Feeling:
• Happy
• Relief
• Confident

Thoughts:
I feel happy after reading these articles about reading approach because I find it suits with many reading comprehension strategies that I read from the textbook. I feel relief thinking that reading approaches are many and not just limited to analytical reading approach or phonic reading approach only. I feel confident to teach readings as I can move on to the approaches that I comfortable with.

Learnings:
Step One: I had assumption that there is only one best approach to teach reading which is bottom up approach. I had assumption that my students will learn best using this approach. I had assumption that I should teach using an approach that I am comfortable with.

Step Two: I was wrong in all of my assumptions. After reading textbooks and articles related to reading approaches now I realize, I was wrong. There are many interesting approaches beside bottom up approach. Reading about prism model and how it relates to students uniqueness put me into realization that again my second assumption is incorrect too. I realize after reading and knowing other types of reading approaches, they are interesting and comprehensive too and should be tried out.

Step Three: For a long time, I believe bottom up approach is the best because I am not familiar with other approaches. It was due to my preferences over any other approaches as it was the first approach that I learnt when I was doing my undergraduate. Before this, I never really care to look into various personalities of my students instead of it, my lessons were very teacher centered. My students consist of various personalities and different types of intelligences, so it is wrong to depend solely on one approach. Before taking this course, I did not really understand how reading process develop in one’s brain, but as I take it this semester, I start to understand the complex process of literacy and reading and that gear my interest to reading and try out the new approaches.

Applications:
Step One: Reading these two articles on CORI help me improve my understanding on reading approaches and how it relates to students biography. I would love to practice it though I am thinking not all elements of Literacy can be related directly to CORI, however I would love to practice CORI to improve and see my students’ motivation on reading as I know motivation is important to increase understanding when students interested to know further about their reading material. The relationship that I can bridge between CORI and my reading from our literacy textbook is that motivation can be increased by taking into consideration CLD Student Biography and making sociocultural connection from it. Not just that, I will focus as well my students academic dimension so that I can pick up suitable material for them.

Step Two: I plan to develop a lesson plan based on CORI, which highly focus on a topic that relates to student focus/ area of interest. I can see the purpose behind it as to develop motivation. It means teacher need to know their students very well as literacy itself is biographical. I can say that if teacher choose reading material that is rooted in their sociocultural background, it will assist process of learning and reading. In order to achieve this, I plan to group them according to their cultural group and have their own freedom to choose their reading materials.

CORI has the elements of Comprehending and Integrating, Communicating to Others and Peer-peer Interaction. I notice that in Chapter 6 of our textbook, it is related to developing students acquisition of metacognitive,cognitive and social affective strategies. The best thing about it is the elements of CORI is related mostly to reading comprehension strategies. For example, I can use CLD Questioning for Clarification or Story Retelling Matrix in CORI elements.

The same information can be used for both functions. For example, you might use final exam scores in assigning your course grades and also use them to make modifications to the course content or to the exam itself for the next term. Or you might use midterm exam scores as part of your course grade, and a student might also use the information to change the way or she studies. If I gave you a copy of a test or a description of a project or paper assignment, you would not be able to tell whether it was a formative or a summative assessment. You would only know that by asking me what I did with the information about student achievement yielded by the assessment. There is evidence that no matter what instructors intend, good students will try to use any information about their achievement in a formative way for their own future (Brookhart, 2001). That is part of distinguishes good learners.”

Feelings:
• Happy
• Excited
• Confident

Thoughts:
I feel happy after reading these journals because it clears up my confusions that I had when reading Chapter 6. I feel excited because while doing RWJ, actually, it is one form of assessment that we learn in class. I feel confident because there are many type of assessments that fall under these two categories to be implemented by me later on.

Learning:
Step One: Prior taking this course, I assumed formative assessment meant formal assessment and that could be associated with standardized examination. I assumed summative assessment means the other way around. My assumption was depended upon the root word of formative which is “format” and “summary”. I assumed it would be very difficult to use formative and summative assessments as their types were very limited. I assumed it was necessary to depend on standardized examinations.

Step Two: When I read the definition of formative and summative assessment, I laugh at myself. I should not assume on anything especially when it comes to rich content words that involve/associate with academic terms and explanations. After reading more from Chapter 6 and the journal, I realize there are so many types of assessments that I can provide to my CLD students and not depending only on standardized examinations. Students will not be able to retain information that is not meaningful to them, especially if it is related to examination for the sake of passing!

