Bilingual, Multilingual, and Multicultural Education Commons^™

Flarr Pages #6: The Word In Chinese, Jenny Lin

FLARR Pages

No abstract provided.

Decentering Whiteness, Peter Mclaren

Education Faculty Articles and Research

"I wish to make two claims in this article. One is that multicultural education has largely refused to acknowledge how imperialism, colonialism, and the transnational circulation of capitalism influences the ways in which many oppressed minority groups cognitively map their paradigm of democracy in the United States. The other claim is that the present focus on diversity in multicultural education is often misguided because the struggle for ethnic diversity makes progressive political sense only if it can be accompanied by a sustained analysis of the cultural logics of white supremacy; While these two claims mutually inform each other, it is …

Response To Dr. Y. Bushyhead Of Lptc, Hank Lehrer, Brent D. Bowen

Program Goals

A response to a April 3, 1997 letter to Chancellor Weber from Dr. Y. Bushyhead of Little Priest Tribal College (LPTC) dated 4/22/1997.

Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The following list of principles is my attempt to share general recommendations to teachers of ESOL and/or limited literacy adults based on my specific practice running a bilingual family literacy program and confirmed by my more recent experience as a volunteer bilingual literacy teacher at the Asociación Latinoamericana (in Atlanta). Though I believe in bilingual classroom environments, I think the principles identified here are also pertinent to monolingual ESL environments.

Transformation In Communities And Individuals In International Development, James Richard Troudt

Master's Capstone Projects

No abstract provided.

Students’ Dropout In Continuing Education: A Namibian Case Study, Vekaama Heroldt Murangi

Master's Capstone Projects

This study was undertaken in Namibia, to determine causes for student dropouts m continuing education face-to-face centers. The utilized sample in the study consisted of one hundred and seventy learners (including both current & non-continuing learners), and sixty tutors. In this context, dropout refers to those students enrolling for a course (Grade 10, Standard 10) at face-to-face centers and discontinuing their studies before completing the entire course. It is required from all learners to attend classes regularly before they can sit for the final external examination taking place annually in October or November.

Chapter 1 of the study gives a …

Latinas In Higher Education : No Longer The Invisible Minority, Sheila Adele Rodriguez

Graduate Research Papers

This research paper will explore the issues underlying the under-representation of Latinas in higher education. The emphasis will be placed on Chicana females because Chicanos comprise 60 percent of the Latino population, and much of the existing research is focused on this group. The purpose of this paper is threefold. First, barriers to the participation of Latinas in higher education will be explored. Second, factors contributing to the success of high-achieving Latinas will be discussed. Finally, implications for higher education programming and policies will be examined as they affect Chicanas in particular, and Latinas in general. Suggestions for ways in …

Unlv College Of Education Multicultural & Diversity Newsletter, Steve Mccafferty, John Filler, Nancy P. Gallavan, Sandra Okura, Kyle Higgins, Porter Troutman, Stanley Zehm, Mark Bannatyne, Mildred Mcclain, Cyndi Giorgis, Joyce Nelson-Leaf

College of Education Multicultural & Diversity Newsletter

The 14th Annual Las Vegas Multicultural Education Conference sponsored by the Las Vegas Alliance of Black School Educators was held March 6, 7, and 8, 1997, at Jackie Gaughn's Plaza Hotel. More than 200 teachers and administrators from the Clark County School District and across the state of Nevada along with many professors and pre-service teachers from UNLV were in attendance. Opportunities to learn about effective teaching strategies, to view the latest videos, to see artwork created by Clark County School District students, and to enjoy a variety of cultural events were abundant. Keynote addresses were made by Dr. David …

Profiling Esl Children: How Teachers Interpret And Use National And State Assessment Frameworks: Volume 1: Key Issues & Findings, Michael P. Breen, Caroline Barratt-Pugh, Beverly Derewianka, Helen House, Catherine Hudson, Tom Lumley, Mary Rohl

Research outputs pre 2011

The three volumes which make up this study describe in detail how a number of teachers in different school situations in different parts of Australia undertook the assessment of young children's development of English as a second language. Most of the teachers worked in pre-primary to Year 3 classrooms where the majority of the children were aged between five and eight years. The majority worked in a mainstream context in which the number of children speaking English as a second language (ESL) varied from more than half the class to two or three students. About a third of the teachers …

