The discourse of language learning strategies: towards an inclusive approach

This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic imperialism theory and post-colonial education's responses to allegations therein: multicultural education theory, critical race theory, and technological egalitarianism. This section also highlights the difference between formal and informal learning in order to validate multiple learning strategies. Section two of this paper then analyses two prominent works by Oxford [2002. Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa. 2013. Language learning strategies: What every teacher should know. South Melbourne: Heinle Cengage Learning]. This section suggests that even though Oxford [2002. Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa] made attempts to incorporate diverse voices into language learning strategy theory, her efforts in turn potentiate those who already have access to education. Finally, the concluding section postulates five principles for including marginalized voices in the discourse of language learning strategies in order to propose contextualized definitions: (1) incorporate non-extractive research among the marginalized, (2) document local knowledges and practices in marginalized communities, (3) confront one's own identity of privilege before, during, and after research, (4) allow those on the margins to define learning strategies, and (5) develop diversity within TESOL.     

Best Not Forget Lesbian,Gay, Bisexual,and Transgender Themed Children's Literature: A Teacher's Reflections of a More Inclusive Multicultural Education and Literature Program

For many years, educational practitioners have been implementing multicultural literature about African-American, Asian, and Latino families. Teachers have also presented literature about great leaders, such as Martin Luther King Jr. and Helen Keller. However, the same cannot be said about literature depicting lesbian, gay, bisexual, and transgender (LGBT) families and heroes. In this article, the author's experience of teaching a multicultural literature program and students' responses to LGBT-themed literature are presented and discussed.     

Utilizing Adventure Education Within the Model of Moral Action

Character development has long been an assumed if not easily observed goal of physical activity. Shields and Bredemeier(1995, 2001) proposed a structural developmental model of moral action strongly based on the work of Rest (1984, 1994) along with the significant contributions of Piaget (1923), Kohlbcrg (1981, 1984), and Haan (Haan, Aerts, & Conper, 1985). Adventure education is an experientially based approach that utilizes cooperative physical activities to foster self esteem, trust, communication skills, self awareness, confidence, and the ability to problem solve (Bissnn, 1999: Prouty, 1999). The purpose of this paper is lo explore how adventure-based intervention strategies correspond with the theoretical tenets and implementation guidelines of the model of moral action. The major tenets of the model of tnoral action (Shields & Bredemeier, 1995, 2001) and adventure education are discussed. The extent to which adventure education may act as a conduit for the moral education strategies forwarded by the model of moral action is discussed.     

A study of an Australian distance education pressure group

This paper examines the development, role, nature and function of a non‐tertiary distance education pressure group in Australia. It describes the activities of the School of the Air Parents and Citizens' Association (P & C) in Carnarvon, Western Australia. It assesses the distance education perspective the parents have; reviews their relationships with the Carnarvon teaching staff and the head office administrators of the Education Department; and indicates the nature, extent and effectiveness of State and Federal parliamentary lobbying. In. particular, it details the alignment of the P & C with the national Isolated Children's Parents' Association and what it has meant in terms of P & C influence and lobbying strategies.     

Multicultural education: Raj's story using a curricular conceptual lens of the particular

In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's [(1969). The practical: A language for curriculum. School Review, 78, 1–23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events.     

Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research for science education. We draw on examples of self-regulated learning from the science education literature to summarise and illustrate effective instructional methods and the development of metacognitive understanding (Gunstone; 1999a; Rickey & Stacy, 2000; White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White, 1996; Nichols, Tippins, & Wieseman, 1997; White, 1998). We divide our discussion into two main parts. The first focuses on three components of self-regulated learning, including cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education. The second section focuses on six general instructional strategies for improving self-regulation in the science classroom. We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction, the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler & Winne, 1995; Gunstone, 1999b).     

Multicultural Education and Newcomer Youth: Re-Imagining a More Inclusive Vision for Immigrant and Refugee Students

In this article, we draw attention to the discourses and practices of multicultural and culturally relevant education as curricular contexts with long-lasting implications for newcomer youth. To best serve immigrant and refugee students and more explicitly include them in the field's discourse, we argue for a conceptual move to widen the scope of multicultural education and culturally relevant pedagogy. We highlight the tremendous contributions multicultural education approaches have made to equitable education, while also examining the ways in which some of their widespread theoretical framing have yet to address the particular needs of immigrant and refugee youth. We then suggest conceptual shifts to widen their scope to include newcomer youth's varied experiences and identity positions. These shifts are (a) advancing the role of genuine cross-cultural relationships over traditional forms of cross-cultural competence in multicultural educational spaces and (b) abdicating the search for cultural authenticity implied in some multicultural education practice in favor of facilitating cultural agency for newcomer youth.     

