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Originally published in 1992. This book advocates and demonstrates the benefits of an anthropological approach that recognizes the centrality of culture in the educational process. This approach encompasses knowledge and understanding of other cultures' patterns of interaction, values, institutions, metaphors and symbols as well as cross-cultural communication skills. Ethnographic studies of multi-ethnic classrooms and schools in their community context are presented in this excellent volume with a view to informing practice and policy concerning the education of language minority students and teachers, and anyone with an interest in foreign language education and bilingual education.
List of contents
Preface 1. Introduction to Cross-Cultural Literacy: An Anthropological Approach to Dealing with Diversity Marietta Saravia-Shore and Steven F. Arvizu Part 1: Cross-Culturally Compatible Schooling 2. "Just Open the Door": Cultural Compatibility and Classroom Rapport Cathie Jordan, Roland G. Tharp and Lynn Baird-Vogt 3. African-American Students in Exemplary Urban High Schools: The Interaction of School Practices and Student Actions Vernay Mitchell 4. Home-School Linkages: A Cross-Cultural Approach to Parent Participation Steven F. Arvizu 5. Our Voices, Our Vision: American Indians Speak Out for Educational Excellence National Dialogue Project on American Indian Education Part 2: Community Contexts 6. Bilingual Education in Community Contexts: A Two-Site Comparative Research Design Steven F. Arvizu, Eduardo Hernández-Chavez, Judith Guskin and Concepción Valadez 7. The Context of Bilingual Education in Milwaukee: Complex Ethnic Relationships in an Urban Setting Judith Guskin 8. Bilingual Education in a Chinese Community: An Ethnography in Progress Grace Pung Guthrie 9. Individual Differences in Growing up Bilingual Ana Celia Zentella 10. An Ethnographic Study of Home/School Role Conflicts of Second Generation Puerto Rican Adolescents Marietta Saravia-Shore and Herminio Martínez 11. Bilingualism In and Out of School: Ethnographic Perspectives on the Determination of Language "Dominance" Pedro Pedraza and Alicia Pousada 12. Bilingual Progran Evaluation Policy: Implications from Ethnographic Research Marietta Saravia-Shore Part 3: Constructing Classroom Contexts 13. On Ethnographic Studies and Multicultural Education Henry T. Trueda and Pamela G. Wright 14. Making Contexts: The Social Construction of Lessons in Two Languages Luis C. Moll, Stephen Diaz, Elette Estrada and Lawrence M. Lopes 15. Communicative Competence in a Bilingual Early Childhood Classroom Dinah Volk 16. Language Use, Lesson Engagement, and Participation Structures: A Microethnographic Analysis of Two Language Arts Lessons in a Bilingual First-Grade Classroom Robert L. Carrasco, Carmel T. Acosta and Sylvia de la Torre-Spencer 17. Theoretical and Methodological Issues in the Ethnographic Study of Teachers’ Differential Treatment of Children in Bilingual Bicultural Classrooms Abdil Abel Maldonado-Guzman 18. Stories of Hope in the Midst of Despair: Culturally Responsive Education for Latino Students in an Alternative High School in New York City Maria E. Torres-Guzman 19. Implications for Policy and Practice Marietta Saravia-Shore and Steven F. Arvizu
About the author
Steven F. Arvizu, Marietta Saravia-Shore
Summary
Originally published in 1992. Ethnographic studies of multi-ethnic classrooms and schools in their community context are presented in this excellent volume with a view to informing practice and policy concerning the education of language minority students and teachers.
