Language, Culture, and Teaching: Critical Perspectives

Language, Culture, and Teaching

by Sonia Nieto, Sonia Neito

Tremendous cultural and linguistic diversity is evident in our schools today. This text by one of today's best-known and most highly respected multicultural educators presents examples of real-life dilemmas about diversity that teachers will 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. A thoughtful integration of articles and book chapters published by Dr. Nieto along with creative pedagogical features, Language, Culture, and Critical Perspectives for a New

*explores how language and culture are connected to teaching and learning in educational contexts;
*examines the sociocultural and sociopolitical contexts of language and culture to understand how they may affect student learning and achievement;
*analyzes the implications of linguistic and cultural diversity for school reform and educational equity;
*encourages critical reflection on classroom practices related to linguistic and cultural diversity; and
* offers in each chapter critical questions to help readers build on the knowledge they have gained by analyzing the concepts further; classroom activities that provide suggestions for applying what they have learned to their own teaching context; and community activities suggesting projects beyond the classroom context, in settings ranging from the school or district to the state or national level.

New times deserve new textbooks that engage teachers in viewing students' cultural and linguistic differences in a more hopeful and critical way, and in changing classroom practices and school policies to promote the learning of all students. Although no easy answers are available to fix the problems and uncertainties teachers encounter every day, there are thoughtful ways to address them that respect teachers' and other educators' professionalism, honor the i

Genres: Education, Teaching, Academic

320 pages, Paperback

First published August 1, 2001

About the author

Sonia Nieto is Professor Emerita of Language, Literacy and Culture at the College of Education, University of Massachusetts Amherst, USA.

Reviews

[RMcIlvain · Rating 5 out of 5]

Given current conversations in education, Sonia Nieto’s Language, Culture, and Teaching: Critical Perspectives is, well, critical. Then again, because we have always been a racist, classist country, and because our school system has never been a “great equalizer” able to overcome racism and classism, it always was. Drawing upon the Aha moments she collected as a bilingual student, teacher, and bilingual educator, and the sociocultural theories she explored as a PhD candidate, professor, and leader in the field, Nieto exposes the continued, systemized marginalization of underserved students in our schools. Just as Nieto calls upon us to be educators of both critique and hope, so, too, does she accompany her exposé of how it is with a vision of how it could be. Tolerance and “niceness” are insufficient; as educators we must accept, respect and affirm our students and all that they are and all that they bring, foster solidarity among them and with groups different from them, and establish the safe environment necessary to facilitate critique. These are challenging tasks, but after reading Nieto, you will be inspired to take up the critical cause of truly multicultural education. There is nothing wrong with being an idealist activist in education. Get to work! Our nation needs you!

[Carmen · Rating 4 out of 5]

Sonia Nieto clearly describes the challenges facing educators as we move to a increaingly multicultural society. She personally identifies with people who speak another language at home. She states several times how happy she is that her mother did not listen when educators told her not to speak Spanish at home. (I also consider it a blessing that my mother did not listen) But what I particularly liked, and think would be of most interest to the broader audience, is the section on how tolerance is not enough and what we should strive for. Nieto even makes up "fantasies" about different kinds of schools in the future. Kind of reminds me of that bumper sticker about bake sales and the air force.
Nieto writes well. She makes her point and backs it up, but doesn't use too much jargon. And she is funny, not preaching. If you only ever read one book about this subject, this is the one to read.

[Nick · Rating 4 out of 5]

This book's primary goal is to make the reader aware of the current negative trends in public education regarding inclusivity, representation, and achievement gaps. Sonia explains how strides were made in the 70s and 80s towards closing the gap of academic success, but that with the modern era of standardization and high-stakes testing we are once again increasing that gap. She talks about how not enough effort is being made to properly train teachers and other staff on how to handle multilingual learners in our classrooms. She shares many ideas throughout this book on school reform, new and different teaching models, and how teachers need to be advocates for their students. Multicultural Education calls for a reform of the very foundation of what schools are and what purpose they do/should serve, Sonia is very passionate about her view of it as she shares the views of some educators that see speaking a different language as a handicap of learning, rather than a strength. My only gripe with the book is that even though the ideas are all good, they are repeated frequently throughout the book. I feel as though this could be half the length it is and not lose any of its ideas.

