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El. knyga: Affirming Students' Right to their Own Language: Bridging Language Policies and Pedagogical Practices [Taylor & Francis e-book]

Edited by (The University of Memphis, USA), Edited by (The Ohio State University, USA), Edited by (University of Cincinnati, USA)
  • Formatas: 442 pages, 14 Tables, black and white
  • Išleidimo metai: 03-Nov-2008
  • Leidėjas: Routledge
  • ISBN-13: 9780203866986
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 203,11 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 290,16 €
  • Sutaupote 30%
Affirming Students' Right to their Own Language: Bridging Language Policies and Pedagogical PracticesDidesnis paveikslėlis
  • Formatas: 442 pages, 14 Tables, black and white
  • Išleidimo metai: 03-Nov-2008
  • Leidėjas: Routledge
  • ISBN-13: 9780203866986
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9780203866986

A Co-publication of the National Council of Teachers of English and Routledge.

This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students' Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations.



A Co-publication of the National Council of Teachers of English and Routledge.

How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today’s diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations?

This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students’ Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations.

Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students’ use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need.

Visit http://www.ncte.org for more information about NCTE books, membership, and other services.

Foreword: 3/5 of a Language? xi
David Bloome
Preface: Unmasking Support of Students' Language Rights xvii
Acknowledgments xxiii
PART I SETTING THE CONTEXT
1(38)
Cross-Currents in Language Policies and Pedagogical Practices
3(15)
Jerrie Cobb Scott
Dolores Y. Straker
Laurie Katz
Perspectives on Language Policies and Pedagogical Practices
18(21)
Issues in Global and Local Language Policies
Joel Spring
An Insider's View of African American Language Policies and Pedagogies
Geneva Smitherman
The Law of Language in the United States
Christina M. Rodriguez
What Teachers Need to Know to Educate English Language Learners
Mary Carol Combs
PART II EDUCATIONAL POLICIES, ATTITUDES, AND UNFULFILLED PROMISES
39(112)
The Hidden Linguistic Legacies of Brown v. Board and No Child Left Behind
41(13)
John Baugh
Aaron Welborn
Portraits, Counterportraits, and the Lives of Children: Language, Culture, and Possibilities
54(14)
Rick Meyer
Restore My Language and Treat Me Justly: Indigenous Students' Rights to Their Tribal Languages
68(17)
Dorothy Aguilera
Margaret D. Lecompte
Power, Politics, and Pedagogies: Re-Imagining Students' Right to Their Own Language Through Democratic Engagement
85(14)
Valerie Kinloch
Exploring Attitudes Toward Language Differences: Implications for Teacher Education Programs
99(18)
Laurie Katz
Jerrie Cobb Scott
Xenia Hadjioannou
Positionality: Using Self-Discovery to Enhance Pre-Service Teachers' Understanding of Language Differences
117(15)
Nancy Rankie Shelton
Beyond the Silence: Instructional Approaches and Students' Attitudes
132(19)
David E. Kirkland
Austin Jackson
PART III TOWARD A PEDAGOGY OF SUCCESS IN CLASSROOMS
151(122)
``We Have Our Own Language as Well as the Languages We Bring'': Constructing Opportunities for Learning Through a Language of the Classroom
153(23)
Beth V. Yeager
Judith L. Green
``Taylor Cat is Black'': Code-Switch to Add Standard English to Students' Linguistic Repertoires
176(16)
Rebecca S. Wheeler
There's No ``1'' Way to Tell a Story
192(14)
Laurie Katz
Tempii Champion
Culturally Responsive Read-Alouds in First Grade: Drawing Upon Children's Languages and Cultures to Facilitate Literary and Social Understandings
206(13)
Jeane Copenhaver-Johnson
Joy Bowman
Angela Johnson Rietschlin
Developing Culturally Responsive Teacher Practitioners Through Multicultural Literature
219(13)
Tamara L. Jetton
Emma Savage-Davis
Marianne Baker
Educating the Whole Child: English Language Learners in a Middle School
232(15)
Mart Haneda
New Chinese Immigrant Students' Literacy Development: From Heritage Language to Bilingualism
247(15)
Danling Fu
High Stakes Testing and the Social Languages of Literature and Literate Achievement in Urban Classrooms
262(11)
Dorothea Anagnostopoulos
PART IV GLOBAL PERSPECTIVES ON LANGUAGE DIVERSITY AND LEARNING
273(103)
Possibilities for Non-Standard Dialects in American Classrooms: Lessons from a Greek Cypriot Class
275(16)
Xenia Hadjioannou
The Writing on the Wall: Graffiti and Other Community School Practices in Brazil
291(12)
Ana Christina Dasilva Iddings
The Social Construction of Literacy in a Mexican Community: Coming Soon to Your School?
303(16)
Patrick H. Smith
Luz A. Murillo
Robert T. Jimenez
Multilingualism in Classrooms: The Paritetic School System of the Ladin Valleys in South Tyrol (Italy)
319(10)
Gerda Videsott
Educational Policies and Practices in Post-Apartheid South Africa: The Case for Indigenous African Languages
329(16)
Nkonko M. Kamwangamalu
Meaningful Early Literacy Learning Experiences: Lessons from South Africa
345(15)
Carole Bloch
India's Multilingualism: Paradigm and Paradox
360(16)
Zarina Manawwar Hock
Afterword: Reflections on Language Policies and Pedagogical Practices 376(12)
Jacqueline Jones Royster
Jerrie Cobb Scott
Dolores Y. Straker
Author Biographies 388(15)
Author Index 403(8)
Subject Index 411
Jerrie Cobb Scott is Professor of Urban Literacy and Director of the Reading Center at the University of Memphis.

Dolores Y. Straker (deceased) was Dean of the Raymond Walters College at the University of Cincinnati.

Laurie Katz is Associate Professor of Early Childhood Education at The Ohio State University.
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