多元文化教育视野下内地民族班教师素质的培养

民族学生到内地接受教育会有一个文化不适应的过程,而内地民族班的教师的素质对学生的文化适应起着关键性的作用。形成于20世纪60年代的多元文化教育倡导多元文化价值认同和多元文化互相尊重的教育理念,倡导教育的平等。从多元文化教育理论的角度研究内地民族班教师的素质培养是必要的,要提高内地民族班教师的素质就应该采取相对有效的策略。     

Teachers Working Cooperatively with Parents and Caregivers when Implementing LGBT Themes in the Elementary Classroom

Many teachers are interested in having a more inclusive multicultural education that includes lesbian, gay, bisexual, and transgender (LGBT) themes and gay-themed children's literature; unfortunately, research has found that many teachers do not implement gay themes in their multicultural education curriculum because of fear of criticism from parents and administrators, lack of professional training, and their own negative attitudes. Moreover, the most common topic that surfaces during teacher discussions are concerns over parental objections. This article will detail techniques and strategies when implementing LBGT themes and gay-themed children's literature in the classroom and how to deal positively, cooperatively, and proactively with parents and caregivers.     

Scaffolding strategies for wiki‐based collaboration: Action research in a multicultural Japanese language program

Wikis can be used to encourage and support collaborative constructivist learning. However, their effectiveness depends upon the use of scaffolding strategies to guide the students in their use. This action research investigated three scaffolding strategies for wiki‐based multicultural Japanese language learning: worked examples, grouping and peer assessment. It was found that the use of a template explaining the learning objectives and expected learning process was more effective than detailed worked examples. It was also found that heterogeneous grouping and internal and external peer review were important factors and that wiki‐based collaborative learning can be culture laden and in conflict with traditional teaching and learning.     

The student-as-bricoleur: Making sense of research paradigms

Although there is consensus that qualitative approaches to social research are distinguished from quantitative approaches by their fundamental philosophical systems, there is resistance to incorporating philosophical distinctions into graduate level research courses. Resistance may be due to the recognition that students have limited experience with, and are intimidated by, the philosophy of science. This study was conducted to examine how students interpret and process the philosophical distinctions associated with research paradigms in the hope of identifying instructional strategies that may facilitate student appreciation of the philosophical distinctions.A multiple case study was conducted with three sections of a doctoral level introduction to qualitative research course during the 1999–2000 academic year. Data for this investigation included demographic characteristics gathered from the university's student information system, and a written exercise in which students are asked to reflect upon the philosophical concepts associated with three research paradigms presented in course readings and class discussion, and to formulate their own personal philosophies of research.Findings suggest that students readily acquire a basic understanding of major philosophical concepts associated with paradigmatic distinctions, and are generally comfortable with the coexistence of multiple research paradigms. However, they have difficulty seeing the logical relationships between philosophical concepts. According to the Reflective Judgment Model [Kitchener, K. S., & King, P. M. (1990). The Reflective Judgment Model: Transforming assumptions about knowledge. In: Mezirow, J., & Associates (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 159–176). San Francisco: Jossey-Bass.], the reasoning strategies demonstrated by these students are consistent with those of undergraduate college seniors, master's level students, and advanced level graduate students. Instructional strategies that reinforce the strengths of the strategies used at these levels and encourage the development of more advanced strategies are described. Implications of these findings show promise for preparing the “researcher-as-interpreter bricoleur” as described by Denzin and Lincoln (2000)[ Paradigms and perspectives in transition. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.) (pp. 155-162). Thousand Oaks: Sage] that understands and can discuss the philosophical assumptions of all research paradigms.     

Teachers of Chinese Ancestry: Interaction of identities and professional roles

The research presented in this paper, based on ethnographic interviews with 19 female and 6 male Canadian teachers of Chinese ancestry, is part of a larger study examining perceptions of careers in teaching by secondary school and university students as well as practising teachers, all of minority Chinese or Punjabi Sikh ancestry (Beynon, Toohey & Kishor, 1992; Beynon & Toohey, 1995; Beynon & Toohey, 1998; Hirji & Beynon, 2000). Drawing on Britzman's (1992) theoretical distinction between teachers' roles and identities, the thesis of our research is that "role", which Britzman describes as impermeable and prescribed by normative institutional practices and ideologies, is, rather, potentially porous. We see that teachers of minority ancestry infuse their roles with new dimensions that draw on their identities. Hall's (1996) materialist theorizing helps us to see how identity, multifaceted and fluid, can be a source for negotiating roles. We recommend changes in teacher education and schools that would help to authorize transformation so that these settings which presently privilege the values, practices and discourses of the dominant Anglo-European Canadian society can become more inclusive of the identities and experiences of minority teachers.     

“A Creative Psalm of Brotherhood”: The (De)constructive Play in Martin Luther King's “Letter from Birmingham Jail”

Scholars have celebrated the spoken word in King's “Letter from Birmingham Jail,” but they have overlooked the significance of the Letter's writing. In this essay I closely read King's act of writing the Letter, along with the figures of speech he employs in it, and I show how both—by enacting the mass media's ability to cross contexts—are essential to King's political strategy of nonviolent direct action, as well as to the Letter's argument against segregation—an argument that, before the fact, follows the steps we have since come to associate with deconstructive analysis.     

