Nancy L. Commins

Addressing Linguistic Diversity from the Outset

Schools of education typically prepare their prospective teachers to work with amorphous “average students”—who are by implication middle class, native, English speaking, and White. They are then given some limited opportunities to adapt these understandings to students with diverging profiles—children of poverty, second language learners, and students of color. The authors argue that given the changing demographics of public schools, initial teacher education should be based on the understandings that teachers typically do not receive until the end of their programs or in add-on endorsements. They should be prepared from the outset to work with the wide diversity of language, culture, and class that they are likely to meet in public schools. Ten recommendations are presented for “What Every Teacher Should Do” to work effectively in the linguistically and culturally diverse settings they are likely to encounter.

Perceived and actual linguistic competence: A descriptive study of four low–achieving Hispanic bilingual students

This ethnographic study investigated the linguistic performance of four Hispanic bilingual students perceived to have limited language abilities in Spanish and English. The study provided data on the students’ language use and abilities, in both languages, in a variety of school and nonschool settings. Data were analyzed qualitatively for evidence of students’ linguistic, discourse, and narrative competencies. Performance was compared across settings and across languages for each student, as well as across students. All students displayed different strengths across settings in both languages. The data indicated that the organization of instruction limited the students’ abilities to demonstrate their full range of competence in the two languages, and that their lack of English structural proficiency and lack of vocabulary in Spanish was interpreted by teachers as a lack of conceptual ability. Observed over a variety of contexts, however, students showed the ability to use language as a vehicle for effective self-expression both socially and cognitively.

Pre-service teachers’ beliefs and knowledge about multiculturalism

The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.

Critical reflection as a key component in promoting pre-service teachers’ awareness of cultural diversity

This study examined the role of critical reflection in developing cultural awareness among pre-service teachers via coursework requiring students to act and reflect on issues of diversity on a personal level. The Cultural Diversity Awareness Inventory (CDAI) was used as a pretest and posttest measure of students’ multicultural attitudes, and learning journals, final reflections and focus group interviews were examined to investigate how reflection facilitated development of cultural awareness. The CDAI indicates that pre-service teachers’ multicultural attitudes were improving. Critically reflecting on the issues of culture, power and privileges, fostered pre-service teachers’ cultural awareness and created cognitive dissonance within them, which positively influenced their cultural awareness. Implications of the study for teacher education are discussed.

Whole language: Reform and resistance

Abstract ‘Whole language’ has emerged recently as a major reform effort in language and literacy education. This article addresses the issue of educational reform and the role of the teacher in the reform process, using whole language as a prototypical example. We argue that change cannot be understood independently of persistence, and that whole language teachers must develop a theoretical framework that not only informs their views of teaching/learning languages, but also provides an understanding of systems and systems change. We develop such a framework using insights from cybernetics and we offer suggestions for action.

International Students' Perspectives of a Diverse Class on Multiculturalism.

Abstract Studying in a foreign country, where one becomes a cultural outsider and where one lacks knowledge of and access to dominant cultural practices, can be a perfect context for challenging students’ values, beliefs, and attitudes, particularly when these experiences are coupled with coursework on diversity. This study explored international students’ perspectives of a diverse class on multiculturalism. Data from 45 students’ reflective journals, course evaluation, and focus group interviews were analysed to identify students’ significant learning experiences. The study provides support for the value of diverse cultural experiences in developing intercultural competence. In addition, the diversity among students contributed to their growing understanding of cultural diversity. The research findings contribute to the development of teacher preparation and enhancement of curricula and practice.

Methods that matter in addressing cultural diversity with teacher candidates

ABSTRACT Drawing on a combination of prior experience, theoretical stance, and intuition, along with pedagogical practices identified to be effective in addressing diversity with teacher candidates, a model for teaching multicultural education to teacher candidates was designed. This study examined how particular elements of this model were effective in developing teacher candidate’s cultural competence. The results indicate that teacher candidates gained substantial knowledge about and experiences with issues of diversity by the end of the course. Participants pointed to the multiple methods employed in the class; in particular the interactive strategies, group work, diverse cultural experiences, and opportunities to critically reflect on these experiences as accounting for their gains. Their sense of ownership and understanding has given them the ability to use these strategies in their own future work. Implications for research and teacher education are discussed.