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This paper presents a qualitative study of five monolingual teachers' understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language; (b) written High German as a language for religious worship and (c) spoken and written English for school and for communication outside the colony. Findings from this study demonstrate that the teachers report having had limited or inaccurate understandings of their students' linguistic repertoires prior to beginning their teaching positions. Secondly, the teacher participants' awareness of the students' language resources was, and is, an ongoing process. Finally, the willingness and ability to cultivate hybrid language use of Hutterisch and English varies from teacher to teacher. The paper concludes with discussion of considerations for teacher education and in-service teachers working in Hutterite communities.

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The United States has several meteorological, oceanographic, and satellite operational processing centers (OPCs) in the military and civilian sectors. Separate cooperative and complementary military and civilian OPCs provide sufficient redundancy for backup purposes; permit the development of state-of-the-art forecasting schemes, such as the ensemble technique; and ensure the diverse environmental needs of military and civilian users are met with the most efficient use of resources. The effective collaboration of the military and civilian OPCs has resulted in the development of a truly national meteorological and oceanographic resource not attainable within any single agency.

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