Crossroads Literature and Language in Culturally and Linguistically Diverse Classrooms

by Cox, Carole; Batstone, Paul-Boyd

• ISBN13: 9780131915787
• ISBN10: 0131915789
• Edition: 1st
• Format: Paperback
• Copyright: 1996-12-23
• Publisher: Pearson

Summary

Provides a model for teaching with literature in today's culturally and linguistically diverse classrooms.Introduces readers to reader-response theory and practice and theoretical principles concerning how children acquire English as a second language and biliteracy development. Provides rich case studies of three different language learners: a native English speaker, an English learner, and a bilingual English/Spanish student.Teachers of a multi-cultural classroom.

Table of Contents

Part 1 Literature and Language Theory into Practice	1	(78)
CHAPTER 1 The Story of Javier and the Turnip	3	(20)
Meet the Authors	3	(3)
Carole Cox	3	(1)
Paul Boyd-Batstone	4	(1)
The Authors Meet	4	(2)
A First Visit to Senor B.-B.'S Third-Grade Class	6	(4)
An Overview of a Bilingual Classroom	6	(4)
Teaching with Literature in a Bilingual Class	10	(6)
A Literature Group Conference: The Rabbit and the Turnip	10	(4)
A First Conversation between Carole and Paul	14	(2)
Changing Thinking about Teaching with Literature	16	(3)
A New Literature Plan	16	(3)
What Happened to Javier and the Turnip?	19	(1)
Things to Think About	19	(1)
Things to Do	20	(1)
Further Reading	20	(1)
References	21	(2)
CHAPTER 2 Mapping the Crossroads of Reader-Response and Second Language	23	(26)
Reader-Response Theory	23	(4)
The Reader or the Text?	24	(1)
Reader-Response Theories Influential in Education	24	(3)
Second-Language Acqusition Theory	27	(7)
Grammar or Communication?	27	(2)
Second-Language Acquisition Theories Influential in Education	29	(5)
Theoretical Crossroads	34	(7)
Transmission or Social Construction of Knowledge?	34	(3)
Reader-Response Theory and Second-Language Acquisition	37	(4)
Things to Think About	41	(1)
Things to Do	42	(1)
Further Reading	43	(1)
References	43	(6)
CHAPTER 3 Teaching with Literature and English Language and Literacy Development	49	(30)
Text-Centered Approach	49	(3)
Learning Part to Whole	50	(1)
Meaning in the Text	51	(1)
Standardized Assessment	51	(1)
Response-Centered Approach	52	(3)
Learning Whole to Part	52	(2)
Meaning Transacted between the Reader and the Text	54	(1)
Authentic Assessment	54	(1)
Two Ways to Teach with Literature	55	(5)
A Text-Centered Lesson from a "Literary" Basal Reader	55	(2)
A Literature Group Forms in a Response-Centered Classroom	57	(2)
Comparison of Text-Centered and Response-Centered Classrooms	59	(1)
Integrated, Literature-Based Teaching	60	(10)
Read	61	(1)
Respond	62	(4)
Ripple	66	(4)
Literature and Learning English as a Second Language	70	(4)
Second-Language Literacy	71	(1)
Honoring Students' Voices	72	(2)
Things to Think About	74	(1)
Things to Do	74	(1)
Further Reading	75	(1)
References	76	(3)
PART 2 Case Studies of Children	79	(44)
CHAPTER 4 The Native English Speaker: Case Study of Anne	81	(12)
Meet Anne	81	(1)
Background and Home Influences	82	(1)
Language Development: Native English Speaker	83	(1)
Anne as a Student	83	(5)
Anne's Response Process Style: Challenges the Text	88	(3)
Things to Think About	91	(1)
Things to Do	91	(1)
Further Reading	92	(1)
Reference	92	(1)
CHAPTER 5 The English Learner: Case Study of Juan	93	(16)
Meet Juan	93	(1)
Background and Home Influences	94	(1)
Language Development: English as a Second Language	95	(1)
Juan as a Student	96	(4)
Juan's Response Process Style: Makes Personal Connections	100	(5)
Things to Think About	105	(1)
Things to Do	106	(1)
Further Reading	107	(1)
Reference	107	(2)
CHAPTER 6 The Bilingual English/Spanish Speaker: Case Study of Eduardo	109	(14)
Meet Eduardo	109	(1)
Background and Home Influences	110	(1)
Language Development: Fluent Bilingual in English and Spanish	111	(1)
Eduardo as a Student	111	(5)
Eduardo's Response Process Style: Tells His Own Stories	116	(4)
Things to Think About	120	(1)
Things to Do	121	(1)
Further Reading	121	(1)
Reference	121	(2)
PART 3 Literature and Language Crossroads in a Bilingual Classroom	123	(68)
CHAPTER 7 Reader-Response in a Bilingual Classroom	125	(26)
Description of the Site	127	(1)
A Morning in Paul's Class	128	(18)
Classroom Setup	128	(1)
Whole-Group Instruction, Individual Space, and Small-Group Work	129	(14)
Planning for the Next Day: Responding to Needs, Solving Problems	143	(3)
Conclusion: Authors, Artists, and Explorers	146	(3)
Things to Think About	149	(1)
Things to Do	149	(1)
Further Reading	149	(1)
References	150	(1)
CHAPTER 8 Components of Response-Centered Instruction	151	(40)
Preparation and Planning for the Literature Cycle	154	(8)
Language and Literacy Development Options	155	(3)
Language and Literacy Sources	158	(1)
Materials and Tools for a Literature Cycle	158	(4)
The Literature Cycle	162	(25)
Choosing and Using Literature	162	(2)
Forming Literature-Response Groups	164	(4)
Conducting a Response Forum	168	(10)
Conducting Subsequent Response Forums	178	(3)
Putting on the Group Presentation	181	(6)
Conclusion	187	(1)
Things to Think About	188	(1)
Things to Do	188	(1)
Further Reading	188	(1)
References	189	(3)
Word Processing and Authoring Tools Software	191	(4)
Index	195