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Affirming students' right to their own language : bridging language policies and pedagogical practices
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Affirming students' right to their own language : bridging language policies and pedagogical practices

Author: Jerrie Cobb Scott; Dolores Y Straker; Laurie Katz; National Council of Teachers of English.
Publisher: New York : Routledge ; Urbana, Ill. : National Council of Teachers of English, 2008.
Edition/Format:  Book : EnglishView all editions and formats
Summary:
From the Publisher: 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  Read more...
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Genre/Form: Cross-cultural studies
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Jerrie Cobb Scott; Dolores Y Straker; Laurie Katz; National Council of Teachers of English.
ISBN: 9780805863482 0805863486 9780805863499 0805863494 9781410618139 1410618137
OCLC Number: 223811535
Description: xxiii, 418 p. : ill. ; 24 cm.
Contents: Foreword: 3/5 of a language? / David Bloome --
Preface: Unmasking support of students' language rights --
Acknowledgments --
Part 1: Setting The Context --
1: Cross-currents in language policies and pedagogical practices / Jerrie Cobb Scott, Dolores Y Straker, and Laurie Katz --
2: Perspectives on language policies and pedagogical practices --
Interview 1: Issues in global and local language policies / Joel Spring --
Interview 2: Insider's view of African American language policies and pedagogies / Geneva Smitherman --
Interview 3: Law of language in the United States / Christina M Rodriguez --
Interview 4: What teachers need to know to educate English language learners / Mary Carol Combs --
Part 2: Educational Policies, Attitudes, And UnFulfilled Promises --
3: Hidden linguistic legacies of Brown v Board and No Child Left Behind / John Baugh and Aaron Welborn --
4: Portraits, counterportraits, and the lives of children: language, culture, and possibilities / Rick Meyer --
5: Restore my language and treat me justly: indigenous students' rights to their tribal languages / Dorothy Aguilera and Margaret D LeCompte --
6: Power, politics, and pedagogies: re-imagining students' right to their own language through democratic engagement / Valerie Kinloch --
7: Exploring attitudes toward language differences: implications for teacher education programs / Laurie Katz, Jerrie Cobb Scott, and Xenia Hadjioannou --
8: Positionality: using self-discovery to enhance pre-service teachers' understanding of language differences / Nancy Rankie Shelton --
9: Beyond the silence: instructional approaches and students' attitudes / David E Kirkland and Austin Jackson. Part 3: Toward A Pedagogy Of Success In Classrooms --
10: We have our own language as well as the languages we bring: constructing opportunities for learning through a language of the classroom / Beth V Yeager and Judith L Green --
11: Taylor cat is black: code-switch to add standard English to students' linguistic repertoires / Rebecca S Wheeler --
12: There's no "1" way to tell a story / Laurie Katz and Tempii Champion --
13: Culturally responsive read-alouds in first grade: drawing upon children's languages and cultures to facilitate literary and social understandings / Jeane Copenhaver-Johnson, Joy Bowman, and Angela Johnson Rietschlin --
14: Developing culturally responsive teacher practitioners through multicultural literature / Tamara L Jetton, Emma Savage-Davis, and Marianne Baker --
15: Educating the whole child: English language learners in a middle school / Mari Haneda --
16: New Chinese immigrant students' literacy development: from heritage language to bilingualism / Danling Fu --
17: High stakes testing and the social languages of literature and literate achievement in urban classrooms / Dorothea Anagnostopoulos --
Part 4: Global Perspectives On Language Diversity And Learning --
18: Possibilities for non-standard dialects in American classrooms: lessons from a Greek Cypriot class / Xenia Hadjioannou --
19: Writing on the wall: graffiti and other community school practices in Brazil / Ana Christina Dasilva Iddings --
20: Social construction of literacy in a Mexican community: coming soon to your school? / Patrick H Smith, Luz A Murillo, and Robert T Jimenez --
21: Multilingualism in classrooms: the paritetic school system of the Ladin Valleys in South Tyrol (Italy) / Gerda Videsott --
22: Educational policies and practices in post-apartheid South Africa: the case for indigenous African languages / Nkonko M Kamwangamalu --
23: Meaningful early literacy learning experiences: lessons from South Africa / Carole Bloch --
24: India's multilingualism: paradigm and paradox / Zarina Manawwar Hock --
Afterword: Reflections on language policies and pedagogical practices / Jacqueline Jones Royster, Jerrie Cobb Scott, and Dolores Y Straker --
Author biographies --
Author index --
Subject index.
Responsibility: edited by Jerrie Cobb Scott, Dolores Y. Straker, Laurie Katz.
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Abstract:

Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, this book presents research-based practices that maximize students'  Read more...

