Open-access E-journal for 
International Scholars, Practitioners, and Students of Multicultural Education

ISSN: 1559-5005
Copyright 1999-2006 by 
Electronic Magazine of Multicultural Education

THIS ISSUE
(SPRING 2002: vol. 4, no. 1)

Theme:
Language, Identity, and Politics

ARTICLES:
 Coombs Golafshani Shaw 

OPEN FORUM:
Bigler

REVIEWS:
Art Books
Multimedia

CONTRIBUTORS

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Call for Papers
Call for Reviewers
Issue Themes
Acknowledgments
About EMME
About the Editors

Heewon Chang, Ph. D.
Editor-in-Chief
?
Copy Editor

 
Hwa Young Caruso,  Ed. D. &  John Caruso, Jr. , Ph. D.
Art Review Editors 
?

Assistant Editor

Eastern University
Education Department
1300 Eagle Road
St. Davids, PA,
19087-3696



Electronic Magazine of Multicultural Education

Spring 2002 (Vol. 4, No. 1)

Theme: Language, Identity, and Politics

 

Overview | Articles | Open Forum | Reviews of Resources


Overview

Under the yearly theme of identity and politics, the issue of Spring 2002 focuses on language.  As cross-cultural encounters increase through intensified globalization, linguistic diversity becomes more pronounced in the United States and worldwide, vying for multicultural educators' attentions more than ever.  While many language studies still center around the technical aspects of languages such as phonology (how to discriminate different sounds), morphology (how to make words using morphs--minimal meaningful units), syntax (how to order words to form a sentence), and semantics (how to select words and expressions to convey meanings), much attention is being focused on examining the language use in sociocultural contexts.  This sociocultural aspect of language opens the door for multicultural scholars and educators to explore many important questions: e. g. how a language shapes and defines the identity of its speakers, how language use is politicized to advance a certain group and suppress others, how the use of a dominant language discriminates against speakers of minority languages, and how a society handles the presence of multiple languages within its boundaries.  This Spring 2002 issue publishes articles and reviews of books, multimedia resources, and art, which examine issues of language and education intertwined with sociocultural and political influences.

Three articles deal with multilingual issues from different vantage points.  Coombs, a bilingual teacher, describes a Spanish-English bilingual education program in a U.S. elementary school.  Experimenting with various models of bilingual education--transitional and dual-language immersion--the school is trying to find optimal options for both Spanish-dominant and English-dominant students.  Golafshani offers an interesting insight to the linguistic adaptation process of a non-native speaker who immigrated to the English-dominant part of Canada.  The narrative of a Middle-Eastern female invites the readers into a journey from her struggles of learning a new language, to transformation into a new linguistic identity, to readjustment to her old linguistic identity, to settlement into the bilingual/bicultural identity for the sake of her children.  Differing from the teacher's and student's perspectives, Shaw provides a mediated perspective as a science tutor of ESL (English as a Second Language) students.  This role gave her an opportunity to assume an advocacy stance on behalf of these students.  Her insightful and practical strategies for science instruction of ESL students are worthy of readers' attention.  Another article related to language and politics was published by Denny in the Spring 2001 issue of EMME.  This article, scrutinizing the political discourse of the national language movement in Malaysia, would be a helpful resource.

Bigler's article in the Open Forum is broadly related to multicultural education, covering the important topic of White racial consciousness of teachers.  Multicultural educators, especially those who prepare predominantly White education majors to become multiculturally competent teachers, would find this article thought provoking and helpful.

Reviews are now divided into three separate sections: Book Reviews, Multimedia Reviews, and Art Reviews. The Book Reviews contain reviews of thirteen children's books, several providing multilingual texts, and five professional books, covering identity and politics of various world languages.  In Multimedia Reviews three films, two on bilingual schools and one on the politics of English, and six useful websites, full of US and international resources on related topics, are reviewed.  The newly added Art Reviews section, co-edited by Caruso and Caruso, is inaugurated with a review of Korean-American Artist Min's installation.  We are looking forward to seeing the co-editors' vision for this section continue to unfold as new issues are added.  

Heewon Chang, Ph. D.
Editor-in-Chief


Articles

AN ELEMENTARY BILINGUAL PROGRAM: 
A Work in Progress

Dianne R. Coombs, Edwards Elementary, U.S.A.

 

IMMIGRANT STUDENTS' IDENTITY: 
A Journey Through Narrative

Nahid Golafshani, University of Toronto, Canada

 

LINGUISTICALLY RESPONSIVE SCIENCE TEACHING 
Julie Shaw, Eastern University, U.S.A.

 


Open Forum

 

WHITE TEACHERS, RACE MATTERS: 
Preparing Teachers for the New
Millennium
Ellen Bigler, Rhode Island College, U.S.A.

 


Reviews of Resources
 

ART REVIEWS

LITERATURE FOR YOUNG READERS

PROFESSIONAL LITERATURE

WEBSITES

FILMS AND VIDEOS