Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251

Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.  
 
Appropriate topics for articles include, but are not limited to, identification, assessment, labeling/categorization, placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds. Manuscripts on family or community-related services, legislation, litigation, and professional preparation are also of interest.  
 
Types of articles published:  
 
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications.  
 
Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.  
 
Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching. 
 
Walter de Gruyter GmbH 
Genthiner Straße 13 
D-10785 Berlin / Germany 
Tel: +49 30 260 05-0 
Fax: +49 30 260 05-251