This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent.

Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.

These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology’s world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate “within and against” global models.

Ensure that Every Child Achieves Academic and Social Success An equity-based multi-tiered system of support (MTSS) helps school teams engage all students across the full range of learning needs. MTSS ensures that the vision of equity for every student is achieved, with high expectations and quality instruction, while not straining a school's budget or personnel. Amy McCart and Dawn Miller seek to transform education so that it benefits educators, students, their families, and ultimately the communities in which they live. The authors do this by providing tools and methods to implement equity-based MTSS to improve academic, behavior and social outcomes for all students. This strategy-filled book teaches you how to * Engage all students in learning through an equity-based approach * Analyze and utilize your resources * Apply strengths- and evidence-based principles for implementation * Incorporate effective tools to systematize MTSS Authentic examples across multiple grade levels and subjects contextualize the proven method presented in this book. The authors draw on their experience as SWIFT Education Center professional developers to guide you into creating an MTSS tailored to be effective for your student body.

One of the most pressing challenges facing educators in the US is the specter of an "ethnic and cultural war"--a code phrase that engenders our society's licentiousness toward racism. In Dancing with Bigotry, Donaldo Macedo and Lilia Bartolome use examples from the mass media, popular culture, and politics to illustrate the larger situations facing educators and how this type of argument is ignored in much of the academic research and rhetoric. They also examine why it is essential to take on the sources of "mass public education." By shunning the mass media, educators are missing the obvious--more public education is done by the media than by teachers, professors, or anyone else. This book sheds light on the ideological mechanisms that shape and maintain the racist social order, while moving the discussion beyond the reductionist of white versus black impasse.

"As a volume destined to be employed by researchers, practitioners and policy makers, "The Majority in the Minority" appears at the right time in our nation s demographic history. It connects us to the triumphs an tragedies of our Latino collective pasts and leads us to a more hopeful scenario for the future." -- from the Foreword by Laura RendonLatinas/os are the largest ethnic minority group in the U.S. They are propelling minority communities to majority status in states as disparate as California, Florida, New Jersey, New York and Texas.Their growth in the population at large is not reflected in higher education. In fact Latinos are the least represented population in our colleges and universities, whether as administrators, faculty or students; and as students have one of the highest levels of attrition.Opening access to Latinas/os, assuring their persistence as students in higher education, and their increased presence in college faculty and governance, is of paramount importance if they are to make essential economic gains and fully to participate in and contribute to American society.In this ground-breaking book, twenty-four Latina/o scholars provide an historical background; review issues of student access and achievement, and lessons learned; and present the problems of status and barriers faced by administrators and faculty. The book also includes narratives by graduate students, administrators and faculty that complement the essays and vividly bring these issues to life. This is a book that should be read by policy makers, college administrators, student affairs personnel and faculty concerned about shaping the future of higher education--and constitutes an invaluable resource for all leaders of the Latino community.

Will the United States have an educational caste system in 2030? Drawing on both extensive demographic data and compelling case studies, this powerful book reveals the depths of the educational crisis looming for Latino students, the nation s largest and most rapidly growing minority group. Richly informative and accessibly written, "The Latino Education Crisis" describes the cumulative disadvantages faced by too many children in the complex American school systems, where one in five students is Latino. Many live in poor and dangerous neighborhoods, attend impoverished and underachieving schools, and are raised by parents who speak little English and are the least educated of any ethnic group. The effects for the families, the community, and the nation are sobering. Latino children are behind on academic measures by the time they enter kindergarten. And while immigrant drive propels some to success, most never catch up. Many drop out of high school and those who do go on to college often ill prepared and overworked seldom finish. Revealing and disturbing, "The Latino Education Crisis" is a call to action and will be essential reading for everyone involved in planning the future of American schools.

Teachers, students and bilingual teaching assistants looking for resources and activities to help raise achievement among minority ethnic pupils and develop a multicultural perspective will find this book indispensable.

Included in this practical and accessible volume are a wide variety of activities; examples of materials and photocopiable sheets for direct use in the classroom, which can be easily adapted for different learning situations; tried and tested examples of good practice; practical strategies to help bilingual pupils develop their language skills; guidance on partnership teaching and working with bilingual classroom assistants; and advice on raising the achievement of bilingual pupils from disadvantaged groups.

