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Multicultural and Multilingual Education in Immigrant Countries, Volume 38 is a collection of papers that covers various concerns in the implementation of multilingual and multicultural school curriculum in immigrant countries. The topics tackled by the articles include the social and ideological context, linguistic concerns, and psychological concerns. The text also discusses the psychological and social consideration in deciding on the language of instructions, along with problems of bilingual education. The book will be of great use to educators, sociologists, and psychologists.
This text outlines relevant theoretical background and provides detailed practical advice and suggestions for educators in schools serving culturally and liguistically divers communities. Some chapters focus on the needs of students from immigrant communities, especially those who are learning the language of instruction, while others include historical minority groups as well.
This study is concerned with the ways in which a dozen " knowledge-based societies" of Western Europe and the English-speaking world respond to unprecedented cultural and linguistic diversity resulting from the flow of immigrants and refugees since World War II. It asks how public policy has sought to use schooling to minimize the potentially divisive and inequitable effects of this diversity and to provide opportunities to the children of immigrants. It asks also how the nature of each of these societies affects the meaning of integration into each of them.
"What is the state of multicultural education in child care centres in Western European countries? What should multicultural education in these centres look like? These are the two key questions addressed in this book. In this study the authors have analysed the state of multicultural education in child care centres in the Netherlands, England, Scotland, Denmark, Sweden, Germany, Belgium, France and Spain. The main situation considered here is the Netherlands where the recent and rapid growth of the number of child care centres, together with the growing numbers of immigrant children visiting these centres, have given a strong impetus to concerns about the quality of centre education from a multicultural perspective." "For centre staff, sensitive responses towards children and parents, as well as parental involvement, have become essential for managing cultural diversity in a way beneficial for both migrant and indigenous families. It is argued that defining and improving the quality of centre education from a multicultural perspective require discussions between staff and parents about educational goals and the means to achieve them. The book gives recommendations for improving the relationship between staff and parents by way of consensus building about these aims."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
This book provides targeted suggestions that educators can use to ensure successful teaching and learning with today’s growing population of transnational, multilingual students. The text offers insights based on the author’s observations, interactions, and interviews with second-generation immigrant children, their families, and their teachers in the United States and South Korea. These collected stories give educators a better understanding of how elementary school children engage in language, literacy, and learning in and across spaces and countries; the forms of unique linguistic and cultural knowledge immigrant children build, expand, and mobilize as they move across contexts; the ways in which immigrant children position themselves and represent their identities; and how educators and researchers can honor these children’s identities and unique talents. Featuring children’s narratives, drawings, writings, maps, and photographs, this resource is must-reading for educators and researchers seeking to create more inclusive learning spaces and literacy practices. Book Features: Examples of students’ literacy practices with insights for more effective teaching.Practical lessons gleaned from children engaging with language and literacy in flexible and dynamic ways in their everyday lives.Targeted suggestions to help educators better understand and utilize children’s unique linguistic abilities and cultural understandings. Discussion questions and examples that challenge deficit perspectives of immigrant children and reposition them as multilingual and transnational experts. Implications for educators and researchers seeking ways to amplify young immigrant children’s voices and leverage their knowledge.
The rapid growth in online and virtual learning opportunities has created culturally diverse university classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. Cross-Cultural Considerations in the Education of Young Immigrant Learners brings together professional discourse regarding best practices, challenges, and insights on both higher education and corporate training settings. This book is a vital instrument for instructional designers, faculty, administrators, corporate trainers, students and researchers interested in design and facilitation of online learning for a global audience.
Many books on multicultural education focus on a country and provide indepth discussion of issues pertinent to that country at the time. Alternately, understanding of multicultural education is sought through comparison between a society of special interest and a reference society, often the United States. An interesting recent example is Constructing Multicultural Education in a Diverse Society by Ilghiz Sinagatullin (2003), drawing on the author’s knowledge of Russia and more particularly the Republic of Bashkortostan, itself an ethnically and culturally diverse part of Russia. The approach taken in this volume is to focus on an aspect of diversity, and look at its ramifications across the world. This provides an understanding of the nature of multicultural education itself, as well as insights into local issues through the experience of other places.
This book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classrooms into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educational linguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology.