International Journal of Multicultural Education
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Honoring Our Heritage: Culturally Appropriate Approaches for Teaching Indigenous Students by J. Reyhner, W. Sakiestewa Gilbert, and L. Lockard (Eds.)
No full textAha Malawi! Envisioning Field Experiences that Nurture Cultural Competencies for Preservice Teachers
No full textThis theoretical study uses the context of the writer’s personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful and sustainable personal growth that impacts classroom practice over time. The visual framework proposed illustrates the overlap and the unique qualities of these three often-used perspectives for building cultural competencies for teachers and makes the case for incorporating all three when designing experiential learning opportunities with recommendations for how to do so
Extending Support for English Language Learning: A University Outreach Program
No full textAs universities in English-speaking countries recruit and enroll international students, a variety of forms of support are typically offered on and off campus to help students make a successful transition. The most common challenges for non-native English-speaking international students are linguistic and cultural. In spite of meeting English proficiency score requirements for admission, students report struggling with the demands of academic English. This article describes a model for an on-site English language program to help students improve their levels of English proficiency prior to their arrival. Program effectiveness was assessed through pre and post test measures of students’ English language skills, interviews with stakeholders, and observations. Students’ gains in proficiency were moderate due to the limited amount of time they had available for course attendance and study, but gains in affective factors were strong. Challenges in the implementation of the program and how they were resolved are described
Literacy for All Students: An Instructional Framework for Closing the Gap by R. Powell and E. C. Rightmyer
No full textWhy Race and Culture Matter in Schools: Closing the Achievement Gap in America's Schools by T. C. Howard
No full textWorking with English Language Learners: Preservice Teachers and Photovoice
No full textThis study utilizes documentary photography and storytelling, photovoice, to identify the educational realities of 16 Hispanic English Language Learners from an urban elementary school in the Southwest. Reflections from preservice teachers who utilized photovoice to gather data from the English Language Learners of this study are also discussed. Three main themes emerged from English Language Learners’ photographs and stories: (a) meaningful and fun instruction; (b) struggles and joys with literature, and (c) a sense of determination to excel and support others. Preservice teachers indicate they were positively affected by the enhanced learning environment of the study
