append~x contams rich resources and references wh~ch provide a more thorough gulde for plannlng and understanding bil~ngual educat~on programs

'6The Tonias Rivera Center A Nat~onal Institute tor Pol~cy Studies See Appendix R

"Vicbe Lewellmg, ' l L ~ n g ~ ~ i ~ t ~ ~ Divers~ty 111 the United States Engl~sh Plus and Official Engllsh," ERIC Nat~onal Clearin~house 011 L~teracy Education Dlpest, December 1992 See Appendix N

"Martin Trent Chandler, "Towa~a a Context-Spec~fic Language Pollcy for Developing Countries with an Emplias~s on Language-in-Educat~on," Master's thesis, B~ola University,

e May 1992 See Appendix S

LA EDUCACION B I L I N G ~ ~ :

Guia de la Iegslaci611, 10s modelos y Ias teorias

Preparada por LA FUNDACION DE DERECHOS HUlMANOS DEL CONGRESO

1056 Thomas Jefferson St , N W Washmgton, D C 20007 TeEfono (202) 333-1407

Fax (202) 333-1275

e I La Declaraclon Unzversal de Derechos Humanos corno Base

Los multiples tratados de derechos humanos suscritos por 10s paises miembros de las Naciones Unidas conforman la solida base de derecho consuetudinario que ha fortalecido la civilidad contribuido a forjar la opinion publica La Carta de la ONU establece en terminos explicitos la responsabilidad de c e ~ r s e a estos tratados y, en sus articulos 55 y 56, declara que todos 10s paises miembros de la ONU "se cornprometen a tomar medidas conjuntas o separadamente, en cooperation con las [Naciones Umdas]" para fomentar "el respeto universal a 10s derechos humanos y a las libertades fundamentales de todos sin hacer dlstlncion por motivos de raza, sexo, idioma o religion"

La incorporacion de 10s principios internacionales relaclonados con 10s derechos humanos en las constituciones y 10s codigos legales de muchos paises ha reafirmado la influencia de estos principios Despues de terminar la Segunda Guerra Mundial, muchos paises que surgleron del co1onialismo utilizaron las disposiciones de la Declaraclon Universal de Derechos Hurnanos, aprobada por la Asamblea General de la ONU en 1948, corno una "fundacion para la justicia y la paz en el mundo" ' En Amerlca Latina puede citarse corno ejemplo el uobierno de Chile electo por medios democrat~cos cuyo Ministerlo de Education ha 3

distribuido copias de la Declaraclon Universal de Derechos Humanos a todos 10s centros docentes del pals con ordenes de desplegarla publicamente Esta pracrica tambien zmpleada en algunos estados de Europa Orlental ha contribuido a forjar una evpectativa crecientemente universal en el sentldo de que las relaclones entre 10s gobiernos y 10s

e gobernados deben reconocer la supremacia de 10s derechos del lndiv~duo

La nueva Constltuclon de 10s Paises Bajos adoptada en 1983, contiene una carta de derechos integral v moderna ' Reconoce responsabihdades internacionales en el ambito de 10s derechos humanos que constituyen obligaciones naclonales El concepto monlsta neerlandes del derecho mantlene que el derecho nacional y el derecho mternacional forman parte dei mismo orden jurldlco

I1 El Proyecto de Declaraczdn sobre 10s Derechos de 10s Pueblos Autdctonos, La Base Frlosdfzca de la Educacrdn Bzlz~zgue

En Ia misma forma en que el derecho internaclonal ha evolucionado y ha abarcado el concepto referente a la proteccion de derechos de personas que tradicionalmente habia considerado fuera de su alcance tambien se ha producido un movimiento para reconceptualizar 10s derechos de 10s pueblos autoctonos Se ha ido disipando paulatinamente

on Schweib The Influence of the Universal Declaration of Human Rights on Internat~onal and Nat~onal Law [La lnfluencla de la Declaraclon Universal de Derechos Humanos en el derecho lntemacional v naclonal] 4ctuaciones de la Sa Reunion 4nual de la Sociedad Estadounidense de Derecho Intemacional 1959 p 222-23

' The Constitution of the Netherlands [La Constltuclon de 10s Paises Bajos] Constitutions of the Countries of the W o r d [Const~tuc~ones de lor pa res del mundo] i i b e n P Blausiein y Gisbert H F i m ed~tores Oceana Publications Dobbs Ferry NY 1986

e el concept0 tradlclonal segun el cual 10s pueblos autoctonos constltuian naclones conqulstadas obllgadas a aceptar su destino marginal

El Proyecto de Declaraclon de la ONU sobre 10s Derechos de 10s Pueblos Autoctonos define 10s derechos de esos pueblos Dlcho Proyecto se sometera a votaclon en la Asamblea General de la ONU en septlembre proxlmo ' El documento no define la relaclon exlstente entre 10s pueblos autoctonos y el Estado en que vlven, sino que Infiere dlcha relacion La mferencla se disclerne en el hecho de que el texto del documento da a entender que 10s pueblos autoctonos tlenen derecho a optar por una "doble condiclon jurldlca" o a e leg~r una de las opciones correspondlentes a las alternat~vas d~spombles para 10s pueblos descoloruzados En lo referente a la "doble condlclon jundlca", la Declaraclon protege explicltamente a 10s pueblos autoctonos contra la d~sc r~mmac~on y la deslgualdad respecto de 10s pueblos domlnantes, per0 reconoce simultaneamente el singular derecho que ostentan aquellos a mantener dominlo de su propla identldad, de su terntorlo, de sus recursos de su orgamzaclon polltica de su economia de sus slstemas juridlco y educative, de su Idloma, de su rellglon y de su cultura (v g , artes muslca, danzas, trajes tlplcos, regimen al~menticio practicas curatlvas y costumbres sociales)

Estos derechos emanaban de las relaclones que han existido a traves de la h~storla entre 10s pueblos autoctonos y 10s estados en que w e n La autoridad lnherente que 10s pueblos autoctonos tlenen sobre su propio destino esta enclavada conceprualmente en su exlstencla como entldades autodeterminadas con anter~orldad a la organlzaclon del Estado -

@ III Planes y Cbdrgos Lmgursiieos en Otros Paises

Se nos han seiialado algunos evcelentes programas educat~vos organlzados por pueblos autoctonos de Ecuador ' La description de dlchos programas nos la suministro la Fundaclon Interamericana de Arlington Vlrginia mediante 10s buenos oficios de Charles Kleymeyer Ph D El Profesor Kleymeyer paso quince afios en Ecuador y esta compenetrado con el desarrollo de las federaclones lndlgenas de ese pals las wales han elaborado sus proplos programas educat~vos El Movlmlento Indigena esta sumamente adelantado en Ecuador, donde lleva 20 afios de esfuerzos organizatlvos Un evcelente programa elaborado por una Confederaclon de Federaclones en el Amazonas rige 250 escuelas

En el amblto legislat~vo, Bollvla esta reallzando un progreso Importante respecto de las relaclones entre el goblerno y 10s pueblos autoctonos En conslderaclon de las polltlcas educatlvas del goblerno una propuesta reclentemente elaborada por Antonio Sagrlsta S J ,

3~rovec to de Declaraclon de la ONU sobre 10s Derechos de 10s Pueblos Autoctonos tal como f i e aprobado por 10s mlembros del Gmpo de Trabajo sobre 10s Pueblos Autoctonos en su XI Seslon 1993 Vease el Anexo A

4 I b ~ d , Pane I V

' ~ 1 Anexo B contlene descr~pclones de tres programas de educaclon blllngue organlzados por pueblos auroctonos

a ofrece un plan esclarecldo para la educac~on de 10s pueblos autoctonos y para sus relaciones con el Estado La propuesta se encuentra actualmente bajo la cons~deracion de la legislatura bolivlana ti

Recomendamos que una delegaclon multicultural integrada por representantes de pueblos aut6ctonos viaje a Ecuador y a Bolivia a fin de examinar 10s programas citados

El reconocimiento de 10s fris~os por 10s Pa~ses Bajos y la formulaci6n de un plan educativo que comprende un curso de estudios bilmgue podrian servlr de modelo a la realidad mexlcana

Ademas, el Anevo E contiene lnformacion (enumerada a continuacion) sobre las politicas llnyisticas codificadas en tevtos legislativos o propuestas en 10s paises sigulentes

Australia Informac~on sobre Aborimal Australla [Australia autoctona], "The National Lanpages and Llteracy Institute of Australla A Distinctwe Model for Language Planning and For a Language-in-Education Plann~ng Agency" [Los idiomas naclonales y el instltuto de dlfabetizacion de Australia modelo espec~al para la planificacion [de la enseiianza] de idiomas y de un organism0 gubernamental para la planificac~on del ldioma en la educaclon] (Nota El programa australiano completo puede obtenersz d traves de ERIC Clearinghouse on Language and Linguistics)

Bras11 Braz~l~an Polit~cs on Indi~enous Po~ulatlon [La politlca bras~leiia scare la poblacion autoctona], Bibliografia selecta del Instituto Estival de Linguistica capltulo pertinente de la Const~tuc~on de la Republics Federativa de Brasil

Canad6 Gulde to the Charter of Rights and Freedoms [Gu~a de la carta de derechos y Iibertades], Official Languages Act [Ley sobre 10s idiomas oficlales], Aboriginal People s Rights and Benehts [Derechos y beneficios de 10s pueblos autoctonos], Informanon on Ontario s Native Languages Pol~cv and Program [Informacion sobre la politica y el programa de idiomas autoctonos de Ontario]

Colomb~a Proyecto de Ley General de Educacion

Europa "The Less Widely Taught Languages of Europe Language Policv Language Plamng, Status Planning" [Los idiomas europeos menos enseiiados politica Imgulstlca, plamficacion linguistics planificacion de la condition juridica] (Instlruto de Investlgacion Linguistica, Academia de Ciencias de Hungria)

%1 Anexo C contlene el Provecto de Ley Tltulo I De la Part~cipac~on Popular Caplrulo I Del Alcance de la Part~cipaclon Popular Se m c l u y ~ ademas, un es tud~o comparatwo tltulado Ethnlc~tv, Education and Earnlncs In Bol~via and Guatemala [Las etnlas la educaclon y 10s mgresos en Boliv~a y Guatemala] por George Psacharopoulos (Departamento Tecnico Latinoamerlca y el C m b e Banco Mundlal novlembre de 1992)

7 ~ 1 programa de 10s Pases Bajos figura en el Anexo D

Nueva Zelanda Informat~on on Indigenous Rights and BI-L~ngual Educat~on In New Zealand from Te Putni Kok~ri, Wellington [Information sobre 10s derechos de 10s pueblos autoctonos y la educacion bllingue en Nueva Zelanda de Te Putru Kokin, Well~ngton], M~nisterio de Desarrollo Maor~ de Nueva Zelanda

nT Los pueblos autdctonos y las etnzas en 10s Estados Unzdos

En Estados Unidos, la Oficina de Programas de Education para 10s Pueblos Indigenas, adscrita a la D~recclon de Asuntos Indigenas, esta encargada de las funclones educativas Su mision conslste en ofrecer oportumdades educatlvas de alta calldad que reconozcan ias tr~bus indigenas y las comumdades autoctonas de Alaska como entidades culturales y gubernamentales especiales

Origmalmente la Direcc~on de Asuntos Indigenas adm~nistraba el programa de educac~on para 10s pueblos autoctonos de Estados Unldos como un instrumento de as~rnilac~on En aiios recientes se ha reconoc~do que esa practlca constltuye una v~olacion de la ident~dad, 10s derechos y la cultura md~genas Aunque mcialmente las relaclones con 10s pueblos indigenas se caracterizaron mas por su pragmatism0 que por su esclarec~miento el reconoclmlento del derecho que tlenen estos pueblos a conservar su ident~dad cultural y etnica ha s ~ d o resultado de las lntervenciones y contribuc~ones constructlvas de las propias comumdades autoctonas lo