"I feel like they act like they're so diverse and multicultural.This is not a representation of how it is for people who go here.""I know of several occasions, if it weren't for several faculty of color, I don't know how I would have made it from one day to the next." -- from student interviewsHave three decades of integration and multicultural initiatives in higher education delivered a better education to all students? Are majority and minority students reaping similar benefits, specifically in predominantly white colleges? Do we know what a multicultural campus should look like, and how to design one that is welcoming to all students and promotes a learning environment?Through a unique qualitative study involving seven colleges and universities considered national models of commitment to diversity, this book presents the views and voices of minority students on what has been achieved and what remains to be done. The direct quotations that form the core of this book give voice to Black, Hispanic, Asian, Native American and bi-racial students. They offer in their own words their perceptions of their campus cultures and practices, the tensions they encounter and what works for them.Rather than elaborating or recommending specific models or solutions, this book aims to provide insights that will enable the reader better to understand and articulate the issues that need to be addressed to achieve a well-adapted multicultural campus.Presidents, academic affairs professionals, student affairs personnel and faculty concerned with equity and diversity will find this book helpful and enlightening.

Ideally, dual-language programs enable students from two language backgrounds to become bilingual, achieve academically through two languages, and develop improved intergroup understanding and relations. However, there is very little research that demonstrates how an actual dual-language program functions at the local level. This book provides a case study of dual-language planning and implementation at Oyster Bilingual School, a 'successful' Spanish-English public elementary school program in Washington, DC. The first three chapters provide important background for understanding how Oyster's dual-language program interacts with the larger sociopolitical context of minority education in the United States. Chapters 4-10 provide a detailed analysis of how the alternative educational system at Oyster Bilingual School challenges mainstream US educational programs and practices that discriminate against minority students. The case study demonstrates how Oyster's dual-language policy, multicultural curriculum content, student-centered organization of classroom interaction, and performance-based assessment practices together function to provide more opportunities to language minority and language majority students than are traditionally available in mainstream US schools. Rather than expecting language minority students to become monolingual in standard English and to assimilate to white middle-class norms, Oyster's educational program encourages all students to become bilingual in Spanish and English and to expect, tolerate, and respect linguistic and cultural diversity at school and in society. This socializing discourse enables language minority and language majority students to participate and achieve more or less equally at school. The book concludes with a discussion of implications for research and practice in other school and community contexts.

In this essential book from ELL-expert Paul Boyd-Batstone, you'll find out how to teach reading while keeping in mind the unique needs of English language learners. You'll learn best practices and differentiated strategies for each domain of the Common Core Foundational Reading Skills, including print concepts, phonological awareness, phonics and word recognition, and fluency. Topics covered include: Ideas for using contextual support to help ELLs climb the staircase of complexity; How to teach print concepts, such as noting word separation and using punctuation; Strategies for teaching phonological awareness, including distinguishing vowel sounds and blending sounds; Ways to teach phonics and word recognition using informational and literary texts; and Exemplary ideas for teaching fluency, such as through poetry, drama, and digital media. The book is filled with ready-to-use activities and complete lesson plans that address selected CCSS performance tasks at each grade level. These lesson plans demonstrate how to differentiate instruction based on your ELLs' reading level. The book also includes performance-level descriptors, rubrics, and templates, available for free download from our website at http://www.routledge.com/books/details/9781138017696.

Silicon Valley software entrepreneur Ron Unz took on the education establishment, both major political parties, the ACLU, and several activist groups with his "English for the Children" movement that began in 1996 and ended on Election Day 2002. His campaign to dismantle bilingual education through ballot measures in four states - California, Arizona, Colorado, and Massachusetts - drew frequent responses from the national media that initially opposed and then supported Unz's cause. The initiatives passed with 61-68% of the vote in three states, but failed in Colorado. Experienced teacher and author of Structured English Immersion, Johanna J. Haver details the politics surrounding the Unz campaign, explaining both sides of the issues honestly and respectfully. She outlines the challenges that ensued after the measures became law and discusses areas of concern that remain in dispute to this day: *Identification, placement, and reclassification of English language learners *English proficiency tests *Segregation versus integration *Compliance versus flexibility *The Office for Civil Rights *Federal and state funding *Dual-language instruction as an option

