Preaching in Bilingual and Multicultural Contexts

2019 ◽  
Vol 101 (1) ◽  
pp. 89-96
Author(s):  
Alberto R. Cutié
Keyword(s):  
Bilingual And Multicultural

Bilingual and Multicultural Education: Canadian Perspectives

Language ◽  
1986 ◽  
Vol 62 (2) ◽  
pp. 483
Author(s):  
Monica Heller ◽  
Stanley Shapson ◽  
Vincent D'Oyley
Keyword(s):  
Multicultural Education ◽  
Bilingual And Multicultural

Immigration, Multiculturalism and National Identity in Canada

1997 ◽  
Vol 5 (1) ◽  
pp. 33-58 ◽  
Author(s):  
Keyword(s):  
National Identity ◽  
Population Growth ◽  
Immigration Policy ◽  
Racial Composition ◽  
National Unity ◽  
Canadian Immigration Policy ◽  
Historical Importance ◽  
Bilingual And Multicultural ◽  
Canadian Immigration

AbstractThis article describes historical circumstances and developments that contributed to the formation of Canadian national identity. Specifically, it focuses on the historical importance of immigration to population growth, the evolution of Canadian immigration policy from exclusionist to universalist, relations between anglophones and francophones, the advent of the multiculturalism policy, and how that policy has been both expanded and strengthened in reponse to the changing ethnic and racial composition of Canada's population. Despite pride in the country's support for tolerance and diversity, Canadians continue to be concerned about immigration and national identity. The challenge of promoting national unity in the context of remarkable diversity is faced by many countries, but it is especially daunting for the young, bilingual, and multicultural Canadian State.

scholarly journals Breaking Barriers with Student-Centred Teaching and Learning using Library Books in the United States' Poorest Schools

2021 ◽  
Author(s):  
Eliza T. Dresang ◽  
M. Bowie Kotrla
Keyword(s):  
Information Literacy ◽  
Test Scores ◽  
Teaching And Learning ◽  
Accelerated Reader ◽  
The United States ◽  
General Information ◽  
State Legislation ◽  
Bilingual And Multicultural ◽  
Improving Student Achievement ◽  
The Impact

An analysis of a random sample of the 2930 applications for library books to a private U.S. Foundation from schools having 75% or more of students on free or reduced lunch identifies characteristics of these poorest schools and demonstrates how they would use the newly acquired books in relation to student and collection needs. Results reveal the impact of national and state legislation, the widespread use of the Accelerated Reader System, and the need for bilingual and multicultural books. These libraries appear more focused on improving student achievement test scores than on promoting general information literacy.

scholarly journals Philology training at the university in the light of the systematic approach

2020 ◽  
pp. 9-23
Author(s):  
Vita Bosa
Keyword(s):  
Online Education ◽  
Professional Training ◽  
Systematic Approach ◽  
Professional Activity ◽  
University Environment ◽  
Bilingual And Multicultural ◽  
Composition Structure ◽  
Sociocultural Processes ◽  
Language Environment ◽  
The University

The article describes the peculiarities of applying a systematic approach to the training of future philologists in universities. The research goal is to clarify the methodological features of a systematic approach to the philologist training in a modern university. The research methods are the scientific analysis, systematization, classification, modeling. Results. The main factors determining the need for a systematic approach have been identified (the common sociocultural processes in the language environment of many countries lead to linguistic unification (formerly English-speaking) and to preservation of their linguistic identity as the basis for national identity; the increase of the level of individual mobility, in the field of education including, development of polylingual, bilingual and multicultural links in education; new challenges and risks in the area of professional training related to the digitalization and dissemination of online education models in the context of global pandemics and the distance education segment expansion). Moreover, basing on the analysis of scientific sources (methodological bases for the training of philologists; contents and basic models of the training of these specialists; ICT as a systematic resource for the training of philologists), the opinion about the necessity of application of pedagogical systemology to the professional training of students-philologists in university conditions is substantiated. The analysis of the pedagogical and linguistic segments of systemology made it possible to identify the leading systemic characteristics of the training of philologists at the university (essence, composition, structure, functions, history of the system) and to investigate the manifestation of the systemic characteristics of the studied phenomenon in the conditions of the university environment as a systemic object. It is noted that the training of future philologists at the university as a system is synergistic; the professional training of philologists at the university as a system object is characterized as a complex open dynamic purposeful system with characteristics of continuous self-organization. Conclusions. It was concluded that the training of philologists as a complex system involves a certain number of structural components (content, human resources, information, technological resources) for its functioning; the system is open-ended (to other pedagogical systems) in its nature, complementarity and interconnection with the scientific and technological systems implemented in other areas of training. It has been proved that the systematic characteristics of the training of specialists in the field of philology are provided by the specific guidelines for the establishment, operation and development of this system; the objectives of the above-mentioned specialists’ training determine its content and end result, that is a competent specialist in his or her professional field and qualified in the professional activity, capable of self-education and self-development.