[Debra Oligny · Rating 4 out of 5]

In her book, Language, Culture, and Teaching: Critical Perspectives author Sonia Nieto speaks to current and future teachers offering insights into and examples of what it means to create a multicultural education. Divided into (4) parts, Nieto focuses Parts I and II on the real-life dilemmas of English Language Learner's in the educational setting. Parts III and IV are Nieto's "call to action" motivating teachers to understand their ethical and political responsibilities. A focus is on collaborative teaching with the ENL specialist as guide to language objectives. Nieto appeals to the readers to become Sociocultural Mediators; rising above classroom responsibilities and moving into communities as effectors of change. Two critical points taken away from this book include: Ask profoundly multicultural questions (but be ready for answers you don't like), Review and redefine your own definition of 'care' when it pertains to your students. What does 'caring' look like to you?
A Glow: Author clearly states claim for each chapter and supports with evidence
A Grow: Part(s) III and IV need more real-life examples of multicultural education in practice.

[Michael Bellucci · Rating 4 out of 5]

Sonia Nieto’s work is really an assembly of essays around the themes of education reform and teachers' role in this process. They offer a blend of scholarship and personal experience which all speak towards the central message. She wants this text to help the reader recognize the flaws of the education system and that as teachers we have a real opportunity to improve the system. As a language teacher there are a few critical points which are noteworthy: we must act as advocates for our students, we must recognize that our students want to learn and want to have a voice in their own learning and finally we must see that not everything is within our power and so limiting our scope can sometimes improve results. While I do not agree with everything she says within the book, the personal stories were compelling and these specific points are valuable to walk away with. I would recommend this book if you are interested in seeing the perspective of an author with her background.

[Conor · Rating 4 out of 5]

Nieto here provides a solid and in-depth definition of what one can consider a multicultural education while defining the fundamentals of the goals of a 21st century education should work towards. In doing so she provides critical examples of how diverse perspectives and voices have been missing from the educational landscape in many parts of the United States. Educators can find value in the studies, testimonials, and models of multicultural education as they allow the reader to reflect on one’s own experiences as a student and teacher. In doing so one can conceptualize what a multicultural education might look like in their own districts. While she provides much theoretical and evidence supporting the need for this model of education. I found lacking advice in next steps for educators to work towards making the higher multicultural models a reality given the sociopolitical backdrop the united states faces today.

[Qin]

This book provides a critical perspective on the relationships between language, culture, and education. It makes such a compelling argument on what it means to build a multicultural education. Although some of the case studies and interviews included in the book were conducted almost thirty years ago, many of those issues such as racism, equity, culturally responsive teaching are still worth discussing today. It really challenges me to reflect on where I am as an educator and what I can do as an advocate in my school district. I particularly like the suggested activities that educators can do in their classrooms or communities. If you've been thinking about examining thoroughly the interrelations between language, culture, and education and are looking forward to building a more equitable education, this book is a good read.

[Sierra Kale · Rating 4 out of 5]

I read this for a book study for continuing education. I agreed with the things the writer was saying about education, and I liked her writing style. I found that towards the end it seemed a bit repetitive, but overall a good read.

[marielle alexander · Rating 5 out of 5]

so fire, every part of it. i hope to one day write a language curriculum that takes all of this into account.

[Jennifer · Rating 5 out of 5]

Was able to reflect on the approaches that my grade school teachers used to educate me; how my once "unidenifiable" culture was considered as such and what steps I need to do now to change that; how it wasn't that I came from a "disadvantaged" home but more that my teachers weren't provided the necessary cultural tools to teach me; and how I would like my future children to be educated. Feel empowered after reading this.