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Books > Social sciences > Education > Teaching of specific groups > Teaching of ethnic minorities
A discussion of the schooling of ethnic minority children and youth. The issues covered include: identity and school adjustment - revisiting the acting white assumption; a triarchic model of minority children's school achievement; analyzing cultural models and settings; and more.
"Remaining and Becoming: Cultural Crosscurrents in an Hispano
School" deals with the politics of identity and the concept of
boundaries during a time of rapid change. It investigates how the
role of schooling for Hispanos in the Norteno School District (a
pseudonym) in Northern New Mexico--a public school district, not
fully consolidated until 1972--has changed significantly over the
past three generations. Today, the Hispanos, a minority in the
outside world but a majority in their own, are debating how the
functions of the school should respond to the changes resulting
from the coming of public education to their region. But the
contemporary story of education in Norteno has much deeper roots in
the political, religious, and cultural history of Northern New
Mexico--a region where, over a period of several centuries, Spain,
Mexico, and the United States each have claimed sovereignty, with
differing goals for and attitudes about the welfare of the people.
How do educators balance the rights of the rapidly growing
percentage of the United States' population whose first language is
not English or whose English differs from standard usage with the
rights of the majority of students whose first and generally only
language is English? This two-volume set addresses the complicated
and divisive issues at the heart of the debate over language
diversity and the English Only movement in the U.S. public
education. Blending social, political, and legal analyses of the
ideologies of language with perspectives on the impact of the
English Only movement on education and on classrooms at all levels,
"Language Ideologies: Critical Perspectives on the Official English
Movement" offers a wide range of perspectives that teachers and
literacy advocates can use to inform practice as well as policy.
This exhaustive, two-volume collection not only updates existing
information on the English Only movement in the United States, but
also includes the international context, looking at the emergence
of English as a world language through a postcolonial lens. The
complexity of the debate is also reflected in the exceptionally
diverse list of contributors, who speak from varying disciplines
and backgrounds including sociology, linguistics, university
administration, the ACLU, law, ESL, and English. Both volumes
explore the political, legislative, and social implications of
language ideologies.
Latino (or Hispanic) children are one of the fastest-growing groups
in U.S. schools today. On average, these students perform worse
than Anglo students on measures of academic achievement and other
measures of academic success, and their drop-out rate is high.
There are schools of excellence among those serving Latino
children, but the majority of these children are placed "at risk"
by schools and community institutions unable to build on the
cultural, personal, and linguistic strengths these children are
likely to bring with them to school. Schools serving Latino
students need programs based on high-quality research, capable of
being replicated and adapted to local circumstances and needs.
Latino (or Hispanic) children are one of the fastest-growing groups
in U.S. schools today. On average, these students perform worse
than Anglo students on measures of academic achievement and other
measures of academic success, and their drop-out rate is high.
There are schools of excellence among those serving Latino
children, but the majority of these children are placed "at risk"
by schools and community institutions unable to build on the
cultural, personal, and linguistic strengths these children are
likely to bring with them to school. Schools serving Latino
students need programs based on high-quality research, capable of
being replicated and adapted to local circumstances and needs.
This study compares two urban schools based on their ability to
provide an effective education for Hispanic students. Broderick
High School began as an elite, Anglo-dominated institution and
evolved into a school whose student body was 82% Hispanic. It is
large, public and with a history of sporadic racial tension,
walkouts, and a high dropout rate for Hispanic students. Escuela
Tlatelolco is small, private, and Chicanocentric. Founded in 1970
by Rodolfo "Corky" Gonzales, a leader of the Chicano Civil Rights
Movement, it was designed to provide Chicano students the
opportunity to reinforce pride in their language, culture, and
identity.
READ Perspectives, a refereed annual publication of the Institute for Research in English Acquisition and Development (READ), Washington, D.C., begins its sixth year with the theme "Educating Language Minority Children: An Agenda for the Future." Volume 6 features presentations from a Boston University conference organized by READ and the Pioneer Institute. The essays represent truly diverse viewpoints on the education of limited-English students, rare in the complex and contentious arena of bilingual education. The lead article, "Rethinking Bilingual Education," by Charles L Glenn of Boston University, inspired the conference's organization. Dr. Glenn proposes new ways of schooling limited-English-speaking children that depart dramatically from the practices of the past 30 years. He proposes sound recommendations for revising Massachusetts bilingual education law, ideas that could well be applied in other states. Also included are Christine Rossell's "Mystery on the Bilingual Express," a critique of the controversial study by Thomas and Collier; Rosalie Pedalino Porter's follow-up review of El Paso, Texas's programs for English learners; Mark Lopez's "Labor Market Effects of Bilingual Education"; "Bethlehem, Pennsylvania's English Acquisition Program," by Thomas J. Dolusio; Maria Estela Brisk's discussion on the need to restructure schools to incorporate the large non-English student population; several articles regarding educational reform in Massachusetts, including two by school superintendents Eugene Creedon and Douglas Sears, and one by Harold Lane, Chairman of the Joint Education Committee in the Massachusetts Legislature; and, finally, Kevin Clark's "From Primary Language Instruction to English Immersion: How Five California Districts Made the Switch." Kevin Clark's California study "From Primary Language Instruction to English Immersion: How Five California Districts Made the Switch," describes how radical changes are being carried out in a few representative school districts since passage of California Proposition 227, the "English for the Children" initiative. "Educating Language Minority Children "is a valuable selection of the most current thinking on policies, programs, and practices affecting limited-English students in U.S. public schools. It provides a wealth of practical information useful to educators, parents, legislators, and policy analysts, and is an essential addition to libraries nationwide.
