Multicultural and Multilingual Literacy and Language Contexts and Practices

by Boyd, Fenice B.; Brock, Cynthia H.; Rozendal, Mary S.

• ISBN13: 9781572309616
• ISBN10: 157230961X
• Format: Paperback
• Copyright: 2003-12-17
• Publisher: The Guilford Press

Summary

Within a clear conceptual framework, this book explores ways that teachers, reading specialists, administrators, and teacher educators can provide more effective literacy instruction to US K-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. Top scholars team up with classroom teachers to create this much-needed, practical and accessible book.

Author Biography

Fenice B. Boyd, PhD, is Associate Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo/m-/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/m-/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.

Table of Contents

Introduction Constructing Pedagogies of Empowerment in Multicultural and Multilingual Classrooms: Implications for Theory and Practice	1	(14)
Fenice B. Boyd and Cynthia H. Brock
I. Language, Texts, and Contexts
Chapter 1 Literacy, Learning, and Language Variation: Implications for Instruction	15	(17)
Cynthia H. Brock, Laura A. Parks, and Dorothy K. Moore
Chapter 2 Texts and English Language Learners: Scaffolding Entrée to Reading	32	(22)
Elfrieda H. Hiebert, Zoe Ann Brown, Cheryl Taitague, Charles W Fisher, and Martha A. Adler
Chapter 3 Classroom Language: Inviting All Students to Participate	54	(23)
Claudia Christensen Haag and Joan Williams
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	(16)
Debbie Diller
Chapter 5 When "What We Say" and "What We Do" Don't Match	93	(13)
Nancy Anderson
Chapter 6 On Listening to What Others Say: Narrative as a Catalyst to Uncover Issues of Racial and Cultural Diversity	106	(24)
Mary McVee
Chapter 7 Teaching Language Arts from a Multicultural Perspective: A Junior High School Experience	130	(14)
Elavie Ndura
Chapter 8 Listening to Inner-City Teachers of English Language Learners: Differentiating Literacy Instruction	144	(19)
Laurie MacGillivray, Robert Rueda, and Ana Maritza Martinez
III. Students' Voices on Issues of Literacy Learning and Diversity
Chapter 9 In Retrospect: Learning to Learn from Adolescents' Reading Experiences	163	(17)
Fenice B. Boyd
Chapter 10 Reader Response, Culturally Familiar Literature, and Reading Comprehension: The Case of Four Latina(o) Students	180	(27)
Leila Flores-Dueñas
Chapter 11 Parallel Development of Writing in English and German	207	(11)
Eurydice Bouchereau Bauer
Chapter 12 Supporting the Silent Second-Language Learner: A Professor Learns from a Kindergartner	218	(23)
Laura Klenk
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	(21)
Julie L. Pennington
Chapter 14 Fostering Systems of Support for Teachers and Students	262	(18)
Judy Wallis and Elizabeth Rosado-McGrath
Chapter 15 The Empowering Literacy Practices of an African American Church	280	(24)
Gwendolyn Thompson McMillon and Vincent Duane McMillon
Chapter 16 Family Literacy: Learning from an Asian Immigrant Family	304	(19)
Guofang Li
Conclusions Improving Literacy Instruction for All Children: Current Concerns and Future Directions	323	(9)
Cynthia H. Brock
Index	332