Table of contents for Language, culture, and community in teacher education / editor, Maria Estela Brisk.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.

Note from Dr. Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education and Acknowledgements
Foreword: Marilyn Cochran-Smith, Boston College 
Chapter 1: The Poisoning of Racial and Ethnic Identities: An Educational Challenge (Donaldo Macedo, University of Massachusetts, Boston) 
Part I: Knowledge
Chapter 2: Language, Culture, and Identity (Courtney Clayton, Boston College; Ray Barnhardt, University of Alaska, Fairbanks; & Maria Estela Brisk, Boston College)
Chapter 3: Teaching Students who Speak African American Language (AAL): Expanding Educators¿ and Students¿ Linguistic Repertoires. (Gloria Swindler Boutte, Benedict College)
Chapter 4: Language and the Deaf World: Difference not Disability (Robert Hoffmeister, Boston University)
Chapter 5: Rethinking the Case for Culture-Based Curriculum: Conditions that Support Improved Mathematics Performance in Diverse Classrooms (Sharon Nelson Barber, WestEd; Jerry Lipka, University of Alaska Fairbanks)
Part II: Practice
Chapter 6: ESL is Good Teaching ¿Plus:¿ Preparing Standard Curriculum Teachers for All Learners (Ester J. de Jong & Candace A. Harper, University of Florida, Gainsville)
Chapter 7: Transforming Hearts and Minds (Socorro G. Herrera, Kevin G. Murry, and Della R. Pérez, Kansas State University)
Chapter 8: Highly Qualified Teachers for Our Schools: Developing Knowledge, Skills, and Dispositions to Teach Culturally and Linguistically Diverse Students (Jorgelina Abbate-Vaughn, University of Massachusetts, Boston)
Chapter 9: Teacher Education to Serve a Native Hawaiian Community: Lessons Learned (Kathryn H. Au, University of Hawaii, Manoa, Yvonne Kaulukane Lefcourt, University of Illinois, & Alice J. Kawakami, University of Hawaii)
 Chapter 10: ¿Does She Speak English?:¿ Hmong Educators In Western Wisconsin
 (Ronald S. Rochon, Buffalo State College, Clifton S. Tanabe, University of Hawai¿I at Manoa, & Tamara H. Horstman-Riphahan, University of Wisconsin, LaCrosse)
Chapter 11: Program and Faculty Transformation: Enhancing Teacher Preparation 
 (Maria Estela Brisk, Boston College)
Chapter 12: Faculty Perspectives on Integrating Linguistic Diversity Issues into an Urban Teacher Education Program (Aida A. Nev rez-La Torre, Fordham University; Jayminn S. Sanford-DeShields, Catherine Soundy, Jaqueline Leonard, and Christine Woyshner, Temple University)
Part III: Policy
Chapter 13: Educational Policy and Linguistic Diversity: A Critical Analysis of Teacher Certification Requirements (Lisa Patel Stevens, Boston College)
Chapter 14: Language, culture, policy, and standards in teacher preparation: Lessons from research and model practices addressing the needs of CLD children and their teachers. (Alicia Ardila-Rey, AACTE)
About the Authors
Appendix 1: Culture, Language, and Community in Teacher Preparation: Proceedings and Recommendations from the Wingspread Conference. Racine, Wisconsin, September 2005

Library of Congress Subject Headings for this publication:

Linguistic minorities -- Education -- United States.
Teachers -- Training of -- United States.
Language and education -- United States.
Language and culture -- United States.