This book demonstrates and explicates the work of scholars and
practitioners who are exploring the interconnectedness of racial
and ethnic identity scholarship to human development in order to
promote successful pedagogical practices and services. Racial and
ethnic identity issues are brought directly to schooling so that
teaching-learning experiences, psychological services, and
counseling practices within the educational process can be made
more effective for a greater number of students. By acknowledging
that the racial and ethnic psychological experiences of individuals
are consequential, the volume:
"International Perspectives on Intercultural Education" offers a
comprehensive analysis of intercultural education activity as it is
practiced in the countries of Australia, New Zealand, Malaysia, the
Netherlands, Romania, Spain, England, South Africa, Ghana, Nigeria,
the United States, Canada, and Mexico. Chapters by key scholars and
practitioners from these nations inform the reader of current
educational practice related to diversity. Each author, responding
to a common series of guiding questions, presents:
"The Uses of Culture," a collection of nine of Cameron McCarthy's
most provocative essays, explores the issues of race, educational
reform and cultural politics. This volume looks at the limitations
of the cultural exceptionalism which underwrite current curriculum
projects such as Afrocentrism, Multiculturalism and Eurocentrism.
Second language learners often produce language forms resembling those of children with Specific Language Impairment (SLI). At present, professionals working in language assessment and education have only limited diagnostic instruments to distinguish language impaired migrant children from those who will eventually catch up with their monolingual peers. This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book's methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers.
"Asian-American Education: Historical Background and Current
Realities" fills a gap in the study of the social and historical
experiences of Asians in U.S. schools. It is the first historical
work to provide American readers with information about highly
individual ethnic groups rather than viewing distinctly different
groups as one vague, global entity such as "Asians." The people who
populate each chapter are portrayed as active participants in their
history rather than as passive victims of their culture.
"Asian-American Education: Historical Background and Current
Realities" fills a gap in the study of the social and historical
experiences of Asians in U.S. schools. It is the first historical
work to provide American readers with information about highly
individual ethnic groups rather than viewing distinctly different
groups as one vague, global entity such as "Asians." The people who
populate each chapter are portrayed as active participants in their
history rather than as passive victims of their culture.
Despite generations of protest, activism and reform efforts, Latinos continue to be among the nation's most educationally disadvantaged and economically disenfranchised groups. Challenging static notions of culture, identity and language, Latinos and Education addresses this phenomenon within the context of a rapidly changing economy and society. This reader establishes a clear link between educational practice and the structural dimensions which shape institutional life, and calls for the development of a new language that moves beyond disciplinary and racialized categories of difference and structural inequality.
When Lyndon B. Johnson signed the Bilingual Education Act of 1968, language learning became a touchstone in the emerging culture wars. Nowhere was this more apparent than in Los Angeles, where elected officials from both political parties had supported the legislation, and where the most disruptive protests over it occurred. The city, with its diverse population of Latinos and Asian Americans, is the ideal locus for Zevi Gutfreund's study of how language instruction informed the social construction of American citizenship. Combining the history of language instruction, school desegregation, and civil rights activism as it unfolded in Japanese American and Mexican American communities in L.A., this timely book clarifies the critical and evolving role of language instruction in twentieth-century American politics. Speaking American reveals how, for generations, language instruction offered a forum for Angelino educators to articulate their responses to policies that racialized access to citizenship - from the ""national origins"" immigration quotas of the Progressive Era through Congress's removal of race from these quotas in 1965. Meanwhile, immigrant communities designed language experiments to counter efforts to limit their liberties. Gutfreund's book is the first to place the experiences of Mexican Americans and Japanese Americans side by side as they navigated debates over Americanization programs, intercultural education, school desegregation, and bilingual education. In the process, the book shows, these language experiments helped Angelino immigrants introduce competing concepts of citizenship that were tied to their actions and deeds rather than to the English language itself. Complicating the usual top-down approach to the history of racial politics in education, Speaking American recognizes the ways in which immigrant and ethnic activists, as well as white progressives and conservatives, have been deeply invested in controlling public and private aspects of language instruction in Los Angeles. The book brings compelling analytic depth and breadth to its examination of the social and political landscape in a city still at the epicenter of American immigration politics.
"Education Reform and Social Change" is about addressing and
changing the structures, policies, and practices of schools that
differentially advantage white, middle class, native English
speakers over students of color for whom English may be a second or
additional language. It is also about helping people to think
critically about what it is schools do and to consider more
democratic, participatory, and equitable approaches.
Learn how to teach multilingual students effectively and equitably with this practical and accessible resource. The authors share real-world examples from the classrooms of ESOL teachers, unpack the teachers' thinking about their instruction, and identify six core practices that are foundational to teaching multilingual students: knowing your multilingual students, building a positive learning environment, integrating content and language instruction, supporting language and literacy development, using assessment, and developing positive relationships and engaging in advocacy. The book focuses on how K-12 teachers can use these core practices in ways that humanize their instruction-positioning students as whole human beings, valuing the assets and resources they bring to the classroom, actively involving them in rigorous instruction that draws on their experiences and knowledge, responding to each unique learning context, and disrupting traditional power dynamics in education. This text will help pre- and in-service teachers of multilingual students to center equity and justice in their practice and understand how to move humanizing mindsets into action. Book Features: Identifies and describes core practices for teaching multilingual students. Offers opportunities to analyze teachers' instruction using core practices. Includes templates and additional resources that help teachers extend the use of core practices to their own planning. Supports teacher educators in preparing teachers to move humanizing mindsets to humanizing practices. Provides access to supplementary video clips depicting teachers as they engage in these practices and discuss their use.
Grounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martinez-Alvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into "boxes," particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners. Book Features: Combines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective. Includes activity invitations to help teachers create high-quality learning spaces. Provides sample work from diverse elementary school-aged children, as well as children's responses to the learning activity. Proposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies. |
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