This article situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts. It investigates long-term social and institutional effects of professional development and documents processes that facilitate teachers’ continued learning. Data from a decade-long study of U.S. and South African teachers supported a model of generative change that explained how professional development could be internalized by teachers, subsequently serving as a heuristic to help them organize their individual programs of instruction. Drawing primarily on two case studies, this article documents teachers’ development of generative knowledge and illustrates how they drew on that knowledge in thinking about students and teaching. The results were to facilitate generative thinking on the part of their students as well.

We explore two unresolved methodological issues in the study of copula variation in African-American Vernacular English, assessing their quantitative and theoretical consequences via multiple variable rule analyses of data from East Palo Alto, California. The first is whether is-contraction and deletion should be considered separately from that of are. We conclude that it should not, because the quantitative conditioning is almost identical for the two forms, and a combined analysis offers analytical advantages. The second issue is whether the alternative methods that previous researchers have used to compute the incidence of "contraction" or "deletion" ("Labov Contraction and Deletion," "Straight Contraction and Deletion," "Romaine Contraction") fundamentally affect the results. We conclude that they do, especially for contraction. We also discuss implications of our analysis for two related issues: the ordering of contraction and deletion in the grammar, and the presence of age-grading or change in progress in East Palo Alto.In this article, we reopen the analysis of one of the oldest and most frequently examined variables in the paradigm of quantitative sociolinguistics: variation between full, contracted, and

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Research by linguists and educators confirms the observation that aspects of the African-American experience are reflected in the grammatical, phonological, lexical, and stylistic features of African-American English and in the patterns of language use, including narrative, found in African-American speech communities. This study goes beyond prior research to investigate and characterize what Hymes refers to as the preferred patterns for the “organization of experience” among African-American adolescents. The results of the study revealed that, although subjects from several ethnic backgrounds stated a preference for using vernacular-based organizational patterns in informal oral exposition, African-American adolescents, in contrast to a group of Hispanic-American, Asian-American, and European-American adolescents, reported a strong preference for using vernacular-based patterns in academic writing tasks as they got older. These findings suggest that the organization of expository discourse is affected by cultural preference and years of schooling and that preference for organizational patterns can be viewed as an obstacle to or as a resource in successful literacy-related experiences.

This chapter provides a critical and synthesizing review of the literature on issues related to preparing teachers for diverse learners from historical and theoretical standpoints, reviewing more than 50 years of calls for teacher education reform and efforts to prepare White teachers and teachers of color for racial, ethnic, and linguistic diversity in schools and communities. It finds that the limited success of such efforts is the result of policy changes that overemphasize recruitment and underemphasize retention, and calls for restructuring teacher education programs and research that focuses on critical reflection and generativity that can lead to transformative practices in the classroom. The authors argue for a (re)new(ed) emphasis on community-based teacher preparation grounded in critical reflection and generativity, which facilitates and promotes transformative teacher education that prepares teachers to teach diverse student populations.