Series: Bilingual Education and Bilingualism
Author: Samina Hadi-Tabassum Binding:
Hardback ISBN: 1853598798
ISBN-13: 9781853598791 Pub Date: 06 Apr 2006
Hadi-Tabassum’s book provides an interesting and critical look within the walls of a dual- immersion classroom. She provides an engaging exploration of the many angles and depths of bilingual education and gives the reader insights into the unequivocal spaces often created and maintained within a bilingual classroom environment. Unquestionably, this book is a fascinating linguistic exploration for those interested in ideas surrounding power, identity, gender, race, and class, as well as those investigating notions of critical questioning and awareness within the minds of language learners.
-Anne C. Weber, Temple University, in Working Papers in TESOL & Applied Linguistics 2007, Vol. 7, No. 1
Hadi-Tabassum’s engaging study can serve as a model for anyone who is interested in learning from a well-articulated, conceptualized, theorized, and researched naturalistic study directed and supervised by graduate faculty at a highly reputable research university.
-Carlos J. Ovando, in Anthropology & Education Quarterly 38:3
This book makes a valuable contribution to bilingual education research by pointing out how language itself is not only the potentially hegemonic system in a dual immersion classroom, and vividly illustrating the effects of introducing artistic, literary and musical texts charged with social, historical and political meaning. The book offers a unique view on the dynamics of power and the interactions between students, teachers and the curriculum in one dual language classroom.
-Colleen Gallagher, Georgetown University, in International Journal of Bilingual Education and Bilingualism 10:4
Hadi-Tabassum’s work is a valuable contribution to bilingual education research and will be of particular interest to other students and researchers in sociolinguistics and ethnography.
-Kristin Snoddon, Ontario Institute for Studies in Education, in TESL-EJ June 2007 Volume 11, Number 1
Samina Hadi-Tabassum presents a multifaceted view of a fifth grade dual language classroom. Hadi-Tabassum’s comprehensive picture of a classroom illustrates the author’s premise that a dual language classroom can be a “decentered, fragmentary place of conflicting voices that coexist and collide together” (p. 2). The idea of a connection between language and power is not new, but examination of it within the framework of dual language classroom space is innovative.
-Vasthi Reyes Acosta, Teachers College in Teachers College Record, July 11, 2006
The book makes an interesting and timely contribution to our understandings of linguistic inequalities and bilingual program implementation. This book points to exciting possibilities for collaborative research in the areas of learning theories, sociology and anthropology, political science, cognitive musicology, pedagogy, language acquisition, and neurological science.
-Debbie Cole, University of Texas Pan American, in Linguist List 18.258
I have a chapter in the S. E. Hines book titled “Defining a Theoretical Framework for Multicultural Science.”
Women of Color in STEM
The title of the book is “Women of Color in STEM: Navigating the Double Bind in the Workforce” published by Information Age Publishing.
I have a new chapter on spatial reasoning and women of color in science education—Navigating the STEM Landscape: Examining the Role of Spatial Reasoning for Women of Color
Please follow the link below to see the book:
Navigating the Workforce
A volume in the series: Research on Women and Education. Editor(s): Beverly Irby, Texas A&M University. Janice Koch, Hofstra University.
Phi Delta Kappan
Can Computers Make the Grade in Writing Exams?
Schools are scrambling to prepare students for the writing assessments aligned to the Common Core State Standards. In some states, writing has not been assessed for over a decade. Yet, with the use of computerized grading of the student’s writing, many teachers are wondering how to best prepare students for the writing assessments that will be evaluated through an algorithm. Will form now matter more than function?
Why Do Some Schools Feel Like Prisons
In 2015 I wrote a commentary that was published in Education Week on the school-to-prison-pipeline culture found in many urban schools, especially charter schools.
Click here to read the article.
The following newspaper article in Reboot outlines why it is imperative that we integrated undocumented students into our educational system:
Click here to read the article.
Here is a 2004/2005 article I wrote on bilingual education in the journal Educational Leadership that has been cited often.
For more information, click here.
The First of the Firsts: Leadership and Legislation for Bilingual Preschools in Illinois is an article that examines Illinois policy regarding bilingual preschools.
With the rising numbers of bilingual children, particularly young Latinos, in 2010 Illinois was the first state to pass legislation requiring preschool sites that serve 20 or more emergent bilinguals to offer home language instruction. The purpose of this study was to examine the responses of early childhood directors to the changes required by the 2010 policy through an online survey. The results indicate that the directors do not have a background in bilingual education and are mixed philosophically regarding the benefits of bilingualism—highlighting the silo effect between the discipline of bilingual education and early childhood education. Anxiety and frustration toward a state mandated policy initiative are also voiced, along with the offering of immediate solutions to meet the policy requirements for the original deadline in 2014.