Creating Culturally Responsive Pedagogy, Sally M. Goodenbour

Graduate Research Papers

Many teachers enter teaching situations in which the culture of the students is very different from their own. Human relations classes help to make one aware of the different cultures that may exist, but the classes often do not provide instruction on how to link the cultural situation to instructional practices. This project was designed to help preservice and practicing teachers become aware that our nation is becoming more diverse, to build their knowledge about multicultural education (including becoming familiar with the cultural background of their students}, and to understand that there are many instructional strategies that can assist in …

Profiling Esl Children: How Teachers Interpret And Use National And State Assessment Frameworks: Volume 3: The Eastern States Case Studies, Michael P. Breen, Caroline Barratt-Pugh, Beverly Derewianka, Helen House, Catherine Hudson, Tom Lumley, Mary Rohl

Research outputs pre 2011

No abstract provided.

Profiling Esl Children: How Teachers Interpret And Use National And State Assessment Frameworks: Volume 2: The Western Australia Case Studies, Michael P. Breen, Caroline Barratt-Pugh, Beverly Derewianka, Helen House, Catherine Hudson, Tom Lumley, Mary Rohl

Research outputs pre 2011

No abstract provided.

Unlv College Of Education Multicultural & Diversity Newsletter, Steve Mccafferty, John Filler, Nancy P. Gallavan, Le Ann Putney, Kyle Higgins, Porter Troutman, Stanley Zehm, Cyndi Giorgis, Jack Starr, Sheila Gregory, Joyce Nelson-Leaf

College of Education Multicultural & Diversity Newsletter

There is a recent preoccupation in American schools to involve parents and the community in our children's education. Hillary Clinton's "It takes a village" is a phrase that has become almost as catchy in the 90's as Nancy Reagan's "Just say no" was in the 80's, and unfortunately almost as naively simplistic.

Unlv College Of Education Multicultural & Diversity Newsletter, Steve Mccafferty, John Filler, Nancy P. Gallavan, Le Ann Putney, Kyle Higgins, Porter Troutman, Stanley Zehm, Cyndi Giorgis, Mildred Mcclain, Sheila Gregory, Joyce Nelson-Leaf

College of Education Multicultural & Diversity Newsletter

The Clark County School District has long recognized the need to provide training and support for teachers and other staff in the area of multicultural education. In 1992, the development and funding of a multicultural education program, Project MCE, formalized, for the first time, the district's commitment to providing students with a true multicultural education. Project MCE is a part of the CCSD Compensatory Education Division, Elise Ax, Assistant Superintendent.

Unlv College Of Education Multicultural & Diversity Newsletter, Steve Mccafferty, John Filler, Nancy P. Gallavan, Sandra Okura, Kyle Higgins, Porter Troutman, Stanley Zehm, Mark Bannatyne, Mildred Mcclain, Joyce Nelson-Leaf

College of Education Multicultural & Diversity Newsletter

The emerging philosophy of the Multicultural and Diversity Committee is that excellence in education cannot be achieved without educational equity for all who enter our schools. This includes (but is not limited to) females, males, people of color, people who live in poverty, people who live alternative lifestyles, people with disabilities, people with a language background other than English, people of all ages, and people who have recently immigrated to the United States. Educational equity is defined by processes that work against marginalization and foster knowledge of and respect for the diverse nature of our population.

Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina

Publications and Research

This article discusses the assumptions and curricular implications of a social semiotic approach to education. Semiotics refers to the meaning we make with language as well as other objects. events, and actions. Social semiotics emphasizes the social, cultural, historic, and political contexts that shape that meaning. A social semiotic approach to education can help teachers and teacher educators to deconstruct the reproduction of class, politicize the ideology of colonialism, and overcome the inequities they engender. By providing a way to challenge selectively reproduced cultural politics, social semiotics provides a way to reconstruct and democratize schools and society.

Bridging The Cultural Gap Between Home And School, Anne Chanco Lewis

Graduate Research Papers

This journal article explores the significance of the early implementation of multicultural literature in young children's lives. As young children prepare for the transition from home culture to school culture, problems may occur, such as cultural conflict, if both minority and majority children are not prepared for the school's diverse population. By incorporating multicultural literature experiences, both educators and parents can help to raise the awareness and appreciation of cultural diversity.

In addition to becoming more aware of cultural diversity, children will also learn tolerance of children of another ethnic background. If young children are involved with multicultural literacy activities …