En 1990 el Congreso reconoclo que las pol~t~cas estadounidenses respecto de 10s idlomas de @ 10s pueblos autoctonos han reduc~do cons~derablemente el numero de esos idiomas que han logrado sobrev~vir La Ley sobre 10s Idiomas de 10s Pueblos Autoctonos comprometlo a1 gobierno de Estados Unidos a colaborar con 10s pueblos autoctonos del pals a fln de garantlzar la supervlvencla de sus culturas y sus ~ d ~ o m a s Sin embargo la mencionada Ley solo constituyo una declarac~on de la pol~tica gubernamental, per0 no condujo a la propuesta de programas nl a la autorlzacion de fondos para la adopclon de lnlciatlvas significativas

En 1992 test~mon~o presentado ante el Congreso revel0 que solo unos 20 de 10s varlos centenares de idlomas autoctonos origmales son hablados por personas de todas las edades (en contraste con 10s ~diomas hablados por adultos y ancianos) Este descubr~miento condujo a la promulgac~on en 1992 de una ley perfecc~onada sobre 10s ~ d ~ o m a s de 10s pueblos autoctonos La nueva ley establece fundaclones sobre las cuales 10s pueblos autoctonos pueden reconstruir su fortaleza economica y su rlca diversidad cultural

'1994 Flneertlp Facts [Datos para consulta raplda 19941, Oficina de Programas Educatwos para 10s Pueblos Indigenas Washington D C , p 1 Vease el 4nexo K

%illlam C Canbv Jr Amerlcan Indian Law [El derecho lndigena en Estados Unidosl, West Pubhshing Company, St Paul Mimesora 1988 pp 44-45 Vease el Anexo L

0 La d~vers~dad etnlca y cultural es un hecho de la vida estadounidense D~st~ntos grupos caracterlzados por una mult~pl~cidad de antecedentes Ctmcos y culturales han emigrado a este pals, y sus identidades han s ~ d o preservadas no solo por las comumdades en que se han congregado, sino por la educacion que tratan de proporcionar a sus h~jos a fin de conservar su identidad

En aiios recientes la Direction de Asuntos Indigenas ha suscrito contratos con tribus Indigenas que permlten a las comun~dades locales adm~nistrar sus proplas escuelas La Adrnlmstracion de Pueblos Autoctonos de ~ s t a d o s Urudos del Departamento de Salud y Serv~cios Humanos ha asignado fondos este aiio a proyectos que fomentan la supervlvencla y la vitahdad permanente de 10s idiomas de 10s pueblos autoctonos Los proyectos comprenden la evaluation de la condic~on de 10s ~ d ~ o m a s , la obtencion de capacltaclon v ayuda tecnica y la elaborac~on y ejecuclon de programas Los programas pueden incluir la agrupacion de oradores de dlversas edades para fac~l~tar y fomentar la transferenc~a de conocimlentos lmguisticos, la capacltaclon de estadounidenses aut6ctonos para la ensefianza interpretacion y traducc~on de idiomas la elaborac~on y disemmacion de matenales impresos y la compilac~on y el analisis de testimonlos orales l 1

V Modelos de Programas de Educac~on Bzlz~zgue

Los dlversos modelos de programas de educaclon blhngue en Estados Unidos se distinguen por el papel que 10s Idlomas de 10s estudiantes autoctonos desempeiian en el proceso educat~vo Jeanne Renme de ERIC Clearmghouse on Language and L~nguist~cs descrlbe * toda la gama de programas, la cual comprende cursos de ~ngles como segundo idioma, prograrnas bilingues tradicionales y b~direccionales y programas regimentados de lnrnerslon l2

Estud~os realizados en una divers~dad de programas a traves del pals indican que generalmente 10s estudlantes necesltan entre cuatro y siete afios para adquirir 10s conocimientos lingu~sticos que les perniten dommar el segundo idioma (depend~endo de la edad de 10s estudiantes del tipo de programa y del nivel de educaclon alcanzado en el idloma prlnc~pal antes de ingresar en el programa)

Los programas de educacion blllngue mas exitosos (en funcion del progreso academlco logrado por 10s estudlantes) tlenen c~ertos elementos comunes alfabet~zaclon en el Idloma

" ~ 1 Anexo M contiene la Ley sobre 10s Idlomas de 10s Pueblos Autoctonos de Estados Unldos de 1992 y el anunclo publicado en el Reglstro Federal respecto de la ayuda economlca para 10s programas de idiomas autoctonos Se incluyen ademas orros articulos v programas descrlptwos de programas de idiomas autoctonos de Estados Unldos

"~eanne Rennie ESL and Bilingual Program Models [Modelos de programas de ensefianza de ingles como segundo idioma y de ensefianza bilingue], ERIC Clearin~house on Lanmaee and Linoulstics Dioest septlembre de 1993 Basado en un articulo contenido en el numero de agosto de 1993 de Streamlined Semlnar (Vol 12, No l), publicado por la Asociaclon Nacional de Dlrectores de Escuela Primarla Alexandria VA El Anexo @ N contlene coplas de este y otros estudlos y aniculos sobre la educacion bllingue publlcados por educadores estadounldenses

materno de 10s estud~antes, grandes expectatlvas para 10s estud~antes que hablan 10s ~diomas

a de 10s grupos mmontanos, programas de capacitac16n mtensiva del personal, tecnlcas colaboratwas de aprendizaje y de interacci6n entre 10s estud~antes, y activldades para conseguir el apoyo de 10s padres l 3

Las comunldades hispanas de Estados Unidos han venldo a este pais procedentes de casi todos 10s paises del hemlsfeno Su presencia ha contnbu~do a la promulgac16n de leyes que establecen alguna forma de educac16n blllngue en 24 estados y tres terntonos Califomla y Texas han demostrado su liderazgo y adelanto medlante sus programas de educacion b h g i i e El presente Informe incluye una breve descnpclon de 10s programas obhgatonos lnsatuidos por ambos estados y ofrece, en anexo, documentaclon mas ampha al respecto l4

A fin de hacer un aporte mas concreto a sus esfuerzos, tamblen hemos anexado matenales que descnben 10s programas "Two Way Language Development" [Desarrollo l~ngu~stico b~direcc~onal], empleado en la escuela modelo Oyster School de Washington, D C , y "Parha1 Immersion" [Inmers~on parclal], empleado en la escuela pnmana Key Elementary School de Arlington, Virginla

Ademas, hemos incluido matenales suministrados por uno de 10s centros de tormulac~on de politica mas influyentes de Estados Unidos el Centro Thomas Rivera de la Un~versidad de Claremont, en el sur de Cal~forn~a, que tambien tiene otro centro en la Universidad de Texas, en Austin l6 Henry Cisneros, el actual Secretano de V~vienda y Desarrollo Urbano de Estados Unldos, es uno de 10s s~ndicos del centro El protesionalismo, la erud~cion, la creativvidad y la eficacia polit~ca de sus programas han coitnbuldo a torjar la pol~tica, la @ lep~slacion y la direccion de la educacion b~lmgue en este pals

La plan1ficacl6n llngu~stica se descnbe como u n arte, mas bien que como una cienc~a Ex~ste un desacuerdo general sobre c~ertas cuest~ones tundamentales, tales como la naturaleza y el proceso de adqu~srcion del ~dioma y el efecto de la diversidad lingu~stica en la estab~l~dad soclal y economlca

1 3 b d , Michael Webb, Vult~cultural Educat~on In Elementary and Secondary Schools" [La educac~on mult~cuItural en las escuelas pnmanas v secundanas], ERIC Cleannnhouse on Urhan Educat~on Dwest NO 67, juho de 1990 Vease en el Anexo 0 10s artlculos sobre la educac~on mult~cultural

1 4 ~ a s leg~slac~on y 10s programas de educacmn blllngiie de Cahfoma y de Texas se descnben en detalle en el Anexo P

l5 Two Way Language Development Programs" [Programas de desarrollo lmgu~st~co b~d~recc~onal], ERIC Cleannehouse on Languages and L~ngax ice, Center tor Applied Llngulst~cs D~nest, sept~embre de 1990 V h e en el Anexo Q el artlculo sobre la escuela Oyster School y 10s matenales utd~zados en el program de esa escuela

1 6 ~ 1 Centro Thomas hvera Un ~nst~tuto nac~onal para estudios sobre politicas Vease el Anexo R

Dos perspectlvas d~stintas lrnpulsan el debate sobre el papel desempeiiado por la educacion bilingue El modelo transrtorzo sostiene que el objetlvo consiste en ayudar a 10s estudlantes que hablan 10s idlomas de 10s grupos minorltarlos a adquir~r el idioma dominante con la mayor rapidez posible, sln lnquietarse mucho--0 del todo--por ayudar a 10s niiios a conservar su idioma origmal Los proponentes del modelo transltorio confieren prlmera prior~dad a la aslm~lacion por diversas razones, entre las cuales pueden mencronarse la unification de la ident~dad cultural y national, la falta de recursos economicos y mater~ales, y el mejoram~ento de la condition socloeconomica de 10s niiios que hablan 10s ~ d ~ o m a s de 10s grupos mlnor~tarios Las agrupaclones que tratan de establecer el mgles como idloma ofic~al, tales como US Engl~sh y English Flrst, apoyan la adopc~on de una enrnienda constituc~onal que declare el ingles idloma oficlal de Estados Unidos y reduzca 10s fondos asignados a la educacion b~lingue l7

Por otra parte 10s proponentes del modelo de rnanrenlmlento para 10s programas de educac~on b~lingue sostlenen que el objetlvo pr~nc~pal debe ser ayudar a 10s estudiantes a mantener el uso de su proplo idioma mientras reahzan la transition gradual a1 Idloma dominante Los argumentos adelantados en favor de este modelo mcluyen el mejor desarrollo cognitivo y concept0 de SI mlsmos de 10s n~iios que hablan 10s idlomas de 10s grupos minoritarios la atenuaclon del choque cultural y la reducc~on de la discr~m~nacion por razon del Idloma La agrupacion English Plus cons~dera que 10s res~dentes de Es~ados Un~dos deben tener la oportunidad de adquirir domlnlo del ingles, y tambren el de otro idloma l8

VII Informaczo'n Suplementana

El proposlto del presente documento no ha sido otro que el de presentar una sintesis de la educacion bilmgue El Anevo adjunto contlene una rica fuente de recursos y de referenclas que establecen una pis mas detallada para la planificac~on y comprenslon de 10s pro, oramas de educacion btlingue

"VICLI~ Lewelling, Lingulst~c D~vers~ ty In the Un~ted States Engl~sh Plus and Offic~al English [La diversdad l~ngulstlca en Estados Un~dos las agrupaciones 'Engl~sh Plus' y 'Officnl Engl~sh'] ERIC Nat~onal Cleannehouse on Literacv Educatlon Dtgest, dmembre de 1992 Vease el Anexo N

1 8 ~ a r t i n Trent Chandler Toward a Context-Specific Language Policy for Developing Countries with an Emphasis on Language-in Educatlon [Hacia una p o l m a lingu~st~ca de contexto especifico con enfas~s en el ~dioma en la educac~on para pases 10s en vias de desarrollo], tesls de l~cenclatura B~ola Universltv, mayo de 1992 Vease el Anexo S

