Jerrie Cobb Scott; Dolores Y Straker; Laurie Katz; National Council of Teachers of English.
|ISBN：||9780805863482 0805863486 9780805863499 0805863494 9781410618139 1410618137|
|形態||xxiii, 418 p. : ill. ; 24 cm.|
|コンテンツ：||Foreword: 3/5 of a language? / David Bloome --
Preface: Unmasking support of students' language rights --
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 --
|責任者：||edited by Jerrie Cobb Scott, Dolores Y. Straker, Laurie Katz.|
"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,
- Native language and education -- Cross-cultural studies.
- Education, Bilingual -- Cross-cultural studies.
- English language -- Study and teaching -- Political aspects -- Cross-cultural studies.
- Interkulturelle Erziehung.
- Education, Bilingual.
- English language -- Study and teaching -- Political aspects.
- Native language and education.