Language
This compilation of resources highlights a variety of issues related to multilingual contexts. Resources address pedagogical strategies for teaching linguistically diverse populations and challenges of teaching and learning in multilingual environments.
Books
Corson, D. (2001). Language diversity and education. Mahwah, NJ: Lawrence Erlbaum.This text provides information on language diversity and education. Chapters review correlations of language, power, and social justice, as well as changes in language diversity and education practices. Bilingual and English as a Second Language education are also addressed.
de Bot, K., & Makoni, S. (2005). Language and aging in multilingual contexts. Clevedon, England: Multilingual Matters.
Using a multicultural approach, the authors examine the function of language, bilingualism, and multilingualism with respect to aging. One of the main premises of the book is that the interactions between language and aging are dynamic and complex.
Goldstein, T. (2003). Teaching and learning in a multilingual school: Choices, risks and dilemmas. Mahwah, NJ: Lawrence Erlbaum.
The rise in cultural, racial, and linguistic diversity in schools increases the challenge in educating students who do not speak the majority language. Focusing on specific research, the book explores problems of language use in such an environment. The author promotes both multilingual and explicit English-learning activities in the classroom as means to achieve language acquisition, identity, and social networking.
Li, W., Dewaele, J., & Housen, A. (Eds.). (2002). Opportunities and challenges of bilingualism. Berlin, NY: Mouton de Gruyter.
This book examines the social aspects of bilingualism from a variety of perspectives and uses situations from around the globe in its analysis. Topics covered in the book include ecology, standardization, research in bilingual education, linguistic rights, research methodology, urban dialects, and immigration.
McLeod, B. (Ed.). (1994). Language and learning: Educating linguistically diverse students. Albany, NY: State University of New York Press.
This book focuses on students whose native or home language is other than English and the academic difficulties faced by these students. The different sections of the book focus on reform, pedagogy, and staffing suggestions to address the challenges facing this population.
Nero, S. J. (Ed). (2006). Dialects, Englishes, creoles, and education. Mahwah, NJ: Lawrence Erlbaum.
This volume focuses on the education of students who are speakers of diverse and hybrid varieties of standard English. The book offers suggestions on pedagogy for dealing with language diversity, examines the spread of language variation and analyzes issues related to language diversity such as identity and attitudes.
Schecter, S. R., & Cummins, J. (2003). Multilingual education in practice: Using diversity as a resource. Portsmouth, NH: Heineman.
The book explains the development of a second language in an academic setting by examining specific projects and pedagogical practices designed to benefit linguistic and ethnic minority students.
Articles, Papers, and Book Chapters
American Psychological Association (2004, June 13). Being bilingual protects against some age-related cognitive changes, says new research [Press release]. Retrieved December 5, 2007 from
http://www.apa.org/releases/bilingual_aging.html
APA press release discussing the benefits of bilingualism on age-related cognitive decline.
Flannery, M. E. (2006, January). Language can’t be a barrier. NEA Today. Retrieved from http://www.nea.org/neatoday/0601/coverstory.html
This NEA article offers practical suggestions for connecting with students who speak a different language than the teacher in the classroom.
Grabois, H. (1999). The convergence of sociocultural theory and cognitive linguistics: Lexical semantics and the L2 acquisition of love, fear and happiness. In G. B. Palmer & D. J. Occhi (Eds.), Languages of sentiment: Cultural constructions of emotional substrates (pp. 201–233). Amsterdam: John Benjamins.
This chapter discusses research on native Spanish speakers, expert speakers of Spanish (native English speaking people who lived in Spain for at least three years and achieved an expert level of proficiency in the language), Spanish learners (native English speakers who were advanced learners of Spanish studying abroad in Spain), foreign-language Spanish learners (native English speakers who were enrolled in Spanish language courses and had taken about 2 years of Spanish), and native English speakers. It was found that as the speaker got closer to being a native Spanish speaker, mental structures changed from looking closer to a native English speaker to a native Spanish speaker.
Ramburuth, P. (1999, September). Managing language and learning diversity in higher education: Enhancing the graduate experience. Paper presented at the International Literacy and Education Research Network Conference on LEARNING, Penang, Malaysia.
This paper discusses strategies adopted at an Australian University in order to address issues of language and learning diversity in its graduate student population. Available online at: http://ultibase.rmit.edu.au/Articles/dec99/ramburuth1.htm
Snow, C. E. (1993). Bilingualism and second language acquisition. In J. B. Gleason & N. B. Ratner (Eds.), Psycholinguistics (pp. 391–416). Fort Worth, TX: Harcourt Brace Jovanovich.
This chapter discusses the consequences of living in a household where two languages are spoken. It discusses when these two languages are maintained ("native bilingualism") versus when one language replaces the other ("language attrition" also called "subtractive bilingualism").
Web sites
Anti-Bias/Anti-Racism/Multicultural Education
http://home.sprintmail.com/~peggyriehl/prmulti.htm
A collection of Web links to a variety of diversity topics and resources. Other special topics include bilingual language and literacy.
Teaching Diverse Learners
http://www.alliance.brown.edu/tdl/
This online diversity kit offers research-based resources to help teachers address the needs of all their students in the classroom. The kit is divided into three sections: Development, Culture, and Language, and each can be downloaded from the site.
The Teachers Guide to Diversity: Building a Knowledge Base
http://www.naesp.org/ContentLoad.do?contentId=2262
This diversity guide offers research-based resources to help teachers address the needs of all their students in the classroom. The guide is divided into two useful volumes. Volume I, Human Development, Culture, and Cognition, examines social and cultural issues that must be considered when working with students and families of non-dominant cultural groups. Volume II, Language, examines factors affecting language proficiency and proposes methods to develop assessments that eliminate language bias.
Berman, P., McLaughlin, B., Minicucci, C., Nelson, B. & Woodworth, K. (1995). School reform and student diversity, Volume II: Case studies of exemplary practices for LEP students. Studies of Education Reform. Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_
&ERICExtSearch_SearchValue_0=ED397548&ERICExtSearch_SearchType_0=no&accno=ED397548
This ERIC full text article highlights exemplary programs in eight schools serving language minority students.
English Language Learner Web Technology Resource List
http://www.nea.org/neatodayextra/ellwebresources.html
This NEA English Language Learner (ELL) Web Technology Resource List offers a variety of links for teachers who work with ELL students and are seeking new ideas for class lessons. Topics covered include lessons for diversity, math, language, and science. Resources are aimed at teachers, administrators, parents, and students.
Foreign Languages: Teaching Them, Learning Them
http://www.nea.org/takenote/foreignlang05.html
This NEA Web page offers resources to aid in the teaching and learning of foreign languages.
Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Santa Cruz, CA: The Center for the Future of Teaching and Learning.
This report focuses on feedback from teachers working with English language learners in California schools. In the report, teachers discuss what is needed to be a more effective teacher to this population of students. Available at http://www.nea.org/takenote/ellresearch0507.html
McGraw Hill Education Resources: Methods for Multicultural Classrooms
http://www.mhhe.com/socscience/education/methods/resources.html#methods
This Web resource offers teaching methods from McGraw Hill including “Methods for Multicultural Classrooms” and “Multicultural Curriculum Development.” Each topic is linked to other resources including issues related to language diversity.