Reimagining Counselor Education with Diversity as a Core Value

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.     

Infusing Multicultural Education: A Process of Creating Organizational Change at the College Level

Organizational change directed at infusing multicultural education into an institutional unit such as a college requires attention to the organizational culture of that unit. The authors use the concept of second-order organizational change (Levy & Merry, 1986) as a way to conceptualize the nature of the change associated with infusing multicultural education within a large College of Education. The authors describe a four-year process of organizational change in which qualitative changes to the organization's culture occured in support of multicultural education. Key elements of change include the values and norms that support organizational policies and practices. Lessons learned are included.     

Racism,Reconstructed Multiculturalism and Antiracist Education

To the long‐standing debate over the relative merits of multicultural and antiracist education, Short and Carrington have added a new dimension. It is their contention that in order to challenge racism, educators should promote a reconstructed form of multiculturalism in addition to conventional antiracism. Their argument is that a new form of racism has emerged in which culture assumes a pivotal role and, accordingly, that a revised form of education is required to deal with it. While accepting the crucial role that culture plays in racism in contemporary societies, I question in this paper Short & Carrington's virtually exclusive concern with cultural racism, which is based on a relatively uncritical acceptance of Martin Barker's concept of the ‘new racism’. Instead, I offer a reformulation of the concept of racism which incorporates both biological and cultural elements, but which also includes seemingly positively evaluated characteristics in addition to the more obvious negative ones. This paper notes a number of problems with Short and Carrington's concept of reconstructed multiculturalism and concludes with a critique of their associated liberal pluralist conception of ‘the unity of the nation’.     

Negotiating Otherness : A male early childhood educator's gender positioning

Despite increasing male participation in recent years in many traditional “female” professions, early childhood education continues to be widely regarded as women's work. Male early childhood educators, therefore, are highly conspicuous and subject to considerable suspicion (Murray, S.B. (1996) 'We all love Charles': men in child care and the social construction of gender. Gender & Educational Studies, 45, pp. 276-292; Skelton, C. (1991) A study of the career perspectives of male teachers of young children. Gender and Education, 6, pp. 87-93). Consequently, they must carefully negotiate their “otherness” (King, J.R. (1998) Uncommon Caring: Learning from men who teach young children. (New York Teacher's College Press)). This article draws on data from in-depth interviews and informal conversations to describe the gender positioning strategies adopted by an Australian preschool teacher-director as he undertakes the challenge. It also provides insights into his positioning by others. The concluding discussion focuses on possible implications of a greater male presence in early childhood education for the sector's potential to contribute to gender reform. En dépit de la participation mâle croissante ces dernières années à beaucoup de professions traditionnellement 'femelle', la première éducation d'enfance continue à être largement considérée comme le ravail des femmes. Les premiers éducateurs d'enfance de mâle sont sujets, donc, fortement remarquables et au soupçon considérable (Murray, S.B. (1996) 'We all love Charles': men in child care and the social construction gender. Gender & Educational Studies, 45, pp. 276-292; Skelton, C. (1991) A study of the career perspectives of male teachers of young children. Gender and Education, 6, pp. 87-93). En conséquence, ils doivent soigneusement négocier leur 'otherness' (King, J.R. (1998) Uncommon Caring: Learning from men who teach young children. (New York, Teacher's College Press)). Cet article dessine sur des données des entrevues détaillées et des conversations sans cérémonie pour décrire le genre plaçant des stratégies adoptées par un professeur/directeur préscolaire Australien pendant qu'il entreprend ce défi. Il fournit également des perspicacités dans le sien qui place par d'autres. La discussion de conclusion se concentre sur des implications possibles d'une plus grande présence mâle dans la première éducation d'enfance pour que le potentiel du secteur contribue à la réforme de genre.     

Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices

Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs' attempts to design instructionally aligned lessons will guide the teacher educators in revising program components and their own practice.     

Culturally Responsive,Transformative Pedagogy in the Transnational Era: Critical Perspectives

This article addresses challenges of multicultural education in the context of increasing transnational mobility and growing diversity in schools, and suggests ways to convert these challenges into new resources in education. We start with a brief overview of the contemporary transnationalism and new understanding of space and culture (Levitt & Glick-Schiller, 2004), and how they pose special challenges in multicultural pedagogy. Specifically, we examine the misleading conceptualizations and practices of culture and identity in multicultural education (Hoffman, 1996). Then, we redefine the culturally responsive, transformative pedagogy with focuses on its multidimensional and empowering aspects. Multiliteracy practices (New London Group, 1996) of students from culturally and linguistically diverse families are acknowledged as a new pathway to allow a wider range of learning opportunities, transform the interactive patterns between students and teachers, and empower students to critically reflect on, and share their identities.