Step Three: I was being unaware and not concerned of the changes that happen within education field (especially assessment) which is dynamic and changing. I did not make thorough observation and research on what my students needs when it comes to assessment because I believe whatever exists in my education and degree were enough to be a competent teacher. In fact, it was not! I will read more and updating my knowledge as it is gateway to successful teaching, not just me but for my students as well.

Application:
Step One: After reading this journal and Chapter 6, I feel so happy. I am having epiphany when reading this line from the paragraphs taken that mention, “Whereas some information is more conducive to being used formatively and some is more conducive to being used summatively, it is the use and not the information that makes the distinction.” It gives me a strong feeling that the focus here is to ensure learning happens to students and teacher being able to know that students do learn from the assessment. Not just that, when I read further from this journal, my understanding is so clear when the author mentions the type of assessments that consist of three:

• Assessment Type 1: Paper and pencil assessments include objective item tests that use multiple choices, true or false, matching, and fill in items as well as essay tests. Paper and pencil tests are usually given in on demand settings, as when students sit for an exam.

• Assessment Type 2: Performance assessments use observation and judgment to assess either a process (how the student does something) or a product (student created work). Common performance assessments include term papers, academic or technical projects, oral reports and group demonstrations.

• Assessment Type 3: Oral communication is an often forgotten assessment method. Its most common use in college classrooms is for formative assessment during instruction, when the instructor asks students questions in class.

• Assessment Type 4: Portfolios are systematic collections of students work over time, often with accompanying student reflections. The work can be scored as a set; individual pieces of work in the portfolio can be scored; or the portfolio can be used as information for conferences, written feedback, or other communication between instructor and student.

Step Two: I will ensure to use these 4 types of assessment as I cannot depend on assessment type 1 only that I think focusing on standardized examination. It will not give better understanding on my students’ performances. As teachers, I need to apply these assessments so that their abilities will be demonstrated as a whole. These assessments will help them to show their ability of their cognitive and meta cognitive as well by making sense of what they learn. Importantly, it is a good benchmark on reflecting my teaching performances.

References:
1. Brookhart S.M. 2004 “ Assessment Theory for College Classroom” In Alternative Strategies for Evaluating Student Learning,2005 Jossey-Bass , San Francisco

Search more about Summative and Formative Assessment :

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Feelings:
Happy
Relief
Confident

Thoughts:
I feel happy after reading these two paragraphs because it supports my notion that assessment can be powerful tool to know my students real capabilities rather than depending too much on standardized test. I feel relief and confident because if someone asks/questions me about the way I am assessing my students, I have researches and scholars that support me. I feel confidence to explain to them( my head of departments at Malaysia when I finish my studies) that there is nothing wrong to move/change to a new paradigm of assessment.

Learnings:

Step One:
I had an assumption that assessment must be always based on standardized test. I was in that system before coming to United States. Students success were solely based on their examination achievement. I had an assumption students only learn because they want to pass the standardized examination. I assumed examinations or standardized tests will motivate students to study more.

Step Two:
For a long time, I believe standardized test is the only ways to test students’ understanding but in fact, they are not!! Learning and understanding involve more than a test. Motivation plays vital role in assisting understanding and learning too. No wonder my students feel bored easily towards certain subject and they can not retain information that they learn because it is for the sake of passing test not for the sake of learning. As a teacher, I don’t want that to happen anymore to my future students.!!There are many ways to conduct assessment towards student rather than depending so much on standardized test.

Step Three:
Before, I am convinced that exam result can be used as prediction for a good teaching practice but I was wrong. It was like that because every teacher in my country will work to ensure their students achievement are nearly perfect and achieving the school target. Now I realize, teachers that really focus on achieving high marks for their students exam usually will reduce instruction in other subjects in order to teach to the tests,sometimes detriment of their own mental health,sometimes even to the detriment of the mental health of students2.Now, I can see the problem lies with the system that stress too much on examination. I put the blame on the system. How powerful it was the system that I lived with that could mould my perspectives.

