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Tucker Student Spotlight

 Edom Wessenyeleh '17

Edom Wessenyeleh '17
Tucker Foundation Office Assistant

Major: Geogrpahy, Pre-Health

Hometown: Boston, MA

Read the full interview

Resource Library

Below are resources for high school teachers of all disciplines who are trying to integrate intercultural awareness and competency into their curriculum. All information and links are valid as of December 17, 2011. Please e-mail LIMotion@dartmouth.edu with suggestions for topics or resources that should be added.

Workshops/Conferences on Multiculturalism and Cross Cultural Learning

**Professional development funding may be available for LIM partner teachers to attend these events.

  • International Conference of the International Association for Intercultural Education, February 15-17, 20112, Xalapa, Veracruz, Mexico

This three-day conference seeks to share truly global, "northern" as well as "southern", experiences in intercultural education, diversity education and related fields. We are particularly interested in identifying innovative, transformative and alternative approaches which allow for creative exchanges between these different local, national and/or continental traditions.

More information: http://www.iaieveracruz.org/index.html

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Publications

  • Gorski, P. C. (2010). The scholarship informing the practice: Multicultural teacher education philosophy and practice in the United States. International Journal of Multicultural Education, 12(2).

This study examines the scholarly literature identified by multicultural teacher educators in the United States as most influential to their work. More than 200 multicultural teacher educators were surveyed about the books and the journals that have most influenced the ways they conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the "null curriculum" of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in their practice, and that MTE practitioners identify more strongly with literature concerning race and racism than with that concerning other identities and oppressions. Implications of these findings are discussed.

Read the article: http://ijme-journal.org/index.php/ijme/article/view/352/513

  • Herron, C., Corrie, C., Cole, S. P., & Dubreil, S. (1999). The Effectiveness of a Video-Based Curriculum in Teaching Culture. The Modern Language Journal, 83(4), 518-533.

This study investigates whether students learn culture embedded in a video-based second language program. Beginning-level French students watched 10 videos as part of the curriculum. A pretest, administered prior to exposure to the videos, and a post-test, given at the end of the semester after exposure to the videos, assessed long-term gains in little "c" culture (practices) and big "C" culture (products). Also, post-video viewing tests, administered immediately after each video, measured short-term retention of culture in that video. A questionnaire analyzed student perceptions of how well they learned about the foreign culture. From pre- to post-testing, results indicated significant gains in overall cultural knowledge. On the post-video short-term retention tests, scores of little "c" items were significantly higher than scores of big "C" items. Students perceived that the videos contained more little "c" than big "C," and that they learned more little "c" information. Findings supported using video to teach culture.

Read the article: http://jan.ucc.nau.edu/~jgc/512/video_culture_herron.pdf

  • Smith, B. L., & MacGregor, J. T. (n.d.). What is Collaborative Learning?

"Collaborative learning" is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students' exploration or application of the course material, not simply the teacher's presentation or explication of it. Collaborative learning represents a significant shift away from the typical teacher- centered or lecture-centered milieu in college classrooms. In collaborative classrooms, the lecturing/ listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students' discussion and active work with the course material. Teachers who use collaborative learning approaches tend to think of themselves less as expert transmitters of knowledge to students, and more as expert designers of intellectual experiences for students-as coaches or mid-wives of a more emergent learning process.

Read the article: http://www.evergreen.edu/washcenter/natlc/pdf/collab.pdf

  • Talkington, B., & Lengel, L. (2004). A Snapshot of Intercultural Communication Courses: An International Analysis. Retrieved from http://www.llas.ac.uk/resources/paper/2047.

This essay reflects upon an ongoing study by Lengel and Talkington (2003) examining intercultural communication course outlines in order to determine the current status of the field of intercultural communication within the U.S.A., its territories, Britain, and Western Europe. The essay focuses on four key assessment questions about those courses, with particular attention given to languages and intercultural communication, and to critical intercultural communication studies.

Read the article: http://www.llas.ac.uk/resources/paper/2047

  • Stainfield, J., Fisher, P., Ford, B., & Solem, M. (2000). International Virtual Field Trips: A New Direction? Journal of Geography in Higher Education, 24(2), 255-262.

Virtual Field Trips (VFTs) have a valuable role in supporting and enhancing real fieldwork and empowering students who are disadvantaged financially or physically. The development of good VFT and VFT tools is still in its infancy and full 'virtuality' is still many years away. This article traces the evolution of virtual field trips, outlining their advantages and disadvantages and provides a brief overview of the materials and approaches currently becoming available.

Read the article: http://www.stanford.edu/dept/SUSE/projects/ireport/articles/3D/3458576.pdf

  • Mahaya, E., Tippins, D. J., Mueller, M. P., & Thomson, N. Infectious Disinfection: Exploring Global Water Quality. Science Activities: Classroom Projects and Curriculum Ideas, 46(2), 25-32.

Learning about the water situation in other regions of the world and the devastating effects of floods on drinking water helps students study science while learning about global water quality. This article provides science activities focused on developing cultural awareness and understanding how local water resources are integrally linked to the quality of the world's water supply. After reading and discussing a case study highlighting one water situation facing the people of Kenya, students explore water sanitation and testing methods, including solar pasteurization and the Colilert test for total coliform bacteria and Escherichia coli. These investigations are relevant to inquiry-based water quality labs for high school biology, chemistry, and environmental science.

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Websites

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Books/Other Resources to Buy

  • Seelye, H. N. (1984). Teaching culture: Strategies for intercultural communication. Lincolnwood, IL: National Textbook Company.

