| Description |
1 online resource (433 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table ofContents; AACTE Statement; Note from Dr. Sharon P. Robinson: President and CEO, American Association of Colleges for Teacher Education (AACTE); Acknowledgments; Foreword; Preface; 1. Poisoning Racial and Cultural Identities: An Educational Challenge; The Paternalism of Cultural Tolerance; Fracturing Cultural Identities through Scientism; Conclusion; References; Part I: Knowledge; 2. Language, Culture, and Identity; Context; Language; Culture; Cultural Factors Impacting the Role of the School; Identity; Conclusion; References |
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3. Teaching Students Who Speak African American LanguageAfrican American Language; Sociohistorical and Sociopolitical Issues; Cultural Invasion; Knowledge Base on AAL; Patterns of Language Spoken By African Americans and Corresponding Perceptions; Features of African American Language; Phonology; Syntax; Semantics; Pragmatics; Linguistic Parallels Between AAL and Other Languages; Educational Implications; Conclusion; References; 4. Language and the Deaf World; Deaf People as a Cultural Group: A Deaf Framework; The Hearing Framework: Difference as Negative |
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Deaf Framework: Difference as PositiveThe Natural Language of Deaf People; What Is the Issue Surrounding Language and the Deaf?; Acquisition of a Natural Language; When Deaf Children Enter School; Conclusion; References; Endnotes; 5. Rethinking the Case for Culture Based Curriculum; Cultural Context and Curriculum; MCC in an Urban Context; Methods; Analysis and Findings; Summary and Conclusions; References; Appendix 5.A; Student Interview; Teacher Interview; Endnotes; Part II: Practice; 6. ESL Is Good Teaching ""Plus"": Preparing Standard Curriculum Teachers for All Learners |
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The Need for ELL-Specific Knowledge and SkillsThe Invisibility of ELLs; JGT in the Classroom; What Differentiates the ELL Teacher fromthe Standard Curriculum Teacher?; Comparing ESL/Bilingual Teachers and Standard Curriculum Teachers; Including ELL-Specific Knowledge in Teacher Preparation; Describing the ""Plus"" of ELL Teaching; Conclusion; References; Endnotes; 7. ClassicTransforming Hearts and Minds; The Accommodation Readiness Spiral; A Framework of Capacity Building for Diversity; Levels of Teacher Readiness for Diversity; Building Readiness: Program Implementation and Research |
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Program Professional Development ModelOutcomes of Program/ProfessionalDevelopment Implementation; Findings and Implications; Conclusions; References; 8. Highly Qualified Teachers for Our Schools Developing Knowledge, Skills, and Dispositions to Teach Culturally and Linguistically Diverse Students; Personal Background; Theoretical Background; Linking Coursework to Fieldwork in CLD Settings; The Study; Strategy # 1: Process Writing; Strategy # 2: Ethnic Literature Discussion Circles; References; Endnotes; 9. Teacher Education to Serve aNative Hawaiian Community |
| Summary |
Published by Routledge for the American Association of Colleges for Teacher Education This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America's students. Marilyn Cochran-Smith's Foreword and Donaldo Macedo's Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in thr |
| Notes |
Underlying Concepts and Program Design |
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Print version record |
| Form |
Electronic book
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| ISBN |
9781135155247 |
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1135155240 |
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