Published by Routledge for the American Association of Colleges for Teacher Education
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 are culturally 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.
The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.
"The particular and much-needed focus of this volume is language diversity…. It takes on this previously un-emphasized and un-studied problem in teacher education, raising thoughtful questions and offering trenchant analyses…. Now more than ever, those who are committed to teacher education practice, research, and policy that includes language diversity need to understand and be strategic about the complex circumstances that threaten these agendas. This volume is a big step in the right direction."--—Marilyn Cochran-Smith, Boston College
Contents: M. Cochran-Smith, Foreword. Preface. D. Macedo, The Poisoning of Racial and Ethnic Identities: An Educational Challenge. Part I: Knowledge. C. Clayton, R. Barnhardt, M.E. Brisk, Language, Culture, and Identity. G.S. Boutte, Teaching Students Who Speak African American Language (AAL): Expanding Educators' and Students’ Linguistic Repertoires. R. Hoffmeister, Language and the Deaf World: Difference Not Disability. S.N. Barber, J. Lipka, Rethinking the Case for Culture-Based Curriculum: Conditions That Support Improved Mathematics Performance in Diverse Classrooms. Part II: Practice. E.J. de Jong, C.A. Harper, ESL is Good Teaching "Plus:" Preparing Standard Curriculum Teachers for All Learners. S.G. Herrera, K.G. Murry, D.R. Pérez, Transforming Hearts and Minds. J. Abbate-Vaughn, Highly Qualified Teachers for Our Schools: Developing Knowledge, Skills, and Dispositions to Teach Culturally and Linguistically Diverse Students. K.H. Au, Y.K. Lefcourt, A.J. Kawakami, Teacher Education to Serve a Native Hawaiian Community: Lessons Learned. R.S. Rochon, C.S. Tanabe, T.H. Horstman-Riphahan, “Does She Speak English?:” Hmong Educators In Western Wisconsin. M.E. Brisk, Program and Faculty Transformation: Enhancing Teacher Preparation. A.A. Nevárez-La Torre, J.S. Sanford-DeShields, C. Soundy, J. Leonard, C. Woyshner, Faculty Perspectives on Integrating Linguistic Diversity Issues Into an Urban Teacher Education Program. Part III: Policy. L.P. Stevens, Educational Policy and Linguistic Diversity: A Critical Analysis of Teacher Certification Requirements. A. Ardila-Rey, Language, Culture, Policy, and Standards in Teacher Preparation: Lessons From Research and Model Practices Addressing the Needs of CLD Children and Their Teachers. Conclusion. Appendix: Culture, Language, and Community in Teacher Preparation: Proceedings and Recommendations From the Wingspread Conference.