Laura Mahalingappa – författare

This guide will help higher education institutions create a more purposeful and supportive learning and cultural environment for their multilingual international students.Through a lens of equity and social justice, this volume offers a comprehensive look at the education of multilingual international students (MISs) in higher education. Featuring contributions from leading scholars, this collection tackles issues of inequity in admissions, language testing, mentoring, mental health, and more. It provides critical insights into the diverse experiences of MISs on multilingual and multicultural campuses, along with evidence-based practices and policy recommendations. As universities increasingly recruit international students, this book will help a wide range of professionals to address the specific linguistic, academic, and sociocultural needs of this student population.Book Features:Designed as a practical resource for faculty, administrators, advisors, and decision-makers.Fills a crucial gap in higher education by centering the voices, goals, and needs of MISs and advocating for more just and inclusive institutional policy and practices.Offers a focus on the intersection of both international students and multilingual learners, addressing their unique characteristics.Brings together research-active experts and topics from different fields (counseling and mental health, trauma, teaching pedagogies) that are not often integrated into one resource.

This guide will help higher education institutions create a more purposeful and supportive learning and cultural environment for their multilingual international students.Through a lens of equity and social justice, this volume offers a comprehensive look at the education of multilingual international students (MISs) in higher education. Featuring contributions from leading scholars, this collection tackles issues of inequity in admissions, language testing, mentoring, mental health, and more. It provides critical insights into the diverse experiences of MISs on multilingual and multicultural campuses, along with evidence-based practices and policy recommendations. As universities increasingly recruit international students, this book will help a wide range of professionals to address the specific linguistic, academic, and sociocultural needs of this student population.Book Features:Designed as a practical resource for faculty, administrators, advisors, and decision-makers.Fills a crucial gap in higher education by centering the voices, goals, and needs of MISs and advocating for more just and inclusive institutional policy and practices.Offers a focus on the intersection of both international students and multilingual learners, addressing their unique characteristics.Brings together research-active experts and topics from different fields (counseling and mental health, trauma, teaching pedagogies) that are not often integrated into one resource.

This book provides school professionals - including teachers, principals, counselors, psychologists, and administrators - with a practical guide for supporting Muslim students in PK-12 schools. It is important that school professionals are culturally responsive and understand students’ backgrounds in planning effective instruction and creating safe schools. However, in the post-9/11 world, negative biases and stereotypes permeate mainstream discourses. Muslim students and their families often find themselves in conflict with school practices, procedures, and policies and do not often find themselves represented in the curriculum. This book provides a practical guide to the important issues that may impact the lives and education of Muslim students. This books give essential information about Islam and Muslim students from authentic perspectives. This text will support teachers and other school professionals in their advocacy for all students to provide equitable and just educational opportunities for all students. Beyond basics such as food and clothing requirement, this text advocates for the implementation of anti-bias pedagogy for diverse learners. Through school-based vignettes and case studies, we situate experiences of Muslim students in lived realities and help school professionals think deeply and critically about who their students are and how to engage their experiences in the curriculum.

This book provides school professionals - including teachers, principals, counselors, psychologists, and administrators - with a practical guide for supporting Muslim students in PK-12 schools. It is important that school professionals are culturally responsive and understand students’ backgrounds in planning effective instruction and creating safe schools. However, in the post-9/11 world, negative biases and stereotypes permeate mainstream discourses. Muslim students and their families often find themselves in conflict with school practices, procedures, and policies and do not often find themselves represented in the curriculum. This book provides a practical guide to the important issues that may impact the lives and education of Muslim students. This books give essential information about Islam and Muslim students from authentic perspectives. This text will support teachers and other school professionals in their advocacy for all students to provide equitable and just educational opportunities for all students. Beyond basics such as food and clothing requirement, this text advocates for the implementation of anti-bias pedagogy for diverse learners. Through school-based vignettes and case studies, we situate experiences of Muslim students in lived realities and help school professionals think deeply and critically about who their students are and how to engage their experiences in the curriculum.

