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Language, Culture, and Community in Teacher Education

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Title: Language, Culture, and Community in Teacher Education

Editor: Maria Estela Brisk (Boston College)

Note from Dr. Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education

Foreword: Marilyn Cochran-Smith, Boston College

Preface

Chapter 1: The Poisoning of Racial and Ethnic Identities: An Educational Challenge (Donaldo Macedo, University of Massachusetts, Boston)

Part I: Knowledge

Chapter 2: Language, Culture, and Identity (Courtney Clayton, Boston College; Ray Barnhardt, University of Alaska, Fairbanks; & Maria Estela Brisk, Boston College)

Chapter 3: Teaching Students who Speak African American Language (AAL): Expanding Educators' and Students' Linguistic Repertoires. (Gloria Swindler Boutte, Benedict College)

Chapter 4: Language and the Deaf World: Difference not Disability (Robert Hoffmeister, Boston University)

Chapter 5: Rethinking the Case for Culture-Based Curriculum: Conditions that Support Improved Mathematics Performance in Diverse Classrooms (Sharon Nelson Barber, WestEd; Jerry Lipka, University of Alaska Fairbanks)

Part II: Practice

Chapter 6: ESL is Good Teaching "Plus:" Preparing Standard Curriculum Teachers for All Learners (Ester J. de Jong & Candace A. Harper, University of Florida, Gainsville)

Chapter 7: Transforming Hearts and Minds (Socorro G. Herrera, Kevin G. Murry, and Della R. Pérez, Kansas State University)

Chapter 8: Highly Qualified Teachers for Our Schools: Developing Knowledge, Skills, and Dispositions to Teach Culturally and Linguistically Diverse Students (Jorgelina Abbate-Vaughn, University of Massachusetts, Boston)

Chapter 9: Teacher Education to Serve a Native Hawaiian Community: Lessons Learned (Kathryn H. Au, University of Hawaii, Manoa, Yvonne Kaulukane Lefcourt, University of Illinois, & Alice J. Kawakami, University of Hawaii)

Chapter 10: "Does She Speak English?:" Hmong Educators In Western Wisconsin (Ronald S. Rochon, Buffalo State College, Clifton S. Tanabe, University of Hawai'I at Manoa, & Tamara H. Horstman-Riphahan, University of Wisconsin, LaCrosse)

Chapter 11: Program and Faculty Transformation: Enhancing Teacher Preparation (Maria Estela Brisk, Boston College)

Chapter 12: Faculty Perspectives on Integrating Linguistic Diversity Issues into an Urban Teacher Education Program (Aida A. Nevárez-La Torre, Fordham University; Jayminn S. Sanford-DeShields, Catherine Soundy, Jaqueline Leonard, and Christine Woyshner, Temple University)

Part III: Policy

Chapter 13: Educational Policy and Linguistic Diversity: A Critical Analysis of Teacher Certification Requirements (Lisa Patel Stevens, Boston College)

Chapter 14: Language, culture, policy, and standards in teacher preparation: Lessons from research and model practices addressing the needs of CLD children and their teachers. (Alicia Ardila-Rey, AACTE)

Conclusion

Appendix 1: Culture, Language, and Community in Teacher Preparation: Proceedings and Recommendations from the the Wingspread Conference. Racine, Wisconsin, September 2005

Biographical Sketches