Journal of Multilingual Education Research (JMER) is the official journal of the New York State Association for Bilingual Education. Its distinct orientation reflects what is most important to researchers, specialists, and educators in the fields of multilingualism and multilingual education. JMER is a vehicle to disseminate changes and growth of knowledge in a variety of national language education issues that have local and regional relevance. It responds to the emerging needs and interests of teachers, administrators, teacher educators, researchers, counselors, psychologists, advocates, and community leaders whose work focuses on the successful education of multilingual students.
Using Inquiry to Teach About Race in Social Studies
A volume in the series: Teaching and Learning Social Studies. Editor(s): William B. Russell III, Ph.D., University of Central Florida.
The chapters included in this volume are written by prominent social studies scholars and classroom teachers. This work is unique in that it represents an attempt to use Critical Race Theory and inquiry pedagogy (Inquiry Design Model) to teach about race in the social science disciplines.
Using Racial Pedagogical Content Knowledge to Reimagine Social Studies Teaching and Learning, Prentice T. Chandler and Todd S. Hawley.SECTION I: FOUNDATIONS OF RACIAL PEDAGOGICAL CONTENT KNOWLEDGE. Race and Racism in the Social Studies: Foundations of Critical Race Theory, Andrea Hawkman. The Inquiry Design Model, Kathy Swan, SG Grant and John Lee. “Do You Feel Me?”Affectively and Effectively Engaging RPCK in Social Studies Classrooms, Christina Villarreal.SECTION II: INQUIRY BASED RACE LESSONS IN SOCIAL STUDIES. Teaching Racial Inequity Through the California Gold Rush (US history), Christopher C. Martell, Jennifer R. Bryson, and William C. Chapman‐Hale. Africans in New Amsterdam (US history), Jane Bolgaz, Tamar Brown and Emily Zweibel. Settler Schooling: A TribalCrit Approach to Teaching Boarding School Histories in Elementary Social Studies, Sara Shear. But “Ain’t I a Woman?” An Inquiry on the Intersectionality of Race and Gender During the 19th Century Abolitionist Movement (US history), Lauren Colley.Teaching the Montgomery Bus Boycott as Citizen Action for Racial and Economic Justice (economics), Todd S. Hawley, Andrew Hostetler and Prentice T. Chandler.Does Geography Have a Violence? (geography), Ken Carano. Do People Get to Choose Where They Live?: A Case Study of Racial Segregation in Austin, TX (geography), Tori Davis and Ryan Crowley. Stories, Counterstories, and Tales of Resistance: Family History Inquiry Projects in World History Classrooms (world history), Juan Gabriel Sánchez and Raquel Y. Sáenz. Toward a Latin@ Critical Race Theory: Examining Race, Racism, and Afro‐Latinidad in World History and Human Geography (world History), Chris Busey. Are U.S. Citizenship Test Racially Motivated?: Analyzing the Racial Implications of Citizenship “Tests,” Historically and Today (Government), William L. Smith. Countering Single Stories: Inquiring into the Confederate Battle Flag with Students (US history OR civics), Jessica F. Kobe and Ashley A. Goodrich. What is Race? A Compelling Question with a Complex Response (psychology/behavioral sciences), Samina Hadi‐Tabassum. On the Matter of Black Lives: Using CRT and C3 Inquiry to Examine Current Events (current events), John P. Broome and Jason Endacott.Has Social Media Provided Communities of Color a Platform for Sharing Counternarratives? Jennifer Killham. Examining the Power Structures That Impact Friendships, Jennifer Burke.SECTION III: VOICES FROM THE FIELD.Notes on Understanding and Valuing the Anger of Students Marginalized by the Social Studies Curriculum, Lisa Gilbert. Counter‐Narratives in U.S. History: Race Lessons in a Social Studies Methods Course, Emilie M. Camp. Teacher Professional Development and CRT: Teaching the Civil Rights Movement in Mississippi: Using Teacher Professional Learning Communities to Promote CRT/RPCK, Jenice L. View. Race Autobiographies in the Social Studies Classroom: Possibilities and Potential, Adam W. Jordan and Dacario Poole.
Bridging Language and Content for English Language Learners in the Science Classroom is a chapter from a textbook targeted towards science teachers working with English learners.
Teaching Science to English Language Learners
Preparing Pre-Service and In-Service Teachers
Editors: de Oliveira, Luciana C, Campbell Wilcox, Kristen (Eds.)
This edited collection explores how science can be taught to English language learners (ELLs) in 21st century classrooms. The authors focus on the ways in which pre-service and in-service science teachers have developed—or may develop—instructional effectiveness for working with ELLs in the secondary classroom. Chapter topics are grounded in both research and practice, addressing a range of timely topics including the current state of ELL education in the secondary science classroom, approaches to leveraging the talents and strengths of bilingual students in heterogeneous classrooms, best practices in teaching science to multilingual students, and ways to infuse the secondary science teacher preparation curriculum with ELL pedagogy. This book will appeal to an audience beyond secondary content area teachers and teacher educators to all teachers of ELLs, teacher educators and researchers of language acquisition more broadly.