LA EDCCACION BILGITGUE EN EL ESTADO DE TEXAS

La ley (21 109) del Estado de Texas que se apllca a la enseiianza de idiomas en Ias escuelas publrcas reza como sigue

a) El idioma basico de 1nstrucci6n en todas Ias escuelas es el ingles b) La politlca de este estado es garantizar el dominlo del ingles por todos 10s estudiantes de las escuelas, se estlpula que puede ofrecerse o permitlrse la enseiianza billngue en aquellas situaciones en que tal enseiianza sea necesaria para garantlzar la adquislclon por parte de 10s estudiantes de un n~vel razonable de eficacia en el idloma lngles de manera que no resulten destavorecldos en su educaclon

El ldioma utillzado para la enseiianza en el Estado de Texas se define en un subcapitulo sobre educaclon bilingue y programas espec~ales para la enseiianza de idlomas El Plan Estatal para la Educaclon de Estudiantes con Conoc~mlentos Lmltados de Ingles reconoce que el dominlo de 10s conoclmlentos basicos del ingles son requisito prevlo a la participation provechosa en el programa educat~vo del estado A1 igual que en Callfornla 10s dlstrltos escolares que tienen una matricula de 20 o mas estudlantes con conocimlentos llmitados de ~ngles en cualquiera de las categonas lingulsticas ofrecen un programa destmado a satisfacer las necesidades de dlchos estudlantes

Una ley enmendatorla estlpula que "la educaclon bllingue o especlal y 10s prograrnas especiales para la enseiianza del ~ d ~ o m a , tal como se dehnen en la presente ley se emplearan @ en las escuelas publicas con el objeto e\clusivo de incrernentar la capacidad de aprendlzaje de 10s estudlantes con conocimientos limitados de ingles y de realzar ese ~dioma"

La educaclon bllingue (obllgatorla para 10s estudiantes de kindergarten v de todos 10s grados de escuela primaria) es un programa de enseiianza bihngue de horario completo que comprende el aprendlzaje de conocimientos baslcos en el ldioma principal de 10s esrudlantes con conocimientos llmltados de ingles as1 como la enseiianza regimentada y gradual de mgles que conduzca a1 domimo de ese idioma La enseiianza de ingles como segundo ldioma (iniclada en 10s grados posprimarlos y contmuada exclusivamente en 10s grados 9 a 12) es "un programa de mstruccion lntenslva en lngles ~mpartida por maestros especlallzados en el reconoclrniento y el manejo de las diferenclas linguistlcas ' Tanto la educaclon bilingue como 10s cursos de ingles como segundo ldioma incorporan 10s aspectos culturales de las etruas a que pertenecen 10s estudlantes

Se aprobo un numero limitado de programas pilotos destinados a examinar metodos alternos de lnstruccion en 10s programas de ensefianza bll~ngue y 10s cursos especlales de ldiomas A1 final del presente Informe se detalla un programa de mtercarnbio de maestros La Junta Estatal de Educaclon promulga las normas y 10s reglamentos que rlgen la emislon de certificados a 10s maestros de educaclon bllingue y de ingles como segundo idioma

La clasificac~on de estudiante con conocimlentos hmltados de lngles se emplea en 10s casos en que (1) la capacldad del estudlante es tan limitada que impide la utlllzaclon de 10s procedlmlentos de evaluation, (2) la calificacron obtenlda por el estudiante en el evamen de

ingles es Inferior a1 n~vel aceptable definido por la Oficlna Central de Educacion, o (3) la cal1ficaci6n obternda por el estud~ante en el examen de su idioma princ~pal es superior a la obtemda en el exarnen de ingles Pueden tornarse en cons~deracion otros factores, tales como 10s resultados de las evaluaciones real~zadas por 10s maestros, la opinlon de 10s padres y las entrevistas con 10s estudiantes

Por otra parte, el distrito escolar no puede negarse a impartir instruction a un estud~ante en un idiorna que no sea lngles umcarnente porque dicho estudiantes sufra de alguna incapac~dad Ademas un numero determinado de estudiantes cuyos conocimientos de lngles no Sean llrnitados podra participar en 10s programas de educac~on bilingue con el consentlmlento de sus padres

El cumplimiento de las normas que rigen la educacion b~ l~ngue se supervlsa mediante inspecciones locales reallzadas cada tres aiios Los aspectos superv~sados comprenden el conterndo, la estructura v la cobertura de 10s programas 10s procedimlentos de ~dent~ficac~on y ~Iasificac~on, el personal, 10s materlales de enseiianza y de examenes, la reclasificacion de 10s estud~antes en clases ~mpartidas exclusivamente en ingles o su reintegration a programas bilmgues o de enseiianza especial del idloma, y las actividades dei comlte de evaluac~on de 10s conocimientos linguisticos El comlte debera estar ~ntegrado por 10 menos por un educador profeslonal de enseiianza bilingue un educador profeslonal de enseiianza transltoria el padre de un estudiante con conoclmientos limitados de ingles y un admin~strador de un centro docente El comite es responsable de evamlnar la clasif~cacion v

0 el progreso realizado por cada estudiante con conocimlentos l~mitados de mgles

PROGRAMA PILOT0 DE COOPERACION INTER\ACIONAL

El Mlnisterio de Educac~on y Ciencias de Espaiia y la O i ~ c ~ n a de Educacron de Texas convlnieron en un Memorandum de Entendimiento cuyo objeto es fomentar la educac~on bilingue y bicultural Dicho Memorandum reconoce la importancla cultural e historlca de la poblac~on de orlgen hlspano de Texas y el valor que entraiian 10s conocimlentos del Idloma espaiiol

Los dos organismos colaboraran en el asesoramlento del personal profeslonal encargado de enseiiar espaiiol, incluso la preparacion de cursos de estudio y materiales de investigaclon y la estructuracion de grupos de trabajo practico El convenlo establece el puesto de Consultor Especlal de Espaiiol en la Educacion B~lingue, as1 como programas de enseiianza de espaiiol en las escuelas pubhcas del Estados de Texas

La Oficma de Educac~on de Texas proporcionara oficlnas y recursos materlales e informativos a1 Consultor Ademas, la Oficma contratara en Espaiia maestros especial~zados en educacion b ~ l ~ n g u e Por otra parte, en colaborac~on con la Umversidad de Houston, se establecera un Centro de Recursos que contendra materiales de enseiianza en espaiiol para el uso de 10s maestros de educacion bilmgue y de espaiiol en el Estado de Texas

Se lnstltuira un Programa Piloto de Estudios Internac~onales que se encargara de elaborar un curso de esrudios integrado que satlsfaga la demanda de un grado profeslonal conferldo por

e el Estado de Texas y por el Minister10 de Educacion y Ciencias de Espaiia Se ofreceran diariarnente tres penodos de enseiianza de espaiiol para 10s estud~antes muy aprovechados El Prograrna cubrira todos 10s grados de escuela prlrnaria y secundaria

Se ha establec~do un programa de reuniones encargadas de evaluar la eficacla del Memorandum y de verificar su ejecuci6n

LA EDUCACION BILINGUE EN EL ESTADO DE CALIFORNIA

En 1974, en el caso Lau contra Nzchols, la Corte Suprema d~ctammo que el hecho de que la ciudad de San Francisco no ofreciera instrucclon suplementaria de ingles a 1 800 estudiantes de ascendencla china privaba a dichos estudiantes de la oportumdad de participar en el programa de educaclon publica

En 1976, el Estado de California promulgo una ley (la Ley Chacon-Moscone sobre la Educacion Bilingue y Bicultural) que dispone que 10s distritos escolares deben ofrecer a aquellos estud~antes que hablen 10s idlomas de las minorias etnlcas, cuyos conocimlentos de lnglCs Sean limitados, las mlsmas oportunldades educativas que ofrecen a otros estudiantes Posterionnente, la ley fue modificada y, en la actualidad 10s ocho requlsitos enumerados a contmuaclon definen el proposito de la leglslacion sobre la educaclon bilingue promulgada por California para satlsfacer las necesidades de 10s estudiantes con conoclmientos limitados de lngles

1 El objetivo primordial de todos 10s programas de educaclon billngue es desarrollar el dominio del ingles en cada niiio en la forma mas eficaz posible

2 El programa debera ofrecer igualdad de oportunldades para el progreso academlco lncluso lnstrucclon academica en el ~dioma prlnc~pal del esrudiante slempre que sea necesarla

3 El programa debera ofrecer refuerzo posltivo a la imagen que 10s estudlantes participantes tengan de si mlsmos

4 El programa debera fomentar la comprenslon intercultural

5 Los dlstritos escolares de California deberan ofrecer oportunidades de aprendizaje blllngue a cada estudiante con conoclmlentos limltados de mgles matriculado en las escuelas publicas

6 Los distritos escolares de California deberan sumlnlstrar apoyo economlco suplementar~o adecuado para ofrecer oportunidades de aprendlzaje bllingue a cada esrudiante cuyos conocimientos de ingles Sean limitados

7 Los padres de 10s estudiantes matriculados en 10s programas de educaclon b~lingue tendran derecho, en el momento de la notification mcial de matriculation y a1 tinnino de cada semestre subslgulente a retirar a sus hljos de dichos programas notificando por escrito a1 director de la escuela en que esten matriculados

8 Los distritos escolares deberan establecer programas de capacitacion en el empleo para lmpartir a 10s miembros actuales y futuros del personal de 10s programas 10s conocimientos bihngues e interculturales necesarios para enseiiar a 10s estud~antes con conocimlentos limltados de lngles en el estado de Califomla

Aunque el objetivo principal de la instrucclon bilingue es desarrollar el dominio del ingles, el Estado reconoce el valor de la enseiianza en el ~dioma principal de 10s estudlantes como med~o de realizar dicho objetivo con mayor rapidez El Estado da por sentado que poseer una base de conocimientos generales enriquece la gama de conceptos que el estud~ante puede comprender, por consiguiente, la lnstruccion general (basada en el conterndo del mater~al de enseiianza) ~mpartida en el idioma princ~pal del estudiante complementa y facilita el aprendizaje del ingles y la asimilacion de conoclmientos

Mediante la combination de la enseiianza del idloma principal de 10s estudiantes con clases suplementarias para la adqu~sicion de conocimientos de inglis el Estado espera evitar el branalfQbetrsmo Este termino se apllca a la posesion de conocimientos rud~mentarios de lectura y de expresion oral en dos Idiomas acompaiiados por la ausencla de conocimientos generales y por la incapacidad de real~zar procesos de razonamiento complejos en cualquiera de 10s dos

Por consiguiente, 10s distritos escolares de Cal~fornia hacen hincapie en dos componentes de la education billngue la adquis~cion de conocimientos de ingles y la instruccion en 21 idioma principal del estudiante Los estudiantes con conocimientos limitados de ingles mcluso aquellos que se propone reclasificar dentro de poco tlempo, deben reclbir instruccion adecuada para adquirlr conocimientos de ese idiorna Deben mantenerse registros--por lndivlduos y por grupos--de datos relacionados con el progreso realizado por 10s esrudiantes en el domin~o del ingles Cada distrito ha adoprado un curso de estudios para la enseiianza

a de ingles que debe tener apl~cacion a 10s diversos niveles de dom~nio de ese idioma

Cada estudiante con conocimientos limitados de ingles cuya evaluacion demuestre la necesidad de recibir instruccion en su ldroma princ~pal debera recib~r tal instrucclon Las etapas del proceso son las siguientes (1) identification de aquellos estudlantes con conocimlentos limitados de ingles que necesitan recibir instruccion acadernica en su ldioma principal, tal como lo demuestra la evaluacion detallada de sus conocimlentos de ~ngles v de su idioma principal (2) imparticion de instruccion acadernica en las materias basicas en el idloma prlnc~pal del estudiante y (3) documentacion del progreso academ~co realizado por el estudiante

