Adopting a "multiculturalism-from-below" approach and the perspective of public pedagogy, this study presents findings from a community-based research project that looked into a group of immigrant women writers' perceptions and experiences of everyday multiculturalism in the setting of a community writing workshop in Metro Vancouver, BC.…

Peter Medway recounts the beginnings of the language across the curriculum (LAC) movement in Britain in the 1950s and 1960s when teachers were troubled by their encounters with bright but non-academic working-class children who failed in school and yet whose verbal resourcefulness and fertility were an inescapable fact. Thus teachers were led to…

Shows how teaching grammar through writing can be a successful strategy. Points out the steps one teacher used in teaching a writing and grammar process with her sixth graders and illustrates its effectiveness, both with one high-risk student and also through a school disruption caused by fire. (SR)

Reviews two areas of cross-cultural research (sociolinguistic research on oral interaction and the applied linguistic research area of contrastive rhetoric). Makes recommendations for using collaborative peer response groups successfully with multicultural classes. (MG)

In some classrooms, student voices are barely heard while teachers monopolize classroom talk, and knowledge is treated as residing entirely with the teacher. This Digest explores different ways in which student voices can be heard in the classroom. Negotiating a curriculum is one means through which students share authority in the classroom.…

To address the challenges associated with a deficit-oriented teacher socialization into the workplace, process writing can be used to facilitate a well-monitored process of ongoing scrutiny and analysis of prospective teachers' evolving conceptualizations. The expectation is that process writing thus delineated facilitates prospective teachers'…