Before the COVID-19 pandemic surged across the globe, several decades of unprecedented population shifts created a worldwide “asylum crisis” that impacted millions of children and the educators that support them worldwide (Pinson & Arnot, 2007). Pandemic-era teaching, with all of its challenges, arrived on the heels of massive refugees’ resettlement across communities in the U.S. Light Through a Prism explores stories of K-12 educators committed to social justice pedagogy, especially with refugee and displaced students, as they navigate the complexities of pandemic-era schooling. It raises awareness of these students’ unique strengths and needs and focuses on the personal and professional knowledge, skills, and resources upon which educators draw.

Before the COVID-19 pandemic surged across the globe, several decades of unprecedented population shifts created a worldwide “asylum crisis” that impacted millions of children and the educators that support them worldwide (Pinson & Arnot, 2007). Pandemic-era teaching, with all of its challenges, arrived on the heels of massive refugees’ resettlement across communities in the U.S. Light Through a Prism explores stories of K-12 educators committed to social justice pedagogy, especially with refugee and displaced students, as they navigate the complexities of pandemic-era schooling. It raises awareness of these students’ unique strengths and needs and focuses on the personal and professional knowledge, skills, and resources upon which educators draw.

Before the COVID-19 pandemic surged across the globe, several decades of unprecedented population shifts created a worldwide “asylum crisis” that impacted millions of children and the educators that support them worldwide (Pinson & Arnot, 2007). Pandemic-era teaching, with all of its challenges, arrived on the heels of massive refugees’ resettlement across communities in the U.S. Light Through a Prism explores stories of K-12 educators committed to social justice pedagogy, especially with refugee and displaced students, as they navigate the complexities of pandemic-era schooling. It raises awareness of these students’ unique strengths and needs and focuses on the personal and professional knowledge, skills, and resources upon which educators draw.

This book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America.  It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.

This book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America.  It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.

English Medium Instruction (EMI) is the use of English to teach academic content in countries where English is not the first language. There continues to be a rapid growth in EMI around the globe and there is often official government support for EMI programs or curriculum. The goal of this volume is to explore current perspectives on EMI from empirical data to theoretical considerations in order to identify strengths and shortcomings of EMI programs and/or curricula, defining ideologies, and dominant methodologies in diverse contexts and offer evidence-based implications for classroom practice, policy, and future research. The chapters reflect the voices of diverse groups of people (e.g., content instructors, classroom teachers, college students, parents, teacher educators, etc.) who experience EMI in their current educational environments in different countries.

English Medium Instruction (EMI) is the use of English to teach academic content in countries where English is not the first language. There continues to be a rapid growth in EMI around the globe and there is often official government support for EMI programs or curriculum.The goal of this volume is to explore current perspectives on EMI from empirical data to theoretical considerations in order to identify strengths and shortcomings of EMI programs and/or curricula, defining ideologies, and dominant methodologies in diverse contexts and offer evidence-based implications for classroom practice, policy, and future research. The chapters reflect the voices of diverse groups of people (e.g., content instructors, classroom teachers, college students, parents, teacher educators, etc.) who experience EMI in their current educational environments in different countries.

English Medium Instruction (EMI) is the use of English to teach academic content in countries where English is not the first language. There continues to be a rapid growth in EMI around the globe and there is often official government support for EMI programs or curriculum.The goal of this volume is to explore current perspectives on EMI from empirical data to theoretical considerations in order to identify strengths and shortcomings of EMI programs and/or curricula, defining ideologies, and dominant methodologies in diverse contexts and offer evidence-based implications for classroom practice, policy, and future research. The chapters reflect the voices of diverse groups of people (e.g., content instructors, classroom teachers, college students, parents, teacher educators, etc.) who experience EMI in their current educational environments in different countries.

English Medium Instruction (EMI) is the use of English to teach academic content in countries where English is not the first language. There continues to be a rapid growth in EMI around the globe and there is often official government support for EMI programs or curriculum. The goal of this volume is to explore current perspectives on EMI from empirical data to theoretical considerations in order to identify strengths and shortcomings of EMI programs and/or curricula, defining ideologies, and dominant methodologies in diverse contexts and offer evidence-based implications for classroom practice, policy, and future research. The chapters reflect the voices of diverse groups of people (e.g., content instructors, classroom teachers, college students, parents, teacher educators, etc.) who experience EMI in their current educational environments in different countries.