Table of Contents
Contents: M. Cochran-Smith, Foreword. Preface. D. Macedo, The Poisoning of Racial and Ethnic Identities: An Educational Challenge. Part I: Knowledge. C. Clayton, R. Barnhardt, M.E. Brisk, Language, Culture, and Identity. G.S. Boutte, Teaching Students Who Speak African American Language (AAL): Expanding Educators' and Students’ Linguistic Repertoires. R. Hoffmeister, Language and the Deaf World: Difference Not Disability. S.N. Barber, J. Lipka, Rethinking the Case for Culture-Based Curriculum: Conditions That Support Improved Mathematics Performance in Diverse Classrooms. Part II: Practice. E.J. de Jong, C.A. Harper, ESL is Good Teaching "Plus:" Preparing Standard Curriculum Teachers for All Learners. S.G. Herrera, K.G. Murry, D.R. Pérez, Transforming Hearts and Minds. J. Abbate-Vaughn, Highly Qualified Teachers for Our Schools: Developing Knowledge, Skills, and Dispositions to Teach Culturally and Linguistically Diverse Students. K.H. Au, Y.K. Lefcourt, A.J. Kawakami, Teacher Education to Serve a Native Hawaiian Community: Lessons Learned. R.S. Rochon, C.S. Tanabe, T.H. Horstman-Riphahan, “Does She Speak English?:” Hmong Educators In Western Wisconsin. M.E. Brisk, Program and Faculty Transformation: Enhancing Teacher Preparation. A.A. Nevárez-La Torre, J.S. Sanford-DeShields, C. Soundy, J. Leonard, C. Woyshner, Faculty Perspectives on Integrating Linguistic Diversity Issues Into an Urban Teacher Education Program. Part III: Policy. L.P. Stevens, Educational Policy and Linguistic Diversity: A Critical Analysis of Teacher Certification Requirements. A. Ardila-Rey, Language, Culture, Policy, and Standards in Teacher Preparation: Lessons From Research and Model Practices Addressing the Needs of CLD Children and Their Teachers. Conclusion. Appendix: Culture, Language, and Community in Teacher Preparation: Proceedings and Recommendations From the Wingspread Conference.