The internationalisation of higher education in the 20th century, built on an unprecedented expansion of transport and communication networks and the scope of international scholarly activities, triggered a massive flow of people across countries and continents. Geographically remote countries, such as Australia, became more attractive and accessible to migrants from Europe.Today, international education in Australia is under enormous pressure to reinvent itself.This book offers a collection of chapters that cover various dimensions of international education in Australia. The issues covered span from political and student identity concerns to the pedagogical and curriculum dimensions of international education and to the areas of language acquisition and language assessment. Each chapter formulates implications for the education of international students as Australia enters a new phase of hyperglobalism and completion with the rise of global cities and educational hubs that they provide beyond the traditional Western providers of higher education.Coming from diverse backgrounds and regionst, he authors offer insights into significant developments in international education as they address crucial questions faced by educators in Australia and compare them with North America and Europe in comprehensive and critical ways. This includes shifts in methodological approaches in education and policy research, as well as other issues arising from comparative research, such as improving educational quality and responsiveness of education to the needs of international students. Several chapters address more specific problems of providing equality, access, and equity for all students, narrowing the achievement gap, and the ways of offering education that is free from prejudice and discrimination on the grounds of race, ethnicity, gender, social class and religion.

This book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education. The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miami's School of Education and Human Development in the Spring semester of 2018. The program, entitled "Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI)," contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.

This book has gone to great lengths to reveal, through research and practice, the possibilities of addressing and reducing racist practices in our schools. It features an Antiracist Education Teacher Study that assisted in providing baseline figures of teacher perceptions of racism, and demonstrated how teachers can successfully implement antiracist concepts in their classrooms. Findings further indicate that such teacher involvement makes a difference in student acceptance and attitude. As teachers display enthusiasm for teaching their subject areas multiculturally, and having an intolerance for racist behavior, many students have shown greater respect and appreciation for their teachers who are willing to expose life's realities. Educators in the Teacher Study became role models for their students. This role modeling empowered students in positive ways to address issues of racism from the student perspective. Dr. Donaldson also focuses on shattering the denial of teachers who doubt the existence of racism in schools and who question how student learning is adversely affected by racism. She uncovers the difficulty teachers have with coming to grips with the realities of racism. In light of these difficulties, those who endured became empowered to become better teachers.

This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning its inclusion of the experiences of students and educators in both core and non-core English-speaking countries its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.

These essays look at topics concerning multicultural education and international perspectives, including the impact of disadvantage on academic achievement, immigration policy and multicultural education in Australia, and how motivation and learning affects students of diverse backgrounds.

This book is a valuable one for teacher educators and teacher education programs in the United States and Europe, since it is organized around numerous data sources. It contains national and international adaptations of the ABC's of Cultural Understanding and Communication. Authors for this book represent many languages and cultures and know, first hand, the socially constructed issues related to language, culture, and ethnicity. This book promises to make a significant contribution to preparing teachers to work with families and children. It should be read by all teacher educators as well as preservice and inservice teachers. In the new millennium teachers must redefine their responsibilities to ensure that ALL children have the opportunity to succeed. ABC's of Cultural Understanding and Communication: National and International Adaptations is a perfect place to start.

This book presents a pioneering longitudinal study on English language instruction at the elementary school (ELES) level in the Japanese public school system. It attempts to identify those domains most sensitive to early English instruction by employing a state-of-the-art quantitative research methodology. English education was formally introduced in Japan for fifth and sixth graders in 2011 and is still in its infancy as a program. This study compares two groups (Grade 7 and 8) of students, one with ELES and one without, in order to shed light on their experiences. Comparisons are carried out not only quantitatively, measuring changes in English skills (listening, speaking, reading, and vocabulary / grammar) and the ELES students' affective aspects, but also qualitatively through in-depth interviews. Thus, this study attempts to capture the ELES students' experiences from a multi-dimensional perspective. The comprehensive literature review provided offers a valuable resource not only for researchers looking for a quick digest of the literature in this field before undertaking their own research, but also for policy-makers seeking to assess how to best implement ELES.

In the summer of 1970, the members of the New Orleans Fifth Circuit Court of Appeals understood clearly the realities of race in the South. Houston, Texas, like other Southern cities, had made haste toward racial school desegregation as slowly as the White Southern Federal courts would allow. When the High School of Performing and Visual Arts opened its doors in Houston a year later, a new superintendent and liberal-dominated Board of Education wished to demonstrate the positive potential of a voluntarily desegregated student body. HSPVA was the first United States public school for the arts specifically used for racial desegregation purposes, the prototype for the first public urban magnet program of desegregation used to replace a standing court order, and a continuing prototype for other public magnet schools for the arts across the United States. Talent Knows No Color is a 35-year history of HSPVA, exemplary in both arts and academics, which chronicles multi-perspective participant experiences within the context of ever-changing district education policies and demographics. Ten years of school system and HSPVA archival research, examination of local newspapers, and oral history interviews allow a rich narrative unusual among the already limited number of scholarly histories of individual public schools. It is the description and analysis of everyday occurrences that assist the reader in understanding what Series Editor O. L. Davis, Jr. refers to as "the continuing, likely never ending, practical development of one particular high school and its curriculum."