Existen muchas formas de encaminar la translcion gradual del estudiante desde el programa de instruccion en su ~dioma princ~pal hasta el programa de ensefianza general sin necesidad de interrumpir la ensefianza de las materias academicas Por ejemplo algunas materias que exigen menos conocimientos de ingles (tales como las clencias y las matemat~cas) se enseiian en ~ngles, mientras otras materias que exigen conocimlentos mas complejos de ingles (tales como la literatura y las ciencias soc~ales) se ensefian en el ldioma principal dei estudiante

Las evaluac~ones realizadas demuestran que 10s conocimientos de ingles de aproximadamente el 14 por ciento de 10s cuatro millones de niiios de edad escolar de Califomla son limitados Esta cifra no comprende 10s estudlantes que no han sldo clasificados como estudiantes con conocimientos lunitados de ingles a pesar de tener dificultades en ese idioma, tampoco

@ comprende 10s estudiantes que no hablan ingles en sus hogares Los estudiantes hispanoparlantes representan mas del 75 por ciento del numero total de estudiantes con

0 conoclmientos limltados de ingles que hay en Cahfornia, seguidos por 10s estudlantes vletnamitas, fillpinos y otros

Con respecto a1 personal y la capacitaci6n, debera asignarse un numero adecuado de maestros preparados a 10s programas de enseiianza de ingles y de enseiianza en el ~dioma principal de 10s estud~antes Los distr~tos escolares deberan ofrecer programas de capacltacion en el empleo que confieran a1 personal actual y futuro de 10s programas 10s conoc~rnientos de educacion intercultural bilmgue necesarios para enseiiar a estudlantes con conoclmientos llrnitados de ingles

Desde 1984, el numero de maestros brlingues en California ha aumentado de 7 500 a 10 000 sm embargo el numero de maestros matriculados en cursos de capacitac~on ha aumentado de 5 100 a 22 900 Para ser autorizados a enseiiar ~ngles a 10s estudiantes con conocimlentos l~mltados de ese idioma y a enseiiar, ademas, en el ldioma principal de 10s estud~antes, 10s maestros deben poseer preparacion academica especial en educacion bilrngue o someterse a un proceso de certification establecido por el estado Las credenciales referentes a1 conocimlento del idioma evtranjero son sufic~entes para enseiiar en el ldroma principal de 10s estudiantes per0 no para enseiiar lngles a 10s estudrantes con conocimientos l~mltados de ese idioma

El curnplim~ento de 10s requisites de 10s programas de educacron bilrngue se evalua de Drama acuerdo con clnco categorras Identification v Reclas~ficac~on de 10s Estudiantes, Pro,

de Instruction Personal y Capac~tacion, Recursos Basicos y Complementar~os y Comites de @ Notificacron a 10s Padres v de Asesoramlento

Nota La information contemda en el presente resumen ha s ~ d o suministrada por la Oficma de Educacion Bilingue de California, dlrijase a Elena Vasquez State of California Department of Education, Blllngual Educat~on Office, P 0 Box 944272, Sacramento CA 94244-2720

Master Schedule. Mexican Parliamentary Delegation

Washmgton, DC May 22-25, 1994

Sunday, Mav 22

Pick-up and Bnefing Paul Meek and Pat Krommer

3 50pm Amval - Senator Sllvia Hernandez, Bntrsh Airways # 217, Dulles Airport

4 09pm Amval - Deput~es Fernando Estrada and Jorge Calderon, UAS 880, Dulles Alrport

Program Bnefing upon Amval at Hotel

Hotel Dupont Plaza Hotel, 1500 New Hampsh~re Ave NW Tel (202) 483-6000

Monday. May 23

8 30am Paul Meek meet Delegates and Interpreter M~chelle Kasuda at Hotel

8 45 Departure from Hotel

9 00 Morton Halpenn, Natronal Secunty Council 17th & G Sts NW Room 393 Contact Kathy tel 456-924 1 fax 456-9240

CHRF David Ph~llips, Paul Meek

Ambassador Canllo Castro, Mexrcan Ambassador to the OAS Dr Domingo Acevedo, OAS Mexrco specialrst Dr Osvaldo N Kreimer, IACHR, Author of the Draft InterAmencan Declaration on Indigenous Rights Mexican Mission to the OAS, 2440 Massachusetts Ave tel 332-3663 fax 234-0602

CHRF Pat Krommer, Jennifer Deaver

1056 Thomas Jefferson St N W Washington D C 20007-3813 TEL (202) 333-1407 FAX (202) 333-1275

0 P~rrnred on Recycled Paper

32

11 45 Lunch, Filomena's Restaurant 1063 W~sconsin Ave NW tel 337-2782

CHRF Pat Krommer, Jennlfer Deaver

1 00 Nancy Ely-Raphel, Deputy Assistant Secretary of State for Human fights, Department of State 2201 C St NW Room 7802 Contact D m e Alexander tel 647-2 126 fax 647-95 19

CHRF Paul Meek, Pat Krommer

2 30 Arturo Vdenzuela, Deputy Assistant Secretary of State for Mexican Affars, InterAmencan Affars Bureau, Room 6263 Contact Jim Wagner tel 647-9292 fax 647-5752

CHRF Paul Meek, Pat Krommer

4 15 Staff of Senator Chns Dodd 444 Russell Senate Office Buildmg Contact Matt Hersh tel 224-2823 fax 224-1083

CHRF Paul Meek, Pat Krommer

5 00 Staff of Senator Paul Coverdell 204 Russell Senate Office Bullding Contact Mlke D~etnch tel 224-3643 fax 228-3783

CHRF Paul Meek, Pat Krommer

6 00 Return to Hotel, Evening free

Tuesday. May 24

8 00 Paul Meek meet Delegates in Hotel Lobby

8 loam Departure from Hotel

8 30 Breakfast w~th Ambassador Jorge Montano Mexican Ambassador to the United States Mexican Embassy, 191 1 Pe rq lwnia Ave NW Contact Fedenco Salas tel 728- 1600 fax 728- 1772

CHRF Dav~d Phillips, Paul Meek

Mr Chip Rowe, Negotiator of the North Amencan Free Trade Agreement Office of the US Trade Representative, 600 17th St NW (at F), Contact Charles Pnnty tel 395-4866

CHRF Paul Meek

Representative Jim Leach (R-IA) 2186 Rayburn House Office Building Contact Sarah Morgan tel 224-3643 fax 228-3783

CHRF Paul Meek, Pat Krommer

Representative Howard Berman @-CA) 2201 Rayburn House Office Building Contact tel 225-4695 fax 225-5279

CHW Paul Meek, Pat Krommer

Lunch, The Monocle 107 D St NE tel 546-4488

CHRF Paul Meek, Pat Krommer, Jennifer Deaver

1 30pm Staff of Senate Comm~ttee on Indian Affars 485 Russell Senate Office Building Contact Patncia Zell tel 224-2251 fax 224-2309

CHRF Pat Krommer, Jennifer Deaver

2 30 Senator Daniel Inouye and Members of the Indian Affars Committee 485 Russell Senate Office Building

CHRF Pat Krommer, Jennifer Deaver

4 00 Nabonal Democratic Institute 1717 Mass Ave NW, 5th Floor Contact Matt Dippell tel 328-3136 fax 939-3166

6 00 Cockta~l Reception in honor of the DeIegation Algonquin Room, The Four Seasons Hotel 2800 Pennsylvania Ave

Wednesday. May 25

7 30am Paul Meek meet Delegates in Hotel Lobby

7 45 Depart Hotel

8 00 Breakfast/Semlnar and d~scussion on upcomlng Mexican elechons with election-monitonng and human nghts organizahons Bullfeathers Restaurant 410 First St SE tel 543-5005

CHRF Paul Meek, Pat Krommer, Jennifer Deaver

10 30 Staff of House Foreign Affars Committee Western Hemisphere Affars Subcommittee 2200 Rayburn House Office Building Contact Milagros Martinez tel 226-7812 fax 225-2029

CHRF Paul Meek

11 30 Mark Schneider, Assistant Administrator, Office of Latin Amenca and Caribbean, US Agency for International Development 220 1 C St NW Room 4529a Contact MarleneISheree tel 647-9 108 fax 647-967 1

CHRF David Phillips, Paul Meek

12 30pm Lunch, Red Sage Restaurant 605 14th St tel 638-4444 CHRF Paul Meek, Pat Krommer

1 45 Chuck Memner, Assistant Secretary for International Economic Pollcy International Trade Administration, Department of Commerce 14th & Pennsylvania (use 14th St Man Entrance) Contact Diane Miller tel 482-0393 fax 482-5865

CHRF Pat Krommer, Jennifer Deaver

2 30 Return to Hotel, Paul Meek meet everyone w~th car

3 00 Departure for Airport

'WORK Users Guide

The Global Democracy Network (GDN) is based on a NovaLmk ProfesslonalTM (NLP) ~nformation server produced by ResNova

[Continue] Software, Inc GDN's features include Welmm to the Global Demccrscy Netvork (GDN)!

ThGlotel Dernxrxy Ndwork is a free 1 nbrrndtion and mrnmunitd low xma op rs td b y the Conqrcaio~l Human Rlphts Foundchon Local and networked e-mad, kzn t o ~ ~ N I r fretto all uxrs Message forums, I f W U hn any qustions *taut GDN rend e mel~ to ' S ~ S O ~ or mntect Live chat conferences, tOrqrm10~1 Humn RiqM~l Founds Ion I056 T ~ O W ~ .!tffcraonStrect N w File libraries, Wakngton D C 20007 USA

P t m r 1 202 733 1407 Fex I 202 3 3 1275 AppleSearchTM document retrieval system, and

T k Cobdl DernxrKU Network use3 mdrupports U 5 Robohcs brlnd Prc.!xt3 Internet access

GDN supports the NovaTerrnTM graph~cal mterface for MacmtoshTM users and RIPscriptTM for WmdowsThf and DOS users These "pomt-and-click" mterfaces prov~de an easy and lntuitlve method for maxlrmzing the potentla1 of the Global Democracy Network For con\ entional terrmnal programs, GDN supports ANSI, VT100, and TTY terrmnal emulat~ons u hlch prov~de a command h e mterface allowlng anyone to logon to GDN, regardless of computer type

' NovaLlnk Professional and NovaTerm are trademarks of ResNova Software, Inc * Macmtosh and AppleSearch are trademarks of Apple Computers Inc RlPscr~pt IS a trademark of TeleGraf~x Commun~cat~ons Inc ' W mdows IS a trademark of M~crosoft Corporation

Accessmg the Global Democracy Network

The Global Democracy Network has a full-tune Internet connection wh~ch allows anyone on the Internet to remotely logon to the system Those farmliar with the telnet protocol can simply telnet to "chrf gdn org " Alternatively, GDN can be reached

E-Mail menu Message File Libraries Conferences AppleSearch Forums

Uti l i t ies menu Newscan Personal Select Nrwscrn MainHeb

I Newscan Arras I

GUl Terminal l a The GDN Mam Menu as ~t appears in NovaTerm

through a d~rect modem connection by dialing 1-202-965-1418 Termnal emulation programs should be set to 8 datablts, no panty, and 1 stopbit, or 8-N-1 All GDN participants must obtam

an account which can be acquired when logging on for the first time Opening an account allows each new GDN member to immediately ut111ze most GDN servlces New members will be able to send and receive local e-mail and use the message forums, file libraries, and chat conferences