Based on the assertion that language and culture study are best brought together when the teacher is effective in the affective as well as cognitive and skills domains, teaching strategies and activities are presented that combine specific teaching techniques and ideas with other human and cultural resources in and out of the classroom. Chapters discuss: when and in what language culture should be taught; what "culture" refers to and its connection with language; approaches to understanding how societies evolve different ways to satisfy their needs; seven goals of cultural instruction; performance objectives for each of the seven goals; developing effective learning activities for each of the performance objectives; two techniques to sensitize students to the miscommunication accompanying interaction with those of another culture (empathetic literature and minidramas); three techniques for teaching cultural concepts (culture assimilators, culture capsules, culture clusters); approaches to helping students ask significant questions; measuring shifts in attitude toward the target culture; stresses and challenges of biculturalism; and suggestions for implementing a curriculum fostering intercultural communication. An extensive bibliography is included.

The book is available at: http://www.amazon.com/Teaching-Culture-Strategies-Intercultural-Communication/dp/0844293296

  • Moran, P. R. (2001). Teaching culture: Perspectives in practice. Boston, MA: Heinle & Heinle.

The process of rethinking the way we integrate language and culture instruction engages the identities, values, and expectations of teachers and learners alike. Teaching Culture: Perspectives in Practice offers multiple viewpoints on the interrelationship between language and culture and how they serve to teach meaning, offer a lens of identity, and provide a mechanism for social participation. Authentic classroom experiences engage the reader and offer teachers invaluable support as they expand their ideas about how language and culture work together.

The book is available at: http://www.amazon.com/Teaching-Culture-Perspectives-Patrick-Moran/dp/0838466761

Read a review of the book by Nicole Décuré: http://www.tesl-ej.org/wordpress/issues/volume6/ej21/ej21r7/

  • Fantini, A. E. (Ed.). (1997). New ways in teaching culture. Alexandria, VA: TESOL.

Educators actively exploring the nexus between language, culture, and world view recognize that language, culture, and intercultural work belong together. The 50+ articles and activities focus on effective ways to teach cultural and intercultural dimensions of ESOL. The introductory section offers conceptual background essays by experts in the field (Bennett and Seelye, among others). Parts II-V are devoted to innovative classroom activities that include culture and intercultural exploration as an integral part of the language experience. The final section is an annotated bibliography of pertinent works.

Read a review of the book by M. E. Sokolik http://www.tesl-ej.org/wordpress/issues/volume4/ej15/ej15r10/?wscr=

Nieto, Sonja. (2010). Language, culture and teaching: Critical perspectives. New York, NY: Routledge.

Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, this text is intended for upper-undergraduate and graduate-level students and professional development courses.

Examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Each chapter includes critical questions; classroom activities; and community activities suggesting projects beyond the classroom context.

The book is available at: http://www.routledge.com/books/details/9780415999748/

Read a review of the book by Lisa Bauer: http://www.tesl-ej.org/wordpress/issues/volume5/ej20/ej20r9/?wscr=

  • Delpit, L., & Dowdy, J. K. (Eds.). (2002). The skin that we speak: Thoughts on language and culture in the classroom. New York, NY: The New Press.

At a time when children who do not speak English are written off in our schools, The Skin That We Speak offers a cutting-edge look at crucial educational issues. Now with a new preface by Lisa Delpit, The Skin That We Speak takes the discussion of language in the classroom beyond the highly charged war of idioms—in which "English only" really means standard English only—and presents today's teachers and parents with a thoughtful exploration of the varieties of English we speak and the politics, power, and identity issues embedded in them. With groundbreaking work from Herbert Kohl, Gloria Ladson-Billings, Victoria Purcell-Gates, and Lisa Delpit herself, the book also includes classes by Geneva Smitherman and Asa Hilliard III. Discussion of hot-button topics from Ebonics to a national policy to make English our official classroom language makes this essential reading for teachers, parents, and students.

The book is available at: http://www.amazon.com/Skin-That-We-Speak-Classroom/dp/1595583505/

  • DeCapua, A., & Wintergerst, A. C. (2004). Crossing cultures in the language classroom. Ann Arbor, MI: The University of Michigan Press.

Crossing Cultures in the Language Classroom links theory with experiential activities that will be helpful for use in teacher training or certificate programs. The goals of this book for the teacher educator are to expand cultural awareness, to acquire an in-depth understanding of what culture is and its relationship to language, and to comprehend and implement observations of cultural similarities and differences.

The book is available at: http://press.umich.edu/titleDetailDesc.do?id=8725

  • Grant, C. A. (Ed.). (2005). Research & multicultural education: From the margins to the mainstream. Bristol, PA: The Falmer Press.

Research and Multicultural Education: From the Margins to the Mainstream is written to encourage research in multicultural education and to help scholars think through some of the problems and issues inherent in doing research in this area. Presently multicultural education is receiving major national and international attention, not only within the educational community, but within society at large. Demographic changes in our society are requiring people who never had to deal with one another seriously to work together. This contact among and between different groups of people is taking place in political, social and economic contexts that are dominated by an ever-widening gulf between the 'haves' and 'have nots'.

Schools now more than in the recent past are being required to respond to the challenge of education different groups of students about each other and to making schooling equal and equitable for all. Educators at all levels and in all roles are having to confront the racism, sexism and classism that they have, in a large part, ignored but that has continued to hound them with an increasing intensity. Quality research is needed to help educators understand and resolve this quagmire and to help schools become portals to life opportunities and choices for all students. Research and Multicultural Education: From Margins to the Mainstream is a volume intended to facilitate the production of this research.

The book is available at: http://www.amazon.com/Reasearch-Multicultural-Education-Mainstream-ebook/dp/B000OI0NBY

  • Rosetta Stone

Each level is $179; or the entire package is $479

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Last Updated: 6/12/13