Sociocultural Contexts of Language and Literacy

The second edition features updated research on multilingual and second-language literacy, and the int.


Author: Teresa L. McCarty

Publisher: Taylor & Francis

ISBN: 9781135630164

Category: Education

Page: 407

View: 556

Nine American academics, educational consultants, and bilingual/bicultural program development specialists contribute 12 chapters in a research- and theory-based text about learning and teaching in linguistically and culturally diverse classrooms. The second edition features updated research on multilingual and second-language literacy, and the int.

Sociocultural Approaches to Language and Literacy

This book deals with a major crisis in education - the achievement of literacy skills.


Author: Presidential Professor of Linguistics and Education Vera John-Steiner

Publisher: Cambridge University Press

ISBN: 0521373018

Category: Education

Page: 420

View: 834

This book deals with a major crisis in education - the achievement of literacy skills.

Teaching Readers of English

Sociocultural contexts oflanguage and literacy (2nd ed., pp. 309–338). Mahwah, NJ: Lawrence Erlbaum. Pérez, B. (2004b). Language, literacy, and biliteracy. In B. Pérez (Ed.). Sociocultural contexts of language and literacy (2nd ed., pp.


Author: John Hedgcock

Publisher: Routledge

ISBN: 9781135837716

Category: Education

Page: 452

View: 156

A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. Teaching Readers of English: provides a through yet accessible survey of L2 reading theory and research addresses the unique cognitive and socioeducational challenges encountered by L2 readers covers the features of L2 texts that teachers of reading must understand acquaints readers with methods for designing reading courses, selecting curricular materials, and planning instruction explores the essential role of systematic vocabulary development in teaching L2 literacy includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom. Pedagogical features in each chapter include questions for reflection, further reading and resources, reflection and review questions, and application activities.

The SAGE Handbook of Sociolinguistics

(2004) Sociocultural Contexts of Language and Literacy. Mahwah, NJ: Lawrence Erlbaum. Pitkanen-Huhta, A. (2003) Texts and Interaction: Literacy Practices in the EFL Classroom. Jyväskylä: University of Jyväskylä.


Author: Ruth Wodak

Publisher: SAGE

ISBN: 9781446248409

Category: Social Science

Page: 648

View: 408

"A treasure trove for sociolinguistic researchers and students alike. Edited by three leading sociolinguists, the 39 chapters cover a wealth of valuable material... And the cast list reads like a veritable Who's Who of sociolinguistics, with a refreshing number of younger scholars included along with more familiar, well-established names... This is a book that I will reach for often, both for research and teaching purposes. I will recommend it to my postgraduate students, and many of the chapters will provide excellent material for discussion in our advanced undergraduate sociolinguistics course." - Janet Holmes, Discourse Studies "The best, the most complete and the most integrated handbook of sociolinguistics of the past decade." - Joshua A. Fishman, NYU and Stanford University This Handbook answers a long-standing need for an up-to-date, comprehensive, international, in-depth critical survey of the history, trajectory, data, results and key figures involved in sociolinguistics. It consists of six inter-linked sections: The History of Sociolinguistics Sociolinguistics and Social Theory Language, Variation and Change Interaction Multilingualism and Contact Applications The result is a work of unprecedented coverage and insight. It is all here, from the foundational contributions to the field to the impact of new media, new technologies of communication, globalization, trans-border fluidities and agendas of research. The book will quickly be recognized as a benchmark in the field. It will provide a basis for reckoning its origins and pathways of development as well as an authoritative account of the central debates and research issues of today.

Multicultural Issues in Literacy Research and Practice

(Eds), The sociocultural contexts of language and literacy (pp. 69—98). Mahwah, NJ: Lawrence Erlbaum Associates. McLaughlin, D. (1993). Personal narratives for school change in Navajo settings. In D. McLaughlin Si W. G. Tierney (Eds), ...


Author: Arlette Ingram Willis

Publisher: Routledge

ISBN: 9781135669225

Category: Education

Page: 318

View: 367

This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will build on the experiences and findings presented so that the field of multicultural literacies will have a greater impact of literacy research, policy, and practice.

Cultural Practices of Literacy

This volume presents case studies of literacy practices as shaped by culture, language, community, and power.