GDN's Mam Menu as ~t appears In R~pTerm

During a user's first logon to the Global Democracy Network, the user wlll be able to open a GDN account by complet- ing an on-line application form whch conslsts of the user's screen name, real name, address, and telephone number After completing the application, new users will be authorized to use the Global Democracy Network for up to 60 m n - utes a day

Using the Global Democracy Network

The appearance of the GDN menus ~~111 depend on whether a command line or graphxal interface 1s being used In addi- m uon, the graphical interfaces will d~ffer depending upon whether RIPTerm or NovaTenn is being used But, whether reached via the Internet or direct modem connection and wlth either a graphcal or command line mterface, the Global Democ- racy Network is extremely easy to use To reach the e-mail area, file libraries, message forums, or other GDN services, simply click

LEI E-11 IF1 F I I L I D 0 I IU1 UL I t nu LGILm h d N tion G P h t IS1 h r w n n Suo l p t l o v [PI P-I n a

a

GDN's Mam Menu as ~t appears w~th VT100 terrnmal emulat~on

the appropriate choice (in a graph& kterface) or enter the corresponding command key (in the command line interface) On-line help is avalable throughout the system

The Global Democracy Network provides two types of e-mad 1) local e-mail wh~ch is a system-wide service available to e\ ery GDN member, and 2) Networked e-mail whch allows e- mad to be sent to any Internet-accessible e-mail address Most major information services such as CompuServe, Amer~ca Online, Prodigy, and MCI Mad have e-mad gateways to the Internet Whde every GDN participant IS able to recelve both local and networked e-mail, only users with the advanced levels of access are able to send networked e-mail (Contact the GDN staff for information concerning how to obtain higher levels of access )

The e-mail section of GDN can be reached from the main menu by cliclung the e-mail icon In the graphcal interfaces or entering the letter " E in the command line rnterface A user's screen name functions as the user's GDN e-mad address A membershp lrst IS avalable in the e-mad area w h c h can be searched in order to find any GDN participant's screen name In addition, an opQon is avalable to send e-mad directly to the GDN system operator (Sysop)

To send e-mail, merely enter the e-mad address, a subject, and the text of the message Partici- pants using the command lme interface w~l l type the message text uslng the Command Llne Text Editor For a complete list of the Command Line Text Editor Commands, see that part of the users guide

E-mail Addresses - "

Send o Lelter 'A

All GDN members can receive both local e-mail and networked e-mall When sending e-mail, the GDN e-ma1 system wlll recognize e-mad addresses that contam "@ ' as networked ad- dresses Those members without proper levels of access will be unable to send networked e-mail

The GDN e-ma11 system also allows files to be attached to e-marl messages, creating a conve- went method for GDN members to exchange documents

Each user's screen name functions as that user's GDN e-ma11 address for local e-ma1 A networked e-mail address is formed by replacmg any spaces in a user's screen name with a " " and add~ng "@chrf gdn org" (w~thout quotatron marks) For Instance, user "John Smth" with have a local e-mail address of "John

7s- Paul W Week - -jut. IPN - * -

Geneva -1El1....ol~~[~~~~~/

The GDN system wlll notify users when they logon if they have e-mad walting After reading e- mad, the user can reply to, forward, or delete the message

Smth" and a networked e-ma11 NovaTerm's text ed~tor address of "John Smth Ochrf gdn org"

Ht Paul

I h d a question r e p a r d i n p t h e l a t c ~ i e inell youscni mc(

Message Forums

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A message forum IS essentially a public e-mail d~scuss~on group Message forums consist of e-mad messages that all GDN members can read Just as GDN offers both local and networked e-mad, the system also offers local and networked message forums

Messages in local message forums only appear on the GDN system Networked messages, ' however, c~rculate throughout the Internet-possibly reachmg more than 100 countries Local

and networked message forums can be d~stinguished by their namng conventions Local mes- sage forums have simple names such as "General D~scuss~on" whde networked message forums have usenet-style names Usenet is the system of message forums (properly called "news groups") used on the Internet The groups have hierarchal names in whlch each level of the herarchy is separated by penods, such as "soc r~ghts human" or "alt activlsm "

The message forums are reached by bra soc rights human

clrckmg on "Message Forums" In the graphical mterfaces or entering "M" m the command line ~nterface The message forums area contams several forums on a variety of Issues Groups are added and removed based on member interest If you have a suggestion for an additional message forum, feel free to e-ma11 your suggest~on to "Sysop "

@ Chirprs Uprinnp L Fvturr of Class Stru nyt@blythrw$ (NY Transfer N

B Cdn Journahsts Expelled h A z r r b u j Sdrrr@Kha rvn orp 2 - 1

How Ywr Glft Is Swmg Thr Armrn .ns SdrrreKha - orp

RAN supports Zrprt istw p?+arr vntc s l s b t r v f f u k q u us (Carntro

L r t t r r From A r m m l m Humrn Rlphts C m i SdwrBKhr rvl w q

cl Rr T h u tunr The J r w a h Twnrs/Jtr!sh r t r r g z m r LU? (Srrdrr Arq c) c 9 2 PERtl W ~ h i r r y tribunal Chlbry Nay or h ~ $ b r @ i q c r p

GABON 67 dw n r p p r l l q condltl Hllrrq N r y b r c n y b r b i q c r p r 4

A Message Forum Thread L ~ s t In NovaTerm

Each message forum contains messages generally related to the top~c of that forum In addlt~on, messages within a forum are arranged In "threads" or spec~fic topics For mstance withm the "soc nghts human" forum there mght be a thread on the topic of "T~bei ' and another thread on

e the topic of "The Death Sentence " In the graphical interfaces, threads \I 111 appear as folders Chchng on a folder ~ ~ 1 1 1 d~splay a 11st of the messages in the thread Clichng on an individual message wlll display the text of the message After reading a message, the user may reply to the message, or go on to the next message In the command h e Interface, entermg a message

forum displays a llst of topic threads The number of mes-

- - - -- -. - . . -- - - roc rlghls human --:Z:---=---.B~ sages In each thread IS Indicated

67 &to m e s In Gabon hove d cd apporentty fro. suffocotlon a l t e r belng held .I th aa 200 other deto tnerr n o m c e l l The !r droihr oppeor to be the - I t a t b t r t o f 9rors nrgl gwcr on the part of the Gobonrsr o u t h o r ~ i r r R r u t y I n t r r a t onal IS c a l l ng m the Gabonese a u i h o r ~ t ~ c s l o ~mmcd~atety s n f r q x d the health and welfm-e of the rcmalnlnp dcto mes and to s e t up an I-ent and Impartlol pub1 c conmlsslon of nqulry to l n w s t pole the d.ah a yI

by a number in a column follow- ing the subject of each thread

Messages are entered or replied to w ~ t h the same text editors used by the e-mail system For a complete list of the commands used bv the Command Line Text

The 67 deta nee5 a l l fwt pn notlonols from Ucst Rfrtca d lcd on 3 F w 1994 n the Grcs 60-t Grndarmr e detmtlon c t n h r ~n L brcwbllr Vr -se copltol Rlthwgh the pow r m c n t has onnounccd t h a t t w I I be

Editor used by the command line interface please see that sectlon

The Text of a Message In NovaTerm of the bser's Guide

GDN currently carries over 100 message forums The easiest way to manage such a large number of areas IS to take advantage of GDN1s "Newscan" feature Usmg thrs feature, users can select those message forums in which they are interested and then quickly ~dent~fy new messages In rn those areas during subsequent logons T h ~ s feature IS explained later in the Users Guide

File Libraries e

The Flle Libraries contain files and programs that can be downloaded from the GDN system The libraries are organized by toplc and can be reached by cliclung on "File Libraries" in the Main Menu using a graphi- cal interface or by entering "F" using the command line interface Once in the File The F ~ l e L~bra r~es ~n RlPTerm Librmes area, a user may select any of the individual libraries and then search for, list, or download the files In that area Files can be downloaded usrng one of several file transfer protocols Users should choose Z-modem if their software supports it (Both NovaTerm and RIPTerm can download usmg z-modem )

Many of the files on the GDN system are compressed in order to reduce the space needed to store them and the time needed to transfer them Whether a file IS compressed and the type of

compression used can generally be detemned by a three-letter suffix

. u s State Department -I' iarrq following the file's name The suffixes

Fammc U V w v N v Dnh) 01 S u e Downloads

-tMMhI RIGHTS COUITRY REPORTS 2/4/94 h 0

AFGH AMIS T X T

K B N l l A T X T

ALGERIA TXT

W R R A TXT

-LA TXT

CXTlGUAt! TXT

A Llst of L~brary F~ les In NovaTerm

and the correspond~ng compression type are

* zip - PkZipTM, " sit - StuffitTM format, " cpt - Compact ProTM format,

sea - self-extractmg archive, normally h4acintosh files, and " exe - self-extracting DOS files or DOS programs

Self-extracting files are files that decompress themselves-no other program is required to decompress them Programs to decompress the other formats on both DOSIWindows and Macintosh machines are avadable in the "Utilities" library

Many of the documents stored in the GDN File Libraries are in Dig~tal PaperTM format Digital Paper is produced by Common GroundTM and can be read by Common Ground vlewers which are freely avadable in the "Utilities" library D~gital paper retains the full formating of a docu- ment, includmg fonts and graph~cs Currently, viewers are available for Macmtosh and Windows computers In addit~on to allowing a document to be viewed on both DOSNindows and Macintosh machines, the Common Ground viewer can print, copy, or export the document's text

'PkZlp IS a trademark of PKW are, Inc Stufflt IS a trademark of Aladdln Systems Inc and Raymond Lau 'Compact Pro IS a trademark of Blll Goodman 'Dlgltal Paper and Common Ground are trademarks of NoHands Software, lnc

Conferences --.: .:''A 11 J e f f Steele

Conferences allow real-t~me interac- twe d~scuss~ons between GDN mem- bers The conference area can be reached from the Main Menu by clichng "Conferences" m the Graphl- cal mterfaces or entenng "C" In the command line interface Once In the conference area, a user can choose between publ~c conferences w~ th multiple partmpants, a pnvate one-on-

A One-0n-One Conference in VT100 Terminal Emulat~on

one conference w ~ t h another GDN member, or a one-on-one conference with the Sysop

The public conferences are sort of computerrzed verslons of party line telephones, allowmg several users to part~c~pate at once The pnvate conferences, on the other hand, can only take place between two mdividuals

?:..., , . . . , . . . . : , Peul Meet ,. . . , 4 Messages entered in public confer-

m hOw OQO I I I f a r a r d ~t to y w

Typa ? for h t l p

A Public Conference as it appears in VT100 Ernulat~on

one part of the screen whlle the other user's text appears in the other half

AppleSearch

AppleSearch is a full-text search system that allows viewmg and retrieving of documents The AppleSearch area can be reached from the M a ~ n Menu by cliclung a "AppleSearch" in the graphical ~nterfaces

ences are d~splayed w~ th the user's name precedrng the message's text A h e div~des the scrolling d~alogue of the conference from a text edlt~ng area in which a user enters messages Command h e interface users and RIPTerm users ut~lize commands s1rm1a.r to those used In the Command Lme Text Ed~tor

Durmg one-on-one conferences, a spht screen IS displayed to each user The text typed by one user appears in

b RppleSearch Query ~ 1 4

Fi lmme 1 rrlwmd out of 17 rnatchrr Date Srrt

* ** * * ernrd8 cn, 2/24/94 PCK I+

Results of an AppleSearch in NovaTerrn

P - Dlrpla - -

'

Y or entenng "A" in the command lme R t l c l s S ( F r d m of expression)