Applications:

Step One:After reading few articles on standardized test and ongoing assessment, it is important for me to depend on ongoing assessment in order to get feedback on my own teaching and students learning. I am looking forward to try ongoing assessment towards my students. I can sense my students will love my lessons after this as ongoing assessments are authentic and directly will reflect my strengths and weaknesses as teacher. This will be a growth for me. Not just that, I will know my students abilities better than standardized exam results which sometimes the outcomes are determined by large scale graphs which are not precise and easily manipulated.

Step Two: Reading and looking through February 10th Reading entitled “Ongoing Assessment of Language,Literacy and Content Learning” wakes me up from sleep. Ongoing Assessment is the answer for standardized tests. It can reflect my own teaching too. I realize I am the one that teach my students, so it is me that best to create assessment pertaining to my teaching and lessons to them, not depending too much on questions from other sources. I still can use them but only as guidelines but not exactly as they are. This will give sort of empowerment to me and my students as well. I plan to implement some characteristics for assessment that can replace standardized examination. This guideline is based from Wiggins(1998). They are:

a) realistic, so that whatever information or skills that students learn in classroom can be applied/used in real world. In my case, performance based assessment is one of my future choice. My students will reflect their understanding of the skills they learn through this.
b) my assessments require judgement and innovation. My students can provide more than one answer because it will be based on solving unstructured problems.
c)the assessment must similar to contexts that I teach/provide to them.
d)The assessment will be allowed for feedback because through feedback, they can grasp deeper understanding.

References:

1.Svinicki M.D. Authentic Assessment: Testing in Reality In Alternative strategies for Evaluating Student Learning.San Francisco: Jossey-Bass,2004

2.Marsh C.J & Willis G. Curriculum: Alternative Approaches, Ongoing Issues.(4th Edition) New Jersey: Pearson Education,2007

3.Wiggins,G. Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass,1998

I invited few friends for dinner this coming Sunday, all of them are sisters as my wife will conduct it.

I sigh a lot due to excessive tiredness, thinking of books that I have to finish up. At the same time thinking about my  books that I suppose to write. I have not touched them for months.

Outside, wind is strong, I wonder when the snows will come as Nebraska is embracing by them. Will it next week. As for preparation, I think we are ahead two weeks, but I have to buy a burner, who knows electricity might go off during the coming ice storm, nauzubillah.

I gain so much weight, no exercise this late hour of end of semester. Busy.

Be careful, be careful and be careful.. ( ini ingat sendiri sebab aku sendiri tak mahu cerita, ianya berkaitan dengan Q2 permintaan kawan yang ingin membuka jaringan, juga menjawab persoalan aku kenapa ianya tidak diupdate untuk sekian lama, ianya juga berkaitan dengan penganalisaan terhadap diri sendiri dan daya reflektif sekeliling utk mencari hawari hawari yang boleh membantu, hingga kini tidak ku temui..sigh…mengeluh..)

Juga some planning for Irfan. I learn from Dr Mustaqi, actually from my observation that Education is everything. He is smart indeed, patutlah lecturer engines civil kat UPM sebagaimana yang dikatakan olehnya ada banyak tak puas hati, sebab critical..heheheh…

oh, aku kira musim penghijrahan telah berakhir bagi burung burung di kawasan Northern Hemisphere ini, ternyata, sebenarnya tidak.. beberapa minit lagi kedengaran di angkasa burung burung itu bersuara seperti angsa lelah..memang angsa agaknya..kadang kadang takut juga aku apabila mengingatkan terjadinya peristiwa Tsunami di Acheh, di mana haiwan haiwan lari dahulu..Nauzubillah..

dan hari ni aku kira hari terakhir aku menggunakan Facebook dan Yahoo Messenger. Insha Allah , ameen..

I believe this is a must to read book before teaching in Hispanic classroom. In my case, I never have any opportunity to know, learn or interact with Hispanic, Latinos or Latinas cultures, so this will provide a pre schematic knowledge on them. I believe it will enrich my perspectives as an educator. As I reflect back to a question asked by Dr Stoney to me by asking me what does it mean to be Malay, so I believe as an educator, I have to put pure and conscious efforts not just to critically checking my beliefs on other cultures but at the same time reform and change erroneous and prejudice beliefs towards everybody especially to students.

Actually it emphasize on preparation to be teacher in diversified classroom. In Malaysia, I don’t have Hispanic students, but the strategy provided here will be good guidelines, on how should I prepare to teach my students whose have different backgrounds and understanding. Furthermore, I am a diamond cutter. Thus, it is my job to dig for them and polish them. The reform must be erupted now and then, and I don’t have to wait. It is in Malaysia’s National Education Philosophy a long time ago. Rigorous action needs to be implemented.

