Hopeful Girls, Troubled Boys focuses on the life histories of the largest immigrant group in New York City, the youth from the Dominican Republic, the West Indies, and Haiti, to explain why girls of colour are succeeding at higher rates than their male counterparts. Nancy Lopez brings to life the attitudes, feelings, and expectations of these teens, and shows that girls maintain optimistic outlooks on their lives, while boys are ambivalent about the promises of education. This fascinating account explains how and why our schools and cities are failing boys of colour.

Die Fremdsprachenforschung ist ein dynamisches Feld, das sich kontinuierlich weiterentwickelt. Dieses Buch bietet einen UEberblick zu aktuellen inhaltlichen und methodologisch-methodischen Forschungstendenzen in der Fremdsprachendidaktik. Anhand ausgewahlter Qualifikationsarbeiten werden verschiedene inhaltliche Vertiefungen, wie Professionsforschung in der Lehrpersonenaus- und -weiterbildung, CLIL oder inklusive Settings, vorgestellt und unterschiedliche methodologische und methodische Zugange in quantitativen, qualitativen oder mixed methods-Designs aufgezeigt. Die Beitrage des Bandes sind im Anschluss an die 12. Arbeitstagung fur early career researchers der Deutschen Gesellschaft fur Fremdsprachenforschung (DGFF) an der Goethe-Universitat Frankfurt am Main entstanden.

Fame. Why do authors seek it? How does one acquire it? What are the consequences of attaining it? Gabriel Zaid examines the methods and motivations, from ancient times to the present day. He shines a critical, yet humorous, light on today's literary world, whose denizens find it more interesting to talk about writers than to read them, and he takes a serious look at the desire for fame and the disillusionment and objectification that can accompany it. Along the way, Zaid pokes fun at literary and scholarly traditions, including the unwritten rules of quoting other authors, the ascendancy of the footnote, and the practice of publishing foolishly complete works. The author can manage his literary name like a brand, with a whole line of products: books published under his name (but not necessarily entirely written by him), with all their subsidiary rights; as well as a line of services . . . There's no reason that toys, clothes, and many other things should be the sole province of characters like Harry Potter and Mickey Mouse. At the Gnter Grass Museum, established with the participation of the writer, Gnter Grass t-shirts or Gnter Grass tin drums could surely be sold. Gabriel Zaid's poetry, essays, and cultural criticism have been widely published throughout the Spanish-speaking world. In 2003, Paul Dry Books published Zaid's So Many Books, which The New Republic called genuinely exhilarating. Natasha Wimmer is an editor and a translator in New York City. She recently translated The Savage Detectives by Roberto Bolano (Farrar, Straus and Giroux Publishers).

This book provides the main ingredients for professional development in working with young children in a diverse society. It fills the gap that most early years training neglects, that is, how to work with children in developing a positive disposition towards themselves regardless of their differences. By helping children to develop a strong self-identity and good self-esteem we set the foundations for positive attitudes towards others and towards learning. Practical advice, real examples and staff activities bring the book to life. The book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. The book focuses on all children's learning for cultural diversity. Culture is used as a broad term to include language, ethnicity, social class and gender. Each chapter offers a clear combination of theory and practice and ends with excellent staff development activities and further readings. The book will be important reading for all students and practitioners working with young children.

Der Band prasentiert Perspektiven fur die Ausbildung von UEbersetzerInnen in unterschiedlichen Sprachenkonstellationen und fur verschiedene Textsorten. Diskutiert werden translatorische Fragestellungen im Umkreis der Sprachen Deutsch, Englisch, Tschechisch, Slowakisch, Polnisch, Russisch und Franzoesisch mit Blick auf pragmatische, literarische und audiovisuelle Texte. Ein Fokus liegt auf den Chancen und Grenzen ubersetzerischer Kreativitat und didaktischen Konsequenzen. Kreatives Schreiben, die Arbeit mit Korpora sowie der textsortenspezifische Blick auf die Zielsprachen werden als brauchbare translationsdidaktische Instrumente herausgestellt. Das Buch "stellt innovative Methoden und Ideen fur die translatorische Ausbildung vor und weist neue Wege in der Translationslehre" (Vera Janikova).