/ < I ) E- hx the r igh t f ree ly to express and to dlsse.~mtc h l s w l n i m 1 . - -

end notion pici- w e q.mronteed T h e e shall h no censorsh!p (2) There r i m - m e Ilmltcd by the m ~ s t o n s of the penerol lous the proulslms of l w for thc p r o t c c i ~ m o f p l h 4 by the r 'ght to ~nvioiob~ l I ty of pusoool hoM- (3) Rt d Iclare research md iroch~ng m free Freedom of t ech ing docs mt &soIua fro. l o y ~ l i y to the c o n r t ~ t u i ~ o n

interface After entering the AppleSearch area, users can select which sources they wish to search Choosrng "All Libraries" will allow all document lrbraries to be searched, "U S State Department" searches only the U S State Depal fmerzt 1993 Country Reports on Human Rlghts, and so on

The Text of an Retr~eved Item from AppleSearch In NovaLlnk Users will then be asked to enter a word

or phrase for whrch to search Phrases can be m p lan English such as, "Whrch constitutions mention women's r~ghts'" or merely key words such as "constitut~ons women rlghts " In additron, AppleSearch supports Boolean searches such as "women AND rrghts" or "women ADJ nghts" (ADJ=adjacent to)

Once a search is completed, a list of documents matchng the search criterla IS presented wrth the best matches at the top of the lrst The user can then elect to view or retrreve any of the docu- ments

Newscan, Personal Newscan, and Select

Newscan Areas

These three options are available at the Main Menu and In other menus lower in the menu luerarchy Select Newscan Areas allows a user to select areas to scan for new entrres Newscan scans the areas selected by Select

N m TVPI Date Count

INY- M s~bpt Fennr 3/16/94 716

Newscan In NovaTerm

tnsludrd N m t TYW

5 Wnrral ~ I M M ~ Mrrsrpr Fwum

J a adrvrrm Mcssapt Forum

J rlt rct~rum 6 M srrpr Forum

4 alt a c t ~ r m b a t h p ~ l t y Mtrragt Forum

J rn cultvrr r g c t m M t sage Fo urn

I/ rH svltvr 4 m Message Forum

vl IH culture ndwcru Mtrsrgr Forum

J IH wtturthrala M~srrpe Fo m J t1t cultu r-14 Mtrsapt Forum

tlt w e d - t mtr bomu Mrnsapt Form

J a ~ t surrmt-. mts tu tl Mrrrrge Fawn

4/ dt nrrm -t mtr nsna Mrsrapr Form J Select Newscan Areas In NovaTerm

Newscan Areas for forum artrcles or library files that have been added to the system since the previous logon Personal Newscan scans areas for new messages to the particular user

Newscan operates in a hrerarchal manner, meanmg that a newscan conducted at the Main Menu can search all message forums and file libraries A Newscan conducted from the "Message Forums" menu can only search the message forums

Command Line Text Editor Commands

These commands are used by the ANSI, VT100, and TTY temnal emulations whlch prowde command line ~nterfaces

All Command L ~ n e Text Ed~tor Commands must be preceded by a period (" ") The commands are as follows

Abort Save E d ~ t Lmes Delete Lines F~ndReplace Text Insert Lmes Exit Insert Mode List (w~th h e numbers) Read (w~thout lme numbers) Move h e range to another place Copy h e range to another place

Control-C can be used to cancel many operat~ons

To specrfy line ranges, provide a list of line ranges separated by commas Alrne range can be a smgle lme number such as "9", a range of line numbers such as "9-12", a range w ~ t h an upper bound such as "-5", a range with a lower bound such as " 12-", or the ent~re file "-"

Conference Commands

These commands are used by the ANSI, VT100, and TTY temnal emulahons which provide command h e mterfaces

All conference commands must be preceded by a period (" ") The commands are as follows

Help List users In conference Private chat w~th a user Send bulletin to user Roll d ~ c e Echo typmg on/off Interrupt your typmg enable onloff Quit conference

Gopher Server

The Global Democracy Network (GDN) Gopher Server is operat- mg to prov~de Internet users with a convenient method of accessing the Global Democracy Network

The GDN Gopher is located on the "Internatronal Organizations" menu below "Other Gopher and Information Sen ers" on the Home Gopher Sen er at the Uruversrty of Minnesota

0 Gopher drrectly to GDN at gopher gdn org

1 1 wm Internet Gopher 01 991 -1 994 Unrverslty o f M~nnerota I / d n @ m A J C I J Gopher (Jesui t Miss lon and iden t i t y ) S_

D A d a m Curry s Music Server (Gopher) - , - ,

association f o r Computing nach ine ry (ACH) +

,Q$ D C A L I - T h e Center f o r Computer-Ass is ted Legal Ins t ruc t ion

oc ia t ions and l n s t i t u t l o

a Search Four th Wor ld

4 B ~ C o r n r n i s s i o n on Secur i t y and Cooperat ion i n Europe B Q F o u r t h World Docurnentat lon P r o j e c t B Global De-nocracy Ne twork (GDN) B D H u m a n Rights Reports B Q L a w s and Conventions

B Q R e l a t e d Gopher Servers B Q R e p o r t on I s r a e l i Se t t l ements B n R e t h i n k i n g B r e t t o n Woods B D U S S ta te Depar tment

The GDN Gopher pro- vldes access to all GDN files and the GDN Applesearch full text search and document retrieval system

In add~t~on, the GDN Gopher polnts to many other related Gopher servers such as those of the U S Agency for Inter- national Development (US AID), the United Nations, and the World Bank, malung ~t a conve- nient jumping off pornt for "surfing the Internet "

Report on Technical Assessment in Mexico

9 Tuesday July 12

Teresita Gomez de Leon and Norma Saeb Human kghts Commission of the Federal Distrlct

This commission logs reports of human rights violations m the Federal Dlstrict (Mexlco City and environs) A sophisticated database system is used to track cases and actions taken on those cases The Commission is very Interested in obtaining Internet access and utilizing GDN I recommended that they get in touch wlth PixelNet m order to obtam an account The Commission has modern computer equipment and a computer literate staff

Lic Pedro Ulises Carranza Techrucal Secretary of the Commission of Sclence and Technolgy Assembly of Representatlves of the Federal Distrlct

The Assembly of Representatives of the Federal Dlstrict in the governing body of Mexlco City and its environs - an area designated the Federal District and whch 1s not part of any state The staff of the Commission of Science and Technology, whch is the

e Assembly's information office, is very Interested in better utilizing computers and computer networks m its work However, the staff faces many hurdles In additon to the normal problems of lack of funds and equipment, the commission is not allowed to keep staff members longer than three years This means that any traming of the current staff would be essentially wasted Mr Carranza's boss is currently running for the House of Representatlves Therefore, m a few months, he may be m a better posltion to pursue linking to GDN The staff recommended that we review the situation of the Assembly in December after the new Representatives have been elected and are in place

Carole De Swan and Patricia Fernandez Mexican Academy of Human Rghts

The Academy produces reports on issues related to human rights and democracy in Mexico The Academy is well equiped with 486-based computers and a computer literate staff The Academy is very eager to utilize the Internet and has much computerized data that it would like to make available electronically I suggested that they get in touch with PixelNet and PROFMEXIS I think the best match is with PROFMEXIS

~ e ~ s l a h v e Information Center Senate

This center functions as the mformation office for the Mexcan Senate, but also provides mformahon for House and State Assemblies The Center is at a separate location from the Senate and the two locations are currently not networked There are plans to connect a reference room in the Senate to the computers in the Center The Center has two large IBM mainframe computers on which they operate several databases One database is a compilation of summaries of arhcles from the daily newspapers These summaries are organized by subject and can be retrieved easily Another database contains the speeches of the President A third database contams the laws of Mexico mcludmg the full text and the legislative ls tory of the law The Center only offers very controlled access to its databases, but seemed somewhat open to allowing wider networked access

Lic Dulce Maria Liahute Information Center House of Representatives

The House of Representatives has recently moved Into a new building The Representatives have access to modern computers and a sophisticated local area network The Information Center has produced a large number of CD-ROMs, one of which contains the text of documents relating to Mexico's forign affairs Another CD contams the legislation produced by the House and another has the text of debates in the House Also included on CD is a directory of Mexican parliamentarians and government leaders The Information Center has an Interent connection obtained through UNAM We used this connection to access GDN The House is explormg makmg information available via the Internet

Thursday July 14

Francisco Marmolelo and Arturo Grunstem PROFMEX -- Consortium for Research on Mexico

PROFMEX is a consortium of American and Mexican professors who specialize on Mexican politics The organization operates a computer information service called PROFMEXIS This Internet-accessible service provldes a Gopher, discussion forums, and other services Local dlalup access is available in Mexico City through UNAM One proposal for a project offered by PROFMEXIS was a joint mailing to the Mexican Parliamentarians by CHRF and PROFMEXIS to encourage the parliamentarians to use the Internet PROFMEXIS would arrange accounts for the MPs on the PROFMEXIS

a system Through PROFMEXIS, the MPs could access GDN Another proposal was for mformational/demonstration sessions forthe MPs and trammg programs

Address

Qongreesional 3hrnnn l igh te %ounhntion

Roundtable on the Mexican Electoral Process (July 30th, 1994)

Fundaci6n Nuecva Sociedad Rural Alfonso Esparza Oteo 144, piso 6 (entre Jaime Nun6 y Ricardo Castro), Col Guadelupe Inn, CP 01 020

Electoral List Carlos Almada (Director of the Voters' Federal Register) Ignacio MCndez (Coordinator of the Technical Council for the Electoral L~sts)

Welcome address by Silvia Hernandez and Paul Meek (moderator)

Electoral Reform Jorge Alcocer (Director of "Voz y voto" magazine) Jose Woldemberg (Citizen Councilor of the Federal Electoral Institute, FEI)

Discussion

Coffee Break

Pollsters Adnan V~llegas (Covarmbias y Asociados, SC)

Discussion

Lunch

Media Santiago Creel (Cit~zen Councilor of FEI)

Collective Panel

1056 Thomas Jefferson St, N W Washmgton, D C 20007-3813 TEL (202) 333-1407 FAX (202) 333-1275

fi Prmred on Recycbd Paper

Roundtable on Electoral Reform in Mexico July 30, 1994

Mexico C~ty, Mex~co

PARTICIPANTS

Mexlco (hosts)

Senator Sllvla Hernandez (PRI) - Chair of the Human Rights Comrmttee, Foreign Affairs

Deputy Jorge Calderon Salazar (PRD)* - Professor of Econormcs Has served on oil and water c o m s s i o n s Has also served as Director of an NGO Enlaca, A C dealing with ~ntemational cooperation and development

Deputy Fernando Estrada Samano (PAN) - Serves on c o m s s l o n s of Extenor Relations, Human Rights, Education

Canada

Senator Raynell Andreychuk - Former Canadian Representative to the UN Human Rights Conrmssron

John R Engllsh, MP - Parhamentary Secretary to the Mlnister of Intergovernmental Affalrs and to the President of the Pnvy Council

Keith Martin, MP - A medical doctor, he chairs the Health and Welfare Comrmttee and w~ll be sltting on the International Trade Comrmttee and the Foreign Affairs Comrmttee (Afnca and Middle East Affairs)

United States

Rep Howard L Berman (D) Califomla Serves on the following commttees Budget, Foreign Affairs, Judiciary

Rep George Miller (D) Cal~fornia Serves as Chairman of the Natural Resources C o m t t e e and is a member of the Educat~on and Labor Committee

*Deputy Ennque Rincon Gallardo (PRD) subst~tuted at the roundtable discussion for Deputy