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"Overall, the authors do a commendable job of educating the reader on the complexity and importance of how valuing students' language is critical for them to succeed in our increasingly multilingual, Read more...

 
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schema:description"Foreword: 3/5 of a language? / David Bloome -- Preface: Unmasking support of students' language rights -- Acknowledgments -- Part 1: Setting The Context -- 1: Cross-currents in language policies and pedagogical practices / Jerrie Cobb Scott, Dolores Y Straker, and Laurie Katz -- 2: Perspectives on language policies and pedagogical practices -- Interview 1: Issues in global and local language policies / Joel Spring -- Interview 2: Insider's view of African American language policies and pedagogies / Geneva Smitherman -- Interview 3: Law of language in the United States / Christina M Rodriguez -- Interview 4: What teachers need to know to educate English language learners / Mary Carol Combs -- Part 2: Educational Policies, Attitudes, And UnFulfilled Promises -- 3: Hidden linguistic legacies of Brown v Board and No Child Left Behind / John Baugh and Aaron Welborn -- 4: Portraits, counterportraits, and the lives of children: language, culture, and possibilities / Rick Meyer -- 5: Restore my language and treat me justly: indigenous students' rights to their tribal languages / Dorothy Aguilera and Margaret D LeCompte -- 6: Power, politics, and pedagogies: re-imagining students' right to their own language through democratic engagement / Valerie Kinloch -- 7: Exploring attitudes toward language differences: implications for teacher education programs / Laurie Katz, Jerrie Cobb Scott, and Xenia Hadjioannou -- 8: Positionality: using self-discovery to enhance pre-service teachers' understanding of language differences / Nancy Rankie Shelton -- 9: Beyond the silence: instructional approaches and students' attitudes / David E Kirkland and Austin Jackson."
schema:description"Part 3: Toward A Pedagogy Of Success In Classrooms -- 10: We have our own language as well as the languages we bring: constructing opportunities for learning through a language of the classroom / Beth V Yeager and Judith L Green -- 11: Taylor cat is black: code-switch to add standard English to students' linguistic repertoires / Rebecca S Wheeler -- 12: There's no "1" way to tell a story / Laurie Katz and Tempii Champion -- 13: Culturally responsive read-alouds in first grade: drawing upon children's languages and cultures to facilitate literary and social understandings / Jeane Copenhaver-Johnson, Joy Bowman, and Angela Johnson Rietschlin -- 14: Developing culturally responsive teacher practitioners through multicultural literature / Tamara L Jetton, Emma Savage-Davis, and Marianne Baker -- 15: Educating the whole child: English language learners in a middle school / Mari Haneda -- 16: New Chinese immigrant students' literacy development: from heritage language to bilingualism / Danling Fu -- 17: High stakes testing and the social languages of literature and literate achievement in urban classrooms / Dorothea Anagnostopoulos -- Part 4: Global Perspectives On Language Diversity And Learning -- 18: Possibilities for non-standard dialects in American classrooms: lessons from a Greek Cypriot class / Xenia Hadjioannou -- 19: Writing on the wall: graffiti and other community school practices in Brazil / Ana Christina Dasilva Iddings -- 20: Social construction of literacy in a Mexican community: coming soon to your school? / Patrick H Smith, Luz A Murillo, and Robert T Jimenez -- 21: Multilingualism in classrooms: the paritetic school system of the Ladin Valleys in South Tyrol (Italy) / Gerda Videsott -- 22: Educational policies and practices in post-apartheid South Africa: the case for indigenous African languages / Nkonko M Kamwangamalu -- 23: Meaningful early literacy learning experiences: lessons from South Africa / Carole Bloch -- 24: India's multilingualism: paradigm and paradox / Zarina Manawwar Hock -- Afterword: Reflections on language policies and pedagogical practices / Jacqueline Jones Royster, Jerrie Cobb Scott, and Dolores Y Straker -- Author biographies -- Author index -- Subject index."
schema:description"From the Publisher: 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."
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