Lower school achievement of minority children is usually explained by projecting "deficits" upon the children -- deficits that are attributed to genetic or environmental causes. In contrast with tradition, the contributors to this book demonstrate how group differences in academic accomplishment and test scores are affected by cultural factors and standard educational practices as well.

The Carlisle Indian School and the Haskell Institute in Kansas were among the many federally operated boarding schools enacting the U.S. government's education policy toward Native Americans from the late nineteenth to the mid-twentieth century, one designed to remove children from familiar surroundings and impose mainstream American culture on them. To Show What an Indian Can Do explores the history of sports programs at these institutions and, drawing on the recollections of former students, describes the importance of competitive sports in their lives. Author John Bloom focuses on the male and female students who did not typically go on to greater athletic glory but who found in sports something otherwise denied them by the boarding school program: a sense of community, accomplishment, and dignity.

English Learners (ELs) are left behind in Science, Technology, Engineering, and Mathematics (STEM). The growing need for effective critical pedagogical competence (CPC), critical technological competence (CTC), and critical cross-cultural communicative competence (C5) in teachers who serve ELs has become more evident because of the increasing numbers of ELs and the global socio-economic, and technological developments. C5, which encompasses CTC and CPC, is defined in the book as the teacher's ability to communicate effectively across cultures with diverse individuals. An educator who possesses C5 is able to critically understand the power relations and importance of the socio-economic and political contexts in any human encounter and the ability to make connections with real life to teach STEM content successfully. The book provides teachers of ELs with a research-based framework using classroom-tested Computer-assisted Language Learning and Teaching (CALL) programs to empower themselves, through a practical reflective self-professional development component, as they help their students succeed academically in STEM. A critical pedagogical and a genre-based communicative approach is used to achieve this goal by teaching vocabulary, grammar, reading, writing, listening, and speaking. These key English language skills are given special attention in the book while supporting ELs' native literacies and STEM education. Throughout the book, the critical pedagogical approach focuses on the socio-economic context of education and makes connections between life in the classroom and real life. Research on successful STEM schools indicates that cultivating partnerships with industry, higher education, nonprofits, museums, and research centers is crucial for engaging students in STEM learning through internships, mentorships, interdisciplinary project-based learning, and early college experiences. To cultivate these partnerships and engage ELs in STEM requires educators to possess a C5. From an interdisciplinary approach, the book's argument is supported by insights gained from research in various fields of inquiry. The book offers practical detailed lesson plans, hands-on reflective inquiry activities, classroom vignettes, rubrics and research-based criteria to evaluate practice, strategies, and CALL programs and resources, that are either very inexpensive or free of charge. The main goal of the book is to develop students' English proficiency and help ELs maintain their native literacy to succeed academically in STEM content areas.

Kentucky was the last state in the South to introduce the practice of racially segregated schools. Yet, it was one of the first to break down racial barriers in higher education. What happened in the intervening live decades, during which the Commonwealth seemingly followed the typical southern patterns of separation?

After the passage of the infamous Day Law in 1904, which forced segregation of the state's public and private schools, black educators accepted the belief of the state's white leaders that vocational education best served the needs of African Americans. In the late 1920s there began a shift toward liberal arts curricula, along with efforts to upgrade faculty credentials in black colleges, though black faculty were not allowed to attend in-state graduate and professional schools. The 1940s and early 1950s saw important challenges to the Day Law -- most notably, Lyman Johnson's suit for admission to the University of Kentucky's doctoral program in history -- and attacks on salary and funding discrimination based on race.

Fifty Years of Segregation places Kentucky's experience within the context of regional and national struggles against segregated higher education. This well-written, carefully researched study of a crucial half-century in Kentucky's history will appeal to anyone with an interest in the Commonwealth.