This book is about a belief that through education, teachers will be able to turn the history of diversity and multiculturalism in United States to be a success story. It puts emphasis on teachers. Teachers as agents, selling knowledge and students as clients, receiving education. Our target is to reap benefits from this long term investment. We want to make a successful deal. Education is supposed to be a win win situation deal: towards a betterment of our society. It means every one of us can live effectively and respectfully in a cultural diverse society. Also, the writers challenged their notions and assumptions that teachers are perfectly prepared and happy, ready and caring when it comes to educating their students regardless of their background. After finishing this book, the answers for their assumptions are answered by finding out about guidance and strategies provided. Thanks to the writers because putting me into realization that to reap the benefit of this business deal is a long way to go.

I can say that because I did try to answer Question Number 3 on Beliefs about Hispanic Students in Chapter Two. It was difficult because at the end I realize all my answers for the questions were either wrong, biased and they are based on movies. The only answer that I had a confidence to answer was related to their language that they use a same Spanish language. Even this is proven wrong when I reflect back to the discussion in a classroom when one of our classmates explained to us that Puerto Rican Spanish is different from Mexicans Spanish. The only correct answer I know is Jennifer Lopez is a Latina!! Shame on me…

They have a long history. When I counted back, it started from 1492 and it goes on until today. They have more than 500 years of history. It means their cultures are rich of many elements. It is complete; they went through many patterns of oppressions but yet did not stay static. Dynamically they fought to embrace, tasting the meaning of freedom and equality. It means also, they have similar basic needs as human. Yet I wonder what makes them being perceived as difficult in classrooms? Does it show that when teachers always perceive themselves as bearer of equality and justice yet when realizing that in fact we engage in putting prior negative assumptions about a group of students, this lead us to state of denial? As a result of this we put the blame on the failure of bilingual education, not to our own effort of knowing in and out of our students?

I believe as nations that have long history and enriched with many diverse elements within it, they are indeed unique. I soon realized about it when realizing they came from different places such as Puerto Rico, Mexico, Bolivia, Cuba and etc. I wonder what will happen to me if I address a Puerto Rican as Mexican realizing that they are a part of U.S territory for about 100 years. They are American citizens. This means they have unique status compared to other arrivals. It goes the same with Cuban American that came here running away from communist system. They were well educated mostly asking for political asylum. Their mentality would be different. Indeed I find that diversity is not necessarily between different groups but it can happen within intergroup as well. Enough to say, Mejicanos, Tejanos, Chicanos reflect how diverse and unique they are because those words bring different meaning.¹

The book focus on Hispanic students, it helps you theoretically to create a mental image of how a Hispanic student would look like/be. It starts from demographics data, reflections of our (majority) beliefs about them (in chapter 2), teaching Hispanic students, understanding Hispanic families (in chapter 3). It is complete. I believe this is crucial because the authors actually are trying to tell readers (teachers especially) to know students as a whole. Knowing name, address and grade is as important as understanding and knowing their history and culture. It also helps us by letting us know what to do and to avoid when it comes to practice later on. This notion is obvious when the writers provide Resource Heaven for readers because you can extent your research and knowledge about them by using the books, fictions and research provided inside this chapter.

Other thing that I like about this book is when the authors provide their own experiences into Authors’ Notes. I value their efforts because basically they are providing hands on applications because teaching Hispanic students was an alien concept to me. Further more, this puts facts and theories discussed in this book in an imaginable context thus lead to understanding. Most of them are related to chapters discussed. As an example, Mary Lou Fuller in Chapter 7, which discuss about Hispanic Families gave a good tip to prepare/bring cookies for the students whenever they are being visited at home. This will be identified and celebrated as concerning effort from a teacher to the students by Hispanic parents. Building this bridge will smoothen the process of knowing and understanding them, and as teachers for Hispanic group, it is important for teachers to initiate first the steps.