Die Beitrage des Bandes sind im akademischen Kontext Deutsch als Fremdsprache verankert und stellen Aspekte heraus, die in der Diskussion zum didaktischen Potenzial von Kulturellem Gedachtnis und Erinnerungsorten bisher wenig Beachtung fanden. Dazu gehoert die Erweiterung des geschichts- und kulturwissenschaftlichen Gedachtnisdiskurses um sprach-, literatur- und kulturdidaktische Elemente ebenso wie seine Differenzierung fur konkrete akademische Konstellationen. Aus der Perspektive des Faches Deutsch als Fremdsprache werden binationale und globale, parallele, geteilte und gemeinsame Erinnerungsorte, das erinnerungspragende Potenzial von Medien und literarischen Texten im Besonderen sowie konkrete Erinnerungsbestande des 20. Jahrhunderts in ihrer hochschuldidaktischen Relevanz thematisiert.

Este libro aborda diferentes practicas de tandem presencial y online en centros universitarios europeos. En la primera seccion se presentan experiencias y modelos de tandem poniendo enfasis en aspectos especificos como el asesoramiento, la metareflexion, la asistencia plurilingue o el aprendizaje activo. La segunda seccion analiza conceptos como la autonomia gradual o el valor de la reflexion. Finalmente, en la tercera y ultima seccion se presentan investigaciones que relacionan el tandem con el aprendizaje cultural, las nuevas tecnologias y la gamificacion. El objetivo de esta monografia es poner de manifiesto la eficacia y la potencialidad de esta metodologia, asi como los beneficios que conlleva su introduccion en un formato de aprendizaje formal, informal y no formal en contexto universitario.

This timely book takes a critical look at the teaching of English, showing how language is used to create hierarchies of cultural privilege in public schools across the country. Motha closely examines the work of four ESL teachers who developed anti-racist pedagogical practises during their first year of teaching. Their experiences, and those of their students, provide a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. The author combines current research with her original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and in-service teachers to think about such challenges as differential achievement between language learners and "native-speakers;" about hierarchies of languages and language varieties; about the difference between an accent identity and an incorrect pronunciation; and about the use of students' first languages in English classes. This resource offers implications for classroom teaching, educational policy, school leadership, and teacher preparation, including reflection questions at the end of each chapter.

Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. Provides an overview of bilingual education theories and practices throughout the world Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out

"All these white schools I've been sent to are racist," Sonya says. "I'd have done better in a black school. I was an outsider here." These are hard words for Vivian Paley, whose own kindergarten was one of Sonya's schools, the integrated classroom so lovingly and hopefully depicted by Paley in White Teacher. Confronted with the grown-up Sonya, now on her way to a black college, and with a chorus of voices questioning the fairness and effectiveness of integrated education, Paley sets out to discover the truth about the multicultural classroom from those who participate in it. This is an odyssey undertaken on the wings of conversation and storytelling in which every voice adds new meaning to the idea of belonging, really belonging, to a school culture. Here are black teachers and minority parents, immigrant families, a Native American educator, and the children themselves, whose stories mingle with the author's to create a candid picture of the successes and failures of the integrated classroom. As Paley travels the country listening to these stories, we see what lies behind recent moves toward self-segregation: an ongoing frustration with racism as well as an abiding need for a nurturing community. And yet, among these diverse voices, we hear again and again the shared dream of a classroom where no family heritage is obscured and every child's story enriches the life of the schoolhouse. "It's all about dialogue, isn't it?" asks Lorraine, a black third-grade teacher whose story becomes a central motif. And indeed, it is the dialogue that prevails in this warmly provocative and deeply engaging book, as parents and teachers learn how they must talk to each other, and to their children, if every child is to secure a sense of self in the schoolroom, no matter what the predominant ethnic background. Vivian Paley offers these discoveries to readers as a starting point for their own journeys toward community and kinship in today's schools and tomorrow's culture.