How do historically marginalized groups expose the partiality and presumptions of educational institutions through autobiographical acts? How are the stories we tell used to justify resistance to change or institutional complacency? These are the questions Wendy S. Hesford asks as she considers the uses of autobiography in educational settings. This book demonstrates how autobiographical acts -- oral, written, performative, and visual -- play out in vexed and contradictory ways and how in the academy they can become sites of cultural struggle over multicultural education, sexual harassment, institutional racism, hate speech, student activism, and commemorative practices.

Within the context of Oberlin, a small liberal arts college in Ohio, this book looks at the uses of autobiographical practices in empowering groups traditionally marginalized in academic settings. Investigating the process of self-representation and the social, spatial, and discursive frames within which academic bodies and identities are constituted, Framing Identities explores the use of autobiographical acts in terms of power, influence, risks involved, and effectiveness. Hesford provides a model for teacher-researchers across the disciplines (education, English, composition, cultural studies, women's studies, to name a few) to investigate the contradictory uses and consequences of autobiography, and to carve out new pedagogical spaces.

This book investigates the preparation of secondary history and social studies (SS) teachers to teach English language learners (ELLs) in twenty-first century classrooms. This edited collection focuses on the ways in which pre-service and in-service teachers have developed - or may develop - instructional effectiveness for working with ELLs in the secondary history and social studies classroom. The authors address a variety of standards and content examples, including the National Council for Social Studies C3 Framework and Curriculum Standards, the Common Core State Standards for English Language Arts, and content from history, geography, and civics. This volume is part of a set of four edited books focused on teaching the key content areas to English language learners.

Why do questions about idioms often leave us "tongue-tied" in our classrooms? This book takes a look at learning and teaching idioms from two perspectives. First is a survey of recent work on learning and teaching idioms from diverse perspectives in the linguistics and educational research literature. The survey includes definitions of idioms from theoretical and pedagogical literature, focusing in particular on cognitive, cross-linguistic, and social constructionist research. Second is a summary and critique of idiom textbooks and classroom practices from around the world.

What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do. Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you'll: Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages Add to your toolkit of classroom assessment practices in one or multiple languages Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire Recognize how social-emotional, content, and language learning are all tied to classroom assessment Guide multilingual learners in having voice and choice in the assessment process Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away. "Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners." ~Kathy Escamilla

This book answers your key questions about educating English Language Learners (ELLs) and offers detailed guidance and concrete applications for your classroom. Designed as a one-stop-shop for classroom teachers of all grade levels and content areas, this book is chock full of essential information, delivered in a practical, concise format. In each chapter, you will find checklists, instructional strategies, tables, tools and ideas for next steps. The resources and examples provided are easy to implement and can be used the next day in your teaching. Topics addressed include: Getting to know your ELLs Considering how culture, language and academic background impact learning Bridging the home/school connection Pairing content and language objectives Gauging learner progress Collaborating with ELL staff Much more!

When the numbers don't lie, this is your guide to doing what's right According to federal data, African American students are more than three times as likely as their white peers to be suspended or expelled. As a school leader, what do you do when your heart is in the right place, but your data show otherwise? In Solving Disproportionality and Achieving Equity, Edward Fergus takes us on a journey into disproportionality by engaging our hearts and minds on the presence of biases that create barriers to the success of students of color. If your school is faced with a disproportionate rate of suspensions, gifted program enrollment, or special education referrals for students of color, this book shows how you can uncover the root causes and rally your staff to face the challenge head on. You will: Understand through compelling vignettes and case studies how bias affects policies and practices even in good schools Know what questions to ask and what data to analyze to get to the root cause Create your own road map for becoming an equity-driven school, with staff activities, data collection forms, checklists, and progress monitoring tools If you are interested in developing a deep understanding of the policy, practice, and beliefs necessary for schools to address disproportionality and achieve equity, this book delivers all that and more. "Through careful analysis of data obtained from real cases, Edward Fergus shows how disproportionality is manifest and how it can be thoughtfully addressed. For educators and policy makers seeking solutions to these complex issues, this book will be an invaluable resource." -Pedro Noguera, Distinguished Professor of Education UCLA, Graduate Schools of Education and Information Studies