As I mentioned before, this book will be a strong base of my next plan. It provides frameworks for my future task as an English teacher and at the same time multiculturalists when I go back home. I don’t have any intention to stay firm following exactly as the way it is in Malaysia now. It does not work for unity when the system supports racism. As we build up/contribute to pollution, we too help building up racism if we don’t put an end to it. All of us have shares and that’s why, there must be a strong reform. Furthermore, I realize equality and freedom is the basic human needs, and I will have supporters. “It is important for us teachers, those who understand to put a stop to racism”. I do realize as well, there will be antagonists that will strain upon my way. They might inflict pain upon me but that does not worry me much. I have read how Martin Luther King and El Hajj El Malik Shabazz² were killed; I have seen what Apartheid did to Nelson Mandela. Physically they were incarcerated, but their struggles and souls fly upon to the heart of alive human. No force can stop them.

The writers focus on education to change and up heave the Hispanic community. Education can only work if it is conveyed successfully to the target groups. In order to achieve that, the language barrier must be broken down by improving bilingual education. In bilingual education, we appreciate the culture of our students. Appreciating culture of others and not denying their existence is cores to ensure unity. It is like killing two birds with a stone. Hispanic students wont be lag behind, their identity wont be jeopardized and at the same time they learn other subjects. This idea is very beautiful. When I reflect back of my experiences in Malaysia, I realize among the many reasons Chinese or Indian parents send their kids to Chinese and Tamil vernacular school because they don’t want their offspring to be “Malaynalized”. I remembered when I was 10 years old in Standard Four, most of the stories in our National Language Text books, told about Malay fairytales, Malay warriors, Malay legends, and I did know about Na Zha³ and the flying wheel of fire from comic books instead from “National” text books. I guess no efforts were being made to translate Chinese or Indian fairytales. It is an obvious example of how students’ cultures are not celebrated and welcomed.

I like Chapter 5 the most. This semester I am taking ESL Bilingual Education, as what I am being taught in the subject, it is important to have accurate assessment to ensure academic success. It is interesting to note here that our bilingual students might use two languages at one time but most of the time, there will be only one dominant language within them. It means proficiency is very much dependent on the language that they are familiar with. In order to ensure success for Hispanic students, the assessments made by school personnel must be exact. This is to avoid them to be replaced in a classroom where they can speak English but do not understand most of the lessons because their Cognitive Academic Language Proficiency is not on par with Native American English speakers. This is to ensure they are not left behind or being felt to be left behind because of their language inadequacy. Also, accurate assessment must examine all aspects of students to ensure it is adequate. Among the criteria that need to be taken seriously are Performance based assessments, observation by focusing on language used to interact with peers and not to forget the demographic of the students because it will determine the percentage of English language used. For example, Hispanic students who come from highly populated white area will have better English commands due to more interaction with Native American English speakers.

It is interesting as well when the writers mention that we can’t force them to perform in any language that they use in order to accurately assess them. In fact, teachers must provide opportunities for them to listen, speak, read and write in both languages. Teachers’ job is to listen and observe attentively to ensure accurate assessment. From the careful and accurate observations, then the teacher can determine either his/her students are dominant in Spanish or not, needs to work more on English vocabulary and etc. Most importantly, labeling them as slow, or any derogative remark is out of teaching ethics because it is lethal. It means, as teachers, students’ limited abilities to express themselves should not be a wall for us to not encourage them to use languages that they prefer. What we can do is to always encourage (without putting coercion) so that it will help them to low their affective filter.

There is no unique formula to teach Hispanic Students but there are ways to help us at least to build basic understanding of who they are. This will be the first step towards the success. The ways are closely integrated ranging from families (as their cultures are family and group oriented), economics, communities and cultural background. As teacher, it is wrong to be eccentric and denying the existence of our students culture. The actions will lead to miscommunication, ethnocentric judgments. It will shove away Hispanic students from us. In order to avoid that, teachers need to have concrete knowledge of particular culture in order to develop understanding of particular cultural group. Lacking concrete knowledge of Hispanic culture will lead to misinterpretation and assumptions. As a teacher, I don’t want that to happen because misinterpretation and assumptions are basically the key factor to denying the existence of particular cultural group.