For five consecutive generations, from roughly 1880-1980, Native American children in the United States and Canada were forcibly taken from their families and relocated to residential schools. The stated goal of this government program was to "kill the Indian to save the man." Half of the children did not survive the experience, and those who did were left permanently scarred. The resulting alcoholism, suicide, and the transmission of trauma to their own children has led to a social disintegration with results that can only be described as genocidal.

Ward Churchill is the author of "A Little Matter of Genocide," among other books. He is currently a Professor of American Indian Studies at the University of Colorado, Boulder.

Das vorliegende Buch stellt evaluierte Foerder- und Therapieformate zum Auf- und Ausbau des semantischen Lexikons zweisprachiger Kinder vor. Daruber hinaus moechte es den LeserInnen Anregungen fur die praktische Umsetzung und Gestaltung von Einzel- und Gruppensituationen geben. Eine entsprechende theoretische Verortung mit dem Ziel des Praxistransfers auf der Basis von Evidenzbasierung soll nicht fehlen, v.a. da Zweisprachigkeit in der Sprachfoerderung und Sprachtherapie eine weitgehend ungenutzte Ressource darstellt. Zweisprachigkeit sollte in Deutschland nicht langer als Nachteil fur die Bildungsentwicklung von Kindern gesehen werden, sondern als Vorteil im Spracherwerb, den es in den unterschiedlichen Institutionen des deutschen Bildungs- und Gesundheitssystems gezielt zu nutzen gilt.

Situated within the interrelated disciplines of sociolinguistics and sociology of language, this book explores the language use and attitudinal perceptions of a sample of 130 adults who received Gaelic-medium education (GME) at primary school, during the first years of that system's availability in Scotland. As the first students to have attended GME are now in their late 20s and 30s, this volume offers a timely examination of the long-term outcomes of the system in its earliest years, and of the future prospects for Gaelic language maintenance and revitalisation in Scotland. The book presents in-depth discussion and analysis of narratives in order to demonstrate former Gaelic-medium students' present-day relationships to the languages they speak, offering fascinating insights into the possible reasons - historical, ideological and personal - for these relationships. This book presents the first open assessment of the outcomes of Gaelic-medium education in Scotland, and offers suggestions for individuals and policymakers seeking to revitalise languages internationally.

The Education of Language Minority Immigrants in the United States draws from quantitative and qualitative research methodologies to inform educational policy and practice. It is based on cutting-edge research and policy analyses from a number of well-known experts on immigrant language minority education in the USA. The collection includes contributions on the acquisition of English, language shift, the maintenance of heritage languages, prospects for long-term educational achievement, how family background, economic status, and gender and identity influence academic adjustment and achievement, challenges for appropriate language testing and placement, and examples of advocacy action research. It concludes with a thoughtful commentary aimed at broadening our understanding of the need to provide quality immigrant language minority education within the context of globalization. This collection will be of value to students and researchers interested in promoting educational equity and achievement for immigrant language minority students.

Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. Provides an overview of bilingual education theories and practices throughout the world Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out

Las tecnologias educativas y, concretamente, el uso de las Tecnologias para el Aprendizaje y el Conocimiento (TAC) son aliadas magnificas para la educacion bilingue. Sin embargo, hasta la fecha son limitados los estudios que realmente estudien el potencial de las TAC de manera especifica para contextos de educacion bilingue. Este volumen, partiendo de estos conceptos, aborda aspectos clave como el diseno y la creacion de materiales didacticos digitales o la importancia de las metodologias activas que tienen al alumnado como motor de los procesos de ensenanza-aprendizaje (incluyendo flipped learning o visual thinking, entre otras). El libro se cierra estudiando de manera especifica la accesibilidad y la atencion a la diversidad en educacion bilingue mediante el uso de la tecnologia.

