Multicultural and Multilingual Literacy and Language: Contexts and Practices / Edition 1

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Overview

Within a clear conceptual framework, this book explores ways that teachers, reading specialists, administrators, and teacher educators can provide more effective literacy instruction to K/n-/9 students from diverse ethnic, cultural, and linguistic backgrounds. Cutting-edge theory and research is interwoven with detailed case studies that bring to life the complexities of teaching in today's multicultural and multilingual classroom. Topics covered include:

*How and why culture matters in literacy instruction
*Drawing on students' multiple literacies in the classroom
*Motivating and engaging English-language learners
*Steps that teachers can take to heighten their cultural awareness and skills
*Tapping into family and community resources for literacy learning
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Editorial Reviews

From the Publisher

"I can't recall the last time I read an edited volume with so much fresh, new, and important material! I found myself marking chapters to cite as references, to recommend to colleagues, and to assign for graduate courses in literacy and diversity. Chapters reach from the individual learner in the classroom to the implications of state and district policy. Boyd, Brock, and Rozendal are to be congratulated for a book that is thoroughly ambitious in scope, truly multicultural in flavor, and successful in providing much-needed insights about the challenging issues of bringing students of diverse cultural and linguistic backgrounds to high levels of literacy."--Kathryn H. Au, PhD, College of Education, University of Hawaii

"This volume is a major contribution to understanding the influences of children's culture and language on their literacy learning. The book raises awareness of issues related to literacy learning both in and out of school. College literacy instructors seeking to infuse their courses with knowledge about literacy learning in diverse settings will find it an essential text. Teachers will also benefit from reading this book: It will enhance their understanding of the different contributions of home and community to literacy learning, and help them create learning environments that promote all children's success."--Flora V. Rodriguez-Brown, PhD, College of Education, University of Illinois at Chicago

"This book brings both depth and breadth to its exploration of issues in supporting English language-learners. Topics addressed include approaches to word study, text selection, and instructional systems (both within the classroom and across the district). The voices of classroom teachers, teacher educators, and educational researchers provide a broad perspective on how to better address the needs of English-language learners through teacher preparation, teaching, and research. This is a useful resource for language and literacy educators, regardless of the settings in which they work."--Taffy E. Raphael, PhD, College of Education, University of Illinois-Chicago

"Literacy is a human right. Life success depends a great deal on the individual's access to information and literacy competence. This book provides a framework for including a community agenda in research and practice related to literacy instruction for multicultural/multilingual populations. It stresses that literacy is acquired in multiple contexts and is learned through a lifelong process. Also emphasized is the need for researchers, educators, and administrators to work together to create optimal learning environments and experiences for all children. If we truly want to leave no child behind, this book is a ‘must' for educators and other members of our global village."--Li-Rong L. Cheng, PhD, School of Speech, Language and Hearing Sciences, San Diego State University

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Product Details

  • ISBN-13: 9781572309616
  • Publisher: Guilford Publications, Inc.
  • Publication date: 11/28/2003
  • Series: Solving Problems in the Teaching of Literacy Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 338
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.80 (d)

Meet the Author


Fenice B. Boyd, PhD, is Associate Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo -- State University of New York. She earned her doctorate from Michigan State University in Curriculum, Teaching, and Educational Policy with a speciality in Literacy. Dr. Boyd's research centers on adolescents who struggle with literacy learning and schooling, students' responses to young adult and multicultural literature, and issues related to diversity in classrooms. At the University at Buffalo, she teaches master's and doctoral courses focused on reading comprehension research; adolescent literacy; language arts; young adult literature; and language, literacy, and culture.

Cynthia H. Brock, PhD, is Associate Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno. Her primary teaching interests include literacy instruction for children in the middle and upper elementary grades, literacy and diversity, and qualitative methods. Dr. Brock's primary research interests include studying the literacy learning of upper elementary children from diverse cultural and linguistic backgrounds. She also explores how to work with preservice and inservice teachers to foster the literacy learning of children from diverse backgrounds at the upper elementary level.

Mary S. Rozendal, PhD, is Assistant Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo -- State University of New York. She teaches literacy methods courses that center on instruction for students with disabilities, teacher collaboration in general and special education, and classroom discourse.

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Table of Contents

Introduction: Constructing Pedagogies of Empowerment in Multicultural and Multilingual Classrooms: Implications for Theory and Practice 1
I. Language, Texts, and Contexts
Chapter 1 Literacy, Learning, and Language Variation: Implications for Instruction 15
Chapter 2 Texts and English Language Learners: Scaffolding Entree to Reading 32
Chapter 3 Classroom Language: Inviting All Students to Participate 54
II. Teacher Ideologies and Motivation for Change
Chapter 4 Learning to Look through a New Lens: One Teacher's Reflection on the Change Process as Related to Cultural Awareness 77
Chapter 5 When "What We Say" and "What We Do" Don't Match 93
Chapter 6 On Listening to What Others Say: Narrative as a Catalyst to Uncover Issues of Racial and Cultural Diversity 106
Chapter 7 Teaching Language Arts from a Multicultural Perspective: A Junior High School Experience 130
Chapter 8 Listening to Inner-City Teachers of English Language Learners: Differentiating Literacy Instruction 144
III. Students' Voices on Issues of Literacy Learning and Diversity
Chapter 9 In Retrospect: Learning to Learn from Adolescents' Reading Experiences 163
Chapter 10 Reader Response, Culturally Familiar Literature, and Reading Comprehension: The Case of Four Latina(o) Students 180
Chapter 11 Parallel Development of Writing in English and German 207
Chapter 12 Supporting the Silent Second-Language Learner: A Professor Learns from a Kindergartner 218
IV. Out-of-Classroom Influences on Literacy Learning
Chapter 13 Teaching Interrupted: The Effect of High-Stakes Testing on Literacy Instruction in a Texas Elementary School 241
Chapter 14 Fostering Systems of Support for Teachers and Students 262
Chapter 15 The Empowering Literacy Practices of an African American Church 280
Chapter 16 Family Literacy: Learning from an Asian Immigrant Family 304
Conclusions: Improving Literacy Instruction for All Children: Current Concerns and Future Directions 323
Index 332
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