Jorge P. Osterling

Developing literacy in second‐language learners: Critique from a heteroglossic, sociocultural, and multidimensional framework

The authors review and discuss the work presented in Developing Literacy in Second-Language Learners: Report of The National Literacy Panel on Language Minority Children and Youth, edited by Diane August and Timothy Shanahan.

Notes for a History of Peruvian Social Anthropology, 1940-80 [and Comments and Reply]

This article simply attempts to sketch a series of highlights related to the development of social anthropology in Peru in its professional phase, that is, the period since the 1940s, when the teaching and practice of social anthropology became institutionalized in Peruvian universities. It is necessarily a descriptive attempt, presenting the main institutions or specific research or applied projects that became the frame of reference for the formation of the first generations of Peruvian ethnologists and also for the development of this new discipline in Peru.

Tapping a Valuable Source for Prospective ESOL Teachers: Northern Virginia's Bilingual Paraeducator Career-Ladder School–University Partnership

Abstract This study describes and analyzes a teacher-education partnership between two institutions of higher education (IHEs) and three local educational agencies (LEAs) located in a large suburban area. Working collaboratively, these five organizations designed and developed a career-ladder teacher-education program that prepares experienced bilingual paraeducators currently working full time at local schools to become “highly qualified” teachers of English for Speakers of Other Languages, as defined by the No Child Left Behind Act (2002). In this paper, we examine the needs and perspectives of an IHE–LEA partnership and their dynamic relationship to address the specific instructional needs of paraeducators.

On Becoming a Bilingual Teacher: A Transformative Process for Preservice and Novice Teachers

This study explores the personal transformation process experienced by future bilingual educators enrolled in a graduate school of education that is committed to rigorous, collaborative, innovative, and transformational research. The majority of these preservice (PST) and novice teachers (NT), largely White, monolingual women, has little direct knowledge about or experience with teaching culturally, linguistically and ability diverse students. Educational researchers have long emphasized the importance of providing PST and NT graduate students with opportunities to analyze and reflect on their personal theoretical beliefs concerning teaching standards and methods of student learning. Additionally, it has been determined that teacher educators must communicate the necessary theoretical foundations to provide their students with a starting point for analyzing their emerging teaching philosophies, the goal being the development of their new visions of reform-minded practices and innovative techniques of teaching. Data indicated that all the PSTs entered the program with images of teaching that were related to their earlier classroom experiences as students, and that, during their 2-year tenure in the graduate school of education, teaching internship, and master’s-level coursework, most experienced professional and personal epiphanies.

Immigration, Education, and the Search for Our National Identity

Abstract In recent months the United States scrutinized the reauthorization of two critical pieces of legislation—those of the Comprehensive Immigration Reform Law and the No Child Left Behind Act—and disagreed on many of the issues involved in these two pieces of legislation. We believe this is an opportunity to engage in a deeper examination of the democratic freedom that allows us to become engaged in such disagreements and to probe further into this issue to address some underlying questions. As a multicultural, multilingual nation of immigrants, what is our national identity? Who are we as a people? What is our role in the world? And most importantly, how does this view affect us as educators?