0 Jorge Calderon Salazar, who was called away the day of the event

1056 Thomas Jefferson St N W Washmgton, D C 20007-3813 TEL (202) 333-1407 FAX (202) 333-1275

Prmfed on Recycled Paper

%VIA HERNANDEZ

CURRICULUM VITAE

PLACE AND DATE OF BIRTH QUERETARO, QRO, MEXICO, SEPTmBER 12th, 1948

A C A D E W BACKGROUND

B A NATIONAL UNIVERSITY OF MUUCO (UNAM) IfkIOR POUTiCAL SClENCES AND PlJOLiC ADMINISTRATION

M A THE LONWN SCHOOL W ECONOMICS AND POLITICAL SCIENCES, ENGLAND

GENERAL DIRECTOR, NATIONAL tNSTlTUTE FOR YOUTH AFFAIRS, 1977

E N E R A L DtRECTOR, NATIONAL COUNCIL OF RESOURCES FOR ATTEMlON TO YOUTH AFFAIRS, I 977 - I 981

MPUTAOA FEDERAL (1976) PRI

CHAIRMAN OF THE COMPLAlNTS AND PUBUC AlTENTlON COMMISSION, CAMARA DE DIPUTADQS

CHAIRPERSON OF THE PLANNING AN5 MANAGEMENT COMMISSION OF THE , CAMARA DE DIPUT ADOS

WAIRPERSON OF THE DISARMAMENT COMMITTEE, A DIVISION OF THE FOREIGN AFFAIRS COMMISSION

SENATOR (1 991 1 997) (QUERETARO STATE)

PRESIDENT OF THE HUMAN RIGHTS COMMISSION AT T1 IC SENATE

PRESIDENT OF THE lATlN AMERICA SECTION OF "PARLIAMENTARIANS FOR GLOBAL ACTION' (1983 - 1988)

INTERNATtONAL PRESIDENT OF WORLD WOMEN PARLIAMENTARIANS FOR PEACF 11 987-1988)

~?+llERNA'TlONAL PRESIDENT OF 'PARLIAMENTARIANS FOH GLOBAL ACTIOW (1W -TO DATE)

PARIT POSITIONS, REVOLLmONARY I ~ O N A L P A W , [P R-l )

ORGANtZATlON SECRETARY OF THE NAmONAL EXECUTIVE COWIMTlTEE ( IWi -

STATE DELEGATE OF THE NATIONAL EXECUTIVE COMMITTEE (1985)

SECRETARY OF ME POUTICAL ASSC)(=IATIONS COORDINATING BOARD OF THE NATIONAL EXECUTIVE COMMITTE (AUG-OEC 1989)

GENERAL SECRETARY OF THE NATfONAL CONFEDERATION OF PEURE'S ORGANIZAT~GNS (C N o P (DEC - IW, SEP - 1990) rnwm SECTOR P R I

GENERAL SECRETARY OF UNE (POPULAR SECTOR, P R I ) (SEP 1990 - FEBR -1 993)

ADVISOR TO THE PRESIDENTIAL CANDIDATE FROM THE P R I , UC LU14 DONALD0 COLOSIO MURRlFfA (DEC 1993 - MARCH, 1904)

ASSOGiATION OF PCUTIWL SC:ENCES AND PUBLIC ADMtNiTRATlON GRADUATES (MEXICO)

MEXICO, D F MARCH, IW

Asenar de X q Setcrytarla de R o c u r ~ o s f i ldrS111 i ros, Wbxit CI, 1971-1972, de 12 C a m ~ a a 6 n d c Aguas del Val l e de XBxzcn . 3.977-LQ78, dial Canmajo N a ~ r o n a l de Czencia y Tecnal~yZa, ( C a s l e P b n para e l a b o r a r el Capltulo T e c n o l d g ~ ~ o de l P l a n Nncaonar drf: Desarrol lo Zlsciorlal 1982 1 , d a l rean t r ~ d b E ~ t ~ d a o a H i a t b r l c o s del Agrnelbno en Y Q x l e a , S a c r e t a r i d de la R e f o r m a Agrarla L985-1981.

r AVAILABLE COPY e I i r y F I RII

ISE$7Ah/AlLABLE COPY

Snskdtchewan ~rov inc i a l Court IfULX;E, Regina, Saskatchewan

- In Criminal Court, 1976 - 1977

- Fmf ly and Juvenile ~fvisfon, 1977 - 1987

1985 - 3987 Associated ~ e p u t y ~ i n i s t e r of Social services, Saskatchewan

1987 - 1990 - High Comissioner to Kenya - Hfgh coanstlssioner t o Ugmda - Ambassador to Somalia - Ambassador to Carnoterr Islands - Canadian Permanent Representative to Onf ted Nations Znviro~~ental P ranme - Canadian Permanent Representat "9 ve to United Nations Centre for Human Settlement (HABITAT}

Representative to ~ i n ~ t e d ~ a t i o n s ~ ~ u r n a n ~ f g h t s C o m i s s i ~ n

1990 to pdsent /4%3 - Ambassador t o Portugal

2988 - Canadian ~ e p r e s e n t a t i v e to M f l a n European Human R i g h t s Conference

1990 - Invfted as legal _sxRert: to F i r s t Human Rights Conference f n Ukraine of fJnf ted Nations H u m Rights Centre

1992 - He-r - Intermt i anal Council of Bnviromntal taw (first Canadfan)

ST AVAILABLE COPY

Q 00- (Not a coslplete l i s t )

t v of Re-

- Chancellor, June 1977 to June 1983 - Chairperson of Senate, 1977 - 2983 - Hernber of Senate, 1983 to present - Mentber of Board of Governors, I977 - 2983 - Henber of Task Force of the Universi ty of Regina - to set aims and goals for the new University, 1975 - Member, Academic Appxntments Coimittee, 1977 - 1983 - Henber, Honorary Degrees Committee, 1977 - 1983

- International Vice-president of the World Alliance, 1977 - 1982 - Chairperson Internatf onal Human R igh t s C o d s s i o n of Y M C . A . , 1978 - 1981 - National President of Y M.C A o f Canada, 1975 - 1 9 7 7 - National vice-President of Y N C A of Canada, 1975 - 1977 - Youth Menber National Counci 1 o f Y ,!# C A. of Canada, October 1972 - 1974 - Chairperson of Canadian Pelegation to Soviet Union with respect t o sports activities, 1974 - Moose Jaw Y II C,A. - Y W C A , Board Hember, chairperson of Canst i tutzon, Personnel Endrmment and World & I>evelopment Committees, 1967 - 1 9 7 4 Vice-President, 1 9 7 1 - 1972

- National Board and Executive Member 1977 - 1985 - Chairperson, 1983 - 1985

w - CcrunciZ on V ~ 1 m Action to SecrsSarv 02 Btate

- Chairperson of Advisory Council, 1 9 7 4 - 1977

- Chef rpsrsan, 3ua.a-d of Directors, 1979 - 1983 - Vice-chai rpersm, 1976 - 1979 - Board and Bxecutive NeMer, 2976 - 1985

- Hecaber, Advisory Board, 1978 - 3985

- Saskatchewan representative, 1980 - 1985

- Member of Governing M y , 1981 - 1981

- Honorary Patron, February 1977 to present

- Natf 0hal Me-r of Executive and Board[ of Direc tors Menber, 1982 - 3987 - Natf onal Chairperson - Leadership and Development Cornittee, 1982 - 1987

ratfve Corqgrunitv Cable CD,.

- President, 3983 - 1985 - B O W Jfeaber, f 979 - 1985

- Board Member, 1978 - 1985 - Chairperson, I982 - 2984

- Honorary Patron, 1978 - 1987

- National Board Member, 1973 - 1977 - meal B o a r d Xember - nwse Jaw, 2967 - 1977 - Member, Regina Y W C.A.

H e w & i U a Society;

- C l s h r , National ddvisory counci l , 2980- 1987

- Member, B o a r d of D i r e ~ C m S , WOO68 Jaw, 1973 - 1976 - Member, Board of Ilirectors, Regina 1980 - 1987 - Member, Provfncf a1 Board of ~frectors, 1982 - 1984 - Chairperson - Provincial Wills and Bequests Comf ttee, 1983 - 1987

- Revi swing M n i n ~ s t r a t i v e Decf sions of Repattarent of Social services on Moption,

Foster care, Access to Permanent W a r d , e tc . ) Chairperson, 1977 - 1985

man F s a o c ~ for C m Ia-:

- Member, Advf sory Boat'd, 1980 - 1985

s t Child Abuse

- National Board Nernber, 1382 - 1987

- Executive Heather, 1977 - 1987 - P r e s ~ d e n t , 2983 - 1984

C. Arts SeTec-t

- Prairie Region - Chairperson, 1982 - 1983

- Member, Advisory Cornittee - (Centre for voluntary fntenrentmn wi th teen mothers and t h e i r in fants ) , 1981 - 2985

Youth & C o e Services fnc.;

- Msnrber, Advisory Coraraittee, 1983 - 1985

- Advisor & Patron, 1982 - 1985

- Rational Board Member, 1982 - 1984

- Chairperson of Flrst cunadiart ~0nf8rence brinqihg Non-Govermental International Agencies together t o discuss their role in developlrtent (sponsored by CIDR), October 19 79

- $asXatchawan representative on t a ~ k force of Canadian Provincial Judges Assocfathn - F&lbiJy S o c t f ~ , 1979 - 1982

- MeJaber and participant of N . G , O . Forum, July Is80

of the F u :

- Wesaber of Advisory Commftkee, 2982 - 1987

- National Member of Par t i cipatf on Group, Human Settlements Conference, 1975 - 1976

- Canadian DeZegate - November 1969

Cadet Legme of.Canadu - skntchewan Divisl6ns

- Vice-President, 1977 - 1978

- Board of Dzrectors, 1970 - 1971

- Menber ~f Executive, 1972 - 1977

ntchewan Centre @ the Ar_ts.:

- Member af Executive and Board, 1969 - 1972

9: - 2965 - 3966

ve Councu:

- University ~f S~tskdtchewan, I964 - 1966

chewan Recrionel C o w of Y ,H.C.A,'a.

