2.1 Cultural Difference and Involvement in Schools

• Introduction
• Parents
• Perspectives on Collaboration
  • Richard Kimball: ESL Students’ Parents
  • Norma Garcia Bowman: ESL Parents
  • Norma Garcia Bowman: Authority Figures
  • Huynh Dinh Te: Cultural Misunderstanding
• Survival and Family Structure
  • Sylvia Saldaña: Working Parents
  • Huynh Dinh Te: School Culture
• The Value of Schooling
• Knowledge and Beliefs About Education
  • Richard Gomez: Parent Knowledge
  • Huynh Dinh Te: How to Be Involved
• Power and Status
  • Jim Cummins: Priorities and Perceptions
• Ethnography

3.1 Water as a…

• Introduction
• Language as a Problem
  • Ramona Cutri: Ignores Other Abilities
  • Tom Destino: Language Discrimination
  • Sherrie Sellers: Educate Teachers
• Language as a Right
  • Ramona Cutri: Language Use and Choice
  • Margie Berns: Home Language in School
  • Rita Esquivel: Bilingual Education
• Language as a Resource
  • Muriel Tuairau: Open Minded
  • Claudia Ramirez Wiedman: New Perspectives
  • Millie Fletcher: Assimilation

3.2 Resistance

• Introduction
• Four Social Theories
• Deficit Theory
  • Lynne Diaz-­‐Rico: Not Valid
  • Lynda Hales: Not Special Education
  • Virginia Collier: Specialist to ‘Fix’ Problem
  • Ann Snow: Adjust Skills
• Cultural Capital
  • Jorge Chacon: Cultural Capital Example

3.3

• Introduction

4.1 Stages of Identity Formation

• Cultural Diversity
  • Montage: Examples of Diversity
• Examples of Immigrants
  • Maria Requena: Mother and Teacher
  • Glory Rodriguez Harris: Young Adult
  • Fode Doumbia: Adult
  • Larue Taylor: Young Child
  • Claudia Ramirez Wiedeman: Child as Mediator
  • Norma Garcia Bowman: Child as Cultural Broker
• Indigenous Minorities
  • Thomas Ricento: Indigenous Minorities
  • Brenda Beyal: Support Cultural Development
  • Muriel Tuairau: Preserve Cultural Identity

5.1 North Star to Philadelphia

• Standard for Guiding Principles
  • Gary Fenstermacher: Intentional Beings
  • Gary Fenstermacher: North Star and Philadelphia
• Multiple Perspectives
  • Anne Katz: Dissimilar Backgrounds
  • Thomas Ricento: Multiple Identities and Memberships
  • Ann Snow: Different Ways of Being
  • Jim Cummins: Identity Negotiation
• High Expectations
  • Fred Genesee: Underestimating
  • Anne Katz: Expectations
• Knowledge-­‐Based Practice
  • Garcia and Zeichner: Elements of the Knowledge Base
  • Fred Genesee: Beyond Good Intentions
• Accountability
  • Anne Katz: Collaborators
  • Fred Genesee: Responsibility for All Teachers

6.1 Program Models

• Current Realities
  • Jeannie Oakes: Educational Opportunity
  • Gary Fenstermacher: Critical Inquiry
• What Are the Classroom and School Practices?
  • Jeannie Oakes: Student-­‐Teacher Interaction Patterns
  • Virginia Collier: Approach to Learning
  • Fred Genesee: Problems with Pull Out
  • Lorna Ormond: Limited Resources
  • How Did These Practices Get to Be This Way?
  • Linda Frost: Varied Resources
  • JoAnn Crandall: Student Backgrounds
• What Skills and Messages Are Actually Being Taught?
  • Fred Genesee: Invalidating Cultural Identity
  • Jeannie Oakes: Invalidating Ability Through Tracking
• Who Benefits From These Current Practices?
  • Jeannie Oakes: How to Behave
• Are These Practices What I Think is Best for Students?
  • Jeannie Oakes: Pedagogy or Politics
  • Anne Katz: Macro-­‐level Politics
  • Millie Fletcher: Micro-­‐level Politics
• What Actions Can I Take?
  • Rita Esquivel: Moral Decisions

6.2 Standards and Classifications

• Essential Policy: Teacher Advocacy
• Goal Questions
• Standards
  • Jill Manning: How to Affect Change
• ESL Goals
  • Deborah Short: Standard One
• ESL Standard Two
  • Deborah Short: English to Achieve Academically
  • Fred Genesee: Metalinguistic Awareness
  • Mary McGroarty: Academic Language Demands
• ESL Standard Three
  • Deborah Short: English Performance
  • Margie Berns: Appropriate English
• Classifications
  • Else Hamayan: Limited Formal Schooling

7.1 Teaching the School Game

• Critical Learning Domains
  • Sylvia Saldaña: School Game
  • Nancy Giraldo: Foreign Academic Setting
  • Becky Petersen: Tools of Learning
  • Linda Frost: Understanding What tD
  • Fred Genesee: Engaged Students
  • JoAnn Crandall: Functioning in English Classrooms
  • Deborah Short: Cognitive Challenge
  • Mary McGroarty: Linguistic and Cognitive Demands
  • Kalpana Madhok: Opportunity to Show Knowledge

8.1 Critical Learning Domains: Linguistic

• Introduction
  • Fred Genesee: Language Opens a Door
• Language Learning is Developmental
  • Elizabeth Bernhardt: Developmental Sequence
  • Diane Larsen-­‐Freeman: Backsliding
  • Zoltan Dörnyei: Ultimate Proficiency
  • Elizabeth Bernhardt: When to Correct
  • Mary McGroarty: Observation
  • Elizabeth Bernhardt: Form
• Academic Language Proficiency Takes Time
  • Jim Cummins: Academic Language Skills
  • Diane Larsen-­‐Freeman: Gradual Acquisition
  • JoAnn Crandall: Appropriate Expectations
• Language is Learned Through Content
  • Fred Genesee: Language Learned Through Content
  • Else Hamayan: Meaningful Language
  • Ann Snow: Integrate Language
  • Fred Genesee: Language Learning in Content