Language, culture, and teaching : critical perspectives for a new century

By S. Nieto. 2002

659 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/379f69869b697befd87b6b8fd1604f5c740023d0

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Citations in the corpus

Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education (2013, background): “means for speakers of the dominant language in a particular sociopolitical context to maintain their privileged position (Nieto, 2002).”
Exploring the Educational Involvement of Parents of English Learners. (2012, background): “This suggests that schools can send an important message to parents about the necessity of communicating with one’s children by engaging in school–parent relationships that transmit a high value for such a prime type of involvement (Nieto, 2002; Valdes, 1996).”
Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms (2006, background): “A documented history of exclusionary schooling in which ELLs were placed in peripheral programs and had limited access to rigorous content added leverage to the push for inclusive education (Nieto, 2002; Olsen, 1997; Valdes, 2001).”
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “To ensure lessons are meaningful to the students they teach, teachers should become students of students to learn what topics may motivate their students to learn (Nieto, 2002).”
Parental Involvement: The Missing Link in School Achievement (2011, background): “However, teachers in these schools remain predominantly White and middle class (Nieto, 2002).”
School as a Context for “Othering” Youth and Promoting Cultural Assets (2012, background): “While many theorists and researchers advocate for the development and use of cultural strengths and assets (Benson, Leffert, Scales, & Blyth, 1998; Borrero, 2009; Moll, et al., 1992; Nieto, 2002; Paris, 2009, 2010), the educational literature needs to operationalize further what is meant by these te”
Culture and language learning: teaching, research and scholarship (2004, background): “Nieto (1999, 2002) addresses issues of cultural diversity and identity in relation to language education in American classrooms and advocates community and classroom activities in settings ranging from multicultural classrooms to district or national levels.”
Implications for educational practice of the science of learning and development (2019, background): “…attitudes that convey confidence in students’ abilities, for example, have been shown to support students’ achievement (Ladson-Billings, 2009; Nieto, 2002) and to counteract stereotype threat the social identity threat that occurs when someone fears being judged in terms of a group-based…”
CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES (2005, background): “…of nation or ethnicity—are at root social arrangements, embedded in and constitutive of issues relating to unequal distributions of power within communities and institutions (e.g., Carr, 2003; Gee, 2002; Lewis, 2001; Luke & Elkins, 2002; Nieto, 2002; Rassool, 1999; Reder & Davila, this volume).”
Preservice Teachers’ Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices (2013, background): “Multicultural educationists base school reforms on an understanding of education as antiracist, comprehensive, pervasive, and rooted in social justice (Nieto, 2002).”
Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools (2010, background): “As we have argued, providing students the space to shape their reading identities, and by extension their development as readers, can help them take greater responsibility over their literacy development without feeling as though they have to assimilate into the dominant culture of school (see also ”
The Missing Piece in Teacher Education: The Preparation of Linguistically Responsive Teachers (2010, background): “Language discrimination, intentional or not, is one means for speakers of the dominant language in a particular context to maintain their privileged position (Nieto, 2002).”