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August, D. & Hakuta, K. (Eds.) (1998). Educating language minority students. Washington DC: National Academy Press.

Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. New York, NY: Teachers College Press.

California State Department of Education (1981). Schooling and language minority students: A theoretical framework. Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.

Carrasquillo, A.L. & Rodriguez, V. (1996). Language minority students in the mainstream classroom. Cleveland: Multilingual Matters, Ltd.

Garcia, E. (1994). Understanding and meeting the challenge of student diversity. Boston, MA: Houghton Mifflin.

Igoa, C. (1995). The inner world of the immigrant child. New York: St. Martin’s Press.

Nieto, S. (2000). Affirming diversity: The soiciopolitical context of multicultural education (3rd ed.). New York: Longman Publishing Group.

Olsen, L. (1997). Made in America. Immigrant students in our public schools. New York: The New Press.

Peitzman, F. & Gadda, G. (Eds.). (1993). With different eyes: Insights into teaching language minority students across the disciplines. White Plains, NY: Longman Publishing Group.

Richard-Amato, P.A., Snow, M.A. (Eds.). (1992). The multicultural classroom: Readings for content-area teachers. New York: Longman Publishing Group.

Rigg, P., & Allen, V.G. (1989). When they don’t all speak English: Integrating the ESL student into the regular classroom. Urbana, IL: National Council of Teachers of English.

Shulman, J.H., & Mesa-Bains, A. (1993). Diversity in the classroom: A casebook for teachers and teacher educators. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. and Research for Better Schools.

Wong Filmore, L., & Valadez, C. (1986). Teaching bilingual learners. In Wittrock, M.C. (Ed.), Research on teaching (3rd ed.) (pp. 648-685). New York: Macmillan.

Barton, A.M., & Osborne, M.D. (1995). Science for all Americans? Science education reform and Mexican-Americans. The High School Journal, 78(4), 244-252.

Oakes, J. (1988). Tracking in mathematics and science education: A structural contribution to unequal schooling. In Weis, L. (Ed.), Class, race, & gender in American education (106-125). Albany, NY: State University of New York Press.

Austin, T., & Fraser-Abder, P. (1995). Mentoring mathematics and science preservice teachers for urban bilingual classrooms. Education and Urban Society, 28(1), 67-89.

Faltis, C. & Coulter, C. (2008). Teaching English learners and immigrant students in secondary schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Major, E. (2006). Secondary teachers as cultural mediators for language minority students. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80(1), pp. 29-32. Washington DC: Heldref Publications.

Harper, C. & de Jong, E. (2004). Misconceptions about teaching English language learners. Journal of Adolescent and Adult Literacy, 48(2), 152-162.

Lucas, T. (1997). Into, Through and Beyond Secondary School: Critical Transitions for Immigrant Youths. McHenry, IL: Delta Systems Company, Inc.

Bigelow, M. (2008). Somali adolescents’ negotiation of religious and racial bias in and out of school. Theory into Practice. Special issue on immigrant education, 47(1), 27-34.

Crandall, J. (2003). They do speak English: World Englishes in U.S. schools. ERIC Clearinghouse on Languages and Linguistics, 26(3). Retrieved from http://www.cal.org/resources/archive/news/2003summer/sum03newsfinal.pdf.

Demko, P. (2003). The lost tribes of Fairbault. City Pages, October 8. Retrieved from http://www.citypages.com/2003-10-08/news/the-lost-tribes-of-faribault/.

Minneapolis Foundation. Immigration in Minnesota: Discovering common ground. Retrieved from http://www.minneapolisfoundation.org/immigration/home.htm.

 

Ahearn, C., Childs-Bowen, D., Coady, M., Dickson, K., Heintz, C., Hughes, D., Rivas, M., Rodrigues, B., Trumbull, E., Uddin-Leimer, K., Van Broekhuzen, L. D., Wilson-Portunondo, M., Williams, B., (2002).

The diversity kit: An introductory resource for social change in education.  The Educational Alliance at Brown University: Brown University.  http://www.alliance.brown.edu/tdl/diversitykitpdfs/diversitykit.pdf

Combs, M.C., Collier, V.P., Ovando, C.J. (2006). Bilingual and ESL classrooms: Teaching in multicultural contexts. Columbus, OH: McGraw Hill.

Briton Putman, D., & Cabdi Noor, M. (1999). The Somalis. Their history and culture. CAL Refugee Fact Sheet #9. Washington, DC: Center for Applied Linguistics.

Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., et al. (2005). Affirming identity in multilingual classrooms. Educational Leadership, 63(1), 38-43.

Duffy, J., Harmon, R., Ranard, D., Thao, B., Yang, K. (2004). The Hmong. An introduction to their history and culture. Culture Profile No. 18. Washington, DC: Center for Applied Linguistics.

Dunn-Marcos, R., Kollehlon, K., Ngovo, B., & Russ, E. (2005). The Liberians. An introduction to their history and culture. Culture Profile No. 19. Washington, DC: Center for Applied Linguistics.

Gonzalez, N., Moll, L., Floyd-Tenery, et al., (1993). Teacher research on funds on knowledge: Learning from households. Education Practice report 6. Santa Cruz, CA. National Center for Research on Cultural Diversity and Second Language Learning.     
http://www.ncela.gwu.edu/pubs/ncrcdsll/epr6.htm

Henze, R., & Hauser, M. (1999). Personalizing culture through anthropological and educational perspectives (CREDE Educational Practice Report No. 4). Washington, DC: Center for Research on Education, Diversity & Excellence.

Igoa, C. (1995). The inner world of the immigrant child. New York: St. Martin’s Press.

Kilman, C. (2005, Fall). Crossing borders border crossings. Teaching Tolerance, 26-30.

Martineau, K. (2006, February 6). Always a friend in the drums: Liberian rhythms help refugees adjust [Electronic version]. Hartford Courant. Retrieved May 30, 2006, from http://hardfordinfo.org/issues/documents/immigrants/htfd_courant_022606.asp

Pransky, K., & Bailey, F. (2002, December/2003 January). To meet your students where they are, first you have to find them: Working with culturally and linguistically diverse at-risk students. The Reading Teacher, 56(4), 370-383.

Richards, H. V., Brown, A. F., & Forde, T. B. (2004). Addressing diversity in schools: Culturally responsive pedagogy. Denver, CO: National Center for Culturally Responsive Educational Systems.

Schmidt, C. (2005). Liberian refugees: Cultural considerations for social service providers. BRYCS Bulletin. Retrieved from http://www.brycs.org

Strasser, D. (2005). Out of the box: The heart of the matter. Essential Teacher, 2(3), 20-22.

Trueba, E. T. (1998). Mexican immigrants from El Rincón: A case study of resilience and empowerment. TESOL 7(3), 12-17.

Whelan Ariza, Eileen N. (2006). Not for ESOL Teachers: What Every Classroom Teacher Needs to Know about the Linguistically, Culturally, and Ethnically Diverse Student. Boston: AB Longman.