The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: Thoroughly updated chapters with over 500 new citations of the latest research. Six chapters with new titles to better reflect their updated content. A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education. The latest demographics and other statistical data. Recent developments in and limitations of brain imaging research. An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies. Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21). New global examples of research, policy, and practice beyond Europe and North America. Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and Instructors will benefit from updated chapter features including: New bolded key terms corresponding to a comprehensive glossary Recommended readings and online resources Discussion questions and study activities

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134550129. In this comprehensive guide, elementary educators get a user-friendly approach for planning and implementing lessons that provide students access to grade-level content, develop students' academic English skills, and prepare students to be college- and career-ready. Proven successful in improving teaching effectiveness and realizing academic gains for students, the SIOP Model presented in this book can be implemented in all content areas, and across grade levels and English proficiency levels. Highlights of the 3rd Edition include specific applications of SIOP to Common Core and other state standards, as well as new educational reforms such as ESSA. To help teachers implement the SIOP model, new learning aids have been added, including Reflect and Apply exercises, Teaching with Technology vignettes, a new SIOP lesson plan template and sample lesson plan, and a new user-friendly approach to identifying and writing language objectives. The Enhanced Pearson eText version provides embedded video links that enable students to see the SIOP model in action, along with interviews featuring SIOP educators. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.

Changing from child to young adult is difficult everywhere. But to experience childhood in continuous flight from conflict, then move into adolescence as a refugee in a radically different culture, is a more than usually complicated transition for teens and for their parents, communities, teachers, and social workers. Improvised Adolescence explores how teenagers from southern Somalia, who spent much of their childhood in East African refugee camps, are adapting to resettlement in the American Midwest. The collapse of the Somali state in 1991, and subsequent chaos in the Horn of Africa, disrupted the lives of these young people educationally, culturally, and developmentally. Folklorist Sandra Grady has intermittently observed the lifeworld of these teens-their homes, their entertainment choices, their interaction with classmates and teachers at school, and their plans for the future-for more than seven years to understand the cultural tools they've used in their journey from this disrupted childhood. They negotiate two sets of cultural expectations: in the resettled Somali Bantu community, traditional rites of passage continue to mark the change from child to adult; in the surrounding U.S. culture, an unfamiliar in-between category-"adolescent"-delays adulthood. Offering analysis that is both engaging and theoretically grounded, Grady tracks the emergence in this immigrant community of an improvised adolescence.

Publikationen uber Kollokationen sind zwar Legion, dieser Band moechte jedoch - aus kontrastiver Sicht - einen aktuellen UEberblick uber angewandte und theoretische Aspekte kollokativer Einheiten geben. Dabei rucken folgende Aspekte in den Vordergrund: die Diskussion des Kollokationsbegriffs (auch im Hinblick auf den Fremdsprachenunterricht), die morphosyntaktisch-semantisch relevanten Gebrauchseigenschaften von Kollokationen, ihre Behandlung in der Fremdsprachendidaktik (auch in Lehrwerken sowie anhand moeglicher UEbungstypologien) und in Woerterbuchern. Weitere Themen sind die Schnittstellen zwischen Kollokationen und verbalen Idiomen sowie die Frage der Valenzfahigkeit dieser beiden Phrasentypen.

Educational Partnerships and the State is a compelling collection of essays by an international group of scholars that provides a critical exploration of the role of partnerships in contemporary educational reform. Their focus is on the expanding role that collaboration between the public and private sector has come to play in the governing of schools, children, and families in response to an array of worldwide economic and social changes. The contributors to this volume highlight the new relationship between civil society and the state through partnerships and what that linkage has come to mean for an array of educational issues including academic achievement, school governance, school parent-relationships, teacher education, the construction of family and community involvement, and the discourses of reform as practices that order participation and action.