Language, Culture, and Community in Teacher Education
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Description: This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America's students. Marilyn Cochran-Smith's Foreword and Donaldo Macedo's Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in three sections: knowledge, practice, and policy. The literature on language education has typically been discussed in relation to preparing ESL or bilingual teachers. Typically, needs of culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have been addressed separately. This volume emphasizes that these children have both common educational needs and needs that areculturally and linguistically specific. It is directed to the preparation of ALL teachers who work with culturally and linguistically diverse students. It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant.
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All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.
List price: $39.95
Copyright year: 2008
Publication date: 9/17/2007
Size: 6.00" wide x 8.75" long x 1.00" tall
|Note from Dr. Sharon P. Robinson President and CEO, American Association of Colleges for Teacher Education (AACTE)|
|Poisoning Racial and Cultural Identities: An Educational Challenge|
|Language, Culture, and Identity|
|Teaching Students Who Speak African American Language: Expanding Educators' and Students' Linguistic Repertoires|
|Language and the Deaf World: Difference not Disability|
|Rethinking the Case for Culture-Based Curriculum: Conditions that Support Improved Mathematics Performance in Diverse Classrooms|
|ESL Is Good Teaching "Plus": Preparing Standard Curriculum Teachers for All Learners|
|Classic: Transforming Hearts and Minds|
|Highly Qualified Teachers for Our Schools: Developing Knowledge, Skills, and Dispositions to Teach Culturally and Linguistically Diverse Students|
|Teacher Education to Serve a Native Hawaiian Community: Lessons Learned|
|"Does She Speak English?": Hmong Educators in Western Wisconsin|
|Program and Faculty Transformation: Enhancing Teacher Preparation|
|Faculty Perspectives on Integrating Linguistic Diversity Issues into an Urban Teacher Education Program|
|Educational Policy and Linguistic Diversity: A Critical Analysis of Teacher Certification Requirements|
|Language, Culture, Policy, and Standards in Teacher Preparation: Lessons from Research and Model Practices Addressing the Needs of CLD Children and Their Teachers|
|Proceedings and Recommendations from the Wingspread Conference|
|About the Authors|