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

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.

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

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.

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

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.

Transforming Education Through Instructional Coaching in the Mayan Highlands of Guatemala

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.

Ethics-Based Computer Science in Bilingual and Multicultural Schools

For decades, schools have adapted to a technologically-dependent world—developing courses, faculty positions and curricula to begin explicitly teaching with and about technology. Recognizing the need for deepening education in this area, the Lycée Français de New York, a bilingual and multicultural school, developed the digital learning department to lead the school’s thinking and practice around technology and computer science education. Over time, the department shifted its focus from first only the use of computer applications, to an emphasis on computer programming, to a more recent era which includes technology ethics as an equally important area of study. In serving a bilingual school, the Lycée’s digital learning team adapted teaching methods for a bilingual student body. The multiculturalism of the school presents the opportunity for fertile ethics discussions, since cultural values often impact values regarding technology use.

Assembled Identities and Intersectional Advocacy in Literacy Research

In this article, I present an overview of intersectionality, and its critiques as well as make visible how it is enacted in elementary school classrooms. I focus primarily on issues of gender expression, sexuality, and family diversity as a way of centering the role of advocacy in our work as teachers and researchers. Many language arts teachers, especially those in bilingual and multicultural settings, already practice inclusivity with students who bring diversity of languages and literacies to the classroom. Expanding these practices to include attention to gender expression, sexuality, and family diversity is an example of how an intersectional lens builds upon what most teachers are already doing—creating classrooms that explicitly reflect the intersectional identities of students. I conclude with a focus on how elementary school teachers can draw from students’ multiple identities and develop intersectional advocacy in their classrooms and schools.

France

This chapter examines and contextualizes important cornerstones of the Arab Diasporic novel in France. Eighteenth- and nineteenth-century French fascination with the Arabic language and civilizations of the Mashriq was part and parcel of Orientalism. As French writers and intellectuals traveled to the Mashriq, in Egypt the Nahḍa movement in its cultural and literary dimensions drew inspiration from French literature. The chapter first considers the historical and institutional forces that created and influenced the Arab Diasporic novel in France before turning to early Francophone novels. Three categories of writers are discussed: Maghribi Francophone writers who either lived extensively or settled permanently in France in the 1950s–1970s; bilingual and multicultural novelists of exile from Egypt and Lebanon; and second-generation Maghribi writers whose writing appeared in the 1980s.

ACTITUDES LINGÜÍSTICAS Y AUTOIDENTIFICACIONES. UN ANÁLISIS DE SU INCIDENCIA EN LOS ESCOLARES DE CATALUÑA

LANGUAGE ATTITUDES AND SELF-IDENTIFICATIONS. AN ANALYSIS OF THEIR EFFECT ON STUDENTS IN CATALONIAWithin the bilingual and multicultural context of Catalonia, in which the immigration influx in the last decade has been remarkably relevant, this article contributes to a more thorough understanding of the field of language attitudes and self-identification of students of Compulsory Secondary Education. Concretely, this study examines how the self-identification with Catalonia, Spain and the area of origin affects language attitudes, and whether these relationships are conditioned by the origin of the participants. The data was obtained from a representative sample of 1,173 students (673 autochthonous, 500 immigrant) enrolled in 10 centers of CSE in Catalonia. At a global view, the results demonstrate the association of language attitudes and self-identifications. Hence, self-identification with Catalonia seems to affect language attitudes toward Catalan in all participants. However, the effect of self-identification with Spain on attitudes toward Castilian appears only in the autochthonous students. Likewise, despite the negative association encountered between attitudes toward Catalan and those toward Castilian in both groups, the explanation of these results differs in function of the origin. Overall, the results of the study have important implications in the development of an inclusive model of the society. Therefore, the differences between the relationships established between autochthonous and immigrants should be taken into account when implementing an educational and linguistic program with the aim of social integration and cohesion.Keywords: Catalonia (Spain), immigrant and autochthonous students, language attitudes, territorial selfidentifications.Resumen.Como consecuencia de la gran afluencia migratoria en Cataluña durante la última década, en el presente estudio se analiza la influencia de las autoidentificaciones con Cataluña, España y el área de origen en las actitudes lingüísticas del alumnado autóctono e inmigrante escolarizado en Educación Secundaria Obligatoria, y si dichas relaciones están condicionadas por el origen de los participantes. Los datos se obtuvieron de una muestra representativa de jóvenes matriculados en 10 centros de Educación Secundaria Obligatoria de Cataluña: 1.173 estudiantes (673 autóctonos, 500 inmigrantes). De manera general, los resultados evidencian la asociación de las actitudes lingüísticas y las autoidentificaciones. Así, la autoidentificación con Cataluña parece estar influyendo en las actitudes hacia el catalán en todos los participantes, sin embargo, en el caso de la autoidentificación con España, la influencia sobre las actitudes hacia el castellano aparece solo en el caso de los autóctonos. Asimismo, a pesar de observase una asociación negativa entre las actitudes hacia el catalán respecto a las que se tienen en castellano en ambos colectivos, la explicación de dichos resultados difiere entre autóctonos e inmigrantes. En su conjunto, los resultados presentan importantes implicaciones en el desarrollo de un modelo social inclusivo. Por todo ello, las diferencias entre las relaciones que se establecen entre autóctonos e inmigrantes deberían tenerse en cuenta a la hora de implementar un plan educativo y lingüístico que tenga como finalidad la integración y la cohesión social.Palabras Clave: Cataluña (España), alumnado inmigrante y autóctono, actitudes lingüísticas, autoidentificaciones territoriales.