Linguistic Diversity and Teaching raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. These issues exist within a highly charged political climate and involve not only language, but also culture, class, ethnicity, and the persistent inequities that characterize our educational system. The text addresses these issues through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches. It is designed to engage readers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Throughout, readers are encouraged to interact with the text and to develop their own perspective on the issue of linguistic diversity and teaching. This is the fourth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.
*Part I includes four cases dealing with different aspects of the impacts of the changing demographics of public schools. Each case is followed by space for readers to write their own reactions and reflections, and a set of reactions to the cases written by prospective and practicing teachers, administrators, and professors.
*Part II presents three public arguments representing very different views about linguistic diversity: in public schools, English should be the only language of instruction; all children should receive instruction in both their first language and English; planning for instruction should be based not on absolutes, but on what is realistically possible in particular settings.
*Part III offers the authors' own interpretations of the issues raised throughout the text, outlines a number of ways in which teachers can continue to explore these topics, and includes exercises for further reflection. A glossary and annotated bibliography are provided.
This text is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of language diversity and teaching.
"…this book is focusing on the practical side of the problematics of linguistic diversity and teaching…gives the reader a very clear and easy-to-follow guide through this complex area….using 'Linguistic Diversity and Teaching' as a course book in practicum classes, no matter what the subject focus. In-service teachers, curriculum committees, and school administrators can use this highly informative book as a guide in creating their policies and curriculum. This book deserves the close attention of researchers, politicians and parents if they really want to give all students equal opportunity."
Contents: Series Preface. Preface. Part I: Case Studies and Reactions. Introduction to Case 1. Case 1: "The Cycle: Frank and Vu." Reader Reactions to Frank's Situation. Reactions to "The Cycle: Frank and Vu." Reader Reactions to "The Cycle: Frank and Vu. Summary and Additional Questions. Introduction to Case 2. Case 2: "Marisa's Prospect's." Reader Reactions to Marisa and Jane's Situation. Reactions to "Marisa's Prospects." Reader Reactions to "Marisa's Prospects." Summary and Additional Questions. Introduction to Case 3. Case 3: "Friendship, Professionalism, and Programs." Reader Reactions to Laura and Juana's Situation. Reactions to "Friendship, Professionalism, and Programs." Reader Reactions to "Friendship, Professionalism, and Programs." Summary and Additional Questions. Introduction to Case 4. Case 4: "What Is Equal Treatment?" Reader Reactions to Andrew's Situation. Reactions to "What Is Equal Treatment?" Reader Reactions to "What Is Equal Treatment?" Summary and Additional Questions. Part II: Public Arguments. English Is the Glue That Holds Our Nation Together. Bilingual Education Is a Must. A Pragmatic Approach. Part III: Final Arguments and Some Suggestions and Resources for Further Reflection. Our Perspective. Things Every Teacher Can Do. Summary and Final Comments. Exercises for Further Reflection. Conclusion.
This series of small, accessible, interactive texts introduces the notion of teacher reflection and develops it in relation to the social conditions of schooling. The aim is to provide practicing and prospective teachers with ways to examine contextual issues of schooling and to articulate their ideas, beliefs, theories, expectations, assumptions, and feelings about those issues, and to facilitate reflection about teaching situations they face and decisions they must make on an ongoing basis. Each text focuses on a specific issue or content area in relation to teaching and follows the same format: Part I offers several case studies dealing with different aspects of book’s topic, each followed by space for readers to write their own reactions and reflections, educators’ dialogue about the case, space for readers’ reactions to the educators’ dialogue, and a summary and additional questions. Part II presents public arguments representing different views about the topic. Part III offers the authors’ personal views on some of the issues addressed, exercises for further reflection, and a list of resources. Books in this series are appropriate for teacher education courses across the curriculum.