You enjoy teaching and, like every other teacher, you want the best for every learner. Recently, you have found a steady stream of learners coming to your school with little or no English. You aren't really sure how to provide the best possible education for them, when they are struggling to understand the English in your already differentiated lessons. This book provides you with a programme for use as an induction-to-English, complete with integral assessment. It provides guidance on how to bridge the gap between these learners and their peers. It is suitable for learners of any language background (including those not literate in their home language) due to the focus on learning through images. It also includes suggestions on how to include parents who are new to English and ideas on family learning. You'll find an EAL framework to provide structure to your EAL provision across the school, as well as guidance on how to approach class teaching. Developed from good practice in schools and informed by research, this programme is designed to move learners into English quickly. It uses a visual, structured approach that works alongside immersion in the mainstream.

Those who wish to avoid the costs of educational reform often point to Asian Americans as evidence that minorities can succeed without special program support. But as Wendy Walker-Moffat shows, the story of Asian American success deflects attention from the very real problems faced by new Asian immigrant groups. In this book, Walker-Moffat reveals the bitter contrast between the educational experiences of new Asian immigrant groups and the Asian American success myth. Using the case of the Hmong, a Southeast Asian refugee group that settled across the United States, the author shows how ill-prepared school systems are to educate newcomers. The book describes the well-intentioned but harmful practices that provide immigrants with a separate and unequal education, challenging prevailing motivation theories regarding academic success. Walker-Moffat points out the crucial connections between culture and learning and presents concrete ways in which schools can do a better job of educating all students by drawing on the resources of home and community. For any educator interested in classroom demographics, multicultural education, and educational policy for immigrant and language-minority students, The Other Side of the Asian American Success Story offers not only new strategies, but a reconsideration of what American public education is, what purposes it serves, and ultimately, who we are as Americans.

Prepare SLPs and educators to support this growing population with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness. Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses. With the foundational knowledge in this state-of-the-art textbook-also a valuable resource for in-practice SLPs and educators-professionals will be ready to help young dual language learners thrive, both at home and in the classroom. WHAT'S NEW: - New chapter on supporting heritage language development in children with immigration backgrounds - Important updates throughout the book on best practices and recent research findings from the field - Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes - Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children - New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course project

America Indian culture and traditions have survived an unusual amount of oppressive federal and state educational policies intended to assimilate Indian people and destroy their cultures and languages. Yet, Indian culture, traditions, and people often continue to be treated as objects in the classroom and in the curriculum. Using a critical race theory framework and a unique "counternarrative" methodology, American Indian Education explores a host of modern educational issues facing American Indian peoples-from the impact of Indian sports mascots on students and communities, to the uses and abuses of law that often never reach a courtroom, and the intergenerational impacts of American Indian education policy on Indian children today. By interweaving empirical research with accessible composite narratives, Matthew Fletcher breaches the gap between solid educational policy and the on-the-ground reality of Indian students, highlighting the challenges faced by American Indian students and paving the way for an honest discussion about solutions.

Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies - teachers' and students' beliefs about language - to shed light on the continuing problem of reproduction of linguistic inequality.

Framed within global debates in sociolinguistics and applied linguistics, she examines the case of historically white schools in South Africa, a post-colonial context where political power has shifted but where the power of whiteness continues, to provide new insights into the complex relationships between language and power, and language and subjectivity. Implications for language curricula and policy in contexts of linguistic diversity are foregrounded.

Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts, Language And Power In Post-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day-to-day life in case study schools and explores implications of both the research literature and the analyses of students' and teachers' discourses and practices for language in education policy and curriculum.

The education system should be in the forefront of the battle to combat racial inequality. The contributors to this book, however, argue that, far from reducing racial inequality, the education system in the UK systematically generates, maintains and reproduces it. Through careful consideration of the complex and pervasive nature of racism (and the practices it gives rise to) the contributors draw attention to the failure of the contemporaneous multicultural education theories and policies. The contributors concerns are with: the role of the state in sustaining and legitimating racial inequalities in education; black students experiences of racism in schools and post-school training schemes; and proposals for the realization of genuine and effective antiracist education principles.