The need for teachers who have both the knowledge and the skills to teach students in special education, especially students who are emergent bilinguals, is more critical today than ever before. Assumptions about the assurances outlined in the Individuals with Disabilities Education Act (IDEA) have led to practices that have limited the scope of opportunities for culturally and linguistically diverse (CLD) students with disabilities. This book examines the intent of special education policy, challenges existing systems, and explores the promise of using biography-driven instruction to transform students' learning and enhance their personal growth and community life. With a focus on inclusive practices for working with CLD students with disabilities and their families, the book examines decision-making processes for placement, access, instruction, assessment, and evaluation. The authors show how inclusionary practices create contexts and conditions for teachers to foster their students' academic abilities through authentic cariño and an ecology of care. Book Features: Elucidates the challenges faced by educators and support personnel as they navigate and prioritize the needs of CLD students with disabilities in inclusive classrooms. Reveals the outdated, politically driven, inequitable, and inconsequential educational opportunities often afforded to CLD students receiving special services. Provides a framework for creating learning opportunities grounded in the six principles of IDEA and the personal and academic biography of learners and their families. Supports teachers and other staff to maximize four interrelated facets of the CLD student biography: sociocultural, linguistic, cognitive, and academic. Explores the multiple meanings of inclusion and academic engagement at the intersection of IDEA and biography-driven instruction.

Ziel dieses Buches ist es, den inklusiven Englischunterricht aus einer multiperspektivischen Sicht zu beschreiben, zu seinem Kern als Prinzip der OEffnung vorzustossen und dieses fachlich greifbarer zu machen. Die Beitrage wenden sich der Umsetzung und den fur die Inklusion bedeutsamen empirischen und didaktischen Gesichtspunkten zu und sind mit den Herausforderungen der verschiedenen Kontexte befasst, in denen die VerfasserInnen wirken. Die eingenommenen Perspektiven umfassen verschiedene Foerderschwerpunkte, Mehrsprachigkeit, Migrationshintergrund, schulformspezifische und inklusiv-didaktische Fragen. Es eint sie der realistische Blick auf die Praxis, die Verortung in der empirischen Forschung und evidenzbasierten Schlussfolgerungen und der Versuch, auch grundlegende Fragen zu beantworten.

Lernerstrategien bilden als individuelle Begleiter des Sprachenlernens die elementaren Grundbausteine eines diversitatssensiblen Englischunterrichts. Theoretisch gerahmt vom fachdidaktischen Untersuchungsplan der Didaktischen Rekonstruktion, richtet das Buch daher einen multiperspektivischen Fokus auf Lernerstrategien. Dabei wird die Schuler: innenperspektive in den Mittelpunkt gestellt. Im wechselseitigen Vergleich mit den Fachperspektiven werden Gemeinsamkeiten und Unterschiede herausgestellt, die zu vielfaltigen Didaktischen Leitlinien der Strategievermittlung fuhren. Die diversitatssensible Perspektive nimmt moegliche Zusammenhange zwischen Vorstellungen und Lernerstrategien von Lernenden und mehreren Differenzkategorien in den Blick. Abschliessend wird die Rolle der Lehrkraft betrachtet.

Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skill-reading, writing, listening, and speaking-works and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from theory to practice, this teacher-friendly text is an essential resource for courses in TESOL programs, for in-service teacher-training seminars, and for practicing EAP teachers who want to upgrade their teaching abilities and knowledge bases.

With a focus on what mathematics and science educators need to know about academic language used in the STEM disciplines, this book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English learners. These key questions are addressed: When and how do students develop mastery of the language registers unique to mathematics and to the sciences? How do teachers use assessment as evidence of student learning for both accountability and instructional purposes? Orienting each chapter with a research review and drawing out important Focus Points, chapter authors examine the obstacles to and latest ideas for improving STEM literacy, and discuss implications for future research and practice.

Focused on the writing process, A Guide to Supervising Non-native English Writers of Theses and Dissertations presents approaches that can be employed by supervisors to help address the writing issues or difficulties that may emerge during the provisional and confirmation phases of the thesis/dissertation journey. Pre-writing advice and post-writing feedback that can be given to students are explained and illustrated. A growing number of students who are non-native speakers of English are enrolled in Masters and PhD programmes at universities across the world where English is the language of communication. These students often encounter difficulties when writing a thesis or dissertation in English - primarily, understanding the requirements and expectations of the new academic context and the conventions of academic writing. Designed for easy use by supervisors, this concise guide focuses specifically on the relationship between reading for and preparing to write the various part-genres or chapters; the creation of argument; making and evaluating claims, judgements and conclusions; writing coherent and cohesive text; meeting the generic and discipline-specific writing conventions; designing conference abstracts and PowerPoint presentations; and writing journal articles.

