Journal article
Multicultural Education in a K-12 Modern Language Department: Reconciling the Professional Development Experience
International journal of multicultural education, Vol.11(2)
07/01/2009
DOI: 10.18251/ijme.v11i2.220
Abstract
This paper explores how teachers in a K-12 foreign language (FL) department experienced a school-wide, sustained professional development program designed to integrate multicultural curriculum across all disciplines using James Banks' (2005) framework while simultaneously revamping assessment practices through Wiggins and McTighe's (1999) backward design for classroom assessment. Data reveal that the initiative challenged and affirmed teachers in terms of what is "multicultural" in a FL curriculum. While sustained and embedded professional development is touted as best practice in professional development, some teachers in this study experienced weariness from the process, which was sometimes perceived as having an unclear vision. Data also suggest some important differences in how the professional development initiative was perceived by U.S.-born, native English speakers and nonU.S.-born, nonnative English speakers. Challenges of and recommendations for meeting the disciplinary and individual teacher's needs within a school-wide curriculum transformation initiative are discussed.
Details
- Title: Subtitle
- Multicultural Education in a K-12 Modern Language Department: Reconciling the Professional Development Experience
- Creators
- Martha Bigelow - University of MinnesotaPam Wesely - University of IowaLora Opsahl - College School
- Resource Type
- Journal article
- Publication Details
- International journal of multicultural education, Vol.11(2)
- DOI
- 10.18251/ijme.v11i2.220
- ISSN
- 1934-5267
- eISSN
- 1934-5267
- Publisher
- Eastern Coll, Dept Education
- Number of pages
- 17
- Language
- English
- Date published
- 07/01/2009
- Academic Unit
- Education Administration; Teaching and Learning
- Record Identifier
- 9984371084702771
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