Teacher effectiveness and licensure in the United States continue to be scrutinized at the state and national levels. At present, 40 states plus the District of Columbia have adopted edTPA to inform initial teacher licensure and/or certification decisions (American Association of Colleges for Teacher Education, n.d.). edTPA is designed to measure novice teachers' readiness to teach their content area, with a focus on student learning and principles from research and theory (SCALE, 2015). Composed of planning, instruction, and assessment tasks, edTPA portfolios seek to provide evidence of teacher candidate readiness in three areas: (1) intended teaching, (2) enacted teaching, and (3) the impact of teaching on student learning. Specifically, edTPA measures teacher candidates' ability to: develop knowledge of subject matter, content standards, and subject-specific pedagogy develop and apply knowledge of varied students' needs consider research and theory about how students learn reflect on and analyze evidence of the effects of instruction on student learning (p. 1) Teacher candidates create extensive portfolios that include written commentaries explaining each task and video excerpts of a recorded teaching event. Teacher candidates must submit evidence to show their teaching prowess and pay $300, at present, to Pearson Education for their portfolio to be evaluated by external reviewers. In this volume, researchers share their experiences working with edTPA in three areas of language learning: English Language Arts, English to Speakers of Other Languages, and World Languages. The volume provides empirical research in the areas of multicultural perspectives, pedagogical practices, and edTPA (in)compatibility. Findings are of interest to multiple stakeholders such as teacher candidates, mentor teachers, teacher preparation faculty members and program coordinators, and administrators.

The monograph Promising Practices for Teachers to Engage Families of English Language Learners provides practical activities, communication skills, events, resources, and policies to work with families who are English language learners. This book is primarily targeted toward preservice and novice teachers who are searching for ways to connect with families from diverse cultures and varying proficiency levels in English. However, the contents contain an array of practices that are useful for teachers at all levels, parents, other educator groups, and administrators.

This collected volume examines the multifaceted contexts and experiences of Chinese students, teachers and scholars in Australia, Denmark, France, Japan, the UK and the US. It can serve both as an introduction to Chinese people's mobility and migration in Higher Education and as a thorough review for more knowledgeable readers.

In "Teaching Equality," Adam Fairclough provides an overview of the enormous contributions made by African American teachers to the black freedom movement in the United States. Beginning with the close of the Civil War, when "the efforts of the slave regime to prevent black literacy meant that blacks . . . associated education with liberation," Fairclough explores the development of educational ideals in the black community up through the years of the civil rights movement. He traces black educators' connection to the white community and examines the difficult compromises they had to make in order to secure schools and funding. Teachers did not, he argues, sell out the black community but instead instilled hope and commitment to equality in the minds of their pupils. Defining the term teacher broadly to include any person who taught students, whether in a backwoods cabin or the brick halls of a university, Fairclough illustrates the multifaceted responsibilities of individuals who were community leaders and frontline activists as well as conveyors of knowledge. He reveals the complicated lives of these educators who, in the face of a prejudice-based social order and a history of oppression, sustained and inspired the minds and hearts of generations of black Americans.

Multilingual learners in Grades K-12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child. Shifting away from traditional ways that schools address the needs of students who experience challenges, the new edition of this text takes a strengths-based approach to supporting multilingual students and focuses on the complex issues that affect a multilingual learner's development. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Educators and other school-based professionals will be fully prepared to: Form collaborative MTSS teams that blend the diverse expertise of staff members Evaluate and enhance the learning environment for multilingual learners Gather extensive data about six critical factors in students' home and school life, from previous schooling experiences to cross-cultural factors Authentically assess the strengths of multilingual learners Create a continuum of services that addresses the individual needs of each student Plan effective instruction and intervention using a multilingual lens Monitor the effectiveness of support strategies and programming for multilingual learners PRACTICAL FEATURES: MTSS team activities to support professional learning Templates, a rating scale, and other reproducible tools Real-world examples from the field Discussion questions to help teams apply the concepts to their own student population

The heart of this study is a detailed narrative account of a teacher in an inner-city school. For two years, the author collaborated with an immigrant teacher from the Caribbean, studying her practice from three perspectives: place--the community and school landscape; temporality--the history of the school and current programs; and interaction--the teacher's relationship with the school, parents, and students. Current ways of examining multicultural issues focus on the analysis of broad factors affecting large groups of people. In the process, the individual is subsumed within catagories and the subtle nuances of experiences are lost. The narrative approach outlined in the book offers a new perspective on multiculturalism and research into multicultural education, one the author terms narrative multiculturalism.

Narrative multiculturalism begins with experience as it is shaped by the contexts in which people live and work. It is also shaped by broader societal and global forces. In this approach, multiculturalism is viewed as a fluid process, continually evolving, changing, and transforming. Narrative multiculturalism develops an in-depth understanding of individual experiences and thereby creates an alternate perspective on multiculturalism.

