Immigrant Students And Literacy: Reading, Writing, And Remembering

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  • Format: Paperback
  • Copyright: 3/1/2007
  • Publisher: Teachers College Pr

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This powerful book demonstrates how culturally responsive teaching can make learning come alive. Drawing on his experience as a fifth-grade teacher in a multiethnic school where children spoke over 14 different home languages, the author reveals how he created a language arts curriculum from the students' own rich cultural resources, narratives, and identities.

Author Biography

Gerald Campano is an assistant professor at Indiana University, Bloomington, School of Education

Table of Contents

Forewordp. xi
Prefacep. xiii
Acknowledgmentsp. xvii
Introduction: The National Mythology and Urban Teachingp. 1
"United in Diversity": The Rhetoric and Realityp. 1
Classroom Practice and Cultural Contextp. 3
This Book and Its Organizationp. 5
The Power of Inquiry
"From the Heart to the World and Back Again": Negotiating the Boundariesp. 9
From the Location of the Classroomp. 9
From the Location of the Universityp. 11
From the Location of My Pastp. 12
Back to the Urban Classroomp. 14
A Professional Communityp. 16
The Power of Storiesp. 17
Celso's Secret Box: Creating Community Through Shared Storiesp. 20
The Manongs and Manangsp. 21
Different Paths, Different Storiesp. 22
Celso's Storyp. 22
Creating Community Through Narrativep. 25
"It's What We Have Survived"p. 26
Nurturingp. 27
Schoolingp. 28
Carmen's Unwritten Story: Failing Our Students with Remediationp. 31
Discovering Carmen's Rolesp. 31
Carmen's Fatherp. 33
Carmen's Unwritten Storyp. 36
Schooling as Exclusionp. 38
The Second Classroomp. 39
Literacy Practices in the "Second Classroom"
"We Are Strong and Sturdy in the Heart": Redefining Accountabilityp. 45
Residential Stigmap. 46
The Neighborhood Writes Backp. 48
"I Will Tell You a Little Bit About My People": Narrating Immigrant Pastsp. 52
Necessary Silencesp. 53
Silencing in Schoolsp. 54
From Silence to Voicep. 55
Intergenerational Storytellingp. 56
Narratives of Survivalp. 59
Learning to Listenp. 68
"They Came Here for Their Lives": Writing Transnational Identitiesp. 72
Maria: Writing from, a Balikbayan Perspectivep. 72
"I'm Going to Talk to You About Myself": School Literacy as Reflectionp. 74
"This Was a Day That Had Swollen My Heart": School Literacy as Empathyp. 80
"Part of My Life Was Refilled into My Mind": School Literacy as Correspondencep. 85
Reaching Beyond the School Curriculump. 88
Dancing Across Borders: Performing Identitiesp. 90
The Personal as Professionalp. 91
"The World Outside Our Door Was Foreign"p. 92
Lesson Plans: Girl Talk and Teatrop. 94
"Cuando Todos Somos Iguales!" (When We Are All Equal!)p. 96
What the Teacher Didn't Knowp. 98
Community Through Transgressionp. 101
The Process of Inquiry
Continuing Storiesp. 107
Systematic Improvisation: A Way of Teaching and Researchingp. 112
Commitment to Inquiryp. 113
The Teacher Researcher as an Emergent Professional and Activist Identityp. 115
Our Literacy Curriculump. 118
Referencesp. 121
Indexp. 125
About the Authorp. 135
Table of Contents provided by Ingram. All Rights Reserved.

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