scholarly journals Globalization and the Sociolinguistic Challenge of the 21st Century Critical Pedagogy: A Case for Language/Culture Minority Students

2021 ◽  
Vol 4 (2) ◽  
pp. 222-239
Author(s):  
Jamil Asghar ◽  
Khurram Shehzad
Keyword(s):  
Critical Pedagogy ◽  
Multicultural Education ◽  
Minority Students ◽  
Foreign Students ◽  
First Language ◽  
Cross Cultural ◽  
Policy Makers ◽  
Bilingual And Multicultural ◽  
Paradigm Shifting ◽  
Radical Transformation

In spite of the fact that ours is a world of immigration, deepening ethnic textures, globalization, transnational histories, ethnolinguistic diversity, socioecono-mic rivalries, and intercultural complexities, the role and significance of bilingual and multicultural education are far from being adequately realized. These demographic imperatives and a host of other cross-cultural and transnational praxis are bringing about a growing percentage of students who speak a first language other than English. All over the world, classrooms are experiencing a radical transformation due to an unparalleled intercultural diversity which is spreading its tentacles all across the globe including Pakistan which, of late hit by the CPEC spectacle, is likely to experience an unprecedented influx of foreign students. These are paradigm shifting questions and call for a radical re-conceptualization not just of classrooms but also of the entire pedagogic space and curricular habitus. The paper makes a coherent appraisal of these questions and advances a plea for the greater inclusion of a broad-based, bilingual, and multicultural education by laying down key guidelines for teachers, administrators, policy-makers, educators, and parents at large.

scholarly journals Transforming Education Through Instructional Coaching in the Mayan Highlands of Guatemala

2020 ◽  
Vol 8 (2) ◽  
pp. 57-65
Author(s):  
Gabriela Núñez ◽  
Sophia Maldonado Bode
Keyword(s):  
International Development ◽  
New Teachers ◽  
Professional Growth ◽  
Teaching Practices ◽  
School Level ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Positive Effects ◽  
Bilingual And Multicultural

Significant efforts have been made to improve the educational system in the Western Highlands of Guatemala to foster economic growth and social development in the country. However, given the country’s linguistic and cultural diversity, challenges in terms of coverage and quality of education persist. Inadequate teacher preparation training, and the absence of an induction and pedagogical coaching system for new teachers are some of the impeding factors. The U.S. Agency for International Development (USAID) has executed targeted educational projects to support the National Ministry of Education in strengthening the human capital in education. A transformative pedagogical leadership and coaching model was developed that focuses efforts from an oversight system to a mentoring system that strengthens leadership and the capacities of teachers in the application of innovative methodologies that contribute to educational improvement. This model allows for a continuous cycle of improvement to teaching by providing new teachers with feedback on teaching practices in the classroom and opportunities for teachers to self-reflect and be empowered in their own learning process and professional growth. This approach has shown positive effects with respect to teaching practices at the school-level; however, additional measures are required to gain the support of stakeholders to expand its implementation to bilingual and multicultural contexts to maximize the country’s potential to improve the quality of education.  

Value Orientation Differences in an Urban School and Their Implications for the Amelioration of Conflict in the Classroom

1981 ◽  
Vol 163 (1) ◽  
pp. 56-69
Author(s):  
Jaime Wurzel
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Urban School ◽  
Value Orientation ◽  
Cultural Groups ◽  
School Students ◽  
Bilingual And Multicultural ◽  
American Schools ◽  
Anglo American ◽  
Relationship Of

This paper has a double purpose. First, it reports and analyzes the findings of a study which examined value orientation differences between Puerto Rican and Anglo American junior high school students in an urban school. Second, it discusses the implications of the results in terms of the amelioration of conflict in bilingual and multicultural situations. The value orientation framework examines the relationship of both cultural groups towards: a) authority, b) peers, and c) the forces of nature. The striking differences shown by both groups in their relationship to authority and their environment (forces of nature) demonstrate the need to develop instructional and curricular models to reduce cultural conflict in American schools. The paper proposes a framework to do so.

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