Bøker i Language and Literacy Series-serien

Now available in a revised and expanded edition, this accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favourite are the succinct descriptions of alternative practices for transforming schools and students' futures.

Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students' interests.

The essays in this book not only provide an overview of the fundamental ideas of the New London Group and their importance across literacy, communications, and media studies but also explore how they have been adapted by today's educators to better prepare students for a rapidly changing, globalized world.

Many writing teachers are searching for a better way to turn student writing into teaching and learning opportunities. This book introduces a rubric designed by the National Writing Project - the Analytic Writing Continuum. The authors use sample student writing and multiple classroom scenarios to illustrate how teachers have adapted this flexible tool to meet the needs of their students.

In this inspirational book, LaMay shows readers how to transform classrooms and schools into places where youth can explore the intersection between literacy and their lives. This book is the culmination of a literacy curriculum that the author and her high school students wrote dialogically, beginning with their attempt to define love.

Many educators feel caught between mandates to meet literacy standards and the desire to respond to individual students' interests, skills, and challenges. This book illustrates how a dialogical approach to practice will enable teachers to meet the needs of today's diverse student population within a standardized curriculum.

Uses literacy basics to suggest concrete approaches that leaders and coaches can use to help teachers improve their instruction with culturally and linguistically diverse students. Based on firsthand experiences, research, and a school-university-community collaborative, this practical book homes in on what literacy leaders need to do in today's rapidly changing schools.

Provides teachers with a road map for designing a comprehensive writing curriculum. The authors zero in on several big ideas that lead to and support effective practices in writing instruction, such as integrating reading, writing, speaking, and listening; teaching writing as a process; extending the range of students' writing; spiraling and scaffolding a writing curriculum; and collaborating.

Investigates how the lives and literacies of youth in New York City's historic Harlem are affected by public attempts to gentrify the community. This book draws connections between race, place, and students' literate identities through interviews with youth, teachers, longtime Black residents, and their new White neighbors.

Drawing on examples from K-5 classrooms, the authors make clear what LGBTQ-inclusive literacy teaching can look like in practice, including what teachers might say and how students might respond. The text also provides readers with opportunities to consider these new approaches with respect to traditional literacy instruction.

This award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, "You Gotta BE the Book" continues to help teachers meet new challenges.

Rooted in examples from their own and others' classrooms, the authors of this book offer discipline-specific practices for implementing antiracist literature instruction in White-dominant schools. Each chapter explores a key dimension of antiracist literature teaching and learning.

Offers practical, evidenced-based strategies for teaching literature, informational texts, writing, and communication to students on the spectrum. The final chapter illustrates how curriculum focused on commonly taught literary works can be reimagined to accommodate the needs and draw on the strengths of students on the spectrum.

Filled with day-to-day practices, this book will help elementary school teachers tackle the imbalance of privilege in literacy education. Readers will learn about culturally relevant pedagogies as young children learn literacy and a critical stance through music, oral histories, name stories, intergenerational texts, and heritage lessons.

How do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? Profiling six high-performing high schools, the authors identify design elements and shared values that were key factors in yielding extraordinary results.

This work offers a new approach to understanding how young children in early and elementary grades communicate their knowledge of the world and the ways in which that kind of understanding can transform the educative process.

Focuses on different social justice pedagogies and how they can work within standards and district mandates in a variety of English language arts classrooms. With detailed analysis and authentic classroom vignettes, the author explores how teachers cultivate relationships for equity, utilize transformative language practices, demonstrate critical caring, and develop students' critical literacies.

Prominent educators and researchers propose that schooling should be a site for sustaining cultural practices rather than eradicating them. Chapters present theoretically grounded examples of how schools can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world.

Prominent educators and researchers propose that schooling should be a site for sustaining cultural practices rather than eradicating them. Chapters present theoretically grounded examples of how schools can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world.

Step into a classroom and ""listen in"" on the writing initiatives and motivations of students who are given significant choice and agency in the development of their writing. Filled with rich portraits of in-class writing interactions and challenges, this book highlights various themes that help teachers become better observers and more responsive to the complexity of writing in children's lives.

Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade.

Shows how teachers can pursue and sustain personally and professionally worthwhile writing practices, even amidst the many demands associated with teaching. Chapter by chapter, the book provides strategies to help teachers get started on projects, build energy for writing, overcome obstacles, create support systems using online technologies, and develop coherence across their writing lives.

This resource will help K-2 teachers revitalize and restructure their classroom literacy instruction based on Marie Clay's groundbreaking and transformative literacy processing theory. This practical volume gives primary grade teachers specific suggestions for using these principles and includes rich, robust instructional examples to ensure that all children meet new and rigorous standards.

Presents a comprehensive plan for vocabulary instruction from kindergarten through high school. This practical book presents a research-based program that includes four parts: language experiences, teaching individual words, teaching word learning strategies, and fostering word consciousness.

Addresses the educational needs of transnational youth. The author describes a coherent approach to English language arts and literacy education that supports the literacy learning and development of transnational students, while incorporating these students' unique experiences to enrich the learning of all students.

The more teachers understand about how children learn to talk, the more they can help children become avid, joyful readers and writers. This book identifies several important commonalities across oral and written language. It incorporates various examples from a diverse range of children engaged in authentic literacy experiences.

Offering a fresh perspective on language socialization in Latino families, this book provides a historical, political, and cultural context for the language attitudes and socialization practices that help determine what and how Latino children speak, read, and write.

This is a textbook about the beliefs, issues, and practices at the forefront of literacy education - from language, ethnic, and academic diversity, to social construction of meaning and knowledge. Commentaries by literacy scholars provide an expanded perspective on the many issues raised.

Features real teachers who share their stories, successful practices, and vivid examples of their students' creative and expository writing from online and multimedia projects, such as blogs, wikis, podcasts, electronic poetry, and more.