Language, Culture, and Community in Teacher

"The particular and much-needed focus of this volume is language diversity....It takes on this previously un-emphasized and un-studied problem in teacher education, raising thoughtful questions and offering trenchant analyses....Now more than ever, those who are committed to teacher education practice, research, and policy that includes language diversity need to understand and be strategic about the complex circumstances that threaten these agendas. This volume is a big step in the right direction."

AACTE Statement	p. vii
Note from Dr. Sharon P. Robinson President and CEO, American Association of Colleges for Teacher Education (AACTE)	p. ix
Acknowledgments	p. xi
Foreword	p. xiii
Preface	p. xix
Poisoning Racial and Cultural Identities: An Educational Challenge	p. 1
Knowledge
Language, Culture, and Identity	p. 21
Teaching Students Who Speak African American Language: Expanding Educators' and Students' Linguistic Repertoires	p. 47
Language and the Deaf World: Difference not Disability	p. 71
Rethinking the Case for Culture-Based Curriculum: Conditions that Support Improved Mathematics Performance in Diverse Classrooms	p. 99
Practice
ESL Is Good Teaching "Plus": Preparing Standard Curriculum Teachers for All Learners	p. 127
Classic: Transforming Hearts and Minds	p. 149
Highly Qualified Teachers for Our Schools: Developing Knowledge, Skills, and Dispositions to Teach Culturally and Linguistically Diverse Students	p. 175
Teacher Education to Serve a Native Hawaiian Community: Lessons Learned	p. 203
"Does She Speak English?": Hmong Educators in Western Wisconsin	p. 227
Program and Faculty Transformation: Enhancing Teacher Preparation	p. 249
Faculty Perspectives on Integrating Linguistic Diversity Issues into an Urban Teacher Education Program	p. 267
Policy
Educational Policy and Linguistic Diversity: A Critical Analysis of Teacher Certification Requirements	p. 315
Language, Culture, Policy, and Standards in Teacher Preparation: Lessons from Research and Model Practices Addressing the Needs of CLD Children and Their Teachers	p. 331
Conclusion	p. 353
Proceedings and Recommendations from the Wingspread Conference	p. 357
About the Authors	p. 369
Index	p. 383
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Language, Culture, and Community in Teacher Education

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