Silicon Valley software entrepreneur Ron Unz took on the education establishment, both major political parties, the ACLU, and several activist groups with his "English for the Children" movement that began in 1996 and ended on Election Day 2002. His campaign to dismantle bilingual education through ballot measures in four states - California, Arizona, Colorado, and Massachusetts - drew frequent responses from the national media that initially opposed and then supported Unz's cause. The initiatives passed with 61-68% of the vote in three states, but failed in Colorado. Experienced teacher and author of Structured English Immersion, Johanna J. Haver details the politics surrounding the Unz campaign, explaining both sides of the issues honestly and respectfully. She outlines the challenges that ensued after the measures became law and discusses areas of concern that remain in dispute to this day: *Identification, placement, and reclassification of English language learners *English proficiency tests *Segregation versus integration *Compliance versus flexibility *The Office for Civil Rights *Federal and state funding *Dual-language instruction as an option

For English Learners and other struggling students, understanding and using academic language is absolutely critical to literacy development and school achievement, but it takes careful planning to help these students develop mastery. Ruth Swinney and Patricia Velasco's teacher-friendly guide explains how to weave together content and language goals when planning lesson units, as well as offering strategies for moving students from social to academic language and creating a curriculum of talk in the classroom. In addition, Swinney and Velasco provide detailed sample unit plans in all content areas to demonstrate how these strategies can be employed while simultaneously meeting curriculum demands. Using specific structures of balanced literacy including read along, shared reading, and shared writing, these unit plans also include a self-assessment guide for teachers to use as they scaffold the content to increase comprehension and student achievement

The importance of educational certification for labor market success has increased since the 1970s. But social sciences still cannot answer a fundamental question: Who goes to college and why? In On the Edge of Commitment, Stephen L. Morgan offers a new model of educational achievement to explain why some students are committed to preparation for college. Morgan's model unites in one common framework the forward-looking cost-benefit assessments of students with social influence processes. The model is then used to explain puzzling race differences in patterns of high school achievement and subsequent rates of college enrollment. The book, using this model, makes a major theoretical statement on the process of educational achievement, which will help to launch a new generation of empirical work.

This superb, rational, and highly readable volume answers a deeply felt need. Parents and educators alike have long struggled to understand what meanings race might have for the very young, and for ways to insure that every child grows up with a healthy sense of self. Marguerite Wright handles sensitive issues with consummate clarity, practicality, and hope. Here we have an indispensable guide that will doubtless prove a classic.
--Edward Zigler, sterling professor of psychology and director, Yale Bush Center in Child Development and Social Policy

A child's concept of race is quite different from that of an adult. Young children perceive skin color as magical--even changeable--and unlike adults, are incapable of understanding adult predjudices surrounding race and racism. Just as children learn to walk and talk, they likewise come to understand race in a series of predictable stages.

Based on Marguerite A. Wright's research and clinical experience, I'm Chocolate, You're Vanilla teaches us that the color-blindness of early childhood can, and must, be taken advantage of in order to guide the positive development of a child's self-esteem.

Wright answers some fundamental questions about children and race including:

• What do children know and understand about the color of their skin?
• When do children understand the concept of race?
• Are there warning signs that a child is being adversely affected by racial prejudice?
• How can adults avoid instilling in children their own negative perceptions and prejudices?
• What can parents do to prepare their children to overcome the racism they are likely to encounter?
• How can schools lessen the impact of racism?

This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.

Principles and classroom techniques for teaching English language learners A Course for Teaching English Learners combines the fundamental principles of education with practical English language education techniques to help both pre- and in-service educators reach English language students in impactful ways. The text provides background in cultural, linguistic, and sociocultural context, building a comprehensive framework for effective English language education. Uniquely, the text outlines both psychological and sociocultural contexts at play at all school levels, including second-language acquisition hurdles and strategies for teaching content subjects. The 3rd Edition has been updated with a wealth of new and revised content, including new information on evolving certification requirements, modern demographic data, technology-enhanced language learning, translanguaging, and more.