Maya Kalyanpur

Based on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South. Using a postcolonial lens, the volume explores the raciolinguistics of language hierarchies that results in students from low-income backgrounds losing their mother tongues without acquiring academic fluency in English. Using findings from five major research projects, the book analyzes the specific context of India, where ambiguous language policies have led to uneasy tensions between the colonial language of English, national and state languages, and students’ linguistic diversity is mistaken for cognitive deficits when English is the medium of instruction in schools. The authors situate their own professional and personal experiences in their efforts at dismantling postcolonial structures through reflective practice as teacher educators, and present solutions of decolonial resistance to linguistic hierarchies that include critical pedagogical alternatives to bilingual education and opportunities for increased teacher agency. Ultimately, this timely volume will appeal to researchers, scholars, academics, and students in the fields of international and comparative education, English and literacy studies, and language arts more broadly. Those interested in English language learning in low-income countries specifically will also find this book to be of benefit to their research.

Based on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South. Using a postcolonial lens, the volume explores the raciolinguistics of language hierarchies that results in students from low-income backgrounds losing their mother tongues without acquiring academic fluency in English. Using findings from five major research projects, the book analyzes the specific context of India, where ambiguous language policies have led to uneasy tensions between the colonial language of English, national and state languages, and students’ linguistic diversity is mistaken for cognitive deficits when English is the medium of instruction in schools. The authors situate their own professional and personal experiences in their efforts at dismantling postcolonial structures through reflective practice as teacher educators, and present solutions of decolonial resistance to linguistic hierarchies that include critical pedagogical alternatives to bilingual education and opportunities for increased teacher agency. Ultimately, this timely volume will appeal to researchers, scholars, academics, and students in the fields of international and comparative education, English and literacy studies, and language arts more broadly. Those interested in English language learning in low-income countries specifically will also find this book to be of benefit to their research.

This book uses qualitative research methods to examine why students in an Indian context are being identified as having learning disabilities on criteria that are largely drawn from the context of the Global North. It explores the push towards English language instruction as a possible factor that affects poor academic outcomes for students from low-income backgrounds who may be first-generation learners or English language learners. The book contrasts the different outcomes and supports for academically struggling students across low-income and middle-income backgrounds, with evidence to suggest that, despite the inclusionary principles of Education For All, this label is creating a marginalized group of students.

This book uses qualitative research methods to examine why students in an Indian context are being identified as having learning disabilities on criteria that are largely drawn from the context of the Global North. It explores the push towards English language instruction as a possible factor that affects poor academic outcomes for students from low-income backgrounds who may be first-generation learners or English language learners. The book contrasts the different outcomes and supports for academically struggling students across low-income and middle-income backgrounds, with evidence to suggest that, despite the inclusionary principles of Education For All, this label is creating a marginalized group of students.

This is a story about the life of a fishing community living off the coast of Chennai. The protagonist, Monty Selva, establishes contact with visiting Australian surfing instructors and becomes a coach himself. One day, a beautiful Australian girl, Ellena enters Monty's life. There is a disturbing episode in the village nearby which breaks Monty Selva emotionally. His bravado and presence of mind bring salvation to the people of the village and saves them from a bunch of hoodlums. Ellena's attraction towards Monty Selva is frowned upon by Mariamma who loses no time in getting Meena, a gentle bride for her son. Meanwhile, Ellena leaves for Australia on hearing about her brother's death. Monty Selva is suddenly summoned to Sri Lanka on a rescue mission to save his fishermen who have been held hostage. In his absence, a terrible tragedy strikes the family and he returns to find that his mother has passed away and Meena is traumatized after her miscarriage. Ellena who returns from Australia, is shocked at the events that have taken place in her absence. Will Ellena get over her love for Monty? Can Monty tide over his misfortunes? The story has many dramatic twists and is not without surprises but life, as always, turns full circle.

The story focuses on a princely family. Rajiv and Radha are heirs of the family. Samantha, a soft spoken American girl has come to do a project on India and is their guest. Damien, a photographer is on an assignment on ancient Indian monuments. Penny and Pitambar return to India after their marriage. Unhappy with the joint family system, Penny runs away to join a band of Gypsies as 'Kajri'. Visiting a bangle seller's stall, Samantha and Damien recognise Penny their old college-mate. Samantha accompanies Damien and they visit a Nadi Shastri who makes some amazing predictions. Damien meets his friend John and joins him on the Ganges trail hoping to find focus in his disturbed life. Romance and marriage celebrations in the Rajput host's household are rudely disrupted by a sudden abduction. Will Kajri alias Penny free herself from the gypsies? Would she move back to America? Can she find her true love? The story is not without its twists and turns, drama and suspense till you reach the final catharsis.

To succeed in increasingly diverse classrooms, tomorrow's special educators need explicit training on working effectively with all families. Prepare the next generation of teachers with this accessible text, developed by two highly respected experts on cultural and linguistic diversity and inclusive education. Ideal for use as a supplementary textbook in a wide range of courses related to special education, this book gives educators a practical framework for cultural reciprocity a process that helps professionals and families examine their own values, respect each other's differences, and collaborate skilfully to benefit children. Educators will learn how to strengthen awareness of their own cultural identities and rolesexplore how their values and beliefs might affect interactions with familiessidestep stereotypes by treating each family and situation as uniqueensure successful IEP meetings through effective cross-cultural communicationavoid ""right versus wrong"" assumptions about parenting styles and practicesunderstand how diverse families might view key special education goals independence, individuality, and workcombine ideas from different value systems to arrive at solutions that work for everyone challenge the ways in which mainstream culture shapes special education policies and practices The authors draw on their own experiences and research to describe applications of cultural reciprocity, including reader-friendly textboxes and memorable personal anecdotes. To give special educators a deeper, more nuanced understanding of cultural reciprocity, the text also includes three chapter-long case studies that further illustrate the process at work. Readers will learn from the challenges and successes of an African American researcher working with a group of teenage mothers; two teacher educators collaborating on the Special Educators Entering a Diverse Society (SEEDS) project; and an Asian Indian teacher educator leading a class of mostly Caucasian students. A key text for future special educators and a valuable resource for inservice training this book will help teachers build strong collaborative relationships with diverse families and ensure that all children receive the best possible education.