- MeMer of Board, 1972 - 1975

- Member - 2967 to present

Sask. section: - chairpersoh - Air Law section, - Member - Criminal Law Soctmn,

- Member, Board of Dlrectors, 1973 - 1976

- Member, Executive, 1973 - 2976

- Member, 1967 - 1 9 7 7

- Vice-President, 1 9 7 1 - 1974

- canadiun Bar Association - Canadian Provf ncial Judges Assocf ation - Canadian Criminology ti corrections Association - canadian Civil Liberties Association

- Saskatchewan Law society

- Foastmasters ~nternational - Comwunication & Leadership Award, 1981

- VAEIIER - m t s t a n d h g Young ~ a n a d i a n Award, 2975

- Centennial Medal, 1977

TOTRL P 09

JOHN ENGLISH FACT SHEET

NAME

BORN

OCCUPATION

PRIVATE LIFE

EDUCATION

EMPLOYMENT HISTORY

John R Engltsh

Plattsville, Ontarlo January 26,1945 Parents Jack and Merle Englsh

M P,, Kitchener (elected 1993) Pari~amentary Secretary to the Minster of Intergovernmental AfFalrs and to the Pres~dent of the Prtvy Council

Mamed to Hi\& Engllsh, nee Abt, srnce 1967 They have One

son, Jonathan, nuw 8 years of age

[Hdde Engltsh, a lawyer workmg In Kitchener-Waterloo, IS a board member of the Kiichener-Waterloo Chamber of Commerce, the Advocates Soc~ety, the Canad~an Bar Assoc~at~on, and acts as fundrarsmg chairpelson for the Grand R ~ e r Consenration Foundatan ]

f

Public Schoots In Plattsv~lle Onwno Waterloo-Oxford High School, Baden, Ontano (Valedictorian) Un~ersrty of Waterloo, 6 A Harvard Unrversrty, MA Ph D (1 973)

awarded the Woodrow WtLson Fellowshtp and the Haward Gradu~te Prize Fdlowsh~p

Ruhrstahl Huttenwerke (steel factory}, (Hatt~ngen, Germany) Schne~ders, (Krtchener) Tutor, Harvard Universty, 1971 Edrtor, Canad tan Hlstor~cal Rev~ew, 1985-8 Department of Ex-ternal Affa~rs Dept Char, Unrversrty of Waterloo, 1988-91 Dlrectw, Centre of Foreign Policy and Federalism, 1981 Director, International Studles, 1988-91 Vanous consultant positions nclud~ng Canada Counc~l, Dept of External Affatrs, and C B C Professor of H~story, Unrversrty of Waterloo, 1971 - 1993 Author\Lectu rer

Speaker to numerous local groups lncludlng tGwanw, Rotary, church and seniors clubs Pres~dent of Canadian tnstrMe of lnternat~onal Affairs, 1990-1992 Pres~dent. Kito,'lmc;-Waterbo. branch of CILA. 1982-1 985

JUL-06-1934 14 52 JOHN ENGLISH M P I 519 579 2404 P 03 -

Board Member, Waterloo Regronal Heritage Founddan, 1990-1 Board Member, Kftchener Crtnens Commrttee, 1989-1990 Numemus other iocal organaatwns and nattonal groups President, Kitchener Prwmaal Ltberal Assoc 1975-1 977 President, Kitdlener Federal Liberal Assoc 1978-1 980 President, Kitchener Fedeml Libemf Assoc 1984-1 985

SELECTED PUBLICATIONS

The WorMlv YearsD The Ltfe of tester Pearson. 1949-1973 Shadow of Heaven The Bo~rwhv of Lester Pearson. Volume 1 Canada Snce 1945 wrth Robert Bothwell and Ian Dmmmond Kitchener An illustrated Hsiory wrth Ken McLaughl~n Canada S~nce IS45 Power. PolRlcs and Pr~v~nc~al~srn Robert Boden Wn Lrfe and World The Decline of Politics, The Consetvatrves and the Party System

Dr. Ksitb P Mar& was born on Apnt 13,1960, ig hrtdon, England. Ifc is the eldest of five somi.

From 1987 b 1993, Dr. M s r h p m b x d as an Emergencg Rw3n PhysManlGeneral PrscWoner in V i r h and Print% Gwrge, k3.C In 1986,1990 acid 1991, he prwided m e d i d care in a rum1 bush bmpifd rs Soathem Afixa, adjacent tr, the civil war zone m M m b 4 a c l On October 25,1993, Dr. Martin was el& as the Mcmbtr ~f Pdhmcmt fw Egquima'ttJnaa de Fnca. He m #the Chairpem fbr tbe IfeaUfi and W&ke Committee and will be M n g on tbe Internerhal Trade Commitk?c and tlrrc Forergn Affair8 C m m b (Afrrca and NITddle East Affi*).

Born Apnl 15,1941 Los Angeles, Calrfornla

Education B A la62 UCLA LL B 1465, UCLA

Occupetlon mr, admitted to Cafifornla bar 1966

Family Congressman Berman and h ~ 4 wife, Jams Gall Berrnan, have twa claughters, Brini6y and Llndsey

Committee Assignments and Leadtush~p Positions Committee bn Foreign Affars

R Chairman Submrnlttee on Internatonal Operatlorn R SubaMlmittee on Internatlmal Sew*, Intern- Organtzat~ons, and Human Rghts

ComrnMee on ttte Jud~dary r SubcommlHee on Econom~c and ~ ~ r c @ ~ Law% 1 Sdxanmrttee on Intellectql Fro"p(lrty M d a I A d m h ~ r a b

Submrnrttee on Adrnln~ral'he Law and Ga~rnrneAt Retatons " - CwnmHtee on the Budget

Majority At Lerga Wh~p j ...

Leglslatlve t4jfjhllghts .' - - - I

._-

Economy, $ is Econarn~c Conve~ lo r r~ f- , "

&hred Qrwt program tcr create publqprwat6 conswtla to rnan&ctvre elednc vahides ardadvancsd ,&pdrtat~n systems- ..

n &Assembled members of CALSTART 3 rnn>g*ui% b&& in a f o m r defer& plant111 B;urfjank, wMch will g rqw&iue d e d m car parts, bu1Mfnfm3tqqture for*alednc vehlcler and ?rrernMe dsdnc buses

$ (XLSYART wai eventually c r W e over So,W jo& [n Galrfomra -* 1 &,

e.3 ." - f P - Arms &t@, /ulufetknsrn. Forelpn afakr . " % .-. t

* -

I M Led nghl lo reduce mtermt~jll~ ~ u - r v ? ~ w h $ ~ t the 2rn&n8';a~howd ... law to improve job retra* f o r U S w o r k e r s a f f e c l e d ~ " a d w ~ @ ~ q r n s . ~ x g 5 & "7 -- s"

f', - ?i H MW jar, lnwrmg ra'ndlona ? n a c o & i ~ mq-tp&~e$ ~(abelf m11fldytebn010gy to I& b f andlreq - ." S:/ -

Wmte k d f o requre that t$-pt~$nd'aII su*rt for talf&lrm,&d&@ cmdemn terror& attacks andwodc $ to end the Arab boycott of RPgel b2fbre F e f i & M f x e q a@vS sssrstance &~htlng Wvernii\ent waste. ~efor&g lnsu&k!- '" 'sr

m.:+~W%&cd Fake Ctaiin-r An Arii~pbntpivhQ w p i y ' & & ~ ~ ovf",jK ,- - 1 bibri*ilin D. fo;faxpay; " fifr6m w W s t l e b b ~ r S u & ~ -<A 's s 2 5 I.- % c 6 z I ;W$e leg~s[ahon featwedm W M~nvt-a" @vesfdre ragdias f~Amenwt?s%ifh emp-%er @ o v ~ health

2 ben#ts'whow ~nru~llce ~pnpsnlas mfain&Wtt)@@a& = *% -,* - J" I -, *

f. " c-" - "3 S " "3 - E; * - ,., .,. -, -

u P ~ ~ [ s ~ r a d u $ o n from law rcbd H w r d ~6h;ma~&m hlacareGrn pubtk sew& WM a y e a h work'& a VIST*U&+& < r ~ l?67 untrl1973 he prad~ced fp 6 w e b s , speclaln~ng h lam da@ki. In :973 he as &d$ b the CalHom~a AssynMy where he seFsed urhl1982 when he was elect9 to Congress "

A .-

- - * $* #.& - 2 " --- -- B m has the rare dktrndlon of servlng on Uiree mab House Committees s~mukanepusfy Nready a membecof the Foram Affairs Committee and the Judlcrary CommMeo he was sdectod m the 101sl Congress fw a seat on the prestlg- Bodget ComnMes He has gained Increasing m h e n c e on such Issues as foreign ald, arms m l r d anctteffoffsm hwnen wMs fachnobgy poky trade IeQlslaUort mpyngM leglslatlon and hrnigratbn reform

As Cheirman of the SubcommRtea on lntemat~onal Dperatms, Bwrnan overseas the openlbn and budget of the State Department and the US Informatton Agency.

IN WASHINGTON IN CALIFORNIA 2201 Rayburn House OMce Bulldlnp 10200 Sepulwde B M #I30

Washington, DC 2051 5 Mlssron Hdls CA 91 345 (202) 225-4695 (818) 891-0543 -

BESTAVAtLAP3LE COPY

BIOGRAPHY OF

C O N G R E S S W GEORGE MILLER

U S Represenkatlve George Miller, a leadlng spokesman on natural resources, chlldren and fmllies, has represented the 7th D l s t r u k Of Callforma slnce 1975.

He was elected Chairman of the Committee on Natural &sources In 1991- His Comrruttee has ]urlsdictmn aver federal natural resource and enmronmental Assues including water policy, oil, gas and mrneral leasxng ( l n c l u d ~ n q offshore oil development), Alaska resources , nuclear power and waste, natlonal parks and publ~c lands, wild and scenlc rlver designations, Nat~ve Americans and U . 5 terr~torles.

Mr. Hiller senred from 1983-1991 as the first chairman of the Select Comm~ttee on Children, Youth and Famxlxes He is also the 3rd rankrng member of the Com~ttee on Educatxon and Labor, one of the three House Committees that wlll play a key ro le In health care reform leglslatlon

George Hlllerrs lung list of legislatrve achievements includes Callfornla water reform, faster care anB adaption reforms, c h ~ l d care, tlraber reform, the Women, Infants and Children (WIC) nutrltlon program, aid ta v ~ c t i m s of famlly vmlence, and chlldrenCs mental health care. He led t h e cong-resslonal lnvestlgatlon ~ n t o the March 1989 Alaska oil sp~ll, and authored malor portions of khe 1990 011 spill l i a b ~ l ~ t y law and sections of the Energy Pol~cy A c t of 1992. George Miller also was a lead~ng crltlc of U S. policy in Central America throughout the 1980s and early 1990s.

Congressman ~iller was born In Richmond, Callfornla, In 1945 and 1s an at torney. H e 1s marrled t o Cynthla Caccavo Miller, who is also a llfe-long resident of Contra Costa County. They have two sons, George and Stephen, and one granddaughter.

FOR MORE INFORKATION, CONTACT Daniel Wel.s.9 202-225-2095 2205 Rayburn H O.B. Washington, DC 20515

HOUSE OF REPRESENTATIVES

WASHINGTON, D C 20515

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GEORGE M I L L E R 7TH DISTRICT CALIFORNIA

CHNRMAN COMMITTEE ON NATURAL RESOURES

1096B GOLDSTRE- .4 A 'E 4UE VICTORIA B C V9B 2Y5

HOUSE OF COMMONS CHAVSRE DES COMMUNES

CANADA OFFICE (604) 47--335 FAX (60") c7- -22

DR KEITH MARTIN M D M P ESQUIIGLT JUAN DE FUCA

ROOM 676 CONFEDERATION BLDG HOUSE OF COMIMNS O T A W A ONT KIA 0A6 OFFICE (613) 996-2625 FAX (613) 9969779

VICTORIA, V9B 2Y5 August 15, 1994

Patrlcla Krommer Associate Dlrector of the Congressional Human Rlghts Foundation 1056 Thomas Jefferson St NW Washington, D C USA 20007-3813

Dear Patrlcla

Thank you very much for allowlng me to partake In the Rouna Table dlscusslon In Mexlco Clty It was wonderful to llalse and dlalogue wlth the Parllamentarlans from all three countries However lt was particularly of Interest to me to meet you as an @ lndlvldual who has done so much wlth thelr llfe and who has managed to acqulre an understanding and sympathy for people In some of the most dlre clrcumstances one can lmaglne Indeed lt takes courage to have accomplished what you have

I look forward to meetlng wlth you agaln and dlscusslng a number of slmllar interests from how to Insure that essential Health Care servlces are covered for all people regardless of thelr flnanclal clrcumstances to determlnlng ways of breaklng the cycle of crlme and punishment that continues to plague our soclety

Take good care of yourself Patrlcla and I look forward to seelng you soon God Bless

Dr Kelth Martln, M P , Esqulmalt-Juan de Fuca