This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include: * an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona; * an in-depth review of the Flores case presented by its lead lawyer; * a look at early Proposition 203 implementation in the context of broader educational 'reform' efforts; * examples of how early state-wide mandates impacted teacher professional development; * a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand; * an exploration of principals' concerns about enforcing top-down policies for SEI implementation; * an investigation of what SEI policy looks like in today's classrooms and whether it constitutes equity; * and finally, a discussion of what the various cases mean for the education of English learners in the state.

Rarely do we find books in educational research that are both thick in context and rich in theory. Usually books emphasize one over the other. Authors that engage in thick descriptions tend to fall short of explaining what larger theoretical issue their case stands for. Vice versa, authors who make a case for a particular theory do not always describe their case in sufficient detail. From Sites to Occupation to Symbols of Multiculturalism is a remarkable exception. The book is a major break-through in case study methodology, multiculturalism and policy borrowing/lending research. The book investigates a puzzle: how is it that one and the same system, the system of separate schooling for Latvian and Russian speakers, is seen as a site of occupation during one period (1987-1990) and as a symbol of multiculturalism in the next (1991-1999)? The system has stayed in place, but the meaning attached to it has been completely inverted. Is cultural change without structural change possible? Does it mean that the dual school system has become anachronistic, and will eventually disappear in light of the cultural changes of the past decade? The book is the story of a great metamorphosis of one and the same system of separate schooling that, at first unbelievable, gradually makes sense.

The editors and their contributors explore the world from a pluralistic perspective. There are several models proposed and used by authors that could serve as a framework for multicultural and diversity programs in both education and the workplace. The implementation of programs which target the workplace and specific strategies for success are identified. The international implications of globalization and the need for international as well as "at home" experiences are addressed by several authors. Regional research-based programs and strategies, in particular academic disciplines to promote pluralism, are explored from the university perspective. These models, strategies, and research findings should prove to be most useful for individuals seeking to implement programs to promote pluralism.

A state-of-the-art resource concentrating on the practical applications, philosophical and social policy motivations, and historical development of various approaches to multicultural education in the United States. In this comprehensive introduction to multicultural education, author Peter Appelbaum reveals that Native American-run schools in the early 19th century produced nearly 100 percent literacy rates-higher among western Oklahoma Cherokees than among whites in nearby Texas or Arkansas. Today, as the country rapidly becomes more racially and ethnically diverse, he discusses how success in diversity education requires that administrators, teachers, and students change the way they look at each other, the curriculum, and the structures and policies that govern schools. Diversity and Multicultural Education: A Reference Handbook examines the political and educational arguments for and against multicultural education, provides a range of curriculum approaches, describes the dilemmas of assessment, and explores political and legal issues. Also included are a chronology, directories, and bibliographies. Bibliography contains print resources covering community building and curriculum such as Venture into Cultures: A Resource Book of Multicultural Materials and Programs, along with nonprint resources such as websites for state standards on culturally responsive schools and online magazines devoted to multicultural education Provides a chronology of the evolution of the concept of multicultural and diversity education in the United States from the introduction of the term multiculturalism in the 1970s to the reexamination of the concept as a culturally valued term in the 1990s

This authoritative volume puts the schooling of Native American children in the broader context of the country's educational agenda and demonstrates how Native American learning continues to be a challenge to minority education in the United States. This fascinating overview provides a comprehensive introduction to the education of Native Americans in the United States. Historically, schools were seen as essential to formal education but also as the custodians of community values, a way to socialize Native Americans into the European way of life. Native American Education: A Reference Handbook describes the role played by various churches and missionaries and their different approaches to education against a backdrop of mostly unfamiliar social and legal history. For example, most Americans probably do not know that Indians helped write the Constitution and that an Indian served as vice president of the United States. Author Lorraine Hale provides strategies for preserving Indian culture within the framework of modern American education. Presents a historical background on the evolution of Native American education from the advancing colonization of North America beginning in the 1700s to the increasing government involvement in running Native American schools through the 1900s Includes coverage from the efforts of the Jesuits beginning in 1492 to teach Native Americans in Spanish and convert them to Catholicism to the publication in 1991 of Indian Nations at Risk by the Department of Education

Virtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.

Creative Activities for Teaching Pupils with English as an Additional Language is a unique collectionof 150 enjoyable and inspiring games and activities to help support learners of English as an Additional Language (EAL) in the inclusive classroom. This bank of ideas will support you in helping newly arrived pupils settle into their class and school, and are easy to integrate into your planning to support your learners across the curriculum. Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities, guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons.

This book introduces the application of drama and arts-related activities to the teaching of English as a second or additional language in early education. Joe Winston draws on both his own scholarly expertise and experience as a practitioner to provide a theoretical rationale, practical examples, tips and easy-to-read teaching guides intended to help busy professionals apply drama related methods in an efficient and accessible way. Detailed examples of schemes of work are included for all year groups and developmental stages between the ages of 3 and 7 years of age. Each scheme centres on a popular and easily obtainable picturebook or children's story. Detailed guidance on how to plan and structure lessons with specific learning objectives is offered, as is extensive advice on issues of classroom management. The practical approaches have been used successfully in early years settings in China and primary and pre-primary settings in the UK, and are adaptable to a variety of national and cultural contexts.