• "Multicultural people are able to maintain an appreciation of their culture as well as other cultures" pg. 4 
• "Teachers must find a way to accomodate all of their students by creating a multicultural learning environment" pg. 5
• "Create as atmosphere of cultural diversity and positive attitudes for people from all backgrounds and cultures" pg.5
• "Establish a nonthreatening atmosphere for learning so that students can explore creative activities and succeed in school" pg. 5 
• "Encourage students to become more culturally literate" pg. 5
• "Involving the student's parents in the school community is very important.  It is important that teachers and parents have a way to communicate" pg. 5
• "Support parents' confidence in actively participating in their child's school experiences and help them realize that school success is possible" pg. 5
• "Use language that parents can understand" pg. 5 
• "Send messages home in the parents' native language" pg. 5 
• Initiate cross-cultural interaction and encourage parents and community members to explore new educational and academic ground" pg. 5
• "Encourage parents to intergrate new information into their child-rearing practices and incorporate new ideas about education into their family networks" pg. 5

• "Ethnicity- refers to the sense of belonging to a cultural group" pg.12 
• "Culture plays an important role of making sure that people of different cultures conform to socially acceptable actions, and cultural groups use laws as external restrictions to make sure they behave appropriately" pg. 13

Chapter Three

• "Language and culture are inseparable" pg. 16

• "Culture is universal.  All people have culture and, therefore, share in a common humanity" pg. 16

• Culture is organized.  There is a coherence and structure among the patterns of human behavior" pg. 16

• "Culture is stable, yet changeable.  It is dynamic and manifests continuous and constant change" pg. 16 

Chapter 4

• "American values stem from historical, political, and religious beliefs throughout a long period of time." pg 20

Chapter 5

• "Culture Shock" refers to "a removal or disortion of many of the familiar cues a person encounters at home and the substitution of them for other cues which are strange" pg. 24
• Stages of culture shock are the Honeymoon stage pg. 25, Hostile or aggressive stage pg. 25, Recovery pg. 26, Adjustment pg. 26.

Chapter 6

• "Each culture has its own rules about when and how to speak and even what to speak about" pg. 30
• "Culture influences communication, which can create misunderstandings" pg. 30

Chapter 7

• "Nonverbal communication is a way of speaking without words" pg. 36
• "Kinesics (the study of body language) includes facial expressions, posture, gestures, body movements, eye contact, or any ritual that conveys messages or meaning for a culture" pg. 36
• "Paralinguistics is the set of vocal, nonverbal utterances that carry and augment meaning.  How people speak and use pitch, intonation, grunts, and so on help to clarify what they are trying to say" pg. 37
• "Haptics is the art of how people use touch to communicate.  Touching indicates different meanings in different societies" pg. 37
• "Proxemics refers to how a person uses and perceives body space" pg. 37
• "Oculesics is the study of eye movement and postion" pg. 38
• "Chronemics is the way a person views and uses time" pg. 39
• "Monochronics is where people of different cultures think in terms of linear sequential, time-ordered pattern with a beginning, middle, and ending" pg. 39
• "Polychronic individuals tend to think about and involve themselves in a number of activities simultaneously" pg. 39

Chapter 8

• "Age, culture environment, and the family's beliefs and training mold the child into a certain type of learner, which is reflected by his or her cognitive behavior in the classroom" pg. 42
• "Teachers should be cognizant of their own teaching styles as well as their students' learning styles, provide varied opportunities for students to discover their own learning styles, and take risks by experimenting with a number of instuctional styles." pg. 43
• "Students need to be cognizant of their own learning styles, become more tolerant of ambiguity in the foreign language learning environment, and help themselves become more autonomous learners" pg. 43

Chapter 14

• "Through listening, children and adults obtain their learning and understanding about the world and human affairs" pg. 124
• "Learners use all language skills to communicate, so listening, speaking, reading, and writing skills should be taught as integrated skills" pg. 124
• Second language learners have a hard time paying attention, because they do not understand the English lanuage.
• "Second lanuage learners should be exposed to as many types of spoken language as possible such as formal lectures, casual chats, face-to-face interactions, telephone messages, radio and TV presentations, and Native speakers' speech in all kinds of situations." pg. 130
• "Successful listening:  Meaningful words and phrases derived from segmenting the stream of speech, recognition of word classes, use of one's own background knowledge to relate to the incoming message, utterances and parts of the aural text identified for their rhetorical and functional intent, identification of information focus and emotional attitudinal tone through rhythm, stress, and intonation, and the ability to extreact gist from a longer aural text without having understood every word." pg. 131

Chapter 15

• "Short turns consist of one or two utterances" pg. 143
• "Long turns consist of a string of utterances that may be as long as an hour's lecture." pg. 143
• "Teachers should be aware that newcomers vary in the duration of the silent period stage-some stay in this stage for about a week while others may take a few months.  Teachers can make this transition into the new language less frustrating for learners by pairing them up with more proficient learners who can help them get around the class and school and also be successful in doing their school work." pg. 146
• "Teachers can engage learners in concrete experiences-learning by doing.  Visual and kinesthetic learners will benifit by recieving instructions with pictures, diagrams, role play, and creating a product." pg. 147

Chapter 16

• "Second language learners have difficulties in learning the second languages vocabulary because they have to relabel familiar concepts with foreign terminologies." pg. 164
• "There are strategies and skills that they can use to help them learn the vocabulary easier.  1.  They can identify the vocabulary words that students will need to comprehend the reading.  2. Preteach only three to five words.  More than five words will confuse or bore students.  3.  Connect the new words to concepts that students already know.  For example, to help students grasp the meaning of the word perplexed, link it to the word confused." pg. 167

Chapter 17

Teaching Beginning Readers

• "The teacher starts with a group story by having the class share experiences related to a field trip.  The teacher encourages students to dictate how the story is written by asking them to contribute words, phrases, or sentences.  The students read and discuss their story.  The teacher encourages students to read their story through choral reading, followed by echo reading.  The teacher uses the story to help students discover different aspects of print by doing different types of activities such as creating a big book, illustrating stories, identifying letters, words, and punctuation." pg.197

Strategies for Intermediate Learners

• "Directed Reading-Thinking Activity, which helps students to make explicit connections between print and meaning by responding to questions as they read segments of the text." pg. 201
• "Graphic Organizers, which intermediate readers can use to help them to understand stories as well as difficult content and vocabulary they will encounter in expository texts." pg. 202
• Learning Logs/Journals, are great tools to help students discover their thoughts and write about what they read." pg. 202

Chapter 18

Strategies for Assistin All Second Language Writers

Process Writing

• Prewriting
• Drafting
• Revising
• Editing
• Publishing

Strategies For Assisting Intermediate Writers

• "Pattern Writing which helps students expand their language proficiency beyond sentence levels" pg 242
• "Structured Contoversies is where students are expected to research and prepare a paper in which they advocate a position, analyze, and critically evaluate information, synthesize and integrate information, take a perspective of others, and use logical reasoning to reach the highest quality decision possible based on both perspectives of the controversy" pg 243
• "Structured Controversial Dialogues or Case Studies where students research different positions on a topic and write a controversial dialogue or case study" pg. 244