Author: Victoria Purcell-Gates

Publisher: Routledge

ISBN: 9781000149470

Category: Education

Page: 256

View: 493

This volume presents case studies of literacy practices as shaped by culture, language, community, and power. Covering a range of contexts and exploring a number of relevant dimensions in the evolving picture of literacy as situated, multiple, and social, the studies are grouped around four overarching themes: *Language, Literacy, and Hegemony; *The Immigrant Experience: Language, Literacies, and Identities; *Literacies In-/Out-of-School and On the Borders; and *New Pedagogies for New Literacies. It is now generally recognized that literacy is multiple and woven within the sociocultural lives of communities, but what is not yet fully understood is how it is multiple--how this multiplicity plays out across and within differing sociocultural contexts. Such understanding is critical for crafting school literacy practices in response to the different literacy sets brought to school by different learners. Toward this end it is necessary to know what those sets are composed of. Each of the case studies contributes to building this knowledge in new and interesting ways. As a whole the book provides a rich and complex portrait of literacy-in-use. Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power advances sociocultural research and theory pertaining to literacy development as it occurs across school and community boundaries and cultural contexts and in and out of school. It is intended for researchers, students, professionals across the field of literacy studies and schooling, including specialists in family literacy, community literacy, adult literacy, critical language studies, multiliteracies, youth literacy, international education, English as a second language, language and social policy, and global literacy.

Handbook of Reading Research

Interface of literacy and the oral word . ... Recommendations of the Work Conference on Literacy held for the Agency for International Development . Washington , DC : Center for ... Sociocultural contexts of language development .


Author: P. David Pearson

Publisher: Psychology Press

ISBN: 0805824162

Category: Language Arts & Disciplines

Page: 1108

View: 868

A comprehensive overview of important contemporary issues in the field of reading research from the mid 1980s to mid 1990s, this well-received volume offers readers an examination of literacy through a variety of lenses--some permitting microscopic views and others panoramic views. A veritable "who's who" of specialists in the field, chapter authors cover current methodology, as well as cumulative research-based knowledge. Because it deals with society and literacy, the first section provides the broadest possible view of literacy. The second section defines the range of activities culturally determined to be a part of the enterprise known as literacy. The third focuses on the processes that individuals engage in when they perform the act of reading. The fourth section visits the environment in which the knowledge that comprises literacy is passed on from one generation to the next. The last section, an epilogue to the whole enterprise of reading research, provides apt philosophical reflection.

Developing Reading and Writing in Second language Learners

Sociocultural. Contexts. and. Literacy. Development. Claude Goldenberg, Robert S. Rueda, and Diane August Chapter 5 discusses sociocultural influences, factors that go beyond the individual variations discussed in the previous chapters.


Author: Diane August

Publisher: Taylor & Francis

ISBN: 9780805862089

Category: Education

Page: 336

View: 745

Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.

Language Power and Pedagogy

Second Language Vocabulary Acquisition: A Rationale for Pedagogy. ... Santa Cruz: National Center for Research on Cultural Diversity and Second Language Learning. ... Sociocultural Contexts of Language and Literacy (pp. 3–20).


Author: Jim Cummins

Publisher: Multilingual Matters

ISBN: 9781853594748

Category: Education

Page: 318

View: 440

Population mobility is at an all-time high in human history. One result of this unprecedented movement of peoples around the world is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policy-makers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the differences between attaining conversational fluency in everyday contexts and developing proficiency in the language registers required for academic success? What adjustments do we need to make in curriculum, instruction and assessment to ensure that second-language learners understand what is being taught and are assessed in a fair and equitable manner? How long do we need to wait before including second-language learners in high-stakes national examinations and assessments? What role (if any) should be accorded students’ first language in the curriculum? Do bilingual education programs work well for poor children from minority-language backgrounds or should they be reserved only for middle-class children from the majority or dominant group? In addressing these issues, this volume focuses not only on issues of language learning and teaching but also highlights the ways in which power relations in the wider society affect patterns of teacher–student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society.

Critical Perspectives of the Language Gap

Language and literacy in American Indian and Alaska native communities. In B.Pérez (Ed.), Sociocultural contexts of language and literacy (pp. 79–110). Mahwah, NJ: Lawrence Erlbaum. Mercado, C. (2005a). Seeing what's there: Language and ...


Author: Eric J. Johnson

Publisher: Routledge

ISBN: 9781351016650

Category: Education

Page: 90

View: 688

This volume is an orchestrated critique of the notion that individuals from lower socioeconomic status communities have inferior language skills as compared to middle- and upper-class groups. The idea of this so-called “language gap” stems in large part from Hart and Risley’s (1995) publication Meaningful Differences in the Everyday Experience of Young American Children. Hart and Risley proposed that by age 3, children from more economically affluent households were exposed to approximately 30 million more words than children from low-income backgrounds. They also claimed that this gap in exposure to words negatively impacts cognitive development and eventual academic achievement. The contributing authors in this book contest the original concept of a “language-gap” as well as the recent swell of academic research and public programs that it has produced. The chapters interrogate the linguistic, academic, cultural, and social implications of the “language-gap” by providing critical accounts grounded in the scholarly disciplines of sociolinguistics, anthropology, and education. This book was originally published as a special issue of the International Multilingual Research Journal.