This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.

Help your students unlock important mathematical concepts If you've ever watched a student struggle with learning math concepts, you know that academic English can sometimes create stumbling blocks to understanding. To grasp complicated concepts, build skills, and demonstrate achievement, students need to master academic language in math. But how do you teach academic language when you're so busy teaching math? With this guide, you'll build a curricular framework that integrates language and cultural supports with math content during lesson planning, implementation, and reflection. You'll learn to Understand the role of language within the math principles of the Common Core Identify potential obstacles to understanding Incorporate academic language into standards-referenced unit targets and lesson objectives Collaborate with ELL specialists to help students access the curriculum Each grade-specific chapter models the types of interactions and learning experiences that help students master both math content and academic language. This essential book shows you why mastery of academic language is the key to students' academic success.

Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society. It is a powerful resource for in-service and preservice multicultural education and professional development. The Guide presents a framework for understanding differences and conflicts that arise in situations where school culture is more individualistic than the value system of the home. It shares what researchers and teachers of the Bridging Cultures Project have learned from the experimentation of teacher-researchers in their own classrooms of largely immigrant Latino students and explores other research on promoting improved home-school relationships across cultures. The framework leads to specific suggestions for supporting teachers to cross-cultural communication; organization parent-teacher conferences that work; use strategies that increase parent involvement in schooling; increase their skills as researchers; and employ ethnographic techniques to learn about home cultures. Although the research underlying the Bridging Cultures Project and this Guide focuses on immigrant Latino families, since this is the primary population with which the framework was originally used, it is a potent tool for learning about other cultures as well because many face similar discrepancies between their own more collectivistic approaches to childrearing and schooling and the more individualistic approach of the dominant culture.

Drawing on indigenous belief systems and recent work in critical "race" studies and multicultural-feminist theory, Keating provides detailed step-by-step suggestions, based on her own teaching experiences, designed to anticipate students' resistance to social-justice issues and encourage them to change. She offers a holistic approach to theory and practice.

Children's literature can be a powerful way to encourage and empower EFL students but is less commonly used in the classroom than adult literature. This text provides a comprehensive introduction to children's and young adult literature in EFL teaching. It demonstrates the complexity of children's literature and how it can encourage an active community of second language readers: with multilayered picturebooks, fairy tales, graphic novels and radical young adult fiction. It examines the opportunities of children's literature in EFL teacher education, including: the intertexuality of children's literature as a gate-opener for canonised adult literature; the rich patterning of children's literature supporting Creative Writing; the potential of interactive drama projects. Close readings of texts at the centre of contemporary literary scholarship, yet largely unknown in the EFL world, provide an invaluable guide for teacher educators and student teachers, including works by David Almond, Anthony Browne, Philip Pullman and J.K.Rowling. Introducing a range of genres and their significance for EFL teaching, this study makes an important new approach accessible for EFL teachers, student teachers and teacher educators.

You enjoy teaching and, like every other teacher, you want the best for every learner. Recently, you have found a steady stream of learners coming to your school with little or no English. You aren't really sure how to provide the best possible education for them, when they are struggling to understand the English in your already differentiated lessons. This book provides you with a programme for use as an induction-to-English, complete with integral assessment. It provides guidance on how to bridge the gap between these learners and their peers. It is suitable for learners of any language background (including those not literate in their home language) due to the focus on learning through images. It also includes suggestions on how to include parents who are new to English and ideas on family learning. You'll find an EAL framework to provide structure to your EAL provision across the school, as well as guidance on how to approach class teaching. Developed from good practice in schools and informed by research, this programme is designed to move learners into English quickly. It uses a visual, structured approach that works alongside immersion in the mainstream.