There are factors that propagate the growth of Hispanics’ students learning. Firstly, teacher can provide education that fulfills the needs of them. This can be done by giving them access to opportunities and resources. For example, if they need more time to develop their CALP⁴, it should be taken seriously and granted as this will ensure their academic success. In this case, we must always remember the fact that teachers are nurturers. Secondly, avoiding stereotyping is a must as it can lead to teachers ignoring the fact that Hispanic cultures are rich in diversities. Also, teacher must have teaching strategies that related to the needs of Hispanic students. Among the strategies are:

a) Focusing the lessons on group rather than individual. Teacher must as well create a cooperative atmosphere in the classroom. This is a must for them because they have a strong sense of community. This can be done by having group problem solving, discussion in groups and etc. Due to this matter, it is wrong to punish them in public, this will devalue their pride.

b) Lessons must be highly informal too, ingrained with family-like atmosphere. I believe, eating together (with class members) by everybody participating in bringing food is one of the good methods to develop relationship and knowing each other better.

c) Having Hispanic Family Day or Hispanic Open House at school where Hispanic parents are invited to school. They can come to school for the sake of visiting without worrying about have to meet teachers discussing about their kids performance at school. It is a way to show hospitality of school administration where Hispanic Parents will be invited to have lunch or dinners (Hispanic food are prepared of course) with their kids’ respective teachers. This should be a yearly event where all of school communities anticipate in it. Hopefully this event will be catalysts for them (parent and teachers) to interact more in the future related to students’ achievement and improvement.

d) Teachers or school administration can develop social networking to promote assimilation and diversity. I get this idea from International Buddies program offered by Kansas State University. We can change it into Hispanic Buddies program so that it will give opportunity for Hispanic students in their transition and assimilation process. This program will be free. It is targeted so that it will improve their English skills. It can also provide free tutoring to the Hispanic students. They can meet an hour per week to discuss, do activities together.

Actually I am impressed when reading Fuller’s Author’s Note in page 102 whereby she instructed her preservice teachers to have significant relationship with Hispanic parents. This program managed to change perspective of her preservice white, middle class teachers. From their responses, Hispanic cultures are beautiful because they respect and value the teachers generally and emphasis on cleanliness which is as same as theirs. This is another great strategy to enhance cultural understanding between two different groups.

I believe Jones and Fuller are not just writers but they are practitioners of bilingual education. They put into practice whatever that they believe and write. I notice the theories, methodologies and applications in this book are deep seated and well matched the CEEE Guiding Principles (Center for Equity and Excellence in Education.) Each Hispanic student is unique (due to the fact that they are Culturally and Linguistically Diverse students or CLD), so any instruction should be build on their previous education and thus should not be neglected. They are welcomed, accepted and valued as they way they are. In order to fulfill the notions above, teacher must understand and apply the concepts, theories, research to that appropriate to them to help to learn in and out of classroom setting. It is a must for teachers to create a motivating learning environment and at the same time know and understand the variability of his/her students in learning academic subjects.

I do believe that the writers of this book try to combat negative views such as Hispanic students will be in failure category, left behind, hopelessness of any appropriate educational helps and risk of academic failure. I feel this happen not because of racism that entrenched within us but our failure to provide enough and good training on differential learning strategies and development of Hispanic group. In Malaysia, for those who major in education and plan to be teachers, Multicultural Education is not a core subject, it is just an elective, and thus it is not compulsory. I hope it will be made a compulsory subject for teachers to have it before they go to school teaching students. Hopefully, it will help to improve teachers’ attitudes towards racial and ethnic minorities. This is among the reformation process that I will do if I become a Malaysia Education policy maker one day. Wish me luck!!

As conclusion, both of the writers do a great job to instill cultural awareness in me. I am greatly indebted to them. In fact, their points of view must be and should be frameworks before we embrace Hispanic students.

I would like to end my reflective responses to this book by quoting Sonia Nieto’s statement which is available in page 29, “a constellation of attitudes, behaviors, behaviors, and structures and a mismatch between home and school expectations all work together to produce success or failure.”⁵

References:

1. A CQ Press College Division Publication. (2002) One Name, Many Communities:

Issues In Race, Ethnicity and Gender, Selections from The CW Researcher. CQ Press

174.

2. http://en.wikipedia.org/wiki/Malcolm_X ( retrieved 10/6/2008)

3. http://en.wikipedia.org/wiki/Nezha_(deity) (retrieved 10/6/2008)

4. Herrera S. G, Murry K.G,.(2005) Mastering ESL and Bilingual Methods. Pearson

Education Inc. 9

5. Nieto,S (